nomic background. Tere are many ways to offer support other than through traditional fund raising activities. With proper tools, instruction, and community support, students in Title I schools can be part of a thriving music education program. Directors that I interviewed indicated that they must seek out other funding sources like Federal and Foun- dation-based grants. Title I schools and non-Title I schools can be equally well equipped with the latest technology if the teachers and administration seek out this kind of fund- ing, thus making it possible for all students to succeed.


Language also appears to be less of a barrier than in the past because more students speak English. It is difficult to say whether it is because of better or more intense language in- struction, less movement from school to school and there- fore more consistent language training, longer time spent in the United States surrounded by English speakers, or some other factors. Regardless, I heard far fewer comments about language as a concern or a barrier to participation in music experiences in schools than during my sabbatical study. Some students still need a friend to help with translation or help from the music educator if s/he is bilingual. Commu- nication with parents can still be problematic and providing documents or information in Spanish is oſten still neces- sary. However, it was notable that either these experiences are less common or there are more structures in place that assist with management of these situations.


Conclusion


Life as a Hispanic migrant farmworker is difficult. However, it appears that some things have improved for these workers and their families, most notably in their travel and housing. Many are traveling less and settling into communities with improved housing and living conditions. Te children of these workers appear to be having better school experiences with more options to participate in music as a result of the more settled lifestyle resulting from better living conditions and moving less. Teachers and administrators are also more aware of and seek out resources and grants available to Title I schools that help to provide updated technology, instru- ments, etc. that benefit students from migrant and strug- gling families. While these are notable improvements from the mid-2000s, there is more to do. It appears that, over time, migrant workers and their families are becoming “de facto immigrants” as they stay longer and longer in com- munities, moving less and even buying property. Life is still difficult for migrant families and most are concerned about losing the stability that they have worked hard to establish as a result of potential changes in government policies and economic shiſts. As a result, immigration policy needs to be updated to appropriately deal with this reality. In addition, particularly when times are difficult, education should pro- vide opportunities and a safe haven for growth in all aspects


of our humanity, music and the arts included, to all chil- dren. We, as educators, can and must be advocates for this.


Notes 1


Oxford Dictionaries.com. n.d. Definitions of migrant and immi-


grant. Accessed March 2019. https://en.oxforddictionaries.com/ definition/migrant and https://en.oxforddictionaries.com/definition/


immigrant 2


Lychner, John A. 2007. “Students from Hispanic Migrant Families in Michigan Classrooms: Considerations for Instrumental Music


Programs.” Michigan Music Educator 44 (3): 28-31. 3


Lychner, John A. (2008). “Students from Hispanic Migrant Families in Michigan Classrooms: Considerations for Instrumental Music


Programs.” Florida Music Director 61 (6): 10-16 and 46-48. Reprint. 4


Mexico.” Music Educators Journal 94 (4): 40-45. 5


https://www.census.gov/prod/2001pubs/c2kbr01-3.pdf. 6


cb11-cn146.html. 7


Lychner, John A. (2008). “Instrumental Music Experiences from U.S. Census Bureau. n.d. “2000 Census.” Accessed August 2018. U.S. Census Bureau. n.d. “2010 Census.” Accessed August 2018.


https://www.census.gov/newsroom/releases/archives/2010_census/ Jens Manuel Krogstad. 2016. “Key facts about how the U.S. Hispanic


population is changing.” Accessed August 2018. Te Pew Research Center website, http://www.pewresearch.org/fact-tank/2016/09/08/


key-facts-about-how-the-u-s-hispanic-population-is-changing/. 8


Aaron Selbig. 2015. “Decline in migrant workforce ‘a slow-moving


crisis’ for northern Michigan farmers.” Accessed August 2018. Te Interlochen Public Radio website, http://www.interlochenpublicradio. org/post/decline-migrant-workforce-slow-moving-crisis-north-


ern-michigan-farmers. 9


U.S. Department of Education. n.d. “Binational Migrant Education Initiative (BMEI).” Accessed August 2018. https://www.2.ed.gov/ad-


mins/tchrqual/learn/binational.html. 10


(NASDME). n.d. Accessed August 2018. https://www.nasdme.org/. 11


National Association of State Directors of Migrant Education Personal interviews with the following individuals took place on site


during the dates listed: Ben Horton, Greenfield Union School District, Bakersfield, CA, May 2018; David Stankewicz, Pioneer School, Delano, CA, June 2018; Anna Carney, Peripatetic Clarinet Teacher, Georgetown, TX, May & July 2018; Sandy Kessler, La Banda Sinfonica Juvenil, Queretaro, Mexico, July 2018; Kevin Gabrielse, Godfrey-Lee High School, Grand


Rapids, MI, September 2018. 12


Additional data on migrant student populations was obtained for


the following school districts: Bakersfield, CA, Area Schools; Chula Vista, CA, Area Schools; Grand Rapids, MI, Area Schools; Grand Haven, MI Area Schools; Austin, TX, Area Schools; Round Rock, TX,


Area Schools. 13


Melissa Anders. 2013. “Why more migrant workers are choosing


to stay in Michigan.” Accessed August 2018. Te mlive website at https://www.mlive.com/business/index.ssf/2013/08/michigans_mi-


grant_and_seasonal.html. 14


Michigan Migrant Resources website. n.d. Accessed August 2018. https://migrantresources.weebly.com/links.html.


John A. Lychner is Director of Music Education in the School of Music at Stetson University. He teaches classes in music education, supervises intern teachers, serves as an academic advisor as well as the advisor for the collegiate NAfME chapter, and is active as a clinician and conduc- tor.


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