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An Action Research Study on the Influence of on reflection on poverty, fear of adulthood, the advent of music videos. The music video Academic and Behavioral Issues of 5th Grade African-American desire for absent fathers, frustrations about and the controversy behind its images vis- black male , female sexual desires, ually linked the artist to the listener. Many Males and daily rituals of life. With the material- African-American males develop a poor ization of gangsta rap the Hip-Hop self-image from the influence of TV videos. Shaun Lewis, Susan R. Boes & Julie S. Chibbaro became viewed as negative, misogynistic, Developing the cultural identity of today’s University of West Georgia and violent (Kunjufu, 1993). Hip-Hop African American man is directly associat- culture has the ability to affect the values ed with Hip-hop. Identity development for of African American youth through various African American youth is more intricate mediums such as radio, television, and in its consideration of race/ethnicity than social media. it is for White peers, making this a time of Abstract innumerable issues since they were bought complexity and vulnerability (Cross, 1971). This small action research study (ARS) to the United States as slaves in 1555 Gangsta Rap emerged in the late 1980s Developing a culturally significant mentality began with a review of the literature ex- (Chideya, 1995). Socioeconomic standing with the arrival of the west coast power- for children of African descent living in the amining the relationship of gangsta rap in (SES), negative stereotypes, random vio- house group N.W.A. (Niggaz Wit Attitude) United States is indeed a daunting task. In regards to academic achievement, self-es- lence, and feelings of abandonment have and the music associated with gangsta their attempt to find themselves they often teem, decision-making, identity issues and kept generations of African-American men rap became a new phenomenon. How- search cable channels such as BET, VH1, or development of young African American out of the cultural mainstream in America ever decades of criticism and controversy MTV (Tatum, 1997). In classroom history males. The purpose of the ARS was to ex- (Beachum & McCray, 2004). With the have earned gangsta rap a bad reputation textbooks images of faces similar to theirs amine the correlation between gangsta rap emergence of Hip-Hop in some of the poor- because of its admiration of drugs, sex, are of slaves. Caucasians however see an and its influence on 5th grade students at er neighborhoods of , New York, a and violence. To understand its lyrical endless stream of positive self-imagery. one elementary school in suburban . culture was created which started to shape content one has to relate to or identify with From the majority of leaders of the country The ARS also examined the relationship be- the lives of countless African-American the plight of the artists. This relationship to television, the image of dominance and tween gangsta rap and inclination towards males (White & Cones, 1999). For many created an identity crisis among many ownership is blatant. For children of Afri- school, asking if gangsta rap is a deterrent individuals Hip-Hop created an identity Black youth of the late 1980s and early can descent, the development of an identity to academic achievement. Dyson (1996) and value system that became a shared (Beachum & McCray 2004). is still fairly new. It was only 44 years ago noted a strong correlation between high structure built on the moralistic street code that coined the phrase “I’m school dropouts, incarceration rates and of the artists who helped create it (Kitwana, Identity Issues Black and I’m Proud”. Positive images of gangsta rap; therefore a mentoring pro- 2002). Because many young African African American youth are often faced Whites are never in short demand, but im- gram was designed to address academic American males connect to and with identity development issues. According ages of highly esteemed Blacks are so rare achievement and behavioral development especially gangsta rap as early as elemen- to Beachum and McCray (2004) they are that people marvel at their achievements for 5th grade African American males. tary school age, this Action Research Study often faced with transitions that range from (Kopano, 2002). With inequalities such The results led to a discussion of the examined the influence of gangsta rap school location, maturation, and identity as these, Hip-hop became a saving grace appropriate use of music as an influence on 5th grade students at one elementary development. The development of the for millions, especially gangsta rap. The on students as used by the professional school in suburban Atlanta. Additionally, culture within the African Ameri- various mediums for delivery also helped school counselor. the ARS examined whether adherence to can community was fast-tracked with the shape the development of some Black gangsta rap deters these students from birth of gangsta rap. It became a contest youth into a negative state. This situation Keywords: Gangsta Rap, African achieving their fullest academically. to male ego and bravado to prove how creates the need for direction and guidance American Males “hard” you were. Many artists spoke about from influential individuals and educators An Action Research Study on the Influence Literature Review their criminal lifestyle and bolstered cred- (Beachum & McCray, 2004). of Gangsta Rap on Academic and Behav- According to Rose (1994) Hip-Hop culture ibility by “keeping it real” (Kopano, 2002). ioral Issues of 5th Grade African-American was categorized as the contemporary and Radio was the lightning rod because it Developmental Growth Males urban-centered youth lifestyle associated played the music that was censored for Growth and maturity in the fifth grade with . Rap music became individuals’ listening pleasure. The most signal an important transition because not African-American males have faced a central cultural vehicle for open social influential medium, however, came with the only are students beginning to experience

