Undergraduate music student perspectives on the music school as a space for the development of allyhood. (14th March 2020)

• Record Type: Journal Article
• Authors: Conway, Colleen M.; Hodgman, Sarah M.
• Is Part Of: Music education research. Volume 22:Number 2(2020)
• Page Start: 173
• Page End: 184
• Publication Date: 2020-03-14
• Subjects: Music schools -- access -- allyhood; Music -- Instruction and study -- Periodicals; Music -- Instruction and study -- Research -- Periodicals; Musique -- Étude et enseignement -- Périodiques; Musique -- Étude et enseignement -- Recherche -- Périodiques; 780.72
• DOI: 10.1080/14613808.2020.1732317
• Languages: English
• ISSNs: 1461-3808

Abstract

ABSTRACT: The purpose of this study was to examine undergraduate music student perspectives on the music school as a space for the development of allyhood (Waters, R. 2010. "Understanding Allyhood as a Developmental Process." About Campus: Enriching the Student Learning Experience 15 (5): 2–8). Framed within research in student affairs (Edwards, K. E. 2006. "Aspiring Social Justice Ally Identity Development: A Conceptual Model." NASPA Journal 43 (4): 39–60. doi:10.2202/1949-6605.1722 ; Reason, R. D., E. A. R. Milla, and T. C. Scales. 2005. "Toward a Model of Racial Justice Ally Development." Journal of College Student Development 46 (5): 530–546) and counselling (Torres-Harding, S., C. Steele, E. Schulz, F. Taha, and C. Pico. 2014. "Student Perceptions of Social Justice and Social Justice Activities." Education, Citizenship and Social Justice 9. doi:10.1177/1746197914520655 ) researchers used Seidman's (2013. Interviewing as Qualitative Research. 4th ed. New York: Teachers College Press[Q3]) phenomenological interview design (including individual interviews and a focus group) to study six undergraduate music students. Findings report on: (a) participants' level of awareness regarding injustice, (b) narratives of classroom scenarios experienced by the participants; and (c) participant suggestions for professors and institutions.