The Professional Self-Concept of Music Students

Abstract

As a result of their study of a medical school, Becker and his associates suggest that students in professional schools acquire only the selfconcept of "student." In contrast, Merton and his associates, in their studies of medical and law schools, propose that students gradually acquire the self-concept of "professional." The issue is important to the theory of adult socialization. Music conservatories afford an excellent test case because music students engage in professional activities while they are still in school. Multivariate analyses of the effects of professional activity and the effects of the music school suggest that both actual professional activity and the professional school itself contribute to the development of a professional selfconcept. But the variables interact. Students who do not engage in "clinical" activities (professional work) do not generally acquire a high self-concept. Much of the effect of the music conservatories is not through direct social contacts with teachers or students. Rather, students acquire musical skills which are the prerequisite for professional work and for symbolic rewards, both of which lead to a professional self-concept.

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