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“My Voice Speaks for Itself”: the Experiences of Three Transgender Students in Secondary School Choral Programs

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“MY VOICE SPEAKS FOR ITSELF”: THE EXPERIENCES OF THREE TRANSGENDER
STUDENTS IN SECONDARY SCHOOL CHORAL PROGRAMS

By
Joshua Palkki

A DISSERTATION
Submitted to
Michigan State University in partial fulfillment of the requirements for the degree of

Music Education—Doctor of Philosophy
2016

ABSTRACT

“MY VOICE SPEAKS FOR ITSELF”: THE EXPERIENCES OF THREE TRANSGENDER
STUDENTS IN SECONDARY SCHOOL CHORAL PROGRAMS

By
Joshua Palkki
Is choral music education in America at a “trans(gender) tipping point”? With the purpose of furthering and enhancing the sociocultural dialogue surrounding LGBTQA issues in music education and to improve vocal/choral instruction for trans students, this multiple narrative case study explored the musical lives and lived experiences of trans students in high school choral music programs. The two grand tour problems of this study were:
• To describe how transgender students enrolled in secondary school choral music programs navigate their gender identity in the choral context.
• To describe if/how transgender students in secondary school choral programs were supported by groups including their choral teachers, choral peers, and school administrators.
The emergent research design employed narrative inquiry and ethnographic techniques in order to honor and highlight voices of the three participants: Sara, Jon, and Skyler (pseudonyms).
The stories of these three students revealed the importance of context and geography in shaping the experiences of trans youth at school. Additionally, the connection or lack thereof between voice and gender identity was different for each of the participants. The policies of the students’ school districts, high schools (administrators), choral programs, and outside music organizations (e.g., state music education organizations) shaped and influenced how Sara, Jon, and Skyler navigated their trans identity within the high school choral context. Mentors and important others helped these students as they traversed their individual gender journeys. Based upon these data, I contend that secondary schools and choral programs can make policy changes, both large and small, in order to better serve trans youth. I also posit that more professional development and incorporation of (trans) gender issues is needed for choral music educators.

Copyright by JOSHUA PALKKI 2016

For three dear friends who departed this earth far too soon:
Germán Andrés Águilar (1979-2014), who inspires me to be a better conductor-teacher Adam Aaron Gray (1982-2015), who inspires me to write and urged me to pursue a Ph.D.
Rebecca “Becca” Reichert (1982-2006), who inspires me to be a hard working, caring educator
And also to my grandmother, Lois Ayotte, without whom I would not be a musician.

v

ACKNOWLEDGEMENTS

Most importantly, thank you to the three students who agreed to be part of this study—
Sara, Jon, and Skyler (pseudomyms). You have taught me so much and have inspired me in countless ways. Your experiences are important. Your stories are beautiful. Your voices speak for themselves. Your strength and intelligence will help many people. Thank you for sharing.
To my MSU committee members: Dr. Michael Largey, Dr. Mitchell Robinson, and Dr.
Sandra Snow, thank you for your encouragement and insightful suggestions.. I feel so very lucky to have attended MSU because it meant working with you. I will always be grateful to call you mentors. And to my adviser, Dr. Cynthia Taggart: there are no words to describe my gratitude for your love, friendship, and guidance. You have been my rock and my roof. And to Dr. Genny Beemyn, thank you for agreeing to be my outside reader on this project. You were crucial in helping me navigate gender discourse in a respectful, timely way. Also thank you to Dr. Juliet Hess and Dr. Elizabeth Gould who played a large role in shaping this document and who were influential in steering me toward vital resources
To my MSU cohort, Dan and Stuart—you have been friends and confidants every step of the way and I am so grateful you’ve come into my life. And to the rest of my MSU family, especially Andrea, Mark, and Becky, I love you all deeply and will be a proud Spartan for life. Also a huge thank you to Spartan alums Dr. Adam Kruse and Dr. Karen Salvador who provided insightful feedback on early drafts of chapters in this dissertation.
To my family—my parents Karen and Keith, my sister Brenna, and my grandparents, thank you for your love and support that helped get me to where I am today. I could never have done this without you. And to Asher, thank you for standing by me throughout these past two years. It’s been a crazy ride and I am grateful for your love and support, now and always.

