Using Hip-Hop to Raise Science Academic Achievement of Underserved Populations

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Using Hip-Hop to Raise Science Academic Achievement of Underserved Populations

November 22, 2012 at 8:32 am · Filed under Bilingual Education, Extra Help: Notices, Support Work, Extra Credit, Multicultural Education, Science Education, Science News, Teacher Education and tagged: Dr. Edmin, Education, GZA, hip hop, multicultural, rap genius, rap music, science

Science Education Professor Christopher Emdin from Columbia University has teamed up with GZA of the Wu-Tang Clan (who left school in 10th grade) with the purpose of improving science academic achievement for underserved populations. Together, along with the popular hip-hop lyrics Web site Rap Genius, they will work on a project to use hip-hop to teach science in 10 New York City public schools. “Dr. Emdin, who has written a book called “Urban Science Education for the Hip-Hop Generation,” hopes to change the way city teachers relate to minority students, drawing not just on hip-hop’s rhymes, but also on its social practices and values”.

This is a perfect example of using what students bring to the classroom to make education relevant to them. According to Henry Giroux (2004), students bring “public pedagogy”, which is the type of learning that takes place outside of schools. This pedagogy needs to be recognized by educators. As Foucault (1977) once said, some “knowledges have been disqualified as inadequate…[and] located beneath the required level of cognition”. When educators see children as bringing something valuable into the classroom, when what they bring is appreciated and built upon, the learning possibilities are endless. Educators and policy makers need to stop viewing certain populations of students as having a deficit. When students are valued and their interests are encouraged, learning happens almost effortlessly.

(Picture from NY Times article)

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30 Comments»

Patricia Windle Biled 779 wrote @ November 23, 2012 at 11:58 am

I read the article before reading your summary and I literally said to myself “This is exactly what we’ve been talking about all semester. This is how we can use a child’s home culture to get them interested in things they may not have ever considered interesting before.” It thrills me to see the right people getting involved in places where involvement is really crucial. Teaching science through a hiphop cypher seems like so much fun and really when you’re doing something you enjoy, the possibilities are endless. I love the line “We need to expand the notion of what success is.” I’m excited that GZA is going to put out an album that pertains to science and has real information that has been thoroughly researched. I honestly can’t wait to buy it for my younger cousin.

Many times we see artists who start off their career, become role model figures, claim they will do their best to keep up with their role model status, and then put out songs that completely glorify the wrong things. I don’t think they realize the implications of their actions, and if they do it’s very sad. I was on the train recently, and I overheard a one boy saying to another, “Man, if Drake can graduate from high school after forever, so can we. We need to start going to class.” At the moment it made me laugh but then I thought about it and was really surprised. This rapper had an impact on these boys by simply going back to finish his high school degree. It dumbfounded me to think that they were basing their future choices on the success of a rapper, but it’s something we see so often. I really hope this hiphop cypher comes into effect on a large scale and that it gets more students interested in learning science.

Louise Connolly BILED 701 wrote @ November 23, 2012 at 3:35 pm

I also saw this article at the weekend and really enjoyed it. The notion of using children’s own lives, interests and ‘outside worlds’ to educate them is not always obvious and yet it has so much potential. It’s true that kids look up to their idols and whether they realise it or not they are influenced by them and by their actions. The article also highlights how sometimes popular culture needs to be validated by the establishment in order for change to happen. I think this is something that might help with bilingual eduction too. If cultures other than the dominant Anglo-Saxon model found their place in American society rather then being marginalised a much greater population might find education and school much more accessible. It is important that teachers stop to listen to students in order to get to know what their interests are as a way of connecting with each kid in order to help them reach their full potential. This article made me think of the relatively recent riots in Paris and Marseilles and how French hip hop artists used and still use music and rap to communicate their anger and brought the language of the suburbs and the ghettos to the fore. Allowing children to bring their music and their interests into the classroom can have many positive consequences for conflict resolution and freedom of expression.

