this new and diverse majority of American students, whose success is inextricably linked to the well-being of the na- tion.” Moreover, this “enrollment milestone underscores a host of challenges for educators, including more students living in poverty, more who will require English-language instruction, and more whose life experiences will differ from those of their teachers, who remain overwhelmingly white” (Maxwell, 2014, n.p.). Tese challenges are magnified by the fact that teachers of color are employed more oſten in public schools serving student populations with relatively high proportions of students of color, high poverty rates, and in urban communities. In comparison, teachers work- ing in low poverty schools are 92% white, 3% Hispanic, and 3% black. (USDOE, 2016, p. 7). Tese statistics, however, mask the growing racial, ethnic, and socioeconomic diver- sification of rural and suburban communities, primarily as a result of immigration and point to the caution of labeling diversification as a “big-city” issue or focus trend.
Student Diversity, Teacher Diversity, and Music Education
Few statistical reports are available in music education regarding population diversity. In K-12 music education, Elpus and Abril (2011) gathered demographic data related to high school student participation in music and found that 65.7% of music ensemble students identified as white and middle class; while 15.2% identified as black, and 10.2% identified as Hispanic. English language learners, Hispanics, and children of parents holding a high school diploma or less, and students in the lowest socioeconomic status quar- tile were significantly underrepresented in music programs. As noted previously, Elpus (2015) found that the majority of music teachers – 86.02% – entering K-12 positions were white and middle-class. Race and ethnic diversity regard- ing faculty in collegiate music institutions are similar to the K-12 public music education workforce at large, with a slight aggregate increase of non-white populations (84.3% White, 4.7% Black, 3.7% Hispanic, 4.9% Asian, 0.4% Native American/Alaska Native, 0.5% Pacific Islander, and 1.6% Other). Males (72.8%) occupy the largest percentage of workers within the collegiate workforce (HEADS, 2017).
Te Study Inclusive and exclusive curriculum practices.
Given the current diversification in the professional work- force, what does research suggest music educators in K-12 and higher education do to increase diversity? Te purpose of this study was to identify, describe, and summarize exist- ing research regarding issues surrounding workforce diver- sity in music education. Two questions guided the study.
Tese studies focused on practices that may encourage/dis- courage underrepresented populations from participating in music programs. Te following concerns and suggestions emerged: 1. Lack of access to materials. Financial require- ments, like purchasing/renting instruments discourage students from participating. Providing “free” instruments, however, can stigmatize because students might feel that they are publicly revealing their socioeconomic status (Bates, 2012). 2. Use of materials. Materials used in the
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Research Questions
1. What are the issues surrounding and associated with curriculum regarding underrepresented popula- tions (i.e., racial-ethnic minorities)? 2. What are the “pipeline” issues surrounding and associated with admissions, recruitment and retention of underrepresented populations (i.e., racial-ethnic minorities) into music teacher education programs?
Methodology
To answer these questions, we generated a body of peer-re- viewed research for content analysis. Tis process included identifying pertinent studies and classifying them by pur- pose, participants, methods, and outcomes. For focus, we limited our review to studies on race-ethnicity and did not include studies centered on other characteristics that might be considered in workforce diversity. (Although other char- acteristics were oſten embedded in the studies we reviewed.) We created a literature map to identify cluster concepts and analyzed each study looking for interrelationships across all studies (Creswell, 2013). We concluded the process with a synthesis of issues/themes.
Analysis and Results
We identified 56 studies that met topic and relevance crite- ria. Te overwhelming majority of studies were descriptive and related to K-12 and higher education curriculum. Five studies focused on collegiate recruitment and/or retention. All studies had implications regarding issues surrounding workforce diversity.
Curriculum
Within studies focused on curriculum, the following topics were prominent: (a) inclusive/exclusive curriculum practic- es, including issues of economics and access, racial/sexual/ gender identities, representation, and equity; (b) multicul- tural curricula; (c) inclusion of youth culture and informal learning practices in schools; and (d) culturally relevant pedagogy.
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