Abstract
<jats:title>Abstract</jats:title> <jats:p>Given the growing number of transgender, nonbinary, and gender-expansive (TGE) youth in the United States, it is likely that music educators will have the opportunity to work with these students in their classrooms. Current school climate data from both K-12 and higher-education settings suggest an existing pattern of marginalization, discrimination, and harassment for TGE youth from their peers, teachers, and administrators. In addition, sweeping anti-transgender legislation at both the state and federal levels exacerbates the challenges faced by TGE students, threatening their safety, well-being, and inclusion in educational environments. This chapter advocates for the adoption of gender expansiveness in the preservice music education curriculum, presenting a rationale grounded in extant K-12 school and campus climate data, US policy, and international guidelines. It also interrogates research findings related to in-service and preservice teacher attitudes toward gender diversity, as well as the impact of gender-inclusive training for these educators. Central to this chapter are the voices of TGE musicians and music educators, whose lived experiences inform and contextualize its recommendations to best support TGE students in their academic environments. By integrating these evidence-based recommendations into the curriculum, music teacher educators can break from historically cisnormative praxis, better serving not only their own preservice music education students but also the future TGE students these preservice educators will inevitably teach.</jats:p>