Perspectives of Black Students in Music Education Doctoral Programs: Motivations, Experiences, and Information Literacy

Autor/inn/en	Hanson, Josef; Roberts, Joel
Titel	Perspectives of Black Students in Music Education Doctoral Programs: Motivations, Experiences, and Information Literacy
Quelle	In: Journal of Music Teacher Education, 33 (2023) 1, S.69-85 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hanson, Josef) ORCID (Roberts, Joel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/10570837231177988
Schlagwörter	Student Attitudes; Doctoral Students; Music Education; African American Students; Educational Experience; Information Literacy; Phenomenology; Barriers; Access to Education; Family Relationship; Racism; Higher Education; Academic Persistence; School Holding Power; Curriculum Development; Equal Education; Inclusion; Doctoral Programs; Music Teachers; Teacher Education Programs; Student Motivation; Disproportionate Representation + Suchen Sie Ihr Suchwort? Schülerverhalten; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Musikerziehung; African Americans; Afroamerikaner; Bildungserfahrung; Informationskompetenz; Phenomenological psychology; Phänomenologie; Psychologie; Education; Access; Bildung; Zugang; Bildungszugang; Rassismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Inklusion; Music; Teacher; Teachers; Musiklehrer; Schulische Motivation
Abstract	The purpose of this study was to explore the experiences of Black doctoral students in music education in terms of their motivations to pursue doctoral studies, educational and social experiences while enrolled, and emerging information literacy. Qualitative techniques based on phenomenology were employed to document and better understand the experience of a small, purposive sample of Black doctoral students (n = 14) enrolled at universities throughout the United States. A variety of techniques ensured trustworthiness, including data triangulation, member checking, and use of an external interviewer. After data analysis, four core essences emerged: (1) "Familial support and formative experiences during childhood;" (2) "Overload of information and frustration in conducting research;" (3) "Prejudice and lack of Black representation in the academy;" and (4) "Change-oriented motivations beset by barriers to access." Findings revealed commonalities in participants' lived experiences that could inform efforts to recruit and retain Black doctoral students, develop curricula that takes into account their experiences and goals, stem systemic racism, and promote equity and inclusion in the academy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01