https://www.mischooldata.org/SpecialEducationEarlyOn/ DataPortraits/DataPortraitsDisability.aspx (special education)


https://www.mischooldata.org/DistrictSchoolProfiles/Stu- dentInformation/StudentSummary.aspx (other demo- graphic data)


Mustanski, B., & Liu, R. T. (2013). A longitudinal study of predictors of suicide attempts among lesbian, gay, bisex- ual, and transgender youth. Archives of sexual behavior, 42(3), 437-448.


Myhill, D., & Jones, S. (2006). ‘She doesn’t shout at no girls’: pupils’ perceptions of gender equity in the classroom. Cambridge Journal of Education, 36(1), 99-113.


National Association for Music Education. (2017a). Equity and Access in Music Education. Downloaded from: https://nafme.org/about/position-statements/equity-ac- cess/


National Association for Music Education. (2017b). Inclu- siveness and Diversity in Music Education. Downloaded from: https://nafme.org/about/position-statements/ inclusivity-diversity/


National Association for Music Education. (2017c). On affirming all students. Downloaded from: https://nafme. org/on-affirming-all-students/


Orfield, G., Ee, J., Frankenberg, E., & Siegel-Hawley, G. (2016). “ Brown” at 62: School Segregation by Race,


Poverty and State. Civil Rights Project-Proyecto Derechos Civiles. Downloaded from: http://files.eric.ed.gov/full- text/ED565900.pdf


Orfield, G., Kuscera, J., & Siegel-Hawley, G. (2012). E Pluri- bus… separation: Deepening double segregation for more students. Los Angeles: Civil Rights Project UCLA. Downloaded from http://escholarship.org/uc/item/8g- 58m2v9


Sadker, M., & Sadker, D. (2010). Failing at fairness: How America’s schools cheat girls. Simon and Schuster.


Stewart, D. L. (2017). Language of Appeasement. Inside High- er Ed. Downloaded from: https://www.insidehighered. com/views/2017/03/30/colleges-need-language-shiſt- not-one-you-think-essay


_________________________________ 1


Black students may not be on this list because the study was of schools


with music programs; school segregation means that Black students are disproportionately served in schools that may not offer music (Orfield,


Kuscera, & Siegel-Hawley, 2012; Salvador & Allegood, 2014). 2


start” below). 3


By virtue of teaching all students in a given school building, elementary


general music is more inclusive. However, elementary general music teachers might consider equity-oriented questions (see “…where do I


Conversely, perhaps it is time to stop performing music associated


with oppression, such as minstrel songs, songs with lyrics that reinforce gender stereotypes, etc, unless it is very sensitively and explicitly taught for the purpose of engaging students in empowering, emancipatory transformation of these messages.


Central Michigan University School of Music


2018 Music Major Auditions January 19 • February 9 & 10 • February 24 • March 16


musicadmit@cmich.edu • (989) 774-1950 Facebook.com/CMUSchoolofMusic Twitter: @CMUMusicSchool


www.music.cmich.edu


CMU, an AA/EO institution, strongly and actively strives to increase diversity within its community (see www.cmich.edu/aaeo).


12


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48