The experiences of high-achieving young violinists from a Title-I elementary school: a qualitative study

Abstract

Researchers have suggested that music ensembles in the United States tend to favor students of higher socioeconomic status (SES). Low SES students are likely to have fewer opportunities for music education, and may not stay in those programs because of their lack of interest (Abril, 2019). Yet, perspectives of low SES and high-achieving music students have been minimally investigated (Baranski, 2011; Boon, 2014). The purpose of this study is to explore perspectives of violin students who come from a Title-I elementary school (Central Strings) and who are now receiving scholarship to attend a major pre-college strings program (Youth Midwest Strings). The research questions explored why students decided to pursue advanced violin learning in a tuition-based program, the benefits of music instruction, and the differences between music programs comprised of students with contrasting SES. Five students, ages 9 to 13, and four of their parents were interviewed. The results indicated that students joined YMS after receiving social and financial support, and they perceived music both as their future profession and as an activity that positively impacts their knowledge and social relationships. Participants also recognized structural, pedagogical, social, and psychological differences between Central Strings and Youth Midwest Strings. Additionally, results suggest that string programs centering on traditional Western classical music repertoire can enable students from Title-I schools to have meaningful engagement with music-related activities and encourage classical music to be a major influence on their lives.