UC Irvine

The rigidity of the gender binary in ballet is perpetuated by the training’s continuous adherence to outdated gender norms. Albeit slowly, modern society is making progress towards gender equity and inclusion. Yet, ballet training remains stagnant in its gender expectations, and this affects students’ mental wellness and mindsets. This study questions how gendered ballet training affects ballet students’ mindsets and considers if current ballet curriculum and pedagogy fosters a fixed mindset in students. This mixed-methods study utilized participant interviews and questionnaires to understand the effects of gendered ballet training on ballet students and teachers in higher education dance programs. Gender expectations in ballet class are imposed by a curriculum and are perpetuated by both students and teachers. These expectations lead students to believe their success in ballet is predetermined, which is a sign of a fixed mindset. This paper encourages ballet practitioners to implement curricula that support student mental wellness and to shift pedagogies to be more inclusive of non-gender conforming and non-binary students. In order to continue to make strides towards diversity, expansion, and inclusion, ballet practitioners must continue to critically evaluate current ballet practices. This is how ballet as an art form will progress forward and remain relevant in the 21st century.