Ana Del Rosario wrote @ November 23, 2012 at 10:23 pm

This is an excellent example of Multicultural Education which I have learned in this Multicultural Education class. The educators are using equity pedagogy in which the educators use teachings techniques that are responsive to the cultural and or ethnic group being taught (Banks 34). This technique allows the students to feel a sense of familiarity to what is being taught.
This hip hop way of teaching science interest me. Science was not one of my favorite subjects growing up but it did spark an interest when I read the article on how
Science was being taught. I think that other minority students might feel the same way. Hip hop is part of a culture and if culture can be used to educate, why not?
Science is a subject which is underrepresented by Latinos and African Americans and if this is a way to motivate education in young Latinos and African Americans it can make a difference. I would like to see how successful this program is in the near future.

Martyna Buczek (Biled) wrote @ December 17, 2012 at 7:23 pm

Louise, I agree with you that this technique gives a sense of familiarity to what os being taught. In my undergrad studies I had a speaker in what of my classes who actually implements hip hop into his lessons. Not only are the students learning, but they are also feedings off of each other and it is a social bond as well. This is a great way to connect with the students as well as engage them.

Danae Olton-Weber wrote @ November 24, 2012 at 5:40 pm

I love Christopher Emdin and GZA’s idea of incorporating hip-hop into the science classroom. Not only does it sound like it will increase the engagement of students in science because hip-hop is popular outside the classroom, but I also expect it will improve students’ science learning. Singing and rhyming is a great way to learn information. I still remember (and use!) the French grammar songs I learned in high school. The songs with movements also got us out of our seats, so it changed up the normal seated learning that takes place in high school classrooms. The connection Dr. Emdin made between the skills needed for rapping being similar to those needed for science (“curiosity, keen observation, an ability to use metaphor and draw connections”) hopefully would improve students’ motivation for performing well in this class, too. I also love the peer support that the author mentions develops from the forum of rapping.
My one concern would be requiring students to write rhymes instead of papers. I would be afraid this might turn off those students who do not feel comfortable with that format of writing. It also could be intimidating for students who do not enjoy the hip-hop genre. However, if I was a science teacher, I would love the opportunity to try their class, and perhaps give students the choice of how they would like to show their work. It seems like this class will improve engagement, self-esteem through social support, and learning.

Carina Sandrini-Cooke wrote @ December 20, 2012 at 2:56 pm

I find the idea behind this article incredibly interesting and motivating. What I related to most is the notion that if you bring students’ interests into the classroom, it will motivate them to understand and acquire the material presented to them, and will create a dynamic classroom in which children feel excited about participating and succeeding. I find myself relating this to early childhood/primary education, by looking at Munro’s (2009) model for investigating oral language. Oftentimes, children at a young age are less confident with their knowledge and those who need the most assistance are often the ones who remain the most silent.

Oral language, as it is discussed within Munro’s model, offers key points for not only linking oral language experiences through literacy, but allows one to investigate how to close the gap between what a student can do and where they need to go. Research has shown that children’s literacy ability is linked with their knowledge of how:
• words are used and what they mean,
• to speak accurately and to use sound patterns in their language
• to speak accurately in sentences
• to stay on the topic of a message
• to use speech to say what they want, how they feel, to communicate their goals and intensions
• to teach themselves new words and ways of speaking.

By creating meaningful experiences within the classroom, children’s literacy abilities are automatically enhanced because they are able to apply their interests and non-academic qualities to their assignments.

Munro, J. K. (2009). Oral Language Learning: the primary years. Course notes (460735), The University of Melbourne.

Jackie Goldstein BILED 701.2 wrote @ November 24, 2012 at 9:08 pm

It is nice to finally see hip hop being embraced rather than looked upon in a negative way. Dr. Emdin’s approach to incorporating hip hop in education is courageous because this genre of music has for the most part, received a poor reputation in the eyes of many educators. However, the reality is that hip hop music is an essential part of our students’ culture and teachers must be able to relate to their lives in order to spark motivation and make learning meaningful. One of the many great things about incorporating rap into the classroom is that it requires student creativity, such as being able to create metaphors, rhymes, and rhythm. This alone can serve as a great way to develop a student’s voice and expression. As educators, it is necessary for us to bridge the home and school contexts rather than maintaining a distinct separation. In this manner, we can most effectively activate the student’s background knowledge and engage them in the learning process.

Talia Kern BILED 701 wrote @ November 25, 2012 at 12:36 am

I really enjoyed reading this article. It is nice to see teachers that aren’t afraid to challenge the norms and are wiling to really listen to the needs of their students. This not only applies in this context of dancing, but applies in other aspect of education as well. A good teacher is one who strives to connect with their students by making learning meaningful to them by connecting it to their lives. Emdin and GZA seem to really connect with the students in this way, and this system seems very effective in this school. It may make all the difference in the kids’ willingness to come to school and participate.

