Measuring the Impact of First-Year Curriculum on Students’ Racial Attitudes Michael R. Mason Kent State University

Overview FYC, FlashTopics, and Hip Hop America Research Informing Practice Course Design and Overview Study Design Results Conclusion Questions/Discussion

FYC, FlashTopics, and Hip Hop America

Research Informing Practice

Course Design and Overview

Study Design

Results

Conclusion

Questions/Discussion

First Year Colloquium (FYC) Assist students with transition to academic community Expose students to resources and personal growth opportunities Integrate students into campus community Graduation requirement

Assist students with transition to academic community

Expose students to resources and personal growth opportunities

Integrate students into campus community

Graduation requirement

FlashTopics Pilot program introduced in 2007 (over 50 offered in Fall, 2007) Faculty create course based on personal/professional interests Integrate important aspects of traditional FYC curriculum while remaining topical

Pilot program introduced in 2007 (over 50 offered in Fall, 2007)

Faculty create course based on personal/professional interests

Integrate important aspects of traditional FYC curriculum while remaining topical

FlashTopic Goals Foster greater student-faculty interaction Encourage active participation in intellectual community Develop shared passion for subject or scholarly topic Promote: Critical thinking Problem solving Analysis Thoughtful reading/writing

Foster greater student-faculty interaction

Encourage active participation in intellectual community

Develop shared passion for subject or scholarly topic

Promote:

Critical thinking

Problem solving

Analysis

Thoughtful reading/writing

Hip-Hop America History, evolution, and significance of hip-hop music and culture Historical, social, political influence that have shaped hip-hop music and culture Impact of hip-hop music and culture on America Various cultural values and perspectives represented in hip-hop music and culture

History, evolution, and significance of hip-hop music and culture

Historical, social, political influence that have shaped hip-hop music and culture

Impact of hip-hop music and culture on America

Various cultural values and perspectives represented in hip-hop music and culture

Why Focus on Diversity? Changing demographics of institution and society Critical issues in the U.S. (e.g. racial profiling, immigration) 40% of Princeton Review’s 331 best colleges & universities include diversity as part of mission (Meacham & Barrett, 2003) For instance: … engage students in diverse learning environments that educate them to think critically and to expand their intellectual horizons while attaining the knowledge and skills necessary for responsible citizenship… (KSU Mission Statement) Value diverse backgrounds, cultures, ideas, and lifestyles (KSU Core Values) Engage in learning, value differences, embrace community, reflect on the past (KSU FYE)

Changing demographics of institution and society

Critical issues in the U.S. (e.g. racial profiling, immigration)

40% of Princeton Review’s 331 best colleges & universities include diversity as part of mission (Meacham & Barrett, 2003)

For instance:

… engage students in diverse learning environments that educate them to think critically and to expand their intellectual horizons while attaining the knowledge and skills necessary for responsible citizenship… (KSU Mission Statement)

Value diverse backgrounds, cultures, ideas, and lifestyles (KSU Core Values)

Engage in learning, value differences, embrace community, reflect on the past (KSU FYE)

Diversity & Student Learning Curricula that addresses diversity issues promotes: Cognitive development Critical Thinking Problems solving skills

Curricula that addresses diversity issues promotes:

Cognitive development

Critical Thinking

Problems solving skills

Diversity & Student Learning Diversity experiences increase students’ outcomes on learning and democracy measurements Learning outcomes: active thinking skills, intellectual engagement and motivation, academic skills Democratic outcomes: perspective-taking, capacity to perceive difference within and between social groups, citizen participation Includes multicultural education and experiences Attained through cognitive dissonance and perspective-taking Pedagogies should: Incorporate diverse perspectives Foster active thinking Promote intellectual engagement (Gurin et al., 2002)

Diversity experiences increase students’ outcomes on learning and democracy measurements

Learning outcomes: active thinking skills, intellectual engagement and motivation, academic skills

Democratic outcomes: perspective-taking, capacity to perceive difference within and between social groups, citizen participation

Includes multicultural education and experiences

Attained through cognitive dissonance and perspective-taking

Pedagogies should:

Incorporate diverse perspectives

Foster active thinking

Promote intellectual engagement

Diversity & Student Learning Compared first-year success course to introductory communication and engineering courses Incorporating multicultural and social justice content into first-year success courses had positive effect on learning democracy outcomes Understanding/awareness of multicultural issues Commitment to social justice and active thinking Contributes to attainment of democratic, civic, social justice aspects of institutional mission Prepares students for roles as citizens within diverse and democratic society (Engberg & Mayhew, 2007)

