The Impact of Hip-Hop Instruction on Students in Urban Settings
Date
Authors
Language
Embargo Lift Date
Department
Committee Members
Degree
Degree Year
Department
Grantor
Journal Title
Journal ISSN
Volume Title
Found At
Abstract
Recent years have seen an increased focus on urban education. With this increased interest there has been a movement towards identifying classroom instructional practices that are aimed at appealing to more diverse student populations. Hip-Hop pedagogy is offered as an instructional approach that has the potential to reach diverse populations of students in urban settings. However, despite the argument that hip-hop based classroom instruction resonates well with urban youth, there is relatively little scholarship that empirically verifies the relationship between hip-hop instructions to student learning. Given the proliferation of negative images portrayed of African Americans and negative messages advocated in this genre, we seek to explore the impact of Hip-Hop pedagogy on students learning. Specifically, we will explore the impact of hip-hop instruction on three aspects of student learning: engagement, concept mastery and identity formation. The purpose of this study is to add to the knowledge base an understanding of the impact of hip-hop instruction on students learning, particularly those in urban settings. The study was executed using an experimental design model, and a quantitative data analysis approach is being conducted on the data collected. Implications from findings could impact classroom practices for K-12 educators working with students in urban settings.