ACM Southeast Conference – ACMSE 2019 – Session 1: Long Papers – ISBN: 978-1-4503-6251-1
Kennesaw, GA, USA, April 18-20, 2019
STEM Hip-hop Pedagogy: A Meta-synthesis on Hip-hop
Pedagogy STEM Interventions Tools for Underrepresented
Minorities in K-12 Education
Robert Cummings Brittany Chambers
Computer Science Humanities
Morehouse College Clark Atlanta University
Atlanta, GA, US Atlanta, GA, US
robert.cummings@morehouse.edu brittany.chambers@students.cau.edu
Kinnis Gosha
Computer Science
Morehouse College
Atlanta, GA, US
kinnis.gosha@morehouse.edu
ABSTRACT
Hip-hop pedagogy is the use of hip-hop artifacts and culture as
resources to a curriculum or instruction. Applying hip-hop
pedagogy to academic interventions has been suggested to
effectively increase the value and connection to course content
as well as the ability to re-envision content into ones that reflect
underrepresented students of color’s lived experiences. As there
is a gap in African American and non-White Latino American
performance in STEM compared to their White and Asian
American counterparts, and a high demand in prospective STEM
occupations (namely computer and information technology),
hip-hop pedagogy can be leveraged to improve STEM identity to
successively improve STEM performance. This paper represents
the first stage of a case study to analyze and validate hip-hop
pedagogical tools for computing and STEM instruction and
outreach. This paper describes a qualitative meta-synthesis of
hip-hop pedagogy and associated STEM outreach programs.
Findings on hip-hop pedagogy in computing and STEM outreach
interventions are discussed to aid in supporting and creating
future hip-hop pedagogical interventions.
CCS CONCEPTS
• Race and ethnicity • Cultural characteristics • K-12 education
• Computing education programs
KEYWORDS
Hip-hop pedagogy, STEM identity, minorities in STEM, novel
pedagogical tools, computing education
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ACMSE 2019, April 18–20, 2019, Kennesaw, GA, USA
© 2019 Association for Computing Machinery.
ACM ISBN 978-1-4503-6251-1/19/04…$15.00
https://doi.org/10.1145/3299815.3314431
46
Amber Reid
African American Studies
Clark Atlanta University
Atlanta, GA, US
amber.reid@students.cau.edu
ACM Reference Format:
Robert Cummings, Brittany Chambers, Amber Reid, and Kinnis Gosha.
2019. STEM Hip-hop Pedagogy: A Meta-synthesis on Hip-hop Pedagogy
STEM Interventions Tools for Underrepresented Minorities in K-12
Education. In 2019 ACM Southeast Conference (ACMSE 2019), April 18-20,
2019, Kennesaw, GA, USA. ACM, New York, NY, USA, 7 pages.
https://doi.org/ 10.1145/3299815.3314431
1 INTRODUCTION
African Americans continue to perform below that of their Asian
and White American counterparts in STEM [1, 2]. The field of
computer science, specifically, has a pressing demand for
computing careers to be filled with diverse scientists [3]. The
environment in which African American students learn
computer science and STEM can affect their achievement [4]. It
is common for African American students to not be exposed to
professionals in computer science and technology during their
upbringing [5, 6] and to not be exposed to many African
Americans in technology during their undergraduate academic
experiences [7, 8]. In a study on underrepresented ethnic groups
pursuing computing and technology during undergrad, most
participants had no programming experience prior to university,
and many switched their majors from computing because they
believed they had poor programming skills, were not satisfied
with instructors, and did not enjoy their courses [9]. Thus, the
lack of exposure, unfavorable course environments, and
unsatisfactory instructors result in low sense of belonging and
self-efficacy in computing and STEM fields [5, 10].
Culturally responsive computing pedagogy is a relatively new
field that has potential to raise the achievement and interest of
minority students through accessible, online mediums [11].
Gosha & Middlebrook [12] developed culturally relevant
embodied conversational agents to aid current and prospective
African American undergraduate and graduate students with
information on careers in computing. Culturally responsive
computing can be leveraged to support a culture in which many
STEM Hip-hop Pedagogy: A Meta-synthesis on Hip-hop Pedagogy STEM Interventions Tools for Underrepresented Minorities in K-12 Education
R. Cummings, B. Chambers, A. Reid, K. Gosha

