NAfME Diversity, Equity,  Inclusion, and Access 
Current-State Study Information and FAQ 

UPDATED 1/3/20: DEIA Study Executive Summary now available.

The National Association for Music Education (NAfME) wants to live up to our core mission of advancing music education by promoting the understanding and making of music by all. We are seeking strategies that help our profession confront and conquer the challenges we face. In 2019, NAfME engaged Cook Ross, a diversity and inclusion consulting firm, to conduct a current-state study to gather and analyze qualitative and quantitative data about diversity, equity, inclusion (DEI) and overall culture within NAfME. 

Frequently-Asked Questions

Q: What is a Current-State Study? 
A: It’s a process in which a third party (in this case, Cook Ross) comes into an organization to gather and analyze qualitative and quantitative data about diversity, equity, inclusion, and access (DEIA) and overall culture. The third party then shares findings and recommendations designed to help the organization be more diverse, equitable and inclusive going forward. Organizations conduct current-state studies when they are starting out on their DEIA journey and when they want to take the work to the next level. 

Q: Who led the current-state study? 
A: Cook Ross, a leader in organizational development and bias education.

Q: What did the study involve? 
A: The methodology allowed members and staff to share their perspectives on inclusion and diversity directly through an anonymous questionnaire, focus groups and interviews. In addition to facilitating these, our consultants examined the organization’s programmatic data, policy and processes. They then identified themes, share findings and provided recommendations with NAfME leaders and the Board. 

Q: Why did we do the study? 
A: The National Association for Music Education wants to live up to our core mission of advancing music education by promoting the understanding and making of music by all. We are seeking strategies that help our profession confront and conquer the challenges we face. To address these head on, we must understand the real needs of the field and overcome any conscious or unconscious biases that we may have.  

Q: What types of Focus Groups were held?  
A: Cook Ross conducted both on-site focus groups and virtual WebEx conference call focus groups with the following: Advocacy Leadership Force; Collegiate; Council Chairs (band, orchestra, chorus, general, jazz, innovation); K-12 Music Educators; Higher Education/Teacher Educators; External Stakeholders; NAfME Staff; State Leaders (a mix of Presidents and Executives, particularly from states pursuing diversity, equity and inclusion efforts).  

Q: How did Cook Ross group people within each focus group to ensure that a diverse set of voices was heard?   
A: Cook Ross first organized staff and members into eight focus group types that include the following: Advocacy Leadership Force; Collegiate; Council Chairs (e.g., band, orchestra, chorus, general, jazz, innovation); K-12 Music Educators; Higher Education/Teacher Educators; External Stakeholders; NAfME Staff; and State Leaders. Then each focus group included people who have both visible and invisible identity markers (i.e. race, gender, location, abilities, etc.) Since there are many dimensions of diversity, groups were not homogenous. For example, a Collegiate focus group would likely have had diversity of race/ethnicity, gender, age, sexual orientation, abilities, location, etc.

Utilizing this method helps create a safe space for individuals to share their honest thoughts and experiences. It also allows for Cook Ross consultants to see how questions are answered by one group type versus the other.  

Q: Was Cook Ross able to speak with everyone interested in participating in the Focus Groups and were there other ways to provide input?  
A: Due to the large size of membership, Cook Ross was not able to visit or speak with everyone in the organization or membership. However, every member had the opportunity to provide input in diversity, equity and inclusion matters about NAfME through the Diversity, Equity, Inclusion and Access Questionnaire, which was distributed to members in August 2019. Questionnaires were also distributed to lapsed members and to nonmembers. 

Q: What privacy limitations apply to the results? 
A: Only Cook Ross sees raw qualitative data, and all input remains anonymous in the final report. Cook Ross did capture quotes from members, but ensures they are not attributed or able to be attributed to specific individuals. 

Q: Will there be communications to keep us abreast of the project?  
A: Yes; there will be periodic updates to keep members, especially at the state leadership level, abreast of the project as the National Executive Board works through the implications of the report.  The focus group and questionnaire results were presented to the National Executive Board in November 2019.

Q: How will we see the results of the findings? 
A: You can view the Executive Summary of the study now. It’s important to us that our members partner with us on this journey over time.

Q: How will the results of the study be used?  
A: The results of the study will be used in four major ways:  

• As an important driver in the development of the next NAfME Strategic Plan;
• As a set of data helping shape Board decisions;
• As information that we can use to refine the way we listen to and communicate with the field;
• As information that we can disseminate to state affiliates and to other education associations for the overall growth of the field