Geography of Music Access, Poverty, and Race in New York City Public Schools, 2014–2015

• In Event: Race, Racism, and Representation in Music Education

Abstract

This paper maps the geographic distribution of early childhood music access in New York City public schools—both traditional and charter—and highlights the inequitable racial and socioeconomic disparities that persistently deny students in certain neighborhoods the opportunity to participate in a K-3 music program.

Author

• Andrew Aprile, City College of New York