Cultural Relevance in Urban Music Education

Abstract

Recent research indicates students of low socioeconomic status (SES) who participate in the arts have better social and academic outcomes than those who do not participate in arts instruction. Because many students in urban areas are from low SES, music instruction could be particularly beneficial. However, because of various factors, enrollment in music courses is very low in secondary schools; students of color and low SES are underrepresented. Equal access to music education for all students is important because arts education is essential for the creation of well-rounded, engaged citizens of the world. This synthesis of selected research literature examines the status of musical opportunities for students in urban areas and offers suggestions for creating greater equity and cultural relevance through music instruction.