However, many schools would not be okay with this due to the need to score well on standardized tests and adhere to common core standards. Standardized tests seem to be more and more of an emphasis in school, and I don’t see how hip-hop can really fit into such an environment where testing is such a big priority. Also, many schools are so set on a traditional approach to learning that they refuse to even approach the subject of progressive styles to fit the students. I have worked at schools like these. Although I don’t necessarily agree with that methodology, there are many schools out there that wouldn’t teach so “un-conventionally.” Although I really believe in connecting with the students and this does seem to be effective, I think other factors may need to be considered as well for a long-lasting and widespread success.

Alexandria Grosso BILED 701 wrote @ November 25, 2012 at 2:43 pm

The article stated that “we need to expand the notion of what success is.” I think this is exactly right, but we also need to expand how we teach. Teaching from the textbook is no longer the only means that teachers should be teaching. If students are not understanding concepts from the textbook, teachers should be willing and able to go outside of the box and use new methods to reach their students. Of course, this will be different for different students. We can’t say that this one method will work for everyone, but this is why it is vital that teachers know their students. If you can’t reach them through music, perhaps sports or a television show. When we expand the way we teach, we can expand how and how much our students learn. However, realistically, even if most (if not all) teachers are willing to put the textbook aside in order to be a more effective teacher, there is still the certain state standards that have to be met. For this to work, we must change how a child is viewed as successful. If these ideas are expanded, the possibilities for effective avenues of reaching success are broadened.

Sandra DeSantis BILED 701.2 wrote @ November 25, 2012 at 8:32 pm

In all my classes since my undergraduate years, the idea of working with students’ prior knowledge has been drilled into me incessantly. An article like this one proves one way in which this prior knowledge can be accessed and utilized as a basis for further knowledge. Teaching is a constantly-changing field, and new methods must be tried and practiced in order to best serve the students in front of you. Flexibility and differentiated instruction are keys to learning by all students. The fact that people have taken the time and put forth the energy to create a way of teaching science through hip-hop is one example of people who care about the future of education. And this, however “unorthodox” by customary standards, is a positive attempt, no matter the outcome (as the article states that there is no proof yet).

I think that by teaching through song, no matter the genre, many more students are provided with an entry point. The construction of such an art as song-writing and rhyme-writing as the article describes, is a great way for students to draw from and create their own experience. Teachers who may put into practice this learning technique can then make comparisons and connections to the writing process. The teacher and students can collaborate to examine how music and songwriting differ and cross over each other, in order to provide a broader understanding and to distinguish one art form from another. The connection to poetry and verse is obvious, too.

This article also reminds me of my uncle, a middle school social studies teacher in an area that is comprised mostly of African-American students. My uncle once let me listen to a hip-hop compilation he found via an educational venue; the CD contained different songs for various events in American history. The students appreciated some of the songs, and my uncle continues to use certain raps and rhymes to complement his teaching.

The New York Times illuminates the importance of community, however briefly. The second page of the article describes the lunch meeting of a few students who present their raps and also the way a classroom adopting a form of this practice could operate. Mutual respect and a sense of community is critical in any learning environment, and by providing students with the opportunity to share rhymes with each other and connect and add to what is being said is important in developing this sense of closeness, collaboration, and comfort. This removes, or at least lessens, the often glorified individualistic nature of classrooms.

With all that said, it is necessary to understand a certain sensitivity is required during this process. Rap and hip-hop are musical genres heavily laden with racial motifs, both positive and negative, both personal and stereotypical. This is just something to be aware of as a teacher; no one wants to present an idea or anything synthetically or in a sterilized way to a group of students.

yamile wrote @ November 25, 2012 at 10:27 pm

Bringing students’ outside interest into the classroom will be a great way to motivate and engage students in learning. Becoming culturally responsive has been a topic discussed this semester in class. Although all the articles in the semester have addressed different aspects of bilingual education, one thing they all have in common is creating a learning environment in which the student’s culture and customs are incorporated in instruction. It’s amazing how students struggle to learn rules for math and science but yet are able to memorize hundreds and hundreds of songs, even after years of not listening to them. I remember in 5th grade or 6th grade one of my teachers made a song about, mode, medium, range, and average. To this day, I still remember the song. I also remember the greater than and less than sign thanks to the comparison my teacher made. I always remember how my teacher said that the fish with the open mouth was the biggest one and the one with the mouth close was the small one, because it’s not eating. This visual and the comparison have always helped me distinguish between both signs.

