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dc.contributor.advisorBrashier, Rachel
dc.contributor.authorBaumann, Maria
dc.date.accessioned2022-05-16T15:35:12Z
dc.date.available2022-05-16T15:35:12Z
dc.date.issued2022-05
dc.identifier.urihttp://digital.library.wisc.edu/1793/83165
dc.description.abstractThis thesis explores the ways in which student perceptions can affect ensemble enrollment at the secondary level. The research takes a specific look into minority students and students from disadvantaged socioeconomic backgrounds, while also addressing possible barriers for students of all backgrounds. Music ensembles across the country have been experiencing decreases in enrollment, even pre-pandemic. There have been several proposed solutions, but solutions have been unclear, and implementation has been irregular. Findings in this research aim to address these issues from the student perspective and give the teachers and directors of these ensembles a direction to move in as music pedagogies shift and evolve.en_US
dc.language.isoen_USen_US
dc.publisherCollege of Fine Arts and Communication, University of Wisconsin - Stevens Pointen_US
dc.subjectbarriers to educationen_US
dc.subjectculturally responsive teachingen_US
dc.subjectmusic ensemblesen_US
dc.subjectmusic pedagogyen_US
dc.subjectracial diversityen_US
dc.subjectsocioeconomic statusen_US
dc.titleAddressing Student-Perceived Barriers That Prevent Adolescent Students from Diverse Racial and Economic Backgrounds from Participating in Secondary School Ensemblesen_US
dc.typeThesisen_US


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