Sassy and Strong: Intersections of Race, Attractional Orientation, and Gender Expression Within Music Education

Abstract

The purpose of this narrative inquiry study was to explore how intersecting discourses of race, attractional orientation, and gender expression have influenced Author 2’s experiences as a Black, openly gay, gender-fluid middle school choir director. Rather than hiding his attractional orientation and gender expression, he leans into these characteristics, describing himself as “sassy and effeminate,” thereby challenging notions of compulsory heteroattraction, gender binaries, and whiteness in music education. He posits that being open with students is a vital component for establishing trust within his classroom, which he asserts is the foundation of good teaching. Black joy, Black Queer joy, and Queer Crit perspectives serve as theoretical lenses through which his story is discussed.