Developing inclusive practices in higher music education: A study of women in composition

Dawn Bennett, Sally Macarthur, Sophie Hennekam

Research output: Chapter in Book/Report/Conference proceedingConference contributionResearchpeer-review


The development of inclusive practices in higher music education remains a key challenge for music education in the higher education context. This article draws on an international survey of
225 women composers to suggest possible solutions. The composers came from multiple countries and reported their income, work and learning, relationships and networks, and the
impact of gender on their practice. The data highlighted the persistent marginalisation of female composers, as a result of which the female gender was experienced as a career disadvantage. Of particular relevance to higher music education, numerous composers reported that they had been ill-prepared for their career and insufficiently aware of how to manage gender inequity (Hennekam et al., 2019a). They also noted the under-representation of music composed by women during their higher education studies. We explore these dominant themes and use them to suggest possible actions.
Original languageEnglish
Title of host publicationProceedings of the 23rd International Seminar of the ISME Commission on the Education of the Professional Musician (CEPROM). Held virtually on 29-31 July 2020
Subtitle of host publicationEthics and Inclusion in the Education of Professional Musicians
EditorsHeidi Partti, Leah Coutts
Publication statusPublished - Jul 2020
Externally publishedYes


Dive into the research topics of 'Developing inclusive practices in higher music education: A study of women in composition'. Together they form a unique fingerprint.

Cite this