The Influence of Gender and Institution on the Construction of an Intercultural and Inclusive Music Education

Abstract

This study analyzes students’ perceptions of cultural diversity in music education in the south of Spain and the northern region of the African continent, specifically in Andalusia, Ceuta, and Melilla—territories characterized by significant cultural and linguistic heterogeneity. Music, understood as a universal pedagogical tool, is approached as a strategic resource to promote educational inclusion and the development of intercultural competencies. The main objective was to examine the influence of gender, type of educational institution, and attendance at conservatories and/or music schools on students’ perceptions of intercultural inclusion in musical contexts. The sample consisted of 645 students aged between 11 and 54 years (M = 13.86; SD = 3.90), enrolled in primary schools, secondary schools, and professional and higher conservatories. Regarding gender, 55.2% identified as female, 43.6% as male, and 1.2% as non-binary. Data were analyzed using SPSS software (version 28). After verifying non-normality through the Kolmogorov–Smirnov test, nonparametric tests (Mann–Whitney U and Kruskal–Wallis H) were applied to the variables of gender, type of institution, and attendance at conservatories and/or music schools. The results show that female students tend to express more favorable perceptions regarding equality in musical ability and intercultural learning. Furthermore, students attending Conservatories and Primary Schools exhibit more positive perceptions than those in Secondary Schools. Attendance at conservatories enhances perceptions of equality in musical ability, though it does not necessarily improve intercultural relations or conflict resolution. In conclusion, the research confirms the potential of music as a vehicle for educational inclusion and the development of intercultural competencies, highlighting the need for inclusive and critical pedagogical approaches that respond to students’ cultural diversity.