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This study investigates ways in which music teachers make personal sense of their professional selves and their perceptions of their places within the broader landscape of music education relative to other types of music teachers in school and community settings. A social phenomenological framework based on the writing of Alfred

This study investigates ways in which music teachers make personal sense of their professional selves and their perceptions of their places within the broader landscape of music education relative to other types of music teachers in school and community settings. A social phenomenological framework based on the writing of Alfred Schutz was used to examine how participants constructed a sense of self in their social worlds and how they both shaped and were shaped by their social worlds. Eight music teachers participated in this study and represented differing types of music teaching careers, including: public school general music teaching and ensemble directing; independent studio teaching and teaching artistry; studio lessons, classes, and ensembles at community music centers; church ensemble directing; and other combinations of music teaching jobs throughout school and community settings. Data were collected from in-depth interviews, observations of the music teachers in their various teaching roles, and artifacts related to their music teaching positions. Research questions included: Who do the participants conceive of themselves to be as music professionals and music teachers; How do they construct and enact their professional selves, including their teaching selves; How is their construction of professional self, including teaching self, supported and sustained by interactions in their social worlds; and, What implications does this have for the music profession as a whole? After developing a professional portrait of each participant, analysis revealed an overall sense of professional self and various degrees of three role-taking selves: performing, teaching, and musical. Analysis also considered sense of self in relation to social worlds, including consociates, contemporaries, predecessors, and successors, and the extent to which performing, teaching, and musical selves were balanced, harmonized, or reconciled for each participant. Social worlds proved influential in terms of participants' support for sense of self. Participants who enacted the most harmonized, reconciled senses of self appeared to have a professional self that was grounded in a strong sense of musical self, enabling them to think and act flexibly. Participants whose professional selves were dominated by a strong sense of teaching or performing self seemed confined by the structures of their social world particular to teaching or performing, lacked a sense of musical self, and were less able to think and act flexibly. Findings suggest that active construction of consociate relationships throughout varied social worlds can support a balanced, reconciled conception of self, which informs teaching practice and furthers the ability to act in entrepreneurial ways.
ContributorsBucura, Elizabeth (Author) / Stauffer, Sandra (Thesis advisor) / Landes, Heather (Committee member) / Tobias, Evan (Committee member) / Schmidt, Margaret (Committee member) / Sullivan, Jill (Committee member) / Arizona State University (Publisher)
Created2013
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This Barrett, the Honors College senior thesis connects the experiences of cosplay with public speaking confidence. “Cosplay, abbreviated from the word ‘costume play,’ is a performance art in which the participant masquerades as a character from a selected film, television, video game, or comic book” (Gn, 2011, p. 583). The

This Barrett, the Honors College senior thesis connects the experiences of cosplay with public speaking confidence. “Cosplay, abbreviated from the word ‘costume play,’ is a performance art in which the participant masquerades as a character from a selected film, television, video game, or comic book” (Gn, 2011, p. 583). The ability to “cosplay” in front of other relies on performing in front of an audience much like public speaking. When students speak with confidence, students will know their ideas are being expressed with conviction and assurance. Having the ability to speak professionally and publicly, is a highly valued skill in the workforce and key to success in all types of employment. Communication skills are frequently a top factor in determining whether a college student will obtain employment (Beebe & Beebe, 2006, p. 275-276). Despite their different definitions, there are multiple connections between cosplay and public speaking. This thesis explores the connection between peer support and belief in one’s self in both cosplay and public speaking. Now those who have direct support become self-reliant and confident as a result of these connections. This projects highlights Goffman’s identity theory, the Pygmalion effect, theories of fashion and identity, role-play, narrative paradigm, dramatism, and non-verbal communication, and explores how cosplay can contribute to the formation of one’s public speaking persona. The issue of anxiety is also included in the conversation as it is central to both cosplay and public speaking. Ultimately, this thesis explores the questions: Can cosplay help students become empowered public speakers?
ContributorsGallardo Rojas, Lizette (Author) / Ramsey, Ramsey Eric (Thesis director) / Wentzel, Bonnie (Committee member) / School of Social and Behavioral Sciences (Contributor) / School of Criminology and Criminal Justice (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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It took the coming together of a community of people and their collective efforts to bring me where I am today academically. I would first like to thank Barrett, especially Dean Ramsey who helped build my appreciation for reading primary text, and NCUIRE for awarding me the grant for this

It took the coming together of a community of people and their collective efforts to bring me where I am today academically. I would first like to thank Barrett, especially Dean Ramsey who helped build my appreciation for reading primary text, and NCUIRE for awarding me the grant for this project. I want to extend my gratitude to Dr. Jeffery Kassing for being more than a director for my thesis by patiently listening to me talk about my future aspiration, and Dr. Jim Reed for being a mentor and a second reader. I would also like to thank all the multitude of professors and other mentors who helped shape my perspective in seeing the bigger picture. I am mostly grateful to all those who directly and indirectly helped bring this thesis to realization. Lastly, but certainly not the least, I would like to say a big thank you to my entire family, loved ones, and friends here and back home for enthusiastically cheering me on.
ContributorsWento, Christiana Tally (Author) / Kassing, Jeffrey (Thesis director) / Reed, James (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2015-05
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This thesis aims to enhance the academic conception of American anti-Semitism by analyzing the rhetorical visions of two distinctly American theologies: Christian Identity and Black Israelism. Using a theoretical framework that couches the rhetoric of both religious movements within their respective historical contexts, I seek to understand the persuasive appeals

This thesis aims to enhance the academic conception of American anti-Semitism by analyzing the rhetorical visions of two distinctly American theologies: Christian Identity and Black Israelism. Using a theoretical framework that couches the rhetoric of both religious movements within their respective historical contexts, I seek to understand the persuasive appeals of the alternative histories that lead both movements to conclude that their racial group is descended from the ancient Israelites--a status both movements claim has been "usurped" by contemporary Jews. After contextualizing their rhetoric, I juxtapose the rhetorical vision of Christian Identity with that of Black Israelism, concluding that the former can be understood as a movement and narrative premised on racial hubris whose paranoid rhetoric makes meaningful contributions to the climate of anti-Semitism, while the latter constitutes a movement and narrative premised on historically-legitimated suspicion whose paranoid rhetoric, though invidious, does not constitute a comparable threat.
ContributorsRuben, Brian (Author) / Walker, Michael (Thesis director) / Mueller, Caroll (Committee member) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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This ethnographic study investigates the lives and identities of immigrant youth in Arizona. It explores their efforts to resolve their Mexican and American identities as shifting immigration policies threaten their immigration status. These youths are DACA (Deferred Action for Childhood Arrivals) recipients, former unauthorized migrants brought to the United States

This ethnographic study investigates the lives and identities of immigrant youth in Arizona. It explores their efforts to resolve their Mexican and American identities as shifting immigration policies threaten their immigration status. These youths are DACA (Deferred Action for Childhood Arrivals) recipients, former unauthorized migrants brought to the United States as children by their families and granted temporary lawful status and work authorization by the Obama administration in 2012. Arizona is home to nearly 26,000 DACA recipients. Through participant observation, and in-depth interviews (structured and unstructured), this study examines DACA recipients' distinctive and ambivalent integration as Americans. The author's own experience as a DACA recipient provides an insider's perspective, creating an auto-ethnographic exploration of identity that opens insights into the experiences of others. Narratives elicited from eleven DACAmented young adults provide an ethnographic lens through which to explore the complex concept of belonging, an often-contradictory attempt to find acceptance in American society while also embracing their cross-border cultural formation. Examination of their everyday experiences shows that the acknowledged privileges granted by the DACA program do effectively further enculturate DACA recipients into American society; yet capricious U.S. and Arizona immigration policies simultaneously contest the legitimacy of DACA recipients' decisive inclusion into the state and the nation. The coherence of their identities is thus destabilized, obligating them to adopt identities that are either fixed, conflictual, fluid, or new.
ContributorsHurtado Moreno, Argenis (Author) / Koptiuch, Kristin (Thesis director) / Kim, Linda (Committee member) / School of Sustainability (Contributor) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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Alzheimer's disease and related dementias are a growing issue in the United States. While medical experts try to develop treatments or a cure, what are we as a society to do in the meantime to help those living with Alzheimer's? The arts seem to be an answer. In this thesis,

Alzheimer's disease and related dementias are a growing issue in the United States. While medical experts try to develop treatments or a cure, what are we as a society to do in the meantime to help those living with Alzheimer's? The arts seem to be an answer. In this thesis, I highlight numerous programs already in place across the United States that utilize the visual, musical, and dramatic arts to give people with Alzheimer's an avenue for expression, a connection to the world around them, as well as a better quality of life. I address the largely positive impact these arts engagement programs have on caregivers and their perceptions of their loved ones. I discuss what it means to have narrative identity and personhood in the midst of a disease that appears to strip those things away. Finally, I share my own experiences creatively engaging with residents at a local memory care facility and what those experiences demonstrated with regard to narrative, being, and Self. The examination of material and experiences demonstrates that art taps into innate parts of human beings that science is unable to touch or treat; however, the reverse is also true for science. When faced with an issue as complex as Alzheimer's disease, art and science are strongest together, and I believe the cure to Alzheimer's lies in this unity. In the meantime, we must utilize the arts to validate the Selves of and improve the quality of life for our growing Alzheimer's population.
ContributorsSpeight, Gemma (Author) / Gruber, Diane (Thesis director) / Manninen, Bertha (Committee member) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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ABSTRACT In this study, I used a qualitative approach to explore the music teacher role identities of six beginning music teachers prior to, during, and after their student teaching experience. Data collection included participant-observation, interviews, and e-mail communication. Specifically, I looked at what each of these beginning music teachers discussed

ABSTRACT In this study, I used a qualitative approach to explore the music teacher role identities of six beginning music teachers prior to, during, and after their student teaching experience. Data collection included participant-observation, interviews, and e-mail communication. Specifically, I looked at what each of these beginning music teachers discussed when describing themselves in the role of music teacher. These participants' music teacher role identities appeared to focus on four main components, while also remaining unique from one another. Those four components were: musical selves, instructional selves, professional selves, and ideological selves. Further, the participants' role identities appeared to change from the period prior to student teaching through student teaching to the time after their student teaching experience. Based on data gleaned from the participants in this study, I created my own definition of music teacher role identity. This study's findings suggest further research using a longitudinal approach to explore the role identities of music teachers at various stages of their careers.
ContributorsPaise, Michele Paynter (Author) / Schmidt, Margaret (Thesis advisor) / Stauffer, Sandra L (Committee member) / Bush, Jeffrey (Committee member) / Sullivan, Jill M (Committee member) / Schildkret, David (Committee member) / Arizona State University (Publisher)
Created2010
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This study utilized symbolic interaction as a framework to examine the impact of mobility on four veteran elementary general music teachers' identities, roles, and perceptions of role support. Previous research has focused on teacher identity formation among preservice and novice teachers; veteran teachers are less frequently represented in the

This study utilized symbolic interaction as a framework to examine the impact of mobility on four veteran elementary general music teachers' identities, roles, and perceptions of role support. Previous research has focused on teacher identity formation among preservice and novice teachers; veteran teachers are less frequently represented in the literature. Teacher mobility research has focused on student achievement, teachers' reasons for moving, and teacher attrition. The impact of mobility on veteran teachers' identities, roles, and perceptions of role support has yet to be considered. A multiple case design was employed for this study. The criteria for purposeful selection of the participants were elementary general music teachers who had taught for at least ten years, who had changed teaching contracts and taught in at least two different schools, and who were viewed as effective music educators by fine arts coordinators. Data were collected over a period of eight months through semi-structured interviews, email correspondence, observations, review of videotapes of the participants' teaching in previous schools, and collection of artifacts. Data were analyzed within and across cases. The cross-case analysis revealed themes within the categories of identity, role, and role support for the participants. The findings suggest that the participants perceived their music teacher roles as multi-dimensional. They claimed their core identities remained stable over time; however, shifts in teacher identity occurred throughout their years as teachers. The participants asserted that mobility at the start of their careers had a positive impact because they each were challenged to solidify their own teacher identities and music teacher roles in varied school contexts. Mobility negatively impacted role and teacher practices during times when the participants adjusted to new school climates and role expectations. Role support varied depending upon school context, and the participants discovered active involvement in the school community was an effective means of seeking and acquiring role support. Reflection experiences in music teacher preparation programs, as well as mentoring and professional development geared toward teacher identity formation and role maturation, may assist teachers in matching their desired school context with their teacher identities and perceptions of the music teacher role.
ContributorsGray, Lori F (Author) / Stauffer, Sandra (Committee member) / Schmidt, Margaret (Committee member) / Sullivan, Jill (Committee member) / Bush, Jeffrey (Committee member) / Tobias, Evan (Committee member) / Arizona State University (Publisher)
Created2011
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With a prison population that has grown to 1.4 million, an imprisonment rate of 419 per 100,000 U.S. residents, and a recidivism rate of 52.2% for males and 36.4% for females, the United States is facing a crisis. Currently, no sufficient measures have been taken by the United States to

With a prison population that has grown to 1.4 million, an imprisonment rate of 419 per 100,000 U.S. residents, and a recidivism rate of 52.2% for males and 36.4% for females, the United States is facing a crisis. Currently, no sufficient measures have been taken by the United States to reduce recidivism. Attempts have been made, but they ultimately failed. Recently, however, there has been an increase in experimentation with the concept of teaching inmates basic computer skills to reduce recidivism. As labor becomes increasingly digitized, it becomes more difficult for inmates who spent a certain period away from technology to adapt and find employment. At the bare minimum, anybody entering the workforce must know how to use a computer and other technological appliances, even in the lowest-paid positions. By incorporating basic computer skills and coding educational programs within prisons, this issue can be addressed, since inmates would be better equipped to take on a more technologically advanced labor market.<br/>Additionally, thoroughly preparing inmates for employment is a necessity because it has been proven to reduce recidivism. Prisons typically have some work programs; however, these programs are typically outdated and prepare inmates for fields that may represent a difficult employment market moving forward. On the other hand, preparing inmates for tech-related fields of work is proving to be successful in the early stages of experimentation. A reason for this success is the growing demand. According to the U.S. Bureau of Labor Statistics, employment in computer and information technology occupations is projected to grow 11 percent between 2019 and 2029. This is noteworthy considering the national average for growth of all other jobs is only 4 percent. It also warrants the exploration of educating coders because software developers, in particular, have an expected growth rate of 22 percent between 2019 and 2029. <br/>Despite the security risks of giving inmates access to computers, the implementation of basic computer skills and coding in prisons should be explored further. Programs that give inmates access to a computing education already exist. The only issue with these programs is their scarcity. However, this is to no fault of their own, considering the complex nature and costs of running such a program. Accordingly, this leaves the opportunity for public universities to get involved. Public universities serve as perfect hosts because they are fully capable of leveraging the resources already available to them. Arizona State University, in particular, is a more than ideal candidate to spearhead such a program and serve as a model for other public universities to follow. Arizona State University (ASU) is already educating inmates in local Arizona prisons on subjects such as math and English through their PEP (Prison Education Programming) program.<br/>This thesis will focus on Arizona specifically and why this would benefit the state. It will also explain why Arizona State University is the perfect candidate to spearhead this kind of program. Additionally, it will also discuss why recidivism is detrimental and the reasons why formerly incarcerated individuals re-offend. Furthermore, it will also explore the current measures being taken in Arizona and their limitations. Finally, it will provide evidence for why programs like these tend to succeed and serve as a proposal to Arizona State University to create its own program using the provided framework in this thesis.

ContributorsAwawdeh, Bajis Tariq (Author) / Halavais, Alexander (Thesis director) / Funk, Kendall (Committee member) / School of Social and Behavioral Sciences (Contributor, Contributor) / School of Humanities, Arts, and Cultural Studies (Contributor) / Sandra Day O'Connor College of Law (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Previous researchers documented that music teachers negotiate their identities throughout their career, but none of these studies examined identity negotiation from the perspective of both music teachers and their students. Assuming that music teachers and students negotiate their identities through the same interactions, how do music teachers and students together

Previous researchers documented that music teachers negotiate their identities throughout their career, but none of these studies examined identity negotiation from the perspective of both music teachers and their students. Assuming that music teachers and students negotiate their identities through the same interactions, how do music teachers and students together shape their social context and continually pursue possibilities for who they are becoming? I conducted an instrumental case study to explore the encounters of one veteran orchestra teacher—Steve—with three of his students to understand how they negotiated their identities together and pursued possibilities for who they were becoming. I used strong structuration theory (Stones, 2005) as a theoretical lens to organize and frame my study.

Each time Steve assessed students and placed them within the orchestra’s seating hierarchy, he experienced a tension in his identity as a music teacher. To relieve this tension, Steve changed the orchestra seating structure from a hierarchical-ranked structure to a randomized-rotating structure. This allowed him to provide individualized feedback to students as they rotated into the front row without issuing social sanctions. But this structural change also disrupted some of the students’ identities as musicians and the labels they used to position themselves in orchestra. Steve’s insistence that the student sitting in first-chair was the “leader for the day” continued an element of the hierarchical seating that conflicted with the students’ understandings of meritocracy and leadership. Additionally, by decoupling the students’ seating from the playing tests, Steve delegitimized his primary form of assessment. Based on my findings, I discuss implications for music education practice, and music teacher education.
ContributorsNowak, Timothy E (Author) / Schmidt, Margaret (Thesis advisor) / Campbell, Mark Robin (Committee member) / Stauffer, Sandra (Committee member) / Sullivan, Jill (Committee member) / Arizona State University (Publisher)
Created2019