Running head: PERCEPTION OF COLLEGIATE PROFESSORS OF MUSIC AT HBCUs
Jonathon M. Allen
Perceptions of Collegiate Professors of Music at Historically Black Colleges and Universities
(HBCUs)
Liberty University
PERCEPTION OF COLLEGIATE PROFESSORS OF MUSIC AT HBCUs 2
Abstract
There are increasingly more students with disabilities arriving at college campuses across
the United States. All institutional types including historically black colleges and universities
(HBCUs) are striving for ways to better serve this population of students. More specifically, this
study will l evaluate the perception of collegiate music professors at Historically Black Colleges
and Universities (HBCUs) regarding the ability of first-year students with ADHD to read
classical musical literature through the review of formal assessment data and interviews. The
study will examine three research questions. These research questions will include the following:
(1) To what extent does the collegiate music professors possess knowledge to provide the
accommodations and resources to students with disabilities? (2) What are collegiate music
professors’ attitudes and perceptions regarding teaching students with ADHD at HBCUs? (3)
What does the formal assessments of students with ADHD reflect within core music course at
HBCUs?
Keywords: Music education, ADHD, HBCU, perceptions of music professors/instructors, student
with special needs
PERCEPTION OF COLLEGIATE PROFESSORS OF MUSIC AT HBCUs 3
Introduction
Collegiate music education programs can be rigorous in nature but serve a righteous
purpose within society. As Rideout (2005) defined, “the goal of music education should be to
help students understand how music expresses cultural values” (p. 40). Within the profession
itself and community of scholars, music education was defined as having “a value in and of itself
and that no person can claim to be educated who does not understand the inherent power of
music to express the human condition” (Rideout, 2005, p.40). As it is difficult for general
education students, it poses to be more difficult for students with special needs.
However, P-20 levels it is the educator’s responsibility to provided resources and create
inclusive spaces for students to succeed and thrive. According to Sapon-Shevin as stated in
Behan (2011), “inclusive classrooms create students who are comfortable with difference, skilled
at confronting challenging issues, and aware of their interconnectedness” (p.146). However, it is
only within the past ten years have music educator began to take great interest in their ability to
serve students with disabilities (Kivijarvi, 2019). Providing accommodations for students with
disabilities can be a challenge if educators are not equipped with the necessary knowledge and
tools to accommodate students. Furthermore, this can prove to be more difficult at historically
Black colleges and universities that may already lack general resources needed to help students.
Statement of the Problem
This study will evaluate the perception of collegiate music professors at Historically
Black Colleges and Universities (HBCUs) regarding the ability of first-year students with ADHD
to read classical musical literature through the review of formal assessment data and interviews.
Research Question/Hypothesis
The questions to be answered in this study are as follow:
PERCEPTION OF COLLEGIATE PROFESSORS OF MUSIC AT HBCUs 4
1. To what extent does the collegiate music professors possess knowledge to provide the
accommodations and resources to students with disabilities?
2. What are collegiate music professors’ attitudes and perceptions regarding teaching
students with ADHD at HBCUs?
2a. Does a student who possess ADHD present more of a challenge versus another
type of disability?
3. What does the formal assessments of students with ADHD reflect within core music
course at HBCUs?
Definition of Terms
1. Historically Black Colleges and Universities (HBCUs): Four-year colleges and
universities that were established specifically to educate Blacks, and are primarily located
within the South (Henry, 2009).
2. Students with Disabilities—A student who has been determined to need special education
services under the IDEA Act (Behan, 2011)
3. Attention deficit hyperactivity disorder (ADHD)—"a neurodevelopment disorder
diagnosed in childhood and it is characterized by chronic symptoms of inattention,
impulsivity, and or hyperactivity that lead to functional impairment experienced in
multiple settings” (Danielson et al., 2018, p. 2).
Literature Review
The purpose of this research study will be to will evaluate the perception of collegiate
music professors at Historically Black Colleges and Universities (HBCUs) regarding the ability
of first-year students with ADHD to read classical musical literature through the review of
formal assessment data and interviews.
PERCEPTION OF COLLEGIATE PROFESSORS OF MUSIC AT HBCUs 5
History of HBCU and Collegiate Music Programs
The first set of HBCUs were established in 1837. According to Covington (2017),
“HBCUs are well-known for providing an educational experience that allows access to positive
campus environments, increased exposure to diversity on campus, nurturing faculty, and
inclusion in the curriculum” (p. 3). HBCUs provided an outlet for African Americans to obtain
an education during an era of discrimination, Jim Crowe, and segregation. Another positive
aspect, HBCU are also known for the music programs via their marching bands. HBCU
marching band style can be traced to its inception and black military marching styles. These
institutions were pivotal in the success of educating African Americans.
Challenges and Areas of Opportunities at HBCUs
However, despite HBCUs success, many of the institutions are struggling financially to
keep its doors open. According to Crawford (2017), within the past few years HBCU have closed
its door or been on verge due to the lack of accreditations and funding. In fact, the lost of
accreditations by departmental unit or institutionally has caused some HBCUs to close
permanently. This led to a host of molecular problems at the institutional level, including the
ability to provide needed resources and support services for students. This did not include
students who need additional accommodations such as students with disabilities.
