This study used narrative inquiry as a methodology to explore the lives of African American women who teach orchestra as told through their stories of experience. The five African American women selected to participate in this study span the range of teaching experience from beginning to retired, as well as those who have left the classroom for other opportunities. Following the guiding principles of narrative inquiry, based on the research of Clandinin and Connelly (2000), this study focused on a research puzzle rather than research questions. The central research puzzle for this study was: What are the life stories of African American women who teach orchestra? To explore this puzzle, three one-hour interviews were conducted with each participant. Following the second interview, each woman was asked to write a letter to herself at a time in her life when she needed reassurance. A copy of the participants’ letter is included in the final section of each narrative. While each participant had her narrative presented individually, all narratives used the following section headings for clarity and consistency: On Belonging, On Tension, On Motivation, On Becoming, and The Letter.
|Commitee:||Bishop, Donna, Griffin, Kimberly, Strawbridge, Nancy|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 82/5(E), Dissertation Abstracts International|
|Subjects:||Music education, Womens studies, African American Studies, Educational sociology|
|Keywords:||African American women, Orchestra in public schools, Teacher diversity, Teaching experience|
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