THE EXPERIENCES OF FEMALE BAND DIRECTORS LEADING PREDOMINANTLY MALE BRASS ENSEMBLES IN SECONDARY SCHOOLS

Abstract

This study examines the lived experiences of female band directors who lead predominantly male brass ensembles in Malaysian secondary schools. Despite the growing participation of women in music education, females remain significantly underrepresented in instrumental conducting and ensemble direction roles, particularly within the brass band tradition where masculine norms and cultures persist. Employing a qualitative research design informed by a feminist-oriented reflexive thematic analysis framework, semi-structured interviews were conducted with ten purposively selected experienced female band directors with a minimum of six years of directing experience. Four themes were identified: Navigating Authority and Credibility, Masculine Culture and Rehearsal Environment, Institutional and Administrative Challenges, and Professional Identity and Resilience. Findings indicate that the participating female directors perceived credibility challenges from students, peers, and administrators as rooted in gendered assumptions about authority and musical expertise, compounded by hierarchical institutional structures, gendered authority norms, and variation across school types distinctive to the Malaysian secondary school context; relational leadership, adaptive identity construction, and professional peer community nonetheless emerged as central resources for resilience and pedagogical effectiveness. Because the findings rest on participants’ self-reported perceptions, without comparative or observational evidence, they are interpreted as perceptions rather than as established differences in treatment. The study contributes to qualitative scholarship on gender and music education leadership and carries implications for teacher education, institutional equity policy, and the professional development of female ensemble directors.