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What Individual and Societal Factors Affect Instrumental Music Program Enrollment and

Retention?

Anna Fuhrman

Department of Music, Towson University

MUED 311

Dr. McCabe

September 28, 2021

 Abstract

In order for music education to continue, students must continue to invest in their music pro-

grams and stay involved throughout their education. For programs to be most effective, students

must feel welcome and motivated to stay in music. This can only be done if music educators un-

derstand why students may or may not want to enroll and stay in these programs. In this litera-

ture review, different cultural and individual factors affecting student retention and enrollment in

instrumental music programs are examined, to determine how students may be making their de-

cisions and what music educators can do to ensure that the number of students in their program

does not decline.

Keywords: instrument choice, instrumental music, retention, enrollment

What Individual and Societal Factors Affect Instrumental Music Program Enrollment and

Retention?

Introduction

In the field of music education, an ongoing concern is being able to get students to pursue

music in the classroom, and to keep them in music programs as long as possible. Due to a lack of

funding, other non-musical opportunities, and lack of resources, many students are choosing not

to pursue music. In a study done on participation of academic subjects in California Public

Schools, student participation in music declined by 46.5%, a large percentage in comparison to

other academic subjects (Quadrant Research, 2004). The responsibility of getting students to en-

gage in these programs and preventing declines is primarily on music educators. Without stu-

dents, teachers will be less in demand and the field will continue to get less funding and support.

This makes it imperative that educators understand all factors that lead to students joining, or not

joining, instrumental music programs. Some of these factors are seen on an individual basis and

are unique to each person, and some are cultural and can affect many groups at a time. Many

studies have reviewed one or many of these factors, and can offer insight into how to keep stu-

dents motivated to join and continue in music programs (Cutietta, 1997; Hartley, 2009; Sinsel,

1997; Kuhlman, 1995; Fortney, 1993; Johnson, 2005; Griswold, 1981). These studies also pre-

sent how students may feel discouraged from these programs, which educators can use to combat

common obstacles and stigmas in students’ way. In order to ensure maximum student engage-

ment of music in schools, educators must work with a knowledge of all factors affecting student

enrollment and retention.

 The purpose of this literature review was to examine findings of a wide variety of factors

affecting instrumental program enrollment and retention, focusing primarily on K-12 schools.

These factors can be classified as individual factors based on personality and disposition, and

cultural factors based on societal norms and the students’ environment. The review concludes

with implications on how educators can work with these factors to motivate students to engage in

music programs.

Review of Literature

While many of these factors have a large impact on student choice and motivation, it is

important to acknowledge and recognize when a factor does not have a significant impact, as this

can also be helpful and revealing to educators working to motivate students. In a study using the

Eysenck Personality Questionnaire, it was discovered that “middle school instrumentalists did

not differ significantly from the normed population on any personality variable measured” (Cut-

ietta, 1997, p. 290). While this reveals that educators may not have luck looking for a certain per-

sonality or trait in potential students, it does tell us that any student may have an aptitude for mu-

sic regardless of their personality, which could be great knowledge for parents or students who

may feel like instrumental music is not for them.

Another factor that was found to have little to no impact on retention and enrollment is

starting grade level of instrumental music instruction (Hartley, 2009). In Hartley’s study, it was

predicted that the earlier students started, the less likely they would be to quit music class. How-

ever, the results of this study indicate that there is no significant difference between grade levels.

This study also points out that while starting early may encourage students to continue in the pro-

gram, starting later may also allow students to continue if they know it fits in with their regular

instruction in school rather than getting pulled out of class. As a music educator who may not
have a say in when instrumental music instruction is started, it is important to know that this may

have little impact on student motivation to continue playing their instrument.

A factor based on individual preference that has a large impact on instrument choice is

the sound of the instrument. In Kuhlman’s (2005) study, 30% of beginning band students were

found to have picked their instrument based on the way it sounds. This was after the study ad-

ministered the Instrument Timbre Preference Test, which gave students suggestions of instru-

ments based on their reactions to different sounds. While this test may not always prove to be

true in application, students will generally be more motivated to play an instrument of which

they actually enjoy the sound. Music educators may be able to get students an instrument that

suits them better and that they will continue with if they administered this test, or asked students

questions about which type of sounds they preferred.

