Why just me (or few others) in music education

An autoethnographic point of departure

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

In 2010, I started my first full-time position in higher education as a music teacher educator. Several years preceding my return to full-time graduate work, I began attending mainstream and specialized interest group conferences in music education. I was consciously aware of the lack of diversity in general, and specifically alarmed by the absence of Black men as leaders, presenters, and even conference attendees. Although underrepresented groups have seen growth in our profession over time, the case for Black men has remained seemingly unchanged, especially within the instrumental music education specialization. Recent research indicates large racial disparity between those being fully credentialed for state teaching licensure in music education (Elpus, 2015). This type of inequality within the public school workforce is but one ripple within the larger US educational landscape that contains racial achievement and attainment gaps at every juncture of the educational access pipeline from preK-12 schooling through doctoral study. I consider this underrepresentation to be problematic as we endeavor to be more inclusive as a profession and it has led me to question and examine ways this can be changed.

Original languageEnglish (US)
Title of host publicationMarginalized Voices in Music Education
PublisherTaylor and Francis
Pages46-64
Number of pages19
ISBN (Electronic)9781351846790
ISBN (Print)9780415788328
DOIs
StatePublished - Jan 1 2017

Fingerprint

Music Education
Education
Schooling
Workforce
Music Teacher
Public Schools
Educators
Interest Groups
Instrumental music
Presenters
Teaching

All Science Journal Classification (ASJC) codes

  • Arts and Humanities(all)

Cite this

Thornton, Darrin Howard. / Why just me (or few others) in music education : An autoethnographic point of departure. Marginalized Voices in Music Education. Taylor and Francis, 2017. pp. 46-64
@inbook{e33bac6374fd47debe62317efb5a759d,
title = "Why just me (or few others) in music education: An autoethnographic point of departure",
abstract = "In 2010, I started my first full-time position in higher education as a music teacher educator. Several years preceding my return to full-time graduate work, I began attending mainstream and specialized interest group conferences in music education. I was consciously aware of the lack of diversity in general, and specifically alarmed by the absence of Black men as leaders, presenters, and even conference attendees. Although underrepresented groups have seen growth in our profession over time, the case for Black men has remained seemingly unchanged, especially within the instrumental music education specialization. Recent research indicates large racial disparity between those being fully credentialed for state teaching licensure in music education (Elpus, 2015). This type of inequality within the public school workforce is but one ripple within the larger US educational landscape that contains racial achievement and attainment gaps at every juncture of the educational access pipeline from preK-12 schooling through doctoral study. I consider this underrepresentation to be problematic as we endeavor to be more inclusive as a profession and it has led me to question and examine ways this can be changed.",
author = "Thornton, {Darrin Howard}",
year = "2017",
month = "1",
day = "1",
doi = "10.4324/9781315225401",
language = "English (US)",
isbn = "9780415788328",
pages = "46--64",
booktitle = "Marginalized Voices in Music Education",
publisher = "Taylor and Francis",
address = "United States",

}

Why just me (or few others) in music education : An autoethnographic point of departure. / Thornton, Darrin Howard.

Marginalized Voices in Music Education. Taylor and Francis, 2017. p. 46-64.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - Why just me (or few others) in music education

T2 - An autoethnographic point of departure

AU - Thornton, Darrin Howard

PY - 2017/1/1

Y1 - 2017/1/1

N2 - In 2010, I started my first full-time position in higher education as a music teacher educator. Several years preceding my return to full-time graduate work, I began attending mainstream and specialized interest group conferences in music education. I was consciously aware of the lack of diversity in general, and specifically alarmed by the absence of Black men as leaders, presenters, and even conference attendees. Although underrepresented groups have seen growth in our profession over time, the case for Black men has remained seemingly unchanged, especially within the instrumental music education specialization. Recent research indicates large racial disparity between those being fully credentialed for state teaching licensure in music education (Elpus, 2015). This type of inequality within the public school workforce is but one ripple within the larger US educational landscape that contains racial achievement and attainment gaps at every juncture of the educational access pipeline from preK-12 schooling through doctoral study. I consider this underrepresentation to be problematic as we endeavor to be more inclusive as a profession and it has led me to question and examine ways this can be changed.

AB - In 2010, I started my first full-time position in higher education as a music teacher educator. Several years preceding my return to full-time graduate work, I began attending mainstream and specialized interest group conferences in music education. I was consciously aware of the lack of diversity in general, and specifically alarmed by the absence of Black men as leaders, presenters, and even conference attendees. Although underrepresented groups have seen growth in our profession over time, the case for Black men has remained seemingly unchanged, especially within the instrumental music education specialization. Recent research indicates large racial disparity between those being fully credentialed for state teaching licensure in music education (Elpus, 2015). This type of inequality within the public school workforce is but one ripple within the larger US educational landscape that contains racial achievement and attainment gaps at every juncture of the educational access pipeline from preK-12 schooling through doctoral study. I consider this underrepresentation to be problematic as we endeavor to be more inclusive as a profession and it has led me to question and examine ways this can be changed.

UR - http://www.scopus.com/inward/record.url?scp=85049994377&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85049994377&partnerID=8YFLogxK

U2 - 10.4324/9781315225401

DO - 10.4324/9781315225401

M3 - Chapter

SN - 9780415788328

SP - 46

EP - 64

BT - Marginalized Voices in Music Education

PB - Taylor and Francis

ER -