Joyce McCall
Joyce McCall was appointed to the faculty of the University of Illinois in 2018. Prior to her appointment, she served as a postdoctoral resident scholar and visiting assistant professor in music education at the Indiana University Jacobs School of Music, where she taught introductory music teaching courses, advanced instrumental methods, and jazz methods. McCall also served as an assistant band director at MacArthur High School in Houston, Texas, and a woodwind and marching band specialist in Alabama, Arizona, and Mississippi.McCall’s research centers on issues of race, class, and culture, and cultural responsiveness. In addition, she investigates how digital music platforms might expand our perceptions of what artistry, creativity, and equity might look like in the 21st century music classroom. She has presented sessions and research at the American Educators Research Association, the National Association for Music Education, the Society for Music Teacher Education, the Midwest Band and Orchestra Clinic, and the Mountain Lake Colloquium. She published articles in the Journal of Music Teacher Education and the Pennsylvania Music Educators Association News. McCall hopes that her research will assist the music education profession in transforming music spaces and music-making practices that have historically suppressed racial, ethnic, and socioeconomic diversity into realities that are inclusive and socially conscious. McCall has proudly served as a clarinetist and saxophonist in the United States Army Bands from 1999 to 2013. During her service, she was awarded the Army Achievement Medal, the National Defense Service Medal, and the Global War on Terrorism Service Medal. Previous assignments include the 151st Army Band in Montgomery, Alabama
Address: Urbana, IL, United States
Address: Urbana, IL, United States
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Papers by Joyce McCall
Eight African American male instrumental music educators participated in this study. Research questions included: What are the experiences of African Americans who have transitioned from undergraduate music programs at HBCUs to graduate music programs at PWIs?; How do these individuals compare academic, social, and cultural aspects of their experiences within two institutional environments?; What are their self- perceptions of their own degree perseverance?; and, What social, cultural, and academic aspects of their experiences influenced their perseverance?
After developing a portrait of each participant’s pre-college and college experiences, analysis revealed that participants were very persistent; however, academic, cultural, social, and racial experiences influenced their perseverance. Participants employed dominant cultural capital and community cultural wealth as well as their “Grittiness” to successfully transition from an HBCU to a PWI.
Recommendations for HBCUs, PWIs, and the profession are offered toward improving the experiences of African American music students in higher education. HBCUs must hold their faculty and students accountable for developing a broader musical experience beyond marching band, and address colorism on their campuses. PWIs should recognize and accept the capital that African Americans bring, acknowledge that African Americans need access to social support networks, and assess how their environments, actions, and decisions may devalue or discount African Americans. While more research is needed regarding the experiences of African Americans in music programs, African American students must also take active roles in shaping their own educational experiences by seeking assistance that will improve their experiences.
Eight African American male instrumental music educators participated in this study. Research questions included: What are the experiences of African Americans who have transitioned from undergraduate music programs at HBCUs to graduate music programs at PWIs?; How do these individuals compare academic, social, and cultural aspects of their experiences within two institutional environments?; What are their self- perceptions of their own degree perseverance?; and, What social, cultural, and academic aspects of their experiences influenced their perseverance?
After developing a portrait of each participant’s pre-college and college experiences, analysis revealed that participants were very persistent; however, academic, cultural, social, and racial experiences influenced their perseverance. Participants employed dominant cultural capital and community cultural wealth as well as their “Grittiness” to successfully transition from an HBCU to a PWI.
Recommendations for HBCUs, PWIs, and the profession are offered toward improving the experiences of African American music students in higher education. HBCUs must hold their faculty and students accountable for developing a broader musical experience beyond marching band, and address colorism on their campuses. PWIs should recognize and accept the capital that African Americans bring, acknowledge that African Americans need access to social support networks, and assess how their environments, actions, and decisions may devalue or discount African Americans. While more research is needed regarding the experiences of African Americans in music programs, African American students must also take active roles in shaping their own educational experiences by seeking assistance that will improve their experiences.