You are here
Analysis of Gender, Authority and Educational Background of Voice Teachers in Undergraduate Degree-Granting Institutions
| Title: | An Analysis of Gender, Authority and Educational Background of Voice Teachers in Undergraduate Degree-Granting Institutions. |
 155 views 62 downloads |
|---|---|---|
| Name(s): |
Puller, Shawn I., author Weelden, Kim Van, professor directing dissertation Morris, Richard, outside committee member Madsen, Clifford, committee member Geringer, John, committee member College of Music, degree granting department Florida State University, degree granting institution |
|
| Type of Resource: | text | |
| Genre: | Text | |
| Issuance: | monographic | |
| Date Issued: | 2009 | |
| Publisher: | Florida State University | |
| Place of Publication: | Tallahassee, Florida | |
| Physical Form: |
computer online resource |
|
| Extent: | 1 online resource | |
| Language(s): | English | |
| Abstract/Description: | Music education is a predominantly female occupation; however while women dominate the ranks of elementary and choral education they lose representation as grade level increases. In addition sex-role segregation within the field is also evidenced by the domination of males in the areas of instrumental and jazz music education. As with other areas of post-secondary education, females have made gains and now occupy 43% of music faculty positions, however it may be that the males and females have gender specific sex-roles. Due to the specific, gendered nature of voice parts, it may be that applied voice teacher training programs would have an equal distribution of females (sopranos, mezzo-sopranos, contraltos) and males (counter-tenors, tenors, baritone, basses). The distribution of the sexes within the career field may affect hiring practices, promotions, and access to administrative positions thereby mitigating sex inequalities and sex-role biases which exist in other areas of post-secondary education. This study was an initial step investigating biological sex and authority as they relate to applied voice teachers in four-year institutions in the United States. Voice-teaching was found to be a predominantly female occupation with men and women holding a near equal number of full-time professor status positions. Upon closer examination, sex-role stratification within the field may be evidenced. For example, the proportion of males increased as faculty rank increased while the proportion of females decreased as faculty rank increased. There also seemed to be sex-role stratification with regard to specific teaching responsibilities held by males and females. The reasons for these differences are explored. | |
| Identifier: | FSU_migr_etd-0468 (IID) | |
| Submitted Note: | A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy. | |
| Degree Awarded: | Degree Awarded: Spring Semester, 2009. | |
| Date of Defense: | Date of Defense: March 3, 2009. | |
| Keywords: | Gender, Voice Teaching Authority | |
| Bibliography Note: | Includes bibliographical references. | |
| Advisory committee: | Kim Van Weelden, Professor Directing Dissertation; Richard Morris, Outside Committee Member; Clifford Madsen, Committee Member; John Geringer, Committee Member. | |
| Subject(s): | Music | |
| Persistent Link to This Record: | http://purl.flvc.org/fsu/fd/FSU_migr_etd-0468 | |
| Host Institution: | FSU |
Puller, S. I. (2009). An Analysis of Gender, Authority and Educational Background of Voice Teachers in
Undergraduate Degree-Granting Institutions. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-0468
