Analysis of Music Educators in the United States

Document Type

Oral Presentation

Campus where you would like to present

Ellensburg

Event Website

https://digitalcommons.cwu.edu/source

Start Date

15-5-2019

End Date

15-5-2019

Abstract

In the field of music there is an enormous gap between the diversity of students and the diversity of the conductors of the students. Over time, the student population has become increasingly more diverse, moving away from an all-white classroom. However, with progress being made with students, the diversity of band directors has continued to be a white-male dominated field. There is a cultural mismatch in the schools. Another major problem is the achievement gap which is defined as the disparity in test scores between White student and their counterparts (Howe & Lisi, 2017). Students need to see themselves reflected in their teachers but also in the curriculum. Much of the current curriculum for music education reflects Eurocentric traditions of music. What is left out is much of the musical traditions and aspects of African, Asian, Hispanic and other nations’ cultures. Through this project, I will do an analysis of race and bias of music directors in the United States to see the genres and cultures of music that are being taught. Recommendations will be made to teachers, parents, and school executives about the importance of having diverse music educators; as well as the benefits to the students when they are introduced and immersed with cultural music from around the world. Using the Washington Models for the Evaluation of Bias (2009) I will look for patterns and practices broadly used in popular instructional resources for the music classroom.

Winner, Outstanding Poster Presentation, College of Education & Professional Studies

Faculty Mentor(s)

Susana Flores

Department/Program

Education

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May 15th, 12:00 AM May 15th, 12:00 AM

Analysis of Music Educators in the United States

Ellensburg

In the field of music there is an enormous gap between the diversity of students and the diversity of the conductors of the students. Over time, the student population has become increasingly more diverse, moving away from an all-white classroom. However, with progress being made with students, the diversity of band directors has continued to be a white-male dominated field. There is a cultural mismatch in the schools. Another major problem is the achievement gap which is defined as the disparity in test scores between White student and their counterparts (Howe & Lisi, 2017). Students need to see themselves reflected in their teachers but also in the curriculum. Much of the current curriculum for music education reflects Eurocentric traditions of music. What is left out is much of the musical traditions and aspects of African, Asian, Hispanic and other nations’ cultures. Through this project, I will do an analysis of race and bias of music directors in the United States to see the genres and cultures of music that are being taught. Recommendations will be made to teachers, parents, and school executives about the importance of having diverse music educators; as well as the benefits to the students when they are introduced and immersed with cultural music from around the world. Using the Washington Models for the Evaluation of Bias (2009) I will look for patterns and practices broadly used in popular instructional resources for the music classroom.

Winner, Outstanding Poster Presentation, College of Education & Professional Studies

https://digitalcommons.cwu.edu/source/2019/Oralpres/54