keiiryy ‘ wrote @ November 26, 2012 at 6:29 pm

As the article said, Dr. Emdin created the idea of experimenting how hip hop will benificiate students to learn. He idea will be used in ten schools to see if it really work and made students interest in science. Like they said, for most african and latino students is difficult to them to learn important information and the do not do well in exams. Dr. Emdin wants to end this and made students being interest in science for they own good. During a class the students participate more and help others, something that does not happen during a regular clas.
In my opinion this idea is awsome to most place because it will help students being interest and learn more with a type of rythm they are used to listen every day. They grades could raise and they could do better in class and also participate more. Hip hop motivates them so it makes easier to them to learn mamy formulas or information that they should memorize. I hope they used in almost every where so latino’s and african’s grades raise and they could be more preparate to their own future.

Stephanie Mejia wrote @ November 26, 2012 at 7:27 pm

I think that this is not only an interesting way to engage students, but it is also wonderful that teachers are using their students’ lives to make their learning relevant. I found that as I read this article I not only became interested in learning more about the program, but I also was curious to see how well it would work. Though success is measured in different ways, I think it says a lot for the students not ridiculing others who could not finish their rhymes and actually encouraging their fellow peers. It is wonderful to see that students are not feeling defeated and are actually participating in their learning. Using such a public figure such as GZA is a genius way to get students and even their parents involved. Students from the inner city would most likely know Wu Tang or even GZA himself and then become even more invested in the project. Hopefully, bringing hip hop into the science classroom will help students feel like science is more relateable and therefore help them succeed with the subject. Science was always a hard subject for me to get into, had I had a program like this in my school I would have definitely found it not only interesting, but also would have been excited to learn. I am glad these teachers are thinking outside of the box and are not just thinking these children are destined to failure. Rather, they are trying their best to use the children’s assets to help them succeed. I am interested in seeing how well this works in the future!

Suzanne Cuomo wrote @ November 28, 2012 at 8:50 am

I really enjoyed this article. It is always a pleasure to hear that educators are trying to encorporate students interests into the curriculum. Hip-hop appeals to a wide range of cultures, not only the one mentioned in the article. Being able to rap about science makes science fun and it gives students the opportunity to express their emotions and reactions to what they are learning.
However, I have one critizim about the GZA project. I wouldn’t even call it a critizim. I think that it should be realized that hip hop doesn’t always appeal to African American an Latino students. I don’t believe that GZA is trying to stereotype, only trying to motivate. Therefore I believe that they should target more than these two minority groups since hip-hop is apart of popular culture. This way to avoid anyone being offended by assuming that they enjoy hip-hop.

Candice Reyes wrote @ November 29, 2012 at 10:53 am

As educators, we are taught to draw from students’ prior knowledge, culture, and enviornment to help teach new concepts. The hip hop world has long considered itself a culture with its own community and to treat it as such in the classroom is making huge strides in education for urban youth and in hip hop aswell. However, I agree with Suzanne Cuomo in that not all students are fans of hip hop but I think its safe to say that most students are motivated by music. A curriculum like this could be successful if the genre of music were more diverse.

kelly wrote @ November 29, 2012 at 6:21 pm

a mi me gusta la idea del maestro encenar a los alumnos con musica por no a todo mundo le gusta esta estudiar pero si les gusta escuchar musica y talvez para uno se le facilita aprenderce una cancion que estar todo el dia con un cuadreno y porqueesciencialo que estan estudiando para ellos les beneficia porque cuando ellos esten en un examen oh cuando les pregunta algo talvez de acuerden de una cancion de ciencia y sabran como responder me gusta mucho la idea de el maestro.

Amanda Vender wrote @ November 30, 2012 at 10:12 pm

I remain skeptical. Sure, it can’t hurt to bring rap into the classroom. I think that is a good idea to help with memorization and creativity in the classroom. But the article doesn’t give many real examples about teaching science. It seems that the notion presented in this article is that science can’t be exciting in itself for “underserved” populations unless it is turned into rhymes- and somewhat removed from, well, science. Isn’t that really demeaning and racist at its root? I don’t think that it is possible to bring large numbers of new generations to love science by doing other than actually teaching science.

