Characteristics and Formative Experiences of DEI Leaders in Music Education Professional Associations

Autor/inn/en	Salvador, Karen; Sierzega, Amy
Titel	Characteristics and Formative Experiences of DEI Leaders in Music Education Professional Associations
Quelle	In: Journal of Research in Music Education, 71 (2023) 2, S.133-154 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salvador, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/00224294221123076
Schlagwörter	Music Teachers; Music Education; Faculty Development; Professional Associations; Diversity; Inclusion; Equal Education; Gender Differences; Teacher Characteristics; Teacher Attitudes; Preschool Education; Elementary Secondary Education; Higher Education; Undergraduate Study; Leadership Training; Social Media; Teacher Education; Leadership Role; Educational Attainment + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Musikerziehung; Inklusion; Geschlechterkonflikt; Lehrerverhalten; Pre-school education; Vorschulerziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Grundstudium; Führungslehre; Soziale Medien; Lehrerausbildung; Lehrerbildung; Bildungsabschluss; Bildungsgut
Abstract	In music education professional associations (MEPAs), volunteer member-leaders collaborate to guide music education and provide services such as professional development. Recently, we observed some MEPAs creating diversity, equity, and inclusion (DEI) initiatives, positions, or committees. The purpose of this survey study was to examine the characteristics and formative experiences of the people leading these efforts. Survey participants (n = 62) were representative of the music educator profession in terms of gender. Regarding other characteristics, respondents were older, more educated, and more racially diverse than music educators as a group. Respondents were nearly all practicing music educators who taught a variety of content areas in PK-16 settings. Most did not feel prepared to lead DEI initiatives. While few respondents described their undergraduate education as relevant to DEI leadership, some named graduate education as an important formative experience. Respondents described life experiences as catalysts and preparation for leadership and indicated they taught themselves about DEI through reading, social media, and attending optional professional development. We discuss how these findings illustrate a leadership conundrum and exemplify structural issues in MEPA DEI action. We conclude with implications for teacher education and professional development. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01