This research study explores the backgrounds and experiences of music educators who are leading diversity, equity, and inclusion (DEI) initiatives in their professional associations. The study was conducted by Karen Salvador and Amy Sierzega and published in the Journal of Research in Music Education in 2023.

The study surveyed 62 music educators who are leading DEI initiatives in their music education professional associations (MEPAs) to gain insight into their backgrounds and experiences. The survey asked questions about their personal and professional characteristics, their preparation for leading DEI initiatives, and their formative experiences that led them to this work.

The study found that the majority of DEI leaders in MEPAs are white, female, and hold advanced degrees in music education. They also tend to hold leadership positions in their MEPAs and have experience teaching music in a variety of settings. The study also found that many DEI leaders have had personal experiences with marginalization and discrimination, which motivated them to become involved in DEI work.

In terms of preparation for leading DEI initiatives, the study found that most DEI leaders had not received formal training in DEI work, but had instead learned through personal experiences, self-education, and trial and error. The study also found that many DEI leaders had participated in professional development opportunities related to DEI work, such as conferences and workshops.

The study identified several formative experiences that led DEI leaders to become involved in this work. These experiences included personal experiences with marginalization and discrimination, exposure to diverse perspectives and cultures, and mentorship from other DEI leaders. The study also found that many DEI leaders were motivated by a desire to create more inclusive and equitable music education environments for their students.

The study’s authors argue that the findings have important implications for music education professional associations and their efforts to promote diversity, equity, and inclusion in the field. They suggest that MEPAs should prioritize the recruitment and retention of diverse music educators and teacher educators, provide more opportunities for professional development related to DEI work, and create more inclusive and equitable music education environments for all students.

The study’s authors also acknowledge the limitations of the study, including the small sample size and the fact that all respondents were self-selected. They suggest that future research should explore the experiences of DEI leaders in other fields and contexts, and should use more rigorous sampling methods to ensure a more representative sample