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I Am Invisible, Nevertheless: A Narrative of Two Black College Music Faculty.

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Title: I Am Invisible, Nevertheless: A Narrative of Two Black College Music Faculty.
Authors: Parker, Quinton D. (AUTHOR)
Source: Journal of Research in Music Education. Apr2026, Vol. 74 Issue 1, p47-68. 22p.
Subjects: Race identity, Music education, Narrative inquiry (Research method), Black musicians, Universities & colleges, Africans, Identity (Psychology)
Abstract: Through this narrative inquiry, I examined the experiences of two Black music faculty members teaching in predominantly White institutions (PWIs). Using in-depth interviews and a composite narrative approach to protect participant anonymity, I explored how these faculty members navigated the unique challenges of music academia. My analysis yielded three interconnected themes: (a) the paradox of hypervisibility and invisibility, (b) identity negotiation in music academia, and (c) cultural taxation in music-specific contexts. The participants described challenges specific to music academia, where physical presence played a central role in performance and pedagogy—complexities that extended beyond what researchers had documented in broader studies of Black faculty experiences. Through Clandinin's three commonplaces of narrative inquiry (temporality, sociality, and place), I analyzed how participants negotiated their visibility, maintained cultural authenticity, and managed additional unrecognized labor while teaching and performing in predominantly White spaces. This study contributed to existing scholarship on faculty of Color by documenting discipline-specific challenges at the intersection of racial identity, musical tradition, and performance. Based on these findings, I recommended reforms to evaluation criteria, support structures, and curriculum requirements to better serve Black music faculty in PWIs. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Research in Music Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: I Am Invisible, Nevertheless: A Narrative of Two Black College Music Faculty.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Music+Education%22">Journal of Research in Music Education</searchLink>. Apr2026, Vol. 74 Issue 1, p47-68. 22p.
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  Data: <searchLink fieldCode="DE" term="%22Race+identity%22">Race identity</searchLink><br /><searchLink fieldCode="DE" term="%22Music+education%22">Music education</searchLink><br /><searchLink fieldCode="DE" term="%22Narrative+inquiry+%28Research+method%29%22">Narrative inquiry (Research method)</searchLink><br /><searchLink fieldCode="DE" term="%22Black+musicians%22">Black musicians</searchLink><br /><searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Africans%22">Africans</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink>
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  Label: Abstract
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  Data: Through this narrative inquiry, I examined the experiences of two Black music faculty members teaching in predominantly White institutions (PWIs). Using in-depth interviews and a composite narrative approach to protect participant anonymity, I explored how these faculty members navigated the unique challenges of music academia. My analysis yielded three interconnected themes: (a) the paradox of hypervisibility and invisibility, (b) identity negotiation in music academia, and (c) cultural taxation in music-specific contexts. The participants described challenges specific to music academia, where physical presence played a central role in performance and pedagogy—complexities that extended beyond what researchers had documented in broader studies of Black faculty experiences. Through Clandinin's three commonplaces of narrative inquiry (temporality, sociality, and place), I analyzed how participants negotiated their visibility, maintained cultural authenticity, and managed additional unrecognized labor while teaching and performing in predominantly White spaces. This study contributed to existing scholarship on faculty of Color by documenting discipline-specific challenges at the intersection of racial identity, musical tradition, and performance. Based on these findings, I recommended reforms to evaluation criteria, support structures, and curriculum requirements to better serve Black music faculty in PWIs. [ABSTRACT FROM AUTHOR]
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  Group: Ab
  Data: <i>Copyright of Journal of Research in Music Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Apr2026
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