Transgender and Gender-Expansive Singers in Choir: A Review of the Literature

Principal Investigator:
Rachel Carlson

Abstract:
The purpose of this study is to review published literature on transgender and gender-expansive (TGE) singers in the context of the choral rehearsal from the past ten years, 2013-2023. Authors wrote on a variety of topics related to gender-inclusive teaching and vocal pedagogy, including honoring singer names and pronouns, using gender-neutral language in rehearsal, choosing gender-neutral ensemble names, providing gender-free options for choral attire, programming repertoire that does not perpetuate gender stereotypes, and supporting singers through transition.

Description of Research:
The purpose of this study is to review the published literature on transgender and gender-expansive (TGE) singers from the past ten years (2013-2023) and compile recommendations for gender-inclusive pedagogy in the choral rehearsal as well as areas for future research. Increased visibility of transgender, nonbinary, and gender-expansive singers in the last fifteen years has led to increased research and publication on the topic of gender-inclusive teaching pedagogy. While there is overlap between teaching transgender singers in the private voice studio versus in a choral rehearsal, there are topics that may feel gendered that are unique to the choral rehearsal, such as vocal parts, attire, and choir ensemble names. This literature review includes publications specifically related to gender-inclusive pedagogy as it relates to the choral rehearsal or the transgender singing voice.
Common gender-inclusive teaching practices include honoring student names and pronouns, using gender-neutral language during rehearsal, choosing gender-neutral ensemble names, and providing options for choral attire outside of the suit/dress binary. Despite these changes being implemented in choral rehearsal rooms, singing in choir still causes some TGE singers to experience vocal dysphoria associated with singing a vocal part that they feel does not align with their gender identity. This cause them to stop singing in choir or to stop singing altogether. It is important that choral conductors learn about gender-inclusive pedagogy in order to become more effective and supportive teachers and help retain TGE singers in choral programs.