Intersections and conflicts between adolescent boys’ musical possible selves, university study, and parent values

Adolescents require meaningful and achievable musical possible selves to imagine a future that includes music. Previous research has investigated how support tertiary music students in their career identity development; however, adolescents make consequential decisions regarding study intentions secondary school. This article reports on the intersections conflicts between adolescent boys’ selves, university intentions, parent values. Research was conducted at an Australian independent K-12 school using one-on-one semi-structured interviews incorporating “draw tell” artifact elicitation technique with Year 12 parents. Two resonating narratives of boys studying class are presented as means examining developing identities. Findings reveal vulnerability students’ end they re-evaluate role lives. The mothers these two did not highly value careers actively intervened disrupt sons’ selves. proposes development specialized pathway education, enabling parents more informed prospective study, careers, futures.