{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/1658"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/1658","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Influence of occupational socialization on occupational identity and the perspectives and practices of the applied professor","abstract":"Studies of occupational socialization and occupational identity reveal that the pre-college years (acculturation stage of occupational socialization) have the most profound and lasting impact on individuals in medicine, law, law enforcement and physical education. The purpose of this study was to examine the impact of occupational socialization on the perspectives and practices of two applied music professors considering both musician identity development and the artist-teacher philosophy. The purpose of this research was to explore the influences of the three stages of occupational socialization on musician identity formation and the perspectives and practices of two applied music professors, and to what extent these influences are reflected in the degree to which the applied music professors concur with G. James Daichendt's artist-teacher philosophy. The study used a qualitative approach to teacher identity as well as each professor's perspectives and practices. Data were collected through interviews, observations, and the twenty statements test. The data were analyzed using analytic induction and constant comparison. Key findings were: 1. The acculturation stage of occupational socialization has the greatest apparent influence on the identity orientation of applied music professors, 2. The perspectives and practices of the participating applied professors reflect their occupational socialization and occupational identity, and 3. The applied professor's identity orientation and occupational socialization are reflected in the level of adherence to G. James Daichendt's artist-teacher philosophy.","abstract_html":"Studies of occupational socialization and occupational identity reveal that the pre-college years (acculturation stage of occupational socialization) have the most profound and lasting impact on individuals in medicine, law, law enforcement and physical education. The purpose of this study was to examine the impact of occupational socialization on the perspectives and practices of two applied music professors considering both musician identity development and the artist-teacher philosophy. The purpose of this research was to explore the influences of the three stages of occupational socialization on musician identity formation and the perspectives and practices of two applied music professors, and to what extent these influences are reflected in the degree to which the applied music professors concur with G. James Daichendt's artist-teacher philosophy. The study used a qualitative approach to teacher identity as well as each professor's perspectives and practices. Data were collected through interviews, observations, and the twenty statements test. The data were analyzed using analytic induction and constant comparison. Key findings were: 1. The acculturation stage of occupational socialization has the greatest apparent influence on the identity orientation of applied music professors, 2. The perspectives and practices of the participating applied professors reflect their occupational socialization and occupational identity, and 3. The applied professor's identity orientation and occupational socialization are reflected in the level of adherence to G. James Daichendt's artist-teacher philosophy.","abstract_has_math":false,"creators":["Avis, Lana"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Sweaney, Daniel","Fulks, Jubal","Robinson, Thomas","Fader, Don","Houghtaling, Paul H.","Curtner-Smith, Matthew"],"advisors":["Cummins, Linda"],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-27T18:44:09Z","subjects":["Music","Performing arts","Sociology"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0001182","Avis_alatus_0004D_11257"],"render_values":[{"text":"u0015_0000001_0001182","href":null,"code":true},{"text":"Avis_alatus_0004D_11257","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/1658","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Sweaney, Daniel","Fulks, Jubal","Robinson, Thomas","Fader, Don","Houghtaling, Paul H.","Curtner-Smith, Matthew"]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Cummins, Linda"]},{"key":"dc:contributor.other","label":"Dc Contributor Other","values":["University of Alabama Tuscaloosa"]},{"key":"dc:creator","label":"Author","values":["Avis, Lana"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-03-01T16:46:43Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-03-01T16:46:43Z"]},{"key":"dc:date.issued","label":"Date","values":["2012"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Music","Performing arts","Sociology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0001182","Avis_alatus_0004D_11257"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/1658"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["Studies of occupational socialization and occupational identity reveal that the pre-college years (acculturation stage of occupational socialization) have the most profound and lasting impact on individuals in medicine, law, law enforcement and physical education. The purpose of this study was to examine the impact of occupational socialization on the perspectives and practices of two applied music professors considering both musician identity development and the artist-teacher philosophy. The purpose of this research was to explore the influences of the three stages of occupational socialization on musician identity formation and the perspectives and practices of two applied music professors, and to what extent these influences are reflected in the degree to which the applied music professors concur with G. James Daichendt's artist-teacher philosophy. The study used a qualitative approach to teacher identity as well as each professor's perspectives and practices. Data were collected through interviews, observations, and the twenty statements test. The data were analyzed using analytic induction and constant comparison. Key findings were: 1. The acculturation stage of occupational socialization has the greatest apparent influence on the identity orientation of applied music professors, 2. The perspectives and practices of the participating applied professors reflect their occupational socialization and occupational identity, and 3. The applied professor's identity orientation and occupational socialization are reflected in the level of adherence to G. 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The purpose of this study was to examine the impact of occupational socialization on the perspectives and practices of two applied music professors considering both musician identity development and the artist-teacher philosophy. The purpose of this research was to explore the influences of the three stages of occupational socialization on musician identity formation and the perspectives and practices of two applied music professors, and to what extent these influences are reflected in the degree to which the applied music professors concur with G. James Daichendt's artist-teacher philosophy. The study used a qualitative approach to teacher identity as well as each professor's perspectives and practices. Data were collected through interviews, observations, and the twenty statements test. The data were analyzed using analytic induction and constant comparison. Key findings were: 1. The acculturation stage of occupational socialization has the greatest apparent influence on the identity orientation of applied music professors, 2. The perspectives and practices of the participating applied professors reflect their occupational socialization and occupational identity, and 3. The applied professor's identity orientation and occupational socialization are reflected in the level of adherence to G. 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