Does Music Education Have a Poverty Problem?

Autor/in	Beveridge, Tina
Titel	Does Music Education Have a Poverty Problem?
Quelle	In: Update: Applications of Research in Music Education, 40 (2022) 2, S.10-18 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beveridge, Tina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8755-1233
DOI	10.1177/87551233211036069
Schlagwörter	Music Education; Poverty; Barriers; Student Participation; Equal Education; Access to Education; Teacher Attitudes; Educational Policy; Music Teachers; Family Income; Costs; Labor Turnover; Teacher Persistence; Minority Group Students; Student Mobility; Educational Legislation; Federal Legislation; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Musikerziehung; Armut; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Education; Access; Bildung; Zugang; Bildungszugang; Lehrerverhalten; Politics of education; Bildungspolitik; Music; Teacher; Teachers; Musiklehrer; Familieneinkommen; Cost; Kosten; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	In this literature review, I explore poverty, the barriers to participation that exist for students in poverty, and why this issue should matter to music educators. Research findings about students and poverty generally fall into three categories: logistics, teacher attitudes, and policy. I identify participation barriers in each of these categories and offer suggestions how they might be addressed. Overall, findings involving poverty and music education indicate that when teachers are well-supported at the micro and macro level by legislators, administrators, parents, and other teachers, most barriers can be reduced or eliminated, and participation increases. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01