A Descriptive Study of Elementary Student Access to School Music Education in Twelve Large Metropolitan Areas in the Southeastern United States

Abstract

Music education is an important part of a well-rounded elementary school curriculum. Unfortunately, not every school provides their students with music classes. Schools in predominantly White and wealthier communities seem to provide music classes more often than communities of color and poorer communities. The purpose of this descriptive quantitative study is to describe access to elementary music education based on the demographics and median income in 12 major cities within six states in the Southeast. The cities in the study include Birmingham and Huntsville, Alabama; Fayetteville and Little Rock, Arkansas; Jacksonville, Florida; Atlanta and Augusta, Georgia; Gulfport and Jackson, Mississippi; and Memphis and Nashville, Tennessee. The central question for this research includes: Are all students, regardless of race or socio-economic status, receiving equal access to a well-rounded education that provides a dedicated time for music instruction?

The results showed that in some areas all elementary schools employ a music teacher. Other areas did not have music teachers in all elementary schools. One area was less likely to have a music teacher with a majority of Black students or students of color compared to schools with a majority of White students, which always had a music teacher. The results of this same area revealed a significant relationship between income and access to music education. Title I schools were significantly less likely to have a music teacher than schools that do not receive Title I funding. These findings highlight the need to address racial and economic inequalities in access to music education.

More research is needed to understand the causes of these disparities and to find ways to close the gap in music education access. Future studies should cover more regions, review how policies affect access, and examine school leadership's decisions on music programs. Addressing disparities in access to music education is essential for an equitable, well-rounded education for all regardless of race or socio-economic status.