Degree Date
12-13-2025
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Dr. Andrew Beard
Second Advisor
Dr. Laura Wangsness Willemsen
Third Advisor
Dr. Frederick Dressen
Abstract
Scholars have found that students who participate in instrumental music programs achieve higher academic levels, have better attendance, and build stronger community connections than students who do not participate. This dissertation examines successful strategies for increasing participation in instrumental music programs by reducing socioeconomic barriers, enhancing instrument access, creating ensemble opportunities, and fostering a positive culture within the instrumental program for students during the middle school years. Music educators have found successful strategies to recruit and retain students despite the barriers they encounter.
Researchers have investigated the benefits of participating in instrumental music and the reasons why students discontinue their music studies. Utilizing a qualitative, semi-structured interview approach, 10 middle school instrumental music educators in Minnesota towns were interviewed to explore their strategies for navigating socioeconomic status, increasing school connectedness, and meeting their students' emotional and psychological needs. Data analysis provided insight into their successful strategies. These strategies include creating economic equity for students by expanding access to instruments, creating schedules that allow for student exploration, offering multiple entry points, and fostering a positive culture that promotes a sense of belonging. Based on these findings, recommendations were offered for the transferability of these strategies to other music educators in different school districts. Recommendations for educational practice include methods for providing instruments, creating alternative ensembles, fostering a culture of belonging, and promoting teacher collaboration. Future research recommendations include increasing the number of participants and researching barriers from a student perspective. These methods could offer additional insights into strategies for making instrumental music accessible to all students.
Keywords: Strategies, instrumental music, barriers, instrument access, multiple entry points, school connectedness, positive culture