“We Were Formed for Teaching in Cuba”: Acculturation Experiences of Cuban-Born and -Trained K–12 Music Teachers in Miami

This intrinsic qualitative case study examined the experiences of five Cuban-born, vocationally trained musicians who teach K–12 music in Miami, Florida, to gain insight into their development and acculturation as musicians and educators. We used Schwartz et al.’s multidimensional acculturation model as a conceptual framework to guide data collection and analysis. The case was bound by individual semi-structured interviews, participant artifacts, and a focus group. We analyzed data through multiple rounds of coding to reveal three themes: music as opportunity, musical acculturation, and teaching philosophy. Music as opportunity highlighted how music opened pathways for the participants’ personal and professional growth in both Cuba and the United States. Musical acculturation described how the participants adapted to new musical and educational systems and used music as a tool for acculturation. Finally, teaching philosophy described participants’ values, goals, and approaches to music education in light of their experiences as musicians, learners, and educators in several cultural and pedagogical contexts. The acculturation journeys of Cuban-born and -trained musicians can provide nuanced perspectives on approaches to teaching and learning, which center on inclusivity, meaningful music experiences, and human connection.