"There is Something to be Said for Actually Being There:" Experiences of Elementary General Music Teachers in High-Poverty Schools

Abstract

The purpose of this narrative study was to examine the experiences of elementary general music educators in high-poverty schools (schools where more than 75% of students are eligible for Free or Reduced-Priced Lunch). This inquiry was guided by three research questions: (1) How do participants describe their experiences teaching in a high-poverty school? (2) What rewards and challenges do participants identify related to teaching in a high-poverty school? and (3) What meanings and values do participants attribute to music education in their school and community? Positive psychology was employed as the conceptual framework for this dissertation, as well as a lens to study and understand the phenomenon of teaching music in a high-poverty school from a balanced perspective that acknowledges both challenges and rewards. Four elementary school music teachers (two White females, one Multi-racial African American male, and one White male) from high-poverty schools in North Carolina contributed their stories. Data were gathered through individual interviews, teacher artifacts including a teacher journey concept map and photo story, and a focus group interview. An analysis of narratives was conducted to identify themes within individual stories, as well as those found threaded across stories. Findings indicated the journey to teaching in a high-poverty school was different for each participant. An important factor for success was experience including pre-service and prior teaching experience as well as longevity in their current position. Within-school relationships (with students and adults in the building) were found to be vital elements of the teaching experience. Participants described their positions as multi-faceted, indicating additional responsibilities beyond delivering music curriculum. Participants were aware of negative stigma surrounding their schools, but adamant that it did not match their daily experiences as teachers in the building. Connections with students were described as “heightened” in the high-poverty setting. Participants often attributed this to their commitment to student-centered content, and to an awareness and knowledge of students’ lives outside of school. Participants received support from administration and colleagues but indicated a need for music-specific professional development. Rewards and challenges were often interwoven as participants explained how both perspectives were connected. Though several challenges were identified by each of the participants, it was unanimously agreed that rewards outweighed challenges. Overall, participants found meaning and purpose in their role as an educator through the successes and challenges they experienced. Suggestions for the practice of teaching elementary music in a high-poverty setting include: (a) to engage in organized discussions with peers and colleagues, (b) to foster connections with administrators, (c) to seek out trauma-informed pedagogy professional development, and (d) to explore the growth and successful elements of teaching positions in addition to challenges through a positive psychology lens.