Second-generation Chinese Americans face challenges accessing, getting support to comprehend, and possessing sufficient educational resources to harness their ancestral music culture. As informal conversations revealed that Chinese Americans rarely embrace their ethnic identities through music, I explored the impact of Chinese Cultural Music on the second-generation Chinese American identity.
Using a qualitative multiple-case study design, I interviewed seven self-identified second-generation Chinese Americans. The data collected appeared to reflect three overarching categories that detail individual stories—music learning experiences, cultural influences, and musical preferences and identity. Therefore, I understood that individuals’ music learning experiences and cultural influences led to the development of individual musical preferences and the formation of cultural identity.
Three significant factors influenced how second-generation Chinese Americans engaged with their cultural identities through music—1) access to traditional Chinese Cultural Music,2) family influence on music and music education, and 3) Chinese Cultural Music experience and its impact on cultural identity. By considering the wide range of experiences from these seven participants, music educators may better co-create and navigate ways to positively impact their Chinese American students’ cultural identities in the music classroom.
|Advisor:||Thies, Tamara T.|
|Commitee:||Hsieh, Betina, Palkki, Joshua|
|School:||California State University, Long Beach|
|Department:||Bob Cole Conservatory of Music|
|School Location:||United States -- California|
|Source:||MAI 82/10(E), Masters Abstracts International|
|Subjects:||Music education, Ethnic studies, Asian American Studies|
|Keywords:||Chinese American students, Chinese American music, Cultural identity, Culturally responsive music education, Ethnic identity, Minority education|
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