Documente Academic
Documente Profesional
Documente Cultură
Adolescent Achievement n
Objective. The study examines the association between music involvement and
academic achievement in both childhood and adolescence using three measures of
music participation: in school, outside of school, and parental involvement in
the form of concert attendance. Methods. We review prior work pertaining to
music’s impact on achievement and then draw from two nationally representative
data sources (ECLS-K and NELS:88). Our analyses apply logistic and OLS
regression techniques to assess patterns of music involvement and possible effects
on math and reading performance for both elementary and high school students.
Results. Music involvement varies quite systematically by class, and gender status,
and such involvement holds implications for both math and reading achievement,
and for young children and adolescents. Notably, associations with achievement
persist in our modeling even when prior achievement levels are accounted for.
Although music does mediate some student background effects, this mediation is
only minimal. Conclusions. Music participation, both inside and outside of school,
is associated with measures of academic achievement among children and adoles-
cents. Future work should further delineate the relevant processes of music in-
volvement, as well as how background inequalities and music involvement intersect
in relation to educational performance.
n
Direct correspondence to Darby Southgate, Department of Sociology, The Ohio State
University, 238 Townshend Hall, 1885 Neil Ave. Mall, Columbus, OH 43210 hSouth-
gate.5@sociology.osu.edui. Upon request, the corresponding author will share all data and
coding information with those wishing to replicate the study. Thank you to Douglas Downey
for his assistance in conceptualizing this work. We especially appreciate the helpful comments
of the editor and the reviewers.
Prior research has tested the cognitive effects of music participation with
mixed results, although this literature has not tested the cultural impact of
music as a mediating effect on achievement. Prior educational research has
shown quite clearly a strong relationship between family background and
student achievement, owing in part to institutional processes that advantage
those of higher status. The investments families are or are not able to make
are quite central in these regards. When children are provided with basic
skills from the outset, but also continued investment in household educa-
tional items and cultural capital, they enter the educational system and
sorting process with clear-cut advantages (Astone and McLanahan, 1991;
Alexander, Entwisle, and Thompson, 1987; Lareau, 2000; Kohn, 1959;
Roscigno and Ainsworth-Darnell, 1999).
Though there is certainly discretion in educational investments (see
Teachman, 1987), higher-SES and Caucasian parents have disparate re-
sources available to invest relative to lower-status families (Roscigno, 1998).
Sometimes, even within families, investments in cultural capital in particular
can take on a gender-specific character (DiMaggio and Mohr, 1985;
Buchmann, 2000). Music involvement may very well represent one such
investment, impacted by prevailing stratification arrangements with impli-
cations for educational success.
Lareau (2002), in one of the most developed and recent treatments of
time use, shows how the investments of working-class and middle-class
parents and families fundamentally differ in meaningful educational ways.
Specifically, higher-SES parents tend to look at their children as ‘‘works in
The Impact of Music on Childhood and Adolescent Achievement 9
progress’’ and structure their children’s time around furthering education
outside of school. Music involvement and lessons may certainly be one such
route. Lower-SES parents, in comparison, are less likely to structure their
children’s time outside school in educationally important ways, regardless of
race. If music involvement indeed reflects an important route through which
resource and time investments are disparately allocated, and music itself
influences achievement levels, then the issue of music involvement has clear-
cut implications for our understanding of educational stratification. Indeed,
this would be consistent with arguments pertaining to structure and the
exclusionary nature of cultural reproduction (e.g., Bourdieu and Passeron,
1977; Roscigno and Ainsworth-Darnell, 1999).
Our analyses, following the discussion above, address two central ques-
tions using a cultural capital framework. First, who participates in music
both in and outside of school, and to what extent is such involvement
stratified by social class, race/ethnic, and gender status? Second, and relative
to the more central question discussed at the outset, do various forms of
music involvement influence academic achievement, even after accounting
for prior achievement, background statuses, and other educationally mean-
ingful investments? Relatedly, to what extent might disparities in music
involvement shape group-specific gaps in achievement that have been so well
documented elsewhere?