African American and underrepresented ethnic groups computer science and STEM outreach programs were
participate. determined by the research team (“African American computer
Hip-hop music appeals to consumers all over; it currently science initiative”, “computer science outreach”, “hip-hop
ranks as the most listened to genre in the world according to the pedagogy”). Research designs were not included in the search.
2017 U.S. Music Year-End Report [13]. Hip-hop music and
culture spawned and continues to evolve from African American 2.1 Selection Criteria
communities, particularly in large, urban, metropolitan cities Three reviewers of the research team screened titles, abstracts,
[14]. Rap music and hip-hop culture, as relevant to the lives of and keywords for eligibility. Each reviewer independently
many students, can provide a bridge to promote critical screened articles documenting the study type, sample size,
understanding of academic content [15]. This concept is known demographic of participants, independent variable(s) and
as hip-hop pedagogy, which encompasses how many aspects of dependent variable(s). The selection criteria included that the: (1)
the culture, aspects believed to be adaptive and those believed to sample must consist of primary or secondary school students; (2)
be maladaptive, needs a place within cultural inclusion efforts sample must include underrepresented ethnic group members
[16, 17, 18]. and/or women; (3) intervention must include some form of hip-
An application called the African American Distributed hop pedagogy or urban socially relevant pedagogy; (4)
Multiple Learning Styles System (AADMLSS) was designed to intervention must include STEM, preferably computer science;
allow the educator to supplement a traditional classroom and (5) intervention must measure some facet of STEM identity.
portfolio with a culturally aware e-learning tool [19]. AADMLSS Book reviews, literature reviews, and narratives were excluded.
incorporates a range of culture-specific animated pedagogical Only articles published within the last ten years were identified
agents, including aspects of hip-hop culture, to present a variety to keep consistency in STEM outreach focuses and method,
of course materials. AADMLSS City Stroll was engineered as an
electronic, speech-enabled algebra learning system that uses
culture to adaptively influence learning in an animated format. Searched: 96 non-
Gilbert et al. [14] validated these systems in an assessment-based duplicate articles
study consisting of 22 participants using algebra content
indicating that when culture was incorporated into the
mathematics curriculum the achievement gap narrows.
Limited previous research has established the significance of
using culturally responsive and hip-hop pedagogy in the
classroom to improve African American students’ performance
in computing and STEM. A qualitative meta-synthesis was Applied inclusion 90 articles
conducted to observe and understand the use and effectiveness criteria excluded
of hip-hop pedagogy for computing and STEM outreach
interventions [20]. This meta-synthesis will be used as the first
stage of a case study to later investigate and validate a particular
hip-hop pedagogical tool for computer science instruction.
32 did not include urban
students
2 METHOD
Eleven technical and social science databases were used in the 15 did not include urban
search (ACMDL, EBSCOhost, Elsevier, ERIC, IEEE, JSTOR, pedagogy
ProQuest, Research Gate, SAGE, Taylor & Francis Online, and
Wiley Online Library). Search terms for hip-hop pedagogy 14 was a book review, literature
review, or narrative
Table 1: Quality Criteria and Results
11 did not measure K-12
Atkins et al. (2008) Quality Appraisal Form Questions
students
1. Is this study qualitative research?
2. Are the research questions clearly stated? 11 could not find full article
3. Is the qualitative approach clearly justified?
4. Is the approach appropriate for the research question?
5. Is the study context clearly described? 6 articles 4 did not measure STEM or
6. Is the role of the researcher clearly described? included ethnic identity
7. Is the sampling method clearly described?
8. Is the sampling strategy appropriate for the research question?
9. Is the method of data collection clearly described? 3 did not focus on STEM
10. Is the data collection method appropriate to the research question?
11. Is the method of analysis clearly described?
12. Is the analysis appropriate for the research question? Figure 1: Study Screening and Exclusion Flow
13. Are the claims made supported by sufficient evidence?
Diagram

