Choral directors' knowledge of biological and sociological sex differences in the secondary choral classroom

Abstract

Secondary choral directors who enter the work force are expected to teach all types of choirs, including mixed-sex choirs, male choirs, and female choirs. Most undergraduate programs address voice change differences and literature selection for same-sex choirs. The literature would indicate that little to anything else pertaining to biological and sociological sex differences are discussed. Additionally, there is no definitive research that addresses whether or not other biological and sociological sex differences would aid in the success of secondary choral directors. The purpose of this study was to assess choral directors’ knowledge of biological and sociological sex differences in the secondary choral classroom. There were three null hypotheses: (1) there will be no differences in directors’ knowledge of sex differences based a variety of different variables; (2) there will be no differences in directors’ expressed need for more knowledge and training of sex differences based on several variables; and (3) there will be no difference in regards to which sex choral directors prefer to work with based on several variables. Data suggest a variance in choral educators’ knowledge about sex differences. The data also indicates that the majority of survey participants knew little to nothing about biological and sociological sex differences that could potentially impact the secondary choral classroom. Based on these findings, the researcher has concluded that many of the participants have not been exposed to the literature and research stating that understanding these differences could positively affect the success of both the teacher and the student in the classroom. Findings also suggest that there is a need and a i i! ! desire for more knowledge and training regarding biological and sociological sex differences as they pertain to the secondary choral classroom.