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Abstract/Summary/Outline:

NOTE: To locate thesis at Monash go to: http://www.education.monash.edu.au/library/theses.html

This research project is a case study of the singing behaviours of a group of boys in their first year of school. The purpose of the study is to understand better the singing behaviour of young boys and to explore ways to improve boys’ participation in singing. Much research in secondary schooling demonstrates adolescent boys perceive singing as ‘feminine’ and many will reject singing in the construction of a masculine identity at this age. As a result boys’ participation in singing at secondary school is in general far less than girls’.

This project investigates whether there is evidence of the ‘missing male’ trend in early childhood. An investigation into the social and attitudinal elements of this group of boys’ singing in light of the research into boys’ education, singing voice development and early childhood may provide some answers to why singing is perceived
negatively by many boys. Hegemonic masculinity theory and the ontogenesis of musical behaviour theory provide a theoretical framework for the discussion.

The findings highlight the connection between young boys’ attitudes towards singing, their singing behaviour, and their beliefs about being a boy. The study concludes that gender stereotyped attitudes in music and boys’ rejection of ‘feminine’ constructs in early childhood is a serious issue for music education. Same-sex older peer modelling was found to be an effective ‘tool’ in motivating participation in singing. However, the findings of the study suggest that the effectiveness of the modelling has a greater impact on vocal participation than the gender of the model. The findings have implications for when and how teachers tackle the deconstruction of gender stereotypes in music education. It is recommended that future research in boys’ singing be carried out in the combined areas of early childhood, music education, masculinity and peer assisted learning.

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