This article explores the ways in which gay male presence and contribution to dance education in the US is minimised in order to legitimate male participation and to gain wider social acceptance of dance. Current muted discourses regarding homosexuality in dance pedagogy are not only shortsighted, but also unwittingly reproduce narrow stereotypes of male dancers and deleterious homosexual mythologies for gay male youth in dance. The author suggests that critical analysis and professional unification focused around critical social issues in dance education are central to a more inclusive and liberating dance pedagogy. (Contains 5 notes.)