This study explores the experience of black professional musicians in higher education through in-depth interviews. It was expected that the interviews would reveal important differences in the experience of black musicians from other artists in academia. Fourteen participants in the Northeastern United States were interviewed about their double careers as professional musicians and faculty members using the methodology of the in-depth phenomenological interview. Those interviewed were: Bill Barron, Marion Brown, Jaki Byard, Stanley Cowell, Clyde Criner, Bill Dixon, Natalie Hinderas, Bill Pierce, Hildred Roach, Max Roach, Archie Shepp, Hale Smith, Frederick Tillis, and Pearl Williams-Jones. Each interview had three parts, (a) the participant's life before he/she started teaching, (b) the participant's life since he/she has been teaching, and (c) what meaning the participant made of the experiences reconstructed and shared in parts a and b. The interviews averaged four hours, were recorded on audio-tape and transcribed to print for analysis and discussion. The material from the interviews is first presented as a series of individual profiles in the artists' own words and, second, as excerpts from the interviews which are included in a discussion of themes derived from the content of the interviews. The findings include: (1) many black musicians were recruited during the late 1960s and early 1970s, and similar positions are no longer available, (2) some musicians are unwilling to curtail their composing, performing, and recording, which is the source of their artistic recognition, in order to teach full-time, (3) many musicians feel that their value to academia has not been recognized, that they are an underused resource, (4) those artists planning to continue teaching were those who accept the full-time demands of the teaching position, although they still see themselves as performers first, (5) most of the participants feel the potential of black music and of black studies in higher education are still unrealized, and (6) the methodology of in-depth interviewing was well suited to the nature of the study.

Includes abstract. / Includes bibliographical references. / In this research project, the small sample of students displays varying experiences as they engage in the practical curricular tasks in Obstetrics. Their responses indicate the challenges they face which are exacerbated by uncertainty particularly when the university’s chosen values contrast with those confronted in the broader context in which any curriculum operates.

College students' worldviews and (non)religious beliefs continue to evolve and become more nuanced. Thus, it is crucial that college students make meaning of diverse worldview perspectives and recognize the accompanying inequitable experiences that others encounter because of their worldviews. In promoting research on critical consciousness in their 2018 call for proposals, the Association for the Study of Higher Education invited educators to consider, not only how students engage across differences, but how they recognize, make meaning of, and act upon social inequities. To expand topics of pluralism and interworldview dialogue in higher education, it is important to investigate the phenomenon of critical consciousness in relation to worldview inequities. The purpose of this study was to explore how critical consciousness involving worldview inequities took shape for 15 undergraduate college students (aged 18-24) at one institution, William & Mary. Though some scholars have offered findings regarding students' and administrators' development of critical consciousness, there is not much research focused on how critical consciousness takes shape (i.e., how it is produced in time and space) for students regarding worldview inequities (Vagle, 2018, p. 150). In this study, I used a theoretical borderlands perspective, tenets of intersectionality theory, and a qualitative, post-intentional phenomenological (PIP) methodology. Data sources included two semi-structured interviews with each student participant, student-generated reflections over a two-week period, and my own post-reflexive journaling. Findings from this study are depicted through a primary tentative manifestation (momentarily recognizable aspects of phenomena), which I named emotionality, and two figurations that elucidate how critical consciousness took shape for students in this study.

Abstract not available

No description available.

No description available.

No description available.

No description available.

No description available.

No description available.