12 | 2015 Georgia School Counselor Assocition Georgia School Counselor Assocition 2015 | 13 puberty, but identity and social attachments in its proper place. the list goes on and this was presented as as Rose (994), assume gangsta rappers are vital to their personal development. standard across the world (Dyson, 1996).. are easily manipulated pawns in a chess At this age students are on the brink of Gangsta rap is a form of music that often The high rate of incarceration, numer- game of material dominance where their discovering who they are and seeking depicts the lives of artists who grew up ous inequalities within the educational consciences are sold to the highest bidder. approval from peers. The feeling of wanting in violent communities and their music system, and the extremely high homicide Additionally rappers have been considered to belong to a group and not be considered relates their stories in an often graphic rates among (Kunjufu, as the African American of White de- an outsider is important to children. Being fashion (Kopano, 2002). Gangsta rap is a 1995; Rose, 1994) are examples of this sire in order to distort the beauty of African part of the group gives children their first challenging and territorial wherein degradation. When we look at homicides, American life. White record executives feelings of acceptance. Positive social the artists duel with imaginary foes over dropout rates, inferior education, and were believed to discourage the production development can help ease the stress instrumentals, thus the barrage of violent other problems associated with the lack of of “positive rap” and reinforce the desire of this confusing period. Negative social lyrics aimed at the listener. Decades of proper employment this negative mentality for lewd expressions packaged as cultural development can lead fifth grade students criticism and controversy have earned becomes apparent. Society often assesses and racial authenticity (Rose, 1994). towards a troublesome direction (Broderick gangsta rap a bad reputation because of the advancement of a group of people by According to Katz (1995), African American & Blewitt, 2015). Given the educational its apparent admiration of drugs, sex and their achievements. With the advent of youth who spend more time watching sex crisis facing our African American male violence (Chideya, 1995). Because of the hip-hop and the subsequent harshness of and violence depicted in the “real” life of youth when they fall below White students lyrical content that has raised the concerns gangsta rap, society found the music and gangsta rap music videos are more likely in math and reading (Education Trust, of civil liberties groups and caused protests its messengers easy targets to blame for to practice these behaviors in real life. Katz 2004), stakeholders are concerned that and congressional hearings, it stands to crimes in predominantly African American reported instances where murder defend- otherwise intelligent African American male reason that society must question how neighborhoods. What is misunderstood ants alleged the influence of such lyrics on students are rejecting formal education as this can be an acceptable art form when it is that gangsta rap does not necessarily their criminal behavior (e.g., Howard v Tex- a means of success. Instead many adopt demoralizes society as whole. create a negative mentality. Poor living as 1995, Branaccio v Florida 1995, Walker identities that eschew school achievement conditions, crime, inferior education, and Jackson v Wisconsin 1994). Interest- while choosing peer groups that favor Factors Influencing Identity and unemployment, hopelessness, and drugs ingly, all defendants cited the inflamma- street culture over school culture (Chideya, Development flooding the community (Kunjufu, 1995) tory influence of the late ’s 1995). There appears a need to develop culturally continue to produce a mentality similar to gangster’ rap album 2pocalypse Now on specific models of treatment and preven- that of the music produced from gangsta their murderous impulses and actions. African American males are following tion that are geared towards the lifestyle rap. Expectations of such social judgments negative role models; emulating the misog- many young African American males are probably go beyond the singular expecta- ynistic ways of thinking and behavior that choosing. These critical choices are not Summary of the Literature tion that a person who writes violent music is glorified in gangsta rap. Ultimately, this just present with the delinquent youth, During the exploration for this literature re- lyrics might also be predisposed to violent mentality is a reflection of the current value but also are evident in our professional view an abundance of material on gangsta behavior. Often the lifestyle of an African system within our society. Rapidly, we are athletes, singers and rappers (Kitwana, rap from books, magazines, scholarly jour- American character on television or in the becoming a society where the exploitation 2002). It is a generation inundated with nals, and newspapers was found. There movies helps shape the direction of African of images and issues seem to attract stigmas and stereotypes. Society often are many well-known scholars and histori- American society. Denzel Washington por- audiences and generate capital (Kunjufu, feels justified to degrade groups that have ans (see Cornell West, Tricia Rose, Michael trayed a real life African American gangster 1993). The core audience of gangsta rap been characterized negatively. Consider the Eric Dyson, , Kevin Lyles, and in the movie American Gangster. As Katz consists mostly of young and older African stereotypes presented through the world’s ) and more who have (1995) suggests portrayed on American males. However, this critique most powerful medium, television. African made an impact on the Hip Hop industry the big screen often become role models must always be contextualized, or we Americans have had to struggle simply through their research and contributions. for criminal-minded individuals. Gualpo ( risk making it appear that the behavior to join an all-Caucasian television cast. Dyson (1996) gives insight into the evolu- 2003) wrote that 85-95% of the young Af- associated with this thinking supports and Images of the African American family were tion, vision, influence, unfavorable origins, rican American men incarcerated between condones rape, violence against women, rare until the groundbreaking Cosby Show. and inappropriate representation of African 18-30 years old have similar role models and crime in general (Chideya, 1995; For years African Americans have always American youth of Hip Hop’s controversial from gangsta rap & Hip-Hop, movies, and/ Kitwana, 2002; Kopano, 2002; Kunjufu, been seen as the help, the maid, the driver, subgenre “gangsta rap” while addressing or sports celebrities whereas only 5-10% 1993). Knowing this, we have to put music the sidekick, the criminal, and views of gangsta rap critics. Critics such of African American men of similar age in

