Gender differences in Music Learning 

 
Rationale: A​ study was done by Joseph Michael Abramo about gender differences of popular 
music production in secondary school. The case study to a look into how different genders 
rehearse and compose popular music differently. It showed that girls used more verbal 
communication to collaborate and compose whereas boys used musical gestures instead of 
words. After hearing Abramo’s presentation on this topic, I was very interested in how popular 
music is affecting students’ music learning and how music educators contribute to the ideas of 
genders learning differently. In Abramo’s study it states that research shows girls learn 
differently from boys and gender is formed in social environments. This particular study was 
done with middle school students, but at some point in the students’ life they developed 
differences in music learning. In an elementary music classroom, I am curious to discover at 
what age do these differences seem to be occurring and how is the learners’ music education is 
contributing to these differences. In an article,​ Equipping early childhood educators to support 
the development of sexuality in childhood​, it states that children in their early years learn about 
boundaries, relationships, beliefs, and gender roles. The article concludes that educators have 
fragmented knowledge concerning the skills to address and support the development of gender 
and sexuality in early childhood. What are these skills and how should music educators adress 
gender and sexaulity issues in young chirldren? Song choices, pedagogy, and an educator’s 
word choices can all have an effect on a child’s perception of their gender role and identity. 
Music can also have an affect on a child’s perception, so how can we use it to foster 
understanding and support gender development? Regarding on how to address gender and 
sexual identity to children, a participant from the study in the article stated, ‘‘as long as we, the 
educators, continue to honour the children’s questions, engage in discussion and model proper 
behaviour there will be more self-confident children.’’ 
 
Abramo, J. M. (2011). Gender differences of popular music production in secondary schools. Journal of 
Research in Music Education, 59(1), 21-43. 
 
Balter, A.-S., van Rhijn, T., & Davies, A. W. J. (2018). Equipping early childhood educators to support the 
development of sexuality in childhood: Identification of pre- and post-service training needs. C ​ anadian 
Journal of Human Sexuality​, ​27​(1), 33–42. https://doi.org/10.3138/cjhs.2017-0036 
 
Questions:  
At what age do learners begin to show learning differences? 
How are music educators contributing to gender differences in music learning and how should 
we adapt to those differences? 
What are skills that educators should have to adress gender and sexaulity issues in young 
chirldren?