“I Made Myself Fit In”: Johny’s Story

Abstract

The purpose of this narrative inquiry was to re-story the experiences of a first-year music teacher with regard to race and class. Johny was a first-year high school guitar teacher in the southwestern United States who identified as Hispanic and was raised in a family with a lower income. He was also a first-generation college student whose path to university study was atypical because of his major instrument, musical background, little high school music class participation, and entrance to postsecondary music study at a community college. Johny’s story is a work of critical storytelling and is interpreted through an intersectional framework. His story compels us to thoughtfully attend to curriculum, musical knowledge, equity, and how music educators can serve an increasingly diverse student population in schools of music. Issues for consideration include (a) increased support of nontraditional students, including those from marginalized populations, such as students with lower incomes, first-generation students, and community college transfer students, and (b) promoting meaningful and collaborative change across multiple areas in schools of music.

“A Completely Different World”: A Counterstory of Transfronterizx Experiences

“…At the tertiary level, the college music audition and application process could be difficult to access and navigate for some marginalized students and families (Fitzpatrick et al, 2014). These students could include those who are the first generation in their families to attend college (Draves & Vargas, 2022; Vasil & McCall, 2018) and students from immigrant backgrounds (Gerrard & Vivian, 2022; Kruse, 2013; Lechuga & Schmidt, 2018). Even after students matriculate to college, institutional and systemic issues could impact their tenure in a music education program.…”

Undocumented Immigrant Status: Implications for Music Education

“…Underrepresentation has been examined at the tertiary level where students from marginalized backgrounds may encounter institutional barriers in matriculating to college related to the audition and admissions process such as limited communication and difficulties completing paperwork processes (Fitzpatrick et al., 2014; Robison et al., 2020). First-generation college students (Draves & Vargas, 2022; Vasil & McCall, 2018) and students from immigrant backgrounds (Draves & Vargas, 2022; Gerrard & Vivian, 2022; Kruse, 2013; Lechuga & Schmidt, 2018) may encounter additional barriers accessing music programs.…”