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Critics of Rap music proclaim that Rap music has the ability to influence belief systems, while advocates of Rap music argue that Rap music does not influence belief systems. The present study assessed whether listening to Rap music influences African American (AA) adult males' perceptions of females. It was hypothesized that participants who prefer Hard-core rap music (music consisting of sex, crime, and drugs; Haskins, 2000) as opposed to Playa Rap music (music discussing designer clothes, shoes, and million dollar homes and vehicles; Haskins) would more likely have negative perceptions of women. African American adult males (aged 18-34) who preferred Rap music were chosen using the snowballing effect. The participants were given a demographic survey, two scales from the Sexual Attitudes Survey (Burt, 1980), and one informational letter. The results suggested that African American males who prefer Hard-core rap music tend to score higher on the Sexual Attitudes Survey than those who prefer Playa rap music.
The purpose of this qualitative transcendental phenomenological study was to understand special educators' experiences and perceptions of using rap music to teach phonemic awareness skills to students with mild intellectual disabilities, in three Smith County (pseudonym) public school self-contained special education classrooms. A purposive sample utilized six participants in data collection comprised of semi-structured interviews, observations, documents, and one focus group. Data was analyzed using phenomenological reduction. Using Vygotsky's (1978) sociocultural theory, Gardner's (1983) multiple intelligences theory, and Kolb's (1984) experiential learning theory, the essence of the shared experiences and perceptions were reported. An analysis of the data from semi-structured interviews, observations, and a focus group discussion with co-researchers revealed three themes. First, although the co-researchers identified negative student reactions, accessibility, and timing as obstacles, they felt that these were minor problems and did not negatively impact the use of educational rap music in the special education classrooms. Secondly, the music had a positive influence on student learning in different ways by sustaining student attention and helping students to retain the information they heard in the songs. Thirdly, the special educators perceived that educational rap music supported the acquisition of phonemic awareness skills for students with mild intellectual disabilities.
The purpose of this study was to determine the effects of a pedagogical approach using rap music on the learning of musical forms among urban African American youth and to determine whether there were differential effects among students of different levels of self-esteem. A total of 66 urban African American youth from the St. Louis County Public Schools who were enrolled in general music classes at Brittany-Woods Middle School served as participants. Two randomly chosen classes formed the control group and two randomly chosen classes formed the experimental group. All participants were in grades six through eight. Based on outcomes on the Culture-Free Self-Esteem Inventories-2nd Edition (Battle, 1995), participants were divided into high, middle, and low self-esteem groups. Two instructional methods were employed. For the control group, traditional procedures (e.g. lecture, listening, etc.) were used to teach students binary, ternary, and verse-refrain forms. Representative musical literature, both instrumental and vocal, was used to assist students in learning these musical forms. The researcher also composed three songs in binary, ternary, and verse/refrain form respectively. For the experimental group, the researcher instructed students in identification of binary, ternary, and verse/refrain forms in the same manner as the control group with the exception that the three researcher-composed examples were rapped to a pre-recorded rhythm soundtrack, and students were allowed to move rhythmically to the beat and perform as a "human beat box." A researcher-designed test was then administered to the participants in both experimental and control groups. Additionally, students were asked to make written comments regarding their perceptions of the use of rap as a pedagogical device. Results indicated no significant differences between the experimental and control groups.
"To investigate the perception of African American parents' views on rap and hip-hop music and the degree to which lyrics have an impact on adolescent behavior."--Abstract.
The purpose of this qualitative transcendental phenomenological study was to understand special educators' experiences and perceptions of using rap music to teach phonemic awareness skills to students with mild intellectual disabilities, in three Smith County (pseudonym) public school self-contained special education classrooms. A purposive sample utilized six participants in data collection comprised of semi-structured interviews, observations, documents, and one focus group. Data was analyzed using phenomenological reduction. Using Vygotsky's (1978) sociocultural theory, Gardner's (1983) multiple intelligences theory, and Kolb's (1984) experiential learning theory, the essence of the shared experiences and perceptions were reported. An analysis of the data from semi-structured interviews, observations, and a focus group discussion with co-researchers revealed three themes. First, although the co-researchers identified negative student reactions, accessibility, and timing as obstacles, they felt that these were minor problems and did not negatively impact the use of educational rap music in the special education classrooms. Secondly, the music had a positive influence on student learning in different ways by sustaining student attention and helping students to retain the information they heard in the songs. Thirdly, the special educators perceived that educational rap music supported the acquisition of phonemic awareness skills for students with mild intellectual disabilities.