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Abstract

In this narrative study, we explored immigrant students’ lived experiences navigating school systems to gain insight into their pursuit of careers in music education. Using Community Cultural Wealth (CCW) as a framework, we interviewed three first- and second-generation immigrant preservice music teachers. The questions guiding the study were (a) how do immigrant preservice music teachers describe their journeys of becoming music teachers? and (b) which aspects of their experience relate to community cultural wealth? Data sources comprised individual semi-structured interviews, a focus group interview, and artifacts supplied by participants. The participants’ stories revealed four key themes: (a) (un)belonging in schools, (b) pathways to music education, (c) accessing higher education, and (d) connecting with students. Implications for music teacher education include reducing assumptions, fostering support systems, and creating spaces for culturally affirming practices that allow marginalized students to share their talents and assets with other preservice music teachers in their classrooms.

Keywords

access belonging community cultural wealth immigrant students preservice music teachers

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