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A study of the influence of Gangsta Rap on grade 11 male learners in a secondary school in Chatsworth by Rohith W. Maharaj 8523848 This dissertation is submitted in partial fulfilment of the requirements for the Masters in Education Degree in the Faculty of Education at the University of KwaZulu – Natal February 2013 Supervisor: Professor A. Sheik SUPERVISOR’S STATEMENT This dissertation has been submitted with / without my approval ……………………………… …………………….. Professor A. Sheik Date DECLARATION I, Rohith W. Maharaj, declare that this dissertation is my own work and has not been submitted previously for any degree in any university. ------------------------------------------- ------------------------- Researcher Date ---------------------------------------- ----------------------- Supervisor Date i Acknowledgements. To Bhagwan Shri Lakshmi Narayan for the strength, mental and physical well- being which enabled me to successfully complete this study. To my grand-parents Pundit and Mrs Ramluckan Tewary. I would also like to express my sincere gratitude to the following people for their support, invaluable help and encouragement in the completion of this study: 1. To my parents, Mrs and the late Mr W.R. Maharajh, for instilling in me the value of education. 2. To my supervisor, Prof. Sheik, for your wisdom, guidance, advice and encouragement. 3. To my brother Dheran, for encouraging me to study further. 4. To Lokesh for your invaluable support. 5. To Nessa for your unselfish help and encouragement. 6. To my children, Shravan and Swasthi, for putting up with my moods and tantrums. 7. To the participants of this study, thank you for making it possible. 8. To Sunitha, my wife, my companion, my best friend, my biggest critic. Thank you for your support, encouragement and advice. But most especially, thank you for 1993. DEDICATION I dedicate this dissertation to two late members of my family: • My father, Whotho Ramluckan Maharajh, who placed my education above even his own needs. • My brother Pradeep, who taught me that it is never too late to start studying again. ii DIAGRAMS Description page Diagram A Participants’ response to the questionnaire as percentage. 48 Diagram B Graphical representation of participants response as percentage. 49 iii ABSTRACT This research was an investigation into the influence of Gangsta Rap on Grade 11 students at a secondary school. This is an ethnographic study that is based on a hypothesis stemming from my personal observations, spanning a number of years, of especially male learners in this learning community. The study identified contextual factors which facilitated identity and entry into Gangsta Rap culture and collated data through semi structured interviews as well as respondents replies on a Likert scale. Patterns were subsequently identified and analysis drawn and contextualised within the literature and resources available on Gangsta Rap. It was found that Gangsta Rap reflected the experiences in this stressed socio economic community and expressed the material frustrations and desires of many in the sample group. Moreover, Gangsta Rap was identified as a potentially valuable and authentic teaching and learning resource that needs to be exploited. iv TABLE OF CONTENTS TITLE PAGE Declaration i Acknowledgements and Dedication ii Diagrams iii Abstract iv Table of contents vi v CONTENTS page CHAPTER ONE Introduction to the study 1.1.Focus and purpose of study 1 1. 2. The key research questions 3 CHAPTER TWO LITERATURE REVIEW 2. 1. Introduction 5 2. 2. Origins of Rap 5 2. 3. Birth of Gangsta Rap 7 2. 4. Gangsta Rap and Identity creation 8 2. 5. Rap and notoriety 9 2. 6. Rap and its violent links 17 2. 7. Bias in the media and society 18 2. 8. Feminism and Rap 19 2. 9. Rap in the classroom 20 2. 10.Rap as an alternative history 25 2.11. Is Rap really a threat? 27 2.12. Rap as commercial commodity 35 2.13. Conclusion 35 vi CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY 3. 1.Theoretical and conceptual framework 36 3. 2. Ethnography and Qualitative Research 36 3. 3. Grounded Theory 39 3. 4. Semi- Structured Interviews 40 3. 5. Research design and methodology 42 3. 6. Limitations of the study 43 3. 7. Conclusion 45 CHAPTER FOUR DATA PRESENTATION AND DISCUSSION 4. 1. Interview Tools 46 4.2. The Real OGs(Original Gangsters), Habitus and Cultural Capital 49 4.3. Spectacular Consumption 55 4. 4. “Dissing” and the creation of a macho identity 57 4. 5. Blackophilia 62 4.6. Their struggle is our struggle 63 4.7. Gangsta Rap and profit 69 vii CHAPTER FIVE CONCLUSION AND RECOMMENDATIONS 5. 1. Introduction 74 5. 2. Areas for further research 74 5. 3. Key Findings 75 5. 4. Recommendations 77 REFERENCES 78 APPENDICES 83 LIST OF APPENDICES APPENDIX A: ETHICAL CLEARANCE CERTIFICATE 83 APPENDIX B: LETTER OF REQUEST TO THE PARTICIPATING SCHOOL’S PRINCIPAL 84 APPENDIX C: CONSENT FORM FOR PARTICIPANTS 85 APPENDIX D: QUESTIONAIRRES 100 APPENDIX E: INTERVIEW TRANSCRIPTS 116 viii Chapter 1: Intro and background to the study Focus and Purpose of study At first glance, one would be tempted to ask, “How did the researcher see a connection between Gangsta Rap and the pupils of this community?” This connection is based on a hypothesis, which in turn is based on my observations stemming from eighteen years of being a teacher in this community. It is my hypothesis that since Gangsta Rap is a very popular genre of music in this community, especially amongst the pupils of this particular school, it is perhaps influencing the pupils to some extent. Especially since the social ills- unemployment, poverty, a sense of hopelessness that researchers like Herd (2009) and Rose (1994) engage with, were articulated through Rap music in America- are the very same social ills that plague this community in Chatsworth, South Africa. The school is situated in Westcliff (Unit 3). The community is poor with a high unemployment rate. There are also other socio-economic problems like drug and alcohol abuse, sexual abuse, physical abuse and single parent families that afflict learners. Many of the learners at this school are living with either a step-father, step-mother, relative or guardian. This school has a high drop-out rate, of students. And of those students who do complete their matric, most obtain menial, low-paying jobs. Those who are employed, generally have a job arranged for them by a family member or a friend. As can be expected, these jobs are unskilled jobs with a paltry salary and in most instances are highly insecure. Layoffs based on demand and economic uncertainty means that these newly hired employees are the first to be retrenched. Compounding this difficulty is the fact that since the "learner" has only a matric certificate; his or her chances of a promotion and a better salary are slim. Given the complex of socio economic problems, apathy and limited aspirations borne of low self-esteem, opportunities are limited, if not non-existent, and this in turn perpetuates the cycle of unemployment, poverty and all the other related social ills mentioned above. I must also mention that because of the high rate of unemployment and poverty, this area has earned a reputation for prostitution, crime and drug-dealing. Through my readings, I found that this issue resonates with Bourdieu’s concept of Cultural Capital and Habitus. From my understanding, Bourdieu’s argument is that in order to understand class inequality, one has to look at the economic circumstances of a person. For this purpose he used the idea of “capital”. Capital, according to Bourdieu, referred to the cultural, material and other symbolic goods that a person may possess, and how this influences the success of that person. The influence of this capital creates a “habitus” for an individual. That is- a pattern of behaviour. This study attempts to understand whether “Gangsta Rap” is in some way responsible for the patterns of behaviour of these pupils, i.e. their habitus. This information would be useful to - educators, dealing with disinterested pupils, educators dealing with disinterested parents, principals dealing with discipline issues, education department officials and social workers researching or working in this area. 1 Through my research I want to either confirm or disprove my hypothesis that there is an influence of Gangsta Rap on grade 11 male learners in this school. If there is an influence of Gangsta Rap, then it would help me as a teacher in this community, to understand the pupils better. My understanding of this influence may even allow me to use the message of rappers like (Poor) Righteous Teachers and KRS One. These Rap artists have seen the power of this medium, and have used it to spread a positive message, a message of hope, in their communities. Through an understanding of these pupils, via the key questions, perhaps the same can be done in Chatsworth. I have chosen to use male learners because they tend to be more vocal, outspoken and eager to demonstrate their "machismo". My choice is based on observations made, that male learners are the perpetrators of "gangsta rap" culture, they are more prone to violent language, violent behaviour and sexist attitudes. Finally, they are the predominant consumers of "gangsta rap” music, its dress code, language, behaviour and attitudes. There are many reasons why I have chosen grade 11 pupils. Firstly, matric pupils may not have the time since they will be busy with preparations for their final examinations. Secondly, grade 8, 9 and 10 pupils may not be mature or capable enough to articulate their thoughts and opinions as we would expect grade 11 pupils to be able to. Also one would expect their parents to be more protective of them and thus limit, to a greater extent, outside influences.

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