Term of Award
Spring 2021
Degree Name
Master of Music in Music Education
Document Type and Release Option
Graduate Publication (file not available for download)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Department
Fred and Dinah Gretsch School of Music
Faculty Mentor or Committee Chair
David Langley
Abstract
Systemic biases exist in educational systems, particularly within the power relationship between students and teachers. While the role of education in our society is to further thinking, socially and academically, teachers must work towards a goal of equity. Teachers should be actively open to understanding needs and feelings of students of different backgrounds, socioeconomic statuses, and races. The choral music classroom is a microcosm of this culture. In this qualitative study, African-American graduates of performing arts high schools were interviewed regarding their choral classroom experiences to gauge the environment created by their White teachers. Their responses were evaluated through the lens of phenomenology in terms of classroom/school environment, personal relationships, and teacher’s pedagogical decision. Implications from this study may influence White teachers on how to create a safe and welcoming environment for not only Black students, but all students .
Recommended Citation
Jones, Merritt, "White Teacher, Black Students: Perspectives on the Choral Classroom as a Safe Space" (2021). Graduate Publications. 1.
https://digitalcommons.georgiasouthern.edu/graduate_publications/1
