Sexism in Lyrics of Children's Songs in School and Family Environment

education sciences

Article Sexism in Lyrics of Children’s Songs in School and Family Environment

Aurelio Chao-Fernández 1, Rocío Chao-Fernández 1,* and Carmen López-Chao 2

1 Department of Speciﬁc Didactics and Research Methods and Diagnosis in Education, Universidade da Coruña, 15001 A Coruña, Spain; [email protected] 2 Department of Mechanical Engineering and Industrial Design, Faculty of Engineering, Puerto Real, University of Cadiz, 11071 Cadiz, Spain; [email protected] * Correspondence: [email protected]; Tel.: +34-981-167-000 (ext. 4600)

Received: 30 September 2020; Accepted: 21 October 2020; Published: 23 October 2020

Abstract: Song is a regular part of the lives of the little ones, from the family environment to school, where it becomes one of the most used tools in early childhood education due to its educational potential. Therefore, it is important to analyze in detail the content of the songs listened to by the youngest. This research starts with the hypothesis that children at an increasingly premature age listen to and play songs with sexist content, which may affect their future behavior. To confirm or refute it, a mixed methodology was used, using the questionnaire as instruments applied to 116 parents from 4 educational centers in A Coruña, and interviewing 7 teachers. The results indicate that schoolchildren are mainly exposed to musical genres not appropriate to their age, both in their family environment and in the classroom to a lesser extent, concluding that they listen to and play songs with sexist content, which may affect their future behaviors.

Keywords: music; sexism; early childhood education; lyrics

1. Introduction In recent years, seeking an egalitarian society has been a constant concern, but it is a challenge that is difficult to achieve, and on which all social agents must undoubtedly collaborate. Society traditionally imposes on women very defined roles related to care, education of sons and daughters, food, and family—specific tasks in the private and domestic area. This is, of course, an important space, but a socially devalued one circumscribed under the “culture” of inferiority and female submission [1]. This made them historically receive less education than the men in their family. They had to try harder and they were not recognized on the same level as their peers, husbands, parents, etc. [2].

1.1. Historical Discrimination against Women Undoubtedly, there is currently action that advocates reversing the situation [3], but the weight women have borne for so many years continues to take its toll and there are still gaps in a certain part of society that do not conceive that women’s capacities are equal to those of men. We still live in a world where discrimination reigns and is embedded in the deepest social codes of our society [4]. In this sense, the words of Rodríguez-Cao [5], translated by the authors, are clarifying when he aﬃrms that

( ... ) female students obtain better results in what they study, but they continue to receive an implicit message that indicates their subordinate position in social, professional, and family ambits, contributing to the reproduction of patriarchal society ( ... ) The possibility of choice oﬀered by democratic society makes the diﬀerentiated socialization that girls and boys receive invisible (p. 74).

Educ. Sci. 2020, 10, 300; doi:10.3390/educsci10110300 www.mdpi.com/journal/education Educ. Sci. 2020, 10, 300 2 of 13

Indeed, it must be recognized that despite efforts, society remains uneven. People are treated differently based on their race, culture, social class, or sex in civilized countries. In the Spanish context, it should be noted that current legislation reflects the aspiration to equality between the sexes, and even the 1978 Constitution includes the need to prohibit any type of discrimination based on sex and introduces equal treatment and opportunities between women and men in all spheres of life. However, despite the progress made and actions by the public authorities, equality between men and women in advanced societies has not been fully achieved. On many occasions, there are still differences in the distribution of household chores and childcare, access to positions of power, and the type of professions carried out by both sexes. Even today, attitudes and stereotypes that put women at a disadvantage are still in force [6]. One of the areas where we find many sexist elements is in music, specifically in many of the songs that society listens to and plays impassively [7], such as Latin musical styles like reggaeton, whose lyrics contain content directed, most of the time, towards perpetuating virile archetypes of power, dominance, and subordination over women, who, according to these messages, must live for and to please the desires of men [8]. In order to reduce the gap of this inequality, it is necessary for professionals from different scientific, educational, cultural, and administrative fields to promote openly anti-sexist action—individuals who question social hierarchies and follow ways of life that contribute to globalizing a social order committed to guaranteeing equality between women and men and, therefore, a more democratic and just 21st-century society [9]. In this sense, school is one of the fundamental pillars to achieving an egalitarian society that intends to eliminate any form of discrimination or subordination of one sex over another because of their differences, overcoming social inequalities and cultural hierarchies between men and women [10].

