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Title: "If I don't do it, then who is going to do it" : centering the lived experiences of migrant college students to examine sensemaking of family responsibilities during the college transition process & carve out space for their counterstories in existing ...
Creator: Martínez, José Luis (Graduate of Michigan State University)
Date: 2019
Collection: Electronic Theses & Dissertations
Description: The children of migrant farmworkers often take on family responsibilities to help their families. In this qualitative study, I rely on Critical Race Theory (CRT) and Latino Critical Theory (LatCrit) to examine how current migrant college students make sense of their family responsibilities and other lived experiences during their college transition process. An analysis of eighteen individual structured platicas with current migrant college students in South Texas, suggests that students'...
Show moreThe children of migrant farmworkers often take on family responsibilities to help their families. In this qualitative study, I rely on Critical Race Theory (CRT) and Latino Critical Theory (LatCrit) to examine how current migrant college students make sense of their family responsibilities and other lived experiences during their college transition process. An analysis of eighteen individual structured platicas with current migrant college students in South Texas, suggests that students' sense of family responsibility continues into college and is important to both their college selection and college transition processes. The data further suggests that in making sense of their family responsibilities, the participants in this study recalled their migrant experiences from an assets viewpoint creating a counterstory to narratives that have historically used their circumstances as a way of explaining their educational outcomes.
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Title: "If only I could be thin like her, maybe I could be happy like her" : the self-implications of associating being thin and attractive with possible life outcomes
Creator: Chin, Peggy Pui Kei
Date: 2001
Collection: Electronic Theses & Dissertations

Title: "In danger for the breach of law" : Trial scenes in Shakespeare's 2 Henry VI, the merchant of Venice and Measure for measure
Creator: Bernthal, Craig A. (Allen)
Date: 1988
Collection: Electronic Theses & Dissertations

Title: "It's not just one thing!" : examining the role of a STEM enrichment program in facilitating college readiness and retention among underserved students of color
Creator: Lane, Tonisha Brandy
Date: 2015
Collection: Electronic Theses & Dissertations
Description: Advancing the success of students of color in Science, Technology, Engineering, and Mathematics (STEM) is a pressing and complex issue. There are several trends (e.g., changing demographics, an aging workforce, and globally competitive market), which make improving retention and success among students of color in STEM fields important. STEM enrichment programs have shown promise in sustaining underrepresented students’ science interests and strengthening their readiness for college level work...
Show moreAdvancing the success of students of color in Science, Technology, Engineering, and Mathematics (STEM) is a pressing and complex issue. There are several trends (e.g., changing demographics, an aging workforce, and globally competitive market), which make improving retention and success among students of color in STEM fields important. STEM enrichment programs have shown promise in sustaining underrepresented students’ science interests and strengthening their readiness for college level work. Thus, this study investigated how a STEM enrichment program facilitates college readiness and retention among students of color at a predominantly White, large, public, research university. In this study, I used an explanatory, holistic case study approach to examine the strategies and practices employed in the program to support student success (Yin, 2003). The study was conducted at Jefferson State University (pseudonym), a predominantly White, large, public research university in the Midwest. The Comprehensive STEM Program (CSP, pseudonym) at Jefferson State was established in 2007 with the National Science Foundation Louis Stokes Alliance for Minority Participation (NSF-LSAMP) grant. CSP contains eight program components: a six-week academic intensive residential summer bridge program, bi-weekly advising meetings, weekly recitation sessions, selected STEM sections of math and science courses, first-year seminar, residential assignment, peer mentoring, and undergraduate research opportunity. The program capacity is 50 students.The conceptual framework that guided this study integrated three theoretical constructs: (1) the Expertise Model of Students Success (EMSS), (2) sense of belonging, and (3) science identity. Drawing upon expert’s systems theory, EMSS contends that identification of barriers, knowledge, and actions are central to understanding the student experience and student retention. The sense of belonging and science identity constructs provided additional lenses to explore how the program fostered community and academic and professional development opportunities for its participants. To explore my research questions, I interviewed 50 individuals: 42 current and former program participants, 2 administrators, 2 instructors, and 4 recent baccalaureate recipients and former program participants. I also conducted 24 hours of participant observations and analyzed over 200 pages of documents. A Model for Programmatic Influences on College Readiness and Retention among Underserved Students of color emerged from the findings. This model is comprised of four major themes: proactive caring, holistic support, community building, and STEM identity development catalyst. Proactive caring was found to be a philosophy and approach used for student retention. Holistic support attended to the myriad of needs of the program participants. Community building practices created a familial atmosphere and conditions to develop meaningful relationships. STEM identity development catalysts were the ways in which the program buttressed science identity development. This study concludes with recommendations for practice, policy, future research, and theory on students of color pursuing degrees in the STEM disciplines. The implications from this study support the need for continued federal and institutional support for STEM enrichment programs to address opportunity gaps, provide a supportive and caring environment for underrepresented groups, and bolster pathways for STEM identity development.
