DOI: 10.5061/dryad.8cz8w9h21
title: Voices from the field cultural capital transformation issues for dance practitioners

description: Data Collection Dance practitioners are a group in urgent need of
 attention. Reviewing the literature, there are problems in the
 professional status of dance practitioners. These include low and unstable
 financial income, limited professional development, multiple pressures and
 role conflicts faced by practitioners, social class and social acceptance,
 and the wider impact on the discipline of dance. As the core group that
 promotes the development of the professional field of dance, the
 contribution and return of dance practitioners do not match, which will
 largely frustrate the career expectations and sense of achievement of
 dance practitioners, leading to job burnout. This will not only lead to
 the loss of talent within the industry, but also affect the current and
 future development of the professional field of dance. Through induction,
 this study conducted semi-structured interviews with 10 qualified dance
 practitioners in Chinese universities, compared the cultural capital
 accumulated by dance practitioners in the early stage with the actual
 economic and social capital in the later stage, and investigated the
 status quo of cultural capital transformation of dance practitioners.
 Second, what challenges or obstacles do dance practitioners face in the
 transformation of cultural capital? And why they were able to hold on to
 their dance careers in the face of difficulties. Through the exploration
 of these stories, it can be seen that the transformation of cultural
 capital accumulated by dance practitioners into economic capital is
 difficult, and the transformation into social capital is more significant.
 Dance practitioners' love for dance and spiritual values are the main
 motivators that help them overcome challenges and obstacles. They now face
 the dual challenges of physical and mental health and job burnout. This
 study considers implications for future research and practical
 applications and hopes to provide a call for concern for the health and
 safety of dance practitioners, as well as relevant supporting materials.
description: Data Collection The teacher interviews were
 focused on June to July 2024. A semi-structured interview was conducted
 with each participant in a library discussion room at the University of
 Edinburgh, UK. Due to geographic and temporal differences, all interviews
 were conducted online through Teams, and the timing of the interviews was
 random, referencing the time of the participants. Each interview lasts 45
 to 60 minutes. In order to make the interview more smooth, each
 participant has access to interview questions in advance. Before each
 participant was interviewed, during the interview, there were videotaped
 video recordings and audio interview scripts, and the key points
 emphasized by the interviewer to the participant were marked and recorded.
 The semi-structured interviews in this study include four themes: (1)
 cultural capital accumulation; (2) The transformation of cultural capital
 into economic and social capital; (3) Challenges faced and coping
 strategies; (4) Reasons and prospects for persistence. The purpose of the
 interview is to understand whether the cultural capital of dance
 practitioners (college dance teachers) such as dance professional
 knowledge, academic background, accumulated professional certificates and
 honors can be transformed into actual economic and social capital; As well
 as the actual performance and some challenges and obstacles in the
 transformation process; In the face of difficulties and pressure, I chose
 to stick to my dance career. During the interview, I asked the
 participants 23 questions, including open questions, closed questions and
 leading questions. After the participant described specific events and
 feelings during the interview, the interviewer would again summarize what
 the participant had said in a general way, such as: "This is.........
 ? What are you trying to say?" "So you think......" Ensure
 data accuracy. In addition, interviewers focus primarily on open-ended
 questions. When the intervieee is unable to continue to answer in-depth
 questions, the interviewer will guide to a certain extent, reducing the
 deliberate guidance and intervention of the interviewer. For example,
 "What did you just share...... Can you tell me more?" Based on
 your personal experience, what do you think is the cause of...... While
 it's helpful to have a basic interview guide, it's also
 important for interviewers to "actively listen and move the interview
 forward as much as possible by building on what the participants have
 already begun to share" (Seidman, 2013). All participants' data
 is kept in onedrive's university account and can only be shared
 between the author and the tutor. All data will be destroyed within 30
 days of the completion of the paper. Data
 Analysis  In my data analysis, I used the thematic
 analysis approach. Thematic analysis is a method of identifying and
 recording relevant patterns in methodological data that, despite multiple
 approaches, often follows the process from coding data to reporting and
 discussing analytical topics. By extracting statements from large amounts
 of qualitative data, thematic analysis can enable data analysis to become
 coherent and transparent to the reader, and thus can strongly support data
 analysis. Theme analysis consists of six steps: familiarization with the
 data, preliminary coding, finding topics, reviewing topics, defining and
 naming topics, and finally writing a report (Braun & Clarke, 2006;
 Miles & Huberman). Each participant interviews were audio-recorded
 and transcribed. First, I read the data of each participant and paid
 special attention to the exclusivity of the data during the second level
 of coding. To facilitate preliminary coding, interviews irrelevant to the
 study question were excluded, and single sentences were collated into
 complete paragraphs to match each interview question. Merriam (2009)
 believes that coding is the process of the researcher reading the data,
 noting interesting, potentially relevant or important parts, and
 conducting conversations, questions and comments with the data. In this
 study, I adopted open coding, which implies maintaining an open mind
 during coding. In the first level coding, I directly coded the
 participants' statements, marking the original data paragraphs or
 sentences that fully fit the research question; in the second level
 coding, I read the complete data and summarize words and phrases next to
 the text (Merriam, 2009). Merriam (2009) mentioned that "data
 analysis is a complex process involving repeated switching between
 concrete data and abstract concepts, between inductive and deductive
 reasoning, and between description and interpretation" (p.176).
