Gender equality in higher music education: Consecrated and peripheral positions

Abstract

Studies have shown that gender inequality in higher music education is maintained through unreflective actions. Efforts to address the issue have been made and gender-equality programmes have been instigated in several European countries. This study takes a sociological approach to music education, with the goal of revealing constructions of gender inequality in four higher music education institutions in northern, eastern, and central Europe. The aim is to illuminate obstacles to gender-equal education within the field of higher music education. Data was collected through interviews with both students and teachers, with the analysis taking a two-stage structure. The analysis was first performed thematically, and then driven by Connell’s gender theory and Bourdieu’s field theory. The findings are presented as: The objectified body, A natural state of mind, Claming space and Changes in sight. The findings show that gender equality activities seem to increase awareness among both students and staff, but they also show that such awareness does not necessarily lead to changes in practice.