Does Music Engagement Vary by Immigration Generation? Implications for K–12 Music Education

• In Event: Cultural and Community Music-Making

Abstract

As of 2015, nearly one in four public school students came from immigrant households, but these students are underrepresented in current K-12 music education experiences. I examined how music participation varied as a function of immigration generation, race, and socio-economic status using data from the 2018 Self-Perception of Creativity and Arts Participation study. While bivariate analyses indicated differences in music participation due to immigration generation and race, multivariate logistic regression demonstrated differences in participation were better explained by socio-economic factors, particularly income and education. Using transnationalism and culturally relevant pedagogy as a framework, I situated these findings in the context of K-12 music education experiences. Suggestions for additional research and implications for K-12 music education course offerings are discussed.

Author

• David S. Miller, University of Kentucky