College of Arts & Humanities
Permanent URI for this communityhttp://hdl.handle.net/1903/1611
The collections in this community comprise faculty research works, as well as graduate theses and dissertations.
Browse
2 results
Search Results
Item MAKING IT THROUGH: PERSISTENCE AND ATTRITION ALONG MUSIC, EDUCATION, AND MUSIC EDUCATION PATHWAYS(2019) Grisé, Adam Twain; Elpus, Kenneth; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In this secondary analysis of data from the High School Longitudinal Study of 2009, I examine predictive factors related to uptake, persistence, and attrition on professional and educational pathways leading individuals to careers in music, education, and music education. I investigate seven years of longitudinal data comparing persistence and attrition factors between pathways, utilizing a multiple perspectives approach to conceptualize the equity of each point along the path. Using recently updated restricted use data from the High School Longitudinal Study of 2009, an ongoing study conducted by the National Center for Education Statistics drawing on a nationally representative sample of over 25,000 individuals, I isolated people who, during their high school or college years, indicated intentions to pursue either educational or professional pathways leading to a career in music education. Additionally, I identified individuals who either expressed intentions to pursue pathways toward teaching a non-music subject or toward becoming a professional musician. Tracking these individuals across four sampling points over a seven year period from the beginning of high school to the end of college illuminates the entry and exit points for aspirant music educators, non-music teachers, and professional musicians. I provide a tripartite conception of equity to evaluate the pathway outcomes associated with persistence and attrition along each of these respective paths by framing each outcome phase in terms of demographics, societal influences, and individual contributions. Comparing these populations horizontally to each other provides perspective on how the music education pathway relates to and differs from these parallel trajectories. Comparing persistent to attritive populations within each stream uncovers systematically predictive factors at key junctures. Findings show the significant influence environmental factors, demographic profile, and individual navigational contributions have on uptake into, persistence along, and attrition from the music, education, and music education pathways. Further, these results illustrate key similarities and differences between those who persist on each parallel path. By illuminating some of the systemic choke points along the progression from high school student to professionally-intent degree seeker, this study may have recruitment, matriculation, retention, and attrition implications for music teachers, music teacher educators, policy makers, gatekeepers, and advocates.Item MATURATIONAL AND NON-MATURATIONAL FACTORS IN HERITAGE LANGUAGE ACQUISITION(2012) Moon, Jihye; De Keyser, Robert; Second Language Acquisition and Application; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This dissertation aims to understand the maturational and non-maturational aspects of early bilingualism and language attrition in heritage speakers who have acquired their L1 incompletely in childhood. The study highlights the influential role of age and input dynamics in early L1 development, where the timing of reduction in L1 input and the quality of L1 input largely determine ultimate L1 attainment. Ninety heritage speakers of Korean in the United States who took part in this study showed great variability in their knowledge of L1, depending on the age at which L1 exposure was reduced and on the types of L1 knowledge tested. A multivariate regression analysis explored to what extent such L1 variability can be explained by maturational and non-maturational factors, in order to provide rational explanations for the divergent L1 outcomes in heritage language acquisition. It also examined how different types of L1 knowledge are selectively affected by each factor. The results showed that the maturational factor accounted for the largest variance in their ultimate L1 outcomes, but that non-maturational factors aided in further explaining the L1 variance. The multivariate model was able to predict not only the degree of incomplete L1 knowledge among heritage speakers, but also the types of L1 knowledge that they are likely to acquire incompletely. The current study suggests that variability in ultimate L1 outcomes among heritage speakers can largely be understood as a function of the age at which their exposure to the L1 was reduced and the nature of L1 input they received in childhood. It is argued that lack of exposure to the L1 in childhood has a long-lasting effect on heritage speakers' L1 grammar and that, in this input-constrained context, non-maturational factors come into play, where language aptitude compensates for reduced L1 input, and language attitude allows for prolonged L1 input.