14 | 2015 Georgia School Counselor Assocition Georgia School Counselor Assocition 2015 | 15 a graduate program at a university share participate in school intervention programs, The purpose of this ARS was to examine who were referred by their teachers and the same choices of role models as those the negative influences can be shifted so it the correlation found between gangsta rap administrators. Eligible participants were incarcerated. Copying negative role models is possible to see attitudinal and academic and its influence on 5th grade students at selected based on their present level of is a huge problem in the African American change occur in rising 6th graders. one elementary school in suburban Atlanta. low academic performance and multiple community though it is only 12% of the This mentoring intervention provided The ARS examined if there is a relationship discipline referrals. Informed consent from population in America; prison is almost participants with a personal coach to help between gangsta rap and school connect- parents was secured for participation and 47% African American (Gualpo, 2003). them improve their academic performance edness, asking if gangsta rap deters 5th all of the students agreed to participate in Gangster movies and gangsta rap images and enhance their abilities to withstand grade males from academic achievement the ARS. often are irresistible temptations to young daily challenges as preteens. The mission because of its imagery and connotations of African American males looking for a hero. was to empower male children of African real life within the gangsta rap community. Procedure It is no wonder that in all negative statis- descent to know themselves aside from Also it addressed whether gangsta rap The primary researcher (PR) was a school tics, such as prison populations and school the negative stereotypes with which they negatively influences African-American counselor working with the academy to im- dropout rates, African Americans lead the so closely associate themselves with by males and if it puts African-American youth prove the attitudes of African American 5th statistics. Parents and educators need to way of television, radio, and the internet. at risk, and what effect gangsta rap can grade males. The mentoring program took raise their expectations of what African The goal was not to blame gangsta rap, have on a student’s educational achieve- place over a 6 week period. The group met American students can and should achieve but to use its content, message, and music ment? twice a week for 1 hour. The semi-struc- academically. Parents need to consider that as a hook and make its use a teachable tured curriculum addressed effective they are partners in their child’s educa- moment. The connection was to teach Method leadership, academic success, goal setting, tion and involve themselves in schools as young males how to disconnect from the Action research (Ferrance, 2000) is a decision-making, positive and responsible volunteers and advocates (Kunjufu, 1995). music and images and find themselves in collaborative activity among colleagues communication, and conflict resolution. Parents need to encourage their children the texts of history so as to improve their searching for solutions to everyday, real Ultimately, the goal was to inspire African to read more for fun and spend less time self-image, self-esteem, and self-worth. problems experienced in schools, or American adolescents to strive for more listening to gangsta rap and engaging in a During the mentoring sessions students looking for ways to improve instruction and than what they hear on the radio or see on dynamic activity of shared attitudes about focused on their set goals and the means increase student achievement. Ferrance the television. the topics that affect rappers, singers and to achieve them. The sessions provided (2000) also notes that practitioners are audiences (Rose, 1994). The emerging academic support, mentoring, peer-to-peer continually being held publicly accountable Instruments patterns of behavior and topics within the accountability, life skills, and career devel- for student achievement results. Therefore The items on the two surveys were devel- discourse constitute the conflicts in rap opment. Ultimately, the goal was to inspire this mentoring program was proposed oped by the PR/school counselor (Boynton, music: economics, violence, family, social young men to strive for more than what to administrators, teachers, and parents & Greenhalgh, 2000) from the preceding alienation, polarization of societal units, they hear on the radio or see on the tele- by a school counselor as an alternative literature review. The Pre-intervention and cultural and social deprivation (White & vision. Those who can properly interpret to help at-risk children, those who were survey included statements focusing on Cones, 1999). gangsta rap know that its influence on the fatherless, disaffected, or simply in need of the possible influence of gangsta rap, mind is null and void. However, the mental motivation to perform better academically. thoughts about school and future aspi- African American boys most other awareness of elementary school children The purpose of this action research study rations and was administered during the children, begin school as eager learners, is not at all that acute, so to help interpret was to examine the effectiveness of the initial mentoring session. The Post Student indistinguishable from other students in the music and its meaning can greatly mentoring program designed with specific Survey was administered during the last their professed interest in school and de- improve their ability to examine the content criteria to deter the influence of gangsta session. The Pre-Intervention Survey used sire to do well. Chideya (1995) noted that of the music they listen to, the types of rap on 5th grade students and to improve a Likert scale ranging from 1-5: 1 (Never), African American boys also begin school programming they watch on television, and their academic performance. 2 (Rarely), 3 (Occasionally), 4 (Frequently) with levels of achievement similar to that of the information others present to them. and 5 (Very Frequent) on 3 items; 7 items African American girls. Before long, though, In essence, the goal was to give them an Participants on the Pre-Intervention survey ranged from African American males often are seen as analytical mind and help them objectively The mentoring group consisted of 10 fifth 1-5 as follows: 1 (Strongly Disagree), 2 displaying problem behaviors by teachers process matters in their personal life and grade African American students attending (Disagree), 3 (Undecided), 4 (Agree) and (Chideya, 1995) and are most likely to the world at large. a private elementary academy in subur- 5 (Strongly Agree). Since the AR used a be labeled. If students are motivated to ban Atlanta ranging in age from 11-12 researcher-developed survey, no reliability

