Authors :

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Delarious O. Stewart, EdD
Texas A&M University-Commerce

James L. Maiden, EdD

Uniformed Services University of the Health Sciences

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Abstract

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This study examines the relationship between hip-hop media consumption and adolescent substance use, revealing significant gender-based differences. Male students reported higher substance use, particularly when consuming hip-hop content extensively. These findings highlight the importance of culturally relevant interventions, such as hip-hop therapy, to promote
healthier behaviors among adolescents.

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Keywords Hip hop culture, Adolescent behaviors, Substance usage patterns, Gender difference in adolescent substance usage

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Hip-hop culture, originating from urban communities, has evolved into a global phenomenon, transcending geographical and social boundaries to become a dominant force in youth entertainment. Its influence extends beyond music, encompassing language, fashion, and lifestyle, resonating with adolescents from diverse backgrounds (Chang, 2005; Forman, 2002). However, while hip-hop is celebrated for its artistic contributions, it has also sparked concerns regarding its potential impact on adolescent behavior. The genre’s lyrics, often marked by references to violence, substance use, and defiant attitudes, have raised questions about their
influence on youth development (Rose, 1994; Stewart, 2011; Stewart et al., 2020). This dual nature—offering both positive cultural identity and potential behavioral risks—makes it essential to examine how exposure to hip-hop influences adolescent mental health and substance use.

 

 

Historical Music Trends and Hip-Hop’s Influence on Adolescent Behavior

Throughout history, music has shaped social identity, challenged societal norms, and reflected generational values. Genres such as jazz, rock, and punk were often associated with rebellion, substance use, and cultural nonconformity (Frith, 1996). While these genres were celebrated for their creativity, they were also criticized for promoting risky behaviors. Similarly, hip-hop, which emerged from urban communities as a form of cultural expression, has evolved into a global phenomenon influencing multiple facets of youth identity, including language, fashion, and behavior (Chang, 2005; Petchauer, 2009; Stewart et al., 2020).
Despite its origins as a tool for empowerment and social commentary, the commercialization of hip-hop has amplified its portrayal of violence, substance use, and defiance (Rose, 1994; Weitzer & Kubrin, 2009). Adolescents who are forming their social identities often turn to music for emotional expression and peer group connection. However, the glamorization of substance use within hip-hop lyrics and music videos can reinforce behaviors that are socially and developmentally harmful (Arnett, 1995). Repeated exposure to such content may influence adolescents by shaping their perceptions of acceptable behaviors, normalizing substance use, and making it appear part of a desirable lifestyle (Mulder et al., 2010). Hip-hop & dual nature—both a source of empowerment and a promoter of controversial behaviors—makes it a powerful but complex influence on adolescent development. Young listeners may interpret these messages differently based on their experiences, social environments, and peer group norms. This study seeks to understand how adolescents, particularly male students, are impacted by their engagement with hip-hop media consumption. It explores how auditory (music) and visual (videos) elements influence substance use behavior.

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Theoretical Frameworks Informing the Study

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This study draws on schema theory (Bem, 1981) and social cognitive theory (Bandura, 1986) to explore how media influences adolescent substance use. These frameworks offer complementary perspectives on how repeated exposure to media shapes behavior and decision- making.

 

 

Schema Theory

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Schema theory suggests that individuals develop cognitive frameworks, or schemas, based on repeated experiences that help them interpret and respond to social situations. When adolescents are repeatedly exposed to music or videos that portray substance use as glamorous or socially accepted, these experiences may shape their schemas, leading them to normalize and internalize substance use as part of their worldview. For example, adolescents who consume music videos depicting alcohol and drug use without negative consequences may form the belief that such behaviors are both desirable and normative within their peer group.

 

 

Social Cognitive Theory

Social cognitive theory emphasizes the role of observational learning and modeling in behavior development. Adolescents learn not only from their personal experiences but also from observing the behavior of others, particularly individuals they admire. In hip-hop, artists often serve as influential role models, and their actions—such as substance use—can act as behavioral templates for young listeners. Social cognitive theory posits that when behaviors are modeled without consequences, they are more likely to be imitated. For male adolescents, in particular, the repeated portrayal of substance use by male hip-hop artists may reinforce gender-specific
norms and behaviors related to substance use.

 

By applying these frameworks, this study seeks to understand how gender and media consumption interact to influence adolescent substance use. Specifically, the research examines whether male students, who tend to engage more with hip-hop media, exhibit higher levels of substance use. These theoretical perspectives provide critical insights into the development of culturally relevant, gender-sensitive interventions that address the unique ways media influences male and female adolescents differently.

