A demographic profile of high school music courses in New York

Abstract

Previous scholarship has provided a broad overview of demographic trends in secondary school music enrolment across the United States. However, there exists a gap in the literature in how students with disabilities are represented in school music, and the demographics of students enrolled in experiences outside of band, orchestra, and choir. Therefore, the purpose of this study was to examine demographic trends in music courses across New York, which has implemented a variety of course offerings that exist outside of band, orchestra, and choir. Using data obtained from the State Department of Education’s Student Information Repository System (SIRS), this article provides a profile of school music in the state. Results demonstrate how students with disabilities are underrepresented in school music programmes and differences in participation by race, gender, socioeconomic status, and native language across a variety of traditional and non-traditional school music experiences. Specific music experiences, such as Guitar and Piano, help to balance the demographic profile of school music programmes with disproportionately White and more affluent large ensemble courses.

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