Classroom Music Experiences of U.S. Elementary School Children

Peter J. Miksza · Brent M. Gault

23 citations0/0 files storedJournal of Research in Music Education

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Diverse Music Education Insights Critical Race Theory in Education Music Education and Analysis

Abstract

The primary purpose of this study was to describe the music experiences elementary school children in the United States receive in the academic classroom setting. The data were drawn from the Early Childhood Longitudinal Study of the Kindergarten Class of 1998–1999 (ECLS-K), a nationally representative study that followed kindergarteners through to their eighth-grade school year with the last data collection wave in 2006–2007. The variables pertaining to music experiences in the academic classroom that were available in the ECLS-K were (a) the frequency and duration with which children received music instruction, (b) the frequency that music was used to teach math, and (c) the percentage of children receiving formal music instruction outside of school. Each of these variables also was analyzed as a function of child urbanicity, socioeconomic status (SES), and race. Statistically significant ( p < .001) disparities among children based on urbanicity, SES, and race were found on each of the music experience variables. Overall, White suburban students of high levels of SES tended to receive significantly more music experiences than students of color from urban and rural settings and of low SES. The findings support the need to advocate for high-quality music programs for all students and particularly for those from traditionally underserved populations.

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References

2009Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K): Combined User's Manual for the ECLS-K Eighth-Grade and K-8 Full Sample Data Files and Electronic Codebooks. NCES 2009-004.2016Action, Criticism, and Theory for Music Education 2011High School Music Ensemble Students in the United States 1998High School Extracurricular Activities: Closed Structures and Stratifying Patterns of Participation 2008The State of Music in Secondary Schools 2003Passing the Cultural Torch: Musical Experience and Musical Parenting of Infants 2009Trainee primary-school teachers’ perceptions of their effectiveness in teaching music 1999Classroom Teachers' and Music Specialists' Perceived Ability to Implement the National Standards for Music Education

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