Intersectionality in music education: seeing beyond the rainbow

Abstract

The purpose of this research was to explore the influence of past music making experiences on LGBTQ+ students’ identity construction. Research questions used to guide this study were: a) How do these two students describe their past music making experiences as LGBTQ+ students? b) How do they describe the impact of music making experiences on their identity as LGBTQ+? and c) Do multiple identities combine to create the musicians they are now? Using a case study design, two participants were interviewed on their recollections of music class experiences as LGBTQ+ high school students. Analysis through the lenses of intersectionality theory and border crossing theory produced themes of belonging, fitting in and issues relating to gender. Participants were found to navigate among multiple identities including sexuality, gender identity, religion, and musicality in ways that mirror intersectionality and border crossing. While participants did not feel accepted at school due to their LGBTQ+ identities, they found belonging in music classes.