Dissertation/Thesis Abstract

A survey of minority student participation in music programs of the Minority Student Achievement Network
by Wheelhouse, Patricia A., Ph.D., University of Rochester, Eastman School of Music, 2009, 182; 3361068
Abstract (Summary)

The purpose of this study was to (1) examine issues of minority student participation in music programs, (2) describe how the Minority Student Achievement Network (MSAN) districts currently attract and retain minority students in public school music programs, and (3) make recommendations to other districts for attracting and maintaining students of color in public school music programs. The research questions were: (1) What is the current level of minority students' participation in public school music programs in MSAN districts? (2) How are MSAN districts currently attracting and retaining minority students in public school music programs? and (3) What do MSAN districts recommend to increase minority student participation in these programs?

In this study I employed an explanatory mixed method design (Creswell, 2002) incorporating a survey questionnaire and follow-up interviews with individuals in MSAN districts. Three types of data were collected: (1) archival data on minority student participation in MSAN district music programs, (2) survey data from the members of the Research Practitioners Council in each district, and (3) data from follow-up interviews of cases derived from the survey with the most comprehensive results in attracting and retaining minority students in public school music programs.

Archival data were collected from two sources: (1) participation data on minority students in music ensembles (enrollment) for each district, and (2) data from each district's State School Report Card. The second source included information on demographics of the district (i.e., gender, race/ethnicity, socioeconomic status, academic standing, and dollar amount spent per student on education).

Through an online questionnaire, I obtained data on present practice and recommendations to improve that practice. Quantitative data in the questionnaire were analyzed using descriptive statistics appropriate to variables of the study. Qualitative data from open-ended responses on the questionnaire were transcribed, coded, and summarized. Based on questionnaire responses, three districts were selected for further inquiry through use of a follow-up interview, related to their report of successful practices in the survey. The purpose of interviews was to answer deeper questions about categorized responses on the survey instruments and to gather additional information on best practices. Interview responses were transcribed, coded, and summarized. Results were reported for MSAN districts and compared to findings in the literature to answer research questions. From these results, recommendations were made for both MSAN and other districts to improve practice. Recommendations were as follows: (1) hire minority faculty, (2) use culturally reflective literature, (3) add non-Western events to the public school experience, and (4) develop strong personal relationships between schools and minority students and their families.

Indexing (document details)
Advisor: Fox, Donna Brink
Commitee:
School: University of Rochester, Eastman School of Music
School Location: United States -- New York
Source: DAI-A 70/05, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Bilingual education, Music education, Ethnic studies
Keywords: Minority Student Achievement Network, Minority participation in music, Minority student achievement, Multicultural education, Music programs, Public school music programs
Publication Number: 3361068
ISBN: 9781109190410
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