The Historical Context of the Gendered Geographies of US School Music

Abstract This chapter examines both implicit and explicit gender dynamics within music education, with particular attention to the scope of music spaces dominant in American K-12 schools. Recognizing classrooms as sites of social reproduction, the chapter utilizes the gender geographies theoretical framework to highlight the ways in which “correct” gender performances are mapped based on location, requiring familiarity with the norms and histories that shape a given space. A historical analysis of research resulted in themes related to the construction and enduring stronghold of normative gender binaries in schools, exclusivity of music education, and the impact on teacher identity and development. A key implication has remained consistent over time; the cultural norms embedded in school music can empower those who conform to prevailing gender expectations while marginalizing those who do not. The chapter concludes with reflections on how the geographies of music education might be reimagined as more equitable and inclusive spaces for all.