vi

TABLE OF CONTENTS

LIST OF TABLES....................................................................................................................... xiii LIST OF FIGURES ..................................................................................................................... xiv CHAPTER 1—INTRODUCTION..................................................................................................1
The Transgender “Tipping Point”........................................................................................2 What is Gender?...................................................................................................................6
Definitions for Common Ground.............................................................................7
Sex versus gender ........................................................................................7 Defining sexuality........................................................................................9 Defining transgender .................................................................................10 Vital vocabulary.........................................................................................13
Gender: Performativity and Stretching Definitions...............................................14
Gender in Education ..........................................................................................................18
Schooling and Gender Norms................................................................................19 School Policies and Interventions..........................................................................20 Gender-Complex Education...................................................................................29 Gender in Music Education ...................................................................................31 Gender in Vocal/Choral Music Education.............................................................33
Trans Issues in Vocal/Choral Music Education.................................................................34 Need for the Study .............................................................................................................35

CHAPTER 2—REVIEW OF RELATED LITERATURE............................................................38
Sex/Gender Research in Music Education.........................................................................38
Literature Reviews.................................................................................................38 Sex/Gender Stereotyping .......................................................................................40
Status and experiences of female conductors/teachers..............................40 Representations of sex/gender in music education print materials...........43
Singing and Gender Roles .....................................................................................44
Gender and vocal identity..........................................................................44 Single gender choirs...................................................................................46
All-female choirs and the female voice change.............................46 All-male choirs and the male voice change...................................48
Male engagement with singing/choral music .............................................50
The “missing males” conundrum...................................................52
Experiences of Trans People..................................................................................54
Trans Teachers...........................................................................................56 Studies on Trans Youth..............................................................................58 Gender Socialization in Schools................................................................60 Trans College Students ..............................................................................65 Experiences of Trans Students in K-12 Schools........................................68

vii
Harassment of trans youth in schools ............................................68 Non-harassment experiences of trans students in K-12 schools....69
Transgender Research in Music (Education).........................................................69 Trans Research in Vocal/Choral Music (Education) .............................................72
Trans voices ...................................................................................72 Trans research in choral music education......................................76

CHAPTER 3—METHOD .............................................................................................................79
Statement of Purpose and Problems ..................................................................................79 Researcher’s Lens..............................................................................................................80
Is It OK For A White, Cisgender Male To Do Research On Trans Issues? ..........81
Design ................................................................................................................................86
Emergent Design: Narrative Inquiry Employing Ethnographic Techniques.........90
Participant Selection and Procedure/Timeline...................................................................92 Participant Descriptions.....................................................................................................93
Sara [pronouns: she/her/hers] ................................................................................93 Jon [pronouns: he/him/his] ....................................................................................94 Skyler [pronouns: they/them/their]........................................................................95
Data Collection/Sources.....................................................................................................95 Data Analysis.....................................................................................................................96
Analysis in Narrative Inquiry.................................................................................96 A Narrative Analysis Framework..........................................................................97
Phase one: Hearing the stories, experiencing each other’s emotions ........97 Phase two: Transcribing the material.........................................................98 Phase three: Interpreting individual transcripts .........................................99 Phase four: Scanning across different domains of experience................. 99 Phase five: Linking ‘The personal with the political’..............................100 Phase six: Looking for commonalities and differences among participants...............................................................................................100 Phase seven: Writing academic narratives about personal stories...........101
Observations ........................................................................................................101
Theoretical Lenses ...........................................................................................................102
Feminist Theory...................................................................................................104 Queer Theory .......................................................................................................107 Transgender Theory.............................................................................................110
Trustworthiness................................................................................................................113 Limitations.......................................................................................................................114

CHAPTER 4—“I’M A GIRL AND I’M A BASS AND I OWN THAT”: SARA’S STORY ...116
Sara, In Her Own Words..................................................................................................116 Setting the Scene..............................................................................................................117 Background, Gender Identity, and Family.......................................................................118
Gender Identity ....................................................................................................118 Family ..................................................................................................................120

viii
Transitioning at School....................................................................................................124
River Glen............................................................................................................124 “I Had Stockpiled The Confidence To Do It” ....................................................126 Uniform................................................................................................................127
Family and “Band/Musical” ...........................................................................................130 Mentors and Role Models................................................................................................132 Realizations......................................................................................................................134
Sexuality ..............................................................................................................134 Gender..................................................................................................................135
“I’m a Girl and I’m a Bass and I Own That” ..................................................................137
Voice....................................................................................................................137 Honor Choir Experiences.....................................................................................141 Accommodating Trans Singers............................................................................144
Graduation, a Challenging Summer, and Transition to College......................................146

