Creating an Academic Cipher: Expanding the Boundaries of Hip-Hop Pedagogies

• In Event: 25.083 - MTCC Roundtable Session Eight
  In Roundtable Session: 25.083-7 - "We Are the Next Generation": Preparing to Lead Through Hip-Hop

Abstract

Hip Hop began in the early 1970’s in the South Bronx, New York. In the 1980’s Hip Hop was commercialized and as a culture and embraced in the streets and inner cities across the world. At first, academia and the general public viewed Hip Hop as a genre that exploited women and was seen as a negative influence on society. Between the 1980’s and 1990’s, Hip Hop lyrics were analyzed scrutinized in the classroom and were often criticized by scholars. Towards the late 1990’s, scholars began making the argument that Hip Hop could be used as an effective pedagogical tool for underrepresented populations. Scholars in the last two decades have begun to research how the other elements of Hip Hop can be utilized, using Hip Hop Pedagogy, inside and outside of the classroom to empower underrepresented populations.
The purpose of this qualitative action research study is to examine the ways in which Hip Hop Pedagogy can be utilized outside of the traditional classroom, to both engage and empower foster youth. Using Hip Hop Pedagogy and Yosso’s (2005) Cultural Wealth Model as a conceptual framework, this study focused on how Hip Hop can be used in a Learning Community at a four-year public University, in Southern California, to both nurture and develop the cultural capital of foster youth. Having cultural capital, can assist underrepresented populations in higher education with overcoming obstacles, navigating the terrain and succeeding in college. In addition, the curriculum is meant to promote self-advocacy, increase engagement on campus, and create a sense of belonging. Literature on Hip Hop Pedagogy, Hip Hop Based Education and the six types of cultural capital were utilized to develop the curriculum for the Hip Hop Learning Community. This curriculum was then reviewed by Guardian Scholars and Educational Opportunity Staff, Social Workers and Hip Hop Scholars. The feedback that I received was then incorporated into the curriculum. Findings were used to assess the needs of foster youth in higher education, understand the impact of participating in the Hip Hop Learning Community and improve the support provided to foster youth while they navigate and persist in higher education.

Author

• Tasha Iglesias, University of California, Riverside