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TitleNavigating Identities: The Musical Lives of Four Second-Generation Immigrant Children in Miami
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                            University of Miami
Scholarly Repository
	2017-05-10
Navigating Identities: The Musical Lives of Four Second-Generation Immigrant Children in Miami, Florida
	Sandra S. Adorno
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University of Miami
Scholarly Repository

Open Access Dissertations Electronic Theses and Dissertations

2017-05-10

Navigating Identities: The Musical Lives of Four
Second-Generation Immigrant Children in Miami,
Florida
Sandra S. Adorno
University of Miami, [email protected]

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Adorno, Sandra S., "Navigating Identities: The Musical Lives of Four Second-Generation Immigrant Children in Miami, Florida"
(2017). Open Access Dissertations. 1849.
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Page 2

UNIVERSITY OF MIAMI




NAVIGATING IDENTITIES: THE MUSICAL LIVES OF FOUR SECOND-
GENERATION IMMIGRANT CHILDREN IN MIAMI, FLORIDA





By


Sandra Sanchez Adorno



A DISSERTATION





Submitted to the Faculty
of the University of Miami

in partial fulfillment of the requirements for
the degree of Doctor of Philosophy













Coral Gables, Florida


May 2017

Page 121

106

much time there. His mother jokingly interjected, “The boys follow us every where

around the house! I keep telling my husband that we should just move back to our the

small one bedroom apartment we had before moving here!”

School. Daniel is a fifth grade student at a small public, Title 1 school just south

of his community. Although there are a number of Hispanic teachers and students, the

school is predominantly African-American. The classrooms, media center, and cafeteria

are all housed in one large building built around the 1960’s. The outside walls, colored

with light sea foam green paint and trimmed in a much darker teal, are stained by the

wear and tear of Miami’s subtropical climate. However, the well-needed facelift of the

school does not seem to bother Daniel’s mother. Maria spoke highly of the school and

articulated how it feels as though her children attend a private school due to the small

student population and overwhelming support from Daniel’s teachers and administrators.

Daniel’s elementary school offers compulsory general music classes divided by

grade and classroom teacher. With his extensive study of violin and classical music,

Daniel does not find much legitimacy in the class. He describes, “My school doesn’t

have any music. Well it does, but it doesn’t have, you know, music music. It only

has recorder and stuff.” Daniel often loses interest in the class due to the simplicity of the

curriculum, explaining, “Sometimes I’ll get bored in music class because I already know

everything that she is talking about.”

Community. Daniel is quite active in his community and the greater Miami area.

He spends most weeknights attending soccer practice at a field located near his house and

traveling to violin lessons located in a conservatory school on the other side of the city.

Page 122

107

As a result of his busy schedule, our meetings were often squeezed in between his

evening extra-curricular activities when we could not meet on Sundays, his only day off.

Our weeknight meetings often took place at a quaint, eclectic bookstore across the

street from the music school where Daniel attends violin lessons. The store housed a café

and sold unique trinkets, toys, and art in addition to an array of books. The surrounding

area is made up of numerous restaurants, cafes, upscale boutiques, high-rise condos and

business offices, which attract many tourists and Miami residents alike. Each time we

met at the bookstore, Maria could not help but comment on her admiration for the

community. “I just love this area! I wish we could sell our house and have a little

apartment here instead,” she exclaimed. Although he acknowledged the close proximity

to his violin lessons, Daniel responded to her comment with concerns regarding the

commute to his soccer practices and games.

After our meeting, we walked across the street and made our way up the stairs to

Daniel’s music school. At the top of the stairs stood a large three-tiered fountain

decorated with a mosaic of shiny blue tiles. Water trickled down from the top of the

fountain, creating a soothing sound to compliment the silence around us. We then entered

the lobby of the music school, which was much more lively than the breezeway outside.

Bustling with students ranging from kindergarten through high school and their parents,

the walls of the lobby were decorated with playbills and posters of past student

performances. After Maria checked in at the front desk, we traveled down a long hallway

of private studios until we reached our destination. Miguel, Daniel’s violin teacher,

opened the door and welcomed us in. He and Maria exchanged a couple of words in

Spanish as Daniel and I rearranged the small studio to accommodate the four of us. Once

Page 242

227















APPENDIX J


DATA COLLECTION MATRIX

Page 243

228


What do I need to
know?

Why do I need to know it? What kind of data
will answer this?

Where can I
find it?

1.) How do second-
generation children
experience music in
the different
contexts of their
lives?


• To provide an understanding
of how 2nd gen. children
engage with music in
different contexts.

• To provide an understanding
2nd gen. children’s
environments influence their
musical experiences.

• Insight into the similarities
and/or differences of musical
experiences in the contexts
of community, family, peers,
media, and school.

• Helps inform RQ 2-3.

Main
• Direct and

participant
observations
-Field notes

• Artifacts
Supporting
• Interviews
• Informal

interactions/
semi-structured
interviews


• Children
• Key figures

in children’s
lives (i.e.,
family,
friends,
caretakers)

• Home
• Community
• iPad

2.) How do 2nd gen.
children explore
their identity
through musical
experience?

• Provide 2nd gen. children’s
perspectives of their musical
experiences and how they
contribute to their sense of
self and/or personality

• To gain greater insight into
how 2nd gen. children use
music to explore and learn
about themselves and others

• To better understand how 2nd
gen. children use music to
represent themselves and/or
their social groups and
distinguish themselves from
others

• Helps inform RQ 3.

Main
• Interviews
• Informal

interactions/
semi-structured
interviews

Supporting
• Artifacts
• Direct and

participant
observations
-Field notes



• Children
• Key figures

in children’s
lives (i.e.,
family,
friends,
caretakers)

• iPad
• Home
• Community

3.) Why are these
musical experiences
meaningful and
valuable in their
lives?


• To provide greater insight
into the functions of 2nd gen.
children’s musical
experiences and the qualities
that make them meaningful
and important.

• To better understand the
social context’s influence on
the meaning and value of the
children’s musical
experiences.

• Provide 2nd gen. children’s
perspectives of their musical
experiences.

• Helps inform RQ 1-2.

Main
• Interviews
• Informal

interactions/
semi-structured
interviews

Supporting
• Artifacts
• Direct and

participant
observations
-Field notes



• Children
• Key figures

in children’s
lives (i.e.,
family,
friends,
caretakers)

• iPad
• Home
• Community


* Based on Tobias (2010, Appendix J, p. 607)

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