16 | 2015 Georgia School Counselor Assocition Georgia School Counselor Assocition 2015 | 17 or validity studies were performed on the were occasionally reprimanded for behav- grew up. Several students responded they participants strongly agreed they wanted to measure; however, guidelines for designing ior, 30% expressed that they were rarely strongly agreed (20%) and 20% agreed be something other than a gangsta rapper questionnaires were followed (Boynton & reprimanded and 10% articulated that they that they wanted to be a gangsta rapper. when they grew up. Ten percent agreed Greenhalgh, 2000). The students were were never reprimanded. Other responses demonstrated they (10%) they wanted to be something other than given 30 minutes to complete the survey. Question 5 asked if the participants’ were undecided; 40% disagreed that they a rapper, 40% disagreed; no participant Those who needed extra time received an grades were below average due to wanted to be a gangsta rapper and 10% indicated he was undecided and no additional 15 minutes. behavior; 10% strongly agreed, 20% were strongly disagreed. participant decided he strongly disagreed. undecided, 30% of the participants disa- In response to question 5 about grades Results greed and 40% of the participants strongly Question 10 asked the participants if being better after the program 20% of the Pre-Intervention Survey disagreed that their grades was below av- they wanted to be something other than a participants strongly agreed the mentoring Survey results were analyzed by sorting erage due to their behavior. No participants gangsta rapper when they grew up. Twenty program helped and 70% agreed with and summing participant responses and (0%) agreed that their grades were below percent strongly agreed, 30% agreed, 40% the statement. Ten percent disagreed that comparing response percentages. Thirty average due to their behavior. were undecided, 10% disagreed about the mentoring program helped improve percent of the participants (Q #1) answered wanting to be something other than a grades. No participants indicated they were that they listened to gangsta rap very Question 6 examined how often the gangsta rapper when they grew up. Again, undecided or strongly disagreed. Finally, on frequently, 30% stated that they listened participants completed class assignments. no participants strongly disagreed. #6, 60% (40% strongly agreed and 20% frequently, 10% indicated that they listen Thirty percent of the participants respond- agreed) of the participants indicated that occasionally and 30% conveyed that they ed that they completed assignments Post Intervention Survey overall the mentoring program impacted rarely listened (Table 1). very frequently, 20% indicated that they Post Survey data suggests that the their behavior in a positive manner. Another frequently completed assignments, 40% of Mentoring Program was a success in 40% disagreed and no participant was Question 2 asked if gangsta rap had a the participants stated that they occa- many arenas (See Table 2). In response undecided or in strong disagreement. negative influence on African American sionally completed their assignments, and to question 1, 10% strongly agreed and Males. Twenty percent stated that they 10% of the participants rarely completed 50% of the participants indicated they are Discussion strongly agreed that gangsta rap had a assignments. No participants responded maintaining positive behaviors at school; The results of the ARS on the Mentoring negative influence on African American they never completed their assignments. 20% disagreed and another 20% strongly Program with 5th grade African American Males, 30% agreed that it had an influ- disagreed. In response to question 2, 40% males indicated an increase in the positive ence, 20% were undecided, 0% disagreed Question 7 asked participants if he had of the participants strongly agreed and behavior, academic achievement as and 30% strongly disagreed. received disciplinary infractions throughout 30% agreed the mentoring program helped presented by their teachers and the overall the present school year. Twenty percent them understand they are responsible for improved socialization for many students Question 3 asked if gangsta rap has a of the participants strongly agreed, 50% completing assignments. Twenty percent (see Tables 1 and 2), yet some students positive effect on African American Males agreed, 20% disagreed and 10% strongly were undecided, 10% disagreed that the did not benefit as much. Student survey and results showed 20% strongly agreed disagreed. No participants were undecided mentoring program helped them under- results indicated that although 60% of that gangsta rap has a positive effect on about discipline violations. stand their responsibility for assignment the participants believed that the men- African American Males, 20% agreed that completion and no participants strongly toring program helped them change their it has a positive effect, 10% were undecid- Question 8 asked if the participants look disagreed. On question 3, 70% (50% negative behavior, the other 40% continued ed, 40% disagreed with it having a positive up to gangsta rappers. Twenty percent strongly agreed and 20% agreed) of the to receive office referrals. Although 70% effect and 10% strongly disagreed. of the participants strongly agreed that participants indicated they realized gangsta of the participants felt responsible for and they looked up to gangsta rappers, 60% rap could have a negative effect on African motivated to complete assignments, 30% Question 4 asked how often the partic- strongly agreed that they looked up to American Males. Twenty percent did not continued to complete assignments at their ipant was reprimanded at school for his gangsta rappers, 20% disagreed with this seem to come to the realization that - own discretion after participating in the behavior. Students (30%) indicated that statement. No participants were undecided ta rap can have negative effects on African program. Although 60% of the participants they were reprimanded at school very or strongly agreed with the statement. American males as they were undecided felt that gangsta rap had a negative effect frequently for their behavior, 0% indicated and 10% disagreed with this concept. No on African American young males, 40% that they frequently were reprimanded for Question 9 asked the participants if they one responded that he strongly disagreed. still felt that gangsta rap was positive. their behavior, 30% mentioned that they wanted to be a gangsta rapper when they In response to question 4, 50% of the This last result appeared to be based on

