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Marking Borders and Barriers: Research in Diversity in Music Education


Mark R. Campbell


Workforce diversity is a desired goal in the K-12 professional music teaching body of the United States. Tere are challenges to achieving diversity, including (a) recruitment, admissions into, and retention of underrepresented popu- lations in music teacher preparation programs; (b) the structure of current K-12 music educa- tion and music teacher education curricula; and (c) overlapping complexities of social, econom- ic, and political impacts on developing human potential.


Workforce Diversity


Joseph M. Abramo


Workforce diversity may be defined as the mix of individuals from different racial and ethnic backgrounds, religious affiliations, gender ex- pressions, sexual orientations, and (dis)abilities. Also contributing to characterizing a diverse workforce is the inclusion of individuals with various socioeconomic statuses, education attainments, geographic locations, physical appearances, ages, and personalities. A diverse workplace may be thought of as a social space that cultivates, values, and uses the characteris- tics and experiences of all its employees.


As a workforce, K-12 educators in the United States are relatively homogenous racially (US- DOE, 2016). Te current teaching workforce is primarily white (84%) and female (84%). Individuals identifying as black (7%), Hispanic (6%) or other (4%) account for the remaining racial proportions (Feistritzer, 2011). Over the last 20 years, however, the teacher workforce has diversified, with increases seen among His- panics and Asians teachers, but decreases seen among African American and Native American teachers.


Teacher Education Pipeline


A “pipeline” metaphor is oſten used to describe the trajectory of individuals entering the teach- ing field and providing the supply of teachers for the nation’s schools. Te typical pipeline process begins by enrolling in a degree program coupled with certification courses, followed by entry into the K-12 workforce, and continuing with teacher retention aſter hiring. At multi- ple points across this pipeline, racial diversity decreases, especially among blacks and His- panics (USDOE, 2016). Percentages of music teachers entering the workforce mirror the national aggregates, with a majority of candi- dates being white (86.02% White, 7.07% Black, 1.94% Hispanic, 1.79% Asian, 0.30% Native American/Alaska Native, 0.32% Pacific Island- er, 0.82% Multiracial, and 1.74% Other) (Elpus, 2015). Diversity percentages of enrollees and their retention rates in music teacher programs along with retention rates for practicing music teachers remain unknown.


Student Diversity and Diversity of Educators


In fall 2014, America’s public school population entered a new demographic era, with whites no longer holding majority status: “...the percent- age of students enrolled in public elementary and secondary schools who were White was less than 50 percent (49.5 percent) for the first time and represents a decrease from 58 percent in fall 2004. In contrast, the percentage who were Hispanic increased from 19 to 25 percent during the same period” (NCES, 2017, n.p.). Projections show that the “new majority” of nonwhites will continue to enlarge. According to Education Week (2014), this shiſt “poses an imperative...[in that] the United States must vastly improve the educational outcomes for


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