The Acculturation Level of Mariachi Instructors/Directors PresentationBy Wendy Martinez Mentor: Dr. Eric J. López New Mexico State University.

The Acculturation Level of The Acculturation Level of Mariachi Instructors/DirectorsMariachi Instructors/Directors

Presentation Presentation

ByBy

Wendy MartinezWendy Martinez

Mentor: Dr. Eric J. LópezMentor: Dr. Eric J. López

New Mexico State UniversityNew Mexico State University

Knowing the acculturation of students in a Knowing the acculturation of students in a school environment is important to assist school environment is important to assist

them in achieving academic success. them in achieving academic success. Knowing the acculturation level of an Knowing the acculturation level of an educator is just as important to obtain educator is just as important to obtain

optimum student achievement. Only a few optimum student achievement. Only a few articles have been written in the area of articles have been written in the area of

education showing interest in the education showing interest in the

acculturation levels of educators.acculturation levels of educators.

The proposal is to obtain demographic The proposal is to obtain demographic information of the Mariachi information of the Mariachi

Instructors/Directors (title/role, gender, race, Instructors/Directors (title/role, gender, race, ethnicity, religion, age, occupation, income ethnicity, religion, age, occupation, income

level etc.) who have attended and participated level etc.) who have attended and participated in a Mariachi conference in the southwestin a Mariachi conference in the southwest. .

In addition, the participants respond to the In addition, the participants respond to the Acculturation Rating Scale for Mexican Acculturation Rating Scale for Mexican

Americans-II (ARSMA-II; Americans-II (ARSMA-II; Cuellar, Arnold, & Cuellar, Arnold, & Maldonado,1995) Maldonado,1995). .

Limited Research on Teachers Limited Research on Teachers Regarding AcculturationRegarding Acculturation

• Japan’s Teacher acculturation: Critical analysis through comparative ethnographic narrative. (Howe, 2005)

• Mariachi Music in the Public Schools: A Coping Strategy for Acculturating Students. (López, 2004).

What is Acculturation?What is Acculturation?((López, Ehly, & Garcia Vázquez, 2002)López, Ehly, & Garcia Vázquez, 2002)

“Acculturation is the process that results in “Acculturation is the process that results in the modification of the culture of a group or the modification of the culture of a group or

an individual as a result of contact with a an individual as a result of contact with a different culture” ( p. 246). different culture” ( p. 246).

What is Mariachi?What is Mariachi?

“(1) a specific type of Mexican musical group or ensemble; (2) an individual musician in a mariachi group (mariachero); (3) an adjective denoting a genre or style related to the mariachi, e.g., mariachi music, mariachi trumpet; (4) a quintessential Mexican folk-derived ensemble and an institution of symbolic Mexican music and culture” (Clark, 1996, ¶ 1). López (2004) also describes stereotypic perceptions of Mariachi being “drunken musicians in the corner of a saloon, with un-tuned instruments and intermittent yells during songs…” (¶ 4).

Mariachi articles most commonly Mariachi articles most commonly available:available:

Kevin Mixon’s (2005) article entitled: Building your instrumental music program found in the Music Educators Journal.

Literature Regarding AcculturationLiterature Regarding Acculturation

Conceptual Model of Acculturation for Conceptual Model of Acculturation for this studythis study

(López, 2003; V(López, 2003; Váázquez,1989)zquez,1989)

• Single Continuum (McFee, 1968)• Single Continuum (McFee, 1968)

Single ContinuumSingle Continuum(McFee, 1968; Padilla, 1980)(McFee, 1968; Padilla, 1980)

Enculturated Bicultural Acculturated(Unacculturated)

Single Continuum Model

EnculturatedEnculturated(López, 2003)(López, 2003)

• Maintaining Native cultural values and traditions.

• May be maintaining and communicating only native language.

BiculturalBicultural(López, 2003)(López, 2003)

• Maintain the native cultural values and beliefs and adopt those of the Dominant culture.

• May or may not be bilingual.

Acculturated to Dominant Acculturated to Dominant CultureCulture

• Adopt the Dominant Cultural Value and belief system.

• May choose to only speak English.

Research Questions for this StudyResearch Questions for this Study

• What is the acculturation level of the Mariachi Instructors/Directors participating in the study?

• What are the demographics of Mariachi Instructors/Directors participating in the study?

Research HypothesisResearch Hypothesis

• Research suggests instructors in America are acculturated, however, the hypothesis for this study is the following:

Mariachi Instructor’s/Director’s are Bicultural, specifically in the ARSMA-II- Level III identified as Slightly Anglo Oriented Bicultural.

Research MethodsResearch Methods

• Instructors/Directors who attended Mariachi Conference in the SW were the participants of this study (N= 13).

• Demographic sheet

• Acculturation Rating Scale for Mexican Americans-II (ARSMA-II; Cuellar, et.al., 1995)

ARSMA-IIARSMA-II

• Authors: Israel Cuellar, Bill Arnold, & Roberto Maldonado (1995).

• Two scales measuring acculturation.– *Scale 1: 30 items measuring Level of

Acculturation– Scale 2: 18 items measuring Type of Acculturation

ARSMA-II ARSMA-II (Cuellar, et.al., 1995)(Cuellar, et.al., 1995)

• The foundation for the acculturation measure is a combination of Matthiason’s (1968) single-continuum Model and from McFee’s (1968) two-culture matrix model.

Acculturation ScoreAcculturation ScoreCuellar, et. al., 1995, p. 284-285Cuellar, et. al., 1995, p. 284-285

• From each participants responses a Anglo Oriented Score (AOS) and Mexican Oriented Score (MOS) will be tabulated.

• AOS = Sum of Responses to Items: 2,4,7,9,10,13,15,16,19,23,25,27, & 30 divided by 13

• MOS = Sum of Responses to Items: 1,3,5,6,8,11,12,14,17,18,20,21,22,24,26,28,29 divided by 17

• Acculturation Score= AOS (mean) - MOS (mean)

ARSMA-IIARSMA-II(Cuellar, et.al., 1995, p. 285)(Cuellar, et.al., 1995, p. 285)

• Level I Very Mexican Oriented– Acculturation Score: < -1.33

• Level II Mexican Oriented to Approximately Balanced Bicultural– Acculturation Score: > -1.33 & < -.07

• Level III Slightly Anglo-Oriented Bicultural– Acculturation Score: > -.07 & < 1.19

• Level IV Strongly Anglo Oriented– Acculturation Score: > 1.19 & < 2.45

• Level V Very Assimilated: Anglicized– Acculturation Score: > 2.45

Psychometric Properties from Norming Psychometric Properties from Norming Sample of ARSMA-IISample of ARSMA-II

(Cuellar, et.al., 1995, p. 288)(Cuellar, et.al., 1995, p. 288)

• Norming Sample N=379• Reliability Information

– Coefficient Alphas• AOS=.83

• MOS=.88

– Test-Retest (1 week)• AOS=.94

• MOS-.96

Psychometric Properties from Psychometric Properties from Norming Sample of ARSMA-IINorming Sample of ARSMA-II

(Cuellar, et.al., 1995, p. 288)(Cuellar, et.al., 1995, p. 288)

• Validity Information– Correlation between ARSMA (Cuellar, Harris

& Jasso, 1980) & ARSMA-II.• r = .89

Results-DemographicsResults-Demographics

Title and RoleTitle and Role

Title    Frequency     Percent     

• 1. Director      7        53.85

• 2. Artistic/Musical Director 2        15.38               

• 3. Manager          1         7.69        4. Mariachi Conference Instructor           1         7.69         

• 5. Conference Coordinator      1         7.69            

6. Mariachi History Lecturer            1         7.69            

Race

• Race     Frequency      Percent

• 1. Hispanic       3        23.08

• 2. Anglo            2        15.38  3. Human           2        15.38   4. White           3        23.08  5. Caucasian           3        23.08            

Type of Mariachi Group/EnsembleType of Mariachi Group/Ensemble

• Type     Frequency Percent      1. Elementary School           1         7.69             

• 2. Middle/Junior High • School           1         7.69             

3. High School           5        38.46             4. University/College           1         7.69             

• 5. Mariachi Festivals 1         7.69             6. Professional and

• all of the above         1         7.69            7. Mariachi Conferences         1         7.69            

• 8. Workshop Director

• and All of the Above           1         7.69            

9. It varies           1         7.69            

Occupation

• Occupation     Frequency     Percent

• 1. Teacher         1         7.69           2. Faculty Associate/Musical Director      1         7.69           3. Mariachi Director            1         7.69           4. Student            1         7.69           5. Professional Musician         1         7.69           6. Educator            1         7.69           7. Musician           2        15.38         8. High School Music Teacher           1         7.69           9. High School Computer Science Teacher      1         7.69    

• 10. Music Teacher          1         7.69           12. Teacher/Musician        1         7.69           13. Musician, Writer, Researcher, Lecturer,

Consultant     1         7.69            

Place of Employment

• Employment     Frequency      Percent      1. Public School Setting (K-12)     7        53.85         2. College/University           1         7.69           3. Student          1         7.69         

4. Walt Disney World Epcot   1         7.69           5. Self-Employed/Freelance           1         7.69           6. Theme Park and Conference

Classes      1         7.69           7. Walt Disney World

Entertainment        1         7.69            

Certification and Licensure

• Certification     Frequency     Percent     

1. Music Education        3        23.08         

2. Secondary Education           4        30.77        3. Business and Industry          1         7.69           4. Sped, B.A. in Music, B.A.

in Spanish           1         7.69           5. Music Education/BM/

MM/Supervision Certificate   1         7.69           6. Music Education/RN           1         7.69           

