The Transgender Affirming Choral Classroom

Abstract

Why does choral music matter in today’s ever-evolving field of transgender studies? Choirs are uniquely public, visible, and communal spaces. Choirs are places where identity, artistry, and belonging intersect. As more transgender students enter our classrooms and ensembles, music educators must engage deeply with the pedagogical, linguistic, and vocal needs of these singers. This dissertation is a resource to help "demystify" the vocal and psychological challenges transgender students face and provides ideas for music educators when working with transgender voices in choral contexts. Drawing from research in speech-language pathology, music education, and lived experience, it explores how hormone therapy and vocal anatomy intersect, and how educators can adapt vocal pedagogy to support healthy, affirming singing for transgender men, women, and non-binary students.In addition, it highlights the critical role of inclusive language, correct pronoun usage, and repertoire choices in fostering safe and welcoming environments. The dissertation addresses the social and emotional challenges transgender students face, as well as the institutional and pedagogical challenges choral educators encounter in balancing inclusivity with vocal technique. Finally, modular exercises with current best practices demonstrate how affirming transgender identities in choral education not only promotes vocal health, but also strengthens the choral community as a whole. This work underscores the responsibility, and the opportunity, choral directors have to shape ensembles into spaces of dignity, affirmation, and musical excellence.