CHAPTER 5—“IT’S THE MOVING ON PART”: JON’S STORY .........................................152
Setting the Scene..............................................................................................................152
Place: Landerstown..............................................................................................152 Jon Kade...............................................................................................................153
Childhood.........................................................................................................................153
Family and Friends ..............................................................................................153 Music....................................................................................................................155 Middle School......................................................................................................155
“It was a weird time”: Coming out, phase one ........................................155 “You put kids where they fit”: Middle school choir................................157
Transitioning at School....................................................................................................158
Transition Plan.....................................................................................................158
A meeting of the minds............................................................................159 The school’s response..............................................................................161
Safe Space........................................................................................................................163
Role Models.........................................................................................................165
Mr. Mullins ..............................................................................................165
“This Doesn’t Happen to Someone From Landerstown” ................................................169
Coming Out: Phase Two......................................................................................169
Family Matters.................................................................................................................172 “Of Course it Defines Your Gender”: Voice Matters......................................................174
Head Voice...........................................................................................................174 Voice Part Assignments.......................................................................................176 Vocal Range, Gender Identity, and Vocal Health................................................179
“He fought for me”: Motivation and All State Choir .........................................183
Why Jon sings..........................................................................................183 All State Choir .........................................................................................184
Next Steps........................................................................................................................190 Advice for Other Trans Choral Students .........................................................................191 Advice for Choral Teachers.............................................................................................192

ix
CHAPTER 6: “LETTING MY VOICE BE HOW IT IS”—SKYLER’S STORY .....................194
Skyler...............................................................................................................................194 Place: Parkton ..................................................................................................................195 Background......................................................................................................................195
Early Gender Inklings..........................................................................................195 Family ..................................................................................................................196 Childhood.............................................................................................................198
“I Think Gender Is Kind Of Dumb And I Really Don’t See The Need To Have One” ..199
Name Change.......................................................................................................199 Pronouns ..............................................................................................................203 Stereotypes/Pigeonholing and Emerging Gender Identity...................................205 Romantic Orientation...........................................................................................207 Seeking Online Resources ...................................................................................208
Voice, Gender, Roles.......................................................................................................209 Parkton School District Music Education........................................................................210
Middle School and Mr. Carter .............................................................................210 PHS Choir............................................................................................................211 Mr. Cooper...........................................................................................................212
Semantics and vocabulary........................................................................217 Uniforms ..................................................................................................218
PHS Policies Regarding Trans Students .............................................................220
Orchestra trip rooming.............................................................................220 Trans friend: Precedent? ..........................................................................221
Skyler’s Future.................................................................................................................224 Advice for Choral Music Educators ................................................................................225

CHAPTER 7—DISCUSSION AND CROSS-CASE THEMES.................................................227
Sara: Discussion And Connection To Extant Literature..................................................227
Place/Setting ........................................................................................................227 Mentors ................................................................................................................228 School Policies.....................................................................................................230 Choir Policies.......................................................................................................233 Voice and Gender Identity...................................................................................236 Gender Journey....................................................................................................237
Jon: Discussion And Connection To Extant Literature ...................................................240
Place/Setting ........................................................................................................240 Gender Journey....................................................................................................242
False tropes ..............................................................................................243 Masculinity and sexuality ........................................................................245
Parents..................................................................................................................245 Voice and Identity/Vocal Health .........................................................................247 Mentors ................................................................................................................250
Teachers...................................................................................................250

