CALIFORNIA STATE UNIVERSITY, NORTHRIDGE Does Listening to Hip Hop Music Decrease Stress Levels Amongst Transitional Age Youth Of

Home , Ice Cream Paint Job, No Role Modelz, One Mic, Oochie Wally, Ty Dolla Sign, Where the Party At

CALIFORNIA STATE UNIVERSITY, NORTHRIDGE

Does Listening to Hip Hop Music Decrease Stress Levels Amongst Transitional Age Youth of Color?

A graduate project submitted in partial fulfillment of the requirements

For the degree of Master of Social Work

Erika Jacome

May 2017 The graduate project of Erika Jacome is approved:

______Dr. Allen Lipscomb Date

______Dr. Eli Bartle Date

______Dr. Jodi Brown, Chair Date

California State University, Northridge

ii Acknowledgement

I would like to thank California State University, Northridge/ Tseng College for its continuous support throughout my journey in obtaining a Master of Social Work. The program has not only provided an opportunity for educational and career growth, but an opportunity for self growth and encouragement. A special thanks to Dr. Allen Lipscomb and Dr. Jodi Brown for inspiring and believing that there is no goal that cannot be met. Their professionalism, guidance, consistency, and reliability have inspired me to reach for the stars and never give up.

I would also like to give a special thanks to those youth who have inspired me to believe that there is no bigger sense of pride than to believe in someone, even if they don’t believe in themselves. Their kind words, hope, and faith will live throughout my career.

Lastly, to those loved family members, friends, and esteemed colleagues whose patience, commitment, and encouragement will not be forgotten.

Thank you all for your kind support!

iii Table of Contents

Signature Page ii

Acknowledgment iii

Abstract v

Introduction 1

Method 8

Findings 13

Discussion 15

References 18

Appendix A: Flyer 21 Appendix B: PSS Pre-Test Stress Scale 22 Appendix C: PSS Post-Test Stress Scale 23 Appendix D: Music Playlist 24 Appendix E: Consent Form 26

iv Abstract

Does Listening to Hip-Hop Music Decrease Stress Levels Amongst Transitional Age Youth of Color?

Erika Jacome

Master of Social Work

Purpose: To explore the utilization of hip-hop music as a tool to relieve stress amongst transitional age youth (TAY) of color between the ages of 18-25. Youth who fall into the category “transitional age youth” were identified to have a history of being in the foster care or juvenile justice system at some point during their lives. The research was a quantitative study focusing on hip-hop music as a strength-based tool which can be utilized by transitional age youth of color who express feeling high stress levels in their everyday lives. Methods: The researcher utilized snowball sampling from a social media post to recruit participants. The study lasted a total of 5 days where Days 1 and 5 consisted of administering a 10-question pre and post-test that measured perceived stress in the week before the intervention and in the week during the intervention. During Days

2, 3, and 4, participants listened to hip-hop music (intervention) as their only source of music. Results: The results indicated that listening to hip-hop music during participants’ most stressful weekdays decreases their stress levels significantly. Discussion: The findings in this study were congruent with the literature on the benefits that music has as a stress coping tool. Furthermore, utilizing one of the most popular genres of music (hip- hop) amongst today’s youth was found to be both beneficial and appealing to transitional

v age youth of color. More specifically, using hip-hop music in a strength-based perspective allowed transitional age youth of color to use a new coping tool.

Introduction

Music is an essential part of human life and is both versatile as well as universal. It is used as a form of human expression and is often designed to interpret a thought, feeling, or tell a story in a form in which people can relate.

Music has and will continuously evolve currently reaching to more than 1,200 different genres (Linnemann, Ditzen, Strahler, Doerr, & Nater, 2015). As young adults experience a variety of situational dilemmas in their young adulthood, they seek music that understands and is easily relatable to them. Different genres such as Hip-Hop and Rap are popular amongst young adults because the content is often very real to the life experiences young adults have.

