Access to Music Education with Regard to Race in Two Urban Areas

Autor/inn/en	Salvador, Karen; Allegood, Kristen
Titel	Access to Music Education with Regard to Race in Two Urban Areas
Quelle	In: Arts Education Policy Review, 115 (2014) 3, S.82-92 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2014.914389
Schlagwörter	Music Education; Access to Education; Urban Areas; Statistical Analysis; Racial Differences; Minority Group Students; White Students; Public Schools; Elementary Schools; Middle Schools; High Schools; Racial Composition; Scoring Rubrics; Curriculum; Extracurricular Activities; Surveys; Socioeconomic Status; Teacher Student Ratio; Nonparametric Statistics; Multiple Regression Analysis; District of Columbia; Maryland; Michigan; Virginia + Suchen Sie Ihr Suchwort? Musikerziehung; Education; Access; Bildung; Zugang; Bildungszugang; Urban area; Stadtregion; Statistische Analyse; Rassenunterschied; Public school; Öffentliche Schule; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Scoring formulas; Auswertungsbogen; Curricula; Lehrplan; Rahmenplan; Außerunterrichtliche Aktivität; Survey; Umfrage; Befragung; Socio-economic status; Sozioökonomischer Status; Lehrer-Schüler-Relation
Abstract	This quantitative study examined access to school music instruction with regard to race in two urban areas: Detroit, Michigan, and Washington, DC, in 2009-2010. We found significant differences in the provision of music instruction between schools with high and low proportions of nonwhite enrollment, in categories including curricular offerings, extracurricular offerings, and resources. In the Detroit area, only 31 percent to 60 percent of schools with high percentages of nonwhite students offered any music instruction at all. We contrast our findings with those of a National Center for Educational Statistics report to demonstrate how regional and national averages can obscure information that should guide policy, such as the influence of location and racial demographics of schools on the provision of public school music instruction. The article concludes with a discussion of the implications of using flawed data in the creation of policy and suggestions for more comprehensive and accurate data collection and analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10