Perceptions of third, fourth, and fifth grade African American boys, their parents, and public-school teachers regarding male participation in elementary school choirs

Boy participation in public school choirs is disproportionately low compared to that of girls in the United States (Elpus, 2015; Elpus & Abril, 2011; Freer 2007, 2010). Participation is even lower for African American boys. Few studies have examined the causes and perceptions of African American boys regarding their participation in elementary school choirs. (Elpus & Abril, 2011). According to the National Center of Education Statistics from 1982-2009, gender enrollment in choral classes was consistently disproportionate with females having a significanly higher enrollment (70%) than their male counterparts (30%) (Elpus, 2015). In the past, researchers have investigated challenges in recruiting and retaining male students in choir programs, which include perceived social acceptance and physical changes experienced by young males (Freer 2007; Warzecha 2013). Few studies have examined the perception of singing among African American elementary school-age boys. The purpose of this study was to examine the perceptions of third through fifth grade African American boys in regard to school choral programs and how these perceptions impact their decisions to participate. The study also examined the perceptions of parents and school music teachers with respect to why African American boys choose to participate or not participate in school choir.