feature Important Concepts for Inclusion and


Equity in Music Education Karen Salvador, Ph.D., President, Michigan MEA


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Recently, the National Association for Music Education (NAfME) revised its position statement on “Inclusivity and Diversity in Music Education” (NAfME, 2017b), created a new position state- ment on “Equity and Access in Music Education” (NAfME, 2017a) and issued a statement “On Affirming All Students” (NAfME, 2017c). These statements indi- cate increasing attention toward achiev- ing our shared goal of music education for all students. However, statements and attention are not sufficient. Action toward inclusive, equitable and just mu- sic education will need to come from the grassroots – from state MEAs and from members who are in schools teaching music every day.


Many music teachers are already working to create more inclusive and responsive music teaching and learning environ- ments. Other teachers are interested in becoming more inclusive and responsive but unsure how to begin or proceed. Still other teachers reject the notion that self- examination and change are necessary for individual teachers or for music education as a whole, believing that we are already inclusive and responsive, and/or that in- creasing our focus on diversity, inclusion, equity and access is too political.


In this article, I will address questions I am frequently asked about inclusion, equity and justice in music education. As you read, please note that words like “inclu- sion,” “equity” and “justice” each refer to a process rather than defining an object or endpoint. Furthermore, these processes are highly contextual, so there is not one right way or best practice for the process toward equity and justice in music educa- tion. Instead, I will provide information, ask questions and give specific examples of more inclusive, equitable and respon- sive practices that I hope you can relate to your context. I will conclude with a list of


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resources available exclusively through the online version of this article in the January edition at WSMmagazine.org.


What is “diversity,” anyway?


Student diversity is intersectional, and in- cludes but is not limited to race, ethnicity, country/place of origin, home language, religion, socioeconomic status, location, (dis)ability, gender and sexual orientation. The table below presents U.S. enrollment data from 1970-71 (Orfield, Kuscera & Siegel-Hawley, 2012) and 2014-15 (Kena, et. al., 2016), alongside enrollment data for WI in 2014-15 (Wisconsin Depart- ment of Public Instruction [WDPI], 2016) and 2026 projections for U.S. enrollment (Kena, et. al., 2016).


Race/Ethnicity. The federal categories utilized for reporting race/ethnicity do not adequately describe student diversity. For example, what category describes a student who identifies as Palestinian or Palestinian-American? Ethnicity encom- passes but does not necessarily predict cultural distinctions such as religion, home language and country/place of origin. How recently a family immigrated to the U.S. can also affect a child’s educational experience. In 2008, nearly 1 of every 4 children under the age of 8 had an im- migrant parent (Fortuny, Hernandez & Chaudry, 2010). Although 43 percent of immigrant parents are from Mexico, the


Enrollment Enrollment Enrollment 1970-1971


White


Hispanic Black


Asian/Pacific Islander


American Indian/ Alaska Native


Two or more races * = data not available


79% 5.1% 15% 0.5%


0.4% *


2014-2015 50% 25% 16% 5%


1% 3%


2014-2015 71.2% 11.3% 9.4% 3.9%


1.2% 3%


U.S.


Go to the online version of this article to access a comprehensive list of resources on inclusion and equity.


rest come from all over the world. Thus, across the U.S., children and families speak an increasing number of languages at home, and 9.4 percent of U.S. students are English Language Learners (ELLs; Kena et al., 2016). Children and families also practice a variety of religions (in culture-specific ways), and have other cul- tural norms, including dispositions toward and expectations regarding education, schools and authority. Nearly 5 percent of WI residents are immigrants, and over 6 percent of WI residents are native-born U.S. citizens with at least one immigrant parent (American Immigration Council, 2017). The most common countries of origin for WI immigrants are Mexico (31.6 percent of immigrants), India (8.1 percent), Laos (6.6 percent), Thailand (3.7 percent) and China (3.5 percent). In 2014-15, 4.9 percent of students in WI were ELLs (Kena et al., 2016).


Socioeconomic Status (SES) and Loca- tion. SES indicators include factors such as family income, family structure and parental educational attainment. In 2015,


U.S. WI


Projected U.S. Enrollment 2026


45% 29% 15% 6%


1% 4%


January 2018


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