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ERIC Number: EJ968775
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1461-3808
Exclusion, Engagement and Identity Construction in a Socioeconomically Diverse Middle School Wind Band Classroom
Hoffman, Adria Rachel
Music Education Research, v14 n2 p209-226 2012
The purpose of this multiple case study was to explore the wind band classroom as a social context and examine its influence on middle-school students' identity constructions. The integration of sociologically based identity theory and social identity theory from social psychology suggested by Deaux and Martin as well as Stets and Burke proved most applicable to this inquiry. Findings in this study indicated that middle-school band students made choices regarding course enrolment based on influences of those around them. Based on others' affirmation or rejection of their competency in particular band classroom roles, they reevaluated whether they felt they belonged to the band. Those who felt rejected or less competent chose to enrol in other courses. Students who felt successful and found unique roles within the band more strongly identified with the group. Additionally, increased awareness of socio-economic status appeared to influence students' emerging musical identities. (Contains 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States