'We Just Kind of Found Ourselves': A Narrative Study of First-Generation College Students and Belonging in Music Education
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| Title: | 'We Just Kind of Found Ourselves': A Narrative Study of First-Generation College Students and Belonging in Music Education |
|---|---|
| Language: | English |
| Authors: | Sara K. Jones (ORCID |
| Source: | Journal of Music Teacher Education. 2025 34(2):35-54. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | First Generation College Students, Student Attitudes, Music Education, Peer Groups, Teacher Student Relationship, College Faculty, Academic Persistence, Minority Group Students, Music Teachers, Teacher Education Programs, Disproportionate Representation, Social Networks, Social Support Groups, Teacher Educators, Teacher Attitudes, Music Activities, Personal Narratives, Educational Experience |
| DOI: | 10.1177/10570837241246573 |
| ISSN: | 1057-0837 1945-0079 |
| Abstract: | As the field of music education explores ways to mitigate barriers for underrepresented populations along the path to becoming a music teacher, the experiences of first-generation college students (FGCSs) in music teacher education programs warrant exploration. The purpose of this narrative study was to explore the lived experiences and perspectives of music educators who were FGCSs. Networks of support and mentoring were key in both the successes and challenges that participants experienced. Belonging was not a given for participants despite shared coursework and requirements with peers. Finding peers with similar backgrounds, accessing supportive relationships with faculty, and perseverance aided participants through college. Recommendations for music teacher educators include building relationships with FGCSs in targeted and strategic ways, starting in students' first year, providing more intensive and proactive communication and advising structures, and building faculty knowledge of campus resources that may benefit FGCSs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457153 |
| Database: | ERIC |
| Abstract: | As the field of music education explores ways to mitigate barriers for underrepresented populations along the path to becoming a music teacher, the experiences of first-generation college students (FGCSs) in music teacher education programs warrant exploration. The purpose of this narrative study was to explore the lived experiences and perspectives of music educators who were FGCSs. Networks of support and mentoring were key in both the successes and challenges that participants experienced. Belonging was not a given for participants despite shared coursework and requirements with peers. Finding peers with similar backgrounds, accessing supportive relationships with faculty, and perseverance aided participants through college. Recommendations for music teacher educators include building relationships with FGCSs in targeted and strategic ways, starting in students' first year, providing more intensive and proactive communication and advising structures, and building faculty knowledge of campus resources that may benefit FGCSs. |
|---|---|
| ISSN: | 1057-0837 1945-0079 |
| DOI: | 10.1177/10570837241246573 |
