Graduation Year

2024

Document Type

Dissertation

Degree

Ph.D.

Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Music

Major Professor

C. Victor Fung, Ph.D.

Committee Member

Jennifer Bugos, Ph.D.

Committee Member

Robert Dedrick, Ph.D.

Committee Member

Clint Randles, Ph.D.

Keywords

belonging, ensemble environment, gender identity, inclusion, sexual orientation

Abstract

Using Bronfenbrenner’s ecological framework of human development and Yuval-Davis’ analytical framework of belonging as a lens to explain how the band environment might cultivate positive attitudes toward the queer community, this study investigated band members’ attitudes toward the queer community and their perception of the band as a safe space. Utilizing adapted inventories with established reliability and validity, the following research questions were addressed: 1) What are queer and non-queer band members’ attitudes toward the queer community? 2) What are queer and non-queer band members’ attitudes toward the band as a safe space? 3) What differences exist between the independent variables and band members’ attitudes toward queer individuals and their perception of the band as a safe space? and 4) What aspects of band programs contribute to band members’ perception of the band as a safe space?

The data collected were a result of 631 survey responses. Participants included adult band members of community and professional ensembles (n = 407), college and university band students (n = 199), high school band students (n = 17), and middle school band students (n = 8). Results from the Attitudes Toward Lesbian and Gay Men scale indicated generally positive attitudes toward members of the queer community, with the most positive attitudes being demonstrated by college and university band students. Similarly, results from the Attitudes Toward the Band as a Safe Space scale suggest band members share a commonly positive attitude toward the band as a safe space, with college and university band members viewing the band as a safe space most positively. Qualitative data were also collected to examine what components of band programs contribute to band members’ perception of the band as a safe space. Eight common themes emerged as a result of the coding process: (a) inclusiveness and explicit efforts, (b) community and belonging, (c) equality and value, (d) acceptance and respect, (e) representation, (f) creative expression, (g) commonality, and (h) only the music matters. Implications for future research are shared, recommending avenues for continued work to further queer scholarship in the music education discourse. It is also suggested that the findings of this study may not be unique to band programs and that music educators leading other ensembles and music classrooms should consider the findings to cultivate and maintain safe spaces for the musicians in their care.

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