Equity and access in music education: Conceptualizing culture as barriers to and supports for music learning.

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Constance McKoy, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: A conceptual model designed specifically for the investigation of issues surrounding race, ethnicity and culture in relation to music learning will best serve our profession as we attempt to understand how these issues may impact music learning among diverse populations. This paper proposes such a model, depicted as a concept map, featuring five primary categories: teacher, student, content, instruction, and context. Focusing research according to this model will serve to categorize current knowledge, clarify factors and constructs involving music learning, and formulate predictions of specific learning outcomes, thereby facilitating the development of hypotheses and theories that support a research agenda devoted to examining the barriers to and support for music learning as influenced by race, culture and ethnicity.

Additional Information

Music Education Research, 9, 241-253
Language: English
Date: 2007
Conceptual model, Race, Culture, Ethnicity, Music Education

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