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Hip-Hop and Schooling and the Impact on African American Identity and Academic Achievement Barbara Sophie Wisniewski Wayne State University

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Hip-Hop and Schooling and the Impact on African American Identity and Academic Achievement Barbara Sophie Wisniewski Wayne State University Wayne State University Wayne State University Dissertations 1-1-2011 Tale of two cultures: Hip-hop and schooling and the impact on African American identity and academic achievement Barbara Sophie Wisniewski Wayne State University Follow this and additional works at: http://digitalcommons.wayne.edu/oa_dissertations Part of the Education Commons Recommended Citation Wisniewski, Barbara Sophie, "Tale of two cultures: Hip-hop and schooling and the impact on African American identity and academic achievement" (2011). Wayne State University Dissertations. Paper 263. This Open Access Dissertation is brought to you for free and open access by DigitalCommons@WayneState. It has been accepted for inclusion in Wayne State University Dissertations by an authorized administrator of DigitalCommons@WayneState. A TALE OF TWO CULTURES: HIP HOP AND SCHOOLING AND THE IMPACT ON AFRICAN AMERICAN IDENTITY AND ACADEMIC ACHIEVEMENT by BARBARA S. WISNIEWSKI DISSERTATION submitted to the Graduate School of Wayne State University, Detroit, Michigan In partial fulfillment of the requirements For the degree of DOCTOR OF PHILOSOPHY 2011 MAJOR: EDUCATIONAL EVALUATION AND RESEARCH Approved by: Advisor Date © COPYRIGHT BY BARBARA S. WISNIEWSKI 2011 All Rights Reserved ACKNOWLEDGMENTS At the end of the long road to this dissertation, nothing is more deserving of acknowledgement than the people who supported and championed me along the way. First, and foremost, I give thanks to the Lord for giving me the strength and determination to get through this endeavor and for being the foundation of all that I do. I am indebted to my amazing advisor and committee Chair, Dr. Karen L. Tonso, who was an advocate for me from the launching of my doctoral thesis and whose support and astuteness steered me around the most problematical corners. I thank her for supporting every stage of my dissertation development, for helping me systematize my thoughts, for inspiring me to put forth my best work, and reassuring me when I needed it. Thank you for your professionalism, intellect and selflessness. I could not have achieved my goal without your expertise and guidance. Thank you a million times over! I would also like to thank my committee: Dr. Gail Fahoome, Dr. Monte Piliawsky and Dr. Elizabeth Barton. It has been an honor and a pleasure to work with you all, and I am deeply grateful for your scholarly input and participation in this endeavor. To the awesome participants in my study who shared with me their thoughts and insights so their voices would be heard, I can only offer my deepest gratitude and respect for their words and stories. I wish you all the best and much success! I owe my deepest thanks to all my former and current students in the inner city who struggle one way or another. They taught me so much about life and even more about myself. They allowed me to understand their plight from a different perspective; knowledge that I could have never acquired in school. They are the reason for this venture. But most importantly, I thank my multi-toned “homies” for keeping me humble. ii I am also extremely grateful to my caring siblings who supported me throughout my graduate journey. I thank you for your ubiquitous support and love. Your belief in me will continue to inspire. It goes without saying that my three beautiful children, Christopher, Nicholas and Angela give me purpose in life. I thank them for always believing in me, loving me unconditionally, and keeping me grounded. I love you dearly and pray that you will continue to strive to be the best you can be. Throughout my life, two people have sacrificed many of their own needs and goals for the sake of their children. I thank my parents who have given me everything and asked for nothing. My mother, Helen, instilled within me a desire to use the gifts that God has given me to give back to others as she so selflessly exemplified throughout her life. My father, Anthony, my backbone, and the person who has had the greatest impact on my educational pursuits and my life, always stressed the importance of education, modeled empathy for others, especially the marginalized, and led by quiet example. Albeit, as a child, I was too limited to comprehend his intensity but as I experienced life, I can fully appreciate that his foresight was necessary for me to obtain this accomplishment. This degree is a result of my father’s disinclination to accept mediocrity. Dad, you cannot be labeled; your depth leaves me in awe. Words will never be enough to express my gratitude to you. Thank you, Mom and Dad. I love you dearly! iii TABLE OF CONTENTS Acknowledgments .......................................................................................................................... ii Chapter 1: Introduction...................................................................................................................1 Chapter 2: Framing the Study of Hip Hop Youth...........................................................................6 Introduction..........................................................................................................................6 Pop Culture and Hegemony.................................................................................................7 Hip Hop................................................................................................................................9 Popular Cultures ......................................................................................................... 10 Rap and Urban Communication ................................................................................. 12 Hip Hop Identity ................................................................................................................13 Gramscian Theory....................................................................................................... 15 Education and Hegemony........................................................................................... 15 Hip Hop as Resistance ................................................................................................ 18 Agents of Resistance................................................................................................... 19 Public Schooling................................................................................................................23 Urban Schooling ......................................................................................................... 23 Urban Learners ........................................................................................................... 24 Identity and Schooling.......................................................................................................28 Successful Schooling .................................................................................................. 29 Hip Hop, Youth, and Schooling.........................................................................................30 Research Questions............................................................................................................31 Chapter 3: Methodology ...............................................................................................................32 Introduction........................................................................................................................32 iv Theoretical/Discursive Vantage Points..............................................................................32 Site and Participants...........................................................................................................33 Data Collection ..................................................................................................................36 Data Analysis.....................................................................................................................38 Researcher Reflexivity.......................................................................................................40 Research Quality................................................................................................................41 Chapter 4: Findings.......................................................................................................................43 Introduction........................................................................................................................43 Males Affiliating with Hip Hop.........................................................................................43 “You Got it Tight” ...................................................................................................... 44 “The Swagga’”............................................................................................................ 47 Hip Hop Images.......................................................................................................... 48 Hip Hop’s Dominant Messages .................................................................................. 49 Hip Hop and Black Pride for Males...................................................................................50 Males in School .................................................................................................................51 Street vs. School ......................................................................................................... 53 Academic Identity....................................................................................................... 53 Female
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