Abstract
Alex is a 37-year-old male undergraduate music education major who is "nontraditional" in two ways: (1) he holds nontraditional student "status" according to multiple definitions and criteria (age, marital status, etc.); (2) his informal musical education and background are atypical of collegiate music majors. While research on role-identity development is prevalent within the field of music education, research on nontraditional students, whether defined by status or background, is sparse. Through a narrative construction of Alex’s perspectives on life, music, and education, the author examines with the participant the ways in which his nontraditional status and background interact with the music teacher role-identity development process and the status quo of collegiate music teacher preparation practices.
