Barriers to Access and University Schools of Music: A Collective Case Study of Urban High School Students of Color and Their Teachers

Abstract

Abstract Although there are benefits to a racially and culturally diverse teaching workforce, the music teaching profession remains predominantly White. Using an “opportunity gap” framework, this study aimed to discover what, if any, barriers to access to applying to university schools of music—a first step in becoming music teachers—exist according to high school students of color and their music teachers. Employing a collective case study methodology, the researchers observed classes, interviewed music teachers, and conducted focus groups in two high schools in a city in the northeast United States. Findings suggest that the teachers and students valued high standards, and they found local culture and community engagement to be an important aspect of their music education. However, ultimately students did not want to audition or found the process difficult for the following reasons: the audition process did not align with students’ values of community music making; there is an assumption that auditioning students have participated in prerequisite activities, including private instruction and honors ensembles; students did not possess knowledge of the unspoken rules of audition procedures; and participants found the university requirements, including nonmusic standards and transitioning to college, to be difficult. Based on these findings, changes to the audition and recruitment processes, including community engagement, are proposed.