Abstract
This ethnographic case study discusses the experiences of nine competitive male hip hop dancers as they participated in an all-male jazz technique class, which was taught by the researcher, in a private Canadian dance studio. Questionnaires were distributed to the male students and their three dance teachers to identify both the students’ and teachers’ perceptions of gender in competitive dance education. This chapter critically examines pedagogical practices that masculinize dance movement and teaching strategies in a private dance school with the intention of encouraging male enrollment. It challenges dance educators to assess how their own gendered assumptions influence their pedagogies, and to consider the potential effects they may have on their students’ experiences.
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