Bands Can Make Them Dance: A Neurological Lens on the Impact of Urban High School Band Programs on Black Students.

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Bibliographic Details
Title:	Bands Can Make Them Dance: A Neurological Lens on the Impact of Urban High School Band Programs on Black Students.
Authors:	Jones, Kevin L.¹ kevin.jones@sfasu.edu
Source:	Taboo: The Journal of Culture & Education. Winter2026, Vol. 24 Issue 1, p73-88. 16p.
Subject Terms:	Black students, Cognitive development, Educational equalization, Culturally relevant education, School bands, Music education, Critical race theory, Neural pathways
Abstract:	This conceptual literature review examines how participation in urban high school band programs influences the cognitive development of Black students, emphasizing the neurological mechanisms activated through musical training. Drawing on interdisciplinary research from neuroscience, music education, and culturally responsive pedagogy, the paper develops a conceptual argument that band programs function as cognitively enriching, culturally sustaining, and equity- oriented educational spaces. Grounded in Critical Race Theory, the review situates the decline of arts programs in urban schools within broader patterns of structural inequity that disproportionately limit Black students' access to culturally meaningful and neurologically beneficial learning opportunities. Findings highlight that when band programs employ culturally relevant and sustaining pedagogies, they enhance neuroplasticity, executive function, identity development, and academic resilience. This conceptual paper underscores the need for policy and practice to recognize urban band programs as essential contributors to holistic development and educational equity for Black students. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This conceptual literature review examines how participation in urban high school band programs influences the cognitive development of Black students, emphasizing the neurological mechanisms activated through musical training. Drawing on interdisciplinary research from neuroscience, music education, and culturally responsive pedagogy, the paper develops a conceptual argument that band programs function as cognitively enriching, culturally sustaining, and equity- oriented educational spaces. Grounded in Critical Race Theory, the review situates the decline of arts programs in urban schools within broader patterns of structural inequity that disproportionately limit Black students' access to culturally meaningful and neurologically beneficial learning opportunities. Findings highlight that when band programs employ culturally relevant and sustaining pedagogies, they enhance neuroplasticity, executive function, identity development, and academic resilience. This conceptual paper underscores the need for policy and practice to recognize urban band programs as essential contributors to holistic development and educational equity for Black students. [ABSTRACT FROM AUTHOR]
ISSN:	10805400