1.2. Song as a Transmitter of Values Music accompanies us throughout our lives from the moment we are born, in all areas, often becoming the reflection of a certain society, since according to Mateos et al. [11] music “plays an important role in the construction of roles and stereotypes.” Therefore, due to the weight that music has in our lives, it is important to promote its value in the education of the youngest, so that as they grow older they naturally see music as an art that develops our cognitive, psychomotor, and affective-social abilities, brings us closer to the immediate reality, and fosters the formation of values, since, according to Garrido and González [12], “through its lyrics it can transmit certain values that shape our way of life,” because music plays an important role in the construction of roles and stereotypes. Within the musical field, song is one of the most used tools, which even extends to other areas as a learning methodology to secure content or as a means of understanding the world around us. According to Giménez [13], it is the intersection of two very different worlds (music and lyrics) and constitutes a very useful element for the development of the person. It is not necessary to describe the importance of songs in the lives of students, as it is enough to observe children of all ages [14]. Undoubtedly, songs are one of the simplest ways of making and understanding music, since “they constitute models that are fixed in memory and facilitate later learning” [15]. It cannot be ignored that listening to music is one of the activities most valued and carried out by people [16]. In accordance with Barrios [17], Díaz [18], Díaz [19], and Giráldez and Pelegrín [20], among others, it is a primary formative element in education because it provides pleasure to learning. In this regard, Iturbe [21] agrees when he defends that music, and specifically songs, have great educational power, noting that half of his students admit to listening to music an average of 4 h a day. According to what he said (translated by the authors),

There is no subject at school with as much “workload” as music. And there is no educational program as effective as music. Music is a powerful instrument of socialization. Not only does it transmit a message, but it does so in an affective and effective way: The lyrics are mediated by music that opens our pores and lowers our defenses. The songs repeat messages that, by way of behavioral conditioning, can become part of our consciousness. Educ. Sci. 2020, 10, 300 3 of 13

Certainly, it is common to use songs in the classroom as a powerful tool, taking advantage of their “great communicative capacity, potential and inﬂuence and their power to transfer messages” [22], hence the importance of the content of their lyrics. However, the youngest not only listen to songs in the classroom, but are immersed in an increasingly musical society, in which “the music that is heard today has changed its lyrics and messages in a radical way, for what has gone from romantic love to a more aggressive version of it” [23] (p. 14). In the media songs are heard in which submissive and suﬀering women appear, an opinion that coincides with Ana Cano [11] when she states (translated by the authors) that what some genres transmit, like reggaeton,

it is a super strong indication of hypersexualization [ ... ] it endangers the sexual safety of many girls, who consume it, and in reality it is not always due to lack of access to communication, but because of the excess of support and exposure to this type of music.

In this regard, Carballo [24] assures that currently most of the songs most demanded by society include in their lyrics sexism, violence, and stereotypes that place women in social inequality, in some cases even justifying and promoting the appearance of this type of violence against women: “what is interesting is to show that in this phenomenon of symbolic violence, one of the mechanisms is to devalue the image of women through diﬀerent forms of representation.”

2. Methodology Scientific research is characterized among many aspects by its objectivity, empiricism, monitoring of the scientific method, and the establishment of a series of norms/laws that will be scientifically accepted as long as the contrary is not proven [25]. With this praxis, the reality regarding a question is investigated by means of analysis in the most trustworthy possible way. Methodology is understood as the “set of methods that are followed in a scientific investigation or in a doctrinal exposition” [26]. Methodology is one of the vital aspects of research work, since it can determine the achievement of the results or conclusions in an investigation regardless of the quality of the hypothesis and the established sample.

2.1. Objectives This research starts from the hypothesis that children at an increasingly premature age listen to and plays songs with sexist content, which may aﬀect their future behavior. To conﬁrm or refute this hypothesis, the following objectives were set:

To know the influence that new musical genres have within the family and school environments • of children in pre-primary school education. To find out in which context children learn new musical genres. • To find out the perception of parents regarding the possible impact of these genres on their children. • To find out teachers’ perceptions of the possible repercussions of these genres on their children. • 2.2. Design of the Research To carry out this research, a mixed methodology based on the use of quantitative and qualitative research approaches was used. To do so, the most appropriate data collection techniques were selected to access the necessary information in order to respond to the targets pursued. First, a sample was taken as a representation of the whole, with which, by analyzing the information collected and systematizing the data, the aim was to clarify the hypothesis by emphasizing the objectivity of scientific research [27,28]. Educ. Sci. 2020, 10, 300 4 of 13

2.3. Questionnaire In this research, the methodological instrument used was the questionnaire. Following [29], it can be defined as “a technique that uses a set of standardized research procedures by means of which a series of data is collected and analyzed from a sample of cases representative of a broader population or universe, from the that it is intended to explore a series of characteristics.” The questionnaire was intended to measure a series of variables and feelings in the family environment of early childhood students, taking as a reference the Music@Home questionnaire [30]. This collecting data tool combines dichotomous (yes/no) questions with Likert scale ones (variables 1–5, with 1 being “totally disagree,” 2 “disagree,” 3 “neither agree nor disagree,” 4 “agree,” and 5 “totally agree”). The questionnaire, aimed at parents of boys and girls from early childhood education centers in the Autonomous Community of Galicia and accessed online, was made up of 20 items, preceded by a first part with five demographic questions on sex, age, number of children, their age, and place of residence. The second part asked about the type of music they expose their children to, musical styles they listen to at school, children’s liking of current songs, and the influence of the lyrics. In order to provide the tool, teachers at the four centers were contacted by telephone and helped connect us with the parents of the students. Afterwards, the questionnaire was sent via e-mail to all the participants. The analysis of the data obtained was carried out using the statistical program Statistical Package for the Social Sciences (SPSS) version 25. It was chosen due to the fact that, despite being a program to carry out quantitative analyses, value labels can also be added and qualitative data parameterized in a simple way in order to develop an effective analysis. In this way, the data was structured according to the questions and different statistical analyses were carried out on them (mode, median, mean, etc.). Subsequently, links were established between some of the questions to find correlations that would help achieve the objectives of the investigation. Finally, a reliability analysis of this survey was also carried out, in which high reliability was verified according to Cronbach’s alpha. As a complement to this research and after carrying out the analysis of the data from the questionnaires, a second collection of information was carried out via an interview methodological technique, which was included based on its double function:

