The purpose of this narrative inquiry was to re-story the experiences of a first-year music teacher with regard to race and class. Johny was a first-year high school guitar teacher in the southwestern United States who identified as Hispanic and was raised in a family with a lower income. He was also a first-generation college student whose path to university study was atypical because of his major instrument, musical background, little high school music class participation, and entrance to postsecondary music study at a community college. Johny’s story is a work of critical storytelling and is interpreted through an intersectional framework. His story compels us to thoughtfully attend to curriculum, musical knowledge, equity, and how music educators can serve an increasingly diverse student population in schools of music. Issues for consideration include (a) increased support of nontraditional students, including those from marginalized populations, such as students with lower incomes, first-generation students, and community college transfer students, and (b) promoting meaningful and collaborative change across multiple areas in schools of music.

叙述性探究的目的是重新记录一年级音乐老师在种族和课堂方面的经历。约翰尼（Johny）是美国西南部一年级的高中吉他老师，他被确定为西班牙裔，并在一个收入较低的家庭中长大。他还是第一代大学生，由于他的主要乐器，音乐背景，很少参加高中音乐班以及进入社区大学接受高等音乐研究，因此上大学的道路是不典型的。约翰尼的故事是批判性讲故事的作品，通过交叉框架进行解释。他的故事迫使我们认真考虑课程，音乐知识，公平性以及音乐教育者如何为音乐学校中日益多样化的学生群体提供服务。