Reviews of Literature As transgender issues become more visible, conversations about transgender individuals are beginning to surface. In 2015, Caitlyn Jenner came out as a transgender woman. Because of the widespread media coverage, a national discussion about transgender people's place in our society began. In March 2016, Governor Pat McRory of North Carolina signed a bill (HB2) into law stating that individuals must use the bathroom corresponding with the gender they were assigned at birth (Tiberii, 2017). The signing of this bill brought the topic of bathroom use by transgender individuals into many conversations around the country. As transgender youth are beginning to disclose their gender identities at a younger age (Grossman & D'Augelli, 2006), topics surrounding transgender students are beginning to be explored and discussed by educators, politicians, researchers, and community members. Dissertations and publications of more recent years have explored the intersections of lesbian, gay, bisexual, transgender, and queer (LGBTQ) identity and musician identity. This review of literature synthesizes these works to provide implications for choral music educators and private voice instructors to work with transgender singers. Articles and dissertations reviewed were selected for two reasons: (a) the literature provided an in-depth examination into the transgender singing experience or (b) the literature provided clear suggestions for working with transgender 772561U PDXXX10.

Identity is not restricted to a single facet of one’s personality; a person’s identity represents the entirety of who they are and the meanings they provide themselves as it relates to society. In other words, ‘[p]eople possess multiple identities’. Therefore, identity theorists explore the various roles that people provide themselves and what each of their identities means. As doctoral art/music education students – as it relates to this article – we are most concerned with the ways in which graduate students navigate the duality of their creative and academic identity while conforming to or resisting institutional expectations. The purpose of this study is to understand how Ph.D. art and music education students negotiate their academic and creative identities to resist or conform to expectations within the context of academic norms. This study sought to answer the following research question: to what extent are professional graduate arts education students navigating dual, overlapping creative and academic identities?