Perspectives of students who identify as female and women in secondary jazz ensembles

Abstract

The purpose of this case study was to explore the perspectives of secondary-level students who identify as women and female on the musical and social aspects of participating in school jazz ensembles. The research questions were: 1) What reasons do students, who identify as women, female, and gender-expansive cite for their decisions to join and continue to participate jazz ensembles? What reasons do they cite for not continuing past their secondary education? 2) In what ways do jazz educators support students’ participation and musical growth in the ensemble, and how do they consider students’ gender identities in their instruction and personal interactions?

The district selected exhibited equitable representation of female and women students. Three teacher participants and five student participants took part in interviews that revealed three categories: community influences, aspects of learning environments in jazz band, and plans to pursue jazz in the future. While participants did not believe gender played a role in the workings of this district, gender influenced all categories to some extent. The data revealed that peer-to-peer mentorship between middle school and high school students encouraged female and women students to participate in jazz band throughout their secondary education. Student participants showed hesitation around improvisation with no extra support received from teacher participants and a lack of female role models. Having summer jazz camps and events such as Jazz Girls Day for female and women students may foster this peer-to-peer mentorship as well as provide a safe space to explore improvisation.