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Title: "Keep your eyes on the prize" : cognitive and affective linkages to resilience behavior in work goal pursuit
Creator: King, Danielle D.
Date: 2018
Collection: Electronic Theses & Dissertations
Description: Resilience to workplace adversity (i.e., continued goal pursuit despite difficulty) is a sought after, competitive advantage that, if fostered, may unlock additional benefits for both employees and organizations. Theoretically, the current work presents a clarified behavioral conceptualization of resilience at work, based within the goal and self-regulation frameworks. Empirically, this work uses both field (Study 1) and experimental (Study 2) designs to explore the predictors (Studies 1 and...
Show moreResilience to workplace adversity (i.e., continued goal pursuit despite difficulty) is a sought after, competitive advantage that, if fostered, may unlock additional benefits for both employees and organizations. Theoretically, the current work presents a clarified behavioral conceptualization of resilience at work, based within the goal and self-regulation frameworks. Empirically, this work uses both field (Study 1) and experimental (Study 2) designs to explore the predictors (Studies 1 and 2) and outcomes (Study 2) of resilience. Specifically, the cognitive construal of one’s goal, alone and in combination with the perceived severity of the adversity encountered, were tested in the prediction of resilience. Subsequently, resilience was modeled as a predictor of goal performance quality as well as helping behavior, both alone and in combination with state positive affect. In the field study, a sample of 111 full-time nurses, based on occupational need for resilience, were studied over a 5-7 day period via an initial interview and two follow-up surveys. In the experiment, 284 undergraduate students were surveyed over two-time points. Both self-report and trained coder ratings of focal variables were assessed. Results demonstrated an interaction between goal construal level and perceived adversity severity in Study 1. A positive relationship between resilience and helping was also observed in Study 2. Theoretical implications for the resilience domain and practical implications are discussed.
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Title: "LA GRAN CEGUEDAD DE ESTA MISERABLE GENTE : " VIOLENCIA CULTURAL Y NEGOCIACIONES DISCURSIVAS EN EL MANUSCRITO DE HUAROCHIRI (c. 1608)
Creator: Berrios-Campos, Claudia
Date: 2021
Collection: Electronic Theses & Dissertations
Description: Esta tesis examina el manuscrito quechua del siglo XVII conocido como Manuscrito de Huarochirí como un ejemplo de una violenta zona de contacto en la cual las creencias y conocimientos culturales, ideológicos y religiosos europeos confrontaron los modos indígenas de pensar, conocer y preservar de la memoria y las historias locales y globales. En este contexto, observo los intentos europeos de controlar las creencias y las respuestas indígenas (asimilación, negociación, resistencia) a las...
