Gender stereotypes in musical instrument selection have been studied for over 40 years. However, little research has been conducted on the importance of reducing the impact of factors that affect the stereotyping of musical instruments within the framework of sociology. Gender stereotypes of musical instruments emerge in early childhood and have negative influences including losing opportunities to learn gender-crossed musical instruments in adulthood. This article argues for a gender-neutral environment for children's musical instrument selection. Using a sociological framework of cultural capital, the variables contributing to gender-neutral musical instrument selection were categorised. Moreover, this study discusses the limitations of Bourdieu's theory and offers solutions to reduce gender stereotyping of musical instrument selection. Music education researchers can promote gender neutrality by reducing binary gender stereotyping of musical instruments. Students' understanding of gender neutrality could remove biases in their musical instrument selection. Proactive measures from music teachers could disconnect the reproduction of education systems.