Date
8-29-2025
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
Rebecka Rose
Keywords
pregnancy bias, career advancement in music education
Disciplines
Music
Recommended Citation
Keathley, Chelsa N., "A Qualitative Phenomenological Study on Perceptions of Pregnancy Bias and Career Advancement in Music Education" (2025). Doctoral Dissertations and Projects. 7382.
https://digitalcommons.liberty.edu/doctoral/7382
Abstract
This qualitative transcendental phenomenological research followed the perspectives of thirteen music educators across eleven states. The participants included five female secondary band directors, six male secondary band directors, one retired female secondary band director, and one male secondary administrator, along with the personal experiences of six mothers who currently serve as band directors in secondary music education. This study explored perceptions of gender bias within the field, focusing on issues such as the underrepresentation of women in secondary music education, negative societal perceptions regarding women in leadership positions, and the presence of a negative workplace culture. These factors were explored in relation to how they may influence a mother’s career decision to advance to secondary music education from elementary music or middle school band. The researcher utilized an anonymous online survey consisting of sixteen structured questions designed to elicit detailed responses. By using an anonymous online survey and reviewing existing literature related to the topic, the researcher gathered data needed for the study. Survey results indicated that gender bias, which include the underrepresentation of women in secondary music education, negative societal perceptions, and negative workplace culture, negatively affect a mother’s career decision to advance to secondary music education from elementary music or middle school band. The findings of this study suggest that these perceptions can contribute to barrier identification. By acknowledging their existence and impact, educational institutions and administrators can work toward fostering a more inclusive, supportive, and equitable professional environment for both mothers and expectant mothers in music education.
