Date of Award

Summer 7-27-2019

Document Type

Dissertation

Department

Organizational Leadership

First Advisor

Dr. Laurie Goodman

Second Advisor

Dr. Carlos Rodriguez

Third Advisor

Dr. Guadalupe Solis

Abstract

Purpose: The purpose of this qualitative multiple case study, was to explore through the lens of the Characteristic Triad of Resilience: personal disposition, family support and environment, how participation in community-based Quality Mariachi Academies (QMA) in impoverished counties contribute to educational resilience.

Methodology: This qualitative multi-case study explored the lived experience of ten resilient students in the impoverished San Joaquin Valley of Central California, utilizing the Characteristic Triad of Resilience as the framework in the context of Quality Mariachi Academies. Data collected from resilient students was triangulated with data from parents, grandparents and site staff.

Findings: Community-based Quality Mariachi Academies create a safe positive team culture that provide opportunities for personal growth, transferable, marketable and leadership skill that contributed to their educational resilience. Participation in Mariachi contributed to high levels of confidence which contributed to feeling comfortable in public spaces and to participate and ask questions in the classroom. The manifestation of time management in 100% of the core student sample demonstrates an internal locus of control. Other transferable, marketable, leadership skills, i.e. adaptability, evaluation tools, bilingualism were credited directly to participation in QMA. As were communication skills, established friendships and sense of significance and belonging. Structured families and strong family communication were identified in the sample.

Conclusions: Students who participate in community-based Quality Mariachi programing develop numerous transferable skills that contribute to their educational resilience, strengthen personal disposition and family support. The QMA positive team culture promotes growth opportunities that align strongly with social emotional learning. The performance aspects in QMA promote transferable skills that include time management, adaptability, and confidence which transforms shy students into outgoing resilient students. The triad system strengthens the individual legs of the triad, making each leg more supportive.

Recommendations: To increase the number of educationally resilient students, it is recommended to replicate the innovative structure of QMA: increase the number of opportunities for personal growth in safe positive teamwork environments that celebrate a student’s heritage, with a strong community service component, utilize highly qualified staff and offer strong parent networking opportunities.

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