Abstract
Abstract The purpose of this instrumental case study is to better understand the academic, social and musical experiences of a Chicana music education student. Semi-structured interviews with a third-generation Chicana student at a Midwestern university explored her academic, social, and musical experiences that preceded her pursuit of an undergraduate music education degree. Due to the current level of academic and social success enjoyed by this student and her access to a wealth of social capital and successful academic models, she is presented as a critical case. Barriers to academic and social pursuits as well as resilience to these barriers related closely to aspects of identity navigation and social capital interaction in this student’s experience. The role of music, music education, and specific music educators acted as crucial ingredients for her eventual success. Implications for music educators and researchers include a call for additional support and greater understanding of potentially marginalized student populations.
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