(a) To use it as described by Tuckman (1972) cited by Cohén and Manion [31], where it will serve as an instrument to obtain information regarding the objectives of the research:

By providing access to what is inside a person’s mind, it makes possible to measure what a person knows (knowledge and information), what a person likes or dislikes (values and preferences), and what a person thinks (attitudes and beliefs). (b) As a complement to other research methods. In relation to this function, Kerlinger [32] assures that it could be used to track unexpected results, to validate other methods, or to delve into certain aspects related to the motivations that the respondents may have and that were not suﬃciently deﬁned after the use of other investigative techniques.

Indeed, the qualitative methodology allows us to understand and interpret social reality. It is also very helpful to see the relationship people have with their environment, how their experiences inﬂuence their lives, and the meaning they give them. The qualitative approach is therefore the most appropriate when what we seek is to understand the meaning that the subjects give to the social and educational experiences that they have [33]. To achieve this, it is essential to make a good selection of informants. In this study, the criteria of Patton [34] was used for the selection and the criterion of critical cases was applied—“the selection of critical cases points to those where the relationships to be studied become especially clear” [35]—to those to whom the objective of this study was explained, in addition to establishing a verbal conﬁdentiality agreement, according to Cobos [36]. Educ. Sci. 2020, 10, 300 5 of 13

The recording of the interviews was carried out in a reliable way and respecting the criteria Educ. Sci. 2020, 10, x FOR PEER REVIEW 5 of 13 ofEduc. stylistic Sci. 2020 literalism, 10, x FOR [PEER37], REVIEW which allowed the rigor of the information obtained to be maintained.5 of 13 Theywere were subsequently subsequently transcribed transcribed and sent and to sent the toinformants the informants for validation for validation before beforeproceeding proceeding with the with were subsequently transcribed and sent to the informants for validation before proceeding with the theanalysis. analysis. analysis. 2.4.2.4. Sample Sample 2.4. Sample ThisThis part part required required carefulcareful preparationpreparation prior to data collection. Based Based on on the the population, population, which which is This part required careful preparation prior to data collection. Based on the population, which understoodis understood as aas set a set of peopleof people or objectsor objects that that have have characteristics characteristics in in common common in in a givena given place place and and time, is understood as a set of people or objects that have characteristics in common in a given place and wetime, ﬁnd we the find sample, the sample, this being this being a subset a subset that represents that represents the population. the population. An improperAn improper choice choice can can lead to time, we find the sample, this being a subset that represents the population. An improper choice can inevitablelead to inevitable errors in errors the results. in the results. lead to inevitable errors in the results. WhileWhile 390 390 parents parents from from 4 4 public public educational educational centers centers were were invited invited to to participate participate inin the the study, study, only While 390 parents from 4 public educational centers were invited to participate in the study, 116only contributed. 116 contributed. On the On other the othe hand,r hand, the sample the sample that assentedthat assented to interviews to interviews coincided coincided with with the the actual only 116 contributed. On the other hand, the sample that assented to interviews coincided with the participants:actual participants: 7 people. 7 people. actual participants: 7 people. A total of 100% of the questionnaire participants resided in the province of A Coruña, with 80% A totalA total of of 100% 100% of of the the questionnaire questionnaire participants participants resided resided in in the the province province ofof AA Coruña,Coruña, withwith 80% of of them women and 20% men aged between 27 and 46 years, with the majority ranging between 30 themof them women women and 20%and 20% men men aged aged between between 27 and 27 and 46 years,46 years, with with the the majority majority ranging ranging between between 30 30 and and 40 years. The number of children of the parents was between 1 and 4, with families with 1 or 2 40and years. 40 Theyears. number The number of children of children of the parentsof the parent was betweens was between 1 and 4,1 and with 4, families with families with 1 with or 2 children1 or 2 children predominating. The age range of the boys and girls was between 3 and 6 years, and in more predominating.children predominating. The age range The age of the range boys of andthe boys girls and was girls between was between 3 and 6 years,3 and 6 and years, in moreand in than more 60% than 60% of cases with siblings, they were the oldest. of casesthan 60% with of siblings, cases with they siblings, were thethey oldest. were the oldest. 3. Results 3. Results3. Results 3.1. Analysis of the Questionnaire Results 3.1.3.1. Analysis Analysis of of the the Questionnaire Questionnaire Results Results First, the data collected through the questionnaire is described and analyzed. As can be seen in First,First, the the data data collected collected through through thethe questionnairequestionnaire is described and and analyzed. analyzed. As As can can be be seen seen in in Figure 1, only 7% of the subjects claimed to exclusively expose their son or daughter to children’s FigureFigure1, only 1, only 7% 7% of the of subjectsthe subjects claimed claimed to exclusively to exclusively expose expose their their son orson daughter or daughter to children’s to children’s music music of the 116 subjects in the sample, while 75% disagreed or completely disagreed with this ofmusic the 116 of subjects the 116 insubjects the sample, in the while sample, 75% while disagreed 75% disagreed or completely or completely disagreed disagreed with this with statement, this statement, thereby affirming that their son or daughter listens to more musical genres. therebystatement, aﬃrming thereby that affirming their son that or daughtertheir son or listens daughter to more listens musical to more genres. musical genres.

