Singing in School Culture: Exploring Access to Participation in a Rural Choral Program
Abstract
Music programs interact in complex ways with the schools and communities in which they reside. This article explores ways that access to participation in a secondary rural choral program was impeded or enabled by facets of the school culture. Data generation for this case study included 34 hours of observation, semistructured interviews, and document analysis. Participants included the choir teacher, students in grades 7–12, parents, and school staff. Findings suggest the choir teacher’s beliefs and practices, perceived benefits to choir participation, and academic and social features of the choral program enabled participation by aligning with school and community values, including a well-rounded education, academic excellence, career exploration and college preparation, and relationships. Factors impeding access to choir participation included social meanings of singing related to gender and class and curricular programs, including the scheduling of career and technical education (CTE) and Advanced Placement (AP) courses. Students disrupted stereotypes related to class, gender, and choir participation utilizing resources such as relationships and the value of well-roundedness. Students enrolled in CTE courses missed a year of choir and other electives, while conflicts that arose between limited AP offerings and choir courses were overcome with accommodations requested by students and families and agreed to by the choir teacher. The community and school valuing of access to music for all students as part of a well-rounded education was in tension with limited resources and the value placed upon providing varied career exploration opportunities to students living in an economically depressed area.
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There are few one-size-fits-all solutions for increasing enrollment in secondary music programs because the factors that influence music participation likely vary in importance or effect based on different school settings.
“there are few one-size-fits-all solutions for increasing enrollment in secondary music programs because the factors that influence music participation likely vary in importance or effect based on different school settings”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Bannerman, 2019
A student might be concerned that they have to give up another class or activity in order to participate in a music class.
“For example, a student might be concerned that they have to give up another class or activity in order to participate in a music class (Bannerman, 2019;Clements, 2002;Demorest et al., 2017;Pendergast & Robinson, in press).”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Bannerman, 2019
Some schools have found success working among and between students' many obligations to create situations where students are able to participate in multiple activities while also participating in school music classes.
“Concerning costs to participation, some schools have found success working among and between students' many obligations to create situations where students are able to participate in multiple activities while also participating in school music classes (Bannerman, 2019).”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Bannerman, 2019
They may compare the effort required for their existing classes or activities with the necessary effort for a new class.
“They may compare the effort required for their existing classes or activities (e.g., challenging academic classes) with the necessary effort for a new class (e.g., music; Bannerman, 2019).”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Bannerman, 2019
Music teachers who teach in small schools and charter schools may be particularly affected by student costs because smaller student populations will inherently require students to be involved in many different types of activities.
“It is important to note that music teachers who teach in small schools and charter schools may be particularly affected by student costs because smaller student populations will inherently require students to be involved in many different types of activities (Bannerman, 2019).”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Bannerman, 2019
Cited by
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Understanding Participation in Secondary Music Classes: A Literature Review
Pendergast, S. (2020) · Update: Applications of Research in Music Education · doi:10.1177/8755123320928479 · Cited by 13 · see citing works
- Authors
- Bannerman, J.
- Affiliations
- University of Alabama (US)
- Corresponding author
- Bannerman, Julie
- ORCID
- Bannerman, Julie
- Venue
- Bulletin of the Council for Research in Music Education
- Publisher
- University of Illinois Press
- Published
- 2019-10-01
- Issue
- 222
- Pages
- 44-62
- ISSN
- 0010-9894 (ISSN-L)
- 2162-7223
- OpenAlex
- W2972123398
- Cited by
- 9
- References
- 0
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 1 · 2023: 1 · 2022: 2 · 2021: 1 · 2020: 2
- FWCI
- 19.31
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Bulletin of the Council for Research in Music Education (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
- Social Sciences › Education › Music Education and Analysis
- Social Sciences › Education › Education in Rural Contexts
- Keywords
- school culture, rural schools, secondary education, well-rounded education, vocational education, Advanced Placement courses, school-community relations, economic disadvantage
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