Show moreEsta tesis examina el manuscrito quechua del siglo XVII conocido como Manuscrito de Huarochirí como un ejemplo de una violenta zona de contacto en la cual las creencias y conocimientos culturales, ideológicos y religiosos europeos confrontaron los modos indígenas de pensar, conocer y preservar de la memoria y las historias locales y globales. En este contexto, observo los intentos europeos de controlar las creencias y las respuestas indígenas (asimilación, negociación, resistencia) a las imposiciones españolas cristianas e imperiales. De esta manera, los colonizadores españoles y extirpadores de idolatrías lideraron una guerra con el propósito de alcanzar un poder simbólico mientras agentes indígenas tales como curacas, interpretes, escribas y secretarios intentaban mantener vivo el saber indígena. A través de una investigación interdisciplinaria entre la historia social, la lingüística, el pensamiento político, los estudios religiosos y un enfoque decolonial, esta tesis traza la colonización europea a través del desarrollo de la extirpación de idolatrías en el Arzobispado de Lima durante los primeros cincuenta años del siglo XVII como un proceso que buscó controlar los sistemas de creencias andinos y sus discursos. Esta colonización trasatlántica de imágenes, símbolos y prácticas intentó deshacerse de la gnoseología indígena y los principios sociales nativos, tales como la reciprocidad, el tinkuy (encuentro, confluencia) o el pachakutiy (la inversión del mundo). De esta manera, manifestaciones de esta guerra de símbolos alcanzaron el poder imperial más allá del Atlántico, pero no fueron percibidas como amenazas inmediatas. Sin embargo, la cuestión de la recepción de estas ideas, así como la idea de una gnoseología andina, todavía queda por ser estudiada. Específicamente, estudio ejemplos textuales de una violencia cultural, ideológica y simbólica hacia los modos indígenas de conocimiento y saber. El pensamiento y el conocimiento indígena se encuentra arraigado en estas historias y tradiciones, las cuales han sido leídas en el pasado como un discurso mítico. Mi investigación confronta la naturaleza problemática de esta lectura a través de un enfoque decolonial que considera las dinámicas discursivas y culturales entre las comunidades indígenas y los colonizadores europeos como un producto de la colonialidad del saber impuesta por el proceso de colonización del continente americano. Presto atención a estas dinámicas culturales como procesos de negociación discursivos con el objetivo de adquirir un poder simbólico que permitirá a los sujetos indígenas colonizados subsistir y resistir en un contexto (post)colonial. Mi tesis abre la puerta a la mirada imperial enfrentada a la diversidad en las formas indígenas de entender el mundo.
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Title: "La gente decente" : a study in kinship, property, and class in an Argentine Oligarchy
Creator: Hoops, Walter Allen
Date: 1990
Collection: Electronic Theses & Dissertations

Title: "Laro tayo!" : parent-child and peer play activities of Filipino children and related variables
Creator: Bernardo, Marita Depante
Date: 1994
Collection: Electronic Theses & Dissertations

Title: "Left to themselves, the Cherokee would become a prosperous, independent commonwealth, and would never sell their lands" : Cherokees, slaves and Moravians at Springplace Mission, Georgia, 1799-1838
Creator: Willis, Stuart David
Date: 2009
Collection: Electronic Theses & Dissertations

Title: "Let's get free" : a critical ethnography of rap/hip hop, African American rhetoric, and critical social theory in college composition
Creator: Jackson, Austin Dorell
Date: 2008
Collection: Electronic Theses & Dissertations

Title: "Like a double, triple hate" : music education at the intersections of race, religion, and sexuality in the Bible belt
Creator: Thomas-Durrell, Latasha
Date: 2019
Collection: Electronic Theses & Dissertations
Description: With the purpose of better understanding how a population of multiply marginalized teachers navigate their professional and personal lives, this narrative study focused on the following research question: How do K-12 African American LGBQ music educators who teach in the Bible Belt describe their negotiation of various identity markers (race, sexual identity, religion, and other social norms that stem from religious beliefs)? In order to honor the voices and experiences of the three...
Show moreWith the purpose of better understanding how a population of multiply marginalized teachers navigate their professional and personal lives, this narrative study focused on the following research question: How do K-12 African American LGBQ music educators who teach in the Bible Belt describe their negotiation of various identity markers (race, sexual identity, religion, and other social norms that stem from religious beliefs)? In order to honor the voices and experiences of the three participants Andrew, Zion, and Alex (pseudonyms), this study embraced the emergent design of narrative inquiry and ethnographic techniques. The experiences of these three music educators revealed the importance of intersectionality in understanding complex and interlocking layers of identity. Four main categories of themes emerged related to participants' layers of identity considerations: family, race, music education, and resilience. The topics of each participant's interviews all centered around similar themes-the importance of faith in their lives or at least in their childhoods, battling with their families' conservative religious beliefs in general and in relation to sexual identity, the (assumed) closeness of family, racial microaggressions and stereotypes, music education advocacy and representation, and resilience through every tough experience. The theoretical lenses labeling theory and queer theory illuminated connections between how and why participants navigated their personal and professional lives in their respective ways. Labeling theory guided analysis of how people in dominant roles used labels to demean the character of participants who reflect identities incongruous with dominant identities. Queer theory aided in examining participants' experiences and choices in how they deconstruct labels attached to their interlocking identities. Based on participants' experiences and perceptions, implications emerge for how families and education personnel might provide support and mentorship for minoritized populations, and how music educators can help drive needed changes in music education. Education professionals can make policy changes that better support minoritized teachers and students alike. Better and more professional development that focuses on identity considerations is needed for all music educators.
