Date of Graduation

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Matthew Kruger-Ross, PhD

Committee Member

Adam Gumble, EdD

Committee Member

Hannah Morrison, DMA

Abstract

Female high school band directors (FHSBDs) are significantly underrepresented (approx. 25%) in a male-dominated field. This inequity is sustained by societal gender stereotypes that create a double standard for traits like assertiveness and empathy. This mixed-methods study examined the leadership perceptions and career aspirations of female music teachers and highlighted the career obstacles and encouragements of female high school band directors (FHSBDs) by applying feminist theory to gender roles, self-concept, and leadership conceptualization. A survey of female music teachers yielded 89 responses. Then, 10 FSHBDs participated in a narrative-mapping activity and follow-up interview.

Survey data confirmed that leadership is a learned ability, reinforcing the value of training. However, respondents reported an tension with authenticity, prioritizing stereotypically feminine relational traits (communication, trustworthiness) while feeling they lacked the perceived necessary self-confidence for aspirational roles. Relational traits risked being seen as weakness, while exhibiting agentic traits often provoked stereotype backlash (e.g., "bossy," "bitch").

FHSBDs identified microaggressions, authenticity, double standards, and self confidence as salient factors of their leadership journeys. Many indicated that prior leadership roles, such as drum major, strongly influenced their career paths by building self-efficacy. The research details systemic barriers and offers strategies rooted in feminist leadership to promote gender equality and challenge sexist images of the role.

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