03/10/2026
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Debra-Nicole Huber “Female Band Conductors As Leaders: Role Incongruity In Higher Education.”

Candidate: Debra-Nicole Huber
Degree: Doctoral- PhD Leadership in Education
Defense Date: Monday, March 23, 2026
Time: 1 p.m.
Location: Via Zoom 
Thesis/Dissertation Title: "Female Band Conductors As Leaders: Role Incongruity In Higher Education”

Dissertation Committee

  • Chairperson: A.J. Angulo, Ed.D., Professor of Education, School of Education, University of Massachusetts Lowell
  • Member: William Moylan, D.M.A., Professor Emeritus, Sound Recording Technology, Department of Music, University of Massachusetts Lowell
  • Member: Lauren Turner, Ph.D., Adjunct Faculty, School of Education, University of Massachusetts Lowell

Abstract

This study investigates the experiences and challenges faced by collegiate female band directors in comparison to their male counterparts to extend our understanding of their role as leaders in higher education. Seeking a depth of understanding, the researcher used a qualitative phenomenological approach and purposeful sampling. Semi-structured interviews were conducted with nine women and six men. Interviewees were full-time faculty or staff employed at public or private universities as Director of Bands, or as an Associate, Assistant, or Athletic band director. The study examined female collegiate band director’s professional development through the lens of Role Congruity Theory. Findings revealed persistent perceived barriers, with challenges to authority and legitimacy emerging through role incongruity. Interviewees consistently identified a double-bind that produced negative evaluations of women regardless of leadership approach. With the male band director positioned as the normative standard, gendered expectations frequently conflicted with behaviors historically associated with the role. Participants navigated this mismatch through compensatory and invisible labor, and preemptive role congruity management. Male colleagues expressed support, but did not report awareness of compensatory practices. They perceived the mismatch as individual choice, not structural asymmetry. Overall the findings position leadership of female bands directors as an ongoing process of navigation and negotiation of barriers stemming from role incongruity. This research contributes to literature on gender inequality, female conductors, feminine embodiment, music education, and leadership in higher education.

KEYWORDS: higher education, female band conductor, band director, leadership, role congruity, gender bias, disparities in music education, marching band, Title IX