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An Interpretative Phenomenological Analysis of the Lived Experiences of Eight Gay Cisgender PK-12 Music Educators
An Interpretative Phenomenological Analysis of the Lived Experiences of Eight Gay Cisgender PK-12 Music Educators
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202104830
- ISBN
- 9798290930039
- DDC
- 780.7
- 서명/저자
- An Interpretative Phenomenological Analysis of the Lived Experiences of Eight Gay Cisgender PK-12 Music Educators
- 발행사항
- [Sl] : Boston University, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 222 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-02, Section: A.
- 주기사항
- Advisor: Dunyo Minette, Sarah.
- 학위논문주기
- Thesis (D.M.A.)--Boston University, 2025.
- 초록/해제
- 요약In this study, I examined and described the lived experiences of eight gay music educators teaching in PK-12 public schools in the United States. Using Interpretative Phenomenological Analysis (IPA), I sought to examine and understand the complexities of participants' lived experiences and how the participants made meaning of those experiences. Highlighted in this study are the challenges and contexts that gay music educators face within the structures of patriarchal and heteronormative educational environments. Using semi-structured interviews, the participants disclosed how they made meaning of their lived experiences as gay, cisgender males who were also music educators. Using IPA, I elicited from the participants their interpretation of-and perspective on-their personal, professional, and social relationships. I uncovered the phenomenological, hermeneutic, and idiographic effects of working as a music educator in a public school system where White patriarchal and heteronormative values have long predominated. In turn, the examination of the lived experiences of these eight gay music educators is essential for aiding educational policymakers and administrators in shaping policies and practices supportive of a specific minority group while also encouraging the need for the study of other minority groups through this research method.
- 일반주제명
- Music education
- 일반주제명
- LGBTQ studies
- 일반주제명
- Gender studies
- 키워드
- Queer theory
- 키워드
- Gay teachers
- 기타저자
- Boston University Music Education CFA
- 기본자료저록
- Dissertations Abstracts International. 87-02A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798290930039
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a780.7
■1001 ▼aVilaseco, Enrique.▼0(orcid)0009-0005-7586-510X
■24513▼aAn Interpretative Phenomenological Analysis of the Lived Experiences of Eight Gay Cisgender PK-12 Music Educators
■260 ▼a[Sl]▼bBoston University▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a222 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-02, Section: A.
■500 ▼aAdvisor: Dunyo Minette, Sarah.
■5021 ▼aThesis (D.M.A.)--Boston University, 2025.
■520 ▼aIn this study, I examined and described the lived experiences of eight gay music educators teaching in PK-12 public schools in the United States. Using Interpretative Phenomenological Analysis (IPA), I sought to examine and understand the complexities of participants' lived experiences and how the participants made meaning of those experiences. Highlighted in this study are the challenges and contexts that gay music educators face within the structures of patriarchal and heteronormative educational environments. Using semi-structured interviews, the participants disclosed how they made meaning of their lived experiences as gay, cisgender males who were also music educators. Using IPA, I elicited from the participants their interpretation of-and perspective on-their personal, professional, and social relationships. I uncovered the phenomenological, hermeneutic, and idiographic effects of working as a music educator in a public school system where White patriarchal and heteronormative values have long predominated. In turn, the examination of the lived experiences of these eight gay music educators is essential for aiding educational policymakers and administrators in shaping policies and practices supportive of a specific minority group while also encouraging the need for the study of other minority groups through this research method.
■590 ▼aSchool code: 0017.
■650 4▼aMusic education
■650 4▼aLGBTQ studies
■650 4▼aGender studies
■653 ▼aPerformative authenticity
■653 ▼aQueer theory
■653 ▼aQueer legal theory
■653 ▼aHeteronormativity
■653 ▼aGay teachers
■690 ▼a0522
■690 ▼a0733
■690 ▼a0492
■71020▼aBoston University▼bMusic Education CFA.
■7730 ▼tDissertations Abstracts International▼g87-02A.
■790 ▼a0017
■791 ▼aD.M.A.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17359073▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