Music Involvement
ECLS-K NELS
Mean SD Mean SD
The reliance on these two large nationally representative data sets allows
for a comparison between cohorts in terms of music participation and
academic outcomes. It also advances the literature by allowing a more
comprehensive analysis of the education process and how it interrelates with
parental investment (i.e., music participation). This is important given that
prior work has not addressed the determinants of music participation across
cohorts.
Analyses proceed in two steps. We begin by addressing the question of
who participates in music, and whether there are variations by social class,
The Impact of Music on Childhood and Adolescent Achievement 13
race, and gender status. For these models, we make use of logistic regression,
and hold constant the number of books in the home as a control for other
tangible educational investments. To the extent that class, race/ethnic, and
gender differences exist, such differences may hold implications for differ-
ences in achievement.
The second portion of our analysis examines the extent to which music
participation may be meaningful for achievement. We undertake separate
analyses for math and reading, and present childhood and adolescent models
side by side for comparative purposes. Equation (1) is the baseline model of
achievement with indicators of family background, student race and gender
status, the number of books in the home, and prior achievement. Equation
(2) introduces the three indicators of music involvement in an effort to assess
both the impact on achievement as well as the extent to which music
participation may be mediating some of the class, race, and gender effects
highlighted in the first equation. For adolescent models, we include in a
third equation 8th–10th-grade music coursework.
C A C A C A
SES 0.14 0.09 n n n 0.09 0.34 n n n 0.33 n n n 0.34 n n n
(0.13) (0.03) (0.07) (0.03) (0.05) (0.03)
Single parent 0.08 0.10 n 0.26 0.03 0.10 0.01
(0.23) (0.05) (0.14) (0.05) (0.09) (0.05)
Neither parent 0.36 0.12 0.19 0.18 0.04 0.10
(0.42) (0.14) (0.32) (0.16) (0.20) (0.14)
Number of siblings 0.15 0.04 n n 0.07 0.12 n n n 0.00 0.12 n n n
(0.08) (0.01) (0.04) (0.01) (0.03) (0.01)
Black 0.78 n n 0.30 n n n 0.39 n 0.28 n n 0.28 n n 0.16 n
(0.26) (0.07) (0.20) (0.09) (0.12) (0.08)
Hispanic 0.07 0.81 n n n 0.11 0.67 n n n 0.06 0.76 n n n
(0.30) (0.07) (0.18) (0.09) (0.11) (0.07)
Asian 0.25 0.29 n n n 0.55 0.22 n 0.39 0.51 n n n
(0.53) (0.08) (0.30) (0.09) (0.16) (0.08)
Female 0.13 0.03 0.07 0.05 0.17 n n 0.08
(0.17) (0.04) (0.10) (0.05) (0.06) (0.04)
More than 50 books 0.06 0.11 0.21 0.04 0.42 n n n 0.07 n n
(0.20) (0.07) (0.12) (0.09) (0.08) (0.07)
n
po0.05; po0.01;
nn
po0.001, two-tailed test.