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Title: "Look, you have to sign" : literacy practices among Sudanese refugee families
Creator: Perry, Kristen H.
Date: 2007
Collection: Electronic Theses & Dissertations

Title: "Looking for trouble and making it" : rhetorical methodologies and practices for LGTBQ community action and remembering
Creator: Hayes, Rebecca J.
Date: 2017
Collection: Electronic Theses & Dissertations
Description: In this project, I study the rhetorical practices of two lesbian collectives, the Let's Be an Apple Pie Collective and the Ambitious Amazons, involved with the Lesbian Center in Lansing, MI in the 1970s and 1980s. Reading across twenty years of Center newsletters and other archival and ephemeral materials located in MSU Special Collections, collective and individual archives, and collective oral history interviews I conducted with collective members, I trace the rhetorical practices through...
Show moreIn this project, I study the rhetorical practices of two lesbian collectives, the Let's Be an Apple Pie Collective and the Ambitious Amazons, involved with the Lesbian Center in Lansing, MI in the 1970s and 1980s. Reading across twenty years of Center newsletters and other archival and ephemeral materials located in MSU Special Collections, collective and individual archives, and collective oral history interviews I conducted with collective members, I trace the rhetorical practices through which the collectives engaged the lesbian, and larger geographic, community and sustained the Center. I introduce the exigency for the study through both the story of my own coming into this project and the multitude of creation stories the collective members and archival materials tell about the exigence and creation of the Lesbian Center. I also introduce the tensions in these exigencies and introduce the participants and the collectives they were a part of. I build a methodological framework for queer rhetorical historiography and public memory scholarship which draws on and is responsive to the collectives' rhetorical practices of the community. I find that the collectives' rhetorical practices of gathering and naming emerge as tactical interventions to create cultural spaces of survival and "thrive-al" and to negotiate tension and risk within the Center and the larger community. I describe gathering to make available, a rhetorical practice that Lansing lesbian collectives engaged in to create social spaces and places. Gathering to make available involved the tactics of identifying, interfacing, envisioning, documenting, sustaining, and assembling. I also study the collectives' use of naming as a rhetorical strategy. The collectives used tactics of visibility and tactics of coding in naming. I argue that the rhetorical strategy of naming has both discursive and material impacts and speaks to the collectives' larger social and epistemological politics. Finally, I offer methodological implications for scholars of rhetorical historiography.
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Title: "Love and distance" : racial spectacles and ambivalent black performers in Suzan-Lori Parks
Creator: Cho, Yeoniee
Date: 2016
Collection: Electronic Theses & Dissertations
Description: "This dissertation rethinks a relationship between blackness and performance through black performers who compulsively summon themselves to the historical stages of black suffering and subjugation as featured in Suzan-Lori Parks's history plays." -- Abstract.

Title: "Ma sha Allah!" : creating community through humor practices in a diverse Arabic language flagship classroom
Creator: Hillman, Sara Katherine
Date: 2011
Collection: Electronic Theses & Dissertations
Description: Drawing on Lave and Wenger's (1991) and Wenger's (1998) communities of practice (CoP) framework, this study explores the shared repertoire of humor practices in the creation of community within the context of a culturally diverse and multilevel adult Arabic language classroom consisting of two native speakers, five heritage language learners (HLLs), and three second language (L2) learners. These learners were the first cohort of students to participate in a new government...
Show moreDrawing on Lave and Wenger's (1991) and Wenger's (1998) communities of practice (CoP) framework, this study explores the shared repertoire of humor practices in the creation of community within the context of a culturally diverse and multilevel adult Arabic language classroom consisting of two native speakers, five heritage language learners (HLLs), and three second language (L2) learners. These learners were the first cohort of students to participate in a new government-funded university Arabic Flagship Program. Employing both a macro-level ethnographic analysis and a micro-level discourse analysis of video-taped classroom interaction, this study analyzes how participants displayed their individual and relational identities (Boxer & Cortés-Conde, 1997), community membership, and levels of participation in this classroom community through conversational joking and responses to canned joke-telling by the teacher.I analyze the data through notions of frames, footing, keying (Goffman, 1974, 1981; Gumperz, 1982), double-voicing (Bakhtin, 1986), and other contextualization cues. I also draw on the findings of previous research on humor in conversation (e.g., Bell, 2002; Boxer & Cortés-Conde, 1997; Norrick, 1993, 2004; Sacks, 1995) and humor in the classroom (e.g., Cekaite & Aronsson, 2004) in interpreting my data. The findings reveal humorous interactive processes and negotiations of meaning which make up the shifting participation of learners in this classroom community. They show patterns of language in interaction by learners, such as teasing classmates by code- switching into other dialects of Arabic which differed from a student's own heritage dialect, teasing the teacher or classmates with Arabic colloquialisms, parodying the teacher's voice, and a hierarchical display of responses and peer scaffolding to canned jokes told by the teacher. I argue that these humor practices were not only sites for identity display and relational identity display by my participants, but they also helped to mitigate tensions, soften face-threatening acts, and protect members' positive face needs in the classroom, ultimately contributing to the creation of a very inclusive, close-knit community with relatively low language learning anxiety for all its members. I also suggest that these humor practices created beneficial contexts for scaffolding and learning of Arabic culture and dialect. The findings are additionally discussed in terms of the CoP framework as well as more recent expansions and critiques of this framework (e.g., Haneda, 2006).
