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A CALL TO ACTION: Promoting and Preserving Women in the Field of Choral Conducting

many come to mind. One of the most common forms careers in the choral arts. Furthermore, women are
of discrimination identified by podcast interviewees not being promoted to leadership positions at the
and conduct(her) survey participants is a buildup of same rate as their male counterparts, particularly in
microaggressions. The Oxford English Dictionary higher education and professional choral settings. As
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defines a microaggression as a “statement, action, or a choral community, we have a responsibility not only
incident regarded as an instance of indirect, subtle, to understand the reasons behind gender disparity but
or unintentional discrimination against members of a also to develop resources and foster behavioral shifts
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marginalized group.” Some of the microaggressions that can lead to lasting change.
described in our podcast included being interrupted Kimberly VanWeelden analyzed the gender
while speaking, assigned tasks based on gender, having composition of music educators related to grade level,
competence questioned, and the use of sexist language revealing how gender-based perceptions influence
in the workplace. In a study by the American Psychology career choices in the field:
Association, professionals who experienced consistent
microaggressions were more likely to internalize Sex-type attitudes have also seemingly impacted
problems, resulting in depression, anxiety, and negative the gender make-up of our music education
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affect, which correlates with career burnout. teachers. … These occupational gender trends
have been theorized to take place because
Action Item while music teaching is generally perceived as
Observe how women are engaged in workplace a feminine occupation, perceptions based upon
conversations and meetings. If you notice colleagues the gender appropriateness of the musical task,
being interrupted, acknowledge they were interrupted, such as type of instruction and/or level of the
invite them back into the conversation, and proceed students, may consciously or subconsciously
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to model active listening. If a colleague is overlooked, dictate music teachers’ occupational choice.
prompt them to participate in the conversation.
Gender stereotypes often place the majority of the As discussed, there is a decline in the number of
administrative and organizational load on women. women in choral conducting, yet there is a widespread
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Assess how tasks are distributed in your workplace to misconception that our field is more oriented toward
ensure that both logistical and artistic responsibilities women than men. One example comes from Dr.
are shared equitably. Speak to colleagues with Renee Wilson’s 2014 article, “Batons and Babies: A
professionalism, avoiding nicknames or other casual Qualitative Phenomenological Study of Mothers Who
language. Use formal titles and then ask how they Are Band Directors.” Wilson underscores how gender
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prefer to be addressed. biases shape perceptions of competence and suitability
for specific roles in professions where skill and experience
should be the determining factors. She recounts a story
Research Question #2: from one interviewee who shared that upon applying
How can we develop systems and communities of for a full-time middle school band position, the assistant
support to help women choose a career in choral superintendent and principal remarked that the part-
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music and stay in the field? time choral position would be better suited for them.
This incident reflects deeply ingrained stereotypes
about the roles of women in musical leadership.
Analysis of past data and the current state of the At the time of VanWeelden’s research in 2003,
choral field reveals that while women are entering the women in choral music outnumbered men by a ratio
profession of choral conducting, they are not remaining of 2:1. Interestingly, gender disparity was significantly
over time. This trend highlights the significant lack higherat secondary education levels: the majority of
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of support systems to help women sustain long-term pre-school (85%), elementary (79%), junior high/

38 CHORAL JOURNAL May 2025 Volume 65 Number 8