Agree Strongly Agree Strongly 9% agree Neither 9% agree Neither 7% agree nor 7% agree nor disagree disagree Strongly 9% Strongly 9% disagree disagree Disagree 55% Disagree 55% 20% 20%

Figure 1. 1. II only only expose expose my my child child to tochildren’s children’s music. music. Figure 1. I only expose my child to children’s music. Next,Next, it it was was asked asked if if they they considered considered that that the the music music their their child child listens listens to to in in their their environment environment was Next, it was asked if they considered that the music their child listens to in their environment appropriatewas appropriate for their for their age, toage, which to which 37% 37% answered answer aﬃedrmatively, affirmatively, while while 38% 38% considered considered that that the the music was appropriate for their age, to which 37% answered affirmatively, while 38% considered that the theirmusic children their children listen to listen was to not was appropriate not appropriate (Figure (Figure2). 2). music their children listen to was not appropriate (Figure 2).

Strongly Strongly Strongly Strongly disagree agree disagree agree 15% 26% 15% 26% Disagree Disagree 23% 23% Agree Agree Neither 11% Neither 11% agree nor agree nor disagree disagree 25% 25%

Figure 2. II consider consider the the music music my my child child listens listens to toappropriate. appropriate. Figure 2. I consider the music my child listens to appropriate. Educ. Sci. 2020, 10, x FOR PEER REVIEW 6 of 13 Educ. Sci. 2020, 10, 300 6 of 13 Educ. Sci. 2020, 10, x FOR PEER REVIEW 6 of 13 Educ. Sci. 2020, 10, x FOR PEER REVIEW 6 of 13 To the question of whether they preferred to sing children’s songs to their children, the answer was emphatic: 57% said that they do, while 33% do not. ToTo the the question question of of whether whether they they preferred preferred to to sing sing children’s children’s songs songs to to their their children, children, the the answer answer When analyzing the data from question 9, 64% of the participants in the research assured that waswas emphatic: emphatic: 57% 57% said said that that they they do, do, while while 33% 33% do do not. not. their children like to listen to children’s music, popular music, or traditional music, while 19% WhenWhen analyzing analyzinganalyzing the thethe data data data from from from question question 9,9, 9, 64%64% 64% ofof theof the the participants participants participants in in the in the researchthe research research assured assured assured that that theirthat disagreed with this statement. theirtheirchildren children children like tolike like listen to to listen tolisten children’s to to children’s children’s music, music, popularmusic, popular popular music, music, or music, traditional or or traditional traditional music, whilemusic, music, 19% while while disagreed 19% 19% Figure 3 shows that 83.6% of the sample considered it important to know the content of the lyrics disagreedwithdisagreed this with statement. with this this statement. statement. of the songs that their children listen to or sing in order to make a selection. FigureFigure 33 shows3 shows shows that thatthat 83.6% 83.6%83.6% of ofof the thethe sample samplesample considered consideredconsidered it it itimportant importantimportant to toto know knowknow the thethe content contentcontent of ofof the thethe lyrics lyricslyrics ofof the the songs songs that that their their children children listen listen to to or or sing sing in in order order to toto make makemake a aaselection. selection.selection. Strongly Disagree Strongly disagree Disagree 2% Strongly Disagree Neither disagree 1% 2% disagree 2% Neither agree nor 1% Neither 1% agree nordisagree agree nor disagree 14% Strongly disagree 14% Strongly agree 14% Strongly Agree agree 62% agree Agree 21% 62% Agree 62% 21% 21% Figure 3. I select the songs my child listens to/sings, taking into account the content of the lyrics. FigureFigure 3. 3.I selectI select the the songs songs my my child child listens listens to/sings, to/sings, taking taking into into account account the the content content of ofthe the lyrics. lyrics. Figure 3. I select the songs my child listens to/sings, taking into account the content of the lyrics. Question 11 asked specifically about whether their children like to sing or dance to current songs, Questionto which 11 78% asked answered speciﬁcally affirmatively, about whether despite their the children fact that like the tolyrics sing are or dancenot appropriate to current for songs, their age. QuestionQuestion 11 11 asked asked specifically specifically about about whether whether their their children children like like to to sing sing or or dance dance to to current current songs, songs, toto which whichOnly 78% 78% 8%answered answered completely affirmatively, aﬃ disagreedrmatively, despite with despite this the the statement fact fact that that the (Figure the lyrics lyrics 4). are are not not appropriate appropriate for for their their age. age. toOnly which 8% completely78% answered disagreed affirmatively, with this despite statement the fact (Figure that 4the). lyrics are not appropriate for their age. OnlyOnly 8% 8% completely completely disagreed disagreed with with this this statement statement (Figure (Figure 4). 4). Strongly Disagree Strongly disagree Strongly Disagree 11% 8% Disagree Neither disagree 11% disagree 11% Neither agree nor 8% Neither 8%Strongly agree nordisagree agree nor Strongly agree disagree 3% Strongly disagree agree 50% 3% agree 3% 50% 50% Agree Agree 28% Agree 28% 28% FigureFigure 4. My child4. My likes child to likes sing to or sing dance or todance current to current songs, songs, even if even the lyrics if the arelyrics not are appropriate not appropriate for for Figuretheir age.4.their My childage. likes to sing or dance to current songs, even if the lyrics are not appropriate for Figure 4. My child likes to sing or dance to current songs, even if the lyrics are not appropriate for their age. their age. In lineIn with line the with previous the previous question, question, it was it asked was ask whethered whether the youngest the youngest in the housein the house are exposed are exposed to currentto current styles, styles, such as such reggaeton, as reggaeton, trap, electronic trap, electron music,ic music, etc. Only etc. 54%Only of 54% the of sample the sample responded responded InIn line line with with the the previous previous question, question, it itwas was ask askeded whether whether the the youngest youngest in in the the house house are are exposed exposed negatively,negatively, and 38% and of 38% respondents of respondents acknowledged acknowledged that their that children their children are in contactare in contact with this with type this of type of toto current current styles, styles, such such as as reggaeton, reggaeton, trap, trap, electron electronicic music, music, etc. etc. Only Only 54% 54% of of the the sample sample responded responded musicmusic (Figure (Figure5). 5). negatively,negatively, and and 38% 38% of of respondents respondents acknowledged acknowledged that that their their children children are are in in contact contact with with this this type type of of musicmusic (Figure (Figure 5). 5). Strongly Strongly Strongly agree Strongly disagree Strongly Strongly agree 18% disagree 44% agree disagree 18% 44% Agree18% 44% Agree 20% Agree 20% 20% Neither agree nor disagree Disagree Neither agree nor disagree8% Neither agree nor disagree Disagree 10% 8% Disagree 8% 10% Figure 5. My child is exposed at home to musical styles such as10% reggaeton, trap, electronic music, etc.

