Towards a More Inclusive Music Education:Experiences of LGBTQQIAA Students in Music EducationPrograms Across Pennsylvania

ByEdward J. Holmes, ’18Brent C. Talbot, Ph.D.

The Sunderman Conservatory of Music, Gettysburg College

Gettysburg, Pennsylvania

Abstract

Using Kumashiro’s (2000) theory of anti-oppressive education, this research examines the experiences of Lesbian, Gay, Bisexual, Transgender, Queer, Questioning, Intersex, Asexual, Ally (LGBTQQIAA) students in higher education institutions across the Commonwealth of Pennsylvania. Two questions guide this research: (1) What particular socio-cultural, environmental, and/or curricular practices lend themselves to LGBTQQIAA inclusion and safety among students, faculty, and staff? (2) In what ways do students, faculty, and staff who identify as LGBTQQIAA actively create and foster inclusive and supportive environments for music learning? Data was collected through an anonymous online survey distributed to students in music education programs across Pennsylvania. A series of Likert-scale questions rated the experiences of LGBTQQIAA students in their programs and across campuses. Participants were invited to expand upon their experiences and relationships with faculty and staff in a descriptive section of the survey. Follow up interviews with survey participants examined: (1) the climate for LGBTQQIAA inclusiveness on campus and in program-wide levels, (2) instances of discussion of LGBTQQIAA topics in the classroom setting, and (3) advocacy and actions taken towards systemic change by faculty and students.

Findings

Student Perceptions of Homophobia

From both the survey results and the follow-up interviews that were conducted, three main themes appeared.

Students who identify as LGBTQQIAA are very perceptive of indicators that they believe may indicate that a faculty or staff member is homophobic. These include the age of the faculty or staff member, their political views, their religious views, or their locale. These same students are also perceptive of indicators that a faculty or staff member is a supporter of LGBTQQIAA individuals, and look for things like inclusion of LGBTQQIAA topics in classes, “Safe Space” stickers, and training and activism in a campus context.

The relationship between student’s perception of the inclusiveness of their program and whether or not the faculty at their institution are open about LGBTQQIAA topics suggests that when professors are more open about their support of LGBTQQIAA topics and educate all of their students about this marginalized group, allied students benefit in becoming more prepared for their careers and LGBTQQIA students are made more comfortable in their expression.

Self-Taught Models of Inclusion

All of the respondents interviewed agreed that they had not been adequately prepared to be a resource for LGBTQQIAA students in their careers in their music education program. Interviewees who did feel prepared felt this way as a result of another experience, for instance a summer camp or interdisciplinary course.

These extracurricular programs focused on open discussion of LGBTQQIAA topics, reflection, and training to best respond to instances of oppression or bigotry. As a result, the teaching philosophy of each of the five respondents was heavily shaped by these experiences outside of their music education program, enough so that most reported feeling confident to be advocates for LGBTQQIAA students in their careers.

These experiences were also reflected in the interviewees’ responses when asked how they would like to see their program change. Most suggested having LGBTQQIAA topics discussed in all of their teacher education courses where they are relevant.

Lack of Awareness

While some respondents indicated that they felt comfortable approaching their professors, several interviewees reported that they had not seen the need to further educate themselves on LGBTQQIAA topics during their undergraduate experience. In comparison, respondents who were in the process of student teaching remarked that they felt completely unprepared handling issues of discrimination or discussion of LGBTQQIAA topics in their placements, and advocated for training for these situations in preparation for student teaching. This finding shows that, while some LGBTQQIAA students identify themselves as a resource because they are a member of this Othered category, they are unaware of the situations that may arise in their career.

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