Race and Gender as Factors in Judgments of Musical Performance.

Abstract

The evaluation of student performance, both formal and informal, is a task in which most musicians and musician educators are involved on a regular basis. Indeed, many consider student performance evaluation to be one of the most important facets of the music education profession. Student performers may be accepted or rejected for membership in various ensembles, accepted for or denied admission to schools of music, or awarded scholarships, all on the basis of an evaluation of their performance ability. Because such evaluations may have a profound influence on students personally, on their lives, and on their decisions about future careers as musicians, it is imperative that those evaluations be as accurate, fair, and objective as possible. There is a body of evidence to suggest that judgments of musical performance may be influenced by factors extraneous to the performance itself, even when those judgments are made by experienced evaluators. The particular prior expectations an evaluator may have regarding the individual performer or ensemble to be judged and certain beliefs evaluators may hold about particular groups of people or particular styles of music have all been found to influence judgments of musical performance (Duerksen, 1972; Nylof, as cited in Davies, 1978; Weik, Gilfillian, & Keith, 1973). Such findings prompted one author to suggest that . . evaluations of music are liable to act as self-fulfilling prophecies'* (Sloboda, 1982, p. 493). Several studies have found consistent gender associations related to certain musical instruments (Abeles & Porter, 1978; Delzell & Leppla, 1992; Griswold & Chroback, 1981); whereas others have shown race and gender to be significant in determining listeners' preferences for performers and musical styles (Killian, 1990; McCrary, in press). Although not specifically related to the evaluation of performance, these findings suggest that race and gender may influence listeners' expectations about certain performers and musical styles. There is also evidence that teacher expectation can influence student achievement, especially among minority students (Rist, 1970).

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