JMTE Articles Addressing Inclusion, Diversity, Equity, and Access

As a service to members, the Journal of Music Teacher Education editorial team has collected this reference list of articles from the 30-year publication history of JMTE. Articles included in this list address dimensions of inclusion, diversity, equity, and access. The goal was to be inclusive of topics rather than authors, so this was not an attempt to provide a list of solely BBIPOC authors.  Therefore, all authors, regardless of their racial, ethnic, or cultural identity, were considered for inclusion in this list if a particular article met the topic criteria. If you have published an article in JMTE you believe addresses these topics but it is not included in this list, please reach out to the JMTE editor. We hope this resource list will be helpful to scholars doing important work in these areas.

Bautista, A., Wong, J., & Cabedo-Mas, A. (2019). Music teachers’ perspectives on live and video-mediated peer observation as forms of professional development. Journal of Music Teacher Education, 28(3), 28–42. https://doi.org/10.1177/1057083718819504

Benham, S. (2003). Being the other adapting to life in a culturally diverse classroom. Journal of Music Teacher Education, 13(1). https://doi.org/10.1177%2F10570837030130010104

Brewer, W., & Rickels, D. (2012). Demographics and faculty time allocation of music education professors in the United States. Journal of Music Teacher Education, 22(1). https://doi.org/10.1177/1057083711424504

Bruenger, S. (2010). Why select new music teachers chose to, or chose not to, apply to teach in an urban school district. Journal of Music Teacher Education, 19(2). https://doi.org/10.1177/1057083709346787

Cassidy, J., & Colwell, C. (2012). University students’ perceptions of an inclusive music production. Journal of Music Teacher Education, 21(2). https://doi.org/10.1177/1057083711411714

Culp, M., & Salvador, K. (2021). Music teacher education program practices: Preparing teachers to work with diverse learners. Journal of Music Teacher Education, 30(2). https://doi.org/10.1177/1057083720984365

Dekaney, E., & Robinson, N. (2014). A comparison of urban high school students’ perception of music, culture, and identity. Journal of Music Teacher Education, 24(1). https://doi.org/10.1177/1057083713505221

Emmanuel, D. (2003). An immersion field experience: An undergraduate music education course in intercultural competence. Journal of Music Teacher Education, 13(1). https://doi.org/10.1177%2F10570837030130010105

Eros, J. (2016). “Give me a break! English is not my first language”: Experiences of linguistically diverse student teachers. Journal of Music Teacher Education, 26(1). https://doi.org/10.1177/1057083715612198

Escalante, S. (2020). Exploring access, intersectionality, and privilege in undergraduate music education courses. Journal of Music Teacher Education, 29(2). https://doi.org/10.1177/1057083719873981

Fiorentino, M. (2019). Considering antiracism in student teacher placement. Journal of Music Teacher Education, 28(3). https://doi.org/10.1177/1057083718820713

Forrester, S. (2019). Community engagement in music education: Preservice music teachers’ perceptions of an urban service-learning initiative. Journal of Music Teacher Education, 29(1). https://doi.org/10.1177/1057083719871472

Gholson, S. (1996). New vistas for music educators in the twenty-first century. Journal of Music Teacher Education, 6(1). https://doi.org/10.1177%2F105708379600600104

Grimsby, R. (2020). Anything is better than nothing: Inservice teacher preparation for teaching students with disabilities. Journal of Music Teacher Education, 29(3). https://doi.org/10.1177/1057083719893116

Howard, K., Swanson, M., & Campbell, P. (2014). The diversification of music education: Six vignettes from a movement in progress. Journal of Music Teacher Education, 24(1). https://doi.org/10.1177%2F1057083713494011

Hunt, C. (2009). Perspectives on rural and urban music teaching: Developing contextual awareness in music education. Journal of Music Teacher Education, 18(2). https://doi.org/10.1177/1057083708327613

Jones, B., & Parkes, K. (2010). The motivation of undergraduate music students: The impact of identification and talent beliefs on choosing a career in music education. Journal of Music Teacher Education, 19(2). https://doi.org/10.1177%2F1057083709351816

Legette, R. (2003). Multicultural music education attitudes, values, and practices of public school music teachers. Journal of Music Teacher Education, 13(1). https://doi.org/10.1177%2F10570837030130010107

