Abstract
Abstract The purpose of this narrative study was to examine the experiences of Melanie, a music educator who identifies as transgender (MtF), as she navigated her preservice teacher preparation and entered the field. Ten 90-minute interviews were conducted over the course of 3 years spanning Melanie’s senior year of college and the 2 years following her graduation. Additional field texts included Melanie’s personal blog, reflective writings associated with music education courses, and observations of Melanie during practicum teaching, student teaching, and her first year of full-time teaching. A narrative account of Melanie’s experiences is presented, detailing her youth and adolescence as Matthew, a teenager struggling with gender identity, her first 3 years of college as she began transitioning to Melanie, her senior year of college negotiating her developing teacher and gender identities, and her eventual entry into the field as Miss Stanford, a confident young music educator. Melanie’s story highlights the particular challenges facing transgender music educators and illuminates considerations for music educators at all levels endeavoring to cultivate safe learning environments for students of diverse gender identities.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Bulletin of the Council for Research in Music Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
