Access and Retention of Marginalized Populations Within Undergraduate Music Education Degree Programs

The purpose of this collective instrumental case study was to examine the experiences of six undergraduate students from traditionally marginalized populations with regard to their preparation for, admission to, and retention within a music education degree program. Analyzed and reported through the...

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Veröffentlicht in:	Journal of research in music education 2014-07, Vol.62 (2), p.105-127
Hauptverfasser:	Fitzpatrick, Kate R., Henninger, Jacqueline C., Taylor, Don M.
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic degrees Academic Persistence Access to Education Auditions Case Studies College Admission College admissions College Preparation College students Critical Theory Disadvantaged Grammatical case High school students High schools Higher education Interviews Mentors Music Music Education Music schools Music students Music Teachers Population education Role Models Secondary School Teachers Semi Structured Interviews Structured Interviews Student retention Teacher Attitudes Teachers Undergraduate education Undergraduate Students United States (Midwest) United States (Southwest) Universities
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