47
 ACM Southeast Conference – ACMSE 2019 – Session 1: Long Papers – ISBN: 978-1-4503-6251-1
Kennesaw, GA, USA, April 18-20, 2019

namely in quickly changing and updating STEM fields such as
computing and technology. The full texts of the selected articles
were assessed for relevance.
2.2 Data Extraction and Quality Appraisal
Data was extracted from selected articles on the intervention’s
effectiveness, students’ experiences, and areas of opportunity in
operations (first and second-order constructs). A quality
appraisal form developed by Atkins et al. [21] was applied to
each selected study and scored assessing the qualitative
components of the study (as some were mixed method) (see
Table 1).
A meta-ethnographic analytical method was employed
identifying similar first and second-order constructs,
contradicting constructs within and between studies, and
determining third-order constructs [22, 23]. First-order
constructs are the themes from participants of the study. Second-
order constructs are themes determined by the study authors.
Third-order constructs are recommendations to hip-hop
pedagogical STEM outreach program developers determined by
the research team by analyzing the first-order constructs,
second-order constructs, and contradicting constructs.
3 RESULTS
A total of 96 articles were identified during the initial
identification (see Figure 1). After completing the full text
screening, six studies were included in the review (see Table 2).
Study types ranged: two were mixed method research from
interventions, two were qualitative case studies, and two were
ethnographies. All selected studies had justified qualitative
components with a clearly described role of the researcher. Only
one study did not have clearly stated research questions; another
study did not have an appropriate approach for the research
questions. Two studies had vague sampling strategies. Most
studies had vague research data collection and analysis
strategies, though the intervention may have been clearly
described. Due to this, five studies have claims that do not have
sufficient supporting evidence.
3.1 First-Order Constructs
Eleven first-order constructs were observed (see Table 3). The
constructs were grouped into four categories: co-teaching, call
and response, hip-hop affinity, and hip-hop penalty. Co-teaching
describes a method in which a student or trained specialist
assists a teacher in instructing a focused theory or subject.
Students enjoyed this method of instruction. While students
were the co-teacher, students flourished in directing instruction,
gaining public speaking skills, and communicating in the
terminology relevant to their peers. Call and response describes
the method regularly used in hip-hop and African American
music, where a leader announces a message and the audience
repeats or answers the message [16]. Students viewed call and
response methods as enjoyable, informal techniques that
successfully support knowledge retention through repetition.
Hip-hop affinity describes African American and urban minority
students’ shared connections to the ethnic product of hip-hop
music and culture. Students reported that hip-hop is a part of
their culture, are encouraged by the messages presented in hip-
hop works, and enjoy the structure and medium of hip-hop as a
communication platform. Hip-hop penalty describes students’
perspective that hip-hop culture and associated behaviors are
often penalized in school, contributing to tensions between
urban students and instructors.
3.2 Second-Order Constructs
Twelve second-order constructs were observed (see Table 3). The
constructs were grouped into two categories: outreach
intervention method and effectiveness. Outreach intervention
methods included co-teaching, call and response methods
(including rhythmic clapping call and response methods), and
media exposure. Media exposure consisted of exhibiting hip-hop
or urban culturally relevant films, music, websites, and other
media products. Outreach intervention effectiveness included
successes at memorization and retention, understanding content
in a different way, participatory engagement, team building,
sense of belonging, and resilience.

