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The High School Musical Experiences of College Students

Constantine, Megan Eileen Clay
http://rave.ohiolink.edu/etdc/view?acc_num=case1307739987

Abstract Details

2011, Doctor of Philosophy, Case Western Reserve University, Music Education.
The purpose of this study was to explore reasons why participants chose to enroll in, drop out of, or never enroll in high school music. A secondary purpose of this study was to identify what types of non-traditional music offerings participants would have been interested in as high school students. A researcher-designed survey was administered to 416 participants at six participating universities, each representing one of MENC’s geographic regions. Participants responded to survey questions examining external and internal factors that may have affected their decision to enroll in high school music, which included: scheduling, socioeconomic status, teachers, parents, peers, social identity, intrinsic motivation, attitude, attributions, and self-concept. Participants also responded to questions pertaining to types of courses offered at their high school and their level of interest in non-traditional high school music offerings. One-way ANOVAs revealed significant differences among the groups on most of the survey factors. Overall, those participants who were never enrolled in high school may have had difficulty fitting school music into their schedule, less parental encouragement, lower musical self-concept, and lower opinions of music teachers than those who were enrolled in high school music all four years or those who dropped out. In general, the participants who were never enrolled in high school music may not have listened to classical music, identified with a peer group within school music ensembles, enjoyed traditional repertoire, or had many friends who were in school music compared to those who were enrolled in high school music all four years or those who dropped out. The results also suggested that those who had enrolled in high school music all four years were significantly more interested in non-traditional music offerings than those who never enrolled. However, the participants who never enrolled in or dropped out of high school music indicated that they were somewhat interested in non-traditional courses, such as: learning how to play popular music, learning how to play rhythm section instruments, learning how to play piano, and learning about music technology.
Kathleen A. Horvath, PhD (Advisor)
William I. Bauer, PhD (Committee Member)
Denise Davis, PhD (Committee Member)
Lisa H. Koops, PhD (Committee Member)
138 p.
Music Education
music instruction; student interest in high school music; high school music course offerings; attrition from high school music

Recommended Citations

Citations

  • Constantine, M. E. C. (2011). The High School Musical Experiences of College Students [Doctoral dissertation, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=case1307739987

    APA Style (7th edition)

  • Constantine, Megan. The High School Musical Experiences of College Students. 2011. Case Western Reserve University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=case1307739987.

    MLA Style (8th edition)

  • Constantine, Megan. "The High School Musical Experiences of College Students." Doctoral dissertation, Case Western Reserve University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1307739987

    Chicago Manual of Style (17th edition)

case1307739987
1,580
© 2011, all rights reserved.
This open access ETD is published by Case Western Reserve University School of Graduate Studies and OhioLINK.