Classroom Environment and Hispanic Enrollment in Secondary Choral Music Programs

Abstract

The purpose of this study was to investigate the classroom envi ronment in choral music programs with both low Hispanic en rollment and proportionate Hispanic enrollment. Students enrolled in ten choral music programs (n-405) completed the Classroom Environment Scale. A series of MANOVA tests re vealed significant differences between the two types of programs (proportionate Hispanic enrollment and low Hispanic enroll ment) and three dimensions of the classroom environment: (1) level of affiliation, (2) level of competition, and (3) amount of teacher control. In addition, this study investigated whether there were differences in how Hispanic students, White students, and students who are Neither Hispanic nor White assessed the class room environment in choral music programs. Significant differ ences were found in the assessment of affiliation and innovation.

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