Re: Numbers & Gender

Subject: Re: Numbers & Gender
From: Michael Gogins (
Date: Thu Jan 13 2005 - 08:34:02 EST

This business about boys drumming and girls singing... that encapsulates
much (not all) of the gender situation in EA.

Pa rum pa pa rum...


1. Is it sufficient for girls to be able to learn drumming if they want to?
Even if most won't want to? I believe this is where we are today.

2. If not, how can girls be taught to drum and boys to sing without
oppressing their little minds in a different way?

----- Original Message -----
From: "Kevin Austin" <>
To: <>
Sent: Thursday, January 13, 2005 7:29 AM
Subject: Re: Numbers & Gender

> There may also be the 'definition' aspect of this, not from the gender
> side, but from the 'limits' of electroacoustics (and just when I thought
> it was safe not to get into definitions). This is based upon experience
> here at Concordia.
> The ratios in Concordia's "Major in Electroacoustic Studies" are seriously
> male dominated, but these ratios need to be seen in context. (The Minor in
> EaSt has a different ratio.)
> While there are only about 70 - 80 students in the Major in EaSt, there
> are probably 500 - 600 (or more) students registered in sound and
> sound-related courses across the university. Ea (or equivalent courses)
> are offered in Journalism, Communication Studies, Film Studies,
> Multi-media, Integrated Media, (the former) Digital Image and Sound, Art
> Education, Open Media, Information Technology ... and this does not
> include students who are taking sound courses for use in other areas
> (sculpture, dance, theater etc).
> The range of activities that use the electricity > acoustic energy tool is
> very wide (thus accounting for my personal preference for ea being about
> the transduction of electricity into sound = loudspeaker). Upon leaving
> the Department of Music, the gender ratios change quite a lot, but this is
> because each area is able to cater to different aims and degrees of focus;
> the Major in EaSt is not the only game in town.
> While ratios are useful, the context in terms of absolute numbers would
> also be useful (as the Subject is Numbers & Gender, not ratios and
> gender).
> For comparison (or not), the jazz vocal area at Concordia (with about 30 -
> 40 students) is 85 - 90% female, while guitar, bass and drums run about
> the same percentage, but inverted.
> Best
> Kevin

This archive was generated by hypermail 2b27 : Sat Dec 22 2007 - 01:46:05 EST