Uniforms

A common theme in the performing world is for the performing group(s) to appear uniform or consistent so as to demonstrate unity in the ensemble, whether it be a band, choir, orchestra, or some other musical group. Uniforms can be formal, such as a tuxedo, a dress, concert black, etc. or informal, like a simple T-shirt and jeans. Uniforms can be a powerful display of togetherness, as well as provide a familial and professional sense to the ensemble. This is typically in contrast to the individual expression provided by informal attire worn in the public atmosphere, which can provide its own challenges for transgender students particularly.

“[Ryan] began middle school by unapologetically identifying as gay and cross-dressing in a more flamboyant manner that suited his personal taste. Ryan’s inaugural act was to borrow a T-shirt from his best friend, a girl, and proudly wear it to school...This simple act reverberated throughout the hallways and inducted Ryan into an inescapable social strata—Ryan was a target. No one—students, teachers, administrators alike—knew how to respond.” (Nichols, 267)

When transgender students like Ryan attempt to better express their identity through their clothing, it can cause friction in their academic environment, a friction that music educators worry will enter into their ensembles. Music educators with performing ensembles often ask something akin to, “What should my transgender student wear when performing?” Typically, this is asked as the educator doesn’t know what the best option is in order to maintain a sense of the professionalism of their group, while also wanting to support their student.

Educators are right to ask this question. There is nothing inherently wrong about wanting one’s ensemble to match and share a common unified theme. However, I personally believe that sometimes this question is asked with the expected answer of “a transgender student will just wear whatever correlates to their assigned sex at birth” so as not to disturb the status quo. The problem is that this doesn’t support the transgender student, it simply reinforces a previously held expectation that gender = biological sex, which is not the case.

An argument could be made that the entire purpose of uniforms is to erase individual expression, so that the focus is on the group as a collective rather than each individual. However, every member of the group should feel comfortable in the uniform that they are in, especially in terms of an outward display of their gender. This isn’t something faced with every uniform. For example, marching bands use uniforms that are gender neutral—there isn’t one gender particularly associated with the uniform. However, when looking at something like formal concert attire, dresses and tuxedos are unmistakably indicators of one’s gender, even in the context of an ensemble. Since this is the case, directors should be considerate of their transgender students’ identities.

There is no one-size-fits-all answer to different circumstances, every situation is contextual. The first person to discuss a trans students’ uniform with is the actual student themselves. Ask them what they would be comfortable wearing, making sure they know their opinion and comfort is of the top concern. This is about their comfort, not the comfort of their director. 

Do provide reminders that while they make their decision, they should consider the fact that they will be wearing these in public for performances, which can have audiences that include, parents, administrators, teachers, and other students, some of whom may be unsupportive. In myriad situations, students can tend to focus on the micro without thinking about the macro. Giving these reminders in a friendly, supportive manner will give students the information they need to make an informed decision.