LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual) students face significant challenges that include peer harassment and health risks surpassing those of students who do not identify as being gay. Learning environments that include peer mentoring promote resilience and help LGBTQIA+ students gain a sense of well-being. Researchers in music education have recently begun to explore the various complexities that exist in the recognition of sexual orientation in the music classroom, yet research on how peer mentoring assists LGBTQIA+ students with resilience is noticeably absent. Drawing upon available educational research, the social-ecological framework of resilience served as the theoretical framework with how teachers can work with LGBTQIA+ students to become resilient through the process of peer mentoring. Five themes surfaced while conducting this review: the necessity of (a) setting the foundation for peer mentoring, (b) creating safe spaces, (c) encouraging socialization, (d) establishing leadership and identity, and (e) acknowledging intersectionality. Peer mentoring contributes to student well-being and positive sexual identity for LGBTQIA+ students. Salient concepts found in the literature can aid LGBTQIA+ students in the music classroom and inform future research in music education by portraying ways music teachers can use peer mentoring to create an environment of resilience for LGBTQIA+ students.

中文翻译：

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音乐课堂中的对位：通过同伴指导和 LGBTQIA+ 学生创造一个有弹性的环境

LGBTQIA+（女同性恋、男同性恋、双性恋、变性人、酷儿、双性人、无性恋）学生面临着重大挑战，包括同龄人骚扰和健康风险，超过了那些不认同自己是同性恋的学生。包括同伴指导在内的学习环境可促进适应力并帮助 LGBTQIA+ 学生获得幸福感。音乐教育的研究人员最近开始探索音乐课堂中性取向识别中存在的各种复杂性，但关于同伴指导如何帮助 LGBTQIA+ 学生恢复韧性的研究明显缺乏。借鉴现有的教育研究，韧性的社会生态框架作为理论框架，说明教师如何与 LGBTQIA+ 学生合作，通过同伴指导过程变得有韧性。进行本次审查时出现了五个主题：(a) 为同伴指导奠定基础的必要性，(b) 创造安全空间，(c) 鼓励社会化，(d) 建立领导力和身份，以及 (e) 承认交叉性。同伴指导有助于 LGBTQIA+ 学生的学生福祉和积极的性别认同。文献中的突出概念可以帮助 LGBTQIA+ 学生进入音乐课堂，并通过描绘音乐教师如何使用同伴指导为 LGBTQIA+ 学生创造适应环境的方式为未来的音乐教育研究提供信息。同伴指导有助于 LGBTQIA+ 学生的学生福祉和积极的性别认同。文献中的突出概念可以帮助 LGBTQIA+ 学生进入音乐课堂，并通过描绘音乐教师如何使用同伴指导为 LGBTQIA+ 学生创造适应环境的方式为未来的音乐教育研究提供信息。同伴指导有助于 LGBTQIA+ 学生的学生福祉和积极的性别认同。文献中的突出概念可以帮助 LGBTQIA+ 学生进入音乐课堂，并通过描绘音乐教师如何使用同伴指导为 LGBTQIA+ 学生创造适应环境的方式为未来的音乐教育研究提供信息。