The Education of Asian American Music Professionals: Exploration and Development of Ethnic Identity

Abstract

Abstract Asian American people make up approximately 5.8% of the U.S. population (U.S. Census Bureau, 2019) and pursue careers in a variety of musical professions. However, a monoracial view of Asian Americans (Mok, 1998) that conceives of all Asian Americans as a homogenous group without regard to ethnicity or cultural background has led to widespread stereotypes. The desire to acculturate to U.S. culture and Western European art music ideals can pressure Asian Americans to play certain instruments, restrict their involvement to particular areas of music, or force them to portray their ethnicity in offensive ways. This study looked at the racial and ethnic identity development of nine Asian American music professionals from various career paths in education, performance, curation, and history through a web survey and subsequent semistructured interviews. Findings pertained to the musical upbringing of participants both inside and outside of school, the social contexts that affected participants’ musical endeavors, pressures from dominant cultures that participants faced while in school and during their careers, and the actions participants took in their careers that were a result of growing up as Asian Americans in various music learning contexts (e.g., school, community, familial, and informal).