Gender representation in undergraduate music technology education: case studies from Aotearoa/New Zealand

Abstract

This article explores the relationship between gender inequities in undergraduate music technology education and the widespread imbalances that permeate the professional music technology workforce. We present evidence concerning the relationship between tertiary training and industry outcomes by focusing on three music technology degree-level offerings in Aotearoa/New Zealand. In doing so, we critically examine the ways in which higher education in Aotearoa/New Zealand may be seen to perpetuate international trends concerning the underrepresentation of women in music technology fields. Firstly, the article offers an overview of extant scholarship on gender and music technology training. From here, it examines national data on music enrolments that show gender imbalances across music degrees. It then analyses three music technology degree-level offerings in Aotearoa as case studies. These reveal how gender inequities are amplified in areas relating to music technology. Datasets are then considered in relation to gender representation within the music industry in Aotearoa. The article concludes by offering reflections on key areas for interventions and avenues for further research.