Date

12-2020

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Brian Stiffler

Keywords

First-generation, College, Student, Music, Education

Disciplines

Music | Music Education

Abstract

The purpose of this transcendental phenomenological study is to describe the lived experiences of first-generation college students (FGCSs) majoring in music education at a small, private university in the southeastern United States. Through understanding FGCSs’ experiences, university faculty and administrators can make informed decisions that can help this important sub-population of students. The self-determination theory (SDT) and the relationships motivation theory (SDT mini-theory) have guided this study exploring the central research question: How do FGCSs describe their lived experiences while majoring in music education? Sub-questions include (1) how do FGCSs majoring in music education describe challenges relating to self-determination while attempting to complete an undergraduate degree, (2) how do FGCSs majoring in music education describe successes relating to self-determination while attempting to complete an undergraduate degree, and (3) how do FGCSs majoring in music education at a small, private university in the southeastern United States describe their communication relating to self-determination with faculty, staff, and administration at the students’ institution of study while attempting to complete an undergraduate degree? Criterion and purposeful sampling was used to select eight-12 participants. Data was collected through individual interviews, a focus group, and personal journals. The interview data was recorded using an audio device to provide accurate transcription. Data analysis was conducted using a transcendental phenomenological approach including the epoché, phenomenological reduction, imaginative variation, and meaning synthesizing producing themes to create implications and suggestions for future research.

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