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Choral Rehearsal and the Transgender Student: A Survey of Teacher Preparedness
Choral Rehearsal and the Transgender Student: A Survey of Teacher Preparedness
Detailed Information
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211153111
- ISBN
- 9798384460350
- DDC
- 370
- 서명/저자
- Choral Rehearsal and the Transgender Student: A Survey of Teacher Preparedness
- 발행사항
- [Sl] : The Ohio State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 206 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-04, Section: A.
- 주기사항
- Advisor: Hedgecoth, David.
- 학위논문주기
- Thesis (Ph.D.)--The Ohio State University, 2024.
- 초록/해제
- 요약The purpose of this study was to examine secondary school choral directors' perspectives of preparedness, response, and comfort associated with teaching transgender students. Choral educators currently teaching 6th -12th grade in various Midwestern school typologies were invited to participate in the study and express their levels of understanding and attitudes toward teaching transgender singers and share personal experiences and strategies which foster greater inclusion. Educators stated that despite receiving little preservice training or professional development, they strive to identify and address transgender students' pedagogical and social needs. Respondents described a variety of teaching environments, ranging from supportive administrations and protections for queer students to fear of professional retribution and community pushback. Inclusive strategies most frequently noted by educators were the use of gender-inclusive language and gender-neutral concert attire.Survey results and narrative responses clearly indicate more depth and breadth of training is needed on the complexity of teaching transgender singers, including the effects of hormone therapy on the singing voice as well as greater understanding of non-musical challenges faced by transgender students. Because gender nonconforming students are amplifying their presence amid conservative pushback, preservice music training programs are strongly urged to include course content on pedagogical and social factors related to teaching transgender students. Similarly, school districts should commit to providing relevant and sustained professional development on supporting the academic and social and emotional needs of transgender students for practicing educators.
- 일반주제명
- Pedagogy
- 일반주제명
- Gender studies
- 일반주제명
- Education
- 일반주제명
- Music education
- 일반주제명
- Educational leadership
- 키워드
- Transgender
- 키워드
- Choral music
- 키워드
- Gender identity
- 키워드
- Choral educators
- 기타저자
- The Ohio State University Music
- 기본자료저록
- Dissertations Abstracts International. 86-04A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■1001 ▼aMonseur, David Christopher.
■24510▼aChoral Rehearsal and the Transgender Student: A Survey of Teacher Preparedness
■260 ▼a[Sl]▼bThe Ohio State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a206 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-04, Section: A.
■500 ▼aAdvisor: Hedgecoth, David.
■5021 ▼aThesis (Ph.D.)--The Ohio State University, 2024.
■520 ▼aThe purpose of this study was to examine secondary school choral directors' perspectives of preparedness, response, and comfort associated with teaching transgender students. Choral educators currently teaching 6th -12th grade in various Midwestern school typologies were invited to participate in the study and express their levels of understanding and attitudes toward teaching transgender singers and share personal experiences and strategies which foster greater inclusion. Educators stated that despite receiving little preservice training or professional development, they strive to identify and address transgender students' pedagogical and social needs. Respondents described a variety of teaching environments, ranging from supportive administrations and protections for queer students to fear of professional retribution and community pushback. Inclusive strategies most frequently noted by educators were the use of gender-inclusive language and gender-neutral concert attire.Survey results and narrative responses clearly indicate more depth and breadth of training is needed on the complexity of teaching transgender singers, including the effects of hormone therapy on the singing voice as well as greater understanding of non-musical challenges faced by transgender students. Because gender nonconforming students are amplifying their presence amid conservative pushback, preservice music training programs are strongly urged to include course content on pedagogical and social factors related to teaching transgender students. Similarly, school districts should commit to providing relevant and sustained professional development on supporting the academic and social and emotional needs of transgender students for practicing educators.
■590 ▼aSchool code: 0168.
■650 4▼aPedagogy
■650 4▼aGender studies
■650 4▼aEducation
■650 4▼aMusic education
■650 4▼aEducational leadership
■653 ▼aTransgender
■653 ▼aChoral music
■653 ▼aGender identity
■653 ▼aChoral educators
■653 ▼aProfessional development
■690 ▼a0522
■690 ▼a0733
■690 ▼a0515
■690 ▼a0456
■690 ▼a0449
■71020▼aThe Ohio State University▼bMusic.
■7730 ▼tDissertations Abstracts International▼g86-04A.
■790 ▼a0168
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17164991▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