Compared first-year success course to introductory communication and engineering courses

Incorporating multicultural and social justice content into first-year success courses had positive effect on learning democracy outcomes

Understanding/awareness of multicultural issues

Commitment to social justice and active thinking

Contributes to attainment of democratic, civic, social justice aspects of institutional mission

Prepares students for roles as citizens within diverse and democratic society

Media Influences Media influences how individuals make meaning of experiences Teaches about others in unconscious ways Research has shown adults construct identities in light of popular culture Can reproduce stereotypes and reinforce values of dominant culture Can also challenge norms (Tisdell & Thompson, 2007)

Media influences how individuals make meaning of experiences

Teaches about others in unconscious ways

Research has shown adults construct identities in light of popular culture

Can reproduce stereotypes and reinforce values of dominant culture

Can also challenge norms

Media Literacy Critical media literacy Teaches to challenge power relationships Deconstructing and analyzing entertainment is form of critical pedagogy - provides texts for analysis Can provide ways to understand others from marginalized groups (Tisdell & Thompson, 2007)

Critical media literacy

Teaches to challenge power relationships

Deconstructing and analyzing entertainment is form of critical pedagogy - provides texts for analysis

Can provide ways to understand others from marginalized groups

Learning & the Arts Arts give adults experiences, context, and tools through which to learn about difference Forms bridges that cross racial and ethnic lines Taps into multiple ways of knowing Arts create and place people in situations where there is greater diversity than elsewhere in their lives (Wesley, 2007)

Arts give adults experiences, context, and tools through which to learn about difference

Forms bridges that cross racial and ethnic lines

Taps into multiple ways of knowing

Arts create and place people in situations where there is greater diversity than elsewhere in their lives

Critical Pedagogy & Social Justice Identification and examination of social inequalities Dismantle systems of oppression Emphasize critical thinking skills Examination of social structures that contribute to privilege, power and dominance Understanding that media-driven culture shapes students’ cultural lenses Education, social justice, and democracy are fundamentally related

Identification and examination of social inequalities

Dismantle systems of oppression

Emphasize critical thinking skills

Examination of social structures that contribute to privilege, power and dominance

Understanding that media-driven culture shapes students’ cultural lenses

Education, social justice, and democracy are fundamentally related

Hip-Hop as Critical Pedagogy Hip-hop is cultural discourse Can create “oppositional consciousness” Encourages recognition of racism and capitalist exploitation (Freitas, 2005) Provides outlet for marginalized groups “ Ghetto CNN” - Chuck D, Public Enemy Hip-hop represents shift in ideological paradigm that challenges view of popular culture (Hanley, 2007) Alternative lens through which to view dominant culture

Hip-hop is cultural discourse

Can create “oppositional consciousness”

Encourages recognition of racism and capitalist exploitation (Freitas, 2005)

Provides outlet for marginalized groups

“ Ghetto CNN” - Chuck D, Public Enemy

Hip-hop represents shift in ideological paradigm that challenges view of popular culture (Hanley, 2007)

Alternative lens through which to view dominant culture

Hip-Hop in the Classroom Provides venue to understand collective experience of others (Clay, 2006) Transformative element in the the development of critical thinking and learning (Stovall, 2006) Bridges course content with part of students’ lives (Stovall, 2006) Stronger connection to material Greater response to concepts

Provides venue to understand collective experience of others (Clay, 2006)

Transformative element in the the development of critical thinking and learning (Stovall, 2006)

Bridges course content with part of students’ lives (Stovall, 2006)

Stronger connection to material

Greater response to concepts

Hip-Hop in the Classroom Students have foundation of knowledge to share Encourages active participation Connects to individual experiences Provides common ground for students and instructor to relate Increases faculty/student interaction Engagement in academic community Appeals to students across various groups (race, gender, class) Opportunities for diverse interaction Exchange of ideas Perspective / experience sharing

Students have foundation of knowledge to share

Encourages active participation

Connects to individual experiences

Provides common ground for students and instructor to relate

Increases faculty/student interaction

Engagement in academic community

Appeals to students across various groups (race, gender, class)

Opportunities for diverse interaction

Exchange of ideas

Perspective / experience sharing

Class Structure In-class listening and discussion (small group and whole class) Assigned readings in preparation Reflection papers Based on articles, current events, class discussion Documentaries/films Debate Lecture Final projects Summary, verse/spoken word, lyrical analysis, individualized project

