Music teachers' constructions of gender in elementary education

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Downloaded by [ ] at 06:52 16 November 2011 Appendix 2. (Continued ) Pseudonym Age Professional qualifications Carole 50s B. Mus. Ed. Ed. Spec. (Music Ed.) Denise 30s B. Mus. Ed. Masters Music Ed. Ellen 50s B. Music (Performance) Masters in Ed. Leadership Fiona 40s B. Mus. Ed. Studying towards a Master of Music (voice) No. of years of teaching experience in music 13 years Experience as a high school band director and college level piano teacher School setting and population Was teaching approximately 600 children in a public elementary school (years Pre-K-5) in a small city of about 25,000 School population: 65% Hispanic, 29% Black, 4% White, 1% Asians and others, 90% free and reduced lunch 8 years Public elementary school in rural area; approximately 500 students School population: 5% Hispanic, 93% White, 2% Black and others, 34% free and reduced lunch Denise characterised school population rural, White, and with a low- to middleclass socio-economic status 26 years Public elementary school (Pre-K-5) in rapidly growing upper middleclass suburb of state capital; approximately 860 students School population: 4% Hispanic, 54% White, 21% Asian/Pacific Islander, 14% Black, 6% multiracial, 7% free and 27 years Had also taught in high school settings Music Education Research 25 reduced lunch Public elementary school (Pre-K-5) in suburb of state capital; approximately 1350 students School population: 12% Hispanic, 35% White, 25% Asian/Pacific Islander, 23% Black, 6% multiracial, 25% free and reduced lunch 1 The category ‘Black’ is used in information available from school districts and national statistics; whereas participants used the term ‘African-American’ in their descriptions of school populations.
Downloaded by [ ] at 06:52 16 November 2011 26 K. Roulston and M. Misawa Appendix 3. Sample from codebook and definitions 1 Code Definition Data samples Administrators Includes narratives and descriptions of the participant’s perspectives of administrators in school settings. Boys Descriptions of working with boys. May include comparisons between girls and boys, or accounts in which participants describe ‘no difference’ in boys and girls. Includes narratives describing specific recalled events working with boys. Children Includes narratives and descriptions of the participant’s perspectives of children in school settings. Administrators in my perspective at times, look at the music teacher and the purpose that they see is performance. Put the chorus on the stage and do public relations for the school. But they don’t ...the purpose that I see for music is to really educate the academics of music, and build a lifelong appreciation for music. It might lead to a performance but it doesn’t necessarily have to. And the way that we instruct students, really is not any different than the way you would instruct a reading course, or a maths course, or anything else. But often times, we’re just kind of ...what we know is ...‘Oh you just sing and dance’. Yeah. I still hear, you know, ‘Boys don’t do that’. ‘No, I’m not going to be in the chorus, I’m going to play football’. Occasionally, in a large Hispanic community, and a lot of the men are really macho, you know. While music is ...they’re generally supportive, but every now and then, one of them will say, ‘No, my dad doesn’t want me to do that’. But the kids, you know, kids love music and most of time they take it seriously and I don’t have them not doing what I say, or thinking, ‘Oh this is just fluff. I don’t havetodo it’.
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Music teachers' constructions of gender in elementary education

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