Teen Voices from the City: How School Instrumental Music Students Persevere and Thrive (66996)

Session Information: Learning Experiences, Student Learning & Learner Diversity
Session Chair: Catherine Mooney

Saturday, January 7, 2023 (15:25)
Session: Session 5
Room: 321B
Presentation Type:Oral Presentation

All presentation times are UTC-10 (Pacific/Honolulu)

United States high school instrumental ensembles reflect the rampant educational opportunity gap regarding BIPOC student representation, denying students opportunities intrinsic to instrumental music participation. This study examined contributing factors to successful experiences of BIPOC, high school, instrumental music students. With Maslow’s hierarchy of needs and Freire’s critical pedagogy as theoretical lenses, this study asked: How do teenage band music students of diverse backgrounds experience, and make meaning of, their public school, instrumental music journey? Using a constructivist phenomenological approach, this qualitative study interviewed 12 BIPOC high school graduates, ages 18-22, of a Mid-western metro area to learn how they made meaning of their instrumental music journeys. Each story was unique; however, common themes emerged grouped within three sub-questions: what or who supported them, what were the transitional points of decision, and what were the “hooks” encouraging participation? This study found participants were supported during their instrumental music by family, peers, and teachers. Transition points, when students had to make crucial decisions about continuing in instrumental music, included themes of high school entrance, structural crises, and exclusionary experiences. "Hooks" for continuing instrumental music participation included themes of mood, social connection, self-esteem/challenge, aesthetics, and agency. Implications for policy leaders and educators include investment in culturally responsive recruiting and equitable programming, targeted guidance and bridging strategies for students transitioning into high school, free online private lessons for students of low SES, the use of collaborative, student-centered teaching strategies in the instrumental music classroom, and more individual focus and care toward ensemble inclusivity.

Authors:
Robin Armstrong, University of St. Thomas, United States
Candace Chou, University of St. Thomas, United States


About the Presenter(s)
Dr. Chientzu Candace Chou, is a professor of learning technologies. She currently serves as the chair of the Educational Leadership Department and program director for the doctoral program in Educational Leadership and Learning.
https://www.linkedin.com/in/candacechou/

Ms. Robin Armstrong Thorson is a veteran music educator, private education consultant, and doctoral candidate at the University of St. Thomas, Minneapolis, Minnesota, with a research interest in equity in music education.
https://www.linkedin.com/in/robin-armstrong-thorson-99967026/

Connect on Linkedin
https://www.linkedin.com/in/candacechou/

Connect on ResearchGate
https://www.researchgate.net/profile/Candace-Chou

Additional website of interest
https://education.stthomas.edu/about/faculty-staff-departments/directory/chien-tzu-candace-chou/index.html

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00