ABSTRACT
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. 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. 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. 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. 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.
