Melanie’s Story: A Narrative Account of a Transgender Music Educator’s Journey

Abstract

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Understanding an Invisible Minority: A Literature Review of LGBTQ+ Persons in Music Education

“…This act of discrimination is a significant motivator for many LGBTQ+ educators to carefully consider whether (or to what extent) they could be comfortably "out" in the workplace. Similar fears of discrimination have been uncovered in other studies (Bartolome, 2016;Taylor, 2011).…”

“…Fear reoccurs as a principal motivator for music educators who feel a need to negotiate their personal and professional identities (Bartolome, 2016;Fitzpatrick et al, 2014;McBride, 2016;Paparo & Sweet, 2014;Taylor, 2011). This is illustrated in a study that examined the lived experiences of two gay male choir directors, which inspected motivations for being "closeted" in the workplace but "out" in other areas of life (McBride, 2016).…”

Considering Gender Complexity in Music Teacher Education

“…Music teacher educators also are encouraged to (a) incorporate gender-complex pedagogy into the undergraduate curriculum, (b) provide tools for preservice teachers to observe the impact of gender in their school site visits, and (c) exercise awareness when placing students in a student-teaching environment. A safe space is vital for all student teachers, but especially essential for gender-variant preservice teachers (Bartolome, 2016; Bartolome & Stanford, 2017).…”

“…As Rands (2009) highlighted, trans people exist in all sectors of the education system—including preservice educators who desire a quality student teaching experience (Bartolome 2016; Bartolome & Stanford, 2017). While some institutions seek out placements in which they know the preservice teacher would be supported, others assume that they should not “out” the student or treat them as “other.” Placement procedures for trans preservice teachers might best be handled on a case-by-case basis.…”

“…In higher education, Bartolome (2016) and Bartolome and Stanford (2017) used narrative data spanning 3 years to explore the lived experience of a trans preservice teacher from her teacher preparation program through her first year of teaching. Bartolome (2016) recounted the student's experience in supervised teaching, issues concerning the Educational Testing Service for state licensing, and discrimination experienced in seeking a full-time teaching job. In addition, Bartolome candidly revealed the need to revise her teaching to be more gender-complex.…”