Does Participation in Music and Performing Arts Influence Child Development?
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| Title: | Does Participation in Music and Performing Arts Influence Child Development? |
|---|---|
| Language: | English |
| Authors: | Foster, E. Michael, Jenkins, Jade V. Marcus |
| Source: | American Educational Research Journal. Jun 2017 54(3):399-443. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 45 |
| Publication Date: | 2017 |
| Sponsoring Agency: | National Endowment for the Arts |
| Contract Number: | C11119 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Participation, Music Activities, Theater Arts, Art Education, Child Development, Outcomes of Education, Probability, Scores, Adolescent Development, Young Adults, Grade Point Average, Self Esteem, College Students, College Attendance, Longitudinal Studies, Student Motivation, Economics, Achievement Tests, Children, Intelligence Tests, Behavior Problems, Check Lists, Predictor Variables, Regression (Statistics), Interviews, Statistical Analysis, Socioeconomic Status |
| Assessment and Survey Identifiers: | Woodcock Johnson Tests of Achievement, Wechsler Intelligence Scale for Children, Behavior Problem Checklist |
| DOI: | 10.3102/0002831217701830 |
| ISSN: | 0002-8312 |
| Abstract: | This article reconsiders the association between childhood arts participation and cognitive and developmental outcomes. Using data from a large, nationally representative sample with extensive covariates, we employ propensity score weighting to adjust comparisons of children who do and do not participate in arts education (music and performing arts lessons) to address potential confounding from selection into arts education. We examine a broad range of outcomes in adolescence and early adulthood (e.g., GPA, self-esteem, college attendance). Our results show that selection into arts education is at least as strong as any direct effect on outcomes, providing no support for the causal associations between arts participation and cognitive outcomes. We do find that arts education increases arts engagement during young adulthood. |
| Abstractor: | As Provided |
| Number of References: | 77 |
| Entry Date: | 2017 |
| Accession Number: | EJ1145077 |
| Database: | ERIC |
| Abstract: | This article reconsiders the association between childhood arts participation and cognitive and developmental outcomes. Using data from a large, nationally representative sample with extensive covariates, we employ propensity score weighting to adjust comparisons of children who do and do not participate in arts education (music and performing arts lessons) to address potential confounding from selection into arts education. We examine a broad range of outcomes in adolescence and early adulthood (e.g., GPA, self-esteem, college attendance). Our results show that selection into arts education is at least as strong as any direct effect on outcomes, providing no support for the causal associations between arts participation and cognitive outcomes. We do find that arts education increases arts engagement during young adulthood. |
|---|---|
| ISSN: | 0002-8312 |
| DOI: | 10.3102/0002831217701830 |