Kindall-Smith, M. (2013). What a difference in 3 years! Risking social justice content in required undergraduate music education. Journal of Music Teacher Education, 22(2). https://doi.org/10.1177%2F1057083712450029

McKoy, C. L., MacLeod, R. B., Walter, J. S., & Nolker, D. B. (2017). The impact of an in-service workshop on cooperating teachers’ perceptions of culturally responsive teaching. Journal of Music Teacher Education, 26(2), 50–63. https://doi.org/10.1177/1057083716629392

Myoshi, T. (1993). Music education in Japan. Journal of Music Teacher Education, 2(2). https://doi.org/10.1177%2F105708379300200203

Robinson, N. (2017). Developing a critical consciousness for diversity and equity among preservice music teachers. Journal of Music Teacher Education, 26(3). https://doi.org/10.1177%2F1057083716643349

Palkki, J., & Sauerland, W. (2019). Considering gender complexity in music teacher education. Journal of Music Teacher Education, 28(3). https://doi.org/10.1177%2F1057083718814582

Robinson, C., Belgrave, M., & Keown, D. (2019). Effects of disability type, task complexity, and biased statements on undergraduate music majors’ inclusion decisions for performance ensembles. Journal of Music Teacher Education, 28(2). https://doi.org/10.1177%2F1057083718811396

Royse, D., Addo, A. O., Klinger, R., Dunbar-Hall, P., & Campbell, P. (1999). Comparing music teacher training practices around the world. Journal of Music Teacher Education, 8(2). https://doi.org/10.1177%2F105708379900800204

Salvador, K. (2010). Who isn’t a special learner? A survey of how music teacher education programs prepare future educators to work with exceptional populations. Journal of Music Teacher Education, 20(1). https://doi.org/10.1177%2F1057083710362462

Sands, R. (1993). Multicutural music teacher education. Journal of Music Teacher Education, 2(2). https://doi.org/10.1177%2F105708379300200204

Shouldice, H. (2017). “I love knowing that what I’m doing has purpose”: Male instrumentalists who choose to teach elementary general music. Journal of Music Teacher Education, 27(1). https://doi.org/10.1177%2F1057083717699622

Sogin, D. W., & Wang, C.C. (2002). An exploratory study of music teachers’ perception of factors associated with expertise in music teaching. Journal of Music Teacher Education, 12(1). https://doi.org/10.1177%2F10570837020120010101

Southcott, J., & Joseph, D. (2010). Engaging, exploring, and experiencing multicultural music in Australian music teacher education: The changing landscape of multicultural music education. Journal of Music Teacher Education, 20(1). https://doi.org/10.1177%2F1057083710362461

Taylor, D. M., Talbot, B. C., Holmes, E. J., & Petrie, T. (2020). Experiences of LGBTQ+ students in music education programs across Texas. Journal of Music Teacher Education, 30(1), 11–23. https://doi.org/10.1177/1057083720935610

Taylor, D. (2017). Learning from parents of children with disabilities. Journal of Music Teacher Education, 26(2). https://doi.org/10.1177%2F1057083716638489

Teachout, D., & McKoy, C. (2010). The effect of teacher role development training on undergraduate music education majors: a preliminary study. Journal of Music Teacher Education, 20(1). https://doi.org/10.1177%2F1057083710365052

Robison, T. (2017). Male elementary general music teachers: A phenomenological study. Journal of Music Teacher Education, 26(2). https://doi.org/10.1177%2F1057083715622019

VanDeusen, A. J. (2019). A cultural immersion field experience: Examining preservice music teachers’ beliefs about cultural differences in the music classroom. Journal of Music Teacher Education, 28(3), 43–57. https://doi.org/10.1177/1057083718824729

Vasil, M. & McCall, J. (2018). The perspectives of two first-generation college students pursuing doctoral degrees in music education. Journal of Music Teacher Education, 27(2). https://doi.org/10.1177%2F1057083717717464

Yoo, H. & Kang, S. (2018). Instructional approaches to teaching a Korean percussion ensemble to preservice music teachers and preservice classroom teachers: An action research study. Journal of Music Teacher Education, 28(1). https://doi.org/10.1177%2F1057083718777317