Research on culturally responsive teaching indicates engagement improves when the learning material connects to students' cultural situations and backgrounds (Ladson-Billings, 2016). Nonetheless, not all culturally relevant repertoire is motivating for student learning (Elosúa Serna, 2024). The objective of this study is to examine the relationship between participants’ engagement and the following repertoire categories: culturally stereotypical, culturally responsive, culturally sensitive, and culturally non-specific. The participants in this study are: (1) over 18 years old, (2) currently take, or have previously taken, voice lessons studying musical theater repertoire, (3) identify within the Latinx community, (4) and are comfortable singing songs traditionally sung by female characters. Participants will complete a baseline survey with demographic questions and a two-part questionnaire. The first part of the questionnaire asks participants to categorize sixteen musical theater songs into the four previously mentioned categories, followed by an engagement survey based on participants’ previous lesson experience and motivation to sing the given repertoire for each category.

Data collection is ongoing. Statistical analysis will estimate the relationship between repertoire categories and student engagement. The results of this study may highlight the importance of raising awareness among voice teachers about how culturally aware repertoire selection may positively predict student engagement.

Keywords: Culturally responsive teaching, repertoire, voice teaching, culturally representative, culturally stereotypical, culturally non-specific, culturally sensitive, student engagement.