“Playing jazz is what she does”: The impact of peer identification and mastery experiences on female jazz pupils’ self-efficacy at Improbasen
This article is a conceptual analysis of the concepts of enactive mastery experience and vicarious learning experience from Albert Bandura’s socio-cognitive theory, applied to the empirical case of the Norwegian learning centre Improbasen. I outline some historical and socio-psychological contexts t...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-01-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.1066341/full |
| _version_ | 1797956003542597632 |
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| author | Guro Gravem Johansen |
| author_facet | Guro Gravem Johansen |
| author_sort | Guro Gravem Johansen |
| collection | DOAJ |
| description | This article is a conceptual analysis of the concepts of enactive mastery experience and vicarious learning experience from Albert Bandura’s socio-cognitive theory, applied to the empirical case of the Norwegian learning centre Improbasen. I outline some historical and socio-psychological contexts that posits jazz practice as a masculine stereotyped activity, to indicate various mechanisms that may cause a low self-efficacy for playing jazz in girls and non-binary children. When presenting the empirical case, I highlight the learning center’s strategies to promote gender equality. Finally, I discuss theoretically how these strategies may strengthen self-efficacy in children, relating them to experiences of mastery and vicarious learning. In conclusion I suggest that a diverse learning environment that facilitates peer identification works better for all genders than, when iconic male jazz musicians are treated as models for learning. |
| first_indexed | 2024-04-10T23:43:06Z |
| format | Article |
| id | doaj.art-e322fd735dca4fa88ab59a3232744bd1 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-10T23:43:06Z |
| publishDate | 2023-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-e322fd735dca4fa88ab59a3232744bd12023-01-11T06:14:12ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-01-01710.3389/feduc.2022.10663411066341“Playing jazz is what she does”: The impact of peer identification and mastery experiences on female jazz pupils’ self-efficacy at ImprobasenGuro Gravem JohansenThis article is a conceptual analysis of the concepts of enactive mastery experience and vicarious learning experience from Albert Bandura’s socio-cognitive theory, applied to the empirical case of the Norwegian learning centre Improbasen. I outline some historical and socio-psychological contexts that posits jazz practice as a masculine stereotyped activity, to indicate various mechanisms that may cause a low self-efficacy for playing jazz in girls and non-binary children. When presenting the empirical case, I highlight the learning center’s strategies to promote gender equality. Finally, I discuss theoretically how these strategies may strengthen self-efficacy in children, relating them to experiences of mastery and vicarious learning. In conclusion I suggest that a diverse learning environment that facilitates peer identification works better for all genders than, when iconic male jazz musicians are treated as models for learning.https://www.frontiersin.org/articles/10.3389/feduc.2022.1066341/fullself-efficacyjazz improvisationgenderpeer learningchildren |
| spellingShingle | Guro Gravem Johansen “Playing jazz is what she does”: The impact of peer identification and mastery experiences on female jazz pupils’ self-efficacy at Improbasen Frontiers in Education self-efficacy jazz improvisation gender peer learning children |
| title | “Playing jazz is what she does”: The impact of peer identification and mastery experiences on female jazz pupils’ self-efficacy at Improbasen |
| title_full | “Playing jazz is what she does”: The impact of peer identification and mastery experiences on female jazz pupils’ self-efficacy at Improbasen |
| title_fullStr | “Playing jazz is what she does”: The impact of peer identification and mastery experiences on female jazz pupils’ self-efficacy at Improbasen |
| title_full_unstemmed | “Playing jazz is what she does”: The impact of peer identification and mastery experiences on female jazz pupils’ self-efficacy at Improbasen |
| title_short | “Playing jazz is what she does”: The impact of peer identification and mastery experiences on female jazz pupils’ self-efficacy at Improbasen |
| title_sort | playing jazz is what she does the impact of peer identification and mastery experiences on female jazz pupils self efficacy at improbasen |
| topic | self-efficacy jazz improvisation gender peer learning children |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.1066341/full |
| work_keys_str_mv | AT gurogravemjohansen playingjazziswhatshedoestheimpactofpeeridentificationandmasteryexperiencesonfemalejazzpupilsselfefficacyatimprobasen |