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Instruments and Measurements

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The Adolescent Psychopathology Scale-Short Form™ (APS-SF), developed by Reynolds in 2000, is a comprehensive assessment tool designed to evaluate various aspects of psychopathology and adolescent personality traits. It is derived from the Adolescent
Psychopathology Scale (APS) and comprises 115 items, distributed across 12 clinical scales and two validity scales. The clinical scales within the APS-SF encompass a wide range of psychopathological domains, including Conduct Disorder (CND), Major Depression (DEP), Posttraumatic Stress Disorder (PTS), Eating Disturbance (EAT), Academic Problems (ADP), Self-Concept (SCP), Oppositional Defiant Disorder (OPD), Generalized Anxiety Abuse Disorder (GAD), Substance Abuse Disorder (SUB), Suicide (SUI), Anger/Violence Proneness (AVP), and Interpersonal Problems (IPP). The second instrument employed in the study was a self-designed demographic questionnaire. This questionnaire allowed study participants to self-report information about
their race or ethnicity, gender, age, grade point average, and grade level. Additionally, it collected data on the number of hours spent listening to rap music and watching rap videos.

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Data Analysis

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The statistical analysis encompassed various components. Initially, descriptive statistics were employed to portray the study participant demographic comprehensively. Analysis of Variance (ANOVA) designs were utilized to investigate the primary and
interactive influences of categorical variables on the dependent variable. Furthermore, a Wilks& Lambda measure was employed to assess distinctions among groups of subjects regarding a combination of dependent variables.

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Participants

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A total of 127 high school students voluntarily participated in this research study conducted at a rural public school in the Southern region of the United States. The ages of the students ranged from 14 to 20 years old.

 

Table 1: Participants

 

 

Variable N %
 

Gender

Female 61 48
Male 66 52

 

Race

African American 90 70.9
Caucasian 35 27.6
Latino/Latina 2 1.6

Age

14 13 10.2
15 36 28.3
16 36 28.3
17-20 42 33.1

Grade

9 th 37 29.1
10 th 45 35.4
11 th 25 19.7
12 th 20 15.7

 

 

 

Within this student population, 66 individuals (52%) identified as male, while 61 (48%) identified as female. Regarding racial and ethnic backgrounds, 90 students (70.9%) self- identified as African American, 35 students (27.6%) as White, and two students (1.6%) as Latino/Latina. The distribution of students across grade levels included 37 (29.1%) from the 9thgrade, 45 (35.4%) from the 10th grade, 25 (19.7%) from the 11th grade, and 20 (15.7%) from the 12th grade. On average, participants in the study reported spending approximately 12.6 hours per week listening to music. Additionally, they reported an average of 10.9 hours per week dedicated to viewing music content on television.

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Results

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This section presents the study & statistical findings, focusing on the relationships between hip-hop media consumption, gender, and adolescent substance use. The data were analyzed to identify patterns of substance use based on media consumption levels and to explore how these patterns differ by gender. The analysis includes main effects, interaction effects, and descriptive statistics to support the study & objectives. Participants were assessed on substance use using the Adolescent Psychopathology Scale-Short Form (APS-SF). The scale categorized participants into four levels of substance use severity: no clinical level, mild, moderate, and severe (see Table 2).

 

Table 2: Clinical Levels

 

Variable N %

Mild Clinical Level 13 10.2
Moderate Clinical Level 1 .8
Severe Clinical Level 13 10.2
No Clinical Level 100 78.7

 

Main Effect of Gender on Substance Use

 

A main effect for gender was observed, indicating that male students reported
significantly higher levels of substance use compared to female students (F(1, 127) = 11.424, p =
.001). The Wilks& Lambda value of 0.821 reflects the moderate strength of this effect.

 

Table 3: Main Effect of Gender on Substance Use

 

Finding Description F p Wilks Lambda
Gender 11.424 .001 .821

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Interaction Effects between Media Consumption and Substance Use

 

The study examined the interaction between hip-hop media consumption (both listening
and viewing) and gender on substance use.

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Table 4: Interaction Effects Between Hip-Hop Media Consumption and Gender

 

Finding Description F p Wilks Lambda
 

Hours spent listening 3.172 .016 .777
Hours spent listening & gender 3.701 .014 .824
Hours spent viewing & gender 5.147 .002 .767

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Hours Spent Listening to Hip-Hop Music

 

A significant effect was found between hours spent listening to hip-hop and substance use (F(4, 127) = 3.172, p = .016).

 

 

Interaction between Listening to Hip-Hop and Gender

 

An interaction effect was found between hours spent listening to hip-hop music and gender (F(3, 127) = 3.701, p = .014). Male students who spent 11-15 hours per week listening to hip-hop reported higher substance use compared to female students with similar listening habits.

 

Interaction between Viewing Hip-Hop Videos and Gender

 

Another significant interaction was found between hours spent viewing hip-hop music videos and gender (F(3, 127) = 5.147, p = .002). Male students who spent 11-15 hours per week watching hip-hop videos exhibited higher substance use than female students with comparable viewing habits.

The results indicate that both gender and media consumption patterns significantly influence adolescent substance use. Male students exhibited a higher prevalence of substance use, and their engagement with hip-hop media (both listening and viewing) was associated with more outstanding substance-related issues.