x
Ms. Martinez............................................................................................252
School Policies.....................................................................................................252 Choir Policies.......................................................................................................254
Skyler: Discussion And Connection To Extant Literature ..............................................256
Gender Identity and Stereotypes..........................................................................256
“Coming out”..........................................................................................258 Pronouns ..................................................................................................258
Gender Journey....................................................................................................260
Early binary realizations ..........................................................................260 Supportive parents ...................................................................................261 Problem with the term “sexuality”...........................................................263 Internet research.......................................................................................263 Legal name change ..................................................................................264
Voice and Identity................................................................................................265 School Policies.....................................................................................................266
Cross-Case Exploration ...................................................................................................266
Gender Journey....................................................................................................267
Geography................................................................................................267 Early realizations and disclosure .............................................................268 Experimentation/research ........................................................................268 Name change............................................................................................269
Voice and Gender Identity...................................................................................269 Mentors and Relationships...................................................................................271
Family ......................................................................................................271 Relationships with choir teachers ............................................................272 Important others.......................................................................................273
Policies.................................................................................................................274
Bathrooms................................................................................................274 Safe spaces...............................................................................................275
Choral Classroom.................................................................................................275
Voice part assignment .............................................................................275 Choral program structure.........................................................................275 Uniforms ..................................................................................................276 Rehearsal vocabulary...............................................................................277
Summary..............................................................................................................279

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    International Journal of Teaching and Learning in Higher Education 2016, Volume 28, Number 2, 293-301 http://www.isetl.org/ijtlhe/ ISSN 1812-9129 Creating Trans-Inclusive Schools: Introductory Activities that Enhance the Critical Consciousness of Future Educators Kris Tunac De Pedro, Christopher Jackson, Erin Campbell, Jade Gilley, Brock Ciarelli Chapman University The Lawrence King murder and other tragedies surrounding transgender youth have prompted a national discussion about the need for schools to be more supportive and inclusive of transgender students. In this multi-authored reflection, the authors describe a series of three introductory activities in an undergraduate educational studies course aimed at cultivating critical consciousness about transgender students. The instructor and students discussed their viewing of televised interviews featuring transgender individuals and participated in a gallery walk and a role-playing activity. These activities cultivated students’ critical awareness of the experiences of transgender students and strategies for creating trans- inclusive classrooms and schools. On February 12, 2008, fourteen-year-old Brandon 2012). A hostile school environment and consistent McInerney brought a handgun to school and shot his school victimization are associated with depression, classmate, Lawrence King, a transgender1 student, twice suicide, dropout, academic failure, substance abuse, in the back of the head during a computer class at E.O. risky sexual behaviors, and long term outcomes such Green Junior High School in Oxnard, CA. Major news as poverty and unemployment (Goldblum et al., agencies such as CNN and the New York Times covered 2012; Greene, Britton, & Fitts, 2014). the events leading and following this shooting for In response to recent tragedies and concerning several years until Brandon McInerney’s second degree school climate data, national education murder conviction.
  • Amicus Brief

    Amicus Brief

    Case 9:18-cv-80771-RLR Document 90 Entered on FLSD Docket 09/18/2018 Page 1 of 19 IN THE UNITED STATES DISTRICT COURT FOR THE SOUTHERN DISTRICT OF FLORIDA Case No. 9:18-CV-80771-RLR ROBERT W. OTTO, PH.D., LMFT, individually and on behalf of his patients, JULIE H. HAMILTON, PH.D., LMFT, individually and on behalf of her patients, Plaintiffs, vs. CITY OF BOCA RATON, FLORIDA, and COUNTY OF PALM BEACH, FLORIDA, Defendants. BRIEF OF AMICUS CURIAE THE TREVOR PROJECT IN SUPPORT OF DEFENDANTS’ OPPOSITION TO PLAINTIFFS’ MOTION FOR PRELIMINARY INJUNCTION Case 9:18-cv-80771-RLR Document 90 Entered on FLSD Docket 09/18/2018 Page 2 of 19 TABLE OF CONTENTS Page STATEMENT OF INTEREST ........................................................................................................1 INTRODUCTION ...........................................................................................................................1 ARGUMENT ...................................................................................................................................3 I. Through Its Suicide Prevention and Crisis Intervention Services, The Trevor Project Regularly Witnesses the Harm of Conversion Therapy on LGBTQ Youth. ...........3 II. Social Science Evidence Overwhelmingly Demonstrates the Harm of Conversion Therapy on LGBTQ Youth. .................................................................................................4 III. Every Major Medical and Mental Health Organization Has Rejected Conversion Therapy as Scientifically Unsound, Harmful to the