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Understanding students who cross ove...

Sinsabaugh, Katherine.

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Understanding students who cross over gender stereotypes in musical instrument selection.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Understanding students who cross over gender stereotypes in musical instrument selection./
作者:	Sinsabaugh, Katherine.
面頁冊數:	211 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1687.
Contained By:	Dissertation Abstracts International66-05A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3175728
ISBN:	9780542149801

Understanding students who cross over gender stereotypes in musical instrument selection.
Sinsabaugh, Katherine.

Understanding students who cross over gender stereotypes in musical instrument selection. - 211 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1687.

Thesis (Ed.D.)--Teachers College, Columbia University, 2005.

This qualitative case study examined students who crossed over gender stereotypes in musical instrument selection. To understand these students, this research focused on the factors that first influenced students' decisions to play an instrument and then the factors that helped them continue to participate in music. This study examined the students' background for factors and influences, including family, peers, and school environment.

ISBN: 9780542149801Subjects--Topical Terms:

1017808
Education, Music.

Understanding students who cross over gender stereotypes in musical instrument selection.
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245 1 0 $a Understanding students who cross over gender stereotypes in musical instrument selection.
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500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1687.
500 $a Sponsor: Harold Abeles.
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520 $a This qualitative case study examined students who crossed over gender stereotypes in musical instrument selection. To understand these students, this research focused on the factors that first influenced students' decisions to play an instrument and then the factors that helped them continue to participate in music. This study examined the students' background for factors and influences, including family, peers, and school environment.
520 $a In total, 12 students (6 boys, 6 girls), ages 11 to 16, were selected from diverse ethnic and social-economic backgrounds in the New York metropolitan area. Factors used in selecting students were: age, instrument, length of playing instrument, ethnicity, different schools, and school locations. The researcher was interested in understanding the relationship of students' choices of instrument selection to their personal characteristics. Students were interviewed using a pre-planned interview guide in addition to being observed. To secure triangulation, students' parents and a school official were also interviewed.
520 $a This study found that gender issues still existed in instrument selection and many factors contributed to students' choices of instrument. Interestingly, in many cases, students did not pick their instruments; rather, a teacher or parent made these decisions. Instrument sound and ensemble playing were both factors for students' continued participation in music. The findings seemed to suggest that students felt girls had more choices than boys in musical instrument selection. Boys were found to struggle more when crossing over gender stereotypes in instrument selection than girls. Girls seemed better able to try new and different activities. In particular, students perceived the flute as a female instrument. The two boy flute players both reported being harassed because they played the flute. A supportive, musically-aware family environment as well as positive teacher interaction helped students stay motivated, and further helped students feel better able to cross over gender barriers in instrument section.
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