Is there a problem? Women composers and higher education Dawn Bennett, Curtin University

AMC: “It is today unremarkable that many of Australia’s most prominent composers are women” 45 most-mentioned composers 21 women 25% of works by women in 2012

Are we missing something else?

What is the problem?

Growing number of women More diverse genres Continued under-representation Highly digitised, multi-media, technical practice As likely to produce synthestrations as orchestrations All work generated by Australian composers is under-represented

The problem is that we don’t know what the problem is

What is the solution?

Challenge 1: Find out what we don’t know and then work out how to know it

Challenge 2: Work together to know and resolve it

What do composers do? When, where, how and why do they do it? What do they not do, and why? What of this is gendered?

(Un)reliable metrics 11 Multiple entry attempts (2 years for establishment) Multiple roles = life-wide learning Non-linear career trajectory Over 3 different careers on average, unknown in the arts Less permanence More of a focus on fulfilling work More self-management of career and learning Less access to superannuation, insurances etc.

What do composers do? 12

Arts work 13

Task 1 CHESSN, the link between ATO & DET Direct link between 80% of u/g domestic students: course/institution to professions & earnings Track earnings & work by course/HEI; Assess equity groups, study mode, state comparisons, attrition, timing …

Task 2: Create targets and make them matter Athena SWAN program: Institutions required to collect & analyse data on progression of women & plan to improve gender gap; Gold, silver and bronze awards; Some UK medical research funding bodies now require recipients to hold an Athena SWAN award.

Task 3: Understand the world of the composer

Arts Council England Soundandmusic.org

Task 4: Work with female students Increase confidence in ability Heighten students’ aspirations Decrease the confidence gap Strategies: senior role models; opportunities for feedback, advice, mentoring and coaching; networking opportunities; executive sponsorship; training and development tailored to the different traits of males and females.

Understand the working lives of Australian composers Establish alumni as “industry experts” and track progress Improve the metrics (ATO) and advocate for CHESSN use Build a collaborative toolbox of resources for HE Work with OzCo, Music Australia etc. Initiate strategies to enhance confidence & career awareness Support best practice in developing work-ready students Actions

Research Understand the working lives of Australian composers Collaboration Establish alumni as “industry experts” and track progress Build a collaborative toolbox of resources for HE Advocacy Improve the metrics (ATO) and advocate for CHESSN use Work with OzCo, Music Australia etc. on advocacy Institutional leadership Support and encourage best practice Adopt strategies to enhance confidence & career awareness