Experiences of LGBTQ+ Students in Music Education Programs Across Texas

Abstract

We examined the experiences of 95 lesbian, gay, bisexual, transgender, and queer (LGBTQ+) music education majors, along with 39 heterosexual allies, who were student members of the Texas Music Educators Association. Participants addressed curricular practices and institutional factors that lend themselves to LGBTQ+ inclusion and safety among students, faculty, and staff. We collected data through an anonymous online survey, which included questions related to LGBTQ+ students’ experiences in their programs and across campuses. Five students participated in follow-up interviews designed to provide more in-depth information about their classroom experiences and campus-level actions taken to promote systemic change. Through multivariate analyses, as well as content analysis of the qualitative data, we found that although preservice music teachers in Texas feel accepted and supported in their music teacher education programs, they are entering the field feeling underprepared to address LGBTQ+ issues and support students who identify as such.

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).…”

The “traditional queer safe space” or “kinda, not really?”: Experiences of transgender, nonbinary, and androgynous college students in the creative arts.

“…Previous studies, such as those by Taylor et al (2020) and Nichols (2013), posit that music spaces tend to be accepting and welcoming of trans * students; however, the experiences of the participants in this research problematize that dominant narrative about the inclusivity of arts spaces in higher education. The limited previous scholarship on music major experiences highlights the challenges trans * students can face in their majors related to their relationships with others and their ability to perform to their full potential (Bartolome & Stanford, 2017;Silveira, 2019); these challenges with peers and artistic performance were also echoed by the participants of the present study who majored or minored in music.…”

Teaching out loud: Queer futurity within high school settings

“…Transitioning from university environments to music teaching positions in K–12 environments can be challenging as preservice teachers forge new teacher identities. For gay men who may feel supported within their university music programs (Taylor et al, 2020) but may be advised by older gay teachers to hide their sexuality (e.g., Paparo & Sweet, 2014; Taylor, 2018), identity negotiation may be especially challenging. These challenges can be exacerbated when students do not have the opportunity to discuss SGM issues in preservice classes (Garrett, 2012; Taylor et al, 2020).…”

“…For gay men who may feel supported within their university music programs (Taylor et al, 2020) but may be advised by older gay teachers to hide their sexuality (e.g., Paparo & Sweet, 2014; Taylor, 2018), identity negotiation may be especially challenging. These challenges can be exacerbated when students do not have the opportunity to discuss SGM issues in preservice classes (Garrett, 2012; Taylor et al, 2020). Although findings in this study are limited, they do provide evidence that in some schools, living openly without the burden of compartmentalization is possible.…”