Male general music teachers are underrepresented in elementary schools across the United States. Researchers have cited a number of reasons for this disparity and have drawn conclusions about the experiences and perceptions of male music teachers as a group, but they have not considered the differences that may exist within this group. This study considers how gender intersects with other identities (e.g., race, ethnicity, age, and/or sexual orientation) to affect an individual’s experience. This collective case study was guided by these research questions: (1) How do male general music teachers describe their experiences and self-perception as educators in an elementary school? (2) How do male elementary general music teachers’ distinct and overlapping identities contribute to their experiences and self-perceptions as educators?
Three participants were selected purposively to include a variety of ethnic heritages and ages. Multiple levels of coding and analysis revealed themes regarding their perceptions as members of the gender minority, including challenges, successes, separation of personal life and work, and status as a role model. Many of these findings echo the results of previous studies of male teachers, such as measures to protect themselves from accusations by avoiding physical contact with students. However, these male teachers did not highlight the challenges they faced because of their gender. They all expressed confidence in their ability to build trust with students, parents, and administrators through open communication, to do exemplary work in the classroom, and build a positive reputation over time.
Participants in previous studies often spoke about the negative and challenging aspects of being a male teacher in a female dominated work environment, but this study case studies reveal a change in attitude and perception of male teachers. Even when asked directly about possible challenges connected to gender, age, and ethnicity, the participants minimized the importance of these challenges and focused instead on their achievements and their positive influence on children, without regard to their own gender, their students’ genders, or their students’ ethnic heritages. These case studies that reveal the positive experiences of male teachers may encourage more male preservice teachers to pursue elementary general music teaching.

Author(s): Wendy Chen Gunther