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EXPLORING THE INTERSECTIONS BETWEEN ECONOMIC MARGINALITY AND MUSIC EDUCATION: DOCUMENTING MUSIC EDUCATORS’ BELIEFS AND VALUES
Full text linkMusic reflects and responds to societal and cultural change, offering a powerful lens through which to examine issues of equity and inclusion. Despite unprecedented access to diverse musical traditions and performers, music education remains largely aligned with a majoritarian aesthetic that fails to represent the cultural plurality of today’s student populations (Bates, 2017; Bates, 2018). This qualitative study explores how music educators perceive and respond to poverty within educational settings, with particular attention to social equity and justice. Through in-depth interviews with eight music educators working across diverse school contexts, the research investigates three guiding questions: (a) What are the guiding philosophies for how music educators understand social equity and inequity within schools? (b) In what ways does personal experience (both before becoming an educator and during their time in the classroom) shape and/or change one’s perception of economic marginality and its effects on children? (c) How does a music educator’s perception of economic marginality and its impact shape practices within the classroom, the curriculum, and outside support for students experiencing societal inequities?Five key themes emerged from the data. First, participants consistently framed equity as both a moral and professional imperative, describing it as central to their teaching identity. Second, lived experience served as a catalyst for awareness, with personal encounters with poverty and marginalization shaping educators’ equity consciousness. Third, participants demonstrated pedagogical responsiveness and adapting curriculum and classroom culture to honor students’ lived realities. Fourth, participants expressed persistent tensions between belief and constraint, identifying institutional barriers that hindered their equity work despite professional development efforts. Finally, the findings reveal a deep sense of hope, agency, and belief in music’s transformative capacity. Teachers view music as a space for healing, joy, and connection.
This research fills a critical gap in the music education scholarship by illuminating how educators conceptualize and enact equity amid economic and systemic inequality. Findings inform both current instructional practice and the design of music teacher preparation programs, emphasizing the need to equip future educators for increasingly diverse educational contexts. More broadly, this study contributes to music education and social justice pedagogy by highlighting the transformative potential of reflective, equity-driven teaching and calling for greater institutional support, culturally responsive preparation, and theoretical models that center the ethical and emotional dimensions of teaching in marginalized settings
"MATERIAL WELL-BEING AND THE FAMILY: UNDERSTANDING THE PREDICTORS AND IMPLICATIONS OF MATERIAL HARDSHIP AND POVERTY FOR MOTHERS AND THEIR OLDER CHILDREN"
Full text linkThis dissertation investigated the concept of material hardship in relationship to material well-being for families with older children. This dissertation utilized data from the Future of Families and Child Well-being Survey (FFCWS). I measured material hardship in a variety of ways to better understand well-being for mothers and their families. I focused exclusively on mothers with children that are in late childhood and adolescence (ages 9 and 15). This dissertation is comprised of three interrelated studies. The first study used wave 5 and 6 of the FFCWS data to examine both internalizing and externalizing problems for adolescents to determine if past material hardship mattered alongside contemporary experiences of material hardship. The results showed that contemporary experiences of material hardship mattered more for adolescent internalizing and externalizing behaviors when examined alongside prior material hardship. This study established that material hardship had implications for adolescents beyond poverty. In the next study, I go on to examine patterns of which families experienced hardship. The second study examined whether race conditioned the partnership status differences in experiences of both material hardship and poverty. This study examined mother-headed families of adolescent children and utilized wave 6 of FFCWS data. Race did not condition the partnership status of mothers as it pertained to material hardship. However, as it pertained to poverty, marriage disproportionately advantaged White mothers’ poverty status compared to both Black and Hispanic mothers. This study showed results for material hardship and poverty differing. The final study utilized wave 5 and 6 of the FFCWS to examine if mothers with older children exclusively (ages 9 and 15) that experienced partnership changes were associated with material hardship change over the same period. The results of this study displayed that the exit out of a relationship increased the likelihood of hardship while partnership changes into relationships alleviated material hardship (except for food insecurity). The results of this study showed that mothers with older children didn’t differ from mothers with younger children with respect to partnership changes and experiences of material hardship. Together, these studies reveal the importance of material hardship as a concept that differs from poverty and warrants further investigation to better understand the well-being of families
The Goal Motivation and Belief Tableau (GMBT): Development of a Novel Goal Measure
Full text linkThe aim of the current study was to develop a novel goal measure that improves upon existing goal measures. Goals are important psychological constructs, and their measurement has demonstrated diverse utility in both research and clinical work. However, there are various limitations to current goal measures that may significantly impact their utility. The Goal Motivation and Belief Tableau (GMBT) is an idiographic-nomothetic goal assessment that utilizes a set of 27 items to assess seven different goal dimensions for which there is rich empirical support to suggest their importance in self-regulation. The GMBT also assesses pertinent aspects of the entire goal system (e.g., goal-value fit and goal conflict). Although further studies are warranted, the GMBT may represent an improvement upon past goal measures in many respects: the goal construct is clearly defined (and differentiated from other reference values), goals are elicited from various life domains, goal dimensions with strong empirical support are assessed, and dimensions are assessed with multi-item subscales
How Class Position and Economic Growth Ideology Shape Public Support for Degrowth Policy
Full text linkResearch in environmental sociology and beyond demonstrates that economic growth is at the root of global environmental crises, from climate change to biodiversity loss. The degrowth movement, centered on its criticism of infinite economic growth, has gained considerable attention from policymakers, activists, and the public. However, research in the Treadmill of Production tradition suggests that the ideology of economic growth is quite powerful—particularly among the working class—and is likely to severely constrain political support for degrowth policy. This study makes two contributions. First, I demonstrate the level of support among the U.S. public for degrowth policies. Second, I examine how class position and beliefs about economic growth independently and in interaction shape support for degrowth policy. I apply regression analyses to a large non-probability sample of the US population (n=1,591) to examine the contribution of economic growth ideology and class position to support for degrowth policy proposals. Results suggest that higher support for economic growth ideology is significantly associated with lower degrowth policy support. Of the class position measures tested, subjective class yields statistical significance with respondents who identified as having lower subjective class to be most supportive of degrowth policies. In practical terms, however, there is almost no difference in the number of policies supported. The interaction also yields no statistical significance. These findings suggest that while Treadmill theory and the degrowth perspective both have some of their hypotheses supported, regarding growth ideology and class, these variables do not have a substantive effect on support for degrowth policy
Benewah County Resource Guide - Idaho
Full text linkCounty level and region-specific resource guides focused on mental health and substance use
Bonneville County Resource Guide - Idaho
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San Juan County Resource Guide - Washington
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Jefferson County Resource Guide - Washington
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Clallam County Resource Guide - Washington
Full text linkCounty level and region-specific resource guides focused on mental health and substance use
Bingham County Resource Guide - Idaho
Full text linkCounty level and region-specific resource guides focused on mental health and substance use