ABSTRACT: In this article, I examine the pervasive sexism and systemic barriers that female band directors face throughout their careers. Despite initiatives encouraging women to enter the field, issues such as a lack of female mentors, hostile work environments, and societal stereotypes continue to undermine their careers. Data indicates that women are continuously underrepresented as band directors, and many leave due to negative treatment and sexism. Furthermore, female directors often confront implicit biases that challenge their authority and capabilities. This paper advocates for collective efforts to promote gender equality. I emphasize that until systemic changes are implemented, the cycle of gender disparity in band directing will persist.

Author: Amy J. Bovin

Published 9/21/2025

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https://doi.org/10.22176/topics2025.04.96

ABSTRACT: This article reports on the first phase of a multiyear summer program using music technology and computer coding as interventions to promote creative and algorithmic thinking for Underrepresented Minority Students (URM) in grades 3–8 at an urban nonprofit charter school in the Midwest United States. Drawing on Culturally Responsive Pedagogy, the research team comprised of faculty and peer mentors from music technology and secondary education examined how an informal learning environment engaged children to explore interdisciplinary connections between music and computing through beat-making, remixing, and programming in Soundtrap, a web-based Digital Audio Workstation (DAW), and Scratch, an open-source coding program. We discuss approaches designed to promote interdisciplinary STEAM connections and implications for future practice.

Authors: Daniel Walzer, Jerelle Austin, Christopher Dobbs, Timothy Hsu, and Monica A. Medina

Published 9/21/2025

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https://doi.org/10.22176/topics2025.03.67