An analysis of instrumental music educators’ use and knowledge of culturally responsive teaching behaviors in middle and high school instrumental music classrooms

The primary purposes of the study were to determine the extent to which secondary school instrumental music educators consistently use culturally responsive teaching approaches and concepts in their daily classes, and to determine their level of knowledge regarding culturally responsive teaching approaches and concepts. Specifically, the study was designed to investigate the effects of the three independent variables of United States geographic location, grade-level taught, and instrumental music ensemble taught on instrumental music educators’ use and knowledge of culturally responsive teaching behaviors, as measured by the Survey of Culturally Responsive Teaching (SCRT). Geographic location was assigned according to the state in which each participant grew up. Grade level taught was classified as middle school and high school. Instrumental music ensemble taught was classified as band and orchestra. A sample of 10,864 instrumental music educators who were members of the National Association for Music Education was selected randomly as participants and were administered the SCRT. The sample was selected based on the need to have representation from each United States geographic location, middle- and high-school teaching, and band and orchestra teaching. Participants were assigned to geographic-location groups based on the state in which they grew up, the grade level of students that they taught, and the instrumental music ensemble type that they taught. One hundred seventy (n = 170) participants responded to the SCRT. Results revealed that approximately 57% of participants consistently used culturally responsive teaching behaviors in their daily lessons, and approximately 71% of participants were knowledgeable of culturally responsive teaching approaches and concepts. Additionally, data analyses revealed that no significant effect of geographic location on items related to the ways in which instrumental music educators used culturally responsive teaching approaches (p > .05). Items designed to measure the extent to which participants were knowledgeable about culturally responsive teaching also were not significantly affected by geographic location (p > .05). Participants’ responses to a statement indicating the extent to which they understood the concept of multicultural education, however, were significantly affected by geographic location (p .05). Findings revealed that across the United States, instrumental music educators received appropriate and consistent professional development training regarding the use of culturally responsive teaching approaches, though that knowledge was not always applied in instrumental music classrooms. Approximately 41% of the participants indicated that they understood culturally responsive teaching, but they did not know how to incorporate it in their teaching. This finding was consistent with previous research studies. Results of the current study supported the premise that U.S. instrumental music educators possibly received preparation related to culturally responsive teaching approaches and concepts, but instrumental music educators’ implementation of culturally responsive teaching perhaps was deficient, and they needed additional training and supervision