 Therefore, I moved back and forth between data fragments, descriptions,
 and interpretations, looking for common clues to these themes (Fraser,
 2004). Due to the open encoding of the data content, 53 secondary codes
 were generated, which posed challenges for my subsequent topic definition
 and naming. By analyzing the common clues of these contents, I continue to
 summarize the secondary coding into seven tertiary coding themes that can
 directly answer, define and name the research questions. Four-level coding
 corresponds to the four questions in this study, each corresponding to the
 three-level coding topic and answering the four questions of the study
 .
description: # Voices from the field cultural capital transformation issues for dance
 practitioners
 [https://doi.org/10.5061/dryad.8cz8w9h21](https://doi.org/10.5061/dryad.8cz8w9h21) ### Semi-structured interview analysis data：Open Source data I have submitted the Thematic Analysis encodes level 3-4 analysis data（Thematic_analysis-_Code3-4.zip）. ### **Description：** File name: Thematic_analysis-_Code3-4.zip data  **1.Overview of data set** This dataset mainly focuses on the investment status of dance practitioners in the early stage of cultural capital accumulation, the transformation status from cultural capital to economic capital and social capital, as well as the current obstacles and challenges. The dataset was presented as an Excel table containing multiple study questions and corresponding participant responses. **2. Data structure and content** 2.1 Research Questions: • How well do dance practitioners invest in the early stages of cultural capital accumulation? • How can dance practitioners transform cultural capital into economic capital? • How can dance practitioners transform cultural capital into social capital? • What are the current barriers and challenges facing dance practitioners? • What made you choose a career in dance and stick with it in the face of challenges and difficulties? 2.2 Data structure: • The dataset contains multiple worksheets, each corresponding to a research question. • The first action of each worksheet is the header row, which defines the meaning of each column. • Each column of data represents different participants and their responses to corresponding questions. 2.3 Data content: • Investment status in the early stages of cultural capital accumulation: Include time cost inputs (such as age to start learning dance, Dance learning and working years, daily learning and training time, morning and evening extra training, attitude of continuous hard training until work), energy and mental cost input (such as considering professional courses and cultural courses at the same time, professional course pressure, cultural course pressure, the challenge of combining professional courses and cultural courses, whether to study at least 4 professional courses, master's degree requirements, The difficulty of obtaining a master's degree, etc.), and the cost of physical and mental health (such as whether or not you have been injured, multiple injuries, sequelae of injury, negative emotional effects after injury, etc.). • The transformation of cultural capital into economic capital: It includes the satisfaction with current economic income, the impact of cultural capital on the smooth degree of employment, the contribution of cultural capital to economic income, whether cultural capital can increase income, the sense of psychological gap in economic income, economic pressure, increasing income through part-time work, increasing income by starting a business, improving income year by year, wage difference of work unit, right The importance of mental feedback and practical financial feedback. • The transformation of cultural capital into social capital: including professional title evaluation, further education opportunities, additional job opportunities, recognition of professional skills, job search privileges, access to quality network resources, access to professional advice and guidance, etc. • Current obstacles and challenges: including financial pressures, student employment concerns, student quality, teacher-student relationships, superior attitudes and decision-making, teaching bottlenecks, high-pressure environments and overwork, interpersonal relationships, maladjustment from student to teacher role transition, job burnout, negative physical and mental health effects, need for external support when facing challenges, lack of workplace support, etc. • Reasons for choosing a dance career and motivation to stick to it: including love of dance, spiritual values, aesthetic improvement, cultivating strong character, support from classmates and teachers, positive feedback, etc. **3. Interpretation of data variables** • Time cost input: including the age of starting to learn dance, dance learning and working years, daily learning and training hours, etc., reflecting the degree of time investment of dance practitioners. • Energy and mental cost input: including the consideration of professional courses and cultural courses at the same time, the pressure and challenge of professional courses and cultural courses, whether to learn at least 4 professional courses, etc., reflecting the degree of energy and mental investment of dance practitioners. • Physical and mental health cost input: including whether injured, multiple injuries, injury sequelae, negative emotional impact after injury, etc., reflecting the investment and risk of dance practitioners in physical and mental health. • Economic capital transformation: including the satisfaction with current economic income, the contribution of cultural capital to employment and economic income, etc., reflecting the transformation of cultural capital into economic capital by dance practitioners. • Social capital transformation: including professional title evaluation, additional job opportunities, access to high-quality network resources, etc., reflecting the situation of dance practitioners transforming cultural capital into social capital. Barriers and challenges: Financial pressures, student employment concerns, teaching bottlenecks, high-pressure environments and overwork reflect the main obstacles and challenges facing dance practitioners today. • Reasons for choosing a dance career: including love for dance, spiritual value, aesthetic enhancement, etc., reflect the main motivation of dance practitioners to choose a dance career. **4. Precautions** • An "n/a" in the data set indicates that valid data cannot be obtained from participant interviews. • A "null" in the data set indicates that the participant has not mentioned or has no relevant data. • When working with data sets, make sure you understand the meaning and units of each variable and do appropriate pre-processing and analysis as needed. **5. Suggestions for data use** • For users who are new to the field, it is recommended to first read this README file to understand the basic structure and content of the dataset. • When conducting data analysis, it is recommended to combine research questions and background knowledge to make reasonable interpretation and interpretation of data. • When using datasets for academic research or publication, be sure to identify the source of the data and cite this README file. **6. Contact information** If you have any questions or need more information, please contact the author at bayleehan@999outlook.com and we will do our best to help and support you.