Bands Can Make Them Dance: A Neurological Lens on the Impact of Urban High School Band Programs on Black Students.
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| 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] |
| Copyright of Taboo: The Journal of Culture & Education is the property of Caddo Gap Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191196209 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191196209 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 73 Subjects: – SubjectFull: Black students Type: general – SubjectFull: Cognitive development Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Culturally relevant education Type: general – SubjectFull: School bands Type: general – SubjectFull: Music education Type: general – SubjectFull: Critical race theory Type: general – SubjectFull: Neural pathways Type: general Titles: – TitleFull: Bands Can Make Them Dance: A Neurological Lens on the Impact of Urban High School Band Programs on Black Students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jones, Kevin L. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Winter2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10805400 Numbering: – Type: volume Value: 24 – Type: issue Value: 1 Titles: – TitleFull: Taboo: The Journal of Culture & Education Type: main |
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