Table 2: Selected Studies and Quality Scores

Appraisal
Source Study Type Measures Participants
Score
call and response; co-teaching; science
Adjapong, E. S., & Mixed method Students of color in grades 6 – 8 from urban
understanding; student agency and voice; 7/13
Emdin, C. (2015) intervention impoverished communities; n = 31
satisfaction
Hip-hop pedagogy; self-determination; self- African American middle and high school
Love, B. L. (2016) Case study 8/13
knowledge students
civic engagement; arts; cultural expression; young people ages thirteen to twenty-one
Kuttner, P. J. (2016) Case study Sense of belonging; accountability and team from across Boston's low-income 6/13
building; counterstorytelling; cypher Communities of Color
1 principal, 13 staff members, 9
culturally responsive school leadership; hip
Khalifa, M. (2013) Ethnography parents/guardians, 10 students, and 3 district 10/13
hop performative identities
administrators at an alternative school; n = 36
16 yr old 9th grade student; immigrant from
Hafner, A. H. (2013) Ethnography hip hop culture; school identities El Salvador; ELL student enrolled in an 8/13
English course; n = 1
Yelamarthi, K., & Mixed method Peer competence; academic performance; 7th - 10th grade students participating in the
12/13
Mawasha, P. (2008) intervention program involvement; role modeling STEPP program; n = 120

48
STEM Hip-hop Pedagogy: A Meta-synthesis on Hip-hop Pedagogy STEM Interventions Tools for Underrepresented Minorities in K-12 Education
R. Cummings, B. Chambers, A. Reid, K. Gosha
3.3 Contradictory Constructs
There were two general constructs that interfere with each other
in a near contradiction (see Table 4). The method of student co-
teaching is used on a few studies however it is documented that
students feel a tension between themselves as students and
teachers. The other contradiction was students who have an
affinity to hip-hop and believed co-teaching and call and
response to be enjoyable also believed “clean” raps created by
academics and their instructors, and hip-hop in the academic
space to be inauthentic.
3.4 Third-Order Constructs
The selected studies had challenges including poor research
methods such as vague samples and measures, as well as not
addressing serious confounding variables of the relationship
between urban students and traditional institutions. Eight third-
order constructs were developed by synthesizing first and
second-order constructs, providing recommendations for
challenges and contradicting constructs (see Table 4). These data
were grouped into two categories: before an intervention and
during/after an intervention. Before the intervention, instructors
should create an environment that is more aware of variances
between academic culture and urban/hip-hop culture. After
acknowledging these variances, school coordinators and
influencers should work toward being more accepting and less
punitive towards urban behaviors. In preparing for an
intervention, outreach programmers should use existing works,
previous hip-hop pedagogical studies, and valid scales and social
and psychological variables they wish to measure. This will
allow results to be more generalizable and valid as well as allow
outreach programs to be replicable and reproducible. During an
intervention, it is recommended to use established methods such
as call and response, co-teaching, and media exposure. Cultural
competitiveness and resilience can also be implemented within
teaching strategies as is embedded within hip-hop culture with
message and cyphers to drive perseverance in academic
performance.
4 DISCUSSION
Few studies delve into hip-hop pedagogy and STEM outreach
programs for African Americans and urban students. This initial
review uncovers how hip-hop culture plays out in traditional K-
12 academia as well as the complexity of hip-hop culture for
application in academia. Co-teaching was a widely-used strategy
in STEM outreach and hip-hop pedagogy. Co-teaching within
specialized experts in the field provide a rich potential for
students to learn STEM or other subjects through urban
expression. Notably, co-teaching with a student seemed to be
most efficient at both authentically communicating academic
content in a hip-hop cultural context, and by working side-by-
side with teachers, who have traditionally been punitive when
49
students behave hip-hop cultured. The curriculum being led by a
student allows students the feeling of direction and freedom, a
core sentiment in hip-hop culture [24, 25]. Instruction through
student co-teaching can be applied in STEM outreach activities.
In computing, allowing students to teach computer science
principles and computational thinking in a way that works best
for their learning based on their hip-hop cultural personal inputs
may effectively improve students’ comprehension and
performance.
Call and response can be used as a supplemental method to
co-teaching or other hip-hop or urban pedagogical methods. Call
and response is suggested to be particularly effective with
memorization, which may include learning vocabulary or simple
processes. Call and response, namely rhythmic clapping, has also
shown effective in refocusing the classroom while staying
grounded in hip-hop pedagogical instruction [16, 26]. A popular
rhythmic clapping technique used in many schools is the
following [26]:
Instructor: If you can hear my voice clap once
Students (in unison): [one clap]
Instructor: If you can hear my voice clap twice
Students (in unison): [two claps]
Instructor: No music
Students (in unison): [five rhythmic claps]
As the studies reinforce many African Americans students in
urban settings have an affinity towards hip-hop culture, hip-hop
being penalized was noted on a few studies, namely on one
ethnography. “Students reported that they were often ‘corrected’
for their linguistic mannerisms and removed from school because of
their cultural behaviors and dress” [27]. This matter must be
addressed to effectively and authentically incorporate hip-hop
pedagogy in the academic setting. Both contradictory constructs
surround this idea of welcoming of certain aspects of hip-hop
culture and unwelcoming of others, resulting in instructors
incorporating inauthentic hip-hop pedagogical instruction [27].
To follow, an area of opportunity is resilience. Resilience
describes the ability to recover from difficulties and is a trait that
is well-established in hip-hop culture. Khalifa [27] mentions “if
ever…challenged, students would…demonstrate their prowess and
fearlessness to do battle. This is consistent with representations of
conflict proclivity in Hip-Hop music. From the very beginning of
the genre, artists must be willing and able to “battle” other MCs
(i.e. rappers) who had questioned or attacked their
representations…students rarely actually fought (typically less than
five school fights per year), but were quite willing to posture their
alacrity to “battle” if ever threatened.” Resilience can be used to
motivate self-efficacy in STEM [28]. Computer programming,
specifically, is a field where programmers have immediate
feedback on the success or failure of their program code, failure
more often than not. Having strong resilience is a very important
trait for a computer programmer [29, 30].
 ACM Southeast Conference – ACMSE 2019 – Session 1: Long Papers – ISBN: 978-1-4503-6251-1
Kennesaw, GA, USA, April 18-20, 2019