18 | 2015 Georgia School Counselor Assocition Georgia School Counselor Assocition 2015 | 19 an individual’s experiences as the school from teachers of the participants. Hatry, & Newcomer, 2010). popular media on our children’s ability to counselor kept field notes on behaviors and manage their time and engage in their language during the mentoring group time The short term of the program at only 6 Future Interventions and Research studies. Students must be taught to reject span. Although 60% of the participants felt weeks was noted as a possible limitation. Involving more African American adult the negative images of gangsta rap music that they wanted to be something other Plans for the future will look to conduct the males in mentoring interventions for they hear in and demand of than a gangsta rapper, 40% indicated a program over a semester. African American young students could themselves and their schools an elevated preference for being a gangsta rapper. demonstrate additional success. Research educational commitment. Once children Again during informal inquiry while in the While the school counselor led mentoring indicates that men despite their race had can accurately put entertainment into its group, the school counselor heard some program was viewed as successful, it must a greater mentoring influence on young proper box and place themselves outside students express their desire to be like be noted that other mentoring does occur males (Educational Crisis, 2010). that box, growth and development of more rappers whose music they or their parents at the school but on an inconsistent basis. socially aware individuals will occur. This were listening to. During informal discus- Although the participants demonstrated Better scheduling with school adminis- means a support system must be in play sions these students (40%) mentioned that gains in their responsibility toward academ- trators to present the mentoring program to help properly guide children to a more they wanted the instant gratification that is ics and positive behaviors, other variables when other mentoring agencies are not opportunistic future. School counselors seen on television. may have contributed to the increase. in the school would allow more certainty can lead this support group and advocate These variables include various mentoring about the success of the program due for all the needs of students not only those The overall results were impressive for agencies which participate on a yearly to its curriculum. Help from school staff academic needs. a program that for 6 weeks only. basis at varying times. Additionally there to confirm all approvals preceding the Yet while the results indicated that the was the possibility that parents became start of the mentoring sessions would Music tends to greatly influence young mentoring group had a substantial impact more involved in their students’ home as- ensure students had no difficulty attending people so school counselors who are on the majority of students’ accountability signments and behavioral reprimands due each session due to prior commitments. aware of this influence may help change to complete assignments, maintain good to the request for consent for their child’s Scheduling a designated classroom for the the influence of gangsta rap on African behavior, decipher if gangsta rap was participation in the mentoring activities for mentoring program sessions would lessen American youth. Hallam (n.d.) presents negative to African American males and to academic and behavior concerns. Finally, the confusion students had in finding the suggestions on the influence of music determine future aspirations (see Table 2), there was an initiation of a school-wide room each week. on the personal and social development some students did not gain as much from mentoring program the same semester. of individuals as well as the potential to the experience. After careful examination For this ARS, the PR did not attempt to Because of the positive effect and the de- increase enthusiasm for learning. School of the limitations and appropriate con- control for confounding variables, however, sire for the program to continue, adminis- counselors, who understand this impact, cessions, planning for future mentoring these variables are important and will be trators have considered these adjustments. may divert negativity in children who are programs at the academy looked hopeful. examined in future studies on the impact of Administrators agreed to have a designated influenced by such music as gangsta rap the mentoring program. classroom assigned for the group meetings by advocating for the appropriate of music Limitations so that participants would no longer be in their comprehensive programs. Hallam Based on the faculty informal feedback, Another limitation occurred from the data moved on a regular basis. Finally it was (n.d.) suggests music can help increase administrators felt encouraged about collection, which for a single-group as- agreed that the schedule for group ses- confidence, self-esteem, self-discipline including a consistent mentoring program sessment can indicate a possible threat to sions would be distributed early enough for and the means to express one’s self. Other specific to 5th grade African American internal validity. The school counselor led parents to plan accordingly. benefits of participation in appropriate males. The informal perceptions presented mentoring was a compensatory program music exercises can instill a sense of ac- by teachers of the participants assured and thus only included participants who Implications for Counseling complishment, responsibility, commitment the school counselor/PR that the students’ were at risk for low academic performance More men and community members, Afri- and bonding with others through friendship increase in academic achievement, behav- and multiple discipline infractions (Trochim can American and Caucasian, from urban and similar goals. ior and future aspirations was credited to & Donnelly, 2007) as determined by a and suburban settings must take on the the intervention. In addition, there was no simple screening process of teacher and role of mentors that is needed to help Afri- School counselors who are working with outcome data collected. The success of the administrator referral. Thus there was no can American youth. Educators and parents students as they develop their own identity program was measured using pre and post comparison group and this lack can mis- need to be more aware of the potential may find music is an appropriate source self-perception data and informal feedback represent the analysis of results (Wholey, negative impact of gangsta rap and other of support when an individual is distressed

