Supporting Music Education in Elementary Schools in a Low-Income Rural Area

Abstract

The purpose of this generic qualitative inquiry was to describe parents and educators’ attitudes toward the sustainability of music education in elementary schools in a low-income rural area. Sources for this research included interviews, focus groups, and observations. Participants were principals, parents, and teachers from four elementary schools and three parent-teacher organizations (PTOs) in a small district in a low-income rural area in the southeast United States. Data were analyzed through open coding to describe details on maintaining music in this elementary school. The themes emerged were reasons for supporting music education in elementary schools and principals’ leadership in overcoming economic challenges in music education. Findings indicated that efforts to maintain music in a school program are motivated by the evident impact on students’ academic performance and everyday activities. The results confirmed that educators’ determination and leadership skills are the support for music in the school curriculum.