Recruit, retain, repair: Toward diversity in the North Carolina Music Educators Association

Abstract

In this article, I examine data generated from a 2020 survey of the North Carolina Music Educators Association (NCMEA) and data on North Carolina public school students and teachers as the focal point for a discussion about diversifying the music teaching profession and music educator association (MEA) membership. Statistical data indicated a significant difference between the racial identity profile of NCMEA membership and that of NC public school students, NC public school teachers, and NC-certified public school music teachers. In each case, statistical differences were driven by an underrepresentation of NCMEA members who identified as Black. The data also showed a significant difference in gender based on NCMEA section membership. Open response data suggested music teachers of color may have disengaged from NCMEA due to a negative organizational climate. Given these data, I discuss policy implications for MEAs to support diversifying membership and improving organizational culture.