In-class listening and discussion (small group and whole class)

Assigned readings in preparation

Reflection papers

Based on articles, current events, class discussion

Documentaries/films

Debate

Lecture

Final projects

Summary, verse/spoken word, lyrical analysis, individualized project

Hip-Hop Texts Themes addressed in class included: Hip-Hop and History Gangsta Rap: Realities and Myths Police Brutality and Racial Profiling Politics and Hip-Hop Hip-Hop as Social Commentary Sexism Capitalism and Hip-Hop Privilege and Power Focused on topics both within and outside of hip-hop Emphasized connections to society beyond hip-hop

Themes addressed in class included:

Hip-Hop and History

Gangsta Rap: Realities and Myths

Police Brutality and Racial Profiling

Politics and Hip-Hop

Hip-Hop as Social Commentary

Sexism

Capitalism and Hip-Hop

Privilege and Power

Focused on topics both within and outside of hip-hop

Emphasized connections to society beyond hip-hop

History of Hip-Hop The historical context out of which hip-hop was born provides a basis for understanding its educational possibilities (Hanley, 2007) 1970’s Bronx, NY Post civil-rights Economic despair Economic/social consequences of Regan era “ Affirmative Action” & “Reganomics” rappers (Guy, 2004) Black power movement Poverty-inspired innovation

The historical context out of which hip-hop was born provides a basis for understanding its educational possibilities (Hanley, 2007)

1970’s Bronx, NY

Post civil-rights

Economic despair

Economic/social consequences of Regan era

“ Affirmative Action” & “Reganomics” rappers (Guy, 2004)

Black power movement

Poverty-inspired innovation

The Message – Grandmaster Flash, 1982 Bill collectors they ring my phone And scare my wife when I’m not home Got a bum education, double-digit inflation Cant take the train to the job, there’s a strike at the station A child was born, with no state of mind Blind to the ways of mankind God is smiling on you but he’s frowning too Cause only God knows what you go through You grow in the ghetto, living second rate And your eyes will sing a song of deep deep hate

Bill collectors they ring my phone

And scare my wife when I’m not home

Got a bum education, double-digit inflation

Cant take the train to the job, there’s a strike at the station

A child was born, with no state of mind

Blind to the ways of mankind

God is smiling on you but he’s frowning too

Cause only God knows what you go through

You grow in the ghetto, living second rate

And your eyes will sing a song of deep deep hate

Gangsta Rap Black power movement LA gang culture LA Riots Crack epidemic Violence associated with poverty and hopelessness Contradictions between reality and fantasy Critical thinking regarding capitalism

Black power movement

LA gang culture

LA Riots

Crack epidemic

Violence associated with poverty and hopelessness

Contradictions between reality and fantasy

Critical thinking regarding capitalism

Structural Racism Narratives detailing experiences within the justice system (i.e. racial profiling, police brutality) Yeah, officer from overseer You need a little clarity? Check the similarity! The overseer rode around the plantation The officer is off patrolling all the nation The overseer could stop you what you're doing The officer will pull you over just when he's pursuing The overseer had the right to get ill And if you fought back, the overseer had the right to kill The officer has the right to arrest And if you fight back they put a hole in your chest! They both ride horses After 400 years, I've got no choices! “ Sound of da Police”, KRS-ONE

Narratives detailing experiences within the justice system (i.e. racial profiling, police brutality)

Yeah, officer from overseer

You need a little clarity? Check the similarity!

The overseer rode around the plantation

The officer is off patrolling all the nation

The overseer could stop you what you're doing

The officer will pull you over just when he's pursuing

The overseer had the right to get ill

And if you fought back, the overseer had the right to kill

The officer has the right to arrest

And if you fight back they put a hole in your chest!

They both ride horses

After 400 years, I've got no choices!

