Study Title: Music education and mentoring as intervention for at-risk urban
adolescents: Their self-perceptions, opinions and attitudes
Study Author: Shields, C.
Publication Details: Journal of Research in Music Education, vol. 49, no. 3, 2001,
pp. 273-287.
Summary:
What did the research aim to do?
This research aimed to investigate the impact of a musical education intervention
(that included mentoring by a music teacher) on the perceptions of a group of
students deemed at-risk in an alternative school for the arts in the United States.
How was the study designed?
Students enrolled in 6th Grade who were identified at-risk by educators at the school
became eligible to participate in one or two musical programs. Of these, only those
who self-selected participated in the study. Two programs, choir and creative
percussion, were offered to at-risk students over a 16-week period. Both programs
had a mixture of at-risk and non at-risk students. 10 at-risk students (out of 18)
participated in the creative percussion program, while 28 at-risk students (out of 57)
participated in the choir. 2 students participated in both. 42% of participants were
girls and 58% were boys. Just over half of the students were African American while
the remaining students were white. In addition to the programs, at-risk students were
mentored by the music teacher. Mentoring involved extra tuition at lunch-time,
support, encouragement, and home visits.
Two main data collection methods were used. Firstly, the Self-Perception Profile for
Children (Harter 1985), was administered to students before and after they
participated in the musical programs. This survey instrument measures 6 domains
(scholastic competence, social acceptance, music competence, physical
appearance, behavioural conduct, and global self-worth). The second data collection
method involved interviews with students and parents after the completion of the
program to explore attitudes and opinions regarding the importance of music and
music education.
What were the findings?
There was no significant difference between pre-test and post-test on five of the six
domains of the Self-Perception Profile for Children. The domain, musical
competence, however, did show a significant increase from pre-test to post-test. A
moderate correlation between self-perceptions of musical competence and global
self-worth was evident at pre-test but a low relationship was evident at post-test.
Responses to interviews with students and parents fell within five key clusters. These
related to school experiences; role and importance of music education; students’
participation in the program/s; teacher as mentor; and practical considerations.
Students noted the best things about school were music, the arts, friends and
teachers, and the worst things were grades, trouble with peers, their own behaviours
and others’ behaviours. Both parents and students indicated the centrality of music in
their lives and its ability to build confidence and esteem. Students and parents were
positive about the choir and creative percussion programs although they recognised
that students’ negative behaviours had the effect of limiting their quality and students’
active participation in them. A related finding was some resentment by the non at-risk
students who were not used to the challenging behaviours demonstrated by the atrisk students during the music lessons. The music teacher needed to deal with the
behaviour problems and to acknowledge that only a limited repertoire would be
achieved because of the considerable time spent on discipline matters during
rehearsals.
What conclusions were drawn from the research?
One of the important findings of this study was that students’ perceptions of their
musical competence increased significantly after participating in the musical
programs, which was not surprising given the nature and focus of the programs.
However, participation in these programs did not significantly affect other domains
such as scholastic competence, behavioural conduct or global self-worth. Musical
competency was related to but not synonymous with global self-worth. The
qualitative aspect of the study revealed the positive view both students and their
parents held about the value of music and music programs in students’ lives.
What are the implications of the study?
The intervention described in this study allowed at-risk students to participate in one
or two musical programs; programs in which they would not normally be included
because of their antisocial behaviour. While many of the findings were positive, some
of the students’ problematic behaviour posed considerable challenges not only for
the music teacher but also the non at-risk students who were not used to the
disruption caused by their at-risk peers. These findings raise a number of
considerations for future programs:
 At-risk students should be given a set of clear expectations about their right to
participate in such programs and also their responsibilities (i.e. appropriate
behaviour).
 In the current example, approximately half of the students who participated in the
programs were at-risk. Such a large proportion of at-risk students participating in
programs of this nature may be an ambitious undertaking; enlisting a smaller
cohort of at-risk students might work more effectively.
 If mentoring is going to be used to support programs such as those described in
the study, a more structured approach to its implementation and evaluation is
required.
Where can interested readers find out more?
Jenlink, C. L. 1993, The Relational Aspects of a School, a Music Program, and Atrisk Student Self-esteem: A Qualitative Sstudy (Doctoral dissertation, University of
Oklahoma), Dissertation Abstracts International, 0524, 9418710.
Hietolahti-Ansten, M. & Kalliopuska, M. 1991, ‘Self esteem and empathy among
children actively involved in music’, Perceptual and Motor Skills, vol. 72, pp. 13641366.
Keywords: music, mentoring, at-risk children, self-perceptions, self esteem