Harmonies Across Generations: Engaging Chinese Seniors Immigrants and Pre-Service Music Teachers Through a Culturally Responsive Choir in the U.S

Abstract

The senior immigrant population in the United States continues to grow. More than ten percent of seniors in the U.S. who are 65 and older were born outside of the U.S. (Elderly Immigrants in the United States," n.d.). The increase in the senior immigrant population in the U.S. is primarily due to the aging of the foreign-born population and immigrants or refugees entering the U.S. to reunite with their families (ASA Generations, 2022). It is projected that by 2060, immigrants 60 years of age and older will make up about a quarter of the elderly population in the U.S. (New Old Immigrants in the U.S., 2022). This includes a large number of older Asian immigrants. Some researchers have proposed that music, as a universal language, contributes to older adults' health and quality of life and promotes the ability to foster cultural understanding and social interaction (MacDonald et al., 2012; Fung & Lehmberg, 2016). However, while there is a large amount of literature on immigrant communities, there is limited research on the link between music and immigration. More in-depth research is necessary to fill this gap. In addition, how to provide culturally sensitive social services or multicultural music programs to ameliorate loneliness and social isolation among senior immigrant Chinese Americans continues to be a common challenge for the public (Stewart et al., 2011). This research aims to build a sustainable, innovative, and inclusive music program that meets Chinese immigrant older adults' diverse needs and expectations while providing hands-on and community-engaged learning opportunities for pre-service teachers. It seeks to be a culturally resonant space that promotes cultural respect and social inclusion while utilizing the power of music as a tool for lifelong learning, social connection, and enhanced emotional and cognitive health. The study found that music participation can evoke deep cultural memories among senior immigrants and promote identity reconstruction, while collective music activities strengthen social connections. Pre-service teachers also experienced a shift in their educational philosophy during this process. This study reveals the role of music in the cultural empowerment and emotional health of immigrant seniors and provides cross-cultural and community-oriented practical references for music education teacher training.