Sigma Alpha Iota

sai-national.org • Fall 2024 33 I was fortunate to attend the NAFME National Conference in Washington, DC in November 2022. I applied to present a session for Music Program Leaders pre- conference forum entitled "Creating a Diverse Workforce" and to present a poster entitled "Recruiting and Retaining Music Educators of Color." Both were accepted, to my surprise. My session was packed to capacity. There were many administrators, professors, and practitioners interested in what's being done to attract and retain music educators of color. In "Creating a Diverse Workforce: Social Justice in Music Education through the Recruitment and Retention of Minority Music Educators," we examined NCES data on racial diversity of the teacher vs. student populations of public schools in the U.S. The data shows that while the student population is diverse and will continue to diversify through 2030, the profession is not. The lack of racial representation in the workforce can be considered an issue of social justice. We then discussed the mass exodus in 2022 of many educators, particularly educators of color, and the benefits of having teachers of color in the classroom. In particular, students and teachers learn to question assumptions about race, class, and privilege when there are more teachers of color. We looked at four programs that are currently working to increase the number of teachers of color in different states and the basis of these programs. Participants commented on how impactful the session was and how it was helpful to see what programs already exist, as many want to do the work of diversifying the field but don't know where to start. For the poster session, I presented a research project on "Recruiting and Retaining Music Educators of Color." I had interviewed four music educators of color from around the nation, one professor of music education, and one music administrator. I asked if they felt the lack of racial representation in the field of music education was an issue of social justice. Participants were mixed: three male, three female, four Black, and two White. They unanimously stated they do see the issue as a matter of social justice and something must be done. There are barriers at each level to be addressed if we want to recruit and keep music educators of color. From the training process in undergraduate programs, to the way early career educators are mentored, and even the way local Music Education Associations support music educators of color, these are all areas that must look at how they are being equitable or exclusive to music educators of color. Many visitors scanned the QR code for the literature review and entire article. From this session, I was asked to be featured in Teaching Magazine in January '23 and '24 on issues regarding the significance of HBCUs on creating diverse music educators and investing in the next generation of music educators. I am grateful to SAI's Professional Development fund for assisting my efforts to attend this conference. As a graduate student, it is so important to not only do the work, but share it with others. Through this cherished sisterhood, I was able to complete this assignment. Thank you so much for your support. — Angelica Brooks Pasadena Alumnae, Delta A, Region I Creating A Diverse Workforce Profeial Develment

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