The current research study explored the effects that listening to Hip-Hop music has on stress levels of transitional age youth of color. “Transitional age youth of color” are categorized as youth of color who have a history of being in the foster care or juvenile justice system. The objective of the study was to obtain a better understanding of Hip-

Hop music as it relates to relieving/alleviating stress levels amongst transitional age youth of color. Specifically, the study sought to answer the question: Does listening to hip-hop reduce stress levels amongst transitional age youth of color? Since the existing research already suggests that there is a relationship between music and stress, the researcher took a closer look at the effects it may have on transitional age youth of color since there is minimal research studying the relationship that music has on stress levels of this vulnerable population.

Literature Review

Transitional Age Youth

Transitional Aged Youth (TAY) are individuals between the ages of 16 –

25, who at some point in their lives, have been in either the foster care or the juvenile justice system. TAY are transitioning from adolescence into young adulthood. Since these youths are transitioning from adolescence into young adulthood, they often have distinct needs and are often faced with challenges or changes, which they are often unprepared for. TAY are not just transitioning from foster care, but are also youth who are in transition from state custody

(Juvenile Justice System) and are considered “at-risk”. Once they turn 18 they can no longer receive assistance from the systems of care that previously provided for many of their needs. This complex population is expected to make complex decisions about their lives in regards to personal relationships, employment, health care, housing, education and finances (Pecora et al., 2006).

However, TAY have limited resources and struggle with issues such as substance abuse disorders, homelessness, aging out of the children’s mental health, child welfare, juvenile justice systems, or experiencing their first episode of major mental illness (Pecora et al., 2006). Youth transitioning out of foster care and state custody experience multiple risk factors and difficulties including: school failure, employment, obtaining medical care, housing, homelessness, violence, teen parenthood, and high rates of involvement with the criminal justice system

(Montgomery, Donkoh, & Underhill, 2006). Such risk factors and difficulties cause high levels of anxiety and stress amongst TAY (Montgomery et al., 2006).

Due to limited resources, it is often difficult for both foster youth and youth in the juvenile justice system to receive services that will meet their mental health needs and this difficulty contributes to high levels of stress (Jamieson & Mendes,

2016). Often, when those youth are able to find services, they tend to be short- term due to many factors such as not enough agency funds, the youth moving constantly, and termination of services by youth themselves (Jamieson et al.,

2016).

Stress

Stress is defined as “the result produced when a structure, system, or organism is acted on by forces that disrupt equilibrium or produce strain” (Thomas, 1997, p. 2249).

Stress will automatically send signals to the body, which will then begin to prepare for a physical threat. When encountered with stress, the body responds rapidly by releasing hormones such as cortisol and adrenaline. At this point, the body will go into the “fight or flight” response, which releases hormones that provide an extra boost of strength and endurance by raising heart rate, blood pressure and metabolic rate to prepare the body for optimal performance (Clements-Cortes, 2011). Most modern day stressors do not require such a dramatic response, but the same hormones are nevertheless released into the body as a natural reaction. The long-term presence of these hormones can permanently damage health by altering physiological processes (Radziewicz, 2001). An online Stress in

America Survey conducted by Harris Interactives found that the majority of adult

Americans are living with moderate to severe stress levels caused by various extraneous factors in their daily lives (American Psychological Association, 2010). The survey consisted of adults over the age of 19 and was broken down into four generations

3 including Millennial (19-31-year-olds); Generation X (32-45-year-olds); Boomers (46-64 year-olds); and Matures (65 years and older).

