Analyzing the Influence of Faculty Diversity on Dance Education in Texas High Schools: A Case Study of Representation in Dance Programs

The purpose of the study was to explore the relationship between cultural diversity among high school dance instructors and its subsequent impact on students' experiences in high school dance education. The researcher used two types of instrumentation to collect the data: semi-structured interview questions and an online survey. The semi-structured interview questions were researcher-developed and open-ended, allowing the eight participants to provide detailed responses regarding their experiences as a dance instructor, cultural diversity, Texas Education Association (TEA) standards, and the requirements for their dance program. The survey questions asked Yes/No/Unsure questions that involved such questions related to faculty diversity, cultural diversity, dance curriculum, and experiences in a dance program. Incorporating the two types of instrumentation provided qualitative and quantitative data as a means to answer the following three essential questions. Q1 In what ways does cultural diversity or lack thereof affect the way dance curriculum is developed and implemented in Texas high school dance programs? Q2 What do the Texas Education Association dance standards (TEA) say and what does that look like across Texas high school dance programs? Q3 What role does choosing and the type of extracurricular activities play in the well-rounded experience of a High School dance program? The ability to address the three essential questions offered suggested improvements and needs toward cultural diversity representation in public high school dance programs.