Abstract
Despite a significant increase in the trans and gender expansive (TGE) population in the US (Ghorayshi, 2022), pedagogies and policies have not changed at the same rate in cis-dominant choral spaces (Aguirre, 2018). Drawing from bio-ecological systems theory and trans-identity development frameworks, this qualitative research highlights the challenges and affirmations faced by TGE singers. This study also examines the pedagogical and policy-oriented frameworks within a trans and gender-expansive choral ensemble, aiming to share the unique perspectives of performers and examine how these frameworks influence identity development. This study further contributes to the growing body of literature advocating for equity and inclusivity in music education and choral practice, proposing some actionable recommendations for fostering affirming and inclusive choral communities.
Recommended Citation
Beede, Dillon E.
(2025)
"Transformational Choral Spaces and Trans-formational Experiences,"
Visions of Research in Music Education: Vol. 47, Article 6.
Available at:
https://digitalcommons.lib.uconn.edu/vrme/vol47/iss1/6