Research in social work, school counseling and allied disciplines have found evidence of effectiveness for Hip Hop integrated strategies in promoting well-being among youth, with individuals and groups (Alvarez, 2012 Burt, 2020 Ciardiello, 2003 DeCarlo & Hockman, 2004 Donnenwerth, 2012 Gann, 2010 Travis, Rodwin, and Allcorn, 2019b Tyson, 2002). To conclude, I suggest that investigating participant activity on social media platforms as a part of field work can help ethnographers to better connect their impact to the agency and life trajectories of their youth participants. This study’s findings affirm prior studies that suggest late adolescence is an important time frame where children are developing social identities online in affinity spaces but in ways that are tied to civic engagement, self-empowerment, and critical skill development for their future pathways.
I explore participants’ work within social media platforms toward building their creative skill, cultivating a public voice, connecting to mentors, and communicating in ways that strengthens the social bonds within their peer community. Using the narratives of the participants within the program, I draw on participant observation online and in-depth interviews collected to explore the link between the tenets of Connected Learning and digital participation in this artistic community of practice. Using the Connected Learning framework as a conceptual lens, this study utilizes digital ethnographic methods to explore outcomes of a Hip-Hop Based Education program developed to provide music related career pathways for Chicago youth.
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