Date of Award
6-15-2024
Document Type
Dissertation in Practice
Degree Name
Ed.D.
Organizational Unit
Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction
First Advisor
Norma Lu Hafenstein
Second Advisor
Paul Michalec
Third Advisor
Brette Garner
Keywords
Critical race theory, Music, Race, Self-efficacy, Undergraduate
Abstract
Students’ identities can impact their self-efficacy, or their confidence in their ability to succeed in producing a desired outcome (Bandura, 1997; Klassen, 2004a; Klassen 2004b; Oettingen, 1995; Usher & Pajares, 2008); however, little peer-reviewed research explores the relationship between racial identity and self-efficacy for undergraduate music majors. In the United States, undergraduate music students of color often navigate educational experiences where they do not find their identities represented in the curricula (Ewell, 2020), their faculty (Higher Education Arts Data Services [HEADS], 2020), or their fellow students (HEADS, 2020).
This convergent mixed methods study utilized the theoretical framework of critical race theory to explore self-perceptions of self-efficacy by undergraduate music majors of different racial identities. Mann-Whitney U tests found that mean rank self-efficacy scores for students of color were higher than White students on 10 out of 11 items on the Self-Efficacy for Musical Learning Questionnaire (Ritchie & Williamon, 2011a), with the differences on Item 9 (potential failure as motivation) being statistically significant. Narrative interviews explored the self-efficacy beliefs and lived experiences of ten undergraduate music majors of color. Despite systemic barriers to self-efficacy, students of color were confident in their ability to succeed in the field of music.
Copyright Date
6-2024
Copyright Statement / License for Reuse
All Rights Reserved.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Rachel E. Lim
Provenance
Received from ProQuest
File Format
application/pdf
Language
English (eng)
Extent
358 pgs
File Size
1.6 MB
Recommended Citation
Lim, Rachel E., "Self-Efficacy and Racial Identity for Undergraduate Music Majors" (2024). Electronic Theses and Dissertations. 2426.
https://digitalcommons.du.edu/etd/2426
Included in
Art Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Higher Education Commons, Music Education Commons, Race, Ethnicity and Post-Colonial Studies Commons