"We are often invisible": A survey on safe space for LGBTQ students in secondary school choral programs. (June 2018)

• Record Type: Journal Article
• Authors: Palkki, Joshua; Caldwell, Paul
• Is Part Of: Research studies in music education. Volume 40:Number 1(2018:Jun.)
• Page Start: 28
• Page End: 49
• Publication Date: 2018-06
• Subjects: bullying -- choral music education -- LGBTQ students -- safe space -- transgender students; Music -- Instruction and study -- Research -- Australia -- Periodicals; Music -- Instruction and study -- Research -- New Zealand -- Periodicals; Music -- Instruction and study -- Research -- East Asia -- Periodicals; Music -- Instruction and study -- Research -- Southeast Asia -- Periodicals; 780.7105
• DOI: 10.1177/1321103X17734973
• Languages: English
• ISSNs: 1321-103X

Abstract

This article presents data from a large-scale cross-sectional survey of LGBTQ college students ( N = 1, 123) reflecting on their middle and high school experiences in choral music. The quantitative data indicate that students felt safer in high school than in middle school and that a small majority of high school teachers voiced support for LGBTQ students. These data indicate that high school choral classrooms were perceived as safe for a majority of respondents. The open-ended responses highlight themes including: the plight of transgender students who faced difficulty navigating their gender identities in the choral environment, the importance of enumerated non-discrimination policies, and the importance of words/semantics. Respondents discussed helpful and hurtful words and/or policies that influenced their choral experiences. A main theme was encouragement of open acknowledgement of LGBTQ identities and issues in the choral classroom. Suggestions for teaching practice and policy are provided based upon these data.