A significant part of identity negotiation for gay teachers surrounds decisions about “coming out” in the workplace: how, when, where, why, and with whom to share status as a gay individual. Using semi-structured interviews, this qualitative case study of two inservice vocal and general music educators explored factors influencing disclosure decisions, what tools/strategies (if any) participants gleaned from their music teacher education programs regarding LGBTQ issues, where these teachers sought support and mentorship, and the influence of having a significant other on disclosure processes. The broad emergent themes that arose from the data included: (a) Negotiating the Closet Door, (b) LGBTQ Issues and (Music) Teacher Education, (c) Privilege, and (d) Mentorship. Participants cited the importance of “partner privilege”: that having a significant other can change the dynamic of social situations and may help facilitate an easier disclosure process. With increased openness and dialogue, aided by societal shifts, the veil of secrecy surrounding gay music educators can be lifted.
"“Negotiating the closet door”: The lived experiences of two gay music teachers,"
Visions of Research in Music Education: Vol. 26, Article 3.
Available at: https://opencommons.uconn.edu/vrme/vol26/iss1/3