Kruse, A. J., Giebelhausen, R., Shouldice, H. N., & Ramsey, A. L. (2015). Male and female photographic representation in 50 years of Music Educators Journal. Journal of Research in Music Education, 62(4), 485-500.
What did the researchers want to know?
What was the gender makeup of photographs depicting adults in implied positions of authority in Music Educators Journal (MEJ) during the years 1962-2011?
What did the researchers do?
Between the four of them, Kruse, Giebelhausen, Shouldice, and Ramsey examined each photograph in every issue of MEJ during the 50-year time period and tallied the number of photographs depicting adults in three categories: (1) conductors/directors, (2) teachers/presenters, and (3) named persons (e.g., head shots, posed group photos). More specifically, the researchers calculated the percentage of photographs showing adult men and adult women in each role.
Note: Because gender could not be ascertained in terms of each individual’s identity, the researchers had to assume gender based on clothing, hairstyle, and/or name. Gender was indeterminate in 0.53% of the total 7,288 photographs depicting adults in the three categories. For more specific details regarding data collection and analysis procedures for this study, see the full article, which is available for free to NAfME members by logging in at https://nafme.org/my-classroom/journals-magazines/.
What did the researchers find?
Of the 7,288 total photographs featured in issues of MEJ during the years 1962-2011, 71.4% featured men in positions of implied authority while only 28.1% featured women. Although female representation increased over time, the percentage of photographs depicting women only exceeded 40% in 9 of the 50 years.
Of the 871 photographs of conductors, 79% were male. While the percentage of female conductors pictured has gradually increased, women still made up only 30.1% of conductors pictured during the years 2002-2011, and there was not a single female conductor depicted in MEJ in 2001. Of the 4,813 photographs of named persons, 80% were male, with photographs of named persons in the most recent 10 years (2002-2011) being 69% male. In contrast, women made up 56% of the 1,608 photographs of teachers/presenters over the 50 years.
What does this mean for my classroom?
“Visual images play a powerful role in the construction of one’s identity…. When a woman opens her professional journal and views photographs that predominantly portray males rather than females in these positions of implied authority, it may hinder her ability to imagine herself as a potential holder of these positions. Thus, a lack of equitable visual representation of females can be detrimental to women’s identity development and navigation as music educators” (p. 493).
“Music educators can be more sensitive to the representations they are encountering as well as those they are presenting in their classrooms. Teachers might consciously consider the images they view in journals and the impact that representation in these images might have on their perceptions of gender roles for both adults and students in the field of music education. In doing so, teachers can develop their awareness of issues of representation and stereotyping and apply this critical awareness to the images they are using in their own classrooms” (pp. 497-498).