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Title: "Man muss die Menschheit lieben" : Georg Büchner und J.M.R. Lenz : ein Beitrag zur Rezeptionsgeschichte
Creator: Burke, Ilse H.
Date: 1986
Collection: Electronic Theses & Dissertations

Title: "More than our reasoned acts" : Du Boisian philosophy and imaginative fiction
Creator: Lee, Evan R.
Date: 2019
Collection: Electronic Theses & Dissertations
Description: This dissertation approaches the literary corpus of W.E.B. Du Bois with specific attention paid to understudied speculative texts, what could be classified as Science Fiction presently, and the theoretical elements of Du Bois's scholarly work which inform them. I argue that both that these works---"A Vacation Unique," The Star of Ethiopia and "A.D. 2150"---belong in a critical canon of Science Fiction or Speculative Fiction, but that these texts are also vitally linked to Du Bois's political...
Show moreThis dissertation approaches the literary corpus of W.E.B. Du Bois with specific attention paid to understudied speculative texts, what could be classified as Science Fiction presently, and the theoretical elements of Du Bois's scholarly work which inform them. I argue that both that these works---"A Vacation Unique," The Star of Ethiopia and "A.D. 2150"---belong in a critical canon of Science Fiction or Speculative Fiction, but that these texts are also vitally linked to Du Bois's political and sociological philosophy. Du Bois's groundbreaking sociological work and theories of human societies as they are organized by concepts of Race, and the complex relationships between individuals and larger groups---including and especially "Sociology Hesitant" and "The Spirit of Modern Europe"---provide the technological and scientific basis for his literary consideration of the possible. Du Bois's literary imagination is oriented toward a future which is not necessarily Utopian but which is sensitive to the social construction and consequences of Race, and the pathway to a more equitable and just society. The scientific imagination of Du Bois's literary fiction presents his theoretical vision of Race, Identity, and collective enterprise as it spans centuries and travels long distances among the global descendants of the African Diaspora, and this theoretical, historical view shapes the structure of my analysis. First, in Chapter 1, I seek to establish Du Boisian philosophy as it wields a variety of scientific and sociological concepts to describe and imagine the possibilities of Race and the future in his theoretical works, which Du Bois explicitly connects to the experimental space of imaginative fiction. Chapter 2 focuses on Du Bois's spectacular historical pageant, The Star of Ethiopia, which establishes the foundational past of African Civilizations, and the intellectual technology of Ancient History as a tool for asserting national identity in the present and looking towards the future. Chapter 3 examines Du Bois's fragmentary short story, "A Vacation Unique," as it explores the slippery sociopolitical category of race through the abstract geometrical analogy of the Fourth Dimension. Finally in conclusion, I look to an explicitly futuristic short story, "A.D. 2150," which projects some of Du Bois's sociological theories into the future, but which is remarkably hesitant to perform sincere forecasting, and demonstrates some of the limits of futurology for Du Bosian thought. Locating these texts in Du Bois's corpus and critically linking them to his political and sociological work, provides models of understanding their place among the canon of African American literature and Science Fiction. The theoretical possibilities of Du Boisian literary fiction provides not only a framework for reading these particular texts, but demonstrates the remarkable intersection of African American Science Fiction and Du Boisian Critical Race Theory more broadly.
