LAUSR

With the intent of improving music teacher education for people of trans and/or gender-expansive (TGX) experience, the purpose of this study is to convey the voices and experiences of three TGX music educators. These data are drawn from four semi-structured interviews with three participants totaling 268 min. Utilizing transgender theory and cisgenderism as theoretical frameworks, four major categories arose during data analysis: (a) modes of disclosure, (b) building safe space, (c) negative experiences, and (d) policy. While these three teachers found support at school, they also faced difficulties and policies that affected their careers and decisions about disclosure of their gender identity. For example, all three participants expressed concerns about parent backlash. Drawing upon the participants’ stories, I explore how music teacher educators can better support TGX students navigate cisgenderism. In addition, music teacher educators can gain perspective on how policy decisions can influence the careers of TGX music educators.