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'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 0000-0003-4824-7590), Julie K. Bannerman (ORCID 0000-0002-6530-8466)
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
FullText Text:
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  Data: 'We Just Kind of Found Ourselves': A Narrative Study of First-Generation College Students and Belonging in Music Education
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  Data: <searchLink fieldCode="AR" term="%22Sara+K%2E+Jones%22">Sara K. Jones</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4824-7590">0000-0003-4824-7590</externalLink>)<br /><searchLink fieldCode="AR" term="%22Julie+K%2E+Bannerman%22">Julie K. Bannerman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6530-8466">0000-0002-6530-8466</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Music+Teacher+Education%22"><i>Journal of Music Teacher Education</i></searchLink>. 2025 34(2):35-54.
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  Data: 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
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  Data: Y
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  Data: 20
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22First+Generation+College+Students%22">First Generation College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Education%22">Music Education</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Groups%22">Peer Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Teachers%22">Music Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Activities%22">Music Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Narratives%22">Personal Narratives</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Experience%22">Educational Experience</searchLink>
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  Data: 10.1177/10570837241246573
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  Data: 1057-0837<br />1945-0079
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1457153
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Music Education
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