nnn
TABLE 3
OLS Regression Coefficients and SEs of SES, Family Structure, Race, Gender,
Music Involvement, Cultural Capital, and Prior Achievement on Mathematic
IRT Scores for Children (C) and Adolescents (A)
Model 1 Model 2
C A C A
SES 1.02 n n n 5.24 n n n 0.99 n n n 5.05 n n n
(0.13) (0.15) (0.13) (0.15)
Single parent 0.33 1.60 n n n 0.31 1.46 n n n
(0.24) (0.23) (0.24) (0.24)
Neither parent 1.13 n n 2.90 n n n 1.15 n 2.73 n n n
(0.51) (0.75) (0.50) (0.83)
Number of siblings 0.02 0.25 n n n 0.02 0.15 n
(0.08) (0.07) (0.08) (0.07)
Black 0.18 2.06 n n n 0.21 2.02 n n n
(0.31) (0.37) (0.31) (0.39)
Hispanic 0.88 n n 0.55 0.92 n n 0.46
(0.30) (0.35) (0.30) (0.37)
Asian 0.23 0.11 0.27 0.15
(0.65) (0.43) (0.65) (0.44)
Female 0.13 1.00 n n n 0.16 01.30 n n n
(0.17) (0.21) (0.17) (0.22)
Music in school — — 1.82 n n n 0.35
(0.44) (0.22)
Music outside school — — 0.47 0.44
(0.29) (0.26)
Parents attend concerts — — 0.35 n 0.05
(0.18) (0.24)
Amount of music coursework — — — 0.50 n n n
(0.07)
More than 50 books 0.89 n n n 2.00 n n n 0.83 n n n 1.83 n n n
(0.19) (0.36) (0.21) (0.38)
Prior achievement 0.73 n n n 0.06 n n n 0.73 n n n 0.05 n n n
(0.01) (0.01) (0.01) (0.01)
Constant 22.94 48.49 21.19 48.64
(0.40) (0.73) (0.57) (0.76)
R2 0.60 0.23 0.60 0.23
n
po0.05; po0.01;
nn nnn
po0.001, two-tailed test.
16 Social Science Quarterly
TABLE 4
OLS Regression Coefficients and SEs of SES, Family Structure, Race, Gender,
Music Involvement, Cultural Capital, and Prior Achievement on Reading
IRT Scores for Children (C) and Adolescents (A)
Model 1 Model 2
C A C A
SES 1.56 n n n 4.20 n n n 1.56 n n n 4.19 n n n
(0.20) (0.15) (0.20) (0.16)
Single parent 0.76 n 0.54 n 0.73 n 0.68 n n
(0.36) (0.24) (0.38) (0.25)
Neither parent 2.48 n n 2.75 n n n 2.48 n n 2.38 n n
(0.78) (0.78) (0.78) (0.86)
Number of siblings 0.31 n n 0.19 n n 0.33 n n 0.14 n
(0.12) (0.07) (0.12) (0.07)
Black 1.33 n n 1.34 n n n 1.32 n n 1.37 n n n
(0.47) (0.38) (0.47) (0.40)
Hispanic 0.39 0.18 0.43 0.17
(0.48) (0.36) (0.48) (0.38)
Asian 1.97 n 0.30 1.87 0.25
(0.95) (0.44) (0.95) (0.45)
Female 1.02 n n n 2.38 n n n 1.01 n n n 2.30 n n n
(0.24) (0.21) (0.26) (0.22)
Music in school — — 2.12 n n 0.70 n n
(0.68) (0.23)
Music outside school — — 0.44 0.62 n n
(0.44) (0.27)
Parents attend concerts — — 0.10 0.02
(0.27) (0.24)
Amount of music coursework — — — 0.44 n n n
(0.08)
More than 50 books 1.20 n n n 2.12 n n n 1.16 n n n 1.75 n n n
(0.32) (0.37) (0.33) (0.39)
Prior achievement 0.86 n n 0.04 n n n 0.86 n n n 0.03 n n
(0.01) (0.01) (0.01) (0.01)
Constant 27.23 46.61 51.01 46.80
(0.57) (0.75) (0.89) (0.78)
R2 0.57 0.16 0.58 0.16
n
po0.05; po0.01;
nn
po0.001, two-tailed test.
nnn
All background indicators act as one would expect, and in statistically sig-
nificant ways, for both reading and math. Notable is the strong effect of SES
even with controls from prior achievement. It is clearly the case that SES,
and the advantages/disadvantages it affords, is not purely influential by
shaping baseline achievement levels; rather, its impact persists into the
schooling years.
The Impact of Music on Childhood and Adolescent Achievement 17
African-American students remain disadvantaged in terms of both math
and reading achievement in these models, while the disadvantage for His-
panic students only exists for childhood math. Asian adolescents do not
differ significantly from white adolescents with prior achievement included
in the models. Among younger Asian children, however, we find an ad-
vantage in reading. Females generally exhibit lower math achievement than
do their male counterparts, but significantly higher reading achievement. As
expected, household educational items have a positive effect for both age
groups and for both achievement outcomes.
