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The Impact of Hip Hop and Rap Music on Today's Youth Society Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Spring 2010 Performing Ethnographic Inquiry into America's Black Youth Culture: The Impact of Hip Hop and Rap Music on Today'S Youth Society Rose Cummings Spikes Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Recommended Citation Spikes, Rose Cummings, "Performing Ethnographic Inquiry into America's Black Youth Culture: The Impact of Hip Hop and Rap Music on Today'S Youth Society" (2010). Electronic Theses and Dissertations. 549. https://digitalcommons.georgiasouthern.edu/etd/549 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. PERFORMING ETHNOGRAPHIC INQUIRY INTO AMERICA’S BLACK YOUTH CULTURE: THE IMPACT OF HIP HOP AND RAP MUSIC ON TODAY’S YOUTH SOCIETY by ROSE CUMMINGS SPIKES (Under the Direction of John A. Weaver) ABSTRACT This is an ethnographic inquiry into America’s black youth culture. It is an exploration of how the “hip hop culture” influences black youth culture. Drawing on the works of Rose (1994a, 1994b), Dimitriadis (2001), and Kitwana (2002), I explored impact of the hip hop culture in the areas of fashion, language and identity through the lens of young black males. To provide relevant theories for promoting higher academic achievement in African American males, I studied the works of Gay (2000), Ladson-Billings (2006, 2003, 2001, 1999), Weaver & Daspit (2003) and Watkins (2001). Sixth grade male students in a PreK-8 school, located in Savannah, Georgia were the focus of this study. Using group discussions and interviews, I documented the time spent with the students using hip hop and rap music. Each student’s view of hip hop and its significance allowed me to better understand their interest in and reverence of the rap and hip hop culture. Much of the literature on hip hop culture deals with music, fashion, language and identity and its impact on contemporary youth culture. A limited number of educational text explored the how hip hop culture can be used to engage African American youth in culturally relevant pedagogy. 2 As a result of the drive for national standards in the United States today, school districts face the challenges of having all students performing at high academic levels. Superintendents, school officials and administrators, and teachers are frustrated by high stakes testing and its impact on meeting Adequately Yearly Progress (AYP). In a school district in which the academic achievement of all learners students is important, it is the intent of this study will be to promote the use of hip hop culture to engage all students in culturally relevant pedagogy. INDEX WORDS: Hip Hop Culture, Culturally Relevant Pedagogy, Ethnography 3 PERFORMING ETHNOGRAPHIC INQUIRY INTO AMERICA’S BLACK YOUTH CULTURE: THE IMPACT OF HIP HOP AND RAP MUSIC ON TODAY’S YOUTH SOCIETY by ROSE CUMMINGS SPIKES B.S., Savannah State College, 1986 M.Ed., Georgia Southern University, 1994 Ed.S., Georgia Southern University, 1997 A Dissertation Submitted to the Graduate Faculty of Georgia Southern University in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION STATEBORO, GEORGIA 2010 4 ©2010 ROSE CUMMINGS SPIKES All Rights Reserved 5 PERFORMING ETHNOGRAPHIC INQUIRY INTO AMERICA’S BLACK YOUTH CULTURE: THE IMPACT OF HIP HOP AND RAP MUSIC ON TODAY’S YOUTH SOCIETY by ROSE CUMMINGS SPIKES Major Professor: John A. Weaver Committee: Ming Fang He Julie Maudlin Toby Daspit Electronic Version Approved: May 2010 6 DEDICATION I dedicate this work to my parents, who have always encouraged me to believe in myself. This text is for the many students who shared their thoughts on their place in the history of hip hop and how it has shaped their language, identity and fashion, and more importantly, their academic achievement. With admiration for someone who understood me best, I dedicate this study to my late husband, Eddie Spikes, who always encouraged me, believed in me, and loved me as I struggle to finish my doctoral studies. 7 ACKNOWLEDGMENTS First and foremost, I would like to thank Dr. John Weaver. He has been unwavering in his help to make this study happen. He has been patient through my personal tragedies, to help me continue to write and write until it is done. I would like to thank my committee members, Dr. Ming Fang He, Dr. Julie Mauldin and Dr. Toby Daspit. Dr. He, your insights in helping me to think outside the box has served me well. Dr. Maudlin, your guidance in helping me to refine my writing was very beneficial. Thank you Dr. Daspit, for your input; it has been invaluable. I am indebted to Dr. Cummings and Dr. Tremble for all of their help. I would like to thank my dear friend Barry, who encouraged me to keep going. To all of my friends, my sisters, who encouraged me through this process--Kaye, Kisha, Selena, Albertha, Margaret Ann and Yvette, I thank you for your laughter, tears and love. I would like to give a special thanks to the love of my life, Freddie, who has pushed me to reach my goal. His love and understanding has been so incredible. Above all, I praise God for helping me to keep the faith, even in my personal loss through this writing process. 8 TABLE OF CONTENTS . ACKNOWLEDGEMENTS ................................................................................................7 LIST OF TABLES ............................................................................................................11 PROLOGUE ..................................................................................................................... 12 CHAPTER 1 LOOKING BACK .............................................................................................17 High Stakes Testing and “Stupid” ............................................................ 19 The “Real Deal” on No Child Left Behind ..............................................20 Autobiographical ROOTS .........................................................................28 We Have Just Begun .................................................................................30 At the Crossroads ......................................................................................34 2 WORD UP .........................................................................................................38 Racisms, Class-isms and Other isms .........................................................38 Pop Culture ................................................................................................42 Outkast and Hip Hop Culture ....................................................................46 Hip Hop Mania ..........................................................................................47 And the Winners Are .................................................................................51 Boyz ‘N in the Hood. .................................................................................53 Squash the Beef: Dis/connection of West and East Coast .........................54 Rapping in the Dirty South ........................................................................56 The Queen and the Prince: Hip Hop Royalty ...........................................58 Gangstas or Wankstas ................................................................................61 All About the Benjamins ..........................................................................63 The Mis-Education of Generation Next .....................................................65 9 3 A TALE OF “TWO CULTURES” .......................................................................70 The Students................................................................................................75 The NeighborHOOD .................................................................................76 Moving On Up ............................................................................................76 Old School Daze .........................................................................................77 . Data, Data, Data ..........................................................................................78 Don’t Stop Until You Get Enough..............................................................79 Potential Challenges of the Study ..............................................................83 4 GETTING STARTED ...........................................................................................85 Meeting of the Minds ..................................................................................86 Meet the Boyz ..............................................................................................90 Hip Hop and Academics ............................................................................106 Hip Hop Fashion Moguls ...........................................................................119 The Civil Rights Movement and Hip Hop Movement...............................127 5 IS HIP HOP AND RAP HERE TO STAY? ...................................................... 133 The Findings ...............................................................................................133 Implications for Teachers and Administrators
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