The purpose of this exploratory instrumental qualitative case study with nested mixed methods was to examine undergraduate music majors’ perceptions of their sense of belonging within one public university music program. We surveyed undergraduate music majors within a single music program and completed purposeful and targeted follow-up interviews of selected respondents who represented a diverse cross-section of the student body. Quantitative analysis included descriptive demographic statistics and linear multiple regression with belonging as the dependent factor. There was a statistically significant relationship between faculty interactions and student sense of belonging ( p < .001). Qualitative findings suggested that student–faculty interactions were a primary contributor to a student’s sense of belonging, as well as the importance of a network of friends and the overall school culture. Implications of these results may assist music administration and faculty members in developing a culture of belonging within their respective studios or departments.

中文翻译：

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“See me for who I am”：对本科音乐专业归属感的探索性研究


这个采用嵌套混合方法的探索性器乐定性案例研究的目的是检查本科音乐专业学生对他们在一所公立大学音乐课程中的归属感的看法。我们在一个音乐课程中对本科音乐专业进行了调查，并完成了对代表学生群体不同横截面的选定受访者的有目的和有针对性的后续访谈。定量分析包括描述性人口统计和以归属感为依赖因素的线性多元回归。教师互动与学生归属感之间存在统计学上的显着关系 （ p < .001）。定性研究结果表明，师生互动是学生归属感的主要因素，也是朋友网络和整体学校文化的重要性。这些结果的含义可能有助于音乐管理人员和教职员工在各自的工作室或部门内发展一种归属感文化。