Divisive Concept Laws and Employment Preferences of Preservice Music Teachers

• In Event: Intersections of Policy and Music Education

Abstract

Gaining a better understanding of how divisive concept laws may impact employment preferences of preservice music teachers may help support their early-career retention. In this study, I analyzed survey data from 111 collegiate music education students. Teaching in a welcoming school environment was the most important factor overall and was rated significantly more important for trans and gender expansive participants. Attending college in a state with divisive concept laws, however, was a significant predictor of the importance of a welcoming environment. Finding employment in schools in which identities are welcomed therefore may not solely be a consideration for preservice music teachers from marginalized identities or specific states, but rather may be relevant to the current generation of college students.

Author

• David DeAngelis, Syracuse University