Exploring the Impact of Community Mural Projects on Youth Engagement in Urban Art Education

Thesis Abstract

Community mural projects have emerged as vital initiatives within urban environments, serving as platforms for artistic expression, community engagement, and social cohesion. Despite their increasing popularity, limited empirical research exists on their impact on youth engagement in urban art education, particularly regarding how such initiatives influence young people's participation, creativity, and community identity. This study aims to explore the extent to which community mural projects affect youth engagement levels in urban art education, with specific objectives to assess changes in artistic skills, civic awareness, and social bonds among participating youth, as well as to identify the factors that enhance or impede engagement in mural initiatives within urban neighborhoods. Employing a mixed-methods research design, the study integrates quantitative surveys and qualitative interviews to generate comprehensive insights. The population consists of youth aged 15 to 25 involved in mural projects within the metropolitan area of the city. A stratified random sampling approach was used to select a sample of 200 participants for the quantitative component, complemented by purposive sampling of 20 key informants including community leaders, mural artists, and educators for in-depth interviews. Data collection instruments include a validated Youth Engagement in Urban Art Questionnaire (YEUAQ), semi-structured interview guides, and observational checklists documented over multiple mural project phases. Quantitative data will be subjected to statistical analysis using descriptive statistics, paired samples t-tests to examine pre- and post-engagement differences, and multiple regression analysis to identify predictors of engagement levels. Thematic analysis will be employed to interpret qualitative interview data, following Braun and Clarke’s framework, to explore perceptions, motivations, and barriers encountered by youth participants. Anticipated findings suggest that participation in community mural projects significantly enhances youth engagement in urban art education by improving artistic skills, fostering a sense of community ownership, and increasing civic consciousness. It is expected that factors such as mentorship quality, community support, and access to resources will positively correlate with higher engagement levels, while socio-economic constraints and safety concerns may serve as barriers. These results will contribute to the theoretical understanding of arts-based community interventions, drawing on Social Capital Theory and Self-Determination Theory to explain mechanisms of engagement and empowerment. By providing an evidence-based assessment of mural projects' influence on urban youth, the study will fill existing gaps in the literature concerning arts initiatives in marginalized neighborhoods and their role in educational engagement. It aims to inform policymakers, educators, and artists about effective strategies to leverage mural art as a pedagogical and community development tool. As a vital contribution to art education theory and practice, the research emphasizes the importance of inclusive, participatory, and culturally sensitive approaches to urban art programs. The study concludes that well-structured community mural initiatives can serve as powerful catalysts for increased youth involvement in urban art education, promoting creative development, social cohesion, and civic responsibility. Recommendations include strengthening mentorship programs, expanding community participation, and ensuring safe environments for youth engagement. It further advocates for integrating mural projects into formal educational curricula and local government policy frameworks to sustain long-term benefits. Future research directions are suggested to explore longitudinal impacts of mural programs and cross-cultural comparisons, thereby broadening the understanding of arts-based youth empowerment in diverse urban contexts.