Hip-hop based interventions as pedagogy/therapy in STEM

Abstract

Purpose This paper aims to argue that providing youth of color with opportunities to explore content while reflecting on and sharing mental health concerns is an under-focused dimension of teaching and learning that has the potential to positively impact these students’ academic achievement in science, technology, engineering and mathematics (STEM) disciplines Design/methodology/approach This paper used a qualitative study to interrogate a teaching/learning model through a hip-hop-based science program. Findings Because urban youth of color are traditionally most disengaged in STEM and also the ones who are the least likely to seek or be provided with mental health tools/services, it is suggested that there is a connection between their low academic achievement and the absence of opportunities for them to address emotions that impact their academic success. Furthermore, if these youths come from communities where mental health stressors are highly prevalent, and teaching is most restrictive, a model for teaching that considers practices that address both their academic and mental health needs becomes necessary. Research limitations/implications This work does not intend to devalue or undermine the role of school counselors or traditional teachers. It is believed that the role of the school counselor or social worker when youths identify themes that go beyond the scope of personal challenges is significant and that these professionals should be made available when engaging in this type of work. It is also believed that the educator who may not be privy to hip-hop can successfully engage in this type of activity with STEM students. Finally, the use of science as an exemplar for engaging in this work does not indicate that the other STEM disciplines cannot or should not explore this type of model. Practical implications The paper outlines a model that other educators/researchers may use and suggests ways that this brand of research may be implemented by scholars across the country. Social implications Through the implementation of the hip-hop-based science program as an intervention in science classrooms, students are provided the opportunity to bolster science content knowledge and knowledge of self. In addition, utilizing the hip-hop-based science program created an avenue for teachers to develop better understanding of students and their full socioemotional selves. This is especially necessary in STEM education where perceptions of students’ decisions to not engage in the disciplines are directly related to our collective unwillingness to present the subject matter in a way that goes beyond the glorification of its stoic and “old white” history. Originality/value This paper suggests a new dimension of STEM research through an exploration of hip-hop culture and youth emotions.

Hip Hop as an Agent for Health and Wellbeing in Schools

“…Notably, Hill reported this did not benefit their wellbeing in isolation from the educational setting, but also helped students and teachers imagine new, culturally relevant possibilities for engaging in classroom spaces. Emdin et al (2016) also reported mental health benefits in connection to classroom practice and learning. These benefits included students' ability to gain deeper knowledge of themselves by engaging with, expressing, and sharing issues they face in their daily lives through lyric composition.…”

“…This included recognition of Hip Hop as originating in the Bronx, New York (DeCarlo & Hockman, 2004) in the 1970s, among African American and Latino (Gonzalez & Hayes, 2009) or inner-city youth (Boutin-Foster et al, 2010). Many also acknowledged the different elements of Hip Hop culture (Boutin-Foster et al, 2010;Emdin et al, 2016;Gonzalez & Hayes, 2009;Harris et al, 2012;Sussman et al, 1995). These were described variously as b-boying/breaking/dance/movement, graffiti/tagging/art/visual art, DJing; MCing/rap/rapping, music/sound, dress/clothing style, language/slang, and knowledge of self.…”

“…Some authors fore-fronted the socio-political nature of Hip Hop culture and its continuing relevance to US context. Emdin et al (2016) described Hip Hop culture as representing "politically silenced voices in contemporary America, and [that] the process of writing/creating hip-hop music (rap) harnesses the voices of these populations to help them make sense of their everyday experiences and solve their own problems" (p. 310). Similarly, DeCarlo and Hockman (2004) suggested, despite negative perceptions (i.e.…”

“…US authors presented similar arguments, yet often drew more nuanced or developed connections. These inevitably included a desire to engage African American, Latino, or youth of Colour, given these populations are frequently exposed to the worst health stressors, yet are the least engaged with mainstream services or institutions (Levy et al, 2017) often because they represented or enacted oppression of these groups (Emdin et al, 2016;Hill, 2009). Many authors drew upon concepts and terms such as "culturally sensitive" (Sussman et al, 1995), "culturally targeted" (Williams et al, 2016), "culturally relevant" (Boutin-Foster et al, 2010) or "culturally appropriate" (Williams & Noble, 2008).…”

“…This often involved repositioning discourse and interventions within the context of students' daily lives and experiences (DeCarlo & Hockman, 2004). Such authors drew on concepts like "critical pedagogy" (Hill, 2009), "reality pedagogy" (Emdin et al, 2016), as well as Hip Hop-specific theories, such as "critical Hip Hop pedagogy" (Romero, 2012), "Hip Hop-centered pedagogy," "hip-hop based education" (Hill, 2009, p. 248), "Hip Hop Therapy" (Olson-McBride & Page, 2012) or "Rap therapy" (Gonzalez & Hayes, 2009). Some authors argued Hip Hop was used because the stylistic qualities of the music and dance (speed and strong beats) promoted learning outcomes (Noble et al (2015).…”