Perspectives of three Black students attending a predominantly white summer music camp in the United States

Abstract

ABSTRACT The purpose of this case study was to examine the perspectives of three Black instrumental music students related to their experiences attending a predominantly white summer music camp for high school students in the United States. Analysed through a conceptual model of culturally responsive teaching in music, data sources included semi-structured interviews with individual participants, a focus group session with all participants, and researcher field notes. Participant stories revealed contrasting home and summer camp environments, racial identity development, and a desire for broader experiences beyond the European classical tradition. Findings explore a variety of barriers and supports for music learning for underserved student populations that may be transferable to similar high school music camp settings.