A comparison of urban high school students’ perceptionof music, culture, and identity

Elisa Macedo Dekaney, Nicole R. Robinson

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Forty students (N = 40) enrolled in the world drumming classes at two midsize urban high schools, School A (n = 18) and School B (n = 22), responded to a survey in which they freely responded to questions about their music preference, cultural background, school environment, their involvement in music in their schools and community, and how they believe their music choices express their identities. Results revealed that students in School A, where teachers and administrators seemed to have adopted culturally relevant pedagogies, articulated their perceptions of music, culture, and identity in a more meaningful way.

Original languageEnglish (US)
Pages (from-to)89-102
Number of pages14
JournalJournal of Music Teacher Education
Volume24
Issue number1
DOIs
StatePublished - Jan 1 2014

Keywords

  • Culturally relevant pedagogy
  • Music preference
  • Urban high school
  • World music

ASJC Scopus subject areas

  • Education
  • Music

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