ArticleFrontiers in psychology2026
Gendered role assignment and musical self-efficacy in extracurricular music education: hidden curriculum pathways to inclusion and equity.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Gender-based disparities in musical role assignment and self-efficacy have been documented across educational contexts, yet the association between perceived role allocation and self-evaluative beliefs remains insufficiently specified in extracurricular music settings. Using cross-sectional survey data from 312 university students enrolled in extracurricular music classes, this study examined whether gender schema internalization (GSI) statistically accounted for part of the association between perceived role assignment (PRA) and musical self-efficacy (MSE), and whether this indirect association differed by gender. Female students reported lower perceived role assignment, less equitable teacher and peer climate perceptions, higher gender schema internalization, and lower musical self-efficacy. Bootstrap analyses indicated a significant indirect association from PRA to MSE through GSI [
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