| Description |
The purpose of this study was to report: (a) the enrollment of Hispanic and non-Hispanic White music students under the direction of Hispanic and non-Hispanic White music teachers (N=\3), (b) any practically significant differences between the enrollment of Hispanic and non-Hispanic White music students under the direction of Hispanic and non-Hispanic White music teachers, and (c) the ethnic demographic of the sample's music performance ensembles. The data for this study, which came from 13 schools, included 23 music programs directed by Hispanic teachers, 13 music programs directed by non-Hispanic White teachers, and 3 programs directed by teachers of other ethnicities. In 10 of 13 sites in the study, data did not support the suggestion that the presence of a Hispanic music teacher encourages a higher number of Hispanic students to pursue music. Data from 3 of 13 sites supported the suggestion that the presence of a Hispanic music teacher encourages a larger number of Hispanic students to pursue music. In 9 of 11 of these sites, non-Hispanic White teachers had an equal and sometimes higher percentage of Hispanic students enrolled in music performance courses The presence of a Hispanic music teacher may encourage additional students to enroll in music; additional research will be needed to substantiate this. Data suggest that the ethnicity of the music teacher may not be as important as other factors, such as the proficiency of the teacher. Non-Hispanic White teachers were as successful as Hispanic |
