Term of Award

Fall 2016

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (restricted to Georgia Southern)


Department of Curriculum, Foundations, and Reading

Committee Chair

Kymberly Harris

Committee Member 1

John Weaver

Committee Member 2

Meca Williams-Johnson

Committee Member 3

Joshua Murfree


Research examining the persuasive powers contained within hip-hop is critical to the understanding of how black male adolescents understand and display masculinity. Many black males have embraced the hip-hop culture, with its bravado, swagger, and style, however, many experts contend that it is this involvement with hip-hop that leads to anti-social behavior and poor academic performance. Using Possible Selves theory as a theoretical framework, this study provides a praxis in which to understand in what ways black male adolescents use, and more importantly, do not use commercialized hip-hop in crafting their masculine identities. Additionally, this study will fill the gap in research by qualitatively analyzing the opinions of black male adolescents, from varying backgrounds, regarding commercialized hip-hop and its influence academics as well as on their definition and development of possible selves. Using a basic qualitative research design, five adolescent black males between the ages of 11-14 participated in structured and unstructured interviews as well as a focus group. Their responses in these settings were audio recorded and transcribed. Codes and themes from the transcribed data were developed using a four-step method described by Krueger & Casey (2015). Findings suggest that although the participants in this study self-identified as being heavily immersed in the hip-hop culture, hip-hop culture did not significantly influence their beliefs on masculinity, academics, or their possible selves.

Research Data and Supplementary Material


Available for download on Saturday, November 06, 2021