Negotiating hegemonic masculinity in Australian tertiary jazz education

This chapter explores complexities and challenges associated with masculinity in jazz ensemble performance from the perspectives of a group of students in an Australian higher education jazz course. Extensive research in American and European jazz scenes show the extent of persistent gender inequalities across jazz music performance and education (Enstice and Stockhouse, 2004; McKeage, 2003, 2004; Rustin and Tucker, 2008; Wehr-Flowers, 2006). This qualitative case study makes a valuable contribution to jazz education by being the first exemplar highlighting entrenched issues in Australian higher education. A narrative analysis of group and individual interviews provides a basis for understanding how some emerging jazz musicians attempt to make sense of their identities-in-the-making, and how these intersect with Connell’s concept of hegemonic masculinity (2000). A range of themes illustrates the persistent concept of a modern ‘jazzman’, linking this identity and its effects to the kinds of exclusions and prejudices women have experienced in the past. Importantly, the study shows women exhibit resistance to these identities in their own development. In comparing male and female students’ experiences, a range of conclusions exposes ongoing challenges students face when negotiating pathways to success as young jazz artists in higher education.