A mixed-methods study of preservice teachers' multicultural music education implementation in China

Multicultural music education (MME) has been promoted in China for several decades but has yet to be fully implemented. We conducted an explanatory sequential mixed-methods study to investigate MME implementation among preservice music teachers in China. Pearson correlation analysis and stepwise regression analysis of survey data from 1,341 preservice teachers revealed that perceptions, training and support, and attitudes predicted MME practice, with training and support emerging as the strongest predictor. Next, we conducted semistructured interviews with 16 of the surveyed teachers to explore the challenges and limitations in implementing MME. The quantitative findings expand understanding of the relationships among perception of MME, training and support with MME, attitude toward MME, cultural bias, teaching satisfaction, and MME practice, highlighting the limitations of MME implementation in China and underscoring the critical role of teacher education. Our findings have implications for future research and policy development in the Chinese context.