Date of Award

January 2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Teaching & Learning

First Advisor

Gail Ingwalson

Abstract

This dissertation explores the culturally responsive practices of exemplary vocal music educators in North Dakota, with a focus on understanding how they implement culturally responsive education in their classrooms. As student populations become increasingly diverse, educators remain predominantly White, leading to cultural disconnects that can hinder student engagement and academic success. Utilizing a qualitative, phenomenological research design framed by culturally responsive music education, this study captures the lived experiences of five vocal music educators identified for their exemplary use of culturally responsive practices. Data collection included semi-structured interviews, analyzed to identify practices, challenges, and impacts on students. Findings reveal that successful educators actively integrate student cultures, incorporate cultural music authentically, collaborate with culture bearers, foster inclusive learning environments, and navigate challenges related to teaching music of different cultures. These educators report improved student engagement, enjoyment of the music making process, and interest in sharing their culture when culturally responsive techniques are employed. The study underscores the need for more comprehensive teacher education in cultural competency and offers recommendations for overcoming barriers to implementing culturally responsive techniques. Implications for teacher training and further research are discussed.

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