Stress amongst youth of color

Youth of color are identified as those of racial and ethnic minorities, immigrant youth, and biracial youth (Haddock, & Falkner., 2014). Youth of color often face a variety of internal and external challenges that often times have to do with social needs and cultural heritage. As young people are in search of their personal identities, society often responds negatively to any social dimensions outside of what is deemed normal within the mainstream culture

(Haddock et al., 2014). Furthermore, youth of color have a difficult time adjusting to the demands and expectations of society as well as their cultural demands and expectations (Haddock, & Falkner, 2014). Youth of color are also more vulnerable to social, emotional, and academic problems, which in turn increase the chances of developing anxiety as well as increasing levels of stress

(Rasmussen, Aber, & Bhana, 2004). Other factors that cause stress amongst youth of color are employment concerns, poor race relations, violence and a lack of community resources. More so, stress is also associated with youth of color feeling unsafe in their communities and a high number of youth of color report feeling mistrust of the police due to racial profiling and discrimination

(Rasmussen et al., 2004). As a result, in such social stressors, youth are more likely to partake in risky behavior if they do not have the necessary tools to manage their stress. In particular, youth of color who have a history of being in the juvenile justice system are more likely to be involved in behavior that often

4 has short and long terms negative consequences (Jamieson & Mendes, 2016).

According to the APA Stress in America report, forty-two percent of young adults between the ages 19-31 indicated not using any tools nor knowing how to cope with or manage stress (American Psychological

Association, 2010). Finding ways to cope with stress is necessary in order to reduce anxiety and other potential health hazards. Stress can have a significant impact in daily activities such as work, school, relationships, and other important life activities (Haddock, & Falkner, 2014). The Stress in America report also noted that the other fifty-eight percent of the young adults that took the survey used coping skills such as playing sports, writing in journals, talking to someone, dancing, walking, and listening to music (American Psychological Association,

2010). Listening to music is a coping tool that is used significantly worldwide

(Haddock, & Falkner, 2014). Due to the fact that music is versatile with a wide variety of genres, most people are able to use music to relate to life situations whether they are positive or negative (Labbé, Schmidt, Babin, & Pharr, 2007).

Listening to music amongst young adults is found to be beneficial to their mental, emotional, and physical health (Labbé et al., 2007).

Music and Stress

The effect that music has on stress is a subject that is understudied. Mostly because music is used so frequently in daily lives that its significance often goes un- noticed. While there may be over twelve hundred different genres of music, those researchers who have identified that there is a relationship between listening to music and stress levels have also identified a relationship between genres and the person’s cultural

5 background (Linnemann et al., 2015). Linnemann (2015) suggests that using music as a stress reliever is impactful after studying the significance that a particular musical genre has on the individual. The research of Yehuda (2011) outlines and explores the relationship that music and stress have on each other and discusses how music can be used in stress management. Yehuda (2011) recognized the consideration and importance of music preference, culture, and emotional state of being, in order for music to have a positive effect of stress levels. Additionally, music may be used as a coping tool as well as a form of self-care, which young adults often utilize without them even knowing it

(Yehuda, 2011). Furthermore, other research has looked at stress levels and ways to utilize music as a tool to regulate and change emotional stress (Yehuda, 2011).

Hip-Hop used as a strength amongst youth

Hip-hop music is one of the most popular and most listened to genres amongst youth of color (Tyson, 2002). It is classified in three categories such as:

Old School, New School, and Hip Hop of the 21st century (Tyson, 2002). African

American and Latino teenagers originally created hip-hop in the poorest districts of New York City as part of a hip-hop scene (Tyson, 2002). Young adults commonly use hip-hop as a form of expression and use it as an outlet from all of their daily struggles. Hip-hop serves as a strength amongst youth and more specifically, youth of color. Hip-hop is a culturally powerful tool that works significantly with youth who are able to relate to topics and hardships spoken about in songs (Tyson, 2002). Youth are able to not only relate to the music, but to have hope that there are options they may not have known existed (Tyson, 2002).

Aims and objectives

This study explored the impact that music has on transitional age youth of color who are stressed by everyday situations. The researcher used hip-hop music as a strength- based tool that could be used as a stress reliever with the expectation that music will decrease or alleviate stress levels amongst transitional age youth. Additionally, the aim was to identify how hip-hop is currently being used in stress management as well possibly finding new ways to utilize hip-hop when working with transitional age youth of color. Does listening to hip-hop reduce stress levels amongst transitional age youth of color? The research aims to answer the research question and contribute results to the existing literature about using hip-hop music as a tool to relieve stress. The researcher posted and shared an advertisement through social media and obtained participants through snowball sampling.

