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Somali American Music Participation in Secondary Public School Music Programs: Perceptions of Parents, Community Members, and a Cultural Liaison

Smith, Meredith Eve
http://rave.ohiolink.edu/etdc/view?acc_num=osu1619102956471355

Abstract Details

2021, Doctor of Philosophy, Ohio State University, Music.
The cultural Somali population has been growing within the American education system (Hassan & Smith, 2017), yet this population has largely been absent in secondary music programs. The purpose of this case study was to explore the perceptions of Somali-American community leaders and families about school music participation. The study focused on a school district in a suburban community in Ohio. The central question was: How do members of the Somali community perceive school music? Sub questions included: What types of music experiences do Somali families have? How do Somali families participate in music outside of school? What are Somali-American community members’ perception of public school music? The seven participants were between 20-50 years of age and were either refugees or children of refugees from Somalia. They completed verbal interviews or a written questionnaire and were available for questions following the transcription of interviews. Data was analyzed through lenses of acculturation theories including assimilation (Portes & Rumbaut, 2001), group acculturation pathways (Sam & Berry, 2010), and religious impact on individual and group acculturation (Warner, 2007). The themes emerging from data included coexistence of culture and religion, generational divides, musical repertoire, responsibility, and belonging/identity. Participants expressed that although Somali culture supports music, the religious interpretations that some Somali families follow deters them from participating in certain music activities. For example, they viewed the typical repertoire of school music as not adhering to Somali family religious and cultural values and thus, considered participation in school music as being not always acceptable. Participants also referred to differences in age/generation as a factor that influences music participation As age increases, religious conservatism that perceives music participation as unacceptable increases. However, they also believed that as generations settle in the US over time, participants felt that music participation acceptability will increase as well. All participants reflected on the complications that arose from their self-identity (i.e. Back, Somali, Muslim, American, female, male) and their sense of responsibility to maintain, participate, and support their Somali cultural community. The complications of self-identity add to the acculturative stress that participants experienced as immigrants and refugees. Participants who perceived a financial responsibility to the Somali community explained that music study may be seen as unfavorable because of the time that is taken away from other activities seen as more profitable such as the study of STEM disciplines. The results of the study highlight the importance of communication, teacher openness to growth and change, and the need for further research to increase the understanding of the Somali American communities within the public school system. If music programs are to be inclusive and reflective of the community demographic, it is imperative that educators and researchers seek the perceptions of Somali students and their families, create forms of communication with the community, and are open to changes within the music classroom itself to better accommodate these students.
Eugenia Costa-Giomi (Advisor)
Robert Ward (Committee Member)
David Hedgecoth (Committee Member)
191 p.
Music Education
Music Education; Somali American; Choral Music; Vocal Music; Secondary Choir; Acculturation; Muslim; Islam; Immigration; Refugee; CulturallyRelevant; Culturally Responsive; Pedagogy

Recommended Citations

Citations

  • Smith, M. E. (2021). Somali American Music Participation in Secondary Public School Music Programs: Perceptions of Parents, Community Members, and a Cultural Liaison [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619102956471355

    APA Style (7th edition)

  • Smith, Meredith. Somali American Music Participation in Secondary Public School Music Programs: Perceptions of Parents, Community Members, and a Cultural Liaison . 2021. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1619102956471355.

    MLA Style (8th edition)

  • Smith, Meredith. "Somali American Music Participation in Secondary Public School Music Programs: Perceptions of Parents, Community Members, and a Cultural Liaison ." Doctoral dissertation, Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619102956471355

    Chicago Manual of Style (17th edition)

osu1619102956471355
455
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This open access ETD is published by The Ohio State University and OhioLINK.