Educ. Sci. 2020, 10, x FOR PEER REVIEW 7 of 13 Educ. Sci. 2020, 10, x FOR PEER REVIEW 7 of 13 Educ.Figure Sci. 2020 5. My, 10, childx FOR is PEER exposed REVIEW at home to musical styles such as reggaeton, trap, electronic music, 7 of 13 etc.Figure 5. My child is exposed at home to musical styles such as reggaeton, trap, electronic music,

Educ.etc. Sci.Figure 2020 ,5.10 My, 300 child is exposed at home to musical styles such as reggaeton, trap, electronic music, 7 of 13 A etc.total of 71% considered the lyrics of current music to influence their children’s vocabulary, while 16%A total disagreed of 71% withconsidered this statement the lyrics (Figure of current 6). music to influence their children’s vocabulary, whileA 16% totaltotal disagreed ofof 71%71% consideredconsidered with this statement the lyrics (Figure of current 6). music to inﬂuenceinfluence their children’s vocabulary, whilewhile 16%16% disagreeddisagreed withwith thisthisStrongly statementstatement (Figure(Figure6 ).6). Disagree disagree Strongly Disagree11% 5% disagreeStrongly DisagreeNeither11% agree disagree5% Strongly agree nor11%Neither disagree agree 5% Strongly49% agree Neithernor13% disagree agree Strongly49% agree nor 13%disagree 49% Agree13% 22%Agree Agree22% Figure 6. I believe that the lyrics of today’s music influence22% my child’s vocabulary.

