The Delayed Institutionalization of Teacher Certification for Applied Music Majors : A Sociological Institutionalism Perspective

Key Points

• The research aims to identify structural reasons behind the institutional barriers faced by applied music majors seeking teacher certification.
• Reviewed relevant laws and education department guidelines.
• Analyzed music education curricula across secondary and high schools.
• Explored key concepts in sociological institutionalism like legitimacy and decoupling.
• Found that existing norms favor Western music, hindering applied music majors' access to graduate programs.
• Showed that these norms reinforce a system that structurally excludes applied music majors from obtaining teaching qualifications.

Abstract