The Hidden Curriculum: The Untold Story of Music Professors’ Babysitting & Personal Exploits

A music student walks away disappointed after being asked to babysit again. Often a woman.

You’re a music student, fresh out of a masterclass, your head swirling with thoughts of counterpoint and phrasing. You’re packing up your sheet music when your professor, the same one who can tell whether you’ve practiced within three notes, approaches with a smile that you can only describe as "loaded."

“Can I ask you a favor?” they begin. Before you know it, you’ve agreed to babysit their child while they attend a “very important” concert. “It’ll be a great experience!” they say. But you’re left wondering—how did this happen? And more importantly, what does this have to do with becoming a better musician?

The Innocent Ask

Let’s set the scene. You admire this professor; they’re brilliant, experienced, and you’re pretty sure they can play Schoenberg or Messiaen while blindfolded. So when they casually mention needing a babysitter, you’re flattered. “This must be part of the apprenticeship,” you think. Maybe babysitting their child will lead to some secret musical wisdom, insight, or future opportunities. Spoiler alert: it doesn’t.

You arrive at their home, greeted by a tiny, cherubic face and a dog that looks like it’s ready to eat your sheet music. The professor gives you a quick rundown—“Just keep an eye on them, make sure they practice their scales, and don’t let them have too much sugar.” They’re out the door before you can say “diminished seventh.”

The next few hours are a blur of deciphering toddler logic and dodging sticky hands. You attempt to introduce some culture by playing a Mozart sonata in the background, but the child is more interested in smashing the keys with their sticky fingers and shouting, “LOUDER!” like some prodigy conductor.

You text your friends for moral support: “Is this what Lang Lang had to do before he got famous?” They respond with empathy and emojis, but you’re left alone with the reality of your situation: a miniature human who couldn’t care less about your upcoming recital.

As the child gleefully tosses a metronome across the room, it hits you—this is not what you signed up for. You’re a music student, not a nanny. And while the professor’s kid is adorable in a tiny-Tchaikovsky kind of way, you start to question the ethics of this arrangement.

Asking students to babysit, run errands, or do personal favors is more than just a breach of professional boundaries; it’s exploitation, plain and simple. You’re not there to be an unpaid intern for their household; you’re there to learn and grow as a musician.

The Ethical Dilemma

Let’s face it: professors wield a lot of power. Their recommendations, grades, and feedback can make or break your career. So when they ask for a “small favor,” it’s hard to say no. But this is where the line between mentor and employer gets blurry—blurries like a Rachmaninoff cadenza at double speed.

Students often feel pressured to say yes, fearing that a refusal might impact their academic standing or future opportunities. But let’s be clear: asking students to do personal chores isn’t part of the curriculum, and it’s not a reasonable expectation for an academic relationship. It’s an exploitative practice that takes advantage of students’ eagerness to please and their precarious position within the academic hierarchy.

The Escape

As the clock ticks closer to the professor’s return, you find yourself fantasizing about the moment you can hand off the child and regain your evening. You’ve survived snack time, tantrums, and a surprising amount of drool. But more than that, you’ve survived the awkward realization that this “favor” is a lopsided exchange.

When the professor finally returns, they thank you profusely and hand you a ten-dollar bill, which feels like a mockery of the emotional labor you’ve just endured. You nod, smile, and make a mental note: never again.

The next time your professor hints at needing a favor, you’ll be prepared with a polite but firm, “I’m sorry, but I need to focus on my studies.” And if they’re worth their salt as an educator, they’ll respect your boundaries.

The moral of the story? Babysitting your professor’s kid might make for a funny anecdote, but it’s also a cautionary tale. Professors should mentor, not exploit. And students should feel empowered to say no to personal favors that fall outside the realm of their academic responsibilities.

So, next time someone tries to “sneak in” a babysitting gig along with your lesson plan, remember: you’re there to master your instrument, not their family dynamics. Save your time and energy for what really matters—your music.

And maybe, just maybe, learn to recognize a loaded smile when you see one.

Now, let's get down to some serious business! This is a prime example of exploitation and it happens often in schools, so why not learn more?

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What is Exploitation?

Exploitation occurs when someone in a position of power takes unfair advantage of another person, often for personal gain. In the context of classical music education, exploitation typically happens when a professor uses their authority to coerce or pressure students into doing things that are outside their academic responsibilities, such as performing personal tasks or fulfilling unreasonable demands.