The researcher obtained data by meeting with 25 participants for a face-to-face initial orientation/interview where participants were given instructions on the five-day research study.

Method

This research has been approved by the California State University, Northridge Standing

Committee for the Protection of Human Subjects.

Participants

Participants in the study were recruited from social media (Facebook, Instagram, and Twitter) via snowball sampling. A flyer (See Appendix A) announcing and describing the research study was uploaded to social media (as a post) and sent out via e- mail. Those participants who agreed to participate provided their names, email addresses, and phone numbers and scheduled a time with the researcher for the initial interview/orientation. The researcher recruited a total of 25 participants who are considered Transitional Age Youth of color (ages 18-25) and who expressed feeling stress in their everyday life during initial interview.

Measures

The measuring instrument used is the Perceived Stress Scale (See Appendix B and C) originally created by Sheldon Cohen (1988) and reproduced by Mind Garden, Inc.

The Perceived Stress Scale consists of a 10-item questionnaire that measures the perception of stress individuals express feeling based on everyday situations. The original

PSS asks questions about thoughts and feelings about stress during the last month. To better fit the purpose of the current study, the researcher modified the time frame in which the individual expresses stress from one month to one week. The modified PSS includes questions such as: 1) In the last week, how often have you been upset because of something that happened unexpectedly; 2) In the last week, how often have you felt that

8 you were unable to control the important things in your life; and 3) In the last week, how often have you felt nervous and “stressed” (See Appendix C and D for questions 4-10)

Additionally, the researcher added sections including age, gender, ethnicity, and a five weekday option ranging from Monday-Friday where participants circled their 3 more stressful weekdays, in order to keep track of demographics. The PSS scale measured stress thought or felt on a 4-point scale ranging from 0 (never) to 4 (very often). The total PSS scores were obtained by reversing responses (e.g., 0 = 4, 1 = 3, 2 = 2, 3 = 1 & 4

= 0) to the four positively stated items (items 4, 5, 7, & 8) and then summing across all scale items.

Data Collection Procedures

The PSS was administered twice during the study (pre-test and post-test). The pre-test included the following instructions: The questions in this scale ask you about your feelings and thoughts during the last week. The post-test included the following instructions: The questions in this scale ask you about your feelings and thoughts during the last week and after listening to the hip-hop mix.

Both pre and post tests asked how often the participant felt or thought a certain way over the past week.

Research Design

This research study analyzed primary data collected via survey. The researcher conducted a pre-test and a post-test survey with participants as well as administered an intervention. The intervention allowed the researcher to look closely at the effects that listening to hip-hop music has on stress levels.

Intervention

The intervention used in this research study was a 20 song hip-hop mix, which consisted of 10 old school hip-hop songs and 10 new school/21st century hip-hop songs

(See Appendix D for playlist). Participants were also given a link where they were able to access alternative hip hop songs in case they did not have immediate access to the original mix tape. The content of the music selected included material and lyrics that are found to be appealing to a younger generation according to the top 100 hip hop songs on a popular Los Angeles radio station power 106. Some musical selections included artists who talk about their experiences of living in under-privileged communities as well as communities that have been influenced by the gang life culture. The targeted topics focused on societal issues, success, education, hope, pride, love, and life philosophies.

Other music featured artists that talk about their experiences with violence, abuse, and their fight for peace and justice.

Procedure

Participants met with the researcher for a face-to-face interview/orientation in either a single or small groups of five participants at their local coffee shop. During the interview/orientation, the researcher welcomed and began by discussing the purpose of the study for approximately 5 minutes. The researcher handed out the consent form (See

Appendix E) and read to participants as they followed along. Reviewing and discussing the consent form took approximately 15-20 minutes. Prior to signing and collecting the consent form, the researcher discussed the terms of the process of the study, including time length of the study (5 days including pre and post interview), expectations, commitment of the participant, and the compensation (1 free AMC movie ticket valued at

$8) that was awarded after the completion of the study.

