Retention and Recruitment of Students of Underrepresented Populations in Music Teacher Education (Part II)

This paper is the second in a two-part series conducted by the College Music Society Council on Music Education investigating the recruitment and retention of students from underrepresented populations into undergraduate music teacher education programs in the United States and Canada. Participants (N = 41) sampled from the College Music Society membership completed an online survey that addressed recruitment and retention of a diverse range of candidates; hurdles regarding licensure and certification; and effective strategies for addressing these retention, licensure, and certification barriers. Follow up interviews were conducted with all willing participants (N = 12).Findings from the online survey and interviews focused on systemic issues regarding Diversity, Equity, Inclusion, Access, and Belonging (DEIAB) as well as emergent best practices for improving DEIAB initiatives. A clear concept of the meaning of DEIAB varied between institutions, and institutions with more expansive definitions of DEIAB were reported as being more responsive to students needs in systemically impactful ways. The importance of centralized leadership regarding DEIAB was identified, particularly in regards to addressing potential barriers. Emergent practices included innovations in upstream recruitment; recognition of differing student academic, social, economic, and emotional needs; and inclusive diversification of required curricula.