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Music Education and Mentoring as Intervention for At-Risk Urban Adolescents: Their Self-Perceptions, Opinions, and Attitudes
Christina Shields
Millikin University

This study describes the role and importance of music education as intervention for at-risk urban adolescents through participation in performance groups while receiving mentoring.
Students' self-perceptions over six domains, including musical competency, were measured by scales administered pretest and posttest. Opinions and attitudes of students were gathered in structured interviews and coded for themes. Results showed a significant increase in the students' self-perception of musical competence. A change from a moderate positive relationship to a low positive relationship between perceived musical competency and global self-worth indicated that musical participation in students' lives was domain-specific, related to global self-worth, but not synonymous with it.
Students ranking music as important in their lives increased from 76% to 82% over the course of the study. Interviews resulting in 101 themes provided evidence of the importance and role of music, music education, and the music teacher as mentor in the students' lives.

Journal of Research in Music Education, Vol. 49, No. 3, 273-286 (2001)
DOI: 10.2307/3345712

Music Education and Mentoring as Intervention for At-Risk Urban Adolescents: Their Self-Perceptions, Opinions, and Attitudes -- Shields 49 (3): 273 -- Journal of Research in Music Education

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