LGBTQ+ Studies in Music Education: A Content Analysis of Selected Journals in Music Education

Within the profession of music education, there has been a call for researchers to investigate topics of equity, diversity, and social justice, specifically regarding LGBTQ+ populations. Several content analyses have been conducted in the field of music education with topics including content at national music organizations’ conferences (Ebie, 2002; Elliott & Moody, 1998; Orman & Price, 2007), content published in research journals (e.g., Yarbrough, 2002), and social media interactions on music-related Facebook pages (Brewer & Rickels, 2014). In our review of related literature, we found only one at the time of data collection that examined published research related to LGBTQ+ populations (Freer, 2013). Therefore, the purpose of this study was to examine the breadth and frequency of content related to LGBTQ+ topics and author eminence in select preeminent journals in music education. We reviewed “Tier 1” research and practitioner journals that were published in English and international in scope. These included: the Journal of Research in Music Education, the International Journal of Music Education, Psychology of Music, the Journal of Music Teacher Education, Research Studies in Music Education, Update: Applications of Research in Music Education, the Music Educators Journal, the Bulletin of the Council for Research in Music Education, and Music Education Research. We examined all articles since the date of each journal's inception and coded them on the basis of methodology and primary topic. Author eminence was determined through two measures: (a) frequency of publication by contributing author and (b) citation tracking. Results indicated a relatively low percentage of LGBTQ+-related articles (0.46%), though there were significant increases in the number of publications for six of the journals in the sample. A majority of the primary topics examined included identity development and pedagogy/teacher education, with case studies and descriptive research being the most utilized methodology. We identified eminent authors published in the sample journals and included article citation tracking as a metric for impact. Given the increased attention within the profession because of recent anti-LGBTQ+ legislation, statewide educational policy, and research being conducted regarding the LGBTQ+ community, the findings of this study can inform discourse in music education research as it relates to social justice. Specifically, we believe these results may help direct policy and practice as they relate to the LGBTQ+ community within music education and contribute to the existing body of research regarding equity and diversity within the field.