The Perspectives of Two First-Generation College Students Pursuing Doctoral Degrees in Music Education

Abstract

The purpose of this autoethnographic multiple case study was to compare experiences of two first-generation college students pursuing doctoral degrees in music education. Motivations for pursuing an advanced degree were to enact change in the field of music education and fulfill personal ambitions. Participants encountered two challenges, insufficient cognitive maps and inadequate familial support, which contributed to financial difficulties and health issues. Support networks inside and outside of their music education doctoral programs facilitated degree attainment. Participants lacked the cultural capital needed to navigate higher education because of their first-generation status. Instead, participants employed several forms of community cultural wealth: social, navigational, resistant, and familial capital. Through examining each other’s experiences, we offer suggestions for preparing and supporting a more diverse group of future music teacher educators.

Fostering the Success of Working-Class Latina Doctoral Students at Predominantly White Institutions

“…The emulation of family-related values regarding work-ethic is identified as a strategy of persistence in managing academic workloads and persevering through hardships. Working-class women students have an early understanding that they have to put forth additional effort to be equally productive in doctoral education (Crumb et al, 2020;Vasil & McCall, 2018). LatCrit reminds us that institutions of education uphold faulty views of the existence of an equal opportunity for students of color (Solorzano & Bernal, 2001).…”

“…LatCrit reminds us that institutions of education uphold faulty views of the existence of an equal opportunity for students of color (Solorzano & Bernal, 2001). Working-class Latina women students often recognize that the system of meritocracy that is valued and emphasized in working-class families conflict with the racist, sexist, and classist structures of the academy (Vasil & McCall, 2018). Nevertheless, access to privileged networks to ascertain social capital may still be necessary for working-class Latina doctoral students to receive equitable educational opportunities.…”

“…C. González, 2006), and (d) positive undergraduate and master's level experiences that help to build resiliency (J. C. González, 2006). Latina students who feel less conflict between their institutions and personal identities have more positive educational experiences (Vasil & McCall, 2018;Winkle-Wagner & McCoy 2018). Given these points, it is important to note that doctoral students with multiple minority identities endure an increased amount of psychological stress while pursuing higher education (Corona et al, 2017).…”

“…The tension between personal identities versus institutional culture at PWIs can make the doctoral education experience academically, socially, and emotionally challenging for Latinas from low-income backgrounds (Franklin et al, 2014;Pecero, 2016;Vasil & McCall, 2018). As such, Latina scholars Espino et al (2010) used testimonios (e.g., first-person accounts of socially significant experiences) to highlight how the institutional cultures in doctoral programs "collided" with factors related to their multiple strands of identities (e.g., social class status, motherhood, first-generation status, spousal status, parent's education level, and immigration status) which impacted their doctoral education experiences and career transitions.…”

“I Made Myself Fit In”: Johny’s Story

“…Music education researchers have shared compelling stories and cases of individuals from marginalized populations who have pursued or were pursuing college and university music study (Bartolome, 2016;Carter, 2013;Kruse, 2013;Nichols, 2013;Parker & Draves, 2017;Talbot, 2018;Vasil & McCall, 2018). Though the music education scholarship focused on individuals from marginalized populations has been increasing, little of it is devoted to Hispanic individuals.…”