Equation (2) introduces our indicators of music involvement. For reading
achievement, music involvement within school positively predicts achieve-
ment for both adolescent and small children. It may be the case that there is
generally greater variation in reading ability among small children, and that
active involvement of children in music contributes in some way to the
garnering of early reading skills. Music participation outside of school is
positively associated with reading achievement for adolescents. This effect
remains even when in-school music is controlled. However, parental music
involvement is not significantly associated with reading achievement. Even
more notable is that these effects emerge even when other household
educational items and especially prior achievement are accounted for. Math
performance is associated with music participation in school and parental
attendance at concerts for young children, and a robust effect unfolds when
music participation has occurred recently in adolescents.
The results thus far suggest unique and robust associations between
achievement and music—effects that are not strictly tied to very early cog-
nitive development but that, rather, take place during the early and later
schooling years. All three forms of music involvement matter for adolescents
and this holds true for reading and less so math achievement. For small
children, the clear benefit of music involvement on math achievement
is found in school and parental music participation, but not in outside of
school participation. For reading, music in school translates into higher
overall reading achievement. Again, we would stress that younger children
are nearly universally placed in music classes whereas adolescents choose to
participate and few families choose music lessons outside of school for young
children.
Does music involvement add to our understanding of academic achieve-
ment? The answer is both yes and no. On the one hand, music clearly
matters for achievement in statistically meaningful ways as denoted in the
findings just presented. The reader will note, however, that the overall vari-
ance explained changes little across equations as music indicators are added.
This suggests to us that music is meaningful not as a predictor of achieve-
ment in and of itself, but rather as a mediator, to some degree, of family
background and student status, thus supporting arguments and theorizing
pertaining to cultural capital. Music, for example, might influence dispo-
sition or habits of mind. Our earlier modeling in Table 2 established the
18 Social Science Quarterly
ways music involvement varies systematically as a function of social class,
race/ethnicity, and, to a lesser extent, gender. Those patterns, combined with
changes in coefficient magnitudes for SES, race/ethnicity, and gender across
equations of Tables 3 and 4, strongly support this possibility, as do sup-
plemental analyses that, due to space constrains, are not reported in the
tables. Comparing the coefficients for SES across Equations (1) and (2),
without the interaction terms, we see a decline of approximately 3 percent
for math, less so for reading. Similar, albeit small, declines can be seen for
measures of race/ethnicity and gender.
Conclusion
REFERENCES
Alexander, Karl L., Dorris R. Entwisle, and Maxine S. Thompson. 1987. ‘‘School Perfor-
mance, Status Relations, and the Structure of Sentiment: Bringing the Teacher Back In.’’
American Sociological Review 52:665–82.
American Music Conference. 2003. Press Releases. Carlsbad, CA: American Music Conference.
Aschaffenburg, Karen, and Ineke Maas. 1997. ‘‘Cultural and Educational Careers: The
Dynamics of Social Reproduction.’’ American Sociological Review 62:573–87.
Astone, Nan Marie, and Sara S. McLanahan. 1991. ‘‘Family Structure, Parental Practices and
High School Completion.’’ American Sociological Review 56:309–20.
Bilhartz, Terry D., Rick A. Bruhn, and Judith Olson. 2000. ‘‘The Effect of Early Music
Training on Child Cognitive Development.’’ Journal of Applied Developmental Psychology
20:615–36.
Bourdieu, Pierre, and Jean-Claude Passeron. 1977. Reproduction in Education, Society, and
Culture. Beverly Hills, CA: Sage.
Broh, Beckett A. 2002. ‘‘Linking Extracurricular Programming to Academic Achievement:
Who Benefits and Why?’’ Sociology of Education 75:69–95.
Brothers, Leslie, Gordon Shaw, and Eric Wright. 1996. ‘‘Durations of Extended Mental
Rehearsals are Remarkably Reproducible in Higher Level Human Performances.’’ Neuro-
logical Research 15:413–16.
