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

Autor/inn/en	Alegrado, Alenamie; Winsler, Adam
Titel	Predictors of Taking Elective Music Courses in Middle School among Low-SES, Ethnically Diverse Students in Miami
Quelle	In: Journal of Research in Music Education, 68 (2020) 1, S.5-30 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429420908282
Schlagwörter	Music Education; Student Characteristics; Course Selection (Students); Elective Courses; Middle School Students; Gender Differences; Predictor Variables; Ethnicity; Racial Differences; Poverty; Special Education; English Language Learners; Language Proficiency; Grade 5; Grade 6; Grade 8; Grade 7; School Readiness; Reading Achievement; Mathematics Achievement; Preschool Children; Social Development; Child Behavior; Cognitive Development; Language Skills; Psychomotor Skills; Standardized Tests; Florida (Miami); Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Musikerziehung; Course selection; Student; Students; Kurswahl; Elective course; Wahlkurs; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Geschlechterkonflikt; Prädiktor; Ethnizität; Rassenunterschied; Armut; Special needs education; Sonderpädagogik; Sonderschulwesen; Language skill; Language skills; Sprachkompetenz; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; School year 07; 7. Schuljahr; Schuljahr 07; Readiness for school; School ability; Schulreife; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Kognitive Entwicklung; Psychomotorische Aktivität; Standadised tests; Standardisierter Test
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01