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Navigating Gender Bias in Academia: Experiences of Women Music Teacher Educators.

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Title: Navigating Gender Bias in Academia: Experiences of Women Music Teacher Educators.
Authors: VanDeusen, Andrea (AUTHOR), Wagoner, Cynthia L. (AUTHOR)
Source: Journal of Research in Music Education. Apr2026, Vol. 74 Issue 1, p27-46. 20p.
Subjects: Women educators, Academia, Socialization, Sex discrimination, Music education, Job security, Phenomenology, Stress management
Geographic Terms: United States
Abstract: In this phenomenological study, we explored women music teacher educators' experiences navigating gender bias in academia. Our research questions were: (1) How do participants describe their experiences in academia? and (2) How do age, rank, experience, geographic region, or school type/size impact their descriptions of their experiences with gender bias and marginalization in academia? We explored the experiences of eight participants in varied stages of their careers (assistant, associate, full professor ranks), concentration areas (chorus, general, instrumental), and schools and locations throughout the United States. Analysis of the data revealed two overarching themes. The first theme, socialization, included four subthemes: (a) socialized gender expectations in the workplace and in their personal lives; (b) gendered service expectations; (c) faculty life, including students' expectations of their professors; and (d) family life, including unsupportive institutional policies related to maternity leave and childcare. The second theme, coping strategies, included how tenure protections empowered participants to advocate for themselves and others. Developing coalitions with other women colleagues also was impactful. Recommendations for further research and suggestions for practice are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Music Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Navigating Gender Bias in Academia: Experiences of Women Music Teacher Educators.
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  Data: <searchLink fieldCode="DE" term="%22Women+educators%22">Women educators</searchLink><br /><searchLink fieldCode="DE" term="%22Academia%22">Academia</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Sex+discrimination%22">Sex discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Music+education%22">Music education</searchLink><br /><searchLink fieldCode="DE" term="%22Job+security%22">Job security</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+management%22">Stress management</searchLink>
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  Data: In this phenomenological study, we explored women music teacher educators' experiences navigating gender bias in academia. Our research questions were: (1) How do participants describe their experiences in academia? and (2) How do age, rank, experience, geographic region, or school type/size impact their descriptions of their experiences with gender bias and marginalization in academia? We explored the experiences of eight participants in varied stages of their careers (assistant, associate, full professor ranks), concentration areas (chorus, general, instrumental), and schools and locations throughout the United States. Analysis of the data revealed two overarching themes. The first theme, socialization, included four subthemes: (a) socialized gender expectations in the workplace and in their personal lives; (b) gendered service expectations; (c) faculty life, including students' expectations of their professors; and (d) family life, including unsupportive institutional policies related to maternity leave and childcare. The second theme, coping strategies, included how tenure protections empowered participants to advocate for themselves and others. Developing coalitions with other women colleagues also was impactful. Recommendations for further research and suggestions for practice are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Research in Music Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192008306
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        Value: 10.1177/00224294251338843
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              Text: Apr2026
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