Edward J. Holmes
Gettysburg College

Brent C. Talbot
Gettysburg College

Title:
Towards a More Inclusive Music Education: The Experiences of Mentorship Between LGBTQIAA Undergraduates In Higher Education Across Pennsylvania

Abstract:
Using Kumashiro’s (2000) theory of anti-oppressive education, this research examines the experiences of mentorship between Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, Ally (LGBTQIAA) undergraduates and faculty/staff in higher education institutions across the Commonwealth of Pennsylvania. Two questions guide this research: (1) What particular socio-cultural, environmental, and/or curricular practices lend themselves to LGBTQIAA inclusion and safety among students, faculty, and staff? (2) In what ways do students, faculty, and staff who identify as LGBTQIAA actively create and foster inclusive and supportive environments for music learning? Data was collected through an anonymous online survey distributed to all undergraduate music education majors in institutions of higher education across Pennsylvania. A series of Likert-scale questions rated the mentorship experience of LGBTQIAA undergraduate music education majors with LGBTQIAA faculty. Participants were invited to expand upon their experiences, relationships, and mentorship with such faculty in a descriptive section of the survey. Follow up interviews with survey participants examined: (1) the climate for LGBTQIAA inclusiveness on campus and in program-wide levels, (2) instances of discussion of LGBTQIAA topics in the classroom setting, and (3) advocacy and actions taken towards systemic change by faculty and students. Findings and implications for the field of music education will be presented at the conference.

Kumashiro, K. (2000). Toward a theory of anti-oppressive education. Review of Educational Research,  10(1), 25-53.