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Intersectionality and Music Education: Why Identity Matters, Especially for People of Color

image of Intersectionality and Music Education: Why Identity Matters, Especially for People of Color
  • By Christopher Cayari1
  • 1 Purdue University, West Lafayette-Indianapolis
  • Source: If Colors Could Be Heard , pp 1-10
  • Publication Date: November 2025
  • DOI: https://doi.org/10.1386/9781835951675_3
  • Language: English
  • Accessibility Summary:  EPUB 3 and pdf file included; compatible with devices and software which can read these formats. Alternative text for images. Tagged with a logical reading order to assist screen readers. Navigation between in-text citations and reference list, and endnotes and endnote markers. Font size, spacing, contrast, text justification, number of columns are not adjustable.

This Section Orientation explores the crucial role of identity in music education. It emphasizes how intersecting identities, such as race, ethnicity, gender, socioeconomic status, and more, profoundly shape the experiences of students and educators, particularly People of Color. Drawing on theories like culturally relevant & sustaining pedagogy and intersectionality, the chapter highlights the need for educators to acknowledge and honor the diverse identities of their students. It delves into how societal biases and power structures can lead to disadvantage and marginalization based on these intersections. Through discussions and examples both within the book and in the literature at large, the orientation underscores the importance of self-reflection on one's own identity and its impact on teaching and learning music. Understanding intersectionality is presented as vital for creating equitable and inclusive music education environments that empower all students.

Keywords: culturally relevant teaching ; culturally sustaining pedagogy ; equity in music ; identity awareness ; Identity in music ; marginalization and music ; multiple identities ; People of Color in music ; social justice music education

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Intersectionality and Music Education: Why Identity Matters, Especially for People of Color
Intellect , 1 (2025); https://doi.org/10.1386/9781835951675_3
/content/books/9781835951675.p01-1
/content/books/9781835951675.p01-1
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References

  1. Batisla-ong, L. J., & Waller-Pace, B. (2023). What we say and what we do: Decolonizing at the shallow end of the pool. Music Educators Journal, 109(3), 48–52. https://doi.org/10.1177/00274321231158804
     [Google Scholar]
  2. Bernard, C., & Talbot, B. C. (2023). Music teachers’ experiences with implementing diversity, equity, and inclusion. Music Educators Journal, 109(3), 26–33. https://doi.org/10.1177/00274321231159652
     [Google Scholar]
  3. Carter, B. A. (2013). “Nothing better or worse than being black, gay, and in the band”: A qualitative examination of gay undergraduates participating in historically black college or university marching bands. Journal of Research in Music Education, 61(1), 26–43.
     [Google Scholar]
  4. Crenshaw, K. (1990). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.
     [Google Scholar]
  5. Delgado-Gaitan, C., & Trueba, H. (1991). Crossing cultural borders: Education for immigrant families in America (1st ed.). Taylor & Francis.10
     [Google Scholar]
  6. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
     [Google Scholar]
  7. Hess, J. (2017). Equity and music education: Euphemisms, terminal naivety, and whiteness. Action, Criticism & Theory for Music Education, 16(3), 15–47.
     [Google Scholar]
  8. Illinois State Board of Education. (2022). Culturally responsive teaching and leading standards. https://www.isbe.net/Pages/Culturally-Responsive-Teaching-Leading-Standards.aspx
  9. New York State Education Department. (2023). Culturally responsive-sustaining education framework. https://www.nysed.gov/crs/framework
  10. Saplan, J. K., & Holmes, J. A. (2023). Finding clues at the intersection: Reflections from two choral educators. Music Educators Journal, 109(3), 34–37. https://doi.org/10.1177/00274321231159047
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References

  1. Batisla-ong, L. J., & Waller-Pace, B. (2023). What we say and what we do: Decolonizing at the shallow end of the pool. Music Educators Journal, 109(3), 48–52. https://doi.org/10.1177/00274321231158804
     [Google Scholar]
  2. Bernard, C., & Talbot, B. C. (2023). Music teachers’ experiences with implementing diversity, equity, and inclusion. Music Educators Journal, 109(3), 26–33. https://doi.org/10.1177/00274321231159652
     [Google Scholar]
  3. Carter, B. A. (2013). “Nothing better or worse than being black, gay, and in the band”: A qualitative examination of gay undergraduates participating in historically black college or university marching bands. Journal of Research in Music Education, 61(1), 26–43.
     [Google Scholar]
  4. Crenshaw, K. (1990). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299.
     [Google Scholar]
  5. Delgado-Gaitan, C., & Trueba, H. (1991). Crossing cultural borders: Education for immigrant families in America (1st ed.). Taylor & Francis.10
     [Google Scholar]
  6. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
     [Google Scholar]
  7. Hess, J. (2017). Equity and music education: Euphemisms, terminal naivety, and whiteness. Action, Criticism & Theory for Music Education, 16(3), 15–47.
     [Google Scholar]
  8. Illinois State Board of Education. (2022). Culturally responsive teaching and leading standards. https://www.isbe.net/Pages/Culturally-Responsive-Teaching-Leading-Standards.aspx
  9. New York State Education Department. (2023). Culturally responsive-sustaining education framework. https://www.nysed.gov/crs/framework
  10. Saplan, J. K., & Holmes, J. A. (2023). Finding clues at the intersection: Reflections from two choral educators. Music Educators Journal, 109(3), 34–37. https://doi.org/10.1177/00274321231159047
     [Google Scholar]

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