Acknowledging the punitive corrections of hip-hop culture in
traditional academia and the useful resilience that spawns from
hip-hop culture, it is important to note the complexity of
participation and feelings towards hip-hop culture from its
members. Positively, hip-hop can be used in the classroom to
help students learn and engage with STEM content through
“samples, layers, flows, ruptures, percussiveness, and hip-hop
aesthetic forms” to develop “teaching resistance, knowledge of self,
and self-determination…[drawing] on the sensibilities and
mindsets of hip hop culture” [24, 31]. On the other hand,
curriculum in conjunction with the American values of
capitalism, patriarchy, and misogyny will struggle to
authentically encapsulate an urban African American’s way of
living and will prevent urban African American youth equality
and consciousness [24, 32]. Even so, particular themes in hip-hop
culture including sexism, homophobia, masculinity, and
feminism are complex and contain variant perspectives in hip-
hop personhood [24].

Table 3: First & Second-Order Constructs

Construct Name Construct Description
First-Order Constructs
Co-teaching
Enjoyable Co-teaching and being co-taught is enjoyable
Direction and control Co-teaching allows the student to provide more direction and have control over what
they and others are learning
Peer communication Co-teaching allows peers to communicate more effectively using their shared language
Public speaking Co-teaching allows the student to build public speaking skills

Call and Response

Engaging Call and response techniques effectively engage students
Informal Call and response techniques effectively welcomes students in a informal method
Repetition Call and response techniques effectively help students retain content through repetition

Hip-Hop Affinity
Cultural African American students have a cultural affinity to hip-hop
Encouraging and message Youth are encouraged and admire the message platform of hip-hop

Hip-Hop Penalized
Penalty Students are often corrected and penalized from expressing urban and hip-hop culture at
traditional schools
Tensions Urban students suggest teachers point them out for disruptions and misbehavior than
their counterparts
Second-Order Constructs
Outreach Method
Co-teaching A trained instructor in urban culture or urban student teaches alongside with traditional
Call & response and rhythmic clapping teacher
An instructor uses clapping and a call and response technique for engagement
Media exposure A film, music, or media product was employed to help students with urban identity