“ Sound of da Police”, KRS-ONE

Politics in Hip-Hop All they talk about is terrorism on television They tell you to listen, but they don't really tell you they mission They funded Al-Qaeda, and now they blame the Muslim religion Even though Bin Laden, was a CIA tactician They gave him billions of dollars, and they funded his purpose Fahrenheit 9/11, that's just scratchin' the surface “ Bin Laden”, Immortal Technique “

All they talk about is terrorism on television

They tell you to listen, but they don't really tell you they mission

They funded Al-Qaeda, and now they blame the Muslim religion

Even though Bin Laden, was a CIA tactician

They gave him billions of dollars, and they funded his purpose

Fahrenheit 9/11, that's just scratchin' the surface

“ Bin Laden”, Immortal Technique

“

Social Commentary It ain't right them cops and them firemen died The [stuff] is real tragic, but it darn sure ain't magic It won't make the brutality disappear It won't pull equality from behind your ear It won't make a difference in a two-party country If the president cheats, to win another four years Now don't get me wrong, there's no place I'd rather be The grass ain't greener on the other genocide But tell Huey Freeman don't forget to cut the lawn And uproot the weeds Cuz I'm not satisfied “ Satisfied”, J-Live

It ain't right them cops and them firemen died

The [stuff] is real tragic, but it darn sure ain't magic

It won't make the brutality disappear

It won't pull equality from behind your ear

It won't make a difference in a two-party country

If the president cheats, to win another four years

Now don't get me wrong, there's no place I'd rather be

The grass ain't greener on the other genocide

But tell Huey Freeman don't forget to cut the lawn

And uproot the weeds

Cuz I'm not satisfied

“ Satisfied”, J-Live

Sexism Artists address subject in lyrics “U.N.I.T.Y”, Queen Latifah “Keep Ya Head Up”, Tupac Existence of sexist images in lyrics and video content Connections between hip-hop and greater society Male dominance Homophobia

Artists address subject in lyrics

“U.N.I.T.Y”, Queen Latifah

“Keep Ya Head Up”, Tupac

Existence of sexist images in lyrics and video content

Connections between hip-hop and greater society

Male dominance

Homophobia

Capitalism Elvis was a hero to most But he never meant ---- to me you see Straight up racist that sucker was Simple and plain “ Fight the Power”, Public Enemy Old white men is runnin’ this rap biz Corporate forces is runnin’ this rap biz AOL and Time Warner runnin’ this rap biz We poke out our [booties] for a chance to cash in “ The Rape Over”, Mos Def

Elvis was a hero to most

But he never meant ---- to me you see

Straight up racist that sucker was

Simple and plain

“ Fight the Power”, Public Enemy

Old white men is runnin’ this rap biz

Corporate forces is runnin’ this rap biz

AOL and Time Warner runnin’ this rap biz

We poke out our [booties] for a chance to cash in

“ The Rape Over”, Mos Def

White Privilege Is it fair, is it equal, is it just, is it right? Do you do the same [things] when the defendant face is white? If white boys doin it, well, it's success When I start doin, well, it's suspect Don't hate me, my folks is poor, I just got money America's five centuries deep in cotton money -Mos Def Let's do the math If I was black I woulda sold half Sittin' back look at this [stuff] wow I'm like "My skin, is it startin' to work to my benefit now?” “ White America”, Eminem

Is it fair, is it equal, is it just, is it right?

Do you do the same [things] when the defendant face is white?

If white boys doin it, well, it's success

When I start doin, well, it's suspect

Don't hate me, my folks is poor, I just got money

America's five centuries deep in cotton money

-Mos Def

Let's do the math

If I was black I woulda sold half

Sittin' back look at this [stuff] wow

I'm like "My skin, is it startin' to work to my benefit now?”

“ White America”, Eminem

Study Three groups: FY exploratory majors Hip Hop America (n=18) 10 White, 8 African American Traditional FYC 1 (n=17) 15 White, 1 African American, 1 Middle Eastern Traditional FYC 2 (n=17) 17 White, 1 African American Pre/Post-Test given during first and last class meetings (15 week semester)

Three groups: FY exploratory majors

Hip Hop America (n=18)

10 White, 8 African American

Traditional FYC 1 (n=17)

15 White, 1 African American, 1 Middle Eastern

Traditional FYC 2 (n=17)

17 White, 1 African American

Pre/Post-Test given during first and last class meetings (15 week semester)

CoBRAS Color Blind Racial Attitudes Scale Belief that race should not and does not matter The continuance of racism makes it impossible to ignore the impact of race in people’s experiences Plays a role in current racial divisions and inequity Impedes individuals’ ability to succeed educationally and economically Three Factors Racial privilege (white privilege) Institutional discrimination Blatant racial issues (Neville, et al., 2000)

Color Blind Racial Attitudes Scale

Belief that race should not and does not matter

The continuance of racism makes it impossible to ignore the impact of race in people’s experiences

Plays a role in current racial divisions and inequity

Impedes individuals’ ability to succeed educationally and economically

Three Factors

Racial privilege (white privilege)

