A B S T R A C T The purpose of this study was to examine LGBT-related content across arts education journals in order to identify prevalence, themes, and trends. This study consisted of a content analysis of peer-reviewed articles appearing in the major journals affiliated with professional arts education associations in the United States. A total of 4,193 articles were published from 2000 to 2012 in the 11 journals, of which 70 (1.67%) included LGBT-related content. The percentage of LGBT-related content was steady over time. The most frequent LGBT themes in discipline-specific journal content related to pedagogy, the contributions of LGBT persons to art forms, gender, social justice, and homophobia. A more focused analysis included two pairs of long-running journals purposed for similar audiences and considered all article content since the journals' inception:Music Educators Journal (1914) and Art Education (1948); and the Journal of Research in Music Education (1953) and Studies in Art Education (1959). The emergence of LGBTrelated content, including letters to the editor, followed similar paths in the two practitioneroriented journals. Music education articles referencing LGBT topics appeared later and are less numerous than in other arts disciplines. Analysis suggests methodological issues to be addressed in future research studies and points toward strategies for introducing LGBT-related content where none has yet been published. C H A L L E N G I N G T H E C A N O N : L G B T C O N T E N T I N A R T S E D U C AT I O N J O U R N A L SFour articles associated with LGBT (lesbian, gay, bisexual, and transgender) topics have appeared in the Music Educators Journal since the first overt mention of sexual orientation was published in the journal's pages (Bergonzi, 2009). Since that time, national symposiums in 2010 and 2012 explored intersections between "LGBT Studies and Music Education." This is an opportune moment to examine LGBT-related content in our professional journals in order to establish a basis for historical scholarship and future research efforts.There is no published analysis of LGBT-related journal content in fields specific to teacher education or the arts. Researchers have conducted such analyses of academic journal content in other domains, with most situated in counseling, sociology, and psychology. Titles given to several of these studies include images of illumination as metaphorical descriptions for the emergence of LGBT-related content in professional journals. Phrases in these titles include "shedding light on thirteen years of darkness" (Blumer, Green, Knowles, & Williams, 2012), and "twenty years and still in the dark?" (Clark & Serovich, 1997). Other titles indicate a paucity of LGBTrelated content in both journals and education textbooks, including expressions such as "eight articles, eight journals, eight years" (Phillips, 2010) and "among the missing" (Van Voorhees & Wagner, 2002). Several articles have contained analyses of LGBTrelated issues in teacher education primers, with ...

No abstract