Outreach Intervention Effectiveness

Understanding content differently through hip- Interventions effectively taught students content in a different perspective, influencing
hop sensibilities what and how students learned
Active participation Interventions effectively drove engagement
Sense of belonging and team building Interventions effectively increased students’ sense of belonging in STEM and peer
accountability through a safe space
Cultural resilience Interventions effectively documented resilience of urban African American students
Memorization Interventions effectively instructs content retention and memorization
Selected Studies and First-Order and Second-Order Challenges
Outreach Intervention Challenges
Poor academic achievement measurement Interventions suggest hip-hop pedagogical tools aid in academic achievement with no
clear measure of such improvement
Broad sense of belonging Interventions suggest hip-hop pedagogical tools aid in sense of belonging with no clear
measures and examples
Ambiguous sample Interventions do not provide clear demographic breakdown, do not establish clear sample
size per research method, and/or have a poor generalizable sample size
Hip-hop behaviors penalized Interventions do not include the complexity of hip-hop and urban culture, the tensions
between students and instructors, and history of hip-hop and urban behaviors being
penalized in many traditional schools

50
STEM Hip-hop Pedagogy: A Meta-synthesis on Hip-hop Pedagogy STEM Interventions Tools for Underrepresented Minorities in K-12 Education
R. Cummings, B. Chambers, A. Reid, K. Gosha
4.1 Limitations
As a qualitative meta-analysis there was no statistical analysis
for heterogeneity. The amalgamation of qualitative research for
meta-synthesis is debated, particularly ones with similar yet
variant paradigms or theoretical models [23]. Eleven studies
were excluded for challenges accessing the full article. It was
intended to discover hip-hop pedagogical STEM outreach
interventions; however, the ten-year recency eligibility the
research team required challenged this, allowing for the
acceptance of a case study and an ethnography that without a
focused STEM intervention. Out of the eligible studies, only one
had clearly supported evidence of the intervention, allowing
studies with less than desirable quality appraisal scores. First and
second-order constructs are less generalizable due to lower
quality appraisal.
Table 4: Contradictory & Third-Order Constructs
Construct Name Recommendation
Contradicting Constructs
Students enjoyed or Students must have a level of direction in the
did not enjoy being curriculum to lead and inform instruction. Teach
associated with must be flexible in allowing hip-hop culture and
their teachers in pedagogy in their instruction.
a hip-hop
pedagogical
academic space.
Students did or did Students must not be penalized for urban and hi
not find hip-hop in culture at large. Institutions must be welcoming
the academic space urban and hip-hop culture. Teachers must reflec
to be authentic and hip-hop culture to explicitly lead hip-hop
perspective.
Third-order constructs
Before Intervention Determine the variances between academic cult
and urban hip-hop culture
Hip-hop cultural acceptance
Use other tactics to address behavioral differenc
rather than penalizing
Use more specific existing scales and literature
create assessment for achievement, sense of
belonging, resilience, or other social science var
you’d like to measure
During and After Co-teaching
intervention Call and response
Media exposure
Harness cultural resilience
5 CONCLUSIONS
Hip-hop pedagogy has not been used extensively in STEM
outreach. Due to this lack of depth, many STEM outreach
interventions lacked validity in its results. However, there is
much insight to take from such studies including the importance
of respecting the cultural diversity of students and allowing
students to convey academic principles to their peers using the
terminology within underrepresented student cultures. Results
yield possibilities for effective strategies for instructing
computing and STEM curriculum using hip-hop pedagogy.
51
Findings from this study will be used to measure the
effectiveness of a hip-hop pedagogy computer science
intervention and to advise STEM outreach coordinators.
ACKNOWLEDGMENTS
Thank you to the authors and intervention coordinators that
provided the data for this meta-synthesis.
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