A Grounded Theory of Adolescent High School Women's Choir Singers' Process of Social Identity Development

Autor/in	Parker, Elizabeth Cassidy
Titel	A Grounded Theory of Adolescent High School Women's Choir Singers' Process of Social Identity Development
Quelle	In: Journal of Research in Music Education, 65 (2018) 4, S.439-460 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429417743478
Schlagwörter	Grounded Theory; Adolescents; Singing; Females; Identification (Psychology); Public Schools; Music; Music Education; Qualitative Research; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Gesang; Weibliches Geschlecht; Public school; Öffentliche Schule; Musik; Musikerziehung; Qualitative Forschung
Abstract	The purpose of this grounded theory study was to discover the process of social identity development for adolescent high school women's choir participants. Purposive maximum variation sampling was used to identify three public high school women's choirs where 54 interviews were conducted with 40 different public school singers. Three waves of data collection and analysis revealed a seven-step process beginning with "coming in singing" and ending with "envisioning myself." The central phenomenon was identified as "opening up my voice and me" and emphasized singers' increased self-confidence. Intervening conditions included competition, the absence of choral opportunities, and lack of understanding from those outside of the choral program. Amount of time in the choral program, number of groups, and community recognition were identified as contextual conditions. Dimensionalized properties, a temporal matrix, and propositional statements are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01