The purpose of this study was to examine how race and gender bias influence music educators' perceptions of musical style and evaluations of brief jazz and classical piano performances. Previous research has shown that race and gender bias and stereotype activation influence our judgment of others. These factors could result in biased evaluations of musical performances, including ensemble auditions and college level juries. I constructed an instrument designed to test these biases by experimentally manipulating race and gender variables of jazz and classical performances. Videos of a black male, white male, white female, and black female pianist were synchronized with identical audio recordings to control for performer ability. The first experiment measured how stereotypes influence participants' proper identification of jazz and classical styles in a series of 2-second video clips. The second experiment measured how race and gender bias influence participants' evaluations of jazz and classical performances in a series of 10-second video clips. The participants in this study were a national sample of applied music faculty (n=315). Participants were randomly assigned to four test conditions in a 2x2 (performer race X performer gender) between subjects blind experimental design. The dependent variables were classical jury grade predictions, jazz jury grade predictions, and accuracy of style identification. Results of a 2x2 ANOVA revealed significant differences in style identification by gender and interaction of race and gender. Participants were more likely to associate female performers with classical music and the black male performer with jazz. There were also significant differences in classical jury grade predictions by race, and jazz jury grade predictions by the interaction of race and gender. The black male performer received the lowest average jury grade predictions in both jazz and classical performances, scoring between 0.5 and 1 letter grade lower than the other performers. Results suggest that a negative association of females and jazz music still exists, as well as a stereotype of a black male jazz performer. While females did not receive significantly lower jazz jury grade predictions than the male performers, they may still feel marginalized in college jazz programs and ensembles. The results also suggest that black males may be at a significant disadvantage in college music admissions, auditions, and juries. These results have serious implications for music educators at every level. We must strive for fair and equitable audition processes and ensure that every child, regardless of race or gender, has an equal opportunity to participate in ensembles and music programs. / Music Education
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/981 |
| Date | January 2013 |
| Creators | Clauhs, Matthew Scott |
| Contributors | Sheldon, Deborah A., 1958-, Buonviri, Nathan O., Dilworth, Rollo A., Jordan, Will J., Karpinski, Andrew |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 179 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/963, Theses and Dissertations |
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