Research-to-Resource: Dignity for All: LGBTQ Students and Empathic Teaching

Taylor, Don

doi:10.1177/8755123318761914

Cited by 4 publications

(1 citation statement)

References 18 publications

(16 reference statements)

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“…Since schools exist within historical and sociopolitical contexts, these recent developments may put trans students at risk (Miller, 2017). Thus, we feel music teacher educators should prepare preservice teachers to create open and affirming classrooms for all students (Carter, 2011; Garrett & Spano, 2017; Hendricks, Smith, & Stanuch, 2014; Taylor, 2018).…”

Section: Policies and Cultural Contextmentioning

confidence: 99%

Considering Gender Complexity in Music Teacher Education

Palkki

Sauerland

2018

Journal of Music Teacher Education

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Gender is one of the many social constructs that can influence teaching and learning. As trans(gender) people “come out” at earlier ages, an increasing number of teachers will have openly identifying trans and gender nonconforming students in their classes. Music educators and music teacher educators are often supporters of LGBTQA (lesbian, gay, bisexual, transgender, queer/questioning, asexual/agender/ally) students; thus, these constituencies should expand their notions of gender away from a simplistic binary category toward a gender-complex approach in which all students—cisgender, trans, genderqueer, and questioning—can thrive. To that end, we provide an overview of vocabulary and teaching pedagogies pertinent to gender issues in music teacher education. In addition, we offer sample lessons and projects that could be incorporated into preservice music teacher preparation.

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Section: Policies and Cultural Contextmentioning

confidence: 99%

Considering Gender Complexity in Music Teacher Education

Palkki

Sauerland

2018

Journal of Music Teacher Education

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Big boys don’t cry (or sing) … still?: a modern exploration of gender, misogyny, and homophobia in college choral methods texts

McBride

Palkki

2020

Music Education Research

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LGBTQ+ Inclusivity in U.S. Choral Classrooms

Shouldice,

Timmer

2024

Update: Applications of Research in Music Education

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The purpose of this study was to investigate current practices pertaining to lesbian, gay, bisexual, transgender, and queer (LGBTQ+) inclusivity among U.S. secondary choral teachers. Data consisted of survey responses ( N = 145) from individuals teaching choral music at the middle school and/or high school level in the United States. Results indicate that, although many choral educators avoid gendered practices and believe that it is important to address LGBTQ+ issues in the choral classroom, fewer implement further inclusive practices, such as asking students their pronouns or sharing their own pronouns, programming repertoire by LGBTQ+ composers and discussing their identities, and choosing repertoire or changing lyrics to be gender-neutral. Implications include the need for continued professional development on LGBTQ+ inclusive practices (particularly in music teacher preparation programs) and further research on the factors that may encourage music educators to provide a more inclusive classroom environment for LGBTQ+ students.

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Research-to-Resource: Dignity for All: LGBTQ Students and Empathic Teaching

Cited by 4 publications

References 18 publications

Considering Gender Complexity in Music Teacher Education

Considering Gender Complexity in Music Teacher Education

Big boys don’t cry (or sing) … still?: a modern exploration of gender, misogyny, and homophobia in college choral methods texts

LGBTQ+ Inclusivity in U.S. Choral Classrooms

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