Singing for identity, relationship, wellbeing and strength : three francophone girls negotiate adolescence, gender, and minority identity
| dc.contributor.advisor | Nicol, Jennifer | en_US |
| dc.contributor.committeeMember | Martin, Stephanie | en_US |
| dc.contributor.committeeMember | Denis, Wilfrid | en_US |
| dc.contributor.committeeMember | Miller, Dianne | en_US |
| dc.creator | Lalonde, Gisèle Aline | en_US |
| dc.date.accessioned | 2009-11-11T21:35:26Z | en_US |
| dc.date.accessioned | 2013-01-04T05:08:14Z | |
| dc.date.available | 2010-11-24T08:00:00Z | en_US |
| dc.date.available | 2013-01-04T05:08:14Z | |
| dc.date.created | 2009-10 | en_US |
| dc.date.issued | 2009-10-01 | en_US |
| dc.date.submitted | October 2009 | en_US |
| dc.description.abstract | This study investigated three francophone adolescent girls' experiences with singing. A qualitative, narrative research approach (Bogdan & Biklen, 2003; Murray, 2003) was used to increase understanding about the benefits of singing, with a particular interest in exploring singing as a potentially positive means for adolescent minority-culture girls to successfully negotiate multiple aspects of identity, that is, adolescence, gender, and culture. Semi-structured interviews provided an opportunity for the participants to share their experiences, and describe what it is like for them to sing. Data were analyzed with The Listening Guide (Gilligan, Spencer, Weinberg, & Bertsch, 2003), a relational analysis responsive to the narrative and authentic voices of participants, and used to generate "I" poems and identify themes. Three ways of singing were identified - private informal, social informal, public formal - as well as three themes, evoked with the metaphors of: Rhythm (singing and experiences of identity), Harmony (singing and relationships), and Melody (singing, wellbeing, and strength). Findings confirm and extend the small but growing research literature on the psychology of singing, and have implications for those interested in working with youth using a strength-based perspective focused on positive youth development (Larson, 2000). | en_US |
| dc.identifier.uri | http://hdl.handle.net/10388/etd-11112009-213526 | en_US |
| dc.language.iso | en_US | en_US |
| dc.subject | self-expression | en_US |
| dc.subject | resilience | en_US |
| dc.subject | unique voice | en_US |
| dc.subject | self-esteem | en_US |
| dc.subject | coping and healing | en_US |
| dc.subject | connecting | en_US |
| dc.subject | self | en_US |
| dc.subject | singer identity | en_US |
| dc.subject | authentic voice | en_US |
| dc.title | Singing for identity, relationship, wellbeing and strength : three francophone girls negotiate adolescence, gender, and minority identity | en_US |
| dc.type.genre | Thesis | en_US |
| dc.type.material | text | en_US |
| thesis.degree.department | Educational Psychology | en_US |
| thesis.degree.discipline | Educational Psychology | en_US |
| thesis.degree.grantor | University of Saskatchewan | en_US |
| thesis.degree.level | Masters | en_US |
| thesis.degree.name | Master of Education (M.Ed.) | en_US |