This study offers findings from a four-month long qualitative inquiry, through my student teaching experience, which examined the influence that gender ideologies exercised in the high school vocal music classroom. Through classroom observation, this study looked at the various ways that two adolescent boys in a small-town, working-class American high school constructed masculine identity. Specifically, how they constructed their masculine identity in the vocal music classroom.
Also this study examined how their male music teacher affects their decision to join and participate in choir, which stereotypically isn’t a masculine subject. I examined how having a male teacher can encourage male students to join choir and how female teachers can encourage male students to participate despite the fact that they themselves are not a role model. My analysis suggests that all behavioral patterns stem from having a positive male role model in the classroom.
Felicia Gudenkauf, ’11
Major: Music Education
Sponsor: Jill Heinrich