1. Gender Associations on Instruments Justin Hike University of Florida

2. Need for the Study Gender associations still exist. Limiting options of instrument choices. Stifle creativity and passion.

3. Gender Stereotypes vs. Social Role Theory Gender Stereotypes – Simple generalizations made in regards to gender (Cramer, Million, & Perreault, 2002). Social Role Theory – Membership by gender in specific roles (Eagle, 1996).

4. Review of the Literature Music educators have a primary responsibility for assisting instrument selection (Bayley, 2004). Individual tastes of students as they choose instruments are vast (O’Neill & Boulton, 1996; Pickering & Repacholi, 2002; Sinsabaugh, 2005). Timbre is an overwhelming factor (Feldman & Contzius, 2011).

5. Review of the Literature Continued Students place restrictions based on gender stereotypes (Harrison & O’Neill, 2000). Gender divide is present (O’Neill & Boulton, 1996). Upper woodwind timbre is more appealing to girls and low brass timbre is more appealing to boys (Hallum, Rogers, & Creech, 2008; Harrison & O’Neill, 2000; Sheldon & Price, 2005).

6. Review of the Literature Continued Gender association on instruments causes (Eros, 2008): Less participation in ensembles. Fewer instrument choices. Disapproval by peers Single-sex demographic had an overwhelming perception of gender stereotypes but weren’t pressured (Buttu, 2008).

7. Purpose of the Study To determine what factors contribute to instrument selection, specifically gender associations. Research questions include: 1. How does variance in live performances of musicians based on their gender affect a students’ inclination to choose a specific instrument? 2. What extraneous factors contribute to the choice of an instrument?

8. Methodology Quantitative, experimental study. “Girl” instrument will be flute, clarinet, and saxophone. “Boy” instruments will be trumpet, trombone, and snare drum.

9. Methodology Continued Thirty-six randomly selected 4 th grade students from 2 Midwest schools will participate. Control Group – Baseline model Treatment Group A – 2 female performers on each “girl” instrument and 2 male performers on each “boy” instrument. Treatment Group B – 2 performances on each instrument by both a male and female. Opinion survey will be utilized.

10. References Abeles, H. (2009). Are musical instrument gender associations changing? Journal of Research in Music Education, 57(2), 127-139. Bayley, J. G. (2004). The procedure by which teachers prepare students to choose a musical instrument. Update - Applications of Research in Music Education, 22(2), 23-34. Bazan, D. E. (2005). An investigation of the instrument selection process used by directors of beginning band. Contributions to Music Education, 32(1), 9-31. Buttu, S. H. (2008). Principal themes: Perceptions of female students in a same-sex school: Gender stereotypes and musical instruments. Canadian Music Educator, 50(2), 30-33. Cramer, K. M., Million, E., & Perreault, L. A. (2002). Perceptions of musicians: Gender stereotypes and social role theory. Psychology of Music, 30(2), 164-174. Eagle, A. H. (1996). Differences between women and men: Their magnitude, practical importance, and political meaning. American Psychologist, 50(1), 159-159. Eros, J. (2008). Instrument selection and gender stereotypes: A review of recent literature. Update – Applications of research in Music Education, 27(1), 57-64. Feldman, E., & Contzius, A. (2011). Instrumental music education: Teaching with the musical and practical in harmony. New York, NY: Routledge.

11. References Continued Graham, B. J. (2005). Relationships among instrument choice, instrument transfer, subject sex, and gender-stereotypes in instrument music (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Order No. 3298144). Hallam, S., Rogers, L., & Creech, A. (2008). Gender differences in musical instrument choice. International Journal of Music Education, 26(7), 7-18. Harrison, A. C., & O’Neill, S. A. (2000). Children’s gender-typed preferences for musical instruments: An intervention study. Psychology of Music, 28(1), 81-97. O’Neill, S. A., & Boulton, M. J. (1996). Boys’ and girls’ preferences for musical instruments: A function of gender. Psychology of Music, 24(2), 171-183. Pickering, S., & Repacholi, B. (2001). Modifying children’s gender-typed musical instrument preferences: The effects of gender and age. Sex Roles, 45.9(10), 623-643. Sheldon, D. A., & Price, H. E. (2005). Gender and instrumentation distribution in an international cross-section of wind and percussion ensembles. Bulletin of the Council for Research in Music Education, 163, 43-51. Sinsabaugh, K. (2005). Understanding students who cross over gender stereotypes in musical instrument selection (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Order No. 3175728).