The relationship between Hispanic enrollment and the classroom environment in secondary choral music programs
AuthorLind, Vicki Rae, 1957-
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PublisherThe University of Arizona.
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AbstractThe purpose of this study was to investigate the classroom environment in choral music programs with both low Hispanic enrollment and proportionate Hispanic enrollment in order to identify the aspects of the classroom environment that may encourage Hispanic participation. In addition, this study investigated whether there was a difference in how Hispanic students, White students, and students who are neither Hispanic nor White assess the classroom environment in choral music programs. Finally, this research compared the classroom environment in the choral music classroom with a normative sample of representative high school classes. Four hundred and five high school students enrolled in ten choral music programs completed the Classroom Environment Scale. The students' responses were then analyzed using a multivariate analysis of variance. The results of this analysis indicate there is a difference between the classroom environments in programs with proportionate Hispanic enrollment and programs with low Hispanic enrollment. Students in programs with proportionate Hispanic enrollment report a lower level of affiliation, less competition between students, and a lower level of teacher control. There is also a difference in the assessment of the classroom environment among Hispanic students, White students and students who are neither Hispanic nor White. Hispanic students feel less affiliation with the choir regardless of program enrollment. In addition, there was an interaction effect with regards to innovation. Hispanic students in programs with low Hispanic enrollment assess the teaching in the choral music classroom as more innovative than Hispanic students enrolled in programs with proportionate Hispanic enrollment and students who are neither Hispanic nor White and who are enrolled in either type of program.* ftn*Originally published in DAI Vol. 58, No. 4. Reprinted here with corrected author name.
Degree ProgramGraduate College
Music and Dance