Asian-heritage musicians remain underrepresented in U.S. music pipelines, yet Korean immigrant students are particularly absent from scholarship, often subsumed under pan-Asian categories. To address this gap, this study explored how inclusive K-12 music classroom experiences shaped Korean immigrant students' motivation and decisions to pursue music as a college major, traversing beyond traditional STEM-focused pathways. Using purposeful criterion sampling, six Korean immigrant instrumental majors were interviewed, and data were analyzed using framework analysis guided by the integration of Self-Determination Theory (SDT) and Expectancy-Value Theory (EVT). Three interrelated themes identified a motivational trajectory: (i) Belonging Through Sound - how cultural resonance and peer affirmation satisfied relatedness, fostering attainment value; (ii) Recognition of Musical Self - how mastery experiences strengthened competence, thereby enhancing expectancy for success; and (iii) Agency to Persist - how autonomy-supportive environments allowed students to negotiate cultural expectations and establish the utility value of a music career. The findings suggest that inclusive pedagogy functions as a critical mechanism for talent development, equipping immigrant students with the motivational resilience to navigate the pipeline from classroom participation to professional commitment.
The role of musical education in developing intercultural sensitivity, a key skill in today's globalized world, was examined. Intercultural sensitivity among music students from public universities in South Korea and the United States was compared using the Intercultural Sensitivity Scale (ISS). Survey responses from 300 fourth-year music students in each country were analyzed, and the Mann-Whitney U test was employed to identify statistically significant differences between the groups. The results indicated that US students demonstrated higher levels of intercultural sensitivity, particularly in the areas of engagement, confidence, enjoyment, attentiveness, and respect during intercultural interactions. The findings highlighted the importance of incorporating cultural diversity into music education to better prepare students for global professional and interpersonal environments. Such integration may enhance musicians' ability to navigate different musical genres and appreciate cultural diversity, thereby fostering competencies essential for their future careers. The results further suggested that political and cultural contexts influenced how musicians perceived and accepted cultural differences.
This mixed-methods study investigated preschool preservice teachers' self-efficacy beliefs regarding music education within Bandura's social cognitive theory framework. Using a sequential explanatory design, quantitative data were collected from 100 preservice teachers through the Music Education Self-Efficacy Scale, followed by interviews and observations with 20 participants during their teaching practicum. Quantitative findings indicated moderate levels of music teaching self-efficacy, with female participants reporting significantly higher self-efficacy than males. No significant differences were found based on prior music education or instrument proficiency. Qualitative findings revealed that limited practical music training, distance education experiences, and beliefs about lacking musical talent contributed to lower self-efficacy, whereas prior instrument training and supportive experiences strengthened self-efficacy. Overall, the study concludes that the development of music teaching self-efficacy among preschool preservice teachers is influenced by the reciprocal interaction of personal, behavioural, and environmental factors. The study highlights the importance of practice-oriented music education and opportunities for mastery experiences in strengthening preservice teachers' confidence and competence in teaching music.
