The purpose of this study was to explore, investigate, and describe the culture of a high school men's chorus. The following research questions guided this investigation: (a) How do singers in a men's chorus define their experience? (b) How are their experiences and behavior while participating in a high school men's chorus different or similar from their experiences and behavior in a high school mixed chorus? (c) How are their experiences and behavior while participating in a high school men's chorus different or similar from other nonmusical, all-male activities, such as sports? (d) What bearing, if any, does participation in a men's chorus have on the identities of these young men?The participants in this case study were ten high school men's chorus members, two alumni of the chorus, and their choral music teacher from a suburban school in a Midwestern state. Data sources included individual and focus group interviews, written responses, the researcher's field notes and reflective journal, and other artifacts. The data were analyzed using the constant comparative method, and trustworthiness was ensured by prolonged interaction with participants, data triangulation across multiple sources, member checks, and peer review. The ten themes to emerge were organized into two models according to their specific relationships. The overarching theme of (a) "brotherhood" encompassed three subthemes of (b) support, (c) pride, and (d) camaraderie. A second model was created to illustrate the remaining emergent themes, six of which were grouped into related pairs: (e) strength and sensitivity, (f) teacher authority and student ownership, and (g) work and play. Two remaining themes (h) trust and (j) vulnerability, shared a specific codependent relationship, and theme "repertoire" (k) emerged as the final theme, functioning as central strand or "tightrope" intersecting the other themes. The teacher in this study served as a facilitator and navigator of themes within both models. Participants indicated that singing in the men's choir had impacted their identity in one or more ways, and participants also identified similarities and differences between men's choir and mixed choir environments and between men's choir and all-male sports activities. Interpretations of the data and implications for music education include: (a) Social benefits and camaraderie in tandem with musical excellence can create a rich male chorus experience, (b) Participants view singing as an act of vulnerability and thus require a safe and trusting environment, (c) Teachers may foster an atmosphere of trust and vulnerability by being personally trusting and vulnerable, (d) Participants in male choruses enjoy making excellent music and impressing others, (e) Participants in male choruses may have a broader view of male gender roles--learning to think outside of heterosexual and homosexual male stereotypes, (f) Participants in male choruses may participate more freely in class, as the opposite sex is not present, (g) Men's choir rehearsals may be active and noisy, (h) Quality choral repertoire can provide a context for empowerment, self-discovery, connections, and character development, (j) Teachers may have greater success in teaching male singers when they navigate between strength and sensitivity, teacher autonomy and student ownership, and work and play, (k) Participants respond to invested, supportive teachers and clear structure, and (l) Teachers can establish male choruses that actively and effectively support peer mentoring. Suggestions for future research include examining the benefits of single sex choral experiences for high school students, and how or if the teacher's sex impacts the single sex choral experiences of high school students.
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