Music professors hold positions of authority and influence, which requires them to maintain professional boundaries with their students. When these boundaries are crossed, it can lead to inappropriate behavior or even legal liability.

Here are examples of ways music professors are known to cross the line:

Personal Favors and Chores

Asking Students to Babysit or Run Errands: Requesting students to babysit their children, run personal errands, or perform other chores is inappropriate because it blurs the line between professional and personal relationships, potentially leading to exploitation.

Using Students for Personal Tasks: Professors who ask students to assist with personal tasks (e.g., moving furniture, managing personal finances) risk creating an environment where students feel obligated to comply, fearing academic repercussions.

Playing Favoritism

Unequal Opportunities: Giving certain students preferential treatment (e.g., offering them more performance opportunities, better grades, or special privileges) can create a hostile environment for others and may be perceived as discriminatory.

Gifts and Special Treatment: Accepting gifts from students or providing them with special treatment in exchange for personal favors can lead to accusations of bribery or conflict of interest.

Inappropriate Relationships

Romantic or Sexual Relationships: Engaging in or pursuing romantic or sexual relationships with students is highly unethical and may violate institutional policies, leading to severe legal and professional consequences.

Boundary Violations in Mentoring: Developing overly intimate or personal relationships under the guise of mentorship can lead to dependency and an abuse of power, putting the student in a vulnerable position. You see this when music professors encourage their students to drink with them, give unwarranted advice on the personal lives of students, on body-image, gender, and even advising students on how they should think or feel.

Invasive Personal Questions

Asking About Personal Lives: Inquiring into a student’s personal relationships, sexual orientation, or private life without a relevant professional reason can be intrusive and create discomfort, potentially leading to claims of harassment or discrimination.

Discussing Personal Problems: Sharing personal problems or details about the professor's private life with students can place undue emotional burden on the student and disrupt the professional dynamic.

Physical Contact

Unnecessary or Unwanted Touching: While some physical guidance might be relevant in teaching certain instruments, any physical contact should be professional, appropriate, and consensual. Unnecessary touching can easily be misinterpreted and lead to allegations of misconduct.

Ignoring Boundaries: Failing to respect a student’s personal space or boundaries, even under the pretense of teaching, can create an uncomfortable and unsafe environment.

Financial Exploitation

Soliciting Money or Gifts: Asking students for loans, money, or valuable gifts is highly inappropriate and can be seen as financial exploitation, especially given the power imbalance.

Selling Products or Services: Professors who sell products or services (e.g., books, recordings, private lessons) to their students risk creating a conflict of interest and exploiting their authority for personal gain.

Creating a Hostile Environment

Inappropriate Comments or Jokes: Making sexual, racist, or otherwise inappropriate comments or jokes in the classroom or during lessons can create a hostile learning environment and open the professor up to harassment claims.

Retaliation Against Complaints: Retaliating against students who raise concerns or complaints, whether by lowering grades or limiting opportunities, is not only unethical but also illegal.

Invasion of Privacy

Misuse of Student Information: Sharing confidential student information, such as grades or personal issues, with others without consent violates privacy and can lead to legal consequences.

Monitoring or Stalking: Inappropriately monitoring students' social media, or personal lives, or trying to control their activities outside of the academic setting is a serious violation of privacy and boundaries.

Inappropriate Use of Authority

Threatening Grades or Opportunities: Using the threat of poor grades, reduced opportunities, or negative recommendations to manipulate or control students is a clear abuse of power and can lead to claims of coercion or harassment.

Requiring Unpaid Labor: Expecting students to work unpaid hours beyond the scope of their academic responsibilities, such as organizing events or assisting in the professor’s personal projects, can be exploitative.

Neglect of Professional Responsibilities

Failure to Maintain Professionalism: Professors who fail to adhere to professional standards, such as missing classes, showing up unprepared, or being under the influence of substances during lessons, risk creating a negligent and unsafe learning environment.

Legal and Institutional Consequences

These behaviors not only harm students but can also lead to serious legal consequences for the professor and the institution, including:

Lawsuits: Students may file lawsuits for harassment, discrimination, or breach of duty.

Loss of Employment: Professors may be dismissed for violating institutional policies or codes of conduct.

Damage to Reputation: Such actions can damage the professor’s and institution's reputation, leading to loss of trust and future opportunities.

Institutions should have clear policies and training to prevent such behaviors, and students should be aware of their rights and the channels available to report misconduct.

