Forty students (N = 40) enrolled in the world drumming classes at two midsize urban high schools, School A (n = 18) and School B (n = 22), responded to a survey in which they freely responded to questions about their music preference, cultural background, school environment, their involvement in music in their schools and community, and how they believe their music choices express their identities. Results revealed that students in School A, where teachers and administrators seemed to have adopted culturally relevant pedagogies, articulated their perceptions of music, culture, and identity in a more meaningful way.
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