Abstract
In observing the process of fifth and sixth grade beginning band students of Folsom, California choose their instruments for the school year, it was noticed that there were many underlying societal factors that affected the choices they made. One of the more common societal factors, and one that has received the most amount of scrutiny in scholarly journals, is that of gender stereotypical instrument associations. However, other factors, such as peer/family influence, socio-economic limitations, accessibility of a certain instrument, ease of transport and instrumental associations of specific cultures, were overheard from students as other reasons they selected the instrument they did. To address this problem, these fifth and sixth grade beginning band students were surveyed as to which of these societal factors influenced the instrumental choices they made. Much of the information for this thesis was compiled from peer-reviewed, scholarly journals in the fields of music education and music psychology. Additionally, theses and dissertations from other Music Education students across the United States provided insight into similar issues as well as pathways to locating more resources. One of the greatest resources for this thesis came from the elementary band teachers in Folsom, California as well as their students. The results of the student surveys were compiled and analyzed so as to better understand how to address future students so they may be more knowledgeable about and prepared to choose an instrument out of desire rather than circumstance.