Diversity, Equity, Inclusion, Access, and Belonging: NAfME Equity Resource Center

Equality means treating everyone the same. Although school music programs were positively associated with including large numbers of students per class, the presence of enacted, hidden, and null curricula negatively impacts some individuals’ progress in otherwise equal learning contexts (E.J. Knapp, 2021).

Equity involves identifying what individual people need to succeed and not supplying a one-size-fits-all answer. Palmer (2018) explained, “Social justice provides an equitable and safe learning environment, where students can be respected and share their experiences, hopefully without fear of rejection” (p. 27). Therefore, inequity in music education exists when an individual’s personal identity and/or experiences have the possibility of being rejected by a peer group, teacher, or system of instruction.

Understanding the difference between equality and equity is important to the field of music education because teachers have the duty to nurture all students through music. This means taking responsibility for providing equitable instruction via the classroom environment and curriculum.

References
Knapp, E. J. (2021). Considering the hidden and null curricula in music education: Becoming vigilantly aware. Music Educators Journal, 108(2), 16-22. https://doi.org/10.1177/00274321211060064

Palmer, E. S. (2018). Literature review of social justice in music education: Acknowledging oppression and privilege. Update: Applications of Research in Music Education, 36(2), 22-31. https://doi.org/10.1177/8755123317711091

NAfME is taking steps to reflect on past practices and historical touchstones. State MEAs are encouraged to engage in similar reflective activities to understand the variety of experiences that have affirmed or discouraged participation in communities of practice such as NAfME or state-level associations.

NAfME provides organizational development support to state MEAs on many topics, which can include increasing representation within governance structures. NAfME can share resources pertaining to the Association's recent bylaw changes as they pertain to the addition of the NAfME Equity Committee and Equity Committee representation on the National Executive Board (NEB) and can also share nonprofit and legal best practices guidance. Additionally, NAfME can help connect state MEAs that are pursuing such efforts.

Equity is a cornerstone in NAfME’s Strategic Plan and Conceptual Framework.

Resource
Sheehan, S. R. (2022). The President’s prose: Inside, outside, upside down. Music Educators Journal, 109(1), 7-10. http://journals.sagepub.com/doi/10.1177/00274321221126265

• Organize to set up the structures and processes to carry out the vision of equity in your organization.
• Embrace the change that comes with this process.
• Redefine success for the music educator using diverse pathways.

Resources
Meals, C. (2023). Composer diversity in state music lists: An exploratory analysis. 0(0). Journal of Research in Music Education, http://journals.sagepub.com/doi/10.1177/00224294231218272

Salvador, K., and Sierzaga, A. (2023). Characteristics and formative experiences of DEI leaders in music education professional associations. Journal of Research in Music Education, 71(2), 133-154. http://journals.sagepub.com/doi/10.1177/00224294221123076

Shaw, R. D., and Auletto, A. (2022). Is music education in tune with the pursuit of equity? An examination of access to music education in Michigan's schools. Journal of Research in Music Education, 69(4), 364-381. http://journals.sagepub.com/doi/10.1177/0022429421989961

Barriers to equity exist in a variety of forms within a state. Types of barriers include physical barriers that prevent participation in activities, events, and learning; financial barriers; linguistic barriers; lack of curriculum and/or resources; and a lack of representation in programming and repertoire, to name a few. In addition to addressing external barriers, there are intrapersonal barriers to examine including biases and fixed mindsets.

To identify barriers, conduct surveys or listening sessions with members and non-members of your organization. Be responsive to the needs revealed in those conversations—namely, from conversations with individuals from impacted communities.

For those in leadership roles, it is paramount to reflect on and work to increase the representation throughout an organization. A lasting positive impact toward equity requires giving space and respect to those who have been historically marginalized by the identified barriers. To do so, consider the following questions:
What work do we need as an organization to prepare for voices that have been excluded, intentionally or unintentionally, from our organization’s work

• Whose voices are not in the room for decision-making? Why aren’t they in the room?
• If they are in the room, do their voices and perspectives carry the same weight in decision-making? Why or why not?
• What can we all do as an association to assist with bringing in and/or supporting those voices?

In 2019, NAfME engaged Cook Ross, now known as Be Equitable, an Inclusion, Diversity, Equity and Accessibility (IDEA) consulting firm, to conduct a “current state” study that gathered and analyzed qualitative and quantitative data about diversity, equity, inclusion and overall culture within NAfME. An executive summary of the study can be found here.

In 2020, the NAfME Equity Committee was formed as an ad hoc committee. In 2022, NAfME members approved changes to the bylaws that established the committee as a Standing Committee of the Association. As a result, two members from the Equity Committee now serve on the National Executive Board. Additionally, two appointed members of the Equity Committee serve on the NAfME Professional Learning and Partnerships Committee.

Resources

NAfME Small Schools Initiative and Resources
NAfME Music Teacher Profession Initiative
NAfME Connected Arts Networks Project
The President’s Prose: Inside, Outside, Upside Down by Scott R. Sheehan
“Grateful Reflection” by Mackie Spradley

Once an MEA has identified barriers to equity within their programming, activities, structure, and/or overall organization, actionable steps will need to be identified and taken. Below are suggestions to enhance equity within MEAs:

• Create scholarships and/or provide transportation for members and students who are facing financial barriers.
• Conduct Diversity, Equity, and Inclusion and training for event coordinators and volunteers.
• Provide opportunities for students to prepare for auditions with educators/experts other than their music educator.
• Implement asset-based language and mindsets in communications, auditions, and rehearsals.
• Create practices of selecting and performing inclusive programs and activities.