Access to music teacher education programs in U.S. higher education is a growing concern among music educators, scholars, and critical theorists. A variety of factors can play a role in who gains access to a particular institution and program, including but not limited to (a) socioeconomic status, (b) test scores, (c) race, (d) gender, and (e) cultural expectations (i.e., “accepted” music styles). Although each of these issues is important and often related to the others, the issue of race is markedly significant in view of a field that is predominantly white and in a society where racism still plays a role in power and privilege. Using critical race theory (CRT) as a theoretical framework, this paper describes some of the challenges People of Color face in gaining access to predominantly white institutions (PWIs), and to music teacher education programs in particular. In so doing, I also examine the sources of these challenges, concluding with some potential solutions for leaders in higher education to consider.
Palmer, C. Michael
"Challenges of Access to Post-Secondary Music Education Programs
for People of Color,"
Visions of Research in Music Education: Vol. 18, Article 7.
Available at: https://opencommons.uconn.edu/vrme/vol18/iss1/7