Buchmann, Claudia. 2000. ‘‘Family Structure, Parental Perceptions and Child Labor in
Kenya: What Factors Determine Who is Enrolled in School?’’ Social Forces 78:1349–78.
Catterall, James, Richard Chapleau, and John Iwanaga. 1999. ‘‘Involvement in the Arts and
Human Development: General Involvement and Intensive Involvement in Music and The-
ater Arts.’’ In Champions of Change: The Impact of the Arts on Learning. Washington, DC:
Arts Education Partnership.
Costa-Giomi, Eugenia, Harry E. Price, Frances H. Rauscher, Joan Schmidt, Martha Shack-
ford, Wendy L. Sims, and Ella Wilcox. 1999. ‘‘Straight Talk About Music and Research.’’
Teaching Music 7(3):29–34.
DeGraaf, Nan D., Paul M. DeGraaf, and Gebert Kraaykamp. 2000. ‘‘Parental Cultural
Capital and Educational Attainment in the Netherlands: A Refinement of the Cultural
Capital Perspective.’’ Sociology of Education 73:92–111.
DiMaggio, Paul. 1982. ‘‘Cultural Capital and School Success: The Impact of Status Culture
Participation on the Grades of U.S. High School Students.’’ American Sociological Review
47:189–201.
DiMaggio, Paul, and John Mohr. 1985. ‘‘Cultural Capital, Education Attainment, and
Marital Selection.’’ American Journal of Sociology 90:1231–61.
20 Social Science Quarterly
DiMaggio, Paul, and Francie Ostrower. 1990. ‘‘Participation in the Arts by Black and White
Americans.’’ Social Forces 68:753–78.
Douglas, Shelia, and Peter Willatts. 1994. ‘‘The Relationship Between Musical Ability and
Literacy Skills.’’ Journal of Research in Reading 17:99–107.
Downey, Douglas B. 1995a. ‘‘When Bigger is Not Better: Family Size, Parental Resources,
and Children’s Educational Performance.’’ American Sociological Review 60:746–61.
———. 1995b. ‘‘Understanding Academic Achievement Among Children in Stephouse-
holds: The Role of Parental Resources, Sex of Stepparent, and Sex of Child.’’ Social Forces
73:875–94.
Graziano, Amy, Matthew Peterson, and Gordon L. Shaw. 1999. ‘‘Enhanced Learning of
Proportional Math Through Music Training and Spatial-Temporal Training.’’ Neurological
Research 21:139–52.
Gromko, J., and A. Poorman. 1998. ‘‘The Effect of Music Training on Preschoolers’ Spatial-
Temporal Task Performance.’’ Journal of Music Education 46:173–81.
Hetland, Lois. 2000. ‘‘Listening to Music Enhances Spatial-Temporal Reasoning: Evidence
for the ‘Mozart Effect’.’’ Journal of Aesthetic Education 34:105–48.
Hetland, Lois, and Ellen Winner. 2001. ‘‘The Arts and Academic Achievement: What the
Evidence Shows.’’ Arts Education Policy Review 102:3–6.
Ho, Yim-Chi, Mei-Chun Cheung, and Agnes S. Chan. 2003. ‘‘Music Training Improves
Verbal But Not Visual Memory: Cross-Sectional and Longitudinal Explorations in Chil-
dren.’’ Neuropsychology 17(3):439–50.
Kohn, Melvin. 1959. ‘‘Social Class and the Exercise of Parental Authority.’’ American
Sociological Review 24:352–66.
Lareau, Annette. 2000. Home Advantage: Social Class and Parental Intervention in Elementary
Education. New York: Rowman & Littlefield Publishing.
———. 2002. ‘‘Class, Race, and Contemporary American Childrearing Practices.’’ American
Sociological Review 67:747–76.
———. 2003. Unequal Childhoods: Class, Race, and Family Life. Berkeley, CA: University of
California Press.
