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Finding a Place in the Band Room: The Female Saxophonist's Self-Concept, Identity, and Experience
Finding a Place in the Band Room: The Female Saxophonist's Self-Concept, Identity, and Experience
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260311091543.5
- ISBN
- 9798293821204
- DDC
- 788
- 서명/저자
- Finding a Place in the Band Room: The Female Saxophonists Self-Concept, Identity, and Experience / Mikayla Lisa Peterson
- 발행사항
- [Sl] : University of North Texas, 2025
- 형태사항
- 1 electronic resource (165 pages)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-03, Section: A.
- 주기사항
- Advisors: Nestler, Eric; Powell, Sean Committee members: Clardy, Mary Karen.
- 학위논문주기
- - D.M.A. : University of North Texas, 2025.
- 초록/해제
- 요약This multiple case study highlights the experiences of female high school saxophonists enrolled at a co-educational and single-gender high school. The beginning of the document begins with a brief synopsis of the history of each learning environment and how both have historically affected student self-concept and identity. This project was conducted in two places: At an all-female high school on the East Coast and a co-educational high school in the Southern United States. The students and teachers from each school were observed in their music courses and interviewed at least once during the study by the researcher. The data collection process yielded six different themes among students and teachers at the single-gender high school including (a) Community, Peer, and Teacher Influence (b) Desire for Teacher and Peer Validation (c) Gender Stereotyping of Musical Instruments (d) Representation and Role Models (e) Gender-Specific Pedagogy and Practice and (f) Unique Educational Fulfillment. The data analysis process indicated four themes at the co-educational high school in the Southern U.S., including (a) Band as a "Team" (b) Process Over Product in Competition (c) Representation and Valuing Differences and (d) Male Superiority and Female Confidence. The intent of this study was not to generalize the experience of all female saxophonists, but to give a voice to students in this unique community and provide further understanding of each type of learning environment. The document concludes with the researcher's findings and four simple implications for teachers in music education.
- 언어주기
- English
- 일반주제명
- Music
- 일반주제명
- Musical composition
- 일반주제명
- Musical performances
- 일반주제명
- Music education
- 키워드
- Co-education
- 키워드
- Female
- 키워드
- Single-gender
- 키워드
- Self-concept
- 키워드
- High school
- 키워드
- Saxophonist
- 기타저자
- University of North Texas Division of Instrumental Studies
- 기본자료저록
- Dissertations Abstracts International. 87-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008260311s2025 us eng d■001000017360229
■00520260311091543.5
■006m o d
■007cr|nu||||||||
■020 ▼a9798293821204
■040 ▼aMiAaPQD▼beng▼cMiAaPQD▼erda
■082 ▼a788
■1001 ▼aPeterson, Mikayla Lisa▼eauthor.
■24510▼aFinding a Place in the Band Room: The Female Saxophonist's Self-Concept, Identity, and Experience ▼cMikayla Lisa Peterson
■260 ▼a[Sl]▼bUniversity of North Texas▼c2025
■264 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a1 electronic resource (165 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-03, Section: A.
■500 ▼aAdvisors: Nestler, Eric; Powell, Sean Committee members: Clardy, Mary Karen.
■5021 ▼bD.M.A.▼cUniversity of North Texas▼d2025.
■520 ▼aThis multiple case study highlights the experiences of female high school saxophonists enrolled at a co-educational and single-gender high school. The beginning of the document begins with a brief synopsis of the history of each learning environment and how both have historically affected student self-concept and identity. This project was conducted in two places: At an all-female high school on the East Coast and a co-educational high school in the Southern United States. The students and teachers from each school were observed in their music courses and interviewed at least once during the study by the researcher. The data collection process yielded six different themes among students and teachers at the single-gender high school including (a) Community, Peer, and Teacher Influence (b) Desire for Teacher and Peer Validation (c) Gender Stereotyping of Musical Instruments (d) Representation and Role Models (e) Gender-Specific Pedagogy and Practice and (f) Unique Educational Fulfillment. The data analysis process indicated four themes at the co-educational high school in the Southern U.S., including (a) Band as a "Team" (b) Process Over Product in Competition (c) Representation and Valuing Differences and (d) Male Superiority and Female Confidence. The intent of this study was not to generalize the experience of all female saxophonists, but to give a voice to students in this unique community and provide further understanding of each type of learning environment. The document concludes with the researcher's findings and four simple implications for teachers in music education.
■546 ▼aEnglish
■590 ▼aSchool code: 0158
■650 4▼aMusic
■650 4▼aMusical composition
■650 4▼aMusical performances
■650 4▼aMusic education
■653 ▼aCo-education
■653 ▼aFemale
■653 ▼aSingle-gender
■653 ▼aSelf-concept
■653 ▼aHigh school
■653 ▼aSaxophonist
■7102 ▼aUniversity of North Texas▼bDivision of Instrumental Studies.▼edegree granting institution.
■7201 ▼aNestler, Eric▼edegree supervisor.
■7201 ▼aPowell, Sean▼edegree supervisor.
■7730 ▼tDissertations Abstracts International▼g87-03A.
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17360229▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