Institutional discrimination

Blatant racial issues

(Neville, et al., 2000)

Results White students in HHA made statistically significant gains in awareness of blatant racial issues (third factor) Became more aware of racial discrimination ANOVA revealed no pre-test difference between groups Post-test ANOVA revealed difference between groups, t-test confirmed significant change African-American students did not experience significant change on any factor Pre-test and post-test scores indicated high awareness on all factors

White students in HHA made statistically significant gains in awareness of blatant racial issues (third factor)

Became more aware of racial discrimination

ANOVA revealed no pre-test difference between groups

Post-test ANOVA revealed difference between groups, t-test confirmed significant change

African-American students did not experience significant change on any factor

Pre-test and post-test scores indicated high awareness on all factors

Discussion Hip-hop pedagogy effective in increasing white students’ awareness of racial issues Contributes to mission objectives Hip-hop studies course Traditional FYC courses not effective in changing students’ racial attitudes

Hip-hop pedagogy effective in increasing white students’ awareness of racial issues

Contributes to mission objectives

Hip-hop studies course

Traditional FYC courses not effective in changing students’ racial attitudes

Future Research Call for further study Larger sample size Increased class time More African-American students, other demographic groups Measure impact on other variables (learning & democracy outcomes)

Call for further study

Larger sample size

Increased class time

More African-American students, other demographic groups

Measure impact on other variables (learning & democracy outcomes)

Resources Clay, A. (2006). All I need is one mic: Mobilizing youth for social change in the post-civil rights era. Social Justice, 33 (2), 105-121. Engberg, M. E., & Mayhew, M. J. (2007). The influence of first-year “success” courses on student learning and democratic outcomes. Journal of College Student Development, 48 (3), 241-256. Freitas, E. (2005). Pre-service teachers and the re-inscription of whiteness: Disrupting dominant cultural codes through textual analysis. Teaching Education, 16 (2), 151-164. Gurin, P., Dey, E. L., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72 (3), 330-367. Guy, T. C. (2004). Gangsta rap and adult education. New Directions for Adult and Continuing Education, 101 , 43-57. Hanley, M. S. (2007). Old school crossings: Hip hop in teacher education and beyond. New Directions for Adult and Continuing Education, 115 , 35-44.

Clay, A. (2006). All I need is one mic: Mobilizing youth for social change in the post-civil rights era. Social Justice, 33 (2), 105-121.

Engberg, M. E., & Mayhew, M. J. (2007). The influence of first-year “success” courses on student learning and democratic outcomes. Journal of College Student Development, 48 (3), 241-256.

Freitas, E. (2005). Pre-service teachers and the re-inscription of whiteness: Disrupting dominant cultural codes through textual analysis. Teaching Education, 16 (2), 151-164.

Gurin, P., Dey, E. L., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72 (3), 330-367.

Guy, T. C. (2004). Gangsta rap and adult education. New Directions for Adult and Continuing Education, 101 , 43-57.

Hanley, M. S. (2007). Old school crossings: Hip hop in teacher education and beyond. New Directions for Adult and Continuing Education, 115 , 35-44.

Resources Meacham, J., & Barrett, C. (2003). Commitment to diversity in institutional mission statements. Diversity Digest, 7, 6-8. Neville, H. A., Lilly, R. L., Duran, G., Lee, R. M., Brown, L. (2000). Construction and initial validation of the color-blind racial attitudes scale (cobras). Journal of Counseling Psychology, 47 (1), 59-70. Stovall, D. (2006). We can relate: Hip-hop culture, critical pedagogy, and the secondary classroom. Urban Education, 41 (6), 585-602. Tisdell, E. J., & Thompson, P. M. (2007). Seeing from a different angle: The role of pop culture in teaching for diversity and critical media literacy in adult education. International Journal of Lifelong Education, 26 (6), 651-673. Wesley, S. (2007). Multicultural diversity: Learning through the arts. New Directions in Adult and Continuing Education, 116 , 13-23.

Meacham, J., & Barrett, C. (2003). Commitment to diversity in institutional mission statements. Diversity Digest, 7, 6-8.

Neville, H. A., Lilly, R. L., Duran, G., Lee, R. M., Brown, L. (2000). Construction and initial validation of the color-blind racial attitudes scale (cobras). Journal of Counseling Psychology, 47 (1), 59-70.

Stovall, D. (2006). We can relate: Hip-hop culture, critical pