Rap and critical consciousness: Cultural relevancy for social-emotional functioning

Researchers have found positive associations between the implementation of critical consciousness (Godfrey et al., 2019; Heberle & Carter, 2020) and social-emotional learning (SEL) in school and student development (Garland et al., 2005). Though this is known, there is a gap between utilization (Garland et al., 2005) and unclarity in terms of specific features that augment SEL effectiveness for Students of Color compared to their White counterparts (Gregory et al., 2021). This is evident for high school Students of Color (Dowling et al., 2019) and it highlights inequity related to SEL service delivery. The purpose of the exploratory action research study was to determine how a culturally relevant SEL intervention using rap music with subject matter related to critical consciousness influences social-emotional functioning for Students of Color. Since many rap songs encompass elements of critical consciousness and social-emotional functioning, specific rap songs were chosen as the medium for exploration of the research. A culturally relevant SEL intervention was created to analyze the influence of these rap songs on participants’ social-emotional functioning. This study took form as a critical action research project and data was collected from one-on-one interviews, observational data, and reflection notes. Findings showed that utilizing rap music within an SEL intervention positively influenced students social-emotional functioning by increasing the ability to critically analyze and facilitating self and social awareness. In addition, participants self-reported they were able to engage more in school. Findings also show that utilizing a culturally responsive intervention must be done in a manner that facilitates participants’ willingness to give critical feedback and facilitators’ willingness to receive such feedback. Implications of the study suggest mental health practitioners in high schools can utilize rap music with subject matter related to critical consciousness to deliver a culturally relevant SEL intervention. Doing so can positively influence social-emotional functioning for Students of Color.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educ Policy, Orgzn & Leadrshp

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2023

Author dc:creator

• Schwartz, Jonathon

Contributors dc:contributor

• Windsor, Liliane
• Roegman, Rachel
• Flores, Osly
• Herrmann, Mary Beth

• Social-emotional Functioning
• Critical Consciousness
• Students Of Color
• High School
• Social-emotional Learning

Statement dc:rights

• Copyright 2023 Jonathon Schwartz

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/120102

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F120102