In this phenomenological study, we explored women music teacher educators’ experiences navigating gender bias in academia. Our research questions were: (1) How do participants describe their experiences in academia? and (2) How do age, rank, experience, geographic region, or school type/size impact their descriptions of their experiences with gender bias and marginalization in academia? We explored the experiences of eight participants in varied stages of their careers (assistant, associate, full professor ranks), concentration areas (chorus, general, instrumental), and schools and locations throughout the United States. Analysis of the data revealed two overarching themes. The first theme, socialization, included four subthemes: (a) socialized gender expectations in the workplace and in their personal lives; (b) gendered service expectations; (c) faculty life, including students’ expectations of their professors; and (d) family life, including unsupportive institutional policies related to maternity leave and childcare. The second theme, coping strategies, included how tenure protections empowered participants to advocate for themselves and others. Developing coalitions with other women colleagues also was impactful. Recommendations for further research and suggestions for practice are discussed.

中文翻译：

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驾驭学术界的性别偏见：女性音乐教师教育工作者的经历

在这项现象学研究中，我们探讨了女性音乐教师教育工作者在学术界应对性别偏见的经历。我们的研究问题是：（1） 参与者如何描述他们在学术界的经历？（2） 年龄、等级、经验、地理区域或学校类型/规模如何影响他们对学术界性别偏见和边缘化经历的描述？我们探讨了八名参与者在其职业生涯的不同阶段（助理、副教授、正教授职级）、集中领域（合唱、普通、器乐）以及美国各地的学校和地点的经历。数据分析揭示了两个总体主题。第一个主题，社会化，包括四个子主题：（a） 工作场所和个人生活中的性别期望社会化;（b） 性别化的服务期望;（c） 教师生活，包括学生对教授的期望;（d） 家庭生活，包括与产假和儿童保育相关的不支持性的机构政策。第二个主题，应对策略，包括权属保护如何使参与者能够为自己和他人发声。与其他女性同事建立联盟也很有影响力。讨论了进一步研究的建议和实践建议。