After collecting the consent forms, the researcher administered the modified 10- question Perceived Stress Scale (PSS) and asked the participants to complete the scale.

The completion of the PSS took approximately 10-15 minutes. After the participants completed the PSS, the researcher distributed the 20 song hip hop music mix via CD/zip file/flash drive. The researcher explained the procedure to the participant, which took approximately 5-10 minutes. Participants were asked to identify 3 weekdays where they felt most stress and noted it down on the PSS weekday section. On those 3 days, the researcher asked the participants to replace any music they would normally listen to with the 20-song hip hop mix provided to them. The participants listened to the 20-song hip hop music mix, periodically, each day and were asked to refrain from listening to other music within their control. If at any time participants did not have access to their mix tape, they were provided a list of songs that can be accessed through their music applications or internet. After the participants expressed their understanding of the expectations, they began the study on the first identified stress day.

For the 3 intervention days, the researcher was in communication with the participants via text to remind them of their start and last day of the study. On the 5th day of the study, which was the conclusion of the study, participants met with the researcher for a face-to-face conclusion interview at their local coffee shop. The researcher coordinated the conclusion interviews with a small group of 5 participants. During the conclusion interview, the researcher thanked the participants for their participation in the study as well as debriefed with the small group or individual lasting approximately 10-15 minutes. The researcher administered the modified 10-question Perceived Stress Scale

(PSS) posttest and asked the participants to complete the scale. The completion of the

PSS took approximately 10-15 minutes). After the PSS was completed, the participant received 1 free AMC Theaters movie ticket as well as thank you note from the researcher.

Data Analysis Plan

In this research study, the dependent variable is stress and the independent variable is hip hop music. The researcher utilized the Statistical Package for Social

Sciences (SPSS) to analyze results collected in the Perceived Stress Scale pre and post tests. Frequencies and descriptives were used to look at patterns within the univariate measures including age, gender, ethnicity, and stress. The effects of the intervention on stress were measured using paired samples t-tests.

Findings

All participants (N=25) identified as Transitional Age Youth of color between the ages of 18-25 (M=21.92; SD=2.61) and reported feeling stress in their everyday lives.

Out of the 25 participants, 60% (n=15) were females and 40% (n=10) were males. Out of the 25 participants, 80% identified as being Hispanic or Latino descent, 4% identified as

Black, 12% identified as being Asian, and 4% identified as other (Hispanic & White) (see

Table 1).

Table 1. DEMOGRAPHICS OF PARTICIPANTS

Age Frequency Percent Valid 18 3 12.0 19 3 12.0 20 4 16.0 22 4 16.0 23 2 8.0 24 2 8.0 25 7 28.0 Total 25 100.0

Gender Valid Male 10 40.0 Female 15 60.0 Total 25 100.0

Ethnicity Valid Latino 20 80.0 Black 1 4.0 Asian 3 12.0 Other 1 4.0 Total 25 100.0

Intervention Results

A paired-samples t-test was conducted to evaluate the impact of the intervention

(listening to hip hop music) on transitional age youth of color and their stress levels.

There was a significant decrease in stress levels from the initial pre-test {pre intervention} (M=20.44, SD=5.62) to the post-test {post intervention} (M=13.56, SD=

5.18), t(24) = 4.94, p <. 00 (two-tailed). The mean decrease in stress levels was 6.68 with a 95% confidence interval ranging from 4.00 to 9.75. The eta squared statistic (.50) indicated a large effect size.

The overall analysis concludes that the intervention, according to the data, had a significant impact on the stress variable. Concluding that listening to hip hop music on high stress level days reduces stress amongst participants who identified to be transitional age youth of color.

