Closing the Gender Gap in Music Education and Performance Through the All-Female Band: A Case of the University of Ibadan

Abstract

Research has identified a major challenge regarding the low participation of females in instrumental roles in ensemble settings. This challenge is often influenced by male dominance and culture-related gender restrictions. Employing the pragmatic research paradigm within the framework of Self-Determination Theory, this study explores the creation of an all-female ensemble to bridge the gender gap in ensemble pedagogy at the University of Ibadan. It interrogates how participation in the All-Female Band enhances female students’ involvement in creativity, musical performance, and expressiveness. Data were collected using a structured questionnaire administered to 58 participants through a self-selection sampling technique. Interviews, participant and non-participant observation techniques were also employed. Findings revealed that the ensemble compels participants to fill the vacuum created by the absence of males, enabling them to take ownership of creative processes and challenge gendered expectations in musical roles. The ensemble can be further strengthened through instrumental clinics. There is a need for further studies on strategies for bridging gender gaps in music education in African contexts, especially in ensemble settings.