One cultural factor that has a large influence on instrumental programs is gender bias and

association with different instruments. In Griswold and Chroback’s (1981) study, instruments

such as the harp, flute, and clarinet were perceived as feminine, while the drums, trumpet, and

trombone were perceived as masculine. Instruments such as the saxophone and cello were per-

ceived as neutral. Although the idea of instruments being assigned to boys or girls may seem out-

dated, Abeles’ (2009) study concludes that although female students are now more likely to play

non-conforming instruments, sex-by-instrument distribution has largely stayed the same in the

last four decades.

In a study conducted in 1993 with middle school students, 90% of flute players were

identified as female and 90% of trumpet players and percussionists were male (Fortney). If stu-

dents feel limited to only the perceived instruments of their gender, they may miss out on some-

thing that they have a natural aptitude for and could excel at. If, for example, a female student
chooses a flute just because it’s an instrument for girls, she may find that she dislikes the instru-

ment and will quit sooner than if she had open options and could explore the possibility of pick-

ing a more male associated instrument.

Along with gender associations affecting instrument choice, this factor can also affect re-

tention. In McKeage’s (2004) study focusing on jazz ensembles, it was concluded that less fe-

male students participate in jazz ensembles because many of those instruments are seen as mas-

culine. For female students who do participate in jazz, there is a significant decline in participa-

tion at the college level compared to male students, which many participants cited to be because

they felt unwelcome and on the outside due to their gender. If a student feels like they are the

odd one out, it is very easy to lose motivation to continue in that program. This can also limit ca-

reer aspirations for women, as McKeage notes that only 25% of high school band directors are

female.

Another factor involved is the influence of others, especially adult figures. As a child, the

support or encouragement from a family member, teacher, or adult they trust can heavily influ-

ence how one will think and act. In Fortney’s (1993) study, more than half the middle school

band students knew of a family member who played a musical instrument, and was ranked

highly in the list of factors for why students chose their particular instrument. This is important

to know as an educator, as students who do not come from musical backgrounds may need extra

support and encouragement to start playing an instrument if they have never had that exposure or

background at home.

Kinney’s 2010 study focused specifically on the factors affecting urban students. In areas

where many students have a low socio-economic status and lower reading and math scores, stu-

dents are less likely to enroll or stay in music programs. After looking at math and reading
scores, SES, two parent vs one parent homes, mobility, ethnicity, and gender, this study revealed

that all factors were found to have a significant affect except for ethnicity and mobility. It is

much harder for students to be motivated to play an instrument if they do not have the resources

to do so, or are focused on their basic needs. Corenblum and Marshall’s (1998) study also found

a decline in music participation with lower socio-economic statuses. This study also examined

parental attitude along with this, noting that students with a lower SES may quit because their

parents want them to do other activities, or do not have the time and money to contribute to in-

strument purchasing and maintenance. This is very important for music educators to understand

in order to better serve these students and make programs accessible to them by providing re-

sources and getting to know them on a personal level.

While it is important to be aware of these factors, it is also important to not stereotype

students and generalize their motivation based on a few factors. In Johnson and Stewart’s (2005),

study, music educators were shown a picture of a face while unable to tell the race or gender and

picked the instrument most suitable for them, or shown a regular picture where race and gender

were evident, and results showed very similar instrument assignment among both groups. The

author uses this to point out the importance of having music educators who will not select instru-

ments for their students based on stereotypes, but based on what will set students up for success

based on their physical dispositions.

Conclusion

In future research, it may be important to consider any factors students may be facing to-

day that impact enrollment and retention that current and past educators did not have to face.

This may include studies on how the pandemic and online learning affected students’ motivation
to be in music programs, or delve deeper into social justice and gender factors that may have pre-

viously not been considered. For example, in studies on gender and instrument association, non-

binary, transgender, and questioning students have never been seriously considered. In a study

from 1997 on gender associations with instruments, Sinsel says “To our knowledge, the instru-

ment preference literature has generally not examined the extent that children characterize them-

selves in terms of the psychological attributes of masculinity, femininity, or androgyny” (p. 393).

If gender identity is something that a young student is questioning or struggling with, or one that

is changed to any degree, picking an instrument that is perceived as male or female may some-

thing that is affirming and expresses their gender identity, or may cause distress and complica-

tions. Knowing how music educators can navigate these students through this process would help

increase diversity in music programs and make the field more inclusive and welcoming.
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