ABSTRACT
The primary data collection methods consisted of semi-structured, open-ended interviews with students and teachers and field note observations of their music classrooms. The purpose of this qualitative case study research was to ascertain the ways in which adolescent music students from diverse, socioeconomically disadvantaged backgrounds perceive the music teaching in their general music classroom. Destiny, a soft-spoken, African American, 10-year-old girl who was often reprimanded in class, spoke openly and candidly with me about her beliefs about music. As a talented singer and dancer, she used music as a means to express herself. Much like Tamila, Aisha spoke about music being emotionally complex. Both girls described emotionally difficult life events that they had undergone or were currently undergoing. Many of the students’ musical preferences and musical identities were interlinked with their families. Kesha recounted a memorable musical moment in her life and the role her family played in her musical confidence.
