The purpose of this study was to explore the effects of a stereotypically gay-sounding voice on middle- and high-schooler’s perceptions of teaching effectiveness. Participants (N = 273) listened to two men with stereotypically gay and straight voices, respectively, reading a short paragraph. Afterwards, they rated the likelihood of each speaker’s ability to demonstrate top skills and behaviors associated with effective music teaching and also predicted whether each man would be a band director, choir director, string orchestra director, or elementary general music teacher. The results from measurement invariance analysis show that participants rated the gay voice higher on measures of maintaining high musical standards and organization, whereas they rated the straight-sounding speaker higher on measures of leadership. The results from a multinomial logistic regression show that listeners predicted that the gay-sounding speaker would most likely be an elementary general music teacher and that the straight-sounding speaker would be a band director. The differences between these findings and prior research, nuance of leadership versus classroom management, and the need for further research on stereotypical voices are discussed.

这项研究的目的是探讨刻板的同性恋声音对中学生和高中生对教学效果的看法的影响。参加人数 = 273）听了两个男人的刻板印象，分别是同性恋和直率的声音，并朗读了一段简短的文章。之后，他们评估了每个演讲者展示与有效音乐教学相关的顶尖技能和行为的能力的可能性，并且还预测了每个人是乐队导演，合唱团导演，弦乐团导演还是基础音乐老师。测量不变性分析的结果表明，参与者在保持较高音乐水平和组织性的措施中对同性恋声音的评价较高，而在领导力方面，对直率说话者的评价较高。多项Logistic回归的结果表明，听众预测说同性恋者的说话者很可能是普通的基础音乐老师，说同性恋者的说话者是乐队的导演。讨论了这些发现与先前研究之间的差异，领导力与教室管理之间的细微差别以及对定型声音的进一步研究的需求。