20 | 2015 Georgia School Counselor Assocition Georgia School Counselor Assocition 2015 | 21 and/or distant. Music within the curricu- Retrieved from: http://www.questia.com/ dition: “Keepin’ it real”. The Western Tatum, B. D. (1997). Why are all the Black lum of the school counseling program can PM.qst?a=o&d=104421786 Journal of Black Studies, 26, 204+. kids sitting together in the cafeteria? And increase a sense of social unity (Hallam, Retrieved from http://www.questia.com/ other conversations about race. New York, n.d.). Understanding the cultural impor- Education Trust. (n.d.). Raising achieve- PM.qst?a=o&d=5001926756 NY: Books. tance placed on music by many and incor- ment and closing gaps between groups: porating appropriate expressions of such Lessons from schools and districts on the Kunjufu, J. (1995). Countering the con- Trochim, W., & Donnelly, J.P. (2007). The into school counseling may lead to more performance frontier. Retrieved from http:// spiracy to destroy Black boys. Chicago, IL: research methods knowledge base (3rd effective engagement in academics and www.slideshare.net/EduMattersProj/educa- African American Images. ed.). Atomic Dog. empowerment for personal responsibility. tion-trust-raising-achievement Kunjufu, J. (1993). Hip-hop vs. maat: A Wholey, J. S., Hatry, H. P., & Newcomer, K. Ferrance, E. (2000). U.S. Department of psycho/social analysis of values. Chicago, E. (2010). Handbook of practical program References Education, Office of Educational Research IL: African American Images. evaluation (3rd ed.). , CA: Beachum, F. D., & McCray, C. R. (2004). and Improvement. Action research Jossey-Bass. Cultural collision in urban schools. Current (RJ96006401). Retrieved from LAB at Rose, T. (1994, May 11). Rap music Issues in Education, 7, 5. Retrieved from Brown University website: http://www.lab. and the demonization of young Black White, J. L., & Cones III, J. H. (1999). http://cie.asu.edu/volume7/number5/index. brown.edu/pubs/themes_ed/act_research. African American males. USA Today. Black man emerging: Facing the past and html pdf Retrieved from: http://www.questia.com/ seizing a future in America. New York: W. H. PM.qst?a=o&d=5002205229 Freeman. Boynton, P. M., & Greenhalgh, T. (2004, Gualpo, S. (2003, September 19). Pacino’s May). Hands-on guide to questionnaire flashy thug amasses money, power legions research. Selecting, designing, and devel- of rap imitators. The Washington Times, p. oping your questionnaire. Retrieved from D01. Retrieved from http://www.questia. bmj.com com/ PM.qst?a=o&d=5001999645

