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"This Is a Win Not Just for Me": A M...

Galvan Garcia, Nabile A.,

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"This Is a Win Not Just for Me": A Multiple-Case Study of First-Generation Latine Academic Musicians' Educational Experiences in U.S. Undergraduate Music Education /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"This Is a Win Not Just for Me": A Multiple-Case Study of First-Generation Latine Academic Musicians' Educational Experiences in U.S. Undergraduate Music Education // Nabile A Galvan Garcia.
作者:	Galvan Garcia, Nabile A.,
面頁冊數:	1 electronic resource (325 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
標題:	Music education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32038521
ISBN:	9798315702917

"This Is a Win Not Just for Me": A Multiple-Case Study of First-Generation Latine Academic Musicians' Educational Experiences in U.S. Undergraduate Music Education /
Galvan Garcia, Nabile A.,

"This Is a Win Not Just for Me": A Multiple-Case Study of First-Generation Latine Academic Musicians' Educational Experiences in U.S. Undergraduate Music Education /Nabile A Galvan Garcia. - 1 electronic resource (325 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

To contribute to a comprehensive understanding of Latine students' journeys, the purpose of this multiple case study was to explore the educational experiences of five Latine undergraduate music education students who were the first in their family to attend college in the United States. Two participants attended Hispanic Serving Institutions (HSIs), while three attended Predominantly White Institutions (PWIs). In this study, "educational experiences" refers to the continuity of interactions, events, situations, or activities that assist an individual in acquiring knowledge, skills, values, or understanding. I investigated Latine music students' perceptions of their previous and current musical experiences to examine how ethnic identity, social, and musical experiences within the university program were related to one another. Data generation took place throughout the Fall 2024 academic semester and involved semi-structured interviews, focus group interviews, participants' self-narratives, and personal artifacts. To answer the research questions, I analyzed the data inductively, which revealed nuanced themes. Participants shared their experiences as first-generation Latine academic musicians, highlighting their strengths and challenges. They described a notable disparity between their academic and musical readiness, which impacted their collegiate experiences. Despite this, participants demonstrated a strong purpose-driven persistence that impacted their current educational experiences and future aspirations as music educators. To explore deep connections between the data, I drew upon three analytical frameworks: Community Cultural Wealth (Yosso, 2005), Latine Critical Theory (LatCrit), and the Persistence Framework (Swail et al., 2003). In light of data participants contributed, I propose expanding Yosso's (2005) Community Cultural Wealth framework to include Artistic Capital, Self-Perception Capital, and advocating for further investigation into Spiritual Capital. The findings of this study underscore the need for further research to foster a broader appreciation of Latine individuals' and communities' cultural wealth.

English

ISBN: 9798315702917Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Cultural identity

"This Is a Win Not Just for Me": A Multiple-Case Study of First-Generation Latine Academic Musicians' Educational Experiences in U.S. Undergraduate Music Education /
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