To learn more about reasons why there are so few boys in New Mexico middle school choral programs, I decided to craft a survey of Middle School Choral Directors to try to find some answers. I thought vocal mutation would be a major factor, but as I discussed the survey idea with some local teachers, they repeated the term “machismo” as a primary reason for the loss of male singers in the middle school years. Some mentioned the problems of scheduling as a possible hindrance, especially in schools with magnet programs. The conflict with athletic schedules was also considered an issue in the low number of boys that sing in middle school choirs. As I wrote the survey, I included these potential problems.
This is what I wanted to learn from a survey of middle school choir directors:
1) Find out how many boys participate in choral programs across the state of New Mexico,
2) To explore reasons why fewer boys than girls participate in choral programs in New Mexico,
3) And to discover techniques that have been successful in attracting boys to choral programs in New Mexico.
First I needed to know if the particular middle school had a choral program and what the size of their student body was. I asked the teachers to give me data about how many students were in their choral program, and requested that they break the information down into the number of boys and girls from each grade from 6 – 9. Then I used a Likert Scale to gauge the opinions of choral directors about why so few boys participate in choral programs during their middle school years. This sort of scale measures the degree to which a person agrees or disagrees with a statement. I asked for a list of what the teachers do to attract boys into their choirs. Finally, I asked the teachers to provide information about their education level, but made the disclosure of that information optional. I did request their names, schools and contact information, but assured the teachers that they could answer anonymously if they preferred.
From the New Mexico Department of Education web page, I found the addresses of all 150 middle schools in the state, and mailed the surveys to each school with a self-addressed, stamped envelope. I also set up this weblog for teachers to see information about the survey as well as other helpful choral education information.
Out of 150 surveys sent, I only received 27 back. That is only 18% of the population of middle school choral music teachers sampled, and I do not consider that number to be representative of middle school choral directors in New Mexico. Despite the small return, the results are interesting and even useful, in my opinion, for seeing trends in music education at the middles school level.
Although not surprising, the biggest reason music teachers thought boys don’t join choir in the middle school years is Peer Pressure, followed by Embarrassment and “Machismo.” While significant, the fact that boys are undergoing vocal mutation does not seem to be as big an issue as the possibility of involvement in choir being seen as less than masculine.
Another aspect I explored was the possibility of different attitudes toward singing in different parts of the state. I divided the state from Albuquerque to the northern border, and divided the schools evenly. There was truly a difference in reasons why boys don’t sing. In the northern half of the state, Peer Pressure, singing being too feminine, and the lack of musical and choral experience were more of an issue. In the southern half of New Mexico, “Machismo,” Lack of Parental Support, and the belief that “Boys don’t sing” play major roles in keeping boys out of middle school choirs. With male singing playing a fairly large role in Hispanic culture, I was not expecting the results I found.
In examining the data, I was disturbed to see that even though most music teachers were very well trained, many were not having success in attracting boys to their choral programs OR in attracting students to their choral programs at all. Most teachers have a Music Education degree and have taken additional graduate level classes, but still had less than 10% of the student body involved in choir. This survey does not take into account students who are involved in band or general music classes. A few schools had a general music class that sixth graders were required to take.
Here are some of the recruiting techniques used by the most successful middle school choral directors who responded to the survey:
“I have a before school choir that meets once a week just for boys. I bring donuts. It works. I also recruit through my 6th grade music class as well as stop every 6th grade boy I meet and ask him why he isn’t in my boy’s choir. I just try to get them through the door.” This response is from a male teacher.
“1. I make friends with the “jocks” – if they sing, everyone else thinks it’s OK to sing. 2. Visit the 6th grade with my boy’s chorus. 3. Invite high school to sing – also select group from ENMU. 4. My husband – great singer – comes once a week to do “guy” singing, as I cannot model for them in their range.”
“I’ve always tried to recruit the athletes”
“Field trips that involve theater & musicals. Out of state competitions – activities. Feature boys a Elvis, Beatles, Beach Boys in Year-end programs, or as theatrical/comical characters. Reiterate that girls think it’s “hot” when boys sing.”
“ – Field trips and other “fun” activities. I generally keep my mid-school boys singing at the high school level by having them join the HS men a couple times during the year. They love that!”
If you would like to see the raw data for this survey (it is not publishing well in this blog format) or would like more information about this survey, please send an e-mail to radiant_studio@yahoo.com.
