In search of music equity in an urban middle school

Since the 1970s, many urban middle schools have had poorly functioning music programs as a result of neglect, social-class segregation, and white and middle-class flight from urban public schools. These urban schools have lacked the resources, support and pool of qualified and caring teachers to offer sustained high-quality music programs that are culturally relevant to urban students of low socioeconomic status. Currently, there is a gap in literature regarding equity and urban middle school music programs. To help fill this gap, I conducted a qualitative research study at one urban middle school in a large West Coast city. I interviewed the school's three administrators, two music teachers, two student focus groups, and conducted six classroom observations seeking data on the importance of music at their school, on issues of equity and music, and on student interest in the school's music program. The findings indicate that the school has not yet attained equity in its music program for all students and that the school lacks in culturally and socially relevant music programs for its students. Additionally, the school lacks a sequential music program that would allow students to acquire the necessary skills to access higher-level music classes, or to successfully pass the entrance audition for their school district's Music and Art High School. The author recommends that the school provide culturally relevant programs to supplement its current music program, and provide tutorial help for students. Lastly, further studies should examine other urban middle schools that successfully provide culturally and socially relevant content and pedagogy as well as the phenomenon of sequential music programs.