Date of Award
Fall 9-1-2024
Document Type
Dissertation
Degree Name
PHD - Doctor of Philosophy
Department
Education
First Advisor
Ulas Kaplan
Second Advisor
Salvatore Terrasi
Third Advisor
Tawnya Smith
Abstract
Because LGBTQ+ people are disclosing their non-heterosexual and/or non-cisgender identities at younger ages, music educators should consider how their pedagogical decisions impact an LGBTQ+ person’s decision to disclose their identity (come out). Previous research has explored how to create affirming and inclusive space for LGBTQ+ students to learn within music education spaces. However, past research has been limited on how those decisions impact the LGBTQ+ student’s decision to disclose their identity. I used data from five participants to discover how they perceived music education pedagogical practices and how those practices facilitated or hindered their decision to disclose their LGBTQ+ identity. The findings from this study show that positive, affirming, and inclusive pedagogical practices which contribute to positive relationships with teachers may have an influence on LGBTQ+ students’ sense of well-being and identity which contributes in some way to their decision to disclose.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Language
English
Number of Pages
171
Embargo Period
8-8-2024
Recommended Citation
Adams, Sid, "EXPERIENCES WITH COMING OUT: A STUDY OF LGBTQ+ MUSIC STUDENTS’ PERCEPTIONS OF MUSIC EDUCATION PEDAGOGY" (2024). Educational Studies Dissertations. 231.
https://digitalcommons.lesley.edu/education_dissertations/231
Included in
Developmental Psychology Commons, Educational Psychology Commons, Gender and Sexuality Commons, Secondary Education Commons
Rights
The author owns the copyright to this work.