Discussion

The purpose of this research study was to explore the role hip hop music plays in the lives of Transitional Age Youth. Existing studies on hip hop music and stress have previously focused on other demographics of society, leading to a void in the exploration of the topic specific to this sector (Tyson, 2002). One of the major strengths of the current study was the inclusion of local Hispanic youth that were provided a platform to self- select their method of coping with stress in regards to a music genre. Hip hop music was the primary genre of selection due to its popularity amongst youth of color under the age of 25 (Tyson, 2002).

Youth’s choice to listen to hip hop music as a strength-based tool, rather than playing to the negative stigma associated with the genre of hip hop music in the urban setting, allows for the possibility of changing the connotation of urban youth, hip hop and the street corner image portrayed in the media. This study presents an opportunity to seek more research and inquiry about the benefits of utilizing hip hop music as an intervention that speaks to the youth of today rather than what has been prescribed for generations of youth seeking help.

Limitations

During the process of the recruitment, the researcher encountered various limitations that may have affected the results. The first limitation was verifying if the participants were actually Transitional Age Youth, which would imply that they previously had a background in the foster care or juvenile justice system. The participants responded to word of mouth outreach and a flyer for the study, yet there was no way for the researcher to verify their TAY status as the survey and pre/post test did not ask

15 participants to distinguish being either Foster or Probation. The second limitation was verifying the age of the participants since checking identification was not specified as part of the recruiting process. However, the pre and post-test survey did ask for participants to note down their age. A third limitation was that the researcher did not take into consideration that the stress days are not limited to Monday-Friday. The participants asked if there was an option to do the study on a Saturday or Sunday since those days counted as their most stressful days during the week. Since the researcher’s study was limited to only looking at Monday-Friday as days of stress, the participants had no other choice than to choose days that were less stressed, which may have affected the results.

The analysis of the research study suggested that listening to hip hop music does reduce stress levels amongst transitional age youth of color. Although the research concluded to be effective, the fact that there was no comparison or control group was a threat to internal validity.

Implications for Social Workers

The utilization of hip hop music to relieve stress can be a useful tool for those working with youth in urban settings. Understanding the environment that urban youth live in as well as circumstances that can lead youth to be involved in certain behaviors is beneficial in a therapy setting. Listening to hip hop music allows the receptor to visualize, understand, and experience hardships through the eyes of the person telling the story. Hip hop music can often capture the effects of social issues, drugs, violence, and poverty which allows both individuals working with at risk youth as well as youth themselves to explore past and current experiences.

Hip hop music can be examined, analyzed, and facilitated in the educational field to promote social justice, social change, and advocacy. The use of hip hop music can serve as a bridge between social and cultural communities. The opportunity to have conversations about implications affecting youth can open an opportunity for dialog and a positive change to take place.

Conclusion

Listening to hip hop music decreases stress levels amongst transitional age youth of color. Listening to hip hop music as a coping tool during days of high stress for

Hispanic youth was found to be successful. The participants who responded and participated in the study were majority Hispanic youth. This allows for an opportunity for future exploration on the significance or impact that hip hop music has on this population. Although, there were various limitations, the method used concluded a successful outcome to the reduction of daily stress amongst transitional age youth of color. Future research can use creative yet effective options that may increase youth motivation for treatment.

