Attrition of Undergraduate Music Education Students of Color: A Multiple Case Study

In this multiple case study, I examined experiences of former music education students of color who left their undergraduate programs to develop a more nuanced understanding of the pipeline into—or out of—the music teaching profession. Previous research in music education has examined both the collegiate experiences of students of color and student attrition generally; what is missing, however, are perspectives of students of color who left their programs and their reasons for no longer pursuing careers as music teachers. I interviewed seven former music education students of color from different universities. Guided by a theoretical framework of Museus’ (2014) Culturally Engaging Campus Environment (CECE), five themes emerged: (a) curriculum and coursework, (b) relationships with faculty, (d) relationships with peers, (d) financial burdens of music education, and (e) disillusionment with music and the teaching profession. Implications for music teacher educators include strategies for faculty engagement, curriculum reform, and targeted financial support.