Date

9-17-2026

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

John Wilkerson

Keywords

Mentorship, Urban Education, African American Students, Band Programs, Music Education, Student Belonging, Cultural Affirmation, Leadership Development, Advocacy, Resilience

Disciplines

Music

Abstract

Underprivileged urban African American students who participate in band programs benefit from transformative mentorship within a culturally relevant support system. By providing access to environmental resources and equitable opportunities, mentors play a critical role in promoting academic achievement, social-emotional growth, and cultural pride. This study investigates the impact of mentorship on student outcomes in urban settings, highlights distinctive African American experiences, identifies structural barriers, and proposes relationship-based strategies to advance educational equity through culturally responsive support. Data will be collected through surveys, interviews, observations, and thematic analysis, with a specific focus on current band directors. The findings will contribute to the theoretical understanding of culturally responsive mentorship practices that empower African American students in band programs. Mentorship is examined as a means to foster inclusivity in music education methods and policies, while also enhancing academic performance and personal development among urban music students. Examining shared cultural backgrounds and experiences between mentors and mentees can strengthen trust and relatability, thereby supporting student development by emphasizing mentorship roles that actively assist African American students. This approach addresses systemic barriers to access and provides practical recommendations for overcoming them. Both mentorship opportunities and the present research aim to promote a more inclusive and equitable landscape in music education.

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