students. Community performances of culturally relevant ensembles can establish relationships with and elicit sup- port from community members, and serve as a recruitment vehicle for new students.


Recommendations for Future Research The lack of recent research regarding urban instrumental music education itself suggests that more studies on this important topic are needed. A multiple case study that examines how urban instrumental music teachers over- come potential enrollment and retention barriers could be of great assistance to those teaching in similar contexts. Additionally, a longitudinal study may track urban students from enrollment in middle school through high school and determine if retention and attrition are affected positively or negatively when starting instrumental music study at the elementary or middle school levels.


Conclusion


Equity and inclusivity research studies in urban instrumen- tal music education and the implications that are derived from those studies can further assist the profession achieve the goal of providing a music education for all students. Willa Dunleavy, a retired music supervisor with over 30 years of teaching experience in the Fort Worth, Texas pubic schools, stated that, “There is a place and calling for music educators to serve the urban children. I just wish that every child in these United States could have a music education in the public school setting. They deserve it.” (Renfro, 2003, p. 40).


References


Abril, C. R. (2006). Teaching music in urban landscapes: Three perspectives. In C. Frierson-Campbell (Ed.), Teaching music in the urban classroom: A guide to survival, success, and reform (Vol. 1, pp. 75-98). Lanham, MD: Rowman & Little- field Education.


Albert, D. J. (2006). Strategies for the recruitment and retention of band students in low socioeconomic school districts. Contributions to Music Education, 33, 53-72.


Bernard, R. (2010). The rewards of teaching music in urban settings. Music Educators Journal, 96(3), 53-57. doi: 10.1177/0027432109356268 Brandstrom, S., & Wiklund, C. (1996). The social use of music and music education. Canadian Music Educa- tor, 37(3), 33-36.


Corenblum, B., & Marshall, E. (1998). The band played on: Predicting students’ intentions to continue study- ing music. Journal of Research in Music Education, 46(1), 128-140. doi: 10.2307/3345765 Department of Education (2004). Report of the National Center


for Education Statistics. Washington, DC: Office of Educational Research and Improvement. Fitzpatrick, K. R. (2011). A mixed methods portrait of urban instrumental music teaching. Journal of Re- search in Music Education, 59(3), 229-256. doi: 10.1177/0022429411414912 Gordon, D. G. (1997). An investigation and analysis of en- vironmental stress factors experienced by K-12 music teachers (Doctoral dissertation, University of North- ern Iowa). Available from ProQuest Digital Disserta- tions and Theses database. (AAT 9816935)


Green, L. (2008). Music, informal learning and the school: A new classroom pedagogy. Burlington, VT: Ashgate. Hicks, C. E., Standifer, J. A., & Carter, W. L. (Eds.) (1983). Methods and perspectives in urban music education. Washington, DC: University Press of America.


Hinckley, J. (1995). Urban music education: Providing for students. Music Educators Journal, 82(1), 32-35. doi: 10.2307/3398883


Klinedinst, R. E. (1991). Predicting performance achieve- ment and retention of fifth-grade instrumental stu- dents. Journal of Research in Music Education, 39(3), 225-238. doi: 10.2307/3344722


Maslow, A. H. (1970). Religions, values, and peak experi- ences. New York, NY: Penguin.


McCarthy, J. (1980). Individualized instruction, student achievement, and dropout in an urban elementary instrumental music program. Journal of Research in Music Education, 28(1), 59-69. doi: 10.2307/3345053 Mixon, K. (2005). Building your instrumental music pro- gram in an urban school. Music Educators Journal, 91(3), 15-23. doi: 10.2307/3400071 Renfro, L. (2003). The urban teacher struggle. Teaching Music, 11(2), 36-40.


Smith, J. (2006). The challenges of urban teaching: Young urban music educators at work. In C. Frierson-Camp- bell (Ed.), Teaching music in the urban classroom: A guide to survival, success, and reform (Vol. 1, pp. 57- 74). Lanham, MD: Rowman & Littlefield Education.


Daniel J. Albert is a Ph.D. student in music education at Michigan State University. Previously, Daniel taught middle school general and instrumental music in Longmeadow, Massachusetts. He received his Bachelor of Music degree from the University of Massachusetts Amherst and his Master of Music degree from the University of Michigan.


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