Chapter 4 The Relationship Between Academic Self-Concept and Career Self-Efficacy Among African-American Males in STEM Disciplines at Two Historically Black Colleges and Universities: An Exploratory Study

Flowers, Lamont A.; Moore, James L.; Flowers, Lawrence O.; Clarke, Morris J.

doi:10.1108/s1479-3644(2011)0000011008

Cited by 7 publications

(10 citation statements)

References 27 publications

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“…22–23). Pre-existing theories used previously in the jazz and gender context (Wehr-Flowers, 2007) were utilized for this directed content analysis (Hsieh & Shannon, 2005; Mayring, 2000) that serves to substantiate and expand on previous theoretical frameworks. The data extracted for this study came from a total of 12 pages of text from the journal Jazz Changes , specifically Spring, 1995 (pp.…”

Section: Methodsmentioning

confidence: 99%

“…However, other researchers have suggested that context has a significant effect on the experiences of participants in music (MacDonald & Wilson, 2006; Sloboda, 2010), and some have reported a purposeful attempt to have a more equal gender representation in their studies (Gibson, 2006; Macdonald & Wilson, 2006). Differing experiences in jazz by males and females have emerged in studies when a more equal representation of males and females was achieved (Macdonald & Wilson, 2006; Wehr-Flowers 2006, 2007).…”

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confidence: 99%

“…These studies have generally examined psychological variables that are skill-specific including vocal jazz improvisation ability, knowledge to become a good improviser (Madura, 1999), and high school instrumentalists’ jazz improvisation skills (Bash, 1984; Hores 1977; McDaniel, 1974). Differences between males and females related to jazz and jazz improvisation become apparent on social-psychological variables such as (a) confidence, anxiety, and attitude (Wehr-Flowers, 2006); (b) physiological states including anxiety; (c) social persuasions including perception of social climate and peer social support; and (d) motivational processes including locus of control, skepticism, and self-efficacy (Wehr-Flowers, 2007). McKeage (2004) found that while both males and females indicated a lack of time as a primary reason for withdrawing from jazz study, women identified additional issues, including a need to focus on classical playing, feeling more comfortable in traditional ensembles than in jazz ensembles, and an inability to tie jazz participation to their career goals.…”

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confidence: 99%

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Understanding the experiences of women in jazz: A suggested model

Wehr

2016

International Journal of Music Education

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Jazz has long been recognized as a male-dominated field, with females traditionally having only limited acceptance, often in the roles of singer and pianist. Researchers have explored sources of the gender imbalance in the field of jazz and jazz education, but there is no theory or framework to organize such findings. This directed content analysis of the journal Jazz Changes, the official magazine of the International Association of Schools of Jazz published from 1994 to 2000, analyzed published answers to the following question posited by the journal editors, “Women in Jazz: Why aren’t there more women in jazz education?” Analysis suggests a model including three social-psychological theories to describe the female experience in jazz. The theories include Rosabeth Kanter’s theory of tokenism, which describes a learning environment that females might perceive or experience in jazz; Claude Steele and Joshua Aronson’s theory of stereotype threat, which offers insight into why female musicians might make a choice to not participate, or discontinue participation, in the jazz idiom; and Albert Bandura’s theory of self-efficacy, which is offered as a possible guide to providing instruction in jazz that fosters female participation. These theories are offered together as a model framework for future study of both historical and present experiences in gender and jazz.

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Section: Methodsmentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

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Understanding the experiences of women in jazz: A suggested model

Wehr

2016

International Journal of Music Education

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“…Researchers have used a variety of approaches to measure self-efficacy in music. They have developed their own questions to elicit self-efficacy beliefs (McCormick & McPherson, 2003; McPherson & McCormick, 2000, 2006), modified items in existing scales to reflect the subject of music (Martin, 2012; Nielsen, 2004; Ritchie & Williamon, 2011), and combined original questions with those from preexisting scales (Hendricks, 2009; Wehr-Flowers, 2007). In most studies, researchers measured self-efficacy as a single composite construct immediately before a performance.…”

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confidence: 99%

“…They have been constructed to measure the composite construct of self-efficacy for science (Aydin & Uzuntiryaki, 2009; Dalgety, Coll, & Jones, 2003), mathematics (Betz & Hackett, 1983), and writing (Pajares, 2007). Scales also have been created to measure the four sources of self-efficacy for academics (Usher & Pajares, 2006), mathematics (Lent, Lopez, & Bieschke, 1991; Lopez & Lent, 1992; Matsui, Matsui, & Ohnishi, 1990; Usher & Pajares, 2009), jazz music performance (Wehr-Flowers, 2007), and orchestra performance (Hendricks, 2009). The MPSES was designed to measure these same sources of self-efficacy for music performance among band, chorus, and string orchestra students at the secondary school level (i.e., Grades 6 to 12, or approximate ages 11 to 18).…”

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confidence: 99%

Measuring the Sources of Self-Efficacy Among Secondary School Music Students

Zelenak

2014

Journal of Research in Music Education

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The purpose of this study was to investigate the four sources of self-efficacy in music performance and examine responses from the Music Performance Self-Efficacy Scale (MPSES). Participants (N = 290) were middle and high school music students from 10 schools in two regions of the United States. Questions included the following:(1) How much influence does each source have on self-efficacy? (2) Are there differences among band, chorus, and string students? (3) Are there differences between middle and high school students? (4) Does music aptitude predict selfefficacy, and (5) Does evidence support the MPSES as a valid and reliable scale? Results indicated that mastery experience exerted the strongest influence, no differences were found among ensemble types or grade levels, and music aptitude scores predicted modest increases in self-efficacy, β = .16 (.07). Examination of test content, response process, internal structure, and relationships with other variables provided evidence of validity, while internal consistency and test-retest values provided evidence of reliability. Recommendations for further research included examining the development of self-efficacy at different ages, measuring the relationships between the sources of self-efficacy and music achievement, and using the MPSES to assist in the investigations of other psychological constructs, such as self-identity and motivation.

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Predicting the quality of Black women collegians’ relationships with faculty at a public historically Black university.

Williams

Johnson

2019

Journal of Diversity in Higher Education

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Using data from the National Survey of Student Engagement, multivariate analyses were conducted to examine the impact of effective teaching practices and student–faculty interactions on perceptions of faculty relationship quality for Black women collegians at a public historically Black university. Using a conceptual framework that integrates Tinto’s (1993) interactionalist theory of college student departure, Astin’s (1993) student involvement theory, and Weidman’s (1989) undergraduate socialization model, the final regression model explained 56% of the variance in faculty relationship quality. Significant predictors included faculty feedback, course-related conversations outside of class, and discussions around academic performance. We close with implications for policy, praxis, and future investigations.

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Chapter 4 The Relationship Between Academic Self-Concept and Career Self-Efficacy Among African-American Males in STEM Disciplines at Two Historically Black Colleges and Universities: An Exploratory Study

Cited by 7 publications

References 27 publications

Understanding the experiences of women in jazz: A suggested model

Understanding the experiences of women in jazz: A suggested model

Measuring the Sources of Self-Efficacy Among Secondary School Music Students

Predicting the quality of Black women collegians’ relationships with faculty at a public historically Black university.

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