"A Different Kind of Way": A Case Study of a Gender-Nonbinary Preservice Teacher

• In Event: Diversity, Equity, and Inclusion in Music Education

Abstract

The purpose of this study was to explore Rey’s (they/them) experiences as a gender non-binary preservice music teacher. Data were collected over the course of 3 semesters as Rey participated in on-campus laboratory teaching and an off-campus K-12 teaching practicum. Although Rey began as a music education major, a series of mental health-related hurdles followed by interactions with university administrators led to Rey’s decision to pursue a performance track rather than earn teaching licensure. Additional topics include: a) Rey’s interactions with professors and university administrators, b) contexts in which they found support and allyship, c) Rey’s mental health and challenges related to meeting program expectations, and d) Rey’s continued desire to teach despite departure from the music education degree program.

Author

• Stephanie Prichard, University of Maryland - College Park