FigureFigure 6. II believe believe that that the the lyrics lyrics of of today’s today’s music music influence inﬂuence my my child’s child’s vocabulary. vocabulary. As can be Figureseen in 6. FigureI believe 7, that when the lyricsit comes of today’s to allowing music influencechildren my to child’sview music vocabulary. videos of songs from genresAs can such be seen as reggaeton in Figure or 77,, whentrap,when the itit comesanswercomes toto was allowingallowing forceful: childrenchildren 69% declared toto viewview that musicmusic they videosvideos do not ofof allow songssongs it,from compared As genres can to suchsuchbe 17% seen asas who reggaetonreggaetonin Figuredo. or 7,or trap,when trap, the theit comes answer answer to was wasallowing forceful: forceful: children 69% 69% declared declared to view that thatmusic they they videos do do not not of allow allowsongs it, it,comparedfrom compared genres to such 17%to 17% whoas whoreggaeton do. do. or trap, the answer was forceful: 69% declared that they do not allow Strongly it, compared to 17% who do. Agree agreeStrongly 7%Agree Strongly10%agree Neither Agree7% agree10%Strongly agreeNeither nor 7% 10%disagreeStrongly disagreeagreeNeither nor disagree47% agreedisagree14% nor Strongly 47% disagree14% disagree Disagree 14% 47% Disagree22% Disagree22% 22% FigureFigure 7. 7.I allowI allow my my child child to toview view music music videos videos of ofso songsngs from from genres genres such such as asreggaeton reggaeton or or trap. trap. Figure 7. I allow my child to view music videos of songs from genres such as reggaeton or trap. RegardingRegardingFigure 7.the theI allow opinion opinion my childof of whether whether to view childrenmusic children videos should of so listenngs from toto all allgenres kindskinds such of of musical asmusical reggaeton genres, genres, or trap. 64% 64% of of the thesubjects subjectsRegarding considered considered the opinion that that they they of should, whether should, compared comparchildrened toshould to 24% 24% who listen who thought tothought all kinds that that they of they musical should should genres, not. not. 64% of theNext, subjectsNext,Regarding it it wasconsidered was the asked opinion if ifthat they they theyof considered whetherconsidered should, childrennew compar new musical musi edshould to stylescal 24% listenstyles towho have to tothought all ahave negativekinds athat negativeof impacttheymusical should impact on genres, the not. education on 64% the of educationofthe their subjectsNext, children, of it theirconsidered was to children,asked which that if 51% theyto they which responded considered should, 51% compar aﬃrespon newrmatively, eddedmusi to 24%affirmatively,cal compared styles who thoughtto to have onlycompared that 19%a negative they who to should consideredonly impact 19% not. on who that the it considerededucationdoesNext, not. that It ofit is wastheir strikingit does askedchildren, not. that ifIt 30% theyis to striking did whichconsidered not that take51% 30 aresponnew% position did musi dednot in cal takeaffirmatively, this styles a regardposition to (Figurehave incompared this a 8negative). regard to (Figure onlyimpact 19% 8). on who the considerededucation ofthat their it does children, not. It tois strikingwhich 51%that 30respon% didded not affirmatively, take a position compared in this regard to only (Figure 19% 8). who Strongly considered that it does not. It Stronglyis striking that 30% did not take a position in this regard (Figure 8). disagreeStrongly agreeStrongly disagreeStrongly13% Disagree Strongly31%agree disagree13% 6% agree31% Disagree 13% 31% Disagree6% 6% Neither Agree agreeNeither nor disagree 20%Agree agreeNeither nor 30% Agree20% agreedisagree nor disagree30% FigureFigure 8. 8.NewNew musical musical 20%styles styles have have a negative a negative impact impact on on my my child’s child’s education. education. 30% Figure 8. New musical styles have a negative impact on my child’s education. In line with this, 61% considered that their children should not listen to songs with inappropriate Figure 8. New musical styles have a negative impact on my child’s education. lyrics, with only 12% being in favor. Again, a high percentage (27%) took no position regarding this question. When question 19 asked if their child hums song lyrics that are not appropriate for their age, 77% said they do, compared to 7% that said they do not. A total of 16% had answers in the middle. Educ. Sci. 2020, 10, x FOR PEER REVIEW 8 of 13

In line with this, 61% considered that their children should not listen to songs with inappropriate lyrics, with only 12% being in favor. Again, a high percentage (27%) took no position regarding this question. Educ. Sci. 2020 10 When question, , 300 19 asked if their child hums song lyrics that are not appropriate for their age,8of 13 77% said they do, compared to 7% that said they do not. A total of 16% had answers in the middle. Finally,Finally, regarding regarding the thequestion question “If you “If you knew knew that that the theinfluence influence of current of current music music could could affect aff ect youryour child’s child’s development, development, would would you youtake take measures measures to prevent to prevent it?” it?”81% 81% affirmed affirmed that thatthey they would, would, comparedcompared to 11% to 11% who who disagreed disagreed with with this this statement statement (Figure (Figure 9). 9).

Disagree Strongly 8% disagree 3% Neither agree nor disagree 8% Strongly agree Agree 69% 12%

Figure 9. If you knew that the inﬂuence of today’s music could aﬀect your child’s development, would Figureyou 9. take If you measures knew that to preventthe influence it? of today’s music could affect your child’s development, would 3.2.you Analysis take measures of the Resultsto prevent of theit? Interviews

3.2. AnalysisIn order of the to Results understand of the certainInterviews aspects reﬂected therein, the research was completed with interviews with 7 teachers of early childhood education from the 4 educational centers in which the questionnaire In order to understand certain aspects reflected therein, the research was completed with was conducted, with ages ranging from 30 and 61 years old and extensive teaching experience. These interviews with 7 teachers of early childhood education from the 4 educational centers in which the were recorded and transcribed respecting the criterion of stylistic literalism [37]. To perform the questionnaire was conducted, with ages ranging from 30 and 61 years old and extensive teaching analysis, the information was coded according to the categories presented below: experience. These were recorded and transcribed respecting the criterion of stylistic literalism [37]. To perform3.2.1. Musical the analysis, Genres the to Whichinformation They Exposewas coded Their according Students to the categories presented below:

