We All Belong: A Descriptive Analysis of Gender/Sexuality Discourse in Music Education Professional Development

• In Event: Disrupting Binaries in Music Education

Abstract

The purpose of this study was to understand the state of gender and sexuality discourse presented in the programming of music education professional development in the United States. I employed a descriptive, qualitative design encompassing content and discourse analysis of music education professional development conference programs from the previous five school years (Fairclough & Fairclough, 2012; Sunderland & Litosseliti, 2002). Findings indicate that topics such as inclusive strategies for LGBTQIA+ students, revisiting gender norms in choral settings, and empowering women conductors were some of the topics that were most common. This study has important implications for PD policy makers: a) how various organizations can interact more efficiently, and b) how access to PD can expand outside of singular conference offerings.

Author

• Justin M. Caithaml, University of Bridgeport