TY - JOUR
T1 - Access and retention of marginalized populations within undergraduate music education degree programs
AU - Fitzpatrick, Kate R.
AU - Henninger, Jacqueline C.
AU - Taylor, Don M.
N1 - Publisher Copyright:
© National Association for Music Education 2014.
PY - 2014/7
Y1 - 2014/7
N2 - The purpose of this collective instrumental case study was to examine the experiences of six undergraduate students from traditionally marginalized populations with regard to their preparation for, admission to, and retention within a music education degree program. Analyzed and reported through the lens of critical theory, data sources included semistructured interviews with the participants and structured interviews with their high school music teacher and a university-based mentor. Participants described a lack of resources with regard to their preparation for auditions as well as a lack of information regarding the application and audition process. Such inhibiting factors were mediated by personal initiative, hard work, and dedication. The presence of role models and mentors was considered an important aid to their retention within music education degree programs. Participants also provided suggestions for improving access, admission, and retention of students from traditionally marginalized populations.
AB - The purpose of this collective instrumental case study was to examine the experiences of six undergraduate students from traditionally marginalized populations with regard to their preparation for, admission to, and retention within a music education degree program. Analyzed and reported through the lens of critical theory, data sources included semistructured interviews with the participants and structured interviews with their high school music teacher and a university-based mentor. Participants described a lack of resources with regard to their preparation for auditions as well as a lack of information regarding the application and audition process. Such inhibiting factors were mediated by personal initiative, hard work, and dedication. The presence of role models and mentors was considered an important aid to their retention within music education degree programs. Participants also provided suggestions for improving access, admission, and retention of students from traditionally marginalized populations.
KW - Higher education
KW - Marginalization
KW - Music education
UR - http://www.scopus.com/inward/record.url?scp=84927762443&partnerID=8YFLogxK
U2 - 10.1177/0022429414530760
DO - 10.1177/0022429414530760
M3 - Article
AN - SCOPUS:84927762443
SN - 0022-4294
VL - 62
SP - 105
EP - 127
JO - Journal of Research in Music Education
JF - Journal of Research in Music Education
IS - 2
ER -