My research for my dissertation focused on equity and access in middle and high school elective music classes. I am happy to share my results with the intention of helping music educators and administrators who are striving to achieve the mission of the National Association for Music Education: to advance music education by promoting the understanding and making of music by all.
Citation
Meier, M. (2021). Representation in elective music courses: A quantitative study (Order No. 28772306). (2595154445). Retrieved from https://www.proquest.com/dissertations-theses/representation-elective-music-courses/docview/2595154445/se-2?accountid=67809
Abstract
The purpose of this study was to determine if diverse groups of students were underrepresented in sixth- through eleventh-grade elective music courses in a large, suburban school district in the Midwest, and if so, which subgroups of students were underrepresented. The purpose was also to identify opportunities to make elective music courses more accessible to all learners. The current study built on previous research employing a quantitative, casual-comparative research approach. It was determined that Black students, Hispanic students, and students with Individualized Education Programs were significantly underrepresented in music classes. Asian students were significantly overrepresented in music classes. Responses to a music program survey from eleventh-grade students who were not currently enrolled in a music course also informed the study. Factors that differentially impacted subgroups of students’ music course enrollment were identified. Common themes emerged in students’ recommendations for increasing enrollment in the music program. Representation in music courses is a problem that needs to be addressed at multiple levels. Training in cultural proficiency and inclusive teaching practices should be required for pre-service and in-service music teachers. Schools and districts should regularly review enrollment data to identify groups of students who are not accessing the music program. Perspectives from diverse stakeholders on how to best meet the needs of all learners in music programs should be considered. Music educators must be willing to adapt to the needs and interests of today’s students in order for programs to thrive.