7. None           2        15.38                                

Income Level

• Income Level    Frequency     Percent  

1. $20,000-$30,000           1         7.69         2. $30,000-$40,000       1         7.69         

3. $40,000-$50,000           1         7.69         4. $50,000-$60,000           3        23.08       5. $60,000-$70,000            1         7.69         

6. $70,000-$80,000            3        23.08        7. $80,000-$90,000           2        15.38  

8. More than $100,000          1         7.69            

Educational Level

• Educational Level     Frequency     Percent

1. 3-4 years of College     3        25.00 2. College Graduate

and Higher           9        75.00

Generational LevelsAs Described by Cuellar, et.al. (1995, p. 296)

• Generational Level     Frequency     Percent    1.1st Generation=You were born in Mexico or other country   1         7.69         2. 2nd Generation=You were born in USA; either parent born in Mexico or other country.         4        30.77      3. 3rd Generation=You were born in USA and all grandparents born in Mexico or other country            1         7.69          4. 4th Generation=You and your parents born in USA and at least one grandparent born in Mexico or other country with remainder born in the USA.            4        30.77  5. 5th Generation=You and your parents born in the USA and all grandparents born in the USA.          3        23.08

Results-Psychometric Properties of Results-Psychometric Properties of ARSMA-II for Current Sample ARSMA-II for Current Sample

Cuellar, et.al. (1995) indicated that the Coefficient Alpha for the AOS=.83 and MOS=.88. For the current sample AOS=.59 and MOS=.94. The Coefficient Alpha for all 30 items together in this study was found to be 0.89. The validity of the instrument was determined in the original norming of the acculturation measure.

Results-Level of AcculturationResults-Level of Acculturation

• The AOS and MOS were tabulated and the means for each score were subtracted resulting in a score of 0.5199. This score corresponds to the cut off scores for the group falling into the Level III identified as Slightly Anglo Oriented Bicultural, which is consistent with the research hypothesis.

Discussion Discussion

- Discussion of Findings and Answers to Research Questions

- Limitations of the Study

- Implications for Future Research

- Implications for Future Practice

Questions????Questions????

ReferencesReferences• Clark, J. (1996), A brief history on the mariachi tradition. Retrieved June 29,

2007 from http://www.sobrino.net/mer/entry_on_the_word_mariachi.htm

• Clark, S. (2005). Mariachi Music as a symbol of Mexican culture in the United States, International Journal of Music Education, 23, 227-237.

• Cuellar, I., Harris, L.C. & Jasso, R. (1980). An acculturation scale for Mexican American normal and clinical populations. Hispanic Journal of Behavioral Sciences, 2,199-217.

• Cuellar, I, Arnold, B & Maldonado, R. (1995). Acculturation rating scale for Mexican Americans-II: A revision of the original ARSMA scale. Hispanic Journal of Behavioral Sciences, 17, 275-304.

• Howe, E.R. (2005, May). Japan’s teacher acculturation: Critical analysis through comparative ethnographic narrative. Journal of Education for Teaching, 31(2), 121-131.

• López, E.J., Ehly, S., & Garcia-Vázquez, E. (2002). Acculturation, social support and academic achievement of Mexican-American students, Psychology in the Schools, 39(2), 245-258.

ReferencesReferences• López, E.J. (2003). Assessing the Multicultural Student. (Available from Eric J. López,

P.O. Box 4165, Las Cruces, NM 88003).

• López, E.J. (2004, November). Mariachi music in the public school: A coping strategy for acculturating students. Academic Exchange Extra. [On-Line Journal]. Available at: http://asstudents.unco.edu/students/AE-Extra/2004/10/Art-2.html [November, 2004].

• Matthiason, C.W. (1968). The acculturation of Mexican-Americans in a Midwestern industry. Unpublished doctoral dissertation, Cornell University, Ithaca, NY.

• Mixon, K., (2005, January). Building your instrumental music program. Music Educators Journal, 9 (1.3), 15-23.

• Padilla, A.M. (1980). The role of cultural awareness and ethnic loyalty. In A.M. Padilla (Ed.) Acculturation: Theory, models and some new findings (pp. 47-84). Boulder, CO: Westview Press.

• Salas, L., López, E.J. & Menchaca-López, E. (2005). Acculturation and its impact on reading instruction. New Mexico Journal of Reading, 25(2), 17-21.

ReferencesReferences

• Vázquez, L.A. (1989). Acculturation, acculturative stress, and coping responses of Mexican American university students: Effects on academic success.

Unpublished Dissertation. The University of Iowa, Iowa City, IA.

• Zehr, M.A. (May/June 2003). Mariachi’s Encore: Mexico’s Traditional Music of Celebration Takes on New Resonances as American Students Tune In. Retrieved on June 30, 2007 from http://www.teachermagazine.org/tm/articles/2003/05/01/07mariachi.h14.html