Addressing gender inequalities in music theory education: a gender-responsive flipped classroom framework

Qisen Zhu, Jinglong Li

Open source

DOI: 10.3389/fpsyg.2026.1833228
Published: 2026-05-07
Container: Frontiers in Psychology
Publisher: Frontiers Media SA
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2026.1833228,
  title = {Addressing gender inequalities in music theory education: a gender-responsive flipped classroom framework},
  author = {Qisen Zhu and Jinglong Li},
  year = {2026},
  journal = {Frontiers in Psychology},
  doi = {10.3389/fpsyg.2026.1833228},
  url = {https://doi.org/10.3389/fpsyg.2026.1833228}
}

RIS

TY  - JOUR
TI  - Addressing gender inequalities in music theory education: a gender-responsive flipped classroom framework
AU  - Qisen Zhu
AU  - Jinglong Li
PY  - 2026
JO  - Frontiers in Psychology
DO  - 10.3389/fpsyg.2026.1833228
UR  - https://doi.org/10.3389/fpsyg.2026.1833228
ER  -

APA

Zhu, Q., & Li, J. (2026). Addressing gender inequalities in music theory education: a gender-responsive flipped classroom framework. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1833228

Source records

crossref · retrieved 2026-09-25T04:34:46.939Z