An examination of LGBTQ-inclusive strategies used by practicing music educators

Abstract

The purpose of this research was to examine LGBTQ-inclusive strategies used by practicing music educators in the United States. Participants ( N = 300) in a nonprobabilistic sample completed a survey inquiring as to their comfort using LGBTQ-inclusive strategies in a school music class, their perceptions of barriers to LGBTQ inclusion, and whether they had received training related to LGBTQ issues. Self-identified heterosexual respondents were requested to complete an additional set of questions to determine their attitudes toward lesbians and gay men. Additional questions were used to capture demographic data including (1) years of teaching experience, (2) school and community types, and (3) racial, ethnic, gender, and sexual identity. Results revealed that respondents self-identifying as heterosexual generally held positive attitudes toward lesbians and gay men. Results suggest that music teacher participants in this study were aware of heterosexist language in their learning environments and likely to discourage this type of classroom behavior. Overall, respondents appeared not to be worried about the various stakeholders (administrators, parents, and colleagues) in their educational environment. The majority of music teachers surveyed indicated that they received no pre-service training (91.3%, n = 274) and no in-service training (87.3%, n = 262) relevant to LGBTQ inclusion. Respondents who had received in-service training, however, were more comfortable discussing LGTBQ issues in their classrooms and promoting LGBTQ awareness in their schools. Findings from this study suggest that in-service professional development related to LGBTQ issues may increase the use of LGBTQ-inclusive strategies used in music classrooms.

“My voice speaks for itself”: The experiences of three transgender students in American secondary school choral programs

“…Mr. Ames’ re-thinking of gender in the choral classroom has made him think more globally about safety for queer choral students (Garrett & Spano, 2017; Palkki & Caldwell, 2018): I think transgender students are going to force choir directors to re-think some things that they do. [ .…”

“…All three participants had significant mentor figures who helped them navigate their trans identity. In each case, at least one of their choir teachers proved influential (Garrett & Spano, 2017; Palkki & Caldwell, 2018). Sara often spoke passionately about her first choir teacher—the one who left for another school district after her sophomore year.…”

Considering Gender Complexity in Music Teacher Education

“…Since schools exist within historical and sociopolitical contexts, these recent developments may put trans students at risk (Miller, 2017). Thus, we feel music teacher educators should prepare preservice teachers to create open and affirming classrooms for all students (Carter, 2011; Garrett & Spano, 2017; Hendricks, Smith, & Stanuch, 2014; Taylor, 2018).…”

“…The student teacher could then examine if/how the school’s gender discourses influence the music classroom. Because music classrooms often are considered safe spaces for members of the LGBTQA community (Garrett & Spano, 2017; Palkki & Caldwell, 2018), this comparison may yield a rich discussion. As discourses and norms around gender in school evolve, music teacher educators can continue to read, listen, and learn while sharing insights with current and former students (via a private Facebook group, e-mail list, etc.…”

Music Teacher Education Program Practices: Preparing Teachers to Work With Diverse Learners

“…Authors of research and practical articles on current classroom practices often have observed or concluded that music educators may not receive adequate preparation to teach in ways that are responsive to students’ identities, which can include (dis)ability, race, ethnicity, gender, and sexual orientation (e.g., Garrett & Spano, 2017; Hoffman, 2011; Legette, 2003; Nabb & Balcetis, 2010; Taylor et al, 2020). While some programs may include preparation to teach diverse populations as part of education coursework outside of music teacher education, undergraduate students may have difficulty making connections between their future teaching and coursework that is not music specific (see Conway, 2002, 2012).…”