Lived experiences of discrimination among Global Majority dance students: A qualitative exploration of racial inequity

This study represents the second phase of data collection in a larger project, Representation and Equity in Dance (RED), which investigates racial discrimination in dance training. There is a paucity of empirical research examining the impact of racial inequity in dance. Hence, this study aims to explore the experiences, observations, and outcomes of racial inequity, discrimination, and lack of representation among students enrolled in colleges providing professional dance training. Nineteen dance students (eight Global Majority and 11 White, mean age 18.56 ± 0.92 years) from six vocational dance colleges in the United Kingdom volunteered to take part in a series of focus groups. White students were recruited alongside their Global Majority peers in recognition of the fact that tackling racial inequity is a collective responsibility. Despite several reports of positive experiences in dance training, numerous examples of racial discrimination emerged, ranging from subtle microaggressions, such as rumors and gossip, to explicitly racist behaviors, including unfair treatment, social exclusion, and unacceptable language use. Discrimination resulted in increased self-doubt, lower self-confidence, social isolation, and feelings of invalidation among Global Majority students. These feelings extended to Global Majority participants’ concerns about the future, particularly in relation to the possibility of being cast in productions due to diversity “quotas” rather than their skills and talents. Taken together, this study suggests that racism persists in dance training, and its impacts on Global Majority dancers’ psychological well-being should not be underestimated.