3.2.1. MusicalMost Genres of the teachers to Which interviewed They Expose affi Theirrmed Students that they expose their students to different styles of music, because as interviewee 2 affirmed, they expose their students “to all kinds of music”. Only two aMostffirmed of thatthe teachers they present interviewed their students affirmed with that only they children’s expose their music, students traditional to different music, styles or classical of music,music because (interviewees as interviewee 6 and 7). 2 affirmed, they expose their students “to all kinds of music”. Only two affirmed that they present their students with only children’s music, traditional music, or classical3.2.2. music Most Appropriate(interviewees Genres 6 and 7). for Pre-Primary School Education In line with the previous answers, in general the teachers considered that any genre was suitable 3.2.2. Most Appropriate Genres for Pre-Primary School Education for this educational stage, although it should be noted that interviewee 1 pointed out that students “shouldIn line with get used the previous to listening answers, to all kinds in general of music, the especiallyteachers considered those they that do not any usually genre listenwas suitable to at home for this(classical)”. educational It should stage, be although noted that it should interviewee be noted 7 was that aware interviewee of the problem 1 pointed since out she that pointed students out that “should“all music get used can beto listening appropriate, to all reviewing kinds of themusic, lyrics especially in advance”. those they do not usually listen to at home (classical)”. It should be noted that interviewee 7 was aware of the problem since she pointed out 3.2.3.that “all Music music Listened can be toappropriate, by Little Ones reviewing outside the the lyrics Classroom in advance”. When we asked the teachers if they considered the music that the children listen to in their 3.2.3.environment Music Listened ideal, to fiveby Li ofttle the Ones subjects outside considered the Classroom that it is not always the most appropriate. As intervieweeWhen we asked 1 pointed the teachers out, “Not if very.they Normally,considered because the music of what that theythe children ask for, theylisten listen to in to their a lot of environmentreggaeton, ideal, which five is not of thethe most subjects appropriate, considered not becausethat it is of not the always rhythm, the but most because appropriate. of the lyrics.” As It is intervieweeworth noting 1 pointed the answer out, “Not of the very. interviewee Normally, 3: becaus “The broadere of what the they music, ask the for, better; they listen everything to a lot is of OK.” reggaeton, which is not the most appropriate, not because of the rhythm, but because of the lyrics.” It is3.2.4. worth Exposure noting the in theanswer Classroom of the interviewee to Current Music 3: “The broader the music, the better; everything is OK.” Four of the seven teachers assured that they use current musical genres at some point in the school year with some frequency, such as when there is a party (carnival, birthdays), listening to the oldest children in the courtyard, and even in the music inside and outside the school: “When there is a party and we play music in the classroom to dance to for a while, I do play current music, pop, or reggaeton” (interviewee 1). On the contrary, three teachers affirmed that the students are not exposed at any time of the day to this type of musical genre. Educ. Sci. 2020, 10, 300 9 of 13

3.2.5. Impact of New Styles on Education When asked if they believe that new musical styles have a negative impact on the education of children of this age, six of the teachers interviewed conﬁrmed that they believe that they do not aﬀect their education, with respondent 1 alleging:

We must teach them to be critical from a young age. Listening to music should be like a movie or telling a story to children. If you analyze the meaning or the moment in which you put on each type of music, it should not have a negative impact.

Another teacher clariﬁed that “at advanced ages they can be critical and analyze the lyrics, while the little ones would have no problem.” The only teacher who thought that they do have a negative impact alleged that in order to use them it would be necessary to “prepare them ﬁrst in order to be able to analyze and be critical of certain lyrics” (interviewee 7).

3.2.6. Humming Current Songs in the Classroom In relation to the question of whether they observed a student humming lyrics not suitable for their age from songs currently popular in society, all the interviewees agreed on the aﬃrmative answer, with the most common songs that they heard being “Despacito” by Luis Fonsi, “Échame la culpa” by Luis Fonsi and Demi Lovato, “Chantaje” by Shakira, “Dame tu cosita”, and “Mayores” by Becky G, “Dura” by Daddy Yankee, and even “Gangnam Style”, to which most know the complete dance. In this regard, the interviewees reported that the children assure that they know these songs for various reasons: “My father sings this song to me”, “I know the song ‘Dame tu cosita’ by heart”, “I have it in my car”, “Mom puts it on at home”, “This is the music I like”, etc.

3.2.7. Importance of Knowing the Content of the Lyrics When asked if they consider it important to know the content of the lyrics of the songs when choosing the music for their students, they agreed that it should be so, claiming that for this reason, “When I choose, I try to make the lyrics the most suitable possible, but boys and girls are in society and they will listen to everything. Therefore, my opinion is that they must face all kinds of genres” (interviewee 3). Finally, we questioned the teachers interviewed about whether they would take respectful measures in the classroom if they knew that the inﬂuence of current music could aﬀect the development of their students, to which all agreed that they would.

