What Music Educators Know About Culturally Responsive Teaching

Open Access
Schaeffer, Jordana Leigh
Area of Honors:
Music Education
Bachelor of Music Education
Document Type:
Thesis Supervisors:
  • Dr. Linda Carol Porter Thornton, Thesis Supervisor
  • Dr. Linda Carol Porter Thornton, Honors Advisor
  • Sarah H Watts, Faculty Reader
  • urban
  • music education
  • culturally responsive teaching
  • social justice
  • community
  • population
The purpose of this study was to examine what music educators know about culturally responsive education and how they relate it to their everyday teaching. A survey sent to the Baltimore Public School music teachers was used to conduct this study. Data were collected through this survey from October-November 2018. The teachers’ identities remained anonymous and were asked a series of questions. Survey questions addressed the teachers’ basic demographic information and more specifically about their teaching style. Additionally, teachers were asked about the area they teach in, their students' demographics, how long they have been teaching, and what they think culturally responsive teaching is. The data gathered in the surveys were summarized and analyzed by the researcher, looking for common themes, ideas, or patterns in responses. The results indicated that the majority of teachers believe that meeting students where they are, understanding their students, and including and representing all students, are all essential in being an effective and culturally responsive music educator.