“Nothing Better or Worse than Being Black, Gay, and in the Band”: A Qualitative Examination of Gay Undergraduates Participating in Historically Black College or University Marching Bands

Autor/in	Carter, Bruce Allen
Titel	“Nothing Better or Worse than Being Black, Gay, and in the Band”: A Qualitative Examination of Gay Undergraduates Participating in Historically Black College or University Marching Bands
Quelle	In: Journal of Research in Music Education, 61 (2013) 1, S.26-43 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429412474470
Schlagwörter	Black Colleges; Undergraduate Students; Musicians; Homosexuality; African American Students; Qualitative Research; Music Education; Higher Education; Social Justice; Critical Theory; Race; Postmodernism; Interviews; Sampling; Hazing; Case Studies; Semi Structured Interviews; Autobiographies; Males + Suchen Sie Ihr Suchwort? Musiker; Homosexualität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Qualitative Forschung; Musikerziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Gerechtigkeit; Kritische Theorie; Rasse; Abstammung; Postmoderne; Interviewing; Interviewtechnik; Student unions; Student organizations; Initiation rite; Studentenorganisation; Studentenvereinigung; Initiation; Initiationsritus; Case study; Fallstudie; Case Study; Autobiography; Autobiografie; Autobiographie; Male; Männliches Geschlecht
Abstract	This collective case study examined the experiences of four African American gay band students attending historically Black colleges or universities (HCBUs) in the southern United States. This study explored influences that shaped the participants' identities as they negotiated numerous complex sociocultural discourses pervasive and challenging to gay African American band students. Utilizing participative inquiry, participants were asked to read, reflect on, and respond to historical and current research literature concerning the schooling experiences of Black students. Their responses were analyzed within a multifaceted theoretical framework, including poststructual theory, critical race theory, critical theory, and lesbian, gay, bisexual, transgender, queer, or questioning (LGBT2Q) studies. Present throughout the participants' descriptions was an ever-evolving and renegotiated gay African American identity within the HBCU band setting. Findings indicate that the construction of an African American gay male identity within an HBCU band setting was a source of tremendous consternation concurrent with positive experiences of acceptance and community. Numerous implications for music educators in K-12 settings are provided, including recognizing and stemming bullying and harassment in classroom settings. (Contains 1 figure.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10