Abstract
Music educators in the United States and those who support them currently wrestle with the fact that students from low-income communities and homes are underrepresented across the country’s music programs. Music education classes, particularly at the secondary level, do not represent the broader population enrolled in U.S. public schools. In an effort to better meet the needs of low-income students, this article suggests an often unconsidered set of questions that may lead toward more nuanced understandings of the ways in which teachers structure music programs. By examining school and classroom practices, we might better meet the needs of socioeconomically diverse school communities.
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