Motivation and Retention in Music Education: A Phenomenological Study on Socioeconomic Status Impact
Date
8-29-2025
Department
School of Music
Degree
Doctor of Philosophy in Music Education (PhD)
Chair
John Wilkerson
Keywords
Motivation, Retention, Music, Music Education, Bracy Martin, Paradigm Shift, Band Directors, Choir Directors, Orchestra Directors, Conductors
Disciplines
Music
Recommended Citation
Martin, Bracy C. Jr., "Motivation and Retention in Music Education: A Phenomenological Study on Socioeconomic Status Impact" (2025). Doctoral Dissertations and Projects. 7374.
https://digitalcommons.liberty.edu/doctoral/7374
Abstract
The retention of middle and high school students in music education programs remains a persistent concern, particularly when disparities in motivation are shaped by socioeconomic status (SES). This hermeneutic phenomenological study investigated how intrinsic and extrinsic motivational factors such as funding, parental involvement, off-campus performance opportunities, and student engagement are influenced by SES and how these influences affect student retention in school music programs. Grounded in Deci and Ryan's Self-Determination Theory and Vroom’s Expectancy Theory, the study examined how motivation and SES intersect to either support or hinder student persistence in music education.
Eight music educators from urban, suburban, and rural schools in North Carolina participated in semi-structured interviews and surveys. Participants were selected from institutions representing both economically stable and disadvantaged communities. Thematic analysis revealed six major findings: the critical role of institutional support and resource equity; the impact of socioeconomic constraints on student access and participation; the importance of early musical identity in fostering intrinsic motivation; the reinforcing effects of community engagement and parental support; the motivational value of extracurricular opportunities and student recognition; and the necessity of strategic planning for long-term program sustainability.
Findings suggest that music educators in low-SES schools face unique structural and cultural challenges that influence students’ ability to remain engaged in music programs. The study provides actionable insights for educators, administrators, and policymakers, offering a framework for developing equity-driven interventions aimed at improving retention. By addressing motivational barriers tied to socioeconomic disadvantage, stakeholders can create more inclusive and sustainable music education environments.
