BRIDGING SUPPORT

Outside party relationships can aid in

navigating the education system while
promoting and encouraging diversity
among potential educators.

RESPECTFUL ENVIRONMENT
While embracing ones ethnic identity
can serve as a positive tool (Greene,
Way & Pahl, 2006), minority students
can be ostracized by representing the
other in front of their peers.
Relationships of mutual understanding
and respect should be developed.

DANGEROUS ASSUMPTIONS
Barriers can exist despite acculturated
and/or assimilated appearances. Avoid
supercial multiculturalism and do not
assume cultural relevance for students.



This instrumental case study aims to
better understand the academic, social,
and musical experiences of a Chicana
student. Specic research questions:
1. What are this students experiences
with academic and social barriers and
resilience?
2. How has social capital affected this
students academic pursuits and
identity navigation?
3. What have been the roles of music,
music education, and specic music
educators in this students academic
pursuits and identity navigation?
Abstract
Adam J. Kruse - Michigan State University
I Always Had My Instrument:
Experiences of a Chicana Student Musician
DESIGN
Instrumental Case Study (Stake, 1995)
Critical Case Sampling (Patton, 1990)

DATA COLLECTION
Semi-Structured Interviews
Observations
Email Communication

TRUSTWORTHINESS
Member Checks
Peer Review

Adam J. Kruse
Music Education Doctoral Student
Michigan State University
kruseada@msu.edu
GABRIELLA RAMIRES (pseudonym)
Female
Twenty-one years old
3
rd
generation Chicana (grandparents emigrated from Mexico)
Speaks English (rst language) and Spanish
Undergraduate Music Education major at a Midwestern University
Academic
ambivalence

Negotiating
peer groups
BARRIERS RESILIENCE
IDENTITY
NAVIGATION
Self-reliant
attitude

Supportive
relationships

Social and
musical skills
Rejection and embracing
of a Chicana identity
SOCIAL
CAPITAL
FRAMEWORK
(Prado, 2009)
Bridging Support
Do I want to be a part of this
group that puts on a faade, or
do I want to be the real thing and
speak Spanish, and you know, be
true to whatever my beliefs are,
and play mariachi and be able to
do something that can be directly
tied to what my culture is, my
heritage?
I didnt want to speak Spanish
anymore. I didnt wanna play
mariachi music. . . It wasnt cool
for me to play an instrument.
I didnt like it at all anymore.
I wanted to be with my boyfriend.
I wanted to be cool.
I wanted to t in.
High school was a difcult time for
me trying to t in. . . I didnt do well
in academic classes, cause I just
didnt want to be there. I would skip
school a lot. . . I really didnt have a
solid [peer] group, so it was easy
for me to oat and slip away.
Fortunately, I always had my
instrument. Because if it was
based on grades, and if it was
based on how I behaved in high
school and in middle school, I
would not be where I am.
Purpose & Problems Primary Participant
Findings & Interpretation
Methodology
Implications
Contact