Beyond access: perceptions of process equity and quality in music education among junior high school students in a major Chinese city

This mixed-methods sequential explanatory study explored junior high school students’ perceptions of process equity in music education in a large city in eastern China. A questionnaire comprising six dimensions was developed and validated with 591 students. Students reported moderately positive overall perceptions, with Student Voice and Instructional Transparency rated highest and Individual Support lowest. Multiple regression revealed that household income and grade level significantly predicted overall perceived equity. Semi-structured interviews with 36 students indicated that unequal access to instruments, reduced music lesson time in higher grades, and large class sizes limiting individual support were key sources of inequity. The findings highlight the need to improve resource sharing, protect instructional time, and increase personalised support to enhance equity in school music education.