GENDER DIVIDE IN MUSIC PROFESSION: IMPLICATIONS FOR MUSICAL ARTS EDUCATION

Abstract

Studies in gender studies have focused on disparity among males and females on political, religious and social discrimination. However, fewer studies have engaged gender disparity in music profession. The objective of this study is to examine the implications of gender disparity in musical arts education. Female students (N=50) were involved in semi-structured interviews. The participants were randomly selected from fourteen (14) oldest Nigerian Higher Institutions in four regions, which offer Music program. All 50 affirmed disparities in their academic duties while 44 affirmed disparities in staff numerical strength. 46 female students affirmed suffering psychological depression in relation to their personal and academic biases. All 50 agreed that traditional gender ideology influenced their personal biases towards their studies thereby causing a decline in enthusiasm and courage, needed for full exploration of their capabilities in musical tasks, especially subjects perceived as ‘masculine’. Findings revealed implications to include performance below capabilities, decline in enthusiasm, partial commitment to musical tasks, depreciation in musical artistry, lecturers’ indirect tolerance of falling musical standards, limitation in choice and area of specialization, decline in productivity, and low rate of female employment in music arts education. In conclusion, employment of more female staff where lacking and inclusion of female students in all musical tasks will enhance learning balance and gradual end to gender disparity in higher institutions, in Nigeria.