“It’s More Than Playing Music”: Exploring Band in a Predominantly Latinx Community

Abstract

Abstract Drawing from Irizarry and Raible’s (2011) barrio-based epistemologies and ontologies as a theoretical framework, I examined a middle school band program with a high enrollment of Latinx students to explore the compatibility of the traditional concert band model with this population of youth. Additionally, I assessed how asset-based principles functioned in this environment. Data collection in this case study included semistructured interviews, field observations, and material culture. A total of 19 participants engaged in interviews comprising band directors, band students, band parents, teachers, and administrators. Findings indicated that some aspects of this traditional band program corresponded with asset-based practices, specifically the band directors’ cultivation of community among students and stakeholders, and their cognizance of the sociopolitical context of which the students were a part. Importantly, band directors and other school personnel were keenly aware of stressors students and families experienced, which included cultural barriers and issues pertaining to undocumented citizenship status. Band, however, did not resonate entirely with all participants, as some students expressed a desire for creative music-making opportunities that more closely aligned with their personal interests. Implications from this study provide insights for improving music education practices in Latinx communities, such as the importance of reducing language barriers, supporting students’ cultural identities, and developing an awareness of sociopolitical issues that significantly impact the daily lives and well-being of students and their families.