The professional values of American undergraduate music majors

Abstract

The purpose of this survey research was to examine undergraduate music majors’ professional identities and values. Participants (N = 277) at nine varied postsecondary institutions reported the value they and their peers and professors would place on various musical honors and careers. The instrument was pilot tested and validated through confirmatory factor analysis. The perceived values of participants’ social influences explained 44% of the participants’ value for awards and 65% of their value for careers. Consistent with prior research, students of all majors rated performance awards and careers the highest and careers as general music teachers and music scholars the lowest. Value differences with applied instructors predicted lower enjoyment of music school. Findings also highlighted how gender, race/ethnicity, and year in music school interacted with social influences to affect participants’ attitudes and aspirations.