On SAGE Insight: A survey on safe space for LGBTQ students in secondary school choral programs

Article title: We are often invisible”: A survey on safe space for LGBTQ students in secondary school choral programs

From Research Studies in Music Education

Schools are not safe for all students. Bullying is a context-specific and devastating problem in American schools and victimization at school can be especially detrimental for LGBT(Q) (lesbian, gay, bisexual, transgender, and queer/questioning) youth, This article presents data from a survey of LGBTQ college students, reflecting on their middle and high school experiences in choral music.

To explore the research questions, the authors in this article used a cross-sectional online survey, the survey yielded both quantitative and open-ended crafted responses from 1,123 students. The survey link was sent to most choral professors in the United States and Canada through the College Music Society faculty.

Findings indicate that students perceived high school choral classrooms as a safe space. The main theme that emerges 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.

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.

Read this article in full here

Article details

“We are often invisible”: A survey on safe space for LGBTQ students in secondary school choral programs
Joshua Palkki, Paul Caldwell
First Published November 23, 2017
DOI: 10.1177/1321103X1773497
Research Studies in Music Education

 

 

     
This entry was posted in Education, SAGE Insight and tagged , , , , . Bookmark the permalink.

Leave a Reply