The Berklee College of Music in Boston is one of the better schools of music in America, somewhat like Juilliard but not as good and, importantly, Berklee, unlike Juilliard concentrates on modern music. Wikipedia says this about it:
Berklee College of Music (/ˈbɜːrkli/) is a private music college in Boston, Massachusetts. It is the largest independent college of contemporary music in the world. Known for the study of jazz and modern American music, it also offers college-level courses in a wide range of contemporary and historic styles, including rock, hip hop, reggae, salsa, heavy metal and bluegrass.
I knew about it when I lived in Boston and Cambridge, but at that time Berklee didn’t have this (click to read):
What does jazz have to do with gender justice. Well, these days one might well ask the question, “What doesn’t have to do with gender justice?” When you see the name, you can almost write the specifics, a few of which are indented below:
What would jazz sound like in a culture without patriarchy?
The jazz industry remains predominantly male due to a biased system, imposing a significant toll on those who aspire to work in it. In understanding the importance of balance and equity, the goal of the Berklee Institute of Jazz and Gender Justice is to do corrective work and modify the way jazz is perceived and presented, so the future of jazz looks different than its past without rendering invisible many of the art form’s creative contributors.
The Berklee Institute of Jazz and Gender Justice will focus on equity in the jazz field and the role that jazz plays in the larger struggle for gender justice. The institute will celebrate the contributions women have made in the development of the art form as well as frame more equitable conditions for all pursuing careers in jazz in an effort to work toward a necessary and lasting cultural shift in the field.
Inclusive to All
We welcome students of all gender and sexual identities to achieve the goal of true gender diversity in the field. The institute will work to address gender inequities at the college through curriculum, recruitment, residencies, performances, research, and community engagement.
Our Mission
The mission of the Berklee Institute of Jazz and Gender Justice is to support and sustain a cultural transformation in jazz, with the commitment to recruit, teach, mentor, and advocate for musicians seeking to study or perform jazz, with gender justice and racial justice as guiding principles.
Our Values
- Imagination
- Equity
- Freedom
- Identity
Our Vision
We cultivate creative practice and scholarship within an integrated and egalitarian setting. We seek to engage ourselves and others in the pursuit of jazz without patriarchy, and in making a long-lasting cultural shift in the overall music community, recognizing the role that jazz can play in the larger struggle for social justice.
Note that they are striving for equity, which means that they want their students and professors, and jazz in general, to be absolutely representative of the sex admixture in America itself. That is, 50% of jazz performers and composers are to be female. The implicit assumption is that this lack of equity reflects sexism and the patriarchy which of course needs to be shown.
Further, the explicit assumption is that the two sexes (or people who don’t identify as “cis”) will produce different types of jazz, a type that is not “male biased”—a jazz not infused with the sound of patriarchy. That, too, is a problematic assumption.
I don’t think I need to muse about the wokeness represented by this institute, which attempts to achieve jazz equity by admitting and educating students after they’ve already finished high school. That, too, is problematic, for if there are biases or inequalities of opportunity that impinge on the sexes earlier in life, then perhaps they can’t be rectified in college.
At any rate, here are the questions that Berklee should have asked itself before founding this institute:
- By striving for equity, you are assuming that members of both sexes (or those who don’t identify as members of their biological sex) have an equal desire to create, sing, or play jazz, and the absence of this equity reflects biases (this is implicit in the word “patriarchy”. What evidence do you have for this equality of desires?
- Are there possibly other reasons for an absence of women in jazz beyond “patriarchy”? Could women not have less of a preference to play or compose jazz than do men? Or are they less competitive musically—less willing to put in the many hours needed to excel when there are other things to be interested in, or less competitive because, as some have suggested, excelling in music is a way to attract mates. (This “sexual selection” hypothesis might be least partly possible: I remember Charlie Parker saying that although he wasn’t any great shake in looks, his ability with the sax got him a lot of sex.) In other words, what evidence do you have that inequities are not due to factors other than biases?
- You state explicitly that the forms of jazz produced by musicians with “equity” would be different from what it is like today? This assumes that the sexes have, on average, palpably different ways of producing or playing jazz. What evidence do you have for this?
- Why do you think it is possible to rectify any biases against women in jazz by taking action on the college level? Would it not be better to afford everyone equal opportunities to become jazz composers or musicians when they are younger? And what if affording such equal opportunity still produced inequities, as it would if the sexes differed in abilities, interests, or preferences? Would you still try to achieve equality of representation?
Now I’ve listened to a lot of jazz, and yes, there is a paucity of women composers and players, though there are plenty of women who sing jazz. But before I’d try to construct a program that is designed to turn out equal numbers of male and female players and composers, I’d sure like to know the answers to the questions above. But I doubt Berklee even asked themselves these questions, and, if they didn’t, then what they have is a performative institute—in both senses of the word.