Broderick, P.C., & Blewitt, P. (2015). The Hallam, S. (n.d.). The power of music: life span: Human development for helping Its impact on the intellectual, social and Professionals (4th ed.). Upper Saddle River, personal development of children and NJ: Pearson. young people. Retrieved from http://www. laphil.com/sites/ default/files/media/pdfs/ Chideya, F. (1995). Don’t believe the hype: shared/education/yola/susan-hallam-mu- Fighting cultural misinformation about sic-development_research.pdf African Americans. New York, NY: Plume. Katz, J. (1995). Advertisement and the College Board. (2010). The educational construction of violent white masculinity. crisis facing young men of color. Retrieved In G. Dines and J. Humez (Eds.). Gender, from http://www.advocacy.collegeboard. race and class in the media: A text reader. org/ Thousand Oaks, CA: SAGE.

Cross, W.E. (1971). The to Black Kitwana, B. (2002). The hip hop genera- conversion experience. Black World, 20, tion: Young Blacks and the crisis in African 13-17. American culture. New York, NY: Basic Books. Dyson, M. E. (1996). Between God and gangsta rap: Bearing witness to Black Kopano, B. N. (2002). Rap music as an culture. New York: Oxford University Press. extension of the Black rhetorical tra-

22 | 2015 Georgia School Counselor Assocition Georgia School Counselor Assocition 2015 | 23 Table 1. Gangsta Rap Pre-Intervention Survey Table 2. Gangsta Rap Post-Intervention Survey The following table presents descriptive statistics based on 10 participants. The following table presents descriptive statistics based on 10 participants

