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Finding 'Sunshine in the Music' Classroom: Black Music Teachers and Experiences With Racial Microaggressions Within Predominantly White P-12 Schools
Finding 'Sunshine in the Music' Classroom: Black Music Teachers and Experiences With Racial Microaggressions Within Predominantly White P-12 Schools
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202105230
- ISBN
- 9798291567029
- DDC
- 780
- 서명/저자
- Finding Sunshine in the Music Classroom: Black Music Teachers and Experiences With Racial Microaggressions Within Predominantly White P-12 Schools
- 발행사항
- [Sl] : University of Michigan, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 266 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-03, Section: A.
- 주기사항
- Advisor: Fitzpatrick, Kate R.
- 학위논문주기
- Thesis (Ph.D.)--University of Michigan, 2025.
- 초록/해제
- 요약Black music teachers often find themselves isolated as (a) one of the very few or sole music teachers in the building and (b) easily identifiable people based on skin color. This narrative study aimed to explore three Black music teachers' experiences of racial microaggressions in predominantly white P-12 schools. Three research questions guided this study: (1) How do the three Black music teacher participants describe their experiences with racial microaggressions in the workplace?, (2) How do the three Black music teacher participants consider their responses to racial microaggressions in the workplace?, and (3) What coping strategies do the three Black music teacher participants utilize to care for their well-being when experiencing racial microaggressions? Data collected was viewed through the conceptual lenses of racial microaggressions (Pierce, 1995; Sue et al., 2007) and microinterventions (Sue et al., 2019). Participants included three Black music teachers who worked in predominantly white P-12 schools, representing the apprentice, expert, and distinguished phases of their teaching careers (Steffy et al., 2000). Data collection included three semi-structured interviews, participant journals, a focus group, and a participant-selected song of connection. Analysis of participant narratives included a three-dimensional space approach (Ollerenshaw & Creswell, 2002) to presenting each participant's story, followed by a presentation of threaded findings. Findings suggest that the three Black music teacher participants experienced various microassaults, microinsults, and microinvalidations from colleagues, administrators, students, and parents. Racially microaggressive occurrences include othering, being tasked to become a disciplinarian or othermother for students, tokenism, and the questioning of their intelligence. Participants discussed their responses to racial microaggressions, including their approach towards offenders, their work assisting students of color with their own responses toward racially charged acts, and including more Black music in the music curriculum. The three Black music teacher participants limited their racial battle fatigue by using coping strategies such as counterspaces, prayer and meditation, therapy, family, isolation, and relationships with allies. Suggestions for Black music teachers are provided, including suggestions to consider their safety and emotional energy when responding to racial microaggressions, support of students of color, if able, and development of coping strategies that help care for their well-being.
- 일반주제명
- Music
- 일반주제명
- Music education
- 일반주제명
- Sociology
- 일반주제명
- Teacher education
- 일반주제명
- Black studies
- 키워드
- Narratives
- 기타저자
- University of Michigan Music: Music Education
- 기본자료저록
- Dissertations Abstracts International. 87-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■0820 ▼a780
■1001 ▼aWaldron, Tiffanie Deidre.
■24510▼aFinding 'Sunshine in the Music' Classroom: Black Music Teachers and Experiences With Racial Microaggressions Within Predominantly White P-12 Schools
■260 ▼a[Sl]▼bUniversity of Michigan▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a266 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-03, Section: A.
■500 ▼aAdvisor: Fitzpatrick, Kate R.
■5021 ▼aThesis (Ph.D.)--University of Michigan, 2025.
■520 ▼aBlack music teachers often find themselves isolated as (a) one of the very few or sole music teachers in the building and (b) easily identifiable people based on skin color. This narrative study aimed to explore three Black music teachers' experiences of racial microaggressions in predominantly white P-12 schools. Three research questions guided this study: (1) How do the three Black music teacher participants describe their experiences with racial microaggressions in the workplace?, (2) How do the three Black music teacher participants consider their responses to racial microaggressions in the workplace?, and (3) What coping strategies do the three Black music teacher participants utilize to care for their well-being when experiencing racial microaggressions? Data collected was viewed through the conceptual lenses of racial microaggressions (Pierce, 1995; Sue et al., 2007) and microinterventions (Sue et al., 2019). Participants included three Black music teachers who worked in predominantly white P-12 schools, representing the apprentice, expert, and distinguished phases of their teaching careers (Steffy et al., 2000). Data collection included three semi-structured interviews, participant journals, a focus group, and a participant-selected song of connection. Analysis of participant narratives included a three-dimensional space approach (Ollerenshaw & Creswell, 2002) to presenting each participant's story, followed by a presentation of threaded findings. Findings suggest that the three Black music teacher participants experienced various microassaults, microinsults, and microinvalidations from colleagues, administrators, students, and parents. Racially microaggressive occurrences include othering, being tasked to become a disciplinarian or othermother for students, tokenism, and the questioning of their intelligence. Participants discussed their responses to racial microaggressions, including their approach towards offenders, their work assisting students of color with their own responses toward racially charged acts, and including more Black music in the music curriculum. The three Black music teacher participants limited their racial battle fatigue by using coping strategies such as counterspaces, prayer and meditation, therapy, family, isolation, and relationships with allies. Suggestions for Black music teachers are provided, including suggestions to consider their safety and emotional energy when responding to racial microaggressions, support of students of color, if able, and development of coping strategies that help care for their well-being.
■590 ▼aSchool code: 0127.
■650 4▼aMusic
■650 4▼aMusic education
■650 4▼aSociology
■650 4▼aTeacher education
■650 4▼aBlack studies
■653 ▼aBlack music teachers
■653 ▼aRacial microaggressions
■653 ▼aNarratives
■653 ▼aSunshine in the Music
■653 ▼aMicrointerventions
■690 ▼a0522
■690 ▼a0413
■690 ▼a0530
■690 ▼a0626
■690 ▼a0325
■71020▼aUniversity of Michigan▼bMusic: Music Education.
■7730 ▼tDissertations Abstracts International▼g87-03A.
■790 ▼a0127
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359877▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
