{"title":"长期了解少数民族学生接受高等音乐教育的动机","authors":"Tao Guan, Ning Luo, Koji Matsunobu","doi":"10.1177/02557614241254406","DOIUrl":null,"url":null,"abstract":"This longitudinal case study aimed to explore changes in ethnic minority students’ motivations to pursue higher music education during the transition from high school to university. The participants were recruited from the Yi, Mongolian and Tibetan ethnic groups in a remote mountainous region of southwest China. Data were collected through participant observation and semi-structured interviews. The findings of the study indicated that the ethnic minority students were driven both by intrinsic motivations, including a love of and interest and persistence in music, positive musical experiences and musical ability, and by extrinsic motivations, including the desire to earn a university degree by way of studying music, meet the expectations of their local music teachers and family members and repay their hometowns by serving as local music teachers. However, most of the participating ethnic minority students exhibited a shift in their motivations to study music after 2 years of university education. This shift was attributable to various elements, including peer competition, employment pressure, mentor support and the university environment. Based on these findings, we suggest ways to support ethnic minority students transitioning smoothly from high school to university and continuing their music studies.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Understanding ethnic minority students’ motivations to pursue higher music education over time\",\"authors\":\"Tao Guan, Ning Luo, Koji Matsunobu\",\"doi\":\"10.1177/02557614241254406\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This longitudinal case study aimed to explore changes in ethnic minority students’ motivations to pursue higher music education during the transition from high school to university. The participants were recruited from the Yi, Mongolian and Tibetan ethnic groups in a remote mountainous region of southwest China. Data were collected through participant observation and semi-structured interviews. The findings of the study indicated that the ethnic minority students were driven both by intrinsic motivations, including a love of and interest and persistence in music, positive musical experiences and musical ability, and by extrinsic motivations, including the desire to earn a university degree by way of studying music, meet the expectations of their local music teachers and family members and repay their hometowns by serving as local music teachers. However, most of the participating ethnic minority students exhibited a shift in their motivations to study music after 2 years of university education. This shift was attributable to various elements, including peer competition, employment pressure, mentor support and the university environment. Based on these findings, we suggest ways to support ethnic minority students transitioning smoothly from high school to university and continuing their music studies.\",\"PeriodicalId\":46623,\"journal\":{\"name\":\"International Journal of Music Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2024-05-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Music Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/02557614241254406\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Music Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/02557614241254406","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Understanding ethnic minority students’ motivations to pursue higher music education over time
This longitudinal case study aimed to explore changes in ethnic minority students’ motivations to pursue higher music education during the transition from high school to university. The participants were recruited from the Yi, Mongolian and Tibetan ethnic groups in a remote mountainous region of southwest China. Data were collected through participant observation and semi-structured interviews. The findings of the study indicated that the ethnic minority students were driven both by intrinsic motivations, including a love of and interest and persistence in music, positive musical experiences and musical ability, and by extrinsic motivations, including the desire to earn a university degree by way of studying music, meet the expectations of their local music teachers and family members and repay their hometowns by serving as local music teachers. However, most of the participating ethnic minority students exhibited a shift in their motivations to study music after 2 years of university education. This shift was attributable to various elements, including peer competition, employment pressure, mentor support and the university environment. Based on these findings, we suggest ways to support ethnic minority students transitioning smoothly from high school to university and continuing their music studies.
期刊介绍:
The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.