Who Takes Music with Them When They Transition to High School?

Autor/inn/en	Tucker, Tevis L.; Winsler, Adam
Titel	Who Takes Music with Them When They Transition to High School?
Quelle	In: Journal of Research in Music Education, 71 (2023) 1, S.22-48 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tucker, Tevis L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/00224294221121053
Schlagwörter	Grade 8; Grade 9; Middle School Students; High School Students; Music Education; Predictor Variables; Persistence; Grade Point Average; Students with Disabilities; Student Characteristics; Gender Differences; Academically Gifted; Mathematics Achievement; Singing; Musical Instruments; Florida (Miami) + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Musikerziehung; Prädiktor; Ausdauer; Disability; Disabilities; Behinderung; Geschlechterkonflikt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Gesang; Musikinstrument
Abstract	According to music educators, persistence beyond a student's initial enrollment in middle and high school music is a problem; however, there has been little research to substantiate this claim. Although several recent large-scale, longitudinal studies of initial selection into music classes have been conducted, longitudinal studies on who "persists" (vs. quits) in music--especially from middle to high school--are overdue. We prospectively followed a large (n = 3,393), ethnically diverse (62% Hispanic, 29% Black), predominately low-income (77% free/reduced-price lunch) sample of eighth-grade middle school music students to high school (ninth grade) to understand predictors of persistence. Overall, only 24.5% of students taking a music elective in eighth grade continued to do so in ninth grade (band = 20.4%, chorus = 21.8%, guitar = 12.3%, orchestra = 20.4%). Initially more academically competent students (higher eighth-grade grade point average and reading and math scores) and students with disabilities were more likely to persist with music from eighth to ninth grade. Predictors varied somewhat by music type. A multigroup analysis showed moderation across music types with respect to the effect of gender, gifted status, and math on music persistence (e.g., high math scores predict band but did not predict other music-type persistence). Implications for music educators and researchers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01