As music educators around the world continue to seek inclusive professional communities that support teacher identity and belonging, understanding how these dynamics unfold within national organizations is critical. As such, the purpose of this mixed-methods study was to explore individuals’ sense of belonging to and identity within the American Orff-Schulwerk Association (AOS Association, n.d.). Ninety-three elementary music teachers completed a questionnaire measuring their strength of Orff Schulwerk teacher identity and sense of belonging to AOS Association, followed by interviews with four purposively selected participants. Quantitative data reflected a positive correlation between participants’ Orff Schulwerk identity and their perceived sense of belonging to AOS Association. However, there were notable differences across gender identities, as transgender and gender-expansive participants reported a lower sense of belonging. In addition, qualitative findings revealed how geographical and political contexts in the United States affected marginalized members’ ability to participate fully in AOS Association activities, particularly regarding conference locations. Results also indicated that AOS Association membership status significantly affected participants’ sense of belonging, with members reporting higher levels of belonging than non-members. Implications for the broader field of music education are discussed.
Cicco et al. (Wed,) studied this question.