This collective case study explored the musical lives of second-generation immigrant children in Miami, Florida, USA, to gain greater insight into music’s role in the negotiation, construction, and expression of their “identities in music” and “music in identities.” Four children between the ages of 8 and 12 who had at least one parent born outside of the United States participated in the study. Data were collected through participant-created artifacts, observations, and semistructured interviews with the children and other key figures in their homes and communities. Findings suggest that the children explored and evaluated their musical identities through a continuous cycle of musical experiences and social comparisons and that formal, informal, and nonformal music experiences in school, at home, and with the media informed the children’s understandings and expressions of musical identities. Additionally, music allowed the children to explore the values, traditions, and expectations of particular social groups. Children’s musical experiences also served as a source for understanding, maintaining, and expressing their ethnic, gender, and youth identities.

中文翻译：

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探索身份：四位第二代移民儿童的音乐生活


这项集体案例研究探讨了美国佛罗里达州迈阿密第二代移民儿童的音乐生活，以更深入地了解音乐在他们“音乐中的身份”和“身份中的音乐”的协商、构建和表达中的作用。四名年龄在 8 岁至 12 岁之间的儿童参与了这项研究，他们的父母中至少有一位出生在美国境外。数据是通过参与者创建的文物、观察以及对儿童及其家庭和社区中其他关键人物的半结构化访谈来收集的。研究结果表明，孩子们通过音乐体验和社会比较的连续循环来探索和评估他们的音乐身份，学校、家庭和媒体中的正式、非正式和非正式的音乐体验影响了孩子们对音乐身份的理解和表达。 。此外，音乐让孩子们能够探索特定社会群体的价值观、传统和期望。儿童的音乐体验也是理解、维护和表达他们的种族、性别和青少年身份的源泉。