Item Very Frequently Occasionally Rarely Never Item Strongly Agree Undecided Disagree Strongly Frequently Agree Disagree 1.How often 30% 30% 10% 30% 0% 1. I am maintaining 10% 50% 0% 20% 20% do you listen to good behavior at gangsta rap? school. 4. How often are 30% 0% 30% 30% 10% 2. I understand 40% 30% 20% 10% 0% you reprimanded my responsibility for your school for completing for your behavior? assignments. 6. How often do 30% 20% 40% 10% 0% 3. I understand the 50% 20% 20% 10% 0% you complete possible negative classwork? effects of gangsta rap. Strongly Agree Undecided Disagree Strongly 4. When I grow 50% 10% 0% 40% 0% Agree Disagree up I want to be 2. Gangsta Rap 20% 30% 20% 0% 30% something other has a negative than a gangsta effect on African rapper. American males. 5. My grades are 20% 70% 0% 10% 0% 3. Gangsta Rap 20% 0% 20% 30% 40% better due to my has a positive good behavior. effect on African 6.Being in the 40% 20% 0% 40% 0% American males. group has helped 5. My grades are 10% 0% 20% 30% 40% change my below average negative behavior. due to my behaviors. 7. I have had 20% 50% 0% 20% 10% a disciplinary infraction this school year. 8. I look up to 20% 60% 0% 20% 0% Gangsta 9. When I grow 20% 20% 10% 40% 10% up I want to be a Gangsta Rapper. 10. When I grow 20% 30% 40% 10% 0 up I want to be something other than a Gangsta Rapper

24 | 2015 Georgia School Counselor Assocition Georgia School Counselor Assocition 2015 | 25 Gangsta Rap Pre-Intervention Survey Gangsta Rap Post Intervention Survey Please circle the number that best suits you and your perception of Gangsta Rap. Please circle the number that best suits you and your perception of Gangsta Rap.

1. How often do you listen to Gangsta Rap? 1. I am maintaining good behavior at school.

Very Frequently Frequently Occasionally Rarely Never Strongly Agree Agree Undecided Disagree Strongly Disagree 5 4 3 2 1 5 4 3 2 1

2. Gangsta Rap has a negative effect on African American Males. 2. I understand my responsibility for completing assignments?

Strongly Agree Agree Undecided Disagree Strongly Disagree Strongly Agree Agree Undecided Disagree Strongly Disagree 5 4 3 2 1 5 4 3 2 1

3. Gangsta Rap has a positive effect on African American Males. 3. I understand the possible negative effects of gangsta rap.

Strongly Agree Agree Undecided Disagree Strongly Disagree Strongly Agree Agree Undecided Disagree Strongly Disagree 5 4 3 2 1 5 4 3 2 1

4. How often are you reprimanded at school for your behavior? 4. When I grow up I want to be something other than a Gangsta Rapper.

Very Frequently Frequently Occasionally Rarely Never Strongly Agree Agree Undecided Disagree Strongly Disagree 5 4 3 2 1 5 4 3 2 1

5. My grades are below average due to my behavior. 5. My grades are better due to my good behavior.

Strongly Agree Agree Undecided Disagree Strongly Disagree Strongly Agree Agree Undecided Disagree Strongly Disagree 5 4 3 2 1 5 4 3 2 1

6. How often do you complete classwork? 6. Being in the group has helped change my negative behavior.

Very Frequently Frequently Occasionally Rarely Never Strongly Agree Agree Undecided Disagree Strongly Disagree 5 4 3 2 1 5 4 3 2 1

7. I have had a disciplinary infraction this school year.

Strongly Agree Agree Undecided Disagree Strongly Disagree 5 4 3 2 1

8. I look up to Gangsta Rappers.

Strongly Agree Agree Undecided Disagree Strongly Disagree 5 4 3 2 1

9. When I grow up I want to be a Gangsta Rapper.

Strongly Agree Agree Undecided Disagree Strongly Disagree 5 4 3 2 1

10. When I grow up I want to be something other than a Gangsta Rapper.

Strongly Agree Agree Undecided Disagree Strongly Disagree 5 4 3 2 1

26 | 2015 Georgia School Counselor Assocition Georgia School Counselor Assocition 2015 | 27