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Discussion

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This study explored the relationship between media consumption—specifically hip-hop music—and adolescent substance use, with a focus on the role of gender. The findings provide critical insights into how listening to and viewing hip-hop content influences behavior, revealing significant gender-based differences in substance use. This section interprets the results within the context of schema theory and social cognitive theory, explores the practical implications for educators and counselors, and offers recommendations for future research. Schema theory (Bem, 1981) suggests that repeated exposure to media messages creates
cognitive frameworks that shape individual perceptions and behaviors. In this study, adolescents who consumed hip-hop music frequently may have developed schemas that normalize substance use, interpreting it as an acceptable or desirable behavior. The finding that students who spent 16-50 hours per week listening to hip-hop had higher substance use levels reflects the power of
media in shaping social norms. Social cognitive theory (Bandura, 1986) posits that individuals learn behaviors by observing role models, particularly figures they admire. The significant interaction between gender and hip-hop media consumption aligns with this theory. Male students, who may identify more closely with male hip-hop artists, demonstrated higher levels of substance use. This
suggests that male adolescents might emulate behaviors portrayed by influential figures in the music they consume, including substance use depicted in hip-hop lyrics and videos.

 

 

Practical Implications for School Counselors and Educators

 

 

 

The findings highlight the importance of culturally relevant interventions addressing media literacy and substance use. School counselors and educators must consider the influence of auditory and visual media when developing prevention programs.

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Culturally Responsive Counseling Interventions

 

This study provides actionable insights for school counselors addressing adolescent substance use through culturally relevant interventions (Stewart, 2008; Stewart, 2011; Stewart et al., 2020). One such intervention, hip-hop therapy, leverages students& connection to music and culture to foster meaningful conversations about emotions, behaviors, and life challenges. Hip-
hop therapy enhances engagement by aligning counseling efforts with students& cultural experiences, making discussions more relatable and compelling.

 

Understanding Media Consumption and Adolescent Mental Health

 

The findings highlight the importance of understanding how media consumption—particularly hip-hop music—intersects with adolescent mental health. School counselors and educators can develop strategies that address substance use and promote overall well-being. The significant interactions between gender, media consumption (both viewing and listening), and substance use carry essential implications for school-based mental health interventions (Stewart et al., 2020).

 

 

The Role of Schools in Substance Use Prevention

Schools are uniquely positioned to address adolescent substance abuse and support mental health (Das et al., 2016). A nuanced understanding of the relationship between media consumption, gender differences, and substance use is crucial for creating effective school-based interventions. Educators and mental health professionals can provide support by recognizing the unique vulnerabilities associated with hip-hop culture and guiding students toward healthier behaviors.

 

 

Collaborative Interventions and Media Literacy Education

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School counselors should assess the combined impact of visual and auditory media
consumption when working with students. Collaboration between educators and counselors is
essential to identify students with high media consumption patterns and to provide targeted
interventions, such as media literacy education and substance abuse prevention programs.

 

Gender-Specific Approaches to Counseling

Tailored interventions may be necessary for male students, who, according to the study,
are more susceptible to substance use issues associated with hip-hop music. However, involving
both genders in prevention programs is equally important to ensure comprehensive support.
School counseling initiatives should be designed with sensitivity to gender-specific influences,
fostering engagement from both boys and girls.

 

 

Developing Psychoeducational Programs with Cultural Relevance

 

Comprehensive psychoeducational programs focusing on substance use prevention,
awareness, and intervention should be a priority. These programs must provide accurate
information about the risks of substance use, strategies for making informed decisions, and
access to resources for help. Integrating hip-hop music, lyrics, and themes into counseling
sessions creates culturally relevant and relatable environments for students. This approach
resonates with youth and enhances the effectiveness of counseling efforts by fostering more
profound engagement.

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Limitations

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This study is limited by its reliance on self-reported data and a sample drawn from a
single rural school, which may affect the generalizability of the findings. Future research should
explore diverse populations to provide more comprehensive insights.

 

Sample Size and Generalizability

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The sample was drawn from a single rural school district, limiting the generalizability of
the findings. Future research should include more extensive and diverse populations to validate
these results.

 

Reliance on Self-Reported Data

Self-reported data may introduce biases, as participants might underreport or overreport
their substance use. Future studies could incorporate observational data, or parental/teacher
reports to mitigate this issue.

 

Cross-Sectional Design

The study& cross-sectional design captures data at a single point, making it difficult to
establish causal relationships between media consumption and substance use. Longitudinal
studies would provide more robust evidence of these connections.

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Conclusion: Broader Implications and Call to Action

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These findings emphasize the need for coordinated efforts among educators, counselors,
parents, and policymakers to address the risks associated with adolescent media consumption.
Culturally responsive interventions—such as hip-hop therapy and media literacy
education—offer practical ways to foster healthy behaviors and mitigate the influence of harmful
media messages.

Future policies should promote mental health education and encourage positive media
portrayals to support adolescent well-being. By working together, communities can create
environments where students are empowered to make informed decisions, resist negative
influences, and thrive in today’s complex media landscape.

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