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Appendix A

Recruitment Flyer

2 1 Appendix B

22 Appendix C

23 Appendix D

Musical Selection

OS=Old School NS=New School # Name of Hip Hop Song Artist ALT=Alternate songs OS 1 Backyard Boogie Mack 10 OS 2 Cant Deny It Nate Dogg ft. Warren G OS 3 Ice Cream Paint Job Dorrough OS 4 It was a good day Ice Cube OS 5 So Fresh and So Clean Outkast OS 6 The Watcher Dr. Dre OS 7 To Live and Die in LA Tupac OS 8 When we were young Ludacris OS 9 Where the party at Jagged Edge OS 10 Who Ride wit us Kurrupt NS 1 Bad and Boujee Migos NS 2 Bitch dont kill my vibe Kendrick Lamar NS 3 Black Beetles Rae Sremmurd NS 4 Bounce Back Big Sean NS 5 Erase Your Social Lil Uzi Vert NS 6 Girlfriend (remix) Ty Dolla Sign ft. Quavo NS 7 OOOUUU Young M.A NS 8 Power Trip J Cole NS 9 Timmy Turner (Remix) Desiigner ft. Kanye West NS 10 Want her Dj Mustard ft. Quavo ALT 1 All About You Tupac ALT 2 All eyez on me Tupac ALT 3 All the way up ft. Remy Ma ALT 4 Ambitions az a raidah Tupac ALT 5 Area Codes Ludacris ALT 6 C.R.E.A.M Wu-Tang Clan ALT 7 Caroline Amine ALT 8 Chill Bill Rob Stone ALT 9 Country Grammar Nelly ALT 10 Dance (A$$) Big Sean ALT 11 Do I love Her DJ Quick ALT 12 Erase Me Kid Kudi ALT 13 Fancy Drake ft. TI

24 ALT 14 First of the Month Bone Thugs n Harmony ALT 15 Fu Gee LA (Remix) Fugees ALT 16 Hey Arnold Rico Nasty ALT 17 Hotel Cassidy ALT 18 How do you want it Tupac ALT 19 I ain't mad at you Tupac ALT 20 I dont want to be a player n more Big Pun ALT 21 I get Around Tupac ALT 22 If I ruled the world Nas ALT 23 Juicy Notorious BIG ALT 24 Just a dream Nelly ALT 25 Lets get down DJ Quik ft. Toni Tone ALT 26 Minnesota Lil Yachty ft. Quavo ALT 27 Ms. Fat Booty MosDef ALT 28 Never Been In Love TalibKweli ALT 29 No Problem Chance the rapper ALT 30 No Role modelz J Cole ALT 31 One Mic Nas ALT 32 Oochie Wally Nas ALT 33 Overnight Celebrity Twista ALT 34 Paranoid (Remix) Ty Dolla Sign ALT 35 Pursuit of happiness Kid Cudi ALT 36 Put it on me Dr. Dre ft. DJ Quik ALT 37 Roses Outkast ALT 38 Safe and Sound DJ Quik ALT 39 Say Yea Wiz Khalifa ALT 40 Scenerio Tribe Called Quest ALT 41 Slow Motion Juvenile ALT 42 Still Fly Big Tymers ALT 43 Swang Rae Sremmurd ALT 44 Tainted Slum Village ALT 45 The world is yours Nas ALT 46 Thuggish Rubbish Bone Bone Thugs n Harmony ALT 47 Whatever you like TI ALT 48 Work (remix) A$AP Ferg ALT 49 X 21 Savage ft. Future ALT 50 Xxplosive Dr. Dre ft. Kurrupt

25 Appendix E

Consent Form

California State University, Northridge CONSENT TO ACT AS A HUMAN RESEARCH PARTICIPANT

Does Listening to Hip Hop Music Decrease Stress Levels Among Transitional Age Youth of Color?

You are being asked to participate in a research study. Hip Hop Music and Stress, a study conducted by Erika Jacome as part of the requirements for the Master of Social Work degree. Participation in this study is completely voluntary. Please read the information below and ask questions about anything that you do not understand before deciding if you want to participate. A researcher listed below will be available to answer your questions.

RESEARCH TEAM Researcher: Erika Jacome Department of Social Work 18111 Nordhoff St. Northridge, CA 91330- 8226 (818) 332-6490 [email protected]

Faculty Advisor: Allen Lipscomb Department of Social Work 18111 Nordhoff St. Northridge, CA 91330- 8226 (626) 543-5176 [email protected]

PURPOSE OF STUDY The purpose of this research study is to explore if listening to hip hop music decreases levels of stress in transitional youth of color.

SUBJECTS Inclusion Requirements You are eligible to participate in this study if you are between 18-25 years of age, identify as a person of color, and have expressed feeling stressed.