Leng, Xiaodan, and Gordon L. Shaw. 1991. ‘‘Toward a Neural Theory of Higher Brain
Function Using Music as a Window.’’ Concepts in Neuroscience 2(2):229–58.
Lord, Frederic M. 1980. Applications of Item Response Theory to Practical Testing Problems.
Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Lucas, Samuel. 1999. Tracking Inequality: Stratification and Mobility in American High
Schools. New York: Teachers College Press.
———. 2001. ‘‘Race, Class, and Tournament Track Mobility.’’ Sociology of Education
74:139–56.
National Center for Educational Statistics. 1997. National Assessment of Educational Progress
(NAEP) Report Card. Washington, DC: National Center for Educational Statistics.
Orsmond, Gael I., and Leon K. Miller. 1999. ‘‘Cognitive, Musical and Environmental
Correlates of Early Music Instruction.’’ Psychology of Music 27(1):18–37.
Pitts, Stephanie E. 2007. ‘‘Anything Goes: A Case Study of Extra-Curricular Musical
Participation in an English Secondary School.’’ Music Education Research 9(1):145–65.
The Impact of Music on Childhood and Adolescent Achievement 21
Pont, Graham. 2004. ‘‘Philosophy and Science of Music in Ancient Greece: The Predecessors
of Pythagoras and Their Contribution.’’ Nexus Network Journal 6.
Rauscher, Frances. 1998. ‘‘Improved Maze Learning Through Early Music Exposure in
Rats.’’ Neurological Research 20:427–32.
Rauscher, Frances, Gordon L. Shaw, and Katherine Ky. 1993. ‘‘Music and Spatial Task
Performance.’’ Nature 365:611.
Rauscher, Frances, Gordon Shaw, L. J. Levine, E. L. Wright, W. R. Dennis, and R. New-
comb. 1997. ‘‘Music Training Causes Long-Term Enhancement of Preschool Children’s
Spatial-Temporal Reasoning.’’ Neurological Research 19:2–8.
Roscigno, Vincent J. 1998. ‘‘Race and the Reproduction of Educational Disadvantage.’’
Social Forces 76:1033–60.
Roscigno, Vincent J., and James Ainsworth-Darnell. 1999. ‘‘Race, Cultural Capital, and
Educational Resources: Persistent Inequalities and Achievement Returns.’’ Sociology of
Education 72:158–78.
Shaw, Gordon, and Leslie Brothers. 1989. ‘‘The Role of Accurate Timing in Human
Performance and the Code for Higher Cortical Function.’’ Pp. 285–91 in R. Cotterill, ed.,
Models of Brain Function. New York: Cambridge University Press.
Steele, Kenneth. 2001. ‘‘The ‘Mozart Effect’: An Example of the Scientific Method in
Operation.’’ Psychology Teacher Network 11:2–5.
Teachman, Jay D. 1987. ‘‘Family Background, Educational Resources, and Educational
Attainment.’’ American Sociological Review 52:548–57.
Texas Commission on Drug and Alcohol Abuse. 1999. ‘‘Reported by First Act.’’ Houston
Chronicle January 11.
Thomas, Lewis. 1994. ‘‘The Case for Music in the Schools.’’ Phi Delta Kappan February.
Thompson, William F., E. Glenn Schellenberg, and Gabriela Husain. 2001. ‘‘Arousal,
Mood, and the Mozart Effect.’’ Psychological Science 12(3):248–51.
Vaughn, Kathryn, and Ellen Winner. 2000. ‘‘SAT Scores of Students Who Study the Arts:
What We Can and Cannot Conclude About the Association.’’ Journal of Aesthetic Education
34:77–90.
Winner, Ellen, and Monica Cooper. 2000a. ‘‘The Arts in Education: Evaluating the Evidence
for a Causal Link.’’ Journal of Aesthetic Education 34:3–10.
———. 2000b. ‘‘Mute Those Claims: No Evidence (Yet) for a Causal Link Between Arts
Study and Academic Achievement.’’ Journal of Aesthetic Education 34:11–76.