With the purpose of furthering lesbian, gay, bisexual, transgender, queer, questioning, and allies/agender/asexual (LGBTQA) dialogue in music education and to improve choral instruction for trans(gender) students, this multiple narrative case study explores the experiences of trans students in secondary school choral music programs in the United States. The emergent research design employed narrative and ethnographic techniques to honor and highlight voices of the three participants. The connection or lack thereof between voice and gender identity was different for each student. The policies of the students’ school districts, school officials, choral programs, and state music organizations shaped and influenced the participants as they navigated their trans identity within the high school choral context. Mentors (including teachers) and other “important others” helped these students as they traversed their gender journeys. From this research, it emerges that schools and choral programs can make policy changes to better serve trans youth, and more professional development and incorporation of (trans)gender issues is necessary for choral music educators.

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“我的声音不言自明”：美国中学合唱项目中三位跨性别学生的经历

为了在音乐教育中促进女同性恋、男同性恋、双性恋、跨性别、酷儿、质疑和盟友/性别/无性恋 (LGBTQA) 对话，并改善跨（性别）学生的合唱教学，这个多叙事案例研究探索了这些经验的美国中学合唱音乐课程的跨性别学生。新兴的研究设计采用叙事和人种学技术来尊重和突出三位参与者的声音。每个学生的声音和性别认同之间的联系或缺乏联系是不同的。学生所在学区、学校官员、合唱项目和国家音乐组织的政策塑造和影响了参与者，因为他们在高中合唱环境中导航自己的跨性别身份。导师（包括教师）和其他“重要人物”在这些学生穿越性别旅程时为他们提供帮助。从这项研究中可以看出，学校和合唱计划可以改变政策以更好地为跨性别青年服务，而合唱音乐教育者需要更专业的发展和（跨）性别问题的纳入。