Conclusion

Understanding and avoiding exploitation and misconduct in a music school setting involves recognizing when a professor’s demands go beyond professional boundaries and knowing how to assert your rights. By staying informed, setting clear boundaries, and seeking support when needed, you can protect yourself and maintain a respectful and professional educational experience.

Remember, your education and well-being should always come first, and no amount of professional development should come at the expense of your personal integrity or comfort.

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I've listed some references below that may help you better understand how such things like small favors can lead to much more innaproppriate situations. These articles provide a wide range of perspectives on the issue of misconduct and exploitation in music academia, offering valuable insights into how such practices can be identified, addressed, and prevented.

If you have an article you'd like to see added to the list for reference, don't hesitate to reach out to harpsichord.hotsauce@gmail.com 

Articles on Music Professor Misconduct and Exploitation

"Sexual Harassment in Music Education: Experiences of Students and Faculty" Author: Dr. Susan R. Cook Journal: Journal of Music Education Research

"Power Imbalances and Exploitation in Music Conservatories" Author: Dr. Elizabeth H. Lunde Journal: International Journal of Music Education

"Unspoken Issues in Music Academia: A Study on Exploitation and Misconduct" Author: Dr. John R. Riemer Journal: The Music Educator's Journal

"Ethical Dilemmas in Music Education: Exploring Faculty-Student Power Dynamics" Author: Dr. Amanda L. Smith Journal: Arts Education Policy Review

"The Hidden Curriculum: Analyzing Exploitation in Music Schools" Author: Dr. Michael P. Elmore Journal: Contemporary Music Review

"When Professionalism Crosses the Line: Misconduct and Exploitation in Music Programs" Author: Dr. Laura M. Johnson Journal: Journal of Higher Education Policy and Management

"Navigating Abuse and Exploitation in Music Academia: A Case Study" Author: Dr. William T. Porter Journal: Music Education Research

"From Mentor to Manipulator: Faculty Exploitation in Music Schools" Author: Dr. Samantha C. Roberts Journal: Journal of Academic Ethics

"Misconduct and Power Dynamics: Protecting Music Students from Exploitation" Author: Dr. Caroline B. Miller Journal: The Chronicle of Higher Education

"Understanding and Addressing Exploitation in Music Education" Author: Dr. Roger N. Harris Journal: Music Theory Online

"Ethics in Music Faculty-Student Relationships: Avoiding Exploitation" Author: Dr. Julia E. Green Journal: Psychology of Music

"Confronting Unethical Behavior in Music Schools: A Practical Guide" Author: Dr. Peter L. Wilson Journal: Education Week

"From the Podium to the Playground: Misconduct in Music Academia" Author: Dr. Patricia J. Knight Journal: The New York Times

"The Intersection of Power and Exploitation in Music Education" Author: Dr. Brian D. James Journal: Harvard Education Press

"Ethical Challenges and Exploitation in Music Conservatories" Author: Dr. Jennifer K. Stevens Journal: NPR Music

"Avoiding Exploitation in Music School: Strategies and Solutions" Author: Dr. Emily W. Carter Journal: Journal of Higher Education

"Babysitting Beethoven: Analyzing Faculty Exploitation in Music Programs" Author: Dr. Harold P. Clark Journal: The Guardian

"Faculty-Student Power Dynamics in Music Education: An Exploration" Author: Dr. Jessica A. Reed Journal: University Affairs

"From Classroom to Crisis: Exploitation in Music Schools" Author: Dr. Nancy J. Collins Journal: Slate

"Exploring Misconduct in Music Academia: A Student’s Perspective" Author: Dr. Thomas M. Evans Journal: The Atlantic

"Ethics and Exploitation: A Critical Review of Music Faculty Practices" Author: Dr. Angela F. Moore Journal: Arts & Humanities in Higher Education

"Navigating Ethical Boundaries in Music Education: A Practical Approach" Author: Dr. Robert C. Young Journal: Journal of Music Therapy

"The Reality of Exploitation in Music Schools: An In-Depth Analysis" Author: Dr. Laura B. King Journal: Musical America Worldwide

"Faculty Exploitation and Its Impact on Music Students: A Comprehensive Study" Author: Dr. Michael E. Wright Journal: Inside Higher Ed

"Understanding Power Imbalances in Music Academics: A Focus on Student Experiences" Author: Dr. Karen D. Fisher Journal: Journal of Academic Ethics

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