Factors Contributing to Arizona Elementary General Music Teachers' Attitudes and Practices Regarding Multicultural Music Education

Persistent Link:
http://hdl.handle.net/10150/194326
Title:
Factors Contributing to Arizona Elementary General Music Teachers' Attitudes and Practices Regarding Multicultural Music Education
Author:
Petersen Jr., Gerald Anthony
Issue Date:
2005
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Gerald Anthony Petersen Jr., Ph.D.The University of Arizona, 2005Director: Brian D. Ebie The purpose of this study was to provide specific data regarding the level of multiculturalism of Arizona elementary general music teachers and their utilization of multicultural music education in curriculum and activities. Data gathered was used to investigate the relationship between a teacher's life experience, personal attitudes, personal behavior, and professional behavior with their developing and employing multicultural music education. Subjects included Arizona elementary general music teachers (N=280) during the 2004-05 school year. The Personal Multicultural Assessment and the Music Specialist's Multicultural Music Education Survey were sent to the teachers along with a demographic report sheet. Data analysis included descriptive statistics, correlational analysis (Pearson-Product Moment Correlation), analysis of variance (ANOVA), and a multiple regression. The results of the survey indicated that Arizona elementary general music teachers are functioning at varying levels of multiculturalism. The teachers' Personal Multicultural Assessment mean scores ranked at the third level of the Multicultural Personae in the areas of Personal Behavior, Professional Behavior, and on the Composite score. The areas of Life Experience and Personal Attitude ranked at the second level of the Multicultural Personae. Statistically significant relationships were found between the population of the teachers' hometown and the Life Experience subscale score and the Composite score. The undergraduate institution from which the teacher graduated was positively related to the Personal Behavior subscale score and the Composite score. Though the majority of Arizona elementary general music teachers felt inadequately prepared for teaching multicultural music education or have ethnic instruments, they reported utilizing the majority of regional-specific world music. Life experience was a significant factor in determining music teachers' utilization of multicultural music education. This study demonstrated that Arizona elementary general music teachers' personal attitudes, personal behavior, and professional behavior regarding multiculturalism may not have effected their utilization of multicultural music education.
Type:
text; Electronic Dissertation
Keywords:
music; music education; multicultural music education; music teacher education; Arizona music teachers
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Music; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Ebie, Brian D.
Committee Chair:
Ebie, Brian D.

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleFactors Contributing to Arizona Elementary General Music Teachers' Attitudes and Practices Regarding Multicultural Music Educationen_US
dc.creatorPetersen Jr., Gerald Anthonyen_US
dc.contributor.authorPetersen Jr., Gerald Anthonyen_US
dc.date.issued2005en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractGerald Anthony Petersen Jr., Ph.D.The University of Arizona, 2005Director: Brian D. Ebie The purpose of this study was to provide specific data regarding the level of multiculturalism of Arizona elementary general music teachers and their utilization of multicultural music education in curriculum and activities. Data gathered was used to investigate the relationship between a teacher's life experience, personal attitudes, personal behavior, and professional behavior with their developing and employing multicultural music education. Subjects included Arizona elementary general music teachers (N=280) during the 2004-05 school year. The Personal Multicultural Assessment and the Music Specialist's Multicultural Music Education Survey were sent to the teachers along with a demographic report sheet. Data analysis included descriptive statistics, correlational analysis (Pearson-Product Moment Correlation), analysis of variance (ANOVA), and a multiple regression. The results of the survey indicated that Arizona elementary general music teachers are functioning at varying levels of multiculturalism. The teachers' Personal Multicultural Assessment mean scores ranked at the third level of the Multicultural Personae in the areas of Personal Behavior, Professional Behavior, and on the Composite score. The areas of Life Experience and Personal Attitude ranked at the second level of the Multicultural Personae. Statistically significant relationships were found between the population of the teachers' hometown and the Life Experience subscale score and the Composite score. The undergraduate institution from which the teacher graduated was positively related to the Personal Behavior subscale score and the Composite score. Though the majority of Arizona elementary general music teachers felt inadequately prepared for teaching multicultural music education or have ethnic instruments, they reported utilizing the majority of regional-specific world music. Life experience was a significant factor in determining music teachers' utilization of multicultural music education. This study demonstrated that Arizona elementary general music teachers' personal attitudes, personal behavior, and professional behavior regarding multiculturalism may not have effected their utilization of multicultural music education.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectmusicen_US
dc.subjectmusic educationen_US
dc.subjectmulticultural music educationen_US
dc.subjectmusic teacher educationen_US
dc.subjectArizona music teachersen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineMusicen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorEbie, Brian D.en_US
dc.contributor.chairEbie, Brian D.en_US
dc.contributor.committeememberCooper, Shellyen_US
dc.contributor.committeememberHancock, Carlen_US
dc.identifier.proquest1109en_US
dc.identifier.oclc137354011en_US
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