Exclusion Requirements

26 You are not eligible to participate in this study if you are not between 18-25 years of age, do not identify as a person of color, and do not express feeling stressed.

Time Commitment This study will take approximately 5 days to complete including post-test and pre- test. Face to face interviews (pre test and post test) will take approximately 35 minutes each.

PROCEDURES The following procedures will occur: You will complete a 10-question scale that will measure your perceived stress level during the last week. You will be asked to listen to 20-song hip hop mix (provided at no cost) for 3 days out of the week, which you will identify to be your most stressful weekdays. You will refrain from listening to other music with exception to the 20-song hip hop mix provided to you. At the conclusion of the 3 days, you will be asked to complete a 10-question scale that will measure your perceived stress level after listening to the hip hop mix during the last week.

RISKS AND DISCOMFORTS The possible risks and/or discomforts associated with the procedures described in this study include: An emotional reaction as a result of listening to the music. There are no known harms or discomforts associated with this study beyond those encountered in normal daily life.

BENEFITS Subject Benefits The possible benefits you may experience from the procedures described in this study include: expanding your knowledge about a specific music genre you may not be familiar with, learning about ways to incorporate music as a form of self-care, learning a new coping skill, and may improve your overall mood.

Benefits to Others or Society A decrease in stress levels and a greater understanding of how hip hop affects the mood of today’s youth.

ALTERNATIVES TO PARTICIPATION The only alternative to participation in this study is not to participate.

COMPENSATION, COSTS AND REIMBURSEMENT Compensation for Participation You will receive 1 free AMC movie ticket at the conclusion of the study.

Costs There is no cost to you for participation in this study.

Reimbursement You will not be reimbursed for any out of pocket expenses, such as parking or transportation fees.

WITHDRAWAL OR TERMINATION FROM THE STUDY AND CONSEQUENCES You are free to withdraw from this study at any time. If you decide to withdraw from this study you should notify the research team immediately. The research team may also end your participation in this study if you do not follow instructions, miss scheduled visits, or if your safety and welfare are at risk.

CONFIDENTIALITY Subject Identifiable Data All identifiable information that will be collected about you will be removed and replaced with a code. A list linking the code and your identifiable information will be kept separate from the research data.

Data Storage All research data results will be stored on a laptop computer that is password protected. The pre and post 10 question stress scale will also be stored in the researcher’s home and stored at the end of the study.

Data Access The researcher and faculty advisor named on the first page of this form will have access to your study records. Any information derived from this research project that personally identifies you will not be voluntarily released or disclosed without your separate consent, except as specifically required by law. Publications and/or presentations that result from this study will not include identifiable information about you.

Data Retention The researcher intends to keep the research data indefinitely but will destroy all identifiable information in May 2017.

Mandated Reporting Under California law, the researcher is required to report known or reasonably suspected incidents of abuse or neglect of a child, dependent adult or elder, including, but not limited to, physical, sexual, emotional, and financial abuse or neglect. If any researcher has or is given such information, she may be required to report it to the authorities.

IF YOU HAVE QUESTIONS

28 If you have any comments, concerns, or questions regarding the conduct of this research please contact the research team listed on the first page of this form.

If you have concerns or complaints about the research study, research team, or questions about your rights as a research participant, please contact Research and Sponsored Projects, 18111 Nordhoff Street, California State University, Northridge, Northridge, CA 91330-8232, or phone 818-677-2901.

VOLUNTARY PARTICIPATION STATEMENT You should not sign this form unless you have read it thoroughly and have been given a copy to keep. Participation in this study is voluntary. You may refuse to answer any question or discontinue your involvement at any time without penalty or loss of benefits to which you might otherwise be entitled. Your decision will not affect your relationship with California State University, Northridge. Your signature below indicates that you have read the information in this consent form and have had a chance to ask any questions that you have about the study.

I agree to participate in the study.

______Participant Signature Date

______Printed Name of Participant

______Researcher Signature Date

______Printed Name of Researcher