TPC Journal-Vol 10- Issue 2-FULL ISSUE

The Professional Counselor | Volume 10, Issue 2 273 studio. Additionally, to minimize the impact of individual bias, the marked transcript was sent to an additional colleague who acted as an outside auditor. Through the aforementioned processes, the researchers believe trustworthiness consistent with standards in qualitative inquiry was achieved (Thomas & Magilvy, 2011). Results The findings of this study are organized by higher- and lower-order themes in accordance with IPA (J. A. Smith, 1996). To elaborate on higher- and lower-order themes, exemplary moments from transcripts that reflect students who participated in co-creation of the school studio were identified. The first higher-order theme was school studio as shared space . The lower-order themes that constituted this theme included feeling comfort and belonging and wanting inclusivity . The second higher-order theme was student design choices . The lower-order themes contained within this theme included designing an authentic studio , needing ownership , and thinking independently . The third and final higher-order theme was studio as practice space/lab . The lower-order themes that comprised this theme included peer support , opportunity , and supporting others . Selected student quotes with student pseudonyms are provided below to illustrate each theme. School Studio as Shared Space The first higher-order theme, school studio as shared space , generally suggested that students experienced the hip-hop studio as a place within the school that they wanted to share with others. An example of a quote that fell within this category is: “So you get to be surrounded by rappers and a community that knows what you’re doing, and you get to be upheld by everybody else and you get to share this space with everyone.” This higher-order theme, school studio as shared space , contained two lower-order themes, which indicated that students experienced (a) feeling comfort and belonging and (b) wanting inclusivity . Feeling Comfort and Belonging The emergence of the first lower-order theme, feeling comfort and belonging , indicated that students felt heard and connected to others while creating the school studio. For example, when students were asked to discuss what it was like to co-create the school studio, a student named Jayda responded, “We’re just like a little group. A little family. A little rap family.” In this example, the student compares their level of connection with her peers to that of a family. When students were asked what it meant to have a studio in their school, Jordan shared, “In my personal opinion, I feel like what it means to me is being able to communicate with others and letting other people hear your voice.” Here the student highlights the school studio as an environment where they have the chance to share their “voice” and message. Wanting Inclusivity The emergence of the second lower-order theme, wanting inclusivity , indicated that students saw the need to create a space that was inclusive of others and that did not revolve solely around their needs and wants. Carlos shared: I’m still overthinking about what should we do because I feel like different people have certain styles. I don’t want to make it all about me. I don’t want to make it all about other people. I want to make it about the whole school and what they think about. Because we’re not gonna be the only ones in this rap studio. I want to know what they think about and I want to know their perspectives and how they want to do it.