Name:Hayley, Leopold

School/Affiliation:Bucknell University/Department of Psychology

Co-Authors:Brandon Rickett & Haley Kragness

Virtual or In-person:Virtual

Abstract:

Children and adults alike hold strong associations between musical instruments and gender, with certain instruments typically viewed as more suitable for boys (e.g., drums) or girls (e.g., flute). However, how these associations develop is unknown. In a previous study using fictional instruments, we found that 8.5- to 11-year-old children more strongly associated both lower-pitched and louder instruments with boys than with girls. The purpose of this follow-up study was to examine whether these associations were present in even younger children, aged 6 to 8.5 years. Seventy-five North-American children (39 girls, 36 boys) were asked whether fictional musical instruments varying in pitch (high/low), loudness (soft/loud), and size (small/large) should be played by a girl or a boy. Results revealed a significant effect of pitch, with children more likely to associate low-pitched instruments with boys (p < 0.001). Children picked the boy character 39% of the time when pitch was high and 54% of the time when pitch was low. No significant effects were found for loudness or size. These findings suggest that gendered associations with pitch emerge earlier than associations with loudness, and that neither older nor younger children associate gender with instrument size. Results suggest that interventions aimed at reducing gender bias in music could prioritize pitch associations over loudness or size. Targeting this early-emerging association may more effectively promote equity in musical participation and encourage children to explore a wider variety of instruments.