Paste your es CHAPTER IV
FINDINGS
The research conducted within this project allowed for both a set of qualitative and quantitative findings on both students and parents understandings of societal limitations to gender involvement in singing activities. A series of closed and open ended questions provided to each participant in both interview and questionnaire format allowed for the following interpretation of results and findings.
4.1 Qualitative Results
After each participant had familiarised themselves with the research outlined by the researcher and any subsequent questions they may have had were answered, each participant was asked if they had had ever consciously thought about gender roles in our society or the limitations that are attached to said gender roles.
All five participants responded with a resounding no as their answer. Each participant claimed they had not consciously examined their habits and behaviours. One possible reason for this as discussed in the literature review may be that we just accept these stereotypes and adhere to the gender roles that society has created because we do not want to be different.
In essence, when the interviewees were asked their individual experiences of singing activities in the school environment, they felt that they were less comfortable getting involved when they were younger due to the image that other people created and the attitudes of their peers.
It was noted that they could relate their lack of involvement in singing activities to gender roles and perceptions of femininity.
Moreover, of the four young men that were interviewed, three of them were
homosexual. These homosexual, young men felt that it was more accepting for them to become involved in singing activities because of their sexuality. This implies that gender roles and music may also be linked sexuality.
For instance, interviewee two simply indicates that,
‘’I was singing and dancing… like for a young fella is a bit, I suppose, strange from where I come from anyway’’ (See Appendix B)
One of the interviewees further added that he ‘’ definitely wouldn’t have broadcasted that I liked to sing. I suppose it is kind of associated with being feminine and possibly gay’’. (See Appendix B)
These responses supported the belief of the researcher that perhaps the lack of involvement in this feminine activity was in relation to the conditioning of sexuality preferences that would be established.
In addition, answer by interviewee four, (the only female interviewed) stated that ‘’ the majority of guys involved in shows I do are gay. I think it’s a comfort thing. It’s a safe space where they can do something they love. Their singing might not be accepted by some people in society but we appreciate their talents’’. (See Appendix B)
These excerpts from the interviews clearly indicate that young heterosexual boys and men of a certain age tend to disregard singing as a pastime because of the stigma which is attached to this activity. Unless their sexual orientation has been defined and they are 100% comfortable in themselves the likelihood of involvement is quite low.
Interviewee 4 made a point about the majority of boys she knows involved are homosexual. This point about comfort is extremely interesting and is quite relevant to our research. Perhaps homosexual boys make sure to involve themselves in this feminine activity because they feel more accepted in this environment and possibly this might attribute to the consistency of singing being considered feminine.
Erich Fromm once said that we cannot call our society sane. Fromm studied our society in great detail and focused on the ideas and perceptions that we observed from our place in society. A society should not create gender roles that people need to conform to. Our world should be a safe place where you are free to express yourself.
Now that the subjects had examined their past and were aware of their experiences during childhood, the following question was put forward to each of the participants; In primary school were you ever teased for singing? And If yes why do you think that was? (See Appendix B)
To further support the researchers thought that gender roles are prominent in the school environment, interviewee one spoke about his time in primary school and said ‘’I never really got into sports so lads singled me out Anyway, but the fact I used to sing with the girls made it worse’’. (See Appendix B)
This clearly demonstrates that the school yard is a hub of gender roles and stereotyping. Boys partaking in feminine activities such as music can cause conflict and may affect a child’s confidence. This can be further supported by interviewee two who when asked about his time in secondary school stated ‘’at the start of secondary school I didn’t get involved in the choir purely because it was the girls thing to do’’. (See Appendix B). At a time when many pubertal changes are occurring and a child or adolescent are going through a transition in schooling the last thing you want is to be different and stand out. The findings revealed a strong correlation between exclusion and stereotyping. This supported the researcher’s belief that gender involvement in singing activities can be affected by gender roles in schools
Geography can also be a factor which can affect gender roles and singing activities, as interviewee two discussed, ‘’If I was in Dublin I definitely would have gotten involved at a younger age…because at home there is very close minded people around’’. (See Appendix B) This provided the researcher with another factor to consider. Perhaps geographical location can effect involvement in singing activities. It can be difficult to go against social norms and gender roles. Involvement could possibly be more enhanced in urban areas as children and adolescents might feel more comfortable in an area with greater diversity and a more accepting nature than the small rural areas.
