scholarly journals Is gender role self-concept a predictor for music class attendance? Findings from secondary schools in Lower Saxony (Germany)

2021 ◽  
pp. 030573562110429
Author(s):  
Sonja Nonte ◽  
Maria Krieg ◽  
Tobias C Stubbe
Keyword(s):  
Music Education ◽  
Gender Role ◽  
School Administrators ◽  
Intrinsic Value ◽  
Self Concept ◽  
Lower Saxony ◽  
Mediation Effects ◽  
Class Attendance ◽  
Music Class ◽  
The Impact

Although there is an increasing number of studies investigating the effects of attending music programs and classes, research on the impact of gender role self-concept on the decision to attend music classes is limited. Current research highlights the significance of gender role self-concept in decision-making processes. Accordingly, we conducted path analysis on a sample of n = 353 fifth-graders to identify interrelations and mediation effects of students’ gender role self-concept on the attendance of a specific music class through the self-concept in music, intrinsic value of music, and other relevant aspects. The results showed that only gender role self-concept of femininity revealed direct effects on attending a music class. Students describing themselves as feminine had a more positive self-concept in music and value music more. No mediation effects could be detected. However, a negative direct path from gender role self-concept of femininity on music class attendance was observed. No effect was found for gender role self-concept of masculinity and music class attendance. The intrinsic value for music showed the highest impact on music class attendance. After discussing the main results, recommendations for researchers, teachers, and school administrators are made with regard to an accessible music education, which is independent of gender role orientations.

scholarly journals Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support

2021 ◽  
Vol 12 ◽  
Author(s):  
Selma Korlat ◽  
Marlene Kollmayer ◽  
Julia Holzer ◽  
Marko Lüftenegger ◽  
Elisabeth Rosa Pelikan ◽  
...  
Keyword(s):  
Gender Differences ◽  
Gender Role ◽  
Teacher Support ◽  
Intrinsic Value ◽  
Self Concept ◽  
Digital Learning ◽  
Learning Engagement ◽  
Biological Sex ◽  
Competence Beliefs ◽  
Perceived Teacher Support

The spread of the COVID-19 pandemic quickly necessitated digital learning, which bore challenges for all pupils but especially for groups disadvantaged in a virtual classroom. As some studies indicate persistent differences between boys and girls in use of technologies and related skills, the aim of this study was to investigate gender differences in the digital learning environment students faced in spring 2020. Previous studies investigating gender differences in digital learning largely used biological sex as the only indicator of gender. This study includes both biological sex and gender role self-concept in order to investigate the role of gender in different components of this stereotyped domain in a more differentiated way. A total of 19,190 Austrian secondary school students (61.9% girls, Mage = 14.55, SDage = 2.49, age range 10–21) participated in an online study in April 2020 and answered questions regarding their competence beliefs, intrinsic value, engagement, and perceived teacher support in digital learning during the pandemic-induced school closures. Results showed higher perceived teacher support, intrinsic value, and learning engagement among girls than boys, while no significant sex differences were found in competence beliefs regarding digital learning. Furthermore, our results indicated clear benefits of an androgynous gender role self-concept for all studied components of digital learning. Implications of the findings for theory and practice are discussed.

The Emergence of Children’s Multicultural Sensitivity: An Elementary School Music Culture Project

2018 ◽  
Vol 66 (3) ◽  
pp. 261-277 ◽  
Author(s):  
Karen Howard
Keyword(s):  
Music Education ◽  
Multicultural Education ◽  
Student Outcomes ◽  
Learning Experiences ◽  
Ethnographic Study ◽  
Multicultural Sensitivity ◽  
Musical Skills ◽  
Musical Cultures ◽  
Music Class ◽  
The Impact

The purpose of this ethnographic study was to examine student outcomes of a curriculum designed to address the overlapping aims and practices of music education and multicultural education ideals in a fifth-grade music class. The following questions guided the research: What are the student outcomes as a result of a traditional music curriculum when it is designed to focus on selected musical cultures of Africa and the African diaspora? Are children capable of developing cultural understanding through a process of learning experiences that include emphasis on the sociocultural features of the musical cultures? What are the culturally specific musical skills that children develop in classes based on the goals of multicultural and music education? A curriculum was created to explore five selected musical cultures. This was followed by an examination of children’s responses and perspectives and the impact of the learning experiences. The most pertinent themes were: cultural authenticity in performance, social bias, and multicultural sensitivity. This study benefits music educators by offering evidence that children can develop musical and social understandings as a result of curricular design and consequently, how that learning shapes children’s understanding of processes that are historical, cultural, and even democratic.

Developing Effective Dispositions for Teaching Music

2019 ◽  
pp. 321-344
Author(s):  
Michael Raiber
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Systematic Approach ◽  
Music Teachers ◽  
Developmental Stages ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Teacher Concerns ◽  
Teaching Music ◽  
The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers

2021 ◽  
pp. 025576142110272
Author(s):  
Oriana Incognito ◽  
Laura Scaccioni ◽  
Giuliana Pinto
Keyword(s):  
Music Education ◽  
Education Program ◽  
Cognitive Abilities ◽  
Musical Training ◽  
Control Group ◽  
Transfer Of Knowledge ◽  
General Domain ◽  
Music Program ◽  
Before And After ◽  
The Impact

A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on general domain competences, that is, cognitive abilities (logical-mathematical) and symbolic-linguistic abilities (notational). Twenty 4- to 6-year-old children participated in the research, divided into two groups (experimental and control) and the measures were administered at two different times, before and after a 6-month music program (for the experimental group) and after a sports training program (for the control group). Children performed meta-musical awareness tasks, logical-mathematical tasks, and emergent-alphabetization tasks. Non-parametric statistics show that a music program significantly improves the development of notational skills and meta-musical awareness while not the development of logical-mathematical skills. These results show that a musical program increases children’s meta-musical awareness, and their ability to acquire the notational ability involved in the invented writing of words and numbers. On the contrary, it does not affect the development of logical skills. The results are discussed in terms of transfer of knowledge processes and of specific versus general domain effects of a musical program.

A syndemics approach to exercise is medicine

2021 ◽  
pp. 136345932110214
Author(s):  
Caitlin Vitosky Clarke ◽  
Brynn C Adamson
Keyword(s):  
Mental Illness ◽  
Chronic Disease ◽  
Social Factors ◽  
Social Conditions ◽  
Self Concept ◽  
Exercise Interventions ◽  
Narrow Scope ◽  
The Social ◽  
Exercise Promotion ◽  
The Impact

This paper offers new insights into the promotion of the Exercise is Medicine (EIM) framework for mental illness and chronic disease. Utilising the Syndemics Framework, which posits mental health conditions as corollaries of social conditions, we argue that medicalized exercise promotion paradigms both ignore the social conditions that can contribute to mental illness and can contribute to mental illness via discrimination and worsening self-concept based on disability. We first address the ways in which the current EIM framework may be too narrow in scope in considering the impact of social factors as determinants of health. We then consider how this narrow scope in combination with the emphasis on independence and individual prescriptions may serve to reinforce stigma and shame associated with both chronic disease and mental illness. We draw on examples from two distinct research projects, one on exercise interventions for depression and one on exercise interventions for multiple sclerosis (MS), in order to consider ways to improve the approach to exercise promotion for these and other, related populations.

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