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dc.contributor.advisorCutietta, Roberten_US
dc.contributor.authorLind, Vicki Rae, 1957-
dc.creatorLind, Vicki Rae, 1957-en_US
dc.date.accessioned2013-05-09T09:32:56Z
dc.date.available2013-05-09T09:32:56Z
dc.date.issued1997en_US
dc.identifier.urihttp://hdl.handle.net/10150/289111
dc.description.abstractThe purpose of this study was to investigate the classroom environment in choral music programs with both low Hispanic enrollment and proportionate Hispanic enrollment in order to identify the aspects of the classroom environment that may encourage Hispanic participation. In addition, this study investigated whether there was a difference in how Hispanic students, White students, and students who are neither Hispanic nor White assess the classroom environment in choral music programs. Finally, this research compared the classroom environment in the choral music classroom with a normative sample of representative high school classes. Four hundred and five high school students enrolled in ten choral music programs completed the Classroom Environment Scale. The students' responses were then analyzed using a multivariate analysis of variance. The results of this analysis indicate there is a difference between the classroom environments in programs with proportionate Hispanic enrollment and programs with low Hispanic enrollment. Students in programs with proportionate Hispanic enrollment report a lower level of affiliation, less competition between students, and a lower level of teacher control. There is also a difference in the assessment of the classroom environment among Hispanic students, White students and students who are neither Hispanic nor White. Hispanic students feel less affiliation with the choir regardless of program enrollment. In addition, there was an interaction effect with regards to innovation. Hispanic students in programs with low Hispanic enrollment assess the teaching in the choral music classroom as more innovative than Hispanic students enrolled in programs with proportionate Hispanic enrollment and students who are neither Hispanic nor White and who are enrolled in either type of program.* ftn*Originally published in DAI Vol. 58, No. 4. Reprinted here with corrected author name.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectEducation, Music.en_US
dc.subjectEducation, Secondary.en_US
dc.subjectSociology, Ethnic and Racial Studies.en_US
dc.titleThe relationship between Hispanic enrollment and the classroom environment in secondary choral music programsen_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.identifier.proquest9729496en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineMusic and Danceen_US
thesis.degree.namePh.D.en_US
dc.identifier.bibrecord.b34817013en_US
refterms.dateFOA2018-09-06T07:29:47Z
html.description.abstractThe purpose of this study was to investigate the classroom environment in choral music programs with both low Hispanic enrollment and proportionate Hispanic enrollment in order to identify the aspects of the classroom environment that may encourage Hispanic participation. In addition, this study investigated whether there was a difference in how Hispanic students, White students, and students who are neither Hispanic nor White assess the classroom environment in choral music programs. Finally, this research compared the classroom environment in the choral music classroom with a normative sample of representative high school classes. Four hundred and five high school students enrolled in ten choral music programs completed the Classroom Environment Scale. The students' responses were then analyzed using a multivariate analysis of variance. The results of this analysis indicate there is a difference between the classroom environments in programs with proportionate Hispanic enrollment and programs with low Hispanic enrollment. Students in programs with proportionate Hispanic enrollment report a lower level of affiliation, less competition between students, and a lower level of teacher control. There is also a difference in the assessment of the classroom environment among Hispanic students, White students and students who are neither Hispanic nor White. Hispanic students feel less affiliation with the choir regardless of program enrollment. In addition, there was an interaction effect with regards to innovation. Hispanic students in programs with low Hispanic enrollment assess the teaching in the choral music classroom as more innovative than Hispanic students enrolled in programs with proportionate Hispanic enrollment and students who are neither Hispanic nor White and who are enrolled in either type of program.* ftn*Originally published in DAI Vol. 58, No. 4. Reprinted here with corrected author name.


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