Addressing Student-Perceived Barriers That Prevent Adolescent Students from Diverse Racial and Economic Backgrounds from Participating in Secondary School Ensembles

Abstract

This thesis explores the ways in which student perceptions can affect ensemble enrollment at the secondary level. The research takes a specific look into minority students and students from disadvantaged socioeconomic backgrounds, while also addressing possible barriers for students of all backgrounds. Music ensembles across the country have been experiencing decreases in enrollment, even pre-pandemic. There have been several proposed solutions, but solutions have been unclear, and implementation has been irregular. Findings in this research aim to address these issues from the student perspective and give the teachers and directors of these ensembles a direction to move in as music pedagogies shift and evolve.