4. Discussion The main objective of this research was to find out the influence that new musical genres have on children in early childhood education, given the concern that they are unduly exposed to songs with a marked sexist character. After analyzing the data, it is worrying that the percentage of parents (7%) and teachers who claim to expose the youngest exclusively to children’s music is minimal, since as Díaz indicates [38], it is important to bear in mind that parents and educators play a very important role in enhancing and developing the capacities for expression and communication needs that all children show from birth, and it is a great task to be prepared to be able to do the work of being a guide and educator in musical sensitivity. Along these lines, Arévalo [39] states that “children’s songs form the basis of a musical education class, especially in the first levels, where the beginning of singing is done in a playful way, in addition to reflecting the spirit of the youngest.” This data would not be negative if they were exposed to cultural music or musical genres without sexist content. Once it was shown that the most popular musical styles are not the most appropriate for children, exposure in homes to musical styles such as reggaeton, trap, electronic music, etc. was studied in depth. More than half of the parents denied that they sing in the family, which was contradicted by the answers they offered to other questions and with the statements from the teachers, who said that Educ. Sci. 2020, 10, 300 10 of 13 the children declare that family members are the main people responsible for them listening to this type of music. However, schools also participate in the dissemination of these musical styles, even at specific moments such as celebrations, anniversaries, or festivities at school, ignoring that the lyrics usually contain messages that marginalize or denigrate women. It is surprising that the majority of the participating families were not aware of the type of music to which they subject their children, and even more amazing is that the educational environment itself contributes to spreading inappropriate songs with clearly discriminatory content towards women. According to [40], the references and interests of the boys and girls of our society undergo changes at the same speed as their environment changes. Despite this, the parents and teachers of the youngest in A Coruña recognize that they listen to and sing songs that are not in accordance with their ages due to the content of the lyrics, which may negatively affect their perception of the equality of women. It is very important to know the content of the song lyrics before playing them at home or in the classroom to avoid the social inequality referred to by [24]. The same happens when they are allowed to view music videos of reggaeton or trap songs, since they should not see them due to the violence of their images. According to Vera [41], “at present, boys and girls are more television viewers than students. Television is increasingly part of their reference universe, and this causes changes in the attitude of boys and girls.” In line with this, Chao-Fernández e al. [42] and Santiago and Miras as quoted in [43] point out that the songs that boys and girls sing spontaneously often belong to some television series or popular song, which can bring about the following consequences:

Showing the inﬂuence that media has on the youngest. • Lack of imagination to invent games and songs and loss of originality and expression in boys • and girls. Making little eﬀort in school to try to preserve the cultural heritage of our ancestors. • The progressive impoverishment of our language. • It should be added that this type of music brings with it the construction of roles and stereotypes [11], being in this case discriminatory, violent, and sexist.

5. Conclusions After analyzing the results of this research, it can be affirmed that the hypothesis that children at an increasingly premature age listen to and play songs with sexist content has been confirmed, which may have an impact on their future behavior. This is confirmed based on the answers given to the proposed objectives, which are confirmed by the conclusions shown below. Concerning the first objective regarding knowing the influence that new musical genres have within the family and school environment of children in early childhood education, it is concluded that a high percentage of children of these ages are exposed to musical styles that do not include children’s or traditional music, and genres that are not appropriate for their ages largely due to the content of their lyrics. Regarding the second objective, which was to know in which context the child learns new musical genres, it is concluded that they primarily access these songs in the family environment, although schools also contributes to children learning them. This is worrying, since both families and teachers recognize that these types of songs are not suitable for children in particular, nor for society in general, and yet they do not put a stop to this situation. Regarding the objective of finding out the perception of parents of the possible impact of these genres on their children, it can be concluded that they are aware that the content of the lyrics they listen to can influence their vocabulary, which is in line with the teachers’ perceptions, thus responding to the fourth objective. Fortunately, most of the younger schoolchildren who listen to and dance to these lyrics do not get the real message, but there is a risk that they are internalizing their content and that this affects their future behavior, especially when the songs are accompanied by the corresponding Educ. Sci. 2020, 10, 300 11 of 13 videos. It is likely that if the family members were really aware that the contents of the lyrics they hear can influence both the vocabulary and the behavior and values of their children, they would try to change habits. In short, we confirm that it is worrying that, despite the work to bring awareness to sexual discrimination, these songs with evident discriminatory content continue to be allowed, and that society in general is not aware that playing them in front of the youngest could lead to a perception of the attitudes reflected in these songs in the future. Finally, it is necessary to point out the limitations of this study. It was not possible to access a larger sample because this study was conducted during confinement. In this regard, it is necessary to highlight that there are very few studies on this topic focused on the early childhood education stage, since most of the research focuses on other age ranges. It is therefore important in the future to continue deepening and expanding the study sample in order to reinforce the results obtained, which would increase reliability and credibility.

Author Contributions: Conceptualization, R.C.-F., A.C.-F., and C.L.-C.; Methodology, software investigation, and resources, A.C.-F., C.L.-C., and R.C.-F.; Formal analysis, A.C.-F., R.C.-F., and C.L.-C.; Writing of the manuscript. R.C.-F., C.L.-C., and A.C.-F.; Supervision project, A.C.-F., R.C.-F., and C.L.-C. All authors have read and agreed to the published version of the manuscript. Funding: This research received no external funding. Conﬂicts of Interest: The authors declare no conﬂict of interest.

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