School Music and the Transition to College

Autor/in	Elpus, Kenneth
Titel	School Music and the Transition to College
Quelle	In: Journal of Research in Music Education, 69 (2022) 4, S.402-424 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Elpus, Kenneth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429421998285
Schlagwörter	Music Education; Student Adjustment; High School Students; Longitudinal Studies; College Admission; Predictor Variables; College Attendance; Scholarships; Academic Persistence; Regression (Statistics); Majors (Students); High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Musikerziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; High school; High schools; Oberschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hochschulzugang; Hochschulzulassung; Zulassung; Prädiktor; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Scholarship; Stipendium; Regression; Regressionsanalyse
Abstract	This study explored the transition from secondary to postsecondary education among a national sample of students who had or had not studied music in high school. Using evidence from the High School Longitudinal Study of 2009, a nationally representative longitudinal study of 21,440 American high school students who were ninth graders in the 2009-2010 school year, music and nonmusic students were compared for college admission outcomes. Specifically, music and nonmusic students were compared in terms of participation in the college admission process, the selectivity of colleges applied to and attended, scholarship and grant receipt, and election of either an arts or STEM (science, technology, engineering, mathematics) major. Comparisons controlled for the well-documented preexisting differences among those students who do and do not elect high school music study. Results showed that music and nonmusic students dropped out of high school, applied to college, attended college, received college scholarships and grants, and majored in STEM fields at statistically similar rates. However, music students were considerably more likely to major in a visual or performing arts field than nonmusic students. These results suggest that school music study does not disadvantage students in the transition to college even when compared with peers who elected additional "academic" subjects in lieu of music. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01