University explored the lived experiences of women in the Connecticut Hurricanes Drum and Bugle Corps following the inclusion of women in all sections. Since the late 1970s, the thought of allowing female hornline and drumline members has caused much angst. While the first women in the corps had several obstacles to overcome, none of the so- cial or physical challenges were insurmountable. Te untold stories of these trailblazing women inspire those currently struggling to fit into the male dominated mold of a drum and bugle corps hornline or drumline.

Specifically crossing into music teacher education, Dr. Languell also presented research exploring beginning music teachers’ preparedness for teaching in an urban setting. Temes derived from the research questions were “opportu- nity knocked,” along with perceptions of preparedness, and perceptions of pre-service experiences. Emergent themes included urban fit, varying relationships, and challenges and rewards of the urban setting. In another study, she explored the experiences of two urban music teachers in the sec- ond-stage of their careers. Analysis resulted in three themes: perceptions of urban schools, challenges and rewards of teaching in urban schools, and a sense of preparedness as well as what was missing.

In her role as part of the Critical Examination of Curric- ula ASPA, Dr. Languell is currently working on a research project with two others, exploring the relevance of music in- tegration and the perspectives of practicing music teachers and their elementary classroom partners. One of the goals of this ASPA is to “encourage scholarship that investigates curricular practices and models based on evidenced-based research that promotes relevant music experiences for all.”

Karen Salvador, Ph.D., Associate Professor of Music at the University of Michigan-Flint, also presented several studies informing music teacher education. Working with Mara Culp, Dr. Salvador presented research regarding the ways that music teacher education programs prepare teacher candidates to work with diverse populations in schools. Trough quantitative and qualitative analysis of data ob- tained through an online questionnaire of undergraduate and graduate students, they found that undergraduate pro- grams included content related to special populations more frequently than graduate programs. Additionally, dedicated courses for students with special needs were required more frequently than courses devoted to teaching students in rural environments, urban environments, English language learners, or gender and sexuality. Hence, increased attention for all populations is needed, particularly at the graduate level.

With Allison Paetz, Rocky River High School, OH and Abby Lewin-Ziegler, Keith Elementary, MI, Dr. Salvador


also presented “Toward Equity, Inclusion and Justice in Mu- sic Education: In-service Teachers’ Self-Reported Changes to Practice and Perception aſter a Graduate Course.” Tis session was about the kinds of changes teachers make in their practices when they decide they want to align their beliefs (about who music education is for and what music education IS) with their practices. Tey found that teachers made a variety of changes, and that they felt vulnerable but took courage in believing that their actions were important.

With co-presenters Sarah Bartolome, Mallory Alekna, Jacob Berglin, Susana Lalama, Jaclyn Paul, Heather Waters, and Danielle Woolery, Dr. Salvador presented “Engaging with Applied Faculty about Diversity and Inclusion in Music Education.” Each researcher interviewed an applied faculty member from an institution of higher learning to interro- gate the common discourse that applied instructors act as gatekeepers and this is one of the reasons that schools of music (and thus the pool of students becoming music ed- ucators) remains White, suburban, and middle class. What they found was a much more complex situation. Common themes across the 7 interviews were:

Valued Diversity: All participants desired a diverse studio/profession. Varied Ideas/Definitions: Regarding what it means to be diverse or inclusive. Barriers: Most participants focused on money and auditions. Perceptions About Applicants: Less prepared than in the past; decreased number of applicants. University/Applied Music Study = Classical Music Study

Te more complete picture they formulated looked like this:

Finally, Dr. Salvador co-facilitated the Cultural Diversity and Social Justice ASPA’s meeting with NAfME elected leadership including then-president Denese Odegaard,

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