VOCAL HEALTH STIGMA: PERCEPTIONS IN UNDERGRADUATE MUSIC PROGRAMS

Abstract

Although many undergraduate voice students experience vocal health issues, there is often a stigma associated with them, and research on undergraduate vocal health remains limited. This thesis aims to uncover the internal and external stigma that influence the experiences of vocal music undergraduate students. With continued research in this area, the goal is to educate, normalize conversations about vocal health, and promote vocal care in the pre-professional field.

The research was conducted through an anonymous online survey that included current and former undergraduate music students who experienced a vocal health issue during their undergraduate years. The survey collects information on demographics, careers, vocal health, external stigma, and internal stigma. Results indicate stigma is more commonly associated with peers and non-voice professors, whereas voice professors were generally perceived as more supportive. There have been many fluctuations in reported stigma throughout the years across these groups. Self-stigma has also increased in recent years. Results indicate that vocal pedagogy courses vary across undergraduate music institutions, leading to inconsistent education on vocal health.