Music education in the classroom is often highly gendered (Green 2010; Abeles, 2009). Gender related behaviours, norms and expectations, as well as use of language, limit music students in the educational situation (Almqvist & Werner, 2023) and studies in higher music education point towards the exclusion of females from certain professions (Partti & Devaney, 2023). Additionally, music curricula and practices are dominated by male representation (Bennett, 2018).

Through semi-structured interviews- conducted in 2021- this is the first study to examine the challenges and obstacles faced by 7 female professional musicians (composers, conductors and instrumentalists), active in unconventional gendered musical spaces across Greece. Participants encountered sexist attitudes, devaluation, rejection, and sexual violence in their social, educational and professional environments. They discussed power issues within the music industry and the lack of female role models in leadership positions (Burnard, 2019). Yet, within the data, there are optimistic accounts of being encouraged by significant others to pursue “unlikely” and “bold” career paths.

Drawing on the above dataset, this paper problematizes how music educators working at all levels can help challenge gender stereotypes in music by initiating discussion on raising stakeholders’ awareness and inspiring change through their practices and behaviours (Hope, 2017; Fourtnet, 2010). Practical steps may include ethical awareness and commitment to addressing inequity while fostering these qualities in students (Raine, S., & Strong, C., 2019), promoting female role models and mentors (Gilbert, 2021) and encouraging reflective practices in organised group work that encourages problematising inequalities (Borgström Källén & Ferm Almqvist, 2024). Such efforts aim to address challenges and barriers, fostering a more inclusive and equitable environment in music education.

Educators worldwide increasingly realize that a change is needed in institutions, communities, educational systems and individual initiatives regarding the inclusivity and equity that all members of society should experience. This is especially true in the field of education through which all students and future citizens should adequately and comprehensively prepare for their future career paths and personal growth. Until the turn of the century there were very few examples of students with SEN who successfully attended and graduated with a degree in music. This is especially true in Romania and Cyprus.

In this theoretical paper we will investigate the experiences of selected faculty, students and alumni with special needs who study music in two institutions in Cyprus and Romania. Specifically, we will critically examine how various educational institutions accommodate the needs of these students, what policies and initiatives they have established in order to provide for a more equitable and inclusive educational environment, how they adjust their audition and entrance requirements in order to allow for qualified students with special needs to pursue their dream of studying music and what initiatives they have established in order to support these students after they graduate. Moreover, we will also examine the views of other professionals in the field about the above topics.

Following a qualitative methodology, data were collected through questionnaires, focus-group interviews and in-person interviews.

Findings from this study can shed light into current practices and guide administrators and policy makers towards necessary changes that need to be made in order to improve policies and practices for a more equitable educational context for all. Music education can be a common ground for welcoming broader active participation from a wider range of people, with diverse needs, challenges and abilities.

This research was part of an Erasmus+ European project titled Inclumusic.