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The purpose of this collective case study was to explore the ways in which cultural arts education is integrated into postsecondary classrooms and how that integration affirms Black students’ identities. I utilized the African American Arts Institute (AAAI), an entity housed on a predominately White Midwestern university campus that provides students opportunities to participate in performance ensembles for course credit, to showcase the importance of arts education centered in the Black tradition. The primary case, the AAAI, featured three embedded cases, the ensembles: IU Soul Revue, African American Choral Ensemble, and African American Dance Company. Broadly speaking, the arts in higher education contexts have not received the attention they deserve. In the literature review, I discussed the dynamic contributions of Black people to the arts, specifically music and dance, and provided historical and contemporary examples that highlight the importance of these art forms in Black life. I also detailed the significance of Black music and dance on college campuses, specifically historically Black colleges and universities (HBCUs). Taking a constructivist approach to this research, I sought to understand how ensemble members made meaning of their experiences in the AAAI. Seventeen individuals participated in this study. I interviewed 11 students and alumni members of AAAI ensembles. I also interviewed the founding Executive Director of the AAAI and five
former and current directors of each ensemble. Ensemble members and alumni shared
information regarding their experiences as related to identity affirmation, and faculty and
administrators provided important historical context surrounding the establishment of the
ensembles, their teaching philosophies and pedagogical styles, and ways that they facilitate identity affirmation for Black students. Findings indicated that the implementation of both written and unwritten curricula influenced the ways that Black students experienced identity affirmation within the ensembles. The written curriculum included course content as conveyed by syllabi including objectives, texts, and repertoire. The unwritten curriculum included aspects that were byproducts of their classroom experiences including lessons on discipline and responsibility, accountability for themselves and each other, and other transferable skills that they could apply to their other personal and academic endeavors. Finally, I offered implications for research and practice including the boundaries of diversity in particular campus environments
and naming AAAI as a viable tool for retention of Black students. |
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