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edu Factors Influencing Culturally Responsive Teaching in the Middle School Choral/General Music Classroom Morgan C. Soja and D. Brett Nolker Many state departments of education require educators to teach in a culturally responsive manner. Music is a pervasive element in culture, and music educators have tremendous opportunity to use culturally responsive teaching. Initial areas of interest were teachers experience with diverse genres of music, and their comfort level using those genres in their curricula. Secondary areas of interest were teachers familiarity, comfort, training and use of culturally responsive teaching strategies. Results indicated that teachers felt less experienced with rap/hip hop, country and jazz, and felt less comfortable including rap/hip hop and country in their curricula. Results also indicated that the majority of teachers are not familiar with, do not use, and have received no training with culturally responsive teaching.
Teachers were also asked about how often they included each of the eight genres in their curricula. Teachers also indicated the reasons that they choose not to include the genres. The frequency data for each genre are represented below. Results revealed that teachers perceived a lack of materials for genres like jazz, world music, rap/hip hop, musical theater and country. Teachers also indicated that genres like jazz, rap/hip hop and country present vocal concerns that keep teachers from including these genres in their classrooms. Additionally, teachers felt that their own comfort and training with jazz, world music, rap/hip hop and country prevent them from using these genres with their students. A small number of teachers indicated that they did not use certain genres because of student musical interest. Although culturally responsive teaching in a music classroom is not accomplished simply by using music that students enjoy, that music teachers are considering student musical experiences and interests is encouraging.
Contact: Morgan C. Soja The University of North Carolina at Greensboro morgansoja@gmail.com mcsoja@uncg.edu
Classical General (n = 67) 02 15 28
Never Rarely Sometimes Often Frequently
54
19
Often Frequently
16
29
Often Frequently
28
17 20
Often Frequently
33
Contact: Morgan C. Soja The University of North Carolina at Greensboro morgansoja@gmail.com mcsoja@uncg.edu
Folk General (n = 67) 1 17 6
Never Rarely
21
34 31
22
21 22
30
Often
31
Frequently
37
29
Often Frequently
27
Contact: Morgan C. Soja The University of North Carolina at Greensboro morgansoja@gmail.com mcsoja@uncg.edu
Reasons for NOT Including Classical 5 4 3 2 1 0 18 16 14 Reasons for NOT Including Jazz
16 14
4 3 2 1 1 2
15
14
12 10 8 6 4
5
2 2
2 0
4 3 2 2 2 1 2
9 7 6
5 4 3 2 1 0
3 2 1 1
Contact: Morgan C. Soja The University of North Carolina at Greensboro morgansoja@gmail.com mcsoja@uncg.edu
Reasons for NOT Including Folk 8 7 6 5 4 3 2 1 0 Reasons for NOT Including Rap/Hip Hop 40 35 30
34
37
4 3 2 2
25 20 15
21 12 5 5 7
10 5 0
8
20
21 6 5 5 6
15
16
4
10 5 0
11
8 3
12