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STEM Hip-Hop Pedagogy: A Meta-Synthesis On Hip-Hop Pedagogy STEM Interventions Tools For Underrepresented Minorities in K-12 Education
STEM Hip-Hop Pedagogy: A Meta-Synthesis On Hip-Hop Pedagogy STEM Interventions Tools For Underrepresented Minorities in K-12 Education
Kinnis Gosha
Computer Science
Morehouse College
Atlanta, GA, US
[email protected]
46
STEM Hip-hop Pedagogy: A Meta-synthesis on Hip-hop Pedagogy STEM Interventions Tools for Underrepresented Minorities in K-12 Education
R. Cummings, B. Chambers, A. Reid, K. Gosha
African American and underrepresented ethnic groups computer science and STEM outreach programs were
participate. determined by the research team (“African American computer
Hip-hop music appeals to consumers all over; it currently science initiative”, “computer science outreach”, “hip-hop
ranks as the most listened to genre in the world according to the pedagogy”). Research designs were not included in the search.
2017 U.S. Music Year-End Report [13]. Hip-hop music and
culture spawned and continues to evolve from African American 2.1 Selection Criteria
communities, particularly in large, urban, metropolitan cities Three reviewers of the research team screened titles, abstracts,
[14]. Rap music and hip-hop culture, as relevant to the lives of and keywords for eligibility. Each reviewer independently
many students, can provide a bridge to promote critical screened articles documenting the study type, sample size,
understanding of academic content [15]. This concept is known demographic of participants, independent variable(s) and
as hip-hop pedagogy, which encompasses how many aspects of dependent variable(s). The selection criteria included that the: (1)
the culture, aspects believed to be adaptive and those believed to sample must consist of primary or secondary school students; (2)
be maladaptive, needs a place within cultural inclusion efforts sample must include underrepresented ethnic group members
[16, 17, 18]. and/or women; (3) intervention must include some form of hip-
An application called the African American Distributed hop pedagogy or urban socially relevant pedagogy; (4)
Multiple Learning Styles System (AADMLSS) was designed to intervention must include STEM, preferably computer science;
allow the educator to supplement a traditional classroom and (5) intervention must measure some facet of STEM identity.
portfolio with a culturally aware e-learning tool [19]. AADMLSS Book reviews, literature reviews, and narratives were excluded.
incorporates a range of culture-specific animated pedagogical Only articles published within the last ten years were identified
agents, including aspects of hip-hop culture, to present a variety to keep consistency in STEM outreach focuses and method,
of course materials. AADMLSS City Stroll was engineered as an
electronic, speech-enabled algebra learning system that uses
culture to adaptively influence learning in an animated format. Searched: 96 non-
Gilbert et al. [14] validated these systems in an assessment-based duplicate articles
study consisting of 22 participants using algebra content
indicating that when culture was incorporated into the
mathematics curriculum the achievement gap narrows.
Limited previous research has established the significance of
using culturally responsive and hip-hop pedagogy in the
classroom to improve African American students’ performance
in computing and STEM. A qualitative meta-synthesis was Applied inclusion 90 articles
conducted to observe and understand the use and effectiveness criteria excluded
of hip-hop pedagogy for computing and STEM outreach
interventions [20]. This meta-synthesis will be used as the first
stage of a case study to later investigate and validate a particular
hip-hop pedagogical tool for computer science instruction.
32 did not include urban
students
2 METHOD
Eleven technical and social science databases were used in the 15 did not include urban
search (ACMDL, EBSCOhost, Elsevier, ERIC, IEEE, JSTOR, pedagogy
ProQuest, Research Gate, SAGE, Taylor & Francis Online, and
Wiley Online Library). Search terms for hip-hop pedagogy 14 was a book review, literature
review, or narrative
Table 1: Quality Criteria and Results
11 did not measure K-12
Atkins et al. (2008) Quality Appraisal Form Questions
students
1. Is this study qualitative research?
2. Are the research questions clearly stated? 11 could not find full article
3. Is the qualitative approach clearly justified?
4. Is the approach appropriate for the research question?
5. Is the study context clearly described? 6 articles 4 did not measure STEM or
6. Is the role of the researcher clearly described? included ethnic identity
7. Is the sampling method clearly described?
8. Is the sampling strategy appropriate for the research question?
9. Is the method of data collection clearly described? 3 did not focus on STEM
10. Is the data collection method appropriate to the research question?
11. Is the method of analysis clearly described?
12. Is the analysis appropriate for the research question? Figure 1: Study Screening and Exclusion Flow
13. Are the claims made supported by sufficient evidence?
Diagram
47
ACM Southeast Conference – ACMSE 2019 – Session 1: Long Papers – ISBN: 978-1-4503-6251-1
Kennesaw, GA, USA, April 18-20, 2019
namely in quickly changing and updating STEM fields such as 3.1 First-Order Constructs
computing and technology. The full texts of the selected articles
Eleven first-order constructs were observed (see Table 3). The
were assessed for relevance.
