Breaking the Cis-tem: Multiple Case Studies of Queer Preservice Music Teachers

• In Event: Disrupting Binaries in Music Education

Abstract

The purpose of this study is to report the experiences of Queer pre-service music teachers' experiences during the clinical teaching experience, particularly those who identify as trans(gender) and non-binary. The following research questions guide this study: 1) How are trans(gender) and non-binary pre-service music teachers' identities supported by their mentor teachers and campus colleagues? and 2) How do trans(gender) and non-binary pre-service music teachers navigate their gender identity in the clinical teaching context? Through semi-structured interviews, five trans(gender) and non-binary pre-service music teachers were interviewed regarding their past clinical teaching experience. Discrimination, anxiety, and fear of obtaining employment as a trans(gender) and/or non-binary candidate were discovered during the interviews.

Author

• Michael John Leonas-Cabrera, University of North Texas