KAREN HOWARD & SARAH MINETTE
Karen Howard is an Assistant Professor of Music at the University of St. Thomas. She received her B.M. and M.Mus.Ed. from The Hartt School, and Ph.D. from the University of Washington. Karen taught elementary music for 20 years in Connecticut and Washington. She has extensive
training in global vocal, instrumental, and dance traditions. Karen has presented at the national and international level helping music teachers around the world to make meaningful connections with music and dance of diverse cultures and navigating the creation of learning experiences that promote and celebrate equity. Her research interests and publications include works on ethnomusicology, activism in music education, and global singing traditions.
Sarah Minette is a Mid-West native who is passionate about learning and teaching. She has taught for 14 years in public schools. She spent 11 years teaching middle school band as well as jazz band, percussion ensemble, marching band and general music classes. She currently teaches a variety of music classes at Minneapolis South High School. Sarah has presented her research at local and national venues, including the National Association for Music Education Research Conference, the Feminist Theory and Music Conference, the LGBTQ studies in music education symposium, the Society for Music Teacher Education Symposium, and the New Directions Conference. Sarah co-authored a chapter in “Women Bands in America: Performing Music and Gender” (2016). Additionally, Sarah is in demand as a guest presenter to undergraduate music education classes as well as graduate classes to share her experiences as a teacher.
Music Educators' Perception of "Urban": The Deficit Mindset Persists
In order to address the inherent complexity of the racialized environment in U.S. education, the purpose of this paper is to examine the impact and meaning of the label “urban” in music education. Using Gadsden and Dixon-Román’s (2017) conceptualization of “urban” as human and social designation, we will examine common misperceptions and missed opportunities related to schooling in urban settings. Using posts from music educator social forums that reflect racism and classism, we will analyze effective strategies used to successfully tackle the prominence of deficit mindsets among music educators.