Gender equality in music education: A study of gender biases in the Secondary Education Music classroom

Abstract

Researches confirm that gender biases are still present in everyday life, interfering with the advancement and effectiveness of gender equality. In the field of education, and specifically in music, these prejudiced and stereotypical gender thoughts often go unnoticed, and their impact and influence is mostly minimized in teenagers. Therefore, the main objective of this research is to identify the main gender biases that are reproduced in music education and how they hinder equal education in teenage students in Secondary Education. To this end, it explores factors and aspects that lead to the persistence of biases, such as the course and historical presence of female artists in music, the phenomenon of the hidden curriculum in the classroom or the musical influence of the genres most consumed by teenage students. Consequently, in order to find out the students' perception of the gender biases explored, a quantitative research was carried out by applying a questionnaire designed specifically for this purpose. The total sample consisted of 276 Secondary Education students in public schools. The results obtained confirm the existence of gender biases in their musical education, primarily through the hidden curriculum and in the music they consume. Furthermore, it is observed that the participants perceive the present gender biases to a lesser extent, which underlines the need to promote a greater understanding and awareness of the social reality faced by many women and girls, in order to promote a comprehensive education that guarantees gender equality.