i UNDERSTANDING EXPERIENCES OF HIGH SCHOOL STUDENT SPOKEN WORD POETRY MENTORS OF COLOR IN A LARGE MIDWEST URBAN DISTRICT by Kristopher J. Rollins Dissertation Committee: Jill Caton-Johnson, Ph.D., Chair Sally Beisser, Ph. D. Kevin Lam, Ph.D. Tom Ahart, Ed.D. Dean of the School of Education: Janet M. McMahill, Ph.D. Drake University Des Moines, Iowa 2017 Copyright © Kristopher J. Rollins, 2017. All rights reserved. UNDERSTANDING EXPERIENCES OF HIGH SCHOOL STUDENT SPOKEN WORD POETRY MENTORS OF COLOR IN A LARGE MIDWEST URBAN DISTRICT An Abstract of a Dissertation Proposal by Kristopher J. Rollins November 2017 Drake University Chair: Jill Caton-Johnson, Ph.D. Achievement, opportunity, and access gaps impacting students of color continue despite numerous studies spanning decades seeking to understand and determine solutions. Researchers’ studies focus on ways urban youth are often viewed with deficit lenses, the increase in after- school programs directly addressing character development and academic growth, the potential power of mentors of color, and the use of Hip-Hop and expressive arts as tools for engagement and learning. This qualitative study explores the lived experiences of teenage mentors of color working in an elementary spoken word poetry and performance after-school program in an urban Midwest district. More specifically the study investigates how the experiences of mentors of color in the program impacts their own academic achievement in school, their relationships with school teachers, their future career aspirations, and perceptions of the way the program influences mentees. Participants provided information on their experiences responding to paper and pencil surveys, participant logs, and one-on-one interviews. Profiles of each participant are presented, covering their interest and involvement in the program, and racial demographics. Seven major themes emerged through analysis of data, along with numerous subthemes, directly addressing the studies sub-questions and more. Larger themes included: Academic Experiences, Teacher Empathy, Career Aspirations, Perception of Program Impact on Mentees, Self- Confidence, Culture, and Race and Power. These themes were explored through participant survey responses, participant logs, and one-on-one interview excerpts. The study concludes with a summary of findings, implications for future studies, and reflection. After consideration of the overwhelming data collected the researcher concluded participants of this study reflect feeling mostly uplifted by their experiences in the program. However, lows were associated with feelings of inferiority based upon race, age, and traditional power dynamics. i ACKNOWLEDGEMENTS I want to acknowledge my motivation, inspiration, and reason for continuing to learn and challenge myself, the students I’ve shared space with over the last 15 years in and outside of the classroom, especially those participating in this study. Y’all keep me fresh, up to date, and knowledgeable on all things important, such as slang, fashion, and the new heads in Hip-Hop. Your art, your energy, and your honesty move me to keep creating, even if the product sucks. High fives, and hugs, and much love, forever. I fell back in love with the power of poetry because of y’all. Y’all remind me of the need for radical self-love. I encourage you to keep writing and spitting hot fire as a form of protest. Shout-out to Dr. Jill Johnson, my committee chair for encouraging me to keep things simple, for pushing me when necessary, and for never giving up on me when I sent in bare minimum, subpar work. You gave me the space and time I needed to get things completed, but kept in contact and kept on me about overcoming my lack of commitment. I want to also thank Dr. Sally Beisser for coming to the party a little later in the process but stepping up and providing important, timely feedback. Dr. Kevin Lam, your ability to delve deeply into theory to make sense of the practical inspires me and helps me realize I have so much more to learn. Thank you for challenging me to get personal and peel back the layers despite the discomfort. Dr. Thomas Ahart has also been instrumental in my growth as a professional over the last seven years. Dr. Ahart, you’ve been taking risks on my risky ideas from the beginning, continuously supporting my dreams of doing something different to shake up the public school system. Without you, there might not be a Half-Pints program to study. I have to show tremendous love to my wife, Emily and daughter Ruby who was born immediately following my doctoral coursework. This dissertation has been alive now as long as you have. Thank you, Emily for your patience, helping me through moments of weakness and doubt, and uplifting me when I needed it most. Thank you for being the best possible partner in all things parenting, professional, and personal. You and Ruby bring me genuine joy and purpose. Ruby, please know reading to you will always take precedent over writing a paper and that there was no greater escape from the stress of a blank page than our time playing. I might not be Doc McStuffins or Daniel Tiger but I promise to always be your biggest fan. Thank you to my mom and dad for always believing in me and being behind me. Thank you to Words Taylor, my own poet mentor for validating and affirming my poetry by pushing me on stage and making me uncomfortable. Thank you to Hip-Hop and headphones and time alone in my childhood bedroom for leading me to love history and language arts and the relationship between the two. Lastly, I want to dedicate this dissertation to Mrs. Mary Franks, my kindergarten and second grade teacher, for instilling a love of learning in me at such a young age and showing me a love between teacher and student can last a lifetime. I’ve never stopped looking up to you or remembering how you made me feel. DEDICATIONS I dedicate this project to my former teacher: Mrs. Mary Franks. Thank you for modeling how bonds between teachers and students last entire lifetimes. And I dedicate this doctoral dissertation to Hip-Hop. Speech is my hammer, bang the world into shape, now let it fall.” – Mos Def iii TABLE OF CONTENTS CHAPTER 1. INTRODUCTION ................................................................................................1 Statement of the Problem .................................................................................................2 After-School Programs ....................................................................................................3 Mentoring Students of Color ...........................................................................................4 Urban and Expressive Arts ..............................................................................................4 Statement of Purpose .......................................................................................................5 Research Question ...........................................................................................................5 Significance of the Study .................................................................................................6 Conceptual Framework ....................................................................................................6 Researcher Positionality...................................................................................................11 Definitions of Key Terms ................................................................................................14 Achievement, Opportunity, and Access Gaps .....................................................14 Expressive Arts ....................................................................................................15 Mentor ..................................................................................................................15 Spoken Word Poetry ............................................................................................15 Elements of Hip-Hop ..........................................................................................15 Social Justice .......................................................................................................15 WordShop ...........................................................................................................15 Color Control ......................................................................................................15 Breakarz ..............................................................................................................15 Human Rights 101 ..............................................................................................15 Half-Pints ............................................................................................................16 iv Youth Advisory Board .......................................................................................16 Summary ..........................................................................................................................16 CHAPTER 2. A REVIEW OF THE LITERATURE ..................................................................17 Urban Public Schools and Students of Color ...................................................................17 Before and After-School Programs ..................................................................................20 Mentoring Students of Color ...........................................................................................22 Mentors of Color, Access and Opportunity