Interviewee five also agreed that being in university in a bigger location can effect involvement ‘’it’s more accepted for boys to sing now that I’m in college. I feel in college, especially here in DCU and in Dublin city, everyone and everything is accepted and everyone is encouraged to get involved’’. (See Appendix B)
4.2 Quantitative Results
Once the data was collected from each class the data was then analysed and applied to the issue in question. The following information is a reflection of the opinions and attitudes of both students and parents toward involvement in singing activities. The majority of students answers were on a Likert scale or an agree/disagree closed question format.
(Figure 4.1)
From the above chart (Figure 4.1) it is evident that the majority of students do enjoy singing in shows or in plays. However, of the students who did not enjoy singing in shows in first class 3 of the 4 were boys, 3rd class 6 of the 8 were boys and in 6th class 7 of the 8 were boys. From this data it is clear that young boys must not feel comfortable on stage. This again links back to the ideal of the stigma surrounding gender roles and sexuality. Children at a primary school level, especially in the senior cycle, do not have the confidence to go against social norms and gender roles. At this young age their world revolves around acceptance.
In the following chart below we can see the data set which was received in regards to question 14 on the questionnaire that ‘singing is for girls’. This data set (see figure 4.2) indicates that the majority of girls in the classroom do not agree with this statement but the majority of the young males in each class do agree that singing is for girls. The main issue in regards to teasing, taunting, bullying and the perception of singing being a female activity is created by males themselves.
The participation in this activity can affect the way in which their masculinity is perceived therefore the don’t get involved. The most interesting data of this question came from sixth class where the whole class disagreed with the statement. This is extremely interesting and unexpected. The researcher found it extremely thought-provoking that eleven young men believed that singing wasn’t for girls yet eight of these eleven had previously stated that they do not enjoy performing on stage. In the researcher’s opinion this is a clear indication of how even though our perception of something may be one way, we feel it necessary to conform to society by not supporting our own beliefs.
(Figure 4.2)
Of this data set (Figure 4.2) from 1st class seven subjects agreed of which five were boys, from 3rd class six agreed of which five were boys and from 6th class nobody agreed with the statement.
Questionnaires were not only filled out by the students themselves but also by the parents. The researcher felt that the perceptions, behaviours and beliefs are more often than not observed by the children from their parents. Because of this the researcher felt it may be beneficial to research what the opinions of the parents are and see do they correlate with the attitudes of the children.
The most important question posed to parents was question 8, the question asked if people believed that there was no prejudice surrounding music and gender. The Data set is illustrated below in the pie charts (Figure 4.3).
(Figure 4.3)
These charts show that the majority of parents in first class believes there is no prejudice in our society in regards to gender roles and music and the majority of 3rd class parents believe our society does have a problem. This data correlates with the data of the ‘singing is for girls’ data set, as the majority of females, 10 girls from 1st class disagreed with the statement ‘singing is for girls’ whereas 50% of those in 3rd class that agreed with the statement were female.
This may be because those in third class have been influenced by their parents and they agree with the beliefs of their parents that there is prejudice in our society with regards to music and gender. The data set is similar to that of 1st class. Seven of Nine parents believe that there is a prejudice surrounding young boys and music in our society.
Another question which showed an interesting data set was question seven- I encourage my child to perform on stage. The results for this can be seen on the graph below (Figure 4.4). A mere one parent of 3rd Class students would NOT encourage their child to get involved on stage. This is extremely interesting when compared to the data of the children. 3rd class had the highest results of the three class for not enjoying performing on stage or in plays. Six of these eight students were male. This indicated to the Researcher that perhaps even with the encouragement of parents, at an age where social standing and ‘being cool’ is everything, maybe society can affect these children’s involvement even more than we thought possible.
The data set for parents of 6th class students also illustrated that five parents said that they don’t encourage their child to sing. These five students who aren’t encourage were all boys. Encouragement and praise is key to getting children involved. If they are not encouraged by their parent’s they will more than likely never get involved.
(Figure 4.4)
CHAPTER V
Discussion
5.1 Limitations
Limitations of the study relate mainly to the small sample size that was used. In
particular, the study only involved one rural school and 5 individual interviewees. Therefore, the researcher believed that future studies should include larger sample size from a more widespread age gap and of different geographical areas.
Another limitation was related to the use of interviews due to the researcher bias. Although, the researcher conducted the interviews carefully to avoid leading questions that may alter the responses obtained it is impossible to guarantee that this was done correctly. Hence, future studies may involve both quantitative and qualitative methods of data collection for all involved in the study. The researcher purposely used both methods of data collection however felt perhaps she didn’t obtain enough information from all age groups to provide the most informative data to the readers.
It is well understood that it is difficult to carry out research based on perceptions and society. In further studies, it is recommended that this study’s results be combined with results of prior research, and an examination of the extent of societal perceptions and attitudes.
The findings of this research project is rich in both qualitative and quantitative responses that can be critically analysed and interpreted and furthermore be drawn upon to construct new recommendations surrounding this topic area. These recommendations are for the benefit of both the parent and the children and on a macro scale, the wider society. The findings show apparent gaps in this field of study and how our general population don’t even observe their adherence to gender roles in their everyday lives across both a national and international level.
It is distinctly notable from the research findings that parents of children are unaware of the extent to which gender roles can affect the development of their children. Gender roles create limitations experienced children until they mature to full adult development.
5.2 Recommendations
– Revitalise the Curriculum
The first recommendation is to introduce the field of sociology as early as possible into the lives of our children. Early intervention theory can enhance developmental skills and thought processes and is primarily used alongside children with developmental disabilities to help with cognitive, social and academic improvement. Perhaps using early intervention theory might aid children to establish different social norms and be aware of the gender roles that society has created and teach children that it is okay to go against these ideologies.
Perhaps a module in SPHE could focus on society and its constructs, take for example eating disorders. This stereotyping of the perfect female to be thin is appearing to become an issue for younger children year by year. The mass media has constructed an ideology that can affect children worldwide. This SPHE module could build on confidence, self-esteem and personal development. What are children need is a better understanding of differences and an awareness that it is okay to be different.
– Education in the home
If children were educated earlier and aware that they don’t need to conform to societal expectations perhaps this would increase involvement in non-hegemonic activities.
Raising awareness of societal constructs such as stereotypes at an early age would also be beneficial within the home. This may also benefit the parents of children that are struggling with acceptance and isolation. This would allow parents the opportunity to be more accepting of the true wishes of their child regardless of gender.
– Prioritise an inclusive schooling system
Inclusive schools promote respectful and supportive relationships, avoid the bullying epidemic, and build the attributes of positive peer-to-peer interaction. This instructional approach does not require additional staff or extra funding. It is a research-based methodology that yields positive results related to student achievement and a sense of “belonging” over the course of time. An inclusive schooling system and peer modelling supports, together, can increased appreciation and acceptance of individual difference. It can also increase empathy and acceptance of diversity.
Conclusion
There are a number of conclusions to be drawn from this research project. Firstly, the research indicated that the hypothesis was correct and gender involvement in singing activities can be affected by gender roles, perception and attitudes attributed to singing activities. However, these gender roles can be more prominent in certain ages and in certain geographical areas.
Music and singing activities are extremely beneficial for all developmental aspects of one self. ‘A purposeful arts education… is life-enhancing and is invaluable in stimulating creative
thinking and in promoting capability and adaptability’. We as a society should not lay claim to this as a ‘feminine’ activity. We should encourage and promote the involvement of all sexes in singing activities.
When it comes to encouraging creativity in our classrooms, we need to do more than simply generate activities. Pupils’ creativity is directly impacted by the culture and climate that surrounds them. Before we can help our pupils develop the knowledge, skills, attitudes and dispositions they need in order to be more creative, we first need to make sure we are
providing a culture and climate that is conducive to this learning.
The researcher proposes that this can be done by providing a module in SPHE based on societal expectation and stereotyping. By education the children they can be aware of their choices and control if they choose to conform to societal ideologies or not. Our children should be thought to appreciate differences and diversity.