Definitions 

Jazz:a type of music of African American origin characterized by improvisation, syncopation, and usually a regular or forceful rhythm, emerging at the beginning of the 20th century. Brass and woodwind instruments and piano are particularly associated with jazz, although guitar and occasionally violin are also used; styles include Dixieland, swing, bebop, and free jazz. "a mix of folk, jazz, blues, and pop"

Racism: prejudice, discrimination, or antagonism by an individual, community, or institution against a person or people on the basis of their membership in a particular racial or ethnic group, typically one that is a minority or marginalized.

Psychology: the scientific study of the mind and behavior. It delves into various facets of human thought processes, emotions, motivations, and actions.

Mode: a type of scale, a sequence of notes ordered by whole and half steps, that begins and ends on different notes within a larger scale

Tonic: he fundamental note of a scale or key, acting as the "home" note or the primary center of a piece of music

Voice Leading: logically connecting individual melodic lines (voices) within a musical composition,

Circle of Fifths:  a visual representation of musical keys, scales, and key signatures organized by intervals of a perfect fifth

Tension: a feeling of unease, expectation, or anticipation, often created by the use of dissonance or chromaticism

Assumptions & Biases

1. The more knowledge about jazz composition, the more meaning will be found in the chart. 

2. The more knowledge about racial ideologies and affirmative action, the less racist the participants are

3.  The paritpants know enough about jazz is what the events leading to the genre being created. 

Data 

Results-Implicatons-Analysis

Out of three participants, it can't be statistically significant against any sample size. Findings are that there is some at all for Latinos throughout all three participants, as two scored a one(lowest) and two(second lowest). Then, after listening to the song, one participant changed her mind, causing all participants to score one.  Another change is when African Americans in which one participant changed answers from 2 before the song and then returned to one, which happened to be the participant with higher knowledge of jaz,z which was not expected since the song did not show many Latin elements in the song and consisted mainly of African American roots of jazz. Also, with the number of participants, the central limit theorem is not met, which is thirty compared to even the smallest of sample sizes. This is very far from the ideal results; however, the most accurate and beneficial results would be some that stretch throughout the entire spectrum of how racist the participants are. A bigger cohort could have possibly overturned this as well. While all participants only scored in all categories a three or less, showing that at least one of the participants was moderately racist, it makes it very difficult to get a realistic idea of whether the song had worked properly.

Major Sources

Cambridge Companion To Jazz Cooke, M., & Horn, D. (2002). The Cambridge Companion to Jazz (1st ed., Vol. 1, p. 436). Cambridge University Press.1

Eating Dancing, and Courting in New York Black and Latino Relations https://doi.org/10.1353/jsh.0.0044

Music and Anti-Racism: Musicians’ Involvement in Anti-Racist https://doi.org/10.1080/03007766.2018.1526527

Specific elements of Cuban music, evolution Bulletin of the Transilvania University of Brasov, Series IX: Sciences of Human Kinetics, 16, 7–20. 

Berliner, P. (1994). Thinking in jazz : the infinite art of improvisation. University Of Chicago Press.