What if science itself (and other subjects) were taught in a way that was of interest to students?
I don’t know much at all about science curriculum required today, but here are some examples I found of relevant and engaging science curriculum:
about students investigating the air quality in their neighborhood:
http://www.rethinkingschools.org/archive/25_03/25_03_marksblock.shtml

and here is one about urban kids using chemistry to “tap” maple syrup from trees in their city:
http://www.rethinkingschools.org/archive/26_01/26_01_larkin.shtml

and about teaching clean water justice:
http://www.rethinkingschools.org/archive/19_01/wate191.shtml

and a sweet article about 2nd graders defending their pet rats:
http://www.rethinkingschools.org/archive/20_03/rats203.shtml

Now, why is it that these types of projects don’t make the New York Times?

estrellascience wrote @ December 2, 2012 at 2:17 pm

Amanda, those are great suggestions. Kids really enjoy that type of projects. Thanks for sharing.

Sofia Noboa wrote @ December 1, 2012 at 9:37 am

This pilot project is very exciting! I can only imagine the positive implications this can have! It is about meeting students half-way. Normally, teachers have their curriculum, have their standards and they “give” the students this knowledge without taking into consideration the knowledge, talents and skills that they already possess. When we see a child as already knowledgeable, capable and talented, we don’t make the erroneous assumption that they are empty vessels just waiting to be filled by the mandated curriculum. And we can teach them in a way that appreciates what they have to offer, knowing that they have their own rich experiences, talents and expertise to share. I think of the thousands of emergent bilinguals that translate for their parents whom, as immigrants from another country, don’t speak English. Hardly is this seen as anything other than something that children do as a favor to their parents. Nevertheless it is nothing short of pure and raw skill! As any translator knows, It takes a good command of both languages, agile cognitive ability and accuracy to be able to adequately translate documents, oftentimes being challenging medical or official governmental information. But this article reminds me of a student that my mother had as a high school teacher. This young male was struggling through her Social Studies course and his other classes. My mom had her class come up with a group projects that involved making up a country. They had to create a constitution, flag, laws, etc. So my mother was surprised when this student requested to write his constitution as a rap. Now my mother is not a fan of rap music and she really did not know how this was going to work but for the sake of allowing him to express himself, she agreed. The day he presented his groups’ constitution in a rap, my mother was blown away. She couldn’t believe how effectively and creatively he had made his country’s constitution into a rap! At that point she realized the amazing ability he had musically and understood how by making his work music oriented, he was more likely to succeed. I can only hope that these students that are receiving their science education through hip hop, find their niche and their avenue towards scientific academic success.

estrellascience wrote @ December 1, 2012 at 11:28 am

Sofia, that’s a great story. Thanks for sharing

Frankie David (BilEd 701) wrote @ December 1, 2012 at 8:42 pm

This is really great – I’m always excited to hear about new and original ways that teachers are utilizing new media to promote student interest and participaton in academics. That being said, one concern that came to be (I guess I’m playing Devil’s Advocate) is the fear of racial stereotyping. It could be problematic to use hip-hop in a largely minority black classroom because it promotes the assumption that all African Americans like and engage in this music genre. While it’s a great teaching tool and I of course support looking into students cultures and traditions, its also important to be aware that not everyone will feel included.

Yoselin arias wrote @ December 2, 2012 at 7:27 pm

“Kids relate best when they’re standing up,” he said. “The teacher can measure engagement by the hand gestures and head bobs. And when the last kid couldn’t finish his verse, everybody gave him encouragement. In a traditional school, he’d have failed. We need to expand the notion of what success is.”

Mayra Ayala wrote @ December 3, 2012 at 8:40 am

I think that when we listen to music while we’re studing we feel better & we play attention.

Carol Chen BILED 701 wrote @ December 7, 2012 at 7:34 pm

I believe using a format that is more palatable to students should be considered a cornerstone of teacher education. It helps to promote interest in and learning of subjects that certain groups of students traditionally have little appetite for. Dr. Emdin takes it one step further. By using a rap format he not only promotes interest and friendly academic competition but also provides acceptance and validation of a minority’s cultural institutions and social values.

