{"title":"发展社区的方法:美国女大学生未来乐队指挥的观点调查","authors":"Kate Fitzpatrick","doi":"10.1177/02557614241234051","DOIUrl":null,"url":null,"abstract":"Within the field of American secondary school wind band teaching, women have been historically and persistently underrepresented, making it important to consider ways to (1) expand pre-service teachers’ opportunities to engage with successful female band directors, and (2) to explore undergraduate women’s insights into becoming female band directors themselves. The purpose of this survey-based study was to explore the perceptions of American female-identifying collegiate music education majors ( N = 32) regarding the American school-based wind band teaching profession and their experiences within an intensive, one day, community-building event for female band directors. Results of the survey and subsequent analysis revealed a lack of female band director role models under whom participants had studied, a significant positive correlation between participants’ confidence in their ability to succeed in the role and their level of motivation for doing so, and a moderately positive perception of belief in their ability to balance potential future parenthood with their career. Thematic analysis of written responses revealed participants’ gender-specific concerns about entering the band directing profession and their takeaways from the day-long event. Implications are provided, including suggestions for pre-service teacher education, future research, and the development of other such events aimed at developing community for female-identifying band directors.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"66 1","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Approaches to developing community: A survey of the perspectives of American female undergraduate prospective band directors\",\"authors\":\"Kate Fitzpatrick\",\"doi\":\"10.1177/02557614241234051\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Within the field of American secondary school wind band teaching, women have been historically and persistently underrepresented, making it important to consider ways to (1) expand pre-service teachers’ opportunities to engage with successful female band directors, and (2) to explore undergraduate women’s insights into becoming female band directors themselves. The purpose of this survey-based study was to explore the perceptions of American female-identifying collegiate music education majors ( N = 32) regarding the American school-based wind band teaching profession and their experiences within an intensive, one day, community-building event for female band directors. Results of the survey and subsequent analysis revealed a lack of female band director role models under whom participants had studied, a significant positive correlation between participants’ confidence in their ability to succeed in the role and their level of motivation for doing so, and a moderately positive perception of belief in their ability to balance potential future parenthood with their career. Thematic analysis of written responses revealed participants’ gender-specific concerns about entering the band directing profession and their takeaways from the day-long event. Implications are provided, including suggestions for pre-service teacher education, future research, and the development of other such events aimed at developing community for female-identifying band directors.\",\"PeriodicalId\":46623,\"journal\":{\"name\":\"International Journal of Music Education\",\"volume\":\"66 1\",\"pages\":\"\"},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2024-03-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Music Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/02557614241234051\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Music Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/02557614241234051","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Approaches to developing community: A survey of the perspectives of American female undergraduate prospective band directors
Within the field of American secondary school wind band teaching, women have been historically and persistently underrepresented, making it important to consider ways to (1) expand pre-service teachers’ opportunities to engage with successful female band directors, and (2) to explore undergraduate women’s insights into becoming female band directors themselves. The purpose of this survey-based study was to explore the perceptions of American female-identifying collegiate music education majors ( N = 32) regarding the American school-based wind band teaching profession and their experiences within an intensive, one day, community-building event for female band directors. Results of the survey and subsequent analysis revealed a lack of female band director role models under whom participants had studied, a significant positive correlation between participants’ confidence in their ability to succeed in the role and their level of motivation for doing so, and a moderately positive perception of belief in their ability to balance potential future parenthood with their career. Thematic analysis of written responses revealed participants’ gender-specific concerns about entering the band directing profession and their takeaways from the day-long event. Implications are provided, including suggestions for pre-service teacher education, future research, and the development of other such events aimed at developing community for female-identifying band directors.
期刊介绍:
The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.