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Title: "Musadzi u fara lufhanga nga hu fhiraho" : black women elementary school leaders creating socially just and equitable environments in South Africa
Creator: Phendla, Thidziambi
Date: 2000
Collection: Electronic Theses & Dissertations

Title: "My life is changed but the trust ain't there to trust somebody else" : experiences of recovery from intimate partner abuse of women of Mexican heritage in a mid-size city in Michigan
Creator: Palma-Ramirez, Evangelina
Date: 2020
Collection: Electronic Theses & Dissertations
Description: This exploratory qualitative study aimed to gain an understanding of the experiences of recovery from intimate partner abuse (IPA) of 17 women of Mexican heritage in a mid-size urban city in Michigan. IPA was defined as any type of physical, sexual, stalking, psychological harm or coercive control by a former intimate partner or spouse. Two aspects were explored: experiences of abuse and experiences of recovery from abuse. The study used a feminist theory and intersectionality perspective as...
Show moreThis exploratory qualitative study aimed to gain an understanding of the experiences of recovery from intimate partner abuse (IPA) of 17 women of Mexican heritage in a mid-size urban city in Michigan. IPA was defined as any type of physical, sexual, stalking, psychological harm or coercive control by a former intimate partner or spouse. Two aspects were explored: experiences of abuse and experiences of recovery from abuse. The study used a feminist theory and intersectionality perspective as a guiding framework to understand the experiences of women considering their contextual situation. Data were collected using a semi-structured questionnaire and analyzed using a constructivist grounded theory by Charmaz. The findings revealed that women understand their experiences of abuse as being connected to their early socialization about gender roles, history of child abuse, lack of sexual education, and the influence of the environment. Also, the participants revealed they experienced overlapping types of abuse: psychological, coercion, economic, physical, sexual, and stalking. Despite the negative impact of the abuse on participants' physical and mental health, findings showed that women were able to recover from the abuse and to move on with their lives. Data suggested that the recovery was a gradual ongoing process of physical and psychological healing. Participants identified empowering experiences that helped them in their recovery from IPA. Such empowering experiences included life-changing religious realizations, receiving services in Spanish, acquiring more education, receiving counseling services, and getting a job. Receiving social support from family and friends and having access to resources were identified as factors that aided in the recovery from IPA. However, some participants experienced limited access to such resources due to economic constraints, cultural beliefs about gender roles, and the impact of immigration policies.Lastly, findings revealed that experiences of recovery from IPA vary based on whether women decided to leave their partners or to remain with them. Implications for culturally sensitive interventions for Latinas of Mexican heritage are discussed as well as implications for future research on issues of recovery for this specific Latino subgroup.
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Title: "My voice speaks for itself" : the experiences of three transgender students in secondary school choral programs
Creator: Palkki, Joshua
Date: 2016
Collection: Electronic Theses & Dissertations
Description: Is choral music education in America at a “trans(gender) tipping point”? With the purpose of furthering and enhancing the sociocultural dialogue surrounding LGBTQA issues in music education and to improve vocal/choral instruction for trans students, this multiple narrative case study explored the musical lives and lived experiences of trans students in high school choral music programs. The two grand tour problems of this study were:• To describe how transgender students enrolled in secondary...
Show moreIs choral music education in America at a “trans(gender) tipping point”? With the purpose of furthering and enhancing the sociocultural dialogue surrounding LGBTQA issues in music education and to improve vocal/choral instruction for trans students, this multiple narrative case study explored the musical lives and lived experiences of trans students in high school choral music programs. The two grand tour problems of this study were:• To describe how transgender students enrolled in secondary school choral music programs navigate their gender identity in the choral context.• To describe if/how transgender students in secondary school choral programs were supported by groups including their choral teachers, choral peers, and school administrators.The emergent research design employed narrative inquiry and ethnographic techniques in order to honor and highlight voices of the three participants: Sara, Jon, and Skyler (pseudonyms). The stories of these three students revealed the importance of context and geography in shaping the experiences of trans youth at school. Additionally, the connection or lack thereof between voice and gender identity was different for each of the participants. The policies of the students’ school districts, high schools (administrators), choral programs, and outside music organizations (e.g., state music education organizations) shaped and influenced how Sara, Jon, and Skyler navigated their trans identity within the high school choral context. Mentors and important others helped these students as they traversed their individual gender journeys. Based upon these data, I contend that secondary schools and choral programs can make policy changes, both large and small, in order to better serve trans youth. I also posit that more professional development and incorporation of (trans) gender issues is needed for choral music educators.
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