Musicians crossing musical instrument gender stereotypes: a study of computer-mediated communication

Abeles, Harold F.; Hafeli, Mary; Sears, Colleen

doi:10.1080/14613808.2014.906395

Cited by 8 publications

(9 citation statements)

References 48 publications

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“…YouTube was mostly used in studies conducted in the field of chemistry, as it can be quite useful in this field (Smith, ). YouTube also was used frequently in the field of music education (Waldron, ; Abeles et al ., ; Stowell & Dixon, ). The percentage of studies grouped in the general category (which address uses of SNSs in education without focusing on a specific SNS, also their general advantages and disadvantages, the participants’ intentions in using them, and the participants’ opinions of the SNSs) was 29% (Benzer, ; Erdem, ; García‐Martín & García‐Sánchez, ; Veletsianos & Kimmons, ).…”

Section: Resultsmentioning

confidence: 99%

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Research trends in social network sites’ educational use: a review of publications in all SSCI journals to 2015

Akçayır

2016

Review of Education

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In the current study, 247 articles dealing with the use of SNSs (social network sites) in education and published in Social Sciences Citation Index (SSCI) journals up to 2015 were analysed. The articles' demographic (year, learner type, used SNS, major contributing countries, and academic discipline) and topic trends were determined. As a result of the analyses that were conducted, the research topics were classified into nine groups (learner outcomes, instructional approaches, contributions to education, dispositions, demographics, interaction, comparison, support and others). These nine topics were subsequently divided into relevant sub-topics. The findings demonstrate that the number of studies dealing with the educational use of SNSs is increasing each year. Significant numbers of research studies have investigated higher education. The topic of learner outcomes has also become a trend topic. Other findings obtained are discussed in detail, the existing gaps in the literature are determined and several suggestions are made regarding future research.

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Section: Resultsmentioning

confidence: 99%

“…Among the academic disciplines, humanities take the third place and many researchers in this area state that YouTube is quite important for their discipline (e.g. music education) (Waldron, ; Abeles et al ., ; Stowell & Dixon, ).…”

Section: Resultsmentioning

confidence: 99%

Research trends in social network sites’ educational use: a review of publications in all SSCI journals to 2015

Akçayır

2016

Review of Education

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“…Similar to studies investigating bullying in physical education classrooms, only a few studies in music have overtly investigated the phenomenon of bullying in the music classroom (Elpus & Carter, 2013;Rawlings, 2014). However, preliminary studies in music education acknowledge the presence of aggression in the music classroom (Buttu, 2008;Carter, 2011Carter, , 2013Conway, 2000;Elpus & Carter, 2013;Sinsabaugh, 2005;Taylor, 2009Taylor, , 2011 and are corroborated by contemporary investigations (Abeles, et al, 2014;Carter, 2013;Elpus & Carter, 2013;Silveria & Hudson, 2014).…”

Section: Classrooms and Spaces For Aggression In Schoolsmentioning

confidence: 91%

“…The playground (Frey, Hirschstein, & Edstrom, 2009;Low, Frey, & Brockman, 2010) and gymnasium (Bejerot, Edgar, & Humble, 2011;Bejerot, Plenty, Humble, & Humble, 2013;Gano-Overway, 2013;Puhl, Peterson, & Luedicke, 2012) are frequent spots where aggression occurs. Similarly, both bullying perpetration and peer victimization have been examined in music education settings (Abeles, Hafeli, & Sears, 2014;Buttu, 2008;Carter, 2011Carter, , 2013Conway, 2000;Elpus & Carter, 2013;Rawlings, 2014;Sinsabaugh, 2005;Silveria & Hudson, 2014;Taylor, 2009Taylor, , 2011. These studies will be discussed in greater depth below.…”

Section: Classrooms and Spaces For Aggression In Schoolsmentioning

confidence: 99%

“…(Eccles & Roeser, 2011) including playgrounds (Frey et al, 2009;Low et al, 2010), physical education (Bejerot, et al, 2011;Bejerot, et al, 2013;Gano-Overway, 2013;Puhl, et al, 2012). Furthermore, adolescents that reported aggression against music students detailed these behaviors coming from outside the music classroom (Abeles, et al, 2014;Buttu, 2008;Carter, 2011Carter, , 2013Conway, 2000;Elpus & Carter, 2013;Rawlings, 2014;Sinsabaugh, 2005;Silveria & Hudson, 2014;Taylor, 2009Taylor, , 2011. The limited research with music populations demonstrates that adolescents can be victims of verbal aggression because of a stereotypical mismatch between biological sex and chosen musical instrument (Abeles, et al, 2014;Buttu, 2008;Conway, 2000;Sinsabaugh, 2005;Taylor, 2009); however, Rawlings (2014) did not find chronic victimization of atypical adolescents in middle school band.…”

Section: Chapter Summarymentioning

confidence: 99%

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The Effect of Middle School Music Ensemble Participation on the Relationship Between Perceived School Connectedness, Self-Reported Bullying Behaviors, and Peer Victimization

Rawlings¹

2017

Bulletin of the Council for Research in Music Education

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The purpose of this study was to examine the effect of middle school music ensemble participation on the relationship between school connectedness, bullying perpetration, and peer victimization. Participants (N = 470) selected for this study attended 2 middle schools located in central Illinois and voluntarily responded to the questionnaire by self-reporting demographic information, including their enrollment in a music course, and their behaviors as perpetrators and victims. Data were secured from a large-scale, 2-year randomized clinical trial funded by the Centers for Disease Control and Prevention (no. CE3240). Results indicated that nonensemble students in this sample perpetrate aggressive behaviors, on average, more frequently than do music ensemble students. While participant self-reports of bullying behaviors were relatively low, their perceptions of school connectedness were relatively high. Multiple-group structural equation modeling analyses demonstrated that a stronger negative association between perceptions of school connectedness and cyberbullying perpetration exist for music ensemble students than for adolescents not enrolled in a school-based music ensemble. Included are implications for the better support of preservice and in-service music teachers with regard to bullying in schools, alongside recommendations for continued examination of adolescent musicians’ levels of school connectedness and suggestions for future research.

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Gender associations and musical instruments:Understanding the responses of nursery-aged children

Marshall

Shibazaki

2020

Educational Research

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Musicians crossing musical instrument gender stereotypes: a study of computer-mediated communication

Cited by 8 publications

References 48 publications

Research trends in social network sites’ educational use: a review of publications in all SSCI journals to 2015

Research trends in social network sites’ educational use: a review of publications in all SSCI journals to 2015

The Effect of Middle School Music Ensemble Participation on the Relationship Between Perceived School Connectedness, Self-Reported Bullying Behaviors, and Peer Victimization

Gender associations and musical instruments:Understanding the responses of nursery-aged children

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