Representation in music: College students’ perceptions of ensemble repertoire

Abstract

Culturally responsive pedagogy in music education is becoming increasingly crucial for all students, in all types of music programs, and at all levels of education as demographic shifts occur in schools. In music ensembles, the selection of repertoire is a critical component of culturally responsive pedagogy. The purpose of this study was to investigate student perceptions of repertoire in college music ensembles. This study was guided by the following research questions: (a) Do students perceive current ensemble repertoire as representative and supportive of their self-identities? (b) What are these perceptions according to students’ race or ethnicity, gender, and ensemble type? (c) What factors do students consider important in directors’ selection of repertoire? (d) How are directors’ current repertoire selection practices, as experienced by the respondents, informed by or responsive to gender and racial diversity in the ensembles? Respondents ( N = 278) were graduate and undergraduate college students enrolled in band, choir, or orchestra. Data were collected through an online questionnaire. Overall, respondents felt that current repertoire practices were representative and supportive, although male respondents rated composer gender as lower in importance in repertoire selection than both females and those not identifying as male or female. White students indicated that they felt repertoire selection was more representative of their gender than Black, Indigenous, and other students of color. Respondents also indicated a desire for more underrepresented composers in ensemble repertoire. Numerous implications are provided, including the need for an increased focus on culturally responsive repertoire selection processes in teacher preparation programs.

Recruiting and Retaining Hispanic and Latino/a/x Music Educators: A Literature Review

“…Another possible consideration for the lack of participation may be that Hispanic and Latino/a/x students view participation in school music programs as a “White activity” (Escalante, 2019a, p. 3; 2019b, p. 8). This may be due to the underrepresentation of Hispanic and Latino/a/x culture as White, male composers dominate the repertoire students perform (Cumberledge & Williams, 2022; Koza, 2008; Zabanal, 2020). Dekaney and Robinson (2014) stated that “White teachers are often surprised to learn that students of color might associate a musical career with skin color” (p. 458).…”

“…Hispanic and Latino/a/x students rarely interact with professors or university role models of color who provide needed support systems (Abramo & Bernard, 2020). Underrepresentation of their culture continues in the music theory and history classroom, which is often taught within a White, European frame (Clercq, 2020; Ewell, 2020), and in the repertoire they are performing as individuals or in ensembles (Cumberledge & Williams, 2022; Koza, 2008). Hispanic and Latino/a/x students struggle with these systematic issues—both societal and higher education music system—which provides a unique variety of barriers to overcome when pursuing a musical identity that may be different from their own.…”