A Welcoming Space for Whom?: Race and Inclusion in Suburban High School Theater Programs

Abstract

One of the most frequently cited points of pride for high school theater teachers is the inclusivity of their programs. Research in the past has demonstrated this narrative carries through to students as well, who often note that high school theater programs provide “physically and emotionally nurturing spaces...where niche community finds safe haven and encouragement of expression” (McCammon et al., 2012). As a teacher and researcher, I ask for whom are we creating these safe spaces? This literature review presents evidence that many theater programs, especially at majority-white schools, likely struggle to support and include BIPOC students, but that little research exists on BIPOC students’ experiences or about how best to address this struggle to create racially inclusive theater communities. Because of this gap, I explore the existing literature on BIPOC students’ experiences in majority-white schools and in diverse theater programs in urban schools and community programs, as well as work outside academia that points toward potential underlying causes, solutions, and areas for additional inquiry.