School of Music


Doctor of Music Education (DME)


Samantha Miller


Recruitment, Retention, Males in Chorus, Middle School Chorus, Recruitment and Retention, Gender Stereotypes, Adolescent Voices


Education | Music


This qualitative study examined the answers given by the K-12 choral directors of District 14 in Georgia about their stories, approaches, and strategies for maintaining and recruiting males into the chorus classes. The instrument used for this study was a survey sent to the participants asking about the successes, failures, thoughts, and approaches to recruiting males in the chorus classes and keeping them enrolled year after year. An analysis of the responses found that recruiting males in the classroom was inspired by their love for music, similar friends or peers signing up for the classes, school requirements, and celebrated masculinity. Approaches that sought to combine sports and music education helped make the classes more competitive, engaging, and fun for both males and females. Schools that maintained a balance of males and students’ interests. The results from the study will provide choral music educators with a better understanding of how to bring males into the chorus classroom. After achieving this goal, educators will also have an extensive list of approaches that will help them keep students enrolled in their classes, learn how to navigate their development as singers, and overcome their initial limitations. This qualitative study hopes to help music educators remove any existing gender stereotypes in a performing ensemble or instrumentation and encourage male students to engage in whatever activity interests them.