Undergraduate music student perspectives on the music school as a space for the development of allyhood

The purpose of this study was to examine undergraduate music student perspectives on the music school as a space for the development of allyhood (Waters, R. 2010. “Understanding Allyhood as a Developmental Process.” About Campus: Enriching the Student Learning Experience 15 (5): 2–8). Framed within research in student affairs (Edwards, K. E. 2006. “Aspiring Social Justice Ally Identity Development: A Conceptual Model.” NASPA Journal 43 (4): 39–60. doi:10.2202/1949-6605.1722; Reason, R. D., E. A. R. Milla, and T. C. Scales. 2005. “Toward a Model of Racial Justice Ally Development.” Journal of College Student Development 46 (5): 530–546) and counselling (Torres-Harding, S., C. Steele, E. Schulz, F. Taha, and C. Pico. 2014. “Student Perceptions of Social Justice and Social Justice Activities.” Education, Citizenship and Social Justice 9. doi:10.1177/1746197914520655) researchers used Seidman’s (2013. Interviewing as Qualitative Research. 4th ed. New York: Teachers College Press[Q3]) phenomenological interview design (including individual interviews and a focus group) to study six undergraduate music students. Findings report on: (a) participants’ level of awareness regarding injustice, (b) narratives of classroom scenarios experienced by the participants; and (c) participant suggestions for professors and institutions.