2012
DOI: 10.1080/14613808.2012.685452
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Exclusion, engagement and identity construction in a socioeconomically diverse middle school wind band classroom

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Cited by 13 publications
(15 citation statements)
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“…The ethnographic studies by Solomon (2007) and Yi (2013) that are grounded in a sociocultural perspective together with ethnographic studies by Hoffman (2012) and Barnett (2006) that respectively combine perspectives on identity development or do not explicitly mention one focus on the link between ability grouping and adolescents' identities. These articles are concerned with adolescents' sense of proficiency in and belonging to mathematics classes (Solomon 2007), English as a Second Language classes (ESL; Yi 2013), wind band classes (Hoffman 2012), and cheerleading and dancing teams (Barnett 2006). In these school-related contexts, the contents of, respectively, the mathematics, student, musical, and social, personal and school identities that adolescents develop were examined.…”
Section: Selection Practices and Differentiationmentioning
confidence: 99%
“…The ethnographic studies by Solomon (2007) and Yi (2013) that are grounded in a sociocultural perspective together with ethnographic studies by Hoffman (2012) and Barnett (2006) that respectively combine perspectives on identity development or do not explicitly mention one focus on the link between ability grouping and adolescents' identities. These articles are concerned with adolescents' sense of proficiency in and belonging to mathematics classes (Solomon 2007), English as a Second Language classes (ESL; Yi 2013), wind band classes (Hoffman 2012), and cheerleading and dancing teams (Barnett 2006). In these school-related contexts, the contents of, respectively, the mathematics, student, musical, and social, personal and school identities that adolescents develop were examined.…”
Section: Selection Practices and Differentiationmentioning
confidence: 99%
“…Asmus (1994) acknowledged that “aspects of self-perceptions which influence achievement will continue to be identified” and advised their incorporation into the perceptions of self component of his model (p. 27). Identity, while not in Asmus’s model, is included in this review because scholars have found that identity formation can affect motivation to continue in music and that teachers can have influence on identity formation (Evans & McPherson, 2015; Hoffman, 2012). Their work was built on Erikson’s (1968) establishment of identity as “located in the core of the individual and .…”
Section: Termsmentioning
confidence: 99%
“…A societal risk of such attachments is that the reliance of music scenes on social and subcultural capital can lead to systems of exclusion, as music scenes take on aspects of tribalism, which might make participation in these scenes difficult for outsiders (Harrison, 2010). It is generally argued, however, that the negative effects of group dynamics generated by music scenes are outweighed by the positive contributions to a sense of community and belonging that live music events create (Garrett, 2010;Hoffman, 2012;Welch et al, 2014).…”
Section: Cultural and Social Valuementioning
confidence: 99%