Abstract
dc:descriptionEducators and scholars have documented that Latinx students have faced extensive issues in schools for several decades. However, issues in Latinx music education is a topic that currently has a thin presence of research. Through a qualitative phenomenological approach, I have conducted interviews and focus-groups with 8 Latinx participants to explore both unique and shared challenges that Latinx students have faced while participating in school music, as well as whom Latinx students perceived as nurturing their musical and educational growth. Through data analysis in this project, I have found that expenses are a high barrier for Latinx students to begin or continue participation in music, Latinx families show strong support to their musical children, positive experiences facilitated by teachers had a positive impact on Latinx student retention and student buy-in, and schools and teachers can be inconsiderate to the lived realities of Latinx students and families. At the end of this document, I provide implications for music educators who have or will have Latinx students in their classrooms. These findings may serve to grow the small volume of research surrounding challenges that Latinx music students face in the United States.
Degree
thesis:*- Name thesis:degree_name
- M.Mus.
- Level thesis:degree_level
- Thesis
- Discipline thesis:degree_discipline
- Music Education
- Grantor
- University of Illinois at Urbana-Champaign
- Year dc:date
- 2023
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Rodriguez, Michael J
- Contributors dc:contributor
-
- Kruse, Adam J
- Gallo, Donna
- González Ybarra, Monica
Subjects
dc:subject × 5Rights
dc:rights- Statement dc:rights
-
- Copyright 2023 Michael J. Rodriguez
- Language dc:language
- en, eng
Identifiers
dc:identifier.*- Handle dc:identifier
- https://hdl.handle.net/2142/120159