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.
","abstract_html":"<p>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).</p> <p>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 <em>U</em> 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.</p>","abstract_has_math":false,"creators":["Lim, Rachel E."],"institution":null,"degree_name":"Ed.D.","degree_level":"Dissertation in Practice","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Norma Lu Hafenstein","Paul Michalec","Brette Garner"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-06-15T07:00:00Z","date_published":"2024-06-15T07:00:00Z","updated_at":"2026-07-24T02:01:48Z","subjects":["Critical race theory","Music","Race","Self-efficacy","Undergraduate","Art Education","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Higher Education","Music Education","Race, Ethnicity and Post-Colonial Studies"],"languages":["English (eng)"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
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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.
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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.
"],"dc:format":["application/pdf"],"dc:identifier":["https://digitalcommons.du.edu/etd/2426"],"dc:language":["English (eng)"],"dc:rights":["Copyright is held by the author. User is responsible for all copyright compliance.
"],"dc:subject":["Critical race theory","Music","Race","Self-efficacy","Undergraduate","Art Education","Curriculum and Instruction","Curriculum and Social Inquiry","Education","Higher Education","Music Education","Race, Ethnicity and Post-Colonial Studies"],"dc:title":["Self-Efficacy and Racial Identity for Undergraduate Music Majors"],"thesis:degree_level":["Dissertation in Practice"],"thesis:degree_name":["Ed.D."]},"updated_at":"2026-07-24T02:01:48Z"}