Underrepresentation of African Americans in Music Positions at Predominantly White Institutions: A Narrative Case Study

Abstract

Utilizing the narrative case study method, this study elevates the voice and perspective of African American music professors currently employed in predominantly White institutions. Five participants were selected through purposive sampling. Specific criteria are based on self-identified race, degree status, current employment status, years of college teaching experience, and professorial rank. The participants have a wide variety of musical backgrounds (e.g., instrumental, choral, musicology, education, performance). They were selected from universities across various regions of the United States including the Upper Midwest, Ozark, Northeast, East Central, and Pacific West regions. The participants' schools range from a minimum classification of Post Baccalaureate to Research Doctoral. Data were gathered from the participants through semi-structured interviews. Interview questions were formed based on topics that would be explored in the study. Interviews were synthesized into multiperspective within-case analyses using coding (i.e., initial, in vivo, emotion, process), followed by a cross-case analysis. Critical race theory is used throughout the study as a conceptual framework to create themes, and to consider the institutionalized racism centralized in curriculum design, pedagogical approach, school administrative policies, and sociopolitical actions promoted by local communities and the United States government. While the social construct of institutionalized racism is operationalized in predominantly White institutions, it is conceptualized and shared through participants' stories. The study connects institutionalized racism to barriers against the advocacy for, and long-term engagement of African American professors of music. The study suggests current and future counters that could support a greater understanding in shifting this sociopolitical paradigm.