“Sing, sit, and leave”: Engagement and Disillusionment in a High School Chorus

This study provides insight into why students leave voluntary school choral experiences, through an analysis of interviews with four high school students at a single New York City high school who left, or were considering leaving, their high school choral program. This study provides a voice often unheard in the research literature, since many research subjects are people who have had positive feelings about their ensemble experience. Analysis through a lens of self-determination theory (Ryan & Deci, 2000) and student engagement theory (Deakin Crick, 2012; Reeve & Tseng, 2011) revealed strong feelings of engagement and disillusionment, providing insight into individuals’ choices and motives. Principal themes included the perceived quality of the subject’s relationship with the teacher/conductor and with other students; subject’s perceptions regarding the focus and commitment level of the other students; and subjects’ perceptions of rigor and the value gained from participation. These align with two of the elements of self-determination theory: belonging and competence. Implications for practitioners and for future research are suggested.