Abstract
Research on music education for adolescent boys has explored multiple factors influencing their engagement. However, the impact of gender stereotypes on teachers in all-boys schools remains underexplored. This thesis investigates how the sex of the teacher and prevailing gender stereotypes affect music teaching and learning in Australian all-boys schools.This qualitative interpretive study employed a two-stage mixed-methods approach to address gaps in the literature. Stage 1, a national demographic survey of 57 music teachers in all-boys schools, suggested a pattern of more females than males teaching in such music departments, with many holding leadership roles, suggesting the need for further exploration into the impact of the sex of the teacher and gender stereotypes on music education for all-boys schools. Stage 2, a multiple case study involving interviews and focus groups with 16 teachers and 44 male music students in Australian all-boys schools, indicated a strong influence of traditional hegemonic masculinity. Notably, female teachers reported challenges to their authority, sexist language and misogynistic behaviour, which required conscious critical reflection from them to identify ways to adapt in their teaching and communication to gain acceptance. Male teachers reported no such challenges. The findings highlight the efforts made by female teachers to navigate hegemonic masculine school cultures, which, when successful, fostered stronger relationships, enriched curriculums, and promoted student engagement with gender equity.
This study contributes to understanding teacher roles, their preparedness for the gender dynamics and the benefits of gender equity in all-boys schools. Key recommendations call for explicitly integrating gender education into teacher training and school policies and practices in order to foster
more effective and inclusive music learning environments for male students. Further research is needed to understand the broader impact of hegemonic school culture on teachers and students in these settings.
| Date of Award | 2025 |
|---|---|
| Original language | English |
| Supervisor | Peter BODYCOTT (Supervisor) & Anita COLLINS (Supervisor) |