Abstract
The present historical inquiry examines music therapy program directors’
awareness of the systems of white supremacy that are present in music therapy education
and the institutions where these programs take place. A review of the literature and the
lens of Critical Race Theory suggest that white supremacy is inherent in societal
structures, such as educational institutions, and is perpetuated by the power and prejudice
of the “dominant race.” Program directors of music therapy programs hold a position of
power that includes designing curriculum, music proficiencies, selection of candidates
from auditions, structuring audition criteria, etc. Interviewing them on their awareness of
the relationship between white supremacy and music therapy education may determine
the role(s) white supremacy can play in preventing students of color from becoming
music therapists. This thesis examines the common themes that emerged from interviews
with program directors from one region along with areas of awareness that are more
specific to each respective institution. Common themes brought up by participants that
were also present in a review of the literature included the types of music curricula are
based in, colonization of education, professionals of color representation, and white
fragility. Common themes were assessed for implications in the music therapy field, ties
to white supremacy in history, and the directors’ perceptions.
