Date of Award

7-2024

Document Type

Thesis

Degree Name

Master of Music Education

Department

Education

First Advisor

Ryan Curtis

Second Advisor

Kate Herrell

Third Advisor

Pamela Grooms

Abstract

Music education in urban classrooms plays a crucial role in shaping students' overall development and academic success. The field of music education is not immune to the challenges of equity and access that exist in urban settings. It is essential to address these issues to ensure that all students have equal opportunities to participate in music programs and reap the countless benefits that come with them.

The importance of this topic in the field of music education cannot be overstated. Research has shown that students who participate in music programs demonstrate improved academic performance, enhanced cognitive skills, and increased creativity. However, not all students have equal access to these opportunities, especially those in urban schools facing resource constraints and societal inequalities.

Despite the growing body of research on music education, there remains a significant gap in understanding how equity and access issues specifically impact urban classrooms. This research aims to fill that gap by investigating the barriers that urban students face in accessing quality music education programs.

The main research question guiding this study is: How do issues of equity and access manifest in music education within urban classroom settings? To answer this question, a qualitative research approach will be conducted, including a thorough examination of data and case studies.

Ultimately, the key message of this research is to advocate for policies and practices that promote equity and access in music education for all students, regardless of their background or the setting of their school. Addressing these issues is essential for creating a more inclusive and enriching educational experience for urban students.

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