{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/120102"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/120102","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Rap and critical consciousness: Cultural relevancy for social-emotional functioning","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","abstract_has_math":false,"creators":["Schwartz, Jonathon"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Windsor, Liliane","Roegman, Rachel","Flores, Osly","Herrmann, Mary Beth"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-05","date_published":"2023-05","updated_at":"2026-07-22T22:24:56Z","subjects":["Social-emotional Functioning","Critical Consciousness","Students Of Color","High School","Social-emotional Learning"],"languages":["en","eng"],"rights":["Copyright 2023 Jonathon Schwartz"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/120102","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Windsor, Liliane","Roegman, Rachel","Flores, Osly","Herrmann, Mary Beth"]},{"key":"dc:creator","label":"Author","values":["Schwartz, Jonathon"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023-05","2023-04-25"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Social-emotional Functioning","Critical Consciousness","Students Of Color","High School","Social-emotional Learning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2023 Jonathon Schwartz"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/120102"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","The student, Jonathon Schwartz, accepted the attached license on 2023-04-25 at 10:43.","The student, Jonathon Schwartz, submitted this Dissertation for approval on 2023-04-25 at 11:14.","This Dissertation was approved for publication on 2023-04-25 at 15:00.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19163 on 2023-09-01 at 16:55:30","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."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Rap and critical consciousness: Cultural relevancy for social-emotional functioning"]}]}],"canonical_facts":{"dc:contributor":["Windsor, Liliane","Roegman, Rachel","Flores, Osly","Herrmann, Mary Beth"],"dc:creator":["Schwartz, Jonathon"],"dc:date":["2023-05","2023-04-25"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2023-09-01 without embargo terms","The student, Jonathon Schwartz, accepted the attached license on 2023-04-25 at 10:43.","The student, Jonathon Schwartz, submitted this Dissertation for approval on 2023-04-25 at 11:14.","This Dissertation was approved for publication on 2023-04-25 at 15:00.","DSpace SAF Submission Ingestion Package generated from Vireo submission #19163 on 2023-09-01 at 16:55:30","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."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/120102"],"dc:language":["en","eng"],"dc:rights":["Copyright 2023 Jonathon Schwartz"],"dc:subject":["Social-emotional Functioning","Critical Consciousness","Students Of Color","High School","Social-emotional Learning"],"dc:title":["Rap and critical consciousness: Cultural relevancy for social-emotional functioning"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:56Z"}