Exclusion, engagement and identity construction in a socioeconomically diverse middle school wind band classroom

Abstract

The purpose of this multiple case study was to explore the wind band classroom as a social context and examine its influence on middle-school students' identity constructions. The integration of sociologically based identity theory and social identity theory from social psychology suggested by Deaux and Martin as well as Stets and Burke proved most applicable to this inquiry. Findings in this study indicated that middle-school band students made choices regarding course enrolment based on influences of those around them. Based on others' affirmation or rejection of their competency in particular band classroom roles, they reevaluated whether they felt they belonged to the band. Those who felt rejected or less competent chose to enrol in other courses. Students who felt successful and found unique roles within the band more strongly identified with the group. Additionally, increased awareness of socio-economic status appeared to influence students' emerging musical identities.

Keywords:

• identity
• middle school
• instrumental music education
• socio-economic status

Notes

1. The research site was a school in which I had not previously taught or now teach, affording me the opportunity to embrace the emic perspective as an outsider to that particular community while moving towards the emic perspective as a band member and participant in the classroom.

2. All names, including those of the school, participants and teacher, are pseudonyms to protect the students’ confidentiality.

3. In order to hear the voices of the students, I chose not to alter their narratives for grammatical correctness or spelling concerns. In this report, all participant quotes remain as spoken during interviews or typed in electronic journals.