Students with Disabilities
There are increasingly more students with disabilities arriving at college campuses across
the United States. In a study conducted by Thomas-Davis (2008), HBCUs address providing
accommodations to students with disabilities. The study found that only three HBCUs did not
have an office of disability services. It also revealed that HBCUs attempt to offer as many
services as they possible can to meet students’ needs. As it pertains to music education, educators
PERCEPTION OF COLLEGIATE PROFESSORS OF MUSIC AT HBCUs 6
are beginning to use technology to assist students to learn how to read music. In a study
conducted by Kivijarvi (2019), collegiate music professors are finding alternative ways to teach
students how to read music that is all inclusive of learning styles.
Methodology
Participants
The Researcher will solicit HBCU band directors through emails and phone calls. The
participants will be defined as HBCU band directors who serve as Directors, Associate Directors,
and Assistant Directors of Bands or similar titles.
Settings and Arrangements
The Researcher will conduct face-to-face interviews either in person or via FaceTime,
Skype, or Zoom. Face-to-face interviews will allow the researcher to view the participants’ facial
expression and body language. The setting will be semi-formal, and this is to allow participants
to feel comfortable sharing information.
Materials and Equipment
The research will need either a personal computer (PC), laptop, or phone to conduct the
interviews. In addition, the researcher will need internet to support the hardware.
If participants would prefer to meet in person, a location such as a coffee shop which would be
quiet but a comfortable setting, which will allow the researcher and participant to establish a vibe
for information sharing.
Data Collection
All interviews will be recorded, transcribed, and categorized by themes. The research will
review and assess all formal grade assessments provided by the HBCU band directors.
PERCEPTION OF COLLEGIATE PROFESSORS OF MUSIC AT HBCUs 7
General Procedures
a. General procedures –-The researcher and the participants will establish agreed upon dates
and times for interviewing.
b. Procedural—The participant will sign the consent to participant form. The research will
review and inform all participants that all information shared will be confidential and
presented a general non-identifying format.
c. Baseline—The researcher will include baseline demographic questions within the
interviews. This is to establish good rapport with each participant.
General Description of Experimental Design
The study involves assessing perceptions of collegiate music professors regarding
collegiate music professors at Historically Black Colleges and Universities (HBCUs) regarding
the ability of first-year students with ADHD to read classical musical literature through the
review of formal assessment data and interviews. During this study, professors will be
interviewed and asked to share their formal assessments regarding students who have disabilities.
These formal assessments will not contain any identifiers that can reveal the students’ identity.
Protection of Human Rights
The researcher will obtain permission from the participants and approval from Liberty
University’s Institutional Review Board (IRB) in accordance with the American Educational
Research Association (AERA) Code of Ethics and with endorsement by the Virginia Department
of Education. All participants will sign appropriate consent documents.
Discussion
This study will evaluate the perception of collegiate music professors at Historically
Black Colleges and Universities (HBCUs) regarding the ability of first-year students with ADHD
PERCEPTION OF COLLEGIATE PROFESSORS OF MUSIC AT HBCUs 8
to read classical musical literature through the review of formal assessment data and interviews.
One major limitation of the study is that professors may not have maintained record of official
assessment for a participant. Another limitation, this study only focuses on ADHD and not the
various other types of learning disabilities a student could possess.
Implications for Future Research
Because the current study only focuses students with ADHD and music programs at
HBCUs, future research could involve a more in-depth study that examines students who have
other types of disabilities. In addition, students could also be delineated based upon their
classification and rigor of courses.
PERCEPTION OF COLLEGIATE PROFESSORS OF MUSIC AT HBCUs 9
References
Behan, D. (Ed). (2017). Taking sides: Clashing views in special education.
Crawford II, J. (2017). HBCUs: Accreditation, governance and survival challenges in an ever-
increasing competition for funding and students. Journal of Research Initiatives, 2(3), 1.
Covington, M. (2017). If not us then who? Exploring the role of HBCUs in increasing Black
student engagement in study abroad. College Student Affairs Leadership, 4(1), 5.
Danielson, M. L., Bitsko, R. H., Ghandour, R. M., Holbrook, J. R., Kogan, M. D., & Blumberg,
S. J. (2018). Prevalence of parent-reported ADHD diagnosis and associated treatment
among US children and adolescents, 2016. Journal of Clinical Child & Adolescent
Psychology, 47(2), 199-212.
Henry, S. M. (2009). A study of the personal and professional characteristics of historically
Black college and university (HBCU) presidents. Union Institute and University.
Kivijärvi, S. (2019). Applicability of an applied music notation system: A case study of
Figurenotes. International Journal of Music Education, 37(4), 654–666.
https://doi.org/10.1177/0255761419845475
Rideout, R. (2005, March). Whose music? Music education and cultural issues: debates about
what music to study can raise questions related to the very purpose of music education.
Music Educators Journal, 91(4), 39+. Retrieved from
https://link-gale com.ezproxy.liberty.edu/apps/doc/A129628787/ITOF?u=vic_liberty&si
=ITOF&xid=8f1e7039
Thomas-Davis, A. (2008). Disability Support Services at Historically Black Colleges and
Universities. Journal of the National Society of Allied Health, 5(6), 52.
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