PROMOTING CULTURAL HUMILITY IN MUSIC EDUCATION: AN EXAMINATION OF SELF-REPORTED LEVELS, PERCEIVED BARRIERS, AND TEACHER PREPARATION SUCCESS FACTORS AMONG PRESERVICE MUSIC TEACHERS IN INDIANA
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Date
2024-07-23
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Indiana University
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Abstract
The purpose of this study was to examine the self-reported level of cultural humility among preservice music teachers and how they perceived their teacher preparation programs to support or impede cultural humility within music education contexts. The researcher administered an online survey to preservice music teachers (N = 31) enrolled in universities within the state of Indiana. Adapted from Yoo’s (2023) Cultural Humility Self-Assessment (CHSA), the survey instrument used in this study inquired into preservice music teachers’ self-reported levels of cultural humility. Data concerning supports or constraints to cultural humility the participants perceived in their teacher education programs were generated with seven multiple-choice items and two open-ended questions.
Results showed that preservice music teachers in Indiana self-reported comparatively high levels of cultural humility, with overall mean scores of 5.51 (CH1), 6.02 (CH2), and 6.58 (CH3) out of 7, respectively. Among all 31 participants, those who had been enrolled in degree programs for longer periods and had taken courses focused on culturally diverse learners tended to exhibit higher mean scores on the three self-reported factors of cultural humility. Perceived barriers or constraints to cultural humility within participants’ teacher preparation programs included the Western European music centricity of their teacher preparation programs, specialized audition processes that primarily required skills related to the Western European classical music tradition for admission to music teacher preparation programs, and a lack of coursework concentrated on cultural diversity in music education settings. Factors supporting development of cultural humility included incorporating academic courses focused on diverse musics and learners into teacher education curricula, diversifying musical perspectives beyond Western European traditions, providing workshops and field experience that helped the students to develop cultural humility, and equipping preservice teachers with practical teaching strategies for use in classrooms with culturally diverse learners.
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Thesis (MME) – Indiana University, Music, 2024
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Cultural Humility, Preservice Music Teachers, Music Teacher Education
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