Vanessa Dominguez wrote @ December 10, 2012 at 3:58 am

What an unlikely combination, Hip-hop and science, however this could be a great recipe for a successful educational program that schools around the country can model after. It takes creativity, discipline and passion to be able to engage students in a way a it is relevant contemporary times. Too often the conventional methods of instruction in today’s classrooms is all about having students regurgitate information on tests that they hardly understand; and once test season is over, the content is out of mind out of sight. However, rhyming is a mnemonic method that can ensure that’s the topics learned resonate for the long term.

It’s refreshing to see that educations are collaborating with media icons to reach out in a meaningful way. Additionally, this a great approach to validate minority students for their culture and interests. Not only is it clever, but also innovative to use urban elements to captivate the student’s attention. Students of African American communities will benefit greatly from this approach, specially since the statistics reflect how skewed the number African Americans and other minority students who are skilled in science is.

Jennifer Malash wrote @ December 13, 2012 at 12:06 pm

After reading the article I listened to one of Dr. Emdin’s raps and then, I listened again. Then again. As a fan of hip hop, I wasn’t only interested in the way he was rapping but more importantly I wanted to hear more about Newton’s laws of motion! If this is what can happen to just me, after reading an article and listening to a soundbite, imagine what it can do to a classroom in an entire lesson. Like Sofia said, it’s about meeting students half-way and trying to not just teach them about the world of science but also learning about their own world too and so education builds a sense of community. I also think that the moment you encourage and try and teach a student a subject in an environment where they not only feel comfortable but wants to a part of, then you have a success.

And just like Vannessa said, validation is the key word here.

Ayhan Gavaz Cane wrote @ December 20, 2012 at 4:15 pm

It is awesome to have Chris Edmin featured on the Professor’s Blog and in NY Times. I have actually had the pleasure to work with Chris Edmin because he is our science coach at my school. I have had the honor of him coming into my class and observing how I teach and giving me pointers on what works and what he may change. He really is an amazing teacher and the students love him. He is extremely knowledgeable on how to reach our urban youth, especially in my HS in East Harlem. In terms of adopting this idea of using music to inspire our youth in the content of science, I think it takes personality and the teacher’s love for music as well. For instance, I like house music and I am not into rap. How can I reach my students who mostly listen to rap and laugh when they see me fist pumping (for example). I have tried to differentiate hw and give students the option to write a rap or song of a group of science vocabulary words learned. Last year when I gave this hw assignment it was a hit, but this year, students were not into it. I am assuming it depends on the group of students you have. Either way, it’s a great idea and I hope more teachers adopt his ideas. He really is a wonderful teacher!

Amanda Wright wrote @ December 20, 2012 at 5:08 pm

I think this is a great project! Using student’s outside interests in the classroom is a great way to grab a student’s attention. Even if students are just thinking that they are having fun they are actually learning. Using rhymes is a great way to understand and remember information. A catchy rhyme that teaches the student something will be more likely to stay with them in the future. I am excited to see how this pilot project plays out. Hopefully it will yield postivie results and wil be able to be used in the future.

Cynthia Rojas wrote @ December 22, 2012 at 1:29 am

Who would have thought that hip-hop and science can have a relationship? I believe that this is a great combination and brings the academic and students world together. This is clearly an example that when one tried to learn the world of the students, anything is possible. Teaching directly from a book or even telling or nagging the student about what’s right or wrong, is not helping students in reaching their full potential and gearing them in the STEM programs. Obviously, our methods are not working and this is such a creative step towards finding different ways to infused modern ideas while still using the goal of the lesson as a foundation. Hip-hop is viewed as a negative type of music, where lyrics degrade women and boost drug dealing. However not all hip hop songs are like that and do talk about what is going on in the world in term of politics and racial profiling. When students are taught through outlets that interest them, they will become more involved and be more focus on the work they produce. Ultimately, they will become proud of what they accomplish and this can help built up their self-esteem. Hopefully this project is successful, so it can be used as a stepping stone for other curriculum to deviate from outdated teaching methods.

Nestor Berrios wrote @ February 10, 2013 at 6:30 pm

i think this is a great idea because you are learning wile your singing and i think that way you learn fater than any other way.

estrellascience