{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/110463"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/110463","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Perspectives of students who identify as female and women in secondary jazz ensembles","abstract":"The purpose of this case study was to explore the perspectives of secondary-level students who identify as women and female on the musical and social aspects of participating in school jazz ensembles. The research questions were: 1) What reasons do students, who identify as women, female, and gender-expansive cite for their decisions to join and continue to participate jazz ensembles? What reasons do they cite for not continuing past their secondary education? 2) In what ways do jazz educators support students’ participation and musical growth in the ensemble, and how do they consider students’ gender identities in their instruction and personal interactions? The district selected exhibited equitable representation of female and women students. Three teacher participants and five student participants took part in interviews that revealed three categories: community influences, aspects of learning environments in jazz band, and plans to pursue jazz in the future. While participants did not believe gender played a role in the workings of this district, gender influenced all categories to some extent. The data revealed that peer-to-peer mentorship between middle school and high school students encouraged female and women students to participate in jazz band throughout their secondary education. Student participants showed hesitation around improvisation with no extra support received from teacher participants and a lack of female role models. Having summer jazz camps and events such as Jazz Girls Day for female and women students may foster this peer-to-peer mentorship as well as provide a safe space to explore improvisation.","abstract_html":"The purpose of this case study was to explore the perspectives of secondary-level students who identify as women and female on the musical and social aspects of participating in school jazz ensembles. The research questions were: 1) What reasons do students, who identify as women, female, and gender-expansive cite for their decisions to join and continue to participate jazz ensembles? What reasons do they cite for not continuing past their secondary education? 2) In what ways do jazz educators support students’ participation and musical growth in the ensemble, and how do they consider students’ gender identities in their instruction and personal interactions? The district selected exhibited equitable representation of female and women students. Three teacher participants and five student participants took part in interviews that revealed three categories: community influences, aspects of learning environments in jazz band, and plans to pursue jazz in the future. While participants did not believe gender played a role in the workings of this district, gender influenced all categories to some extent. The data revealed that peer-to-peer mentorship between middle school and high school students encouraged female and women students to participate in jazz band throughout their secondary education. Student participants showed hesitation around improvisation with no extra support received from teacher participants and a lack of female role models. Having summer jazz camps and events such as Jazz Girls Day for female and women students may foster this peer-to-peer mentorship as well as provide a safe space to explore improvisation.","abstract_has_math":false,"creators":["Rebone, Crystal"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"A.Mus.D.","degree_level":"Dissertation","degree_discipline":"Music","degree_department":null,"school":null,"contributors":["Gallo, Donna","Gray, Larry","Solis, Gabriel","Spencer , Joel"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-09-17T01:10:47Z","date_published":"2021-09-17T01:10:47Z","updated_at":"2026-07-22T22:24:50Z","subjects":["jazz","jazz education","women in jazz"],"languages":["en"],"rights":["Copyright 2021 Crystal Rebone"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/110463","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gallo, Donna","Gray, Larry","Solis, Gabriel","Spencer , Joel"]},{"key":"dc:creator","label":"Author","values":["Rebone, Crystal"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021-09-17T01:10:47Z","2021-04-14","2021-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Music"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["A.Mus.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["jazz","jazz education","women in jazz"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Crystal Rebone"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/110463"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this case study was to explore the perspectives of secondary-level students who identify as women and female on the musical and social aspects of participating in school jazz ensembles. The research questions were: 1) What reasons do students, who identify as women, female, and gender-expansive cite for their decisions to join and continue to participate jazz ensembles? What reasons do they cite for not continuing past their secondary education? 2) In what ways do jazz educators support students’ participation and musical growth in the ensemble, and how do they consider students’ gender identities in their instruction and personal interactions? The district selected exhibited equitable representation of female and women students. Three teacher participants and five student participants took part in interviews that revealed three categories: community influences, aspects of learning environments in jazz band, and plans to pursue jazz in the future. While participants did not believe gender played a role in the workings of this district, gender influenced all categories to some extent. The data revealed that peer-to-peer mentorship between middle school and high school students encouraged female and women students to participate in jazz band throughout their secondary education. Student participants showed hesitation around improvisation with no extra support received from teacher participants and a lack of female role models. Having summer jazz camps and events such as Jazz Girls Day for female and women students may foster this peer-to-peer mentorship as well as provide a safe space to explore improvisation.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-09-16 without embargo terms","The student, Crystal Rebone, accepted the attached license on 2021-04-13 at 10:59.","The student, Crystal Rebone, submitted this Dissertation for approval on 2021-04-13 at 12:18.","This Dissertation was approved for publication on 2021-04-14 at 12:00.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16300 on 2021-09-16 at 16:41:03","Made available in DSpace on 2021-09-17T01:10:47Z (GMT). No. of bitstreams: 3 REBONE-DISSERTATION-2021.pdf: 5321975 bytes, checksum: 5a812630b41d353285c70824a02b3b76 (MD5) LICENSE.txt: 4211 bytes, checksum: 3acae064b87ed17c2542d9400a741228 (MD5) PROQUEST_LICENSE.txt: 4557 bytes, checksum: 38ebe08039932b0947ac7c7bde649990 (MD5) Previous issue date: 2021-04-14"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Perspectives of students who identify as female and women in secondary jazz ensembles"]}]}],"canonical_facts":{"dc:contributor":["Gallo, Donna","Gray, Larry","Solis, Gabriel","Spencer , Joel"],"dc:creator":["Rebone, Crystal"],"dc:date":["2021-09-17T01:10:47Z","2021-04-14","2021-05"],"dc:description":["The purpose of this case study was to explore the perspectives of secondary-level students who identify as women and female on the musical and social aspects of participating in school jazz ensembles. The research questions were: 1) What reasons do students, who identify as women, female, and gender-expansive cite for their decisions to join and continue to participate jazz ensembles? What reasons do they cite for not continuing past their secondary education? 2) In what ways do jazz educators support students’ participation and musical growth in the ensemble, and how do they consider students’ gender identities in their instruction and personal interactions? The district selected exhibited equitable representation of female and women students. Three teacher participants and five student participants took part in interviews that revealed three categories: community influences, aspects of learning environments in jazz band, and plans to pursue jazz in the future. While participants did not believe gender played a role in the workings of this district, gender influenced all categories to some extent. The data revealed that peer-to-peer mentorship between middle school and high school students encouraged female and women students to participate in jazz band throughout their secondary education. Student participants showed hesitation around improvisation with no extra support received from teacher participants and a lack of female role models. Having summer jazz camps and events such as Jazz Girls Day for female and women students may foster this peer-to-peer mentorship as well as provide a safe space to explore improvisation.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-09-16 without embargo terms","The student, Crystal Rebone, accepted the attached license on 2021-04-13 at 10:59.","The student, Crystal Rebone, submitted this Dissertation for approval on 2021-04-13 at 12:18.","This Dissertation was approved for publication on 2021-04-14 at 12:00.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16300 on 2021-09-16 at 16:41:03","Made available in DSpace on 2021-09-17T01:10:47Z (GMT). No. of bitstreams: 3 REBONE-DISSERTATION-2021.pdf: 5321975 bytes, checksum: 5a812630b41d353285c70824a02b3b76 (MD5) LICENSE.txt: 4211 bytes, checksum: 3acae064b87ed17c2542d9400a741228 (MD5) PROQUEST_LICENSE.txt: 4557 bytes, checksum: 38ebe08039932b0947ac7c7bde649990 (MD5) Previous issue date: 2021-04-14"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/110463"],"dc:language":["en"],"dc:rights":["Copyright 2021 Crystal Rebone"],"dc:subject":["jazz","jazz education","women in jazz"],"dc:title":["Perspectives of students who identify as female and women in secondary jazz ensembles"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Music"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["A.Mus.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:50Z"}