Abstract
This phenomenological study was an examination of the lived experiences of Black graduates who completed doctoral degrees in music education at predominantly White institutions (PWIs) in the United States. Despite ongoing discourse on equity, Black doctoral students in music education remain underrepresented and navigate environments shaped by structural Whiteness, Western Eurocentric curricula, and limited culturally responsive mentorship. Grounded in critical race theory (CRT) and critical theory, this study centered the voices of six Black doctoral graduates across multiple generations, each holding a PhD, EdD, or D.M.A. in music education.
Data collection included in-depth interviews, a focus group, and survey responses, which were analyzed thematically. Five themes emerged: (a) structural Whiteness in faculty representation and mentorship; (b) racialized experiences, including microaggressions, tokenism, and isolation; (c) self-agency as a mechanism for persistence; (d) the dominance of Western Eurocentric curriculum and marginalization of Black musical traditions; and (e) personal and professional outcomes of degree completion. Findings indicated that participants encountered systemic barriers, including limited mentorship and exclusionary curricula, yet demonstrated resilience through peer networks, external mentorship, and cultural grounding.
Participants reported transformative outcomes such as strengthened scholarly identity, leadership development, and expanded career opportunities, alongside a commitment to mentoring future Black music educators. These findings highlight the need for culturally sustaining pedagogy, racially conscious mentorship, and increased representation in doctoral music education. This study contributes to limited scholarship and offers implications for program reform in recruitment, curriculum, faculty development, and institutional policy.