Predictors of Taking Elective Music Courses in Middle School Among Low-SES, Ethnically Diverse Students in Miami

Abstract

Researchers attempting to show that music has positive effects on children need to understand and control for preexisting differences between those who do and do not select into musical participation in the first place. Within a large-scale, communitywide, prospective, longitudinal study of predominantly low-income, ethnically diverse students ( N = 31,332), we examined characteristics of students who did and did not enroll in music elective courses (band, choir, orchestra, guitar, other) in public middle schools (sixth, seventh, and eighth grades) in Miami. Predictor variables included gender, ethnicity, poverty, special education, English language learner status, fifth-grade English proficiency, prior academic performance (fifth-grade grade point average [GPA], standardized math and reading test scores), and initial school readiness skills (social, behavioral, cognitive, language, and motor skills) at age 4. Only 23% of middle school students enrolled in a music class in sixth, seventh, or eighth grade, with band having the highest enrollment, followed by choir, orchestra, and guitar. Being male and having greater cognitive skills at age 4 and higher fifth-grade GPA and reading skills were related to later music participation. Black students, students in special education, and those not proficient in English were less likely to participate in middle school music classes. Results varied somewhat by type of music.

Understanding Participation in Secondary Music Classes: A Literature Review

“…The reduction in access to music courses in low-SES schools particularly affects students of color because they are overrepresented in low-SES schools (McFarland et al, 2019; Parsad & Spiegelman, 2012). For example, researchers demonstrated that lack of access to school music classes for Black students in Miami, Florida, significantly contributed to less middle school music participation among Black students when compared with students of other ethnicities (Alegrado & Winsler, 2020). Furthermore, the National Center for Education Statistics reported 45% of Black students, 45% of Hispanic students, and 36% of Native American students attend high-poverty schools, whereas only 8% of White students attend high-poverty schools (McFarland et.…”

“…There is some process by which students who perform better academically are preferentially selected into music classes, especially band and orchestra classes (Elpus, 2013; Elpus & Abril, 2019). High academic performance is one of the primary predictors of participation in secondary music classes, even when controlling for other demographic factors such as ethnicity or poverty (Alegrado & Winsler, 2020; Elpus & Abril, 2019). In keeping with this trend, scholars also suggest students enrolled in special education are less likely to participate in secondary music classes (Alegrado & Winsler, 2020).…”

“…Researchers have shown that English Language Learners (ELL) are likely not systematically excluded from secondary music classes (Elpus & Abril, 2019; Lorah et al, 2014). For example, in a study examining music participation trends of middle school students in Miami, Florida, Alegrado and Winsler (2020) showed that middle school ELL students in Miami enrolled in music classes at similar rates to their peers. However, the study also indicated students who were English Language Proficient (ELP) by fifth grade had three times greater odds for school music participation when compared with students who were not ELP.…”

“…First, teachers and administrators might consider if their scheduling practices deny certain groups of students access to music programs because class scheduling patterns conflict with music class schedules (Heck et al, 2004;Umansky, 2016). Music teachers should especially consider barriers for students who struggle academically, those who are not ELP, and students enrolled in special education courses (Alegrado & Winsler, 2020;Elpus & Abril, 2019). Second, music teachers may evaluate their current music programs to determine if they provide enough entry points for inexperienced students to join a music class and if students can afford to join the music program (Hawkinson, 2015).…”

“…To illustrate, several scholars have shown that some males are reluctant to sing in school choirs because of negative cultural stereotypes associated with males and singing (Bennetts, 2013;Lucas, 2007). Additionally, some studies have shown that a student's ethnicity is sometimes related to the type of music class they join (Alegrado & Winsler, 2020;Elpus & Abril, 2019). It is possible that some secondary students feel a conflict between their cultural identity and the priorities and norms of some school music classes (Brewer, 2010;Escalante, 2019;Shaw, 2015).…”