"The Bridge Between Cuba and Me": The Experiences of Bilingual AfroLatiné Music Education Students.
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| Title: | "The Bridge Between Cuba and Me": The Experiences of Bilingual AfroLatiné Music Education Students. |
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| Authors: | Regus, Marjoris (AUTHOR) |
| Source: | Journal of Research in Music Education. Oct2025, Vol. 73 Issue 3, p305-333. 29p. |
| Subjects: | Black Latin Americans, Music education, Identity (Psychology), Patronage, Bilingualism, Social marginality, Code switching (Linguistics) |
| Geographic Terms: | United States |
| Abstract: | This collective instrumental case study explores the experiences of Spanish-English bilingual AfroLatina/o/é collegiate students in U.S. undergraduate music education degree programs. The theoretical frameworks of Black critical theory (BlackCrit) and Latino critical theory (LatCrit) frame this study to interpret the experiences of AfroLatina/o/é students. Data collection included nine semistructured individual interviews, two focus group interviews, in-person observations, participant self-written narratives, and one collaborative music playlist. Analysis of data led to identification of two cross-case themes: navigating and performing identity and codeswitching domains in academic and social spaces. This study suggests that marginalization due to AfroLatinidad systematically derives from the constant negotiation of race, ethnicity, and language experienced by these participants in the music academy and in their lives. Recommendations to better support AfroLatiné music education students include support and promotion of student affinity groups, mentorship with community members who share similar musical and teaching interests, increased representation of racial and ethnic diversity in ensemble repertoire selection, and allocation of academic scholarships to students pursuing non-Western classical musical pathways, such as merengue and reggaetón. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Music Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This collective instrumental case study explores the experiences of Spanish-English bilingual AfroLatina/o/é collegiate students in U.S. undergraduate music education degree programs. The theoretical frameworks of Black critical theory (BlackCrit) and Latino critical theory (LatCrit) frame this study to interpret the experiences of AfroLatina/o/é students. Data collection included nine semistructured individual interviews, two focus group interviews, in-person observations, participant self-written narratives, and one collaborative music playlist. Analysis of data led to identification of two cross-case themes: navigating and performing identity and codeswitching domains in academic and social spaces. This study suggests that marginalization due to AfroLatinidad systematically derives from the constant negotiation of race, ethnicity, and language experienced by these participants in the music academy and in their lives. Recommendations to better support AfroLatiné music education students include support and promotion of student affinity groups, mentorship with community members who share similar musical and teaching interests, increased representation of racial and ethnic diversity in ensemble repertoire selection, and allocation of academic scholarships to students pursuing non-Western classical musical pathways, such as merengue and reggaetón. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00224294 |
| DOI: | 10.1177/00224294251318048 |
