Mapping the Jazz Faculty Gender Gap – JazzTimes

Report on Gender Imbalance in Jazz Education and Its Alignment with Sustainable Development Goals

Introduction

Researcher Lara Pellegrinelli, in collaboration with students at The New School, conducted a comprehensive study analyzing data from over 200 jazz education programs during the 2021-22 academic year. Published by Berklee College of Music, the report titled “Jazz Counts: Measuring the Jazz Faculty Gender Gap in Higher Education” highlights significant gender disparities in higher education jazz faculty employment across 44 states and Washington, D.C. This report underscores critical challenges related to Sustainable Development Goal 5 (Gender Equality) and Goal 4 (Quality Education).

Key Findings

1. Out of more than 3,000 academic and staff positions, only 15% were held by female-identified educators.
2. For faculty focused specifically on teaching instruments, the representation of female-identified educators dropped to 8%.
3. 35% of schools reported having zero female-identified faculty members.
4. At institutions with more than 30 faculty members, female-identified educators comprised between 6% and 32% of the staff.
5. In composition, theory, and improvisation courses, female-identified teachers accounted for 13%.
6. The majority of female-identified faculty members held adjunct positions rather than full-time roles.

Implications for Sustainable Development Goals

• SDG 5 – Gender Equality: The data reveals a persistent gender gap in jazz education, reflecting broader systemic inequalities in higher education and the arts. Addressing this gap is essential to achieving gender equality and empowering all women and girls.
• SDG 4 – Quality Education: Ensuring equitable representation of female educators contributes to inclusive and equitable quality education, fostering diverse perspectives and role models for students.
• SDG 10 – Reduced Inequalities: The underrepresentation of female-identified faculty highlights the need to reduce inequalities within academic institutions and the music industry.

Expert Commentary and Institutional Response

Lara Pellegrinelli emphasized the importance of statistical data in measuring female participation in jazz, stating, “Until now, there has been almost no statistical data that allows us to measure the participation of female-identified artists in jazz.” She expressed hope that higher education leadership will utilize the report to promote greater equity.

Grammy-winning drummer Terri Lyne Carrington, founder and artistic director of the Berklee Institute of Jazz and Gender Justice, which sponsored the research, highlighted the cultural transformation needed within jazz education and performance. She noted, “It’s been willful negligence because the culture needs transformation — both in the performance aspect as well as in jazz education.” Carrington affirmed the necessity for ongoing efforts and future updates to the study to continue addressing these disparities.

Conclusion

The findings from the “Jazz Counts” report reveal a significant gender gap in jazz education faculty positions, underscoring the urgent need for systemic change aligned with Sustainable Development Goals focused on gender equality and quality education. Institutions are encouraged to leverage this data to implement policies and practices that foster equity, diversity, and inclusion within jazz education and the broader music community.

Additional Resources

• Full Report: Jazz Counts – Measuring the Jazz Faculty Gender Gap in Higher Education
• Berklee College of Music News on the Study
• Berklee Institute of Jazz and Gender Justice

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education – The article focuses on gender imbalance in jazz education programs in higher education institutions.
2. SDG 5: Gender Equality – The core issue discussed is the underrepresentation of female-identified educators in jazz faculty positions, highlighting gender inequality.
3. SDG 10: Reduced Inequalities – Addressing disparities in employment and representation within academic institutions aligns with reducing inequalities.

2. Specific Targets Under Those SDGs

1. SDG 4 – Target 4.5: Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for vulnerable populations. The article’s focus on female representation in jazz education relates directly to this target.
2. SDG 5 – Target 5.1: End all forms of discrimination against all women and girls everywhere. The gender gap in jazz faculty employment highlights ongoing discrimination.
3. SDG 5 – Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic, and public life. The low percentage of female faculty members, especially in leadership or full-time roles, connects to this target.
4. SDG 10 – Target 10.2: Empower and promote the social, economic, and political inclusion of all, irrespective of gender. Addressing the imbalance in jazz education employment supports this target.

3. Indicators Mentioned or Implied to Measure Progress

• Percentage of female-identified educators employed in jazz education programs: The article provides data showing 15% female-identified educators overall and 8% for instrument teaching faculty.
• Percentage of institutions with zero female-identified faculty members: 35% of schools have no female faculty, indicating a clear metric for measuring gender inclusion.
• Proportion of female-identified educators in different faculty sizes: Ranges between 6% and 32% in institutions with more than 30 faculty members.
• Percentage of female-identified teachers in specific course areas: 13% in composition, theory, and improvisation courses.
• Employment status of female-identified faculty: Most hold adjunct positions, which can be tracked as an indicator of job quality and equality.

4. Table: SDGs, Targets and Indicators

Source: jazztimes.com