@article{af333d4ef5e04b43b3bee87b8db57165,
title = "Exploring citizenship and belonging with two college music students of marginalised identities",
abstract = "In this study, I explore the experiences of two college music students of colour who founded and led an organisation for underrepresented music students by employing a theoretical framework of citizenship (Osler and Starkey 2005). According to Osler and Starkey (2005), citizenship refers to the practices and statuses of membership within an institution as well as to the affective dimensions of belonging. Findings include the benefits of peer support and identity-based coursework for music students of colour and the negative effects of peers{\textquoteright} pernicious attitudes as well as other threats to safety influenced by the campus climate. Citizenship provided a framework for centreing underrepresented students{\textquoteright} feelings of belonging and problematising the relationship between an institution of higher education and its stakeholders. Finally, I explore the implications of student organisations like Elevate, the group founded by the participants, for supporting music students of underrepresented identities.",
keywords = "Citizenship, belonging, diversity, music education, music teacher education, race, social justice",
author = "Fiorentino, {Matthew C.}",
note = "Funding Information: In the case of college music students, the role of the student body and underrepresented students{\textquoteright} peers should be taken up by researchers interested in providing marginalised students with safety and respect in school. There is much more to understand about being a citizen of a school or programme and the intersections of institutional culture and personal, social, gendered, and racial identity. Identity-based groups such as Elevate and. identity-based music classes such as Introduction to African American Music Education or First People{\textquoteright}s and Indigenous Lifeways in Music Teaching and Learning, and/or ensembles like the gospel choir, Black Voices, in Museus{\textquoteright}s () study can provide this opportunity for cultural affirmation; however, they do so best when each group{\textquoteright}s work emphasises issues relevant to their members. Elevate was a space that reinforced its members sense of belonging in their school of music, while acknowledging the work required for marginalised students to feel their full citizenship. Elevate was student-led and supported by the University of the Midwest school of music administration and faculty. Elevate and other organisations like it may be poised to name and address ongoing issues related to the underrepresentation/marginalisation of students of colour. More research is needed to identify and analyse effective practices for supporting college music student of colour in identity-based student groups; research on music ensembles centred on culture and racial identity or music fraternities, sororities, and service organisations may be useful places to continue this work. When supported by faculty, students, and administrators, groups like Elevate can provide students of colour and other underrepresented identities with the validation, friendship, and support to meet their educational and musical goals, strengths, and needs. Publisher Copyright: {\textcopyright} 2020, {\textcopyright} 2020 Informa UK Limited, trading as Taylor & Francis Group.",
year = "2020",
month = mar,
day = "14",
doi = "10.1080/14613808.2020.1719991",
language = "English (US)",
volume = "22",
pages = "145--158",
journal = "Music Education Research",
issn = "1461-3808",
publisher = "Routledge",
number = "2",
}