constructs were grouped into four categories: co-teaching, call
and response, hip-hop affinity, and hip-hop penalty. Co-teaching
2.2 Data Extraction and Quality Appraisal
describes a method in which a student or trained specialist
Data was extracted from selected articles on the intervention’s assists a teacher in instructing a focused theory or subject.
effectiveness, students’ experiences, and areas of opportunity in Students enjoyed this method of instruction. While students
operations (first and second-order constructs). A quality were the co-teacher, students flourished in directing instruction,
appraisal form developed by Atkins et al. [21] was applied to gaining public speaking skills, and communicating in the
each selected study and scored assessing the qualitative terminology relevant to their peers. Call and response describes
components of the study (as some were mixed method) (see the method regularly used in hip-hop and African American
Table 1). music, where a leader announces a message and the audience
A meta-ethnographic analytical method was employed repeats or answers the message [16]. Students viewed call and
identifying similar first and second-order constructs, response methods as enjoyable, informal techniques that
contradicting constructs within and between studies, and successfully support knowledge retention through repetition.
determining third-order constructs [22, 23]. First-order Hip-hop affinity describes African American and urban minority
constructs are the themes from participants of the study. Second- students’ shared connections to the ethnic product of hip-hop
order constructs are themes determined by the study authors. music and culture. Students reported that hip-hop is a part of
Third-order constructs are recommendations to hip-hop their culture, are encouraged by the messages presented in hip-
pedagogical STEM outreach program developers determined by hop works, and enjoy the structure and medium of hip-hop as a
the research team by analyzing the first-order constructs, communication platform. Hip-hop penalty describes students’
second-order constructs, and contradicting constructs. perspective that hip-hop culture and associated behaviors are
often penalized in school, contributing to tensions between
3 RESULTS urban students and instructors.
A total of 96 articles were identified during the initial
identification (see Figure 1). After completing the full text 3.2 Second-Order Constructs
screening, six studies were included in the review (see Table 2). Twelve second-order constructs were observed (see Table 3). The
Study types ranged: two were mixed method research from constructs were grouped into two categories: outreach
interventions, two were qualitative case studies, and two were intervention method and effectiveness. Outreach intervention
ethnographies. All selected studies had justified qualitative methods included co-teaching, call and response methods
components with a clearly described role of the researcher. Only (including rhythmic clapping call and response methods), and
one study did not have clearly stated research questions; another media exposure. Media exposure consisted of exhibiting hip-hop
study did not have an appropriate approach for the research or urban culturally relevant films, music, websites, and other
questions. Two studies had vague sampling strategies. Most media products. Outreach intervention effectiveness included
studies had vague research data collection and analysis successes at memorization and retention, understanding content
strategies, though the intervention may have been clearly in a different way, participatory engagement, team building,
described. Due to this, five studies have claims that do not have sense of belonging, and resilience.
sufficient supporting evidence.
48
STEM Hip-hop Pedagogy: A Meta-synthesis on Hip-hop Pedagogy STEM Interventions Tools for Underrepresented Minorities in K-12 Education
R. Cummings, B. Chambers, A. Reid, K. Gosha
3.3 Contradictory Constructs students behave hip-hop cultured. The curriculum being led by a
student allows students the feeling of direction and freedom, a
There were two general constructs that interfere with each other
core sentiment in hip-hop culture [24, 25]. Instruction through
in a near contradiction (see Table 4). The method of student co-
student co-teaching can be applied in STEM outreach activities.
teaching is used on a few studies however it is documented that
In computing, allowing students to teach computer science
students feel a tension between themselves as students and
principles and computational thinking in a way that works best
teachers. The other contradiction was students who have an
for their learning based on their hip-hop cultural personal inputs
affinity to hip-hop and believed co-teaching and call and
may effectively improve students’ comprehension and
response to be enjoyable also believed “clean” raps created by
performance.
academics and their instructors, and hip-hop in the academic
Call and response can be used as a supplemental method to
space to be inauthentic.
co-teaching or other hip-hop or urban pedagogical methods. Call
and response is suggested to be particularly effective with
3.4 Third-Order Constructs
memorization, which may include learning vocabulary or simple
The selected studies had challenges including poor research processes. Call and response, namely rhythmic clapping, has also
methods such as vague samples and measures, as well as not shown effective in refocusing the classroom while staying
addressing serious confounding variables of the relationship grounded in hip-hop pedagogical instruction [16, 26]. A popular
between urban students and traditional institutions. Eight third- rhythmic clapping technique used in many schools is the
order constructs were developed by synthesizing first and following [26]:
second-order constructs, providing recommendations for
challenges and contradicting constructs (see Table 4). These data Instructor: If you can hear my voice clap once
were grouped into two categories: before an intervention and Students (in unison): [one clap]
during/after an intervention. Before the intervention, instructors Instructor: If you can hear my voice clap twice
should create an environment that is more aware of variances Students (in unison): [two claps]
between academic culture and urban/hip-hop culture. After Instructor: No music
acknowledging these variances, school coordinators and Students (in unison): [five rhythmic claps]
influencers should work toward being more accepting and less
punitive towards urban behaviors. In preparing for an As the studies reinforce many African Americans students in
intervention, outreach programmers should use existing works, urban settings have an affinity towards hip-hop culture, hip-hop
previous hip-hop pedagogical studies, and valid scales and social being penalized was noted on a few studies, namely on one
and psychological variables they wish to measure. This will ethnography. “Students reported that they were often ‘corrected’
allow results to be more generalizable and valid as well as allow for their linguistic mannerisms and removed from school because of
outreach programs to be replicable and reproducible. During an their cultural behaviors and dress” [27]. This matter must be
intervention, it is recommended to use established methods such addressed to effectively and authentically incorporate hip-hop
as call and response, co-teaching, and media exposure. Cultural pedagogy in the academic setting. Both contradictory constructs
competitiveness and resilience can also be implemented within surround this idea of welcoming of certain aspects of hip-hop
teaching strategies as is embedded within hip-hop culture with culture and unwelcoming of others, resulting in instructors
message and cyphers to drive perseverance in academic incorporating inauthentic hip-hop pedagogical instruction [27].
performance. To follow, an area of opportunity is resilience. Resilience
describes the ability to recover from difficulties and is a trait that
4 DISCUSSION is well-established in hip-hop culture. Khalifa [27] mentions “if
Few studies delve into hip-hop pedagogy and STEM outreach ever…challenged, students would…demonstrate their prowess and
programs for African Americans and urban students. This initial fearlessness to do battle. This is consistent with representations of
review uncovers how hip-hop culture plays out in traditional K- conflict proclivity in Hip-Hop music. From the very beginning of
12 academia as well as the complexity of hip-hop culture for the genre, artists must be willing and able to “battle” other MCs
application in academia. Co-teaching was a widely-used strategy (i.e. rappers) who had questioned or attacked their
in STEM outreach and hip-hop pedagogy. Co-teaching within representations…students rarely actually fought (typically less than
specialized experts in the field provide a rich potential for five school fights per year), but were quite willing to posture their
students to learn STEM or other subjects through urban alacrity to “battle” if ever threatened.” Resilience can be used to
expression. Notably, co-teaching with a student seemed to be motivate self-efficacy in STEM [28]. Computer programming,
most efficient at both authentically communicating academic specifically, is a field where programmers have immediate
content in a hip-hop cultural context, and by working side-by- feedback on the success or failure of their program code, failure
side with teachers, who have traditionally been punitive when more often than not. Having strong resilience is a very important
trait for a computer programmer [29, 30].
49
ACM Southeast Conference – ACMSE 2019 – Session 1: Long Papers – ISBN: 978-1-4503-6251-1
Kennesaw, GA, USA, April 18-20, 2019
Acknowledging the punitive corrections of hip-hop culture in mindsets of hip hop culture” [24, 31]. On the other hand,
traditional academia and the useful resilience that spawns from curriculum in conjunction with the American values of
hip-hop culture, it is important to note the complexity of capitalism, patriarchy, and misogyny will struggle to
participation and feelings towards hip-hop culture from its authentically encapsulate an urban African American’s way of
members. Positively, hip-hop can be used in the classroom to living and will prevent urban African American youth equality
help students learn and engage with STEM content through and consciousness [24, 32]. Even so, particular themes in hip-hop
“samples, layers, flows, ruptures, percussiveness, and hip-hop culture including sexism, homophobia, masculinity, and
aesthetic forms” to develop “teaching resistance, knowledge of self, feminism are complex and contain variant perspectives in hip-
and self-determination…[drawing] on the sensibilities and hop personhood [24].
Hip-Hop Affinity
Cultural African American students have a cultural affinity to hip-hop
Encouraging and message Youth are encouraged and admire the message platform of hip-hop
Hip-Hop Penalized
Penalty Students are often corrected and penalized from expressing urban and hip-hop culture at
traditional schools
Tensions Urban students suggest teachers point them out for disruptions and misbehavior than
their counterparts
Second-Order Constructs
Outreach Method
Co-teaching A trained instructor in urban culture or urban student teaches alongside with traditional
Call & response and rhythmic clapping teacher
An instructor uses clapping and a call and response technique for engagement
Media exposure A film, music, or media product was employed to help students with urban identity
50
STEM Hip-hop Pedagogy: A Meta-synthesis on Hip-hop Pedagogy STEM Interventions Tools for Underrepresented Minorities in K-12 Education
R. Cummings, B. Chambers, A. Reid, K. Gosha
4.1 Limitations Findings from this study will be used to measure the
effectiveness of a hip-hop pedagogy computer science
As a qualitative meta-analysis there was no statistical analysis
intervention and to advise STEM outreach coordinators.
for heterogeneity. The amalgamation of qualitative research for
meta-synthesis is debated, particularly ones with similar yet
variant paradigms or theoretical models [23]. Eleven studies ACKNOWLEDGMENTS
were excluded for challenges accessing the full article. It was Thank you to the authors and intervention coordinators that
intended to discover hip-hop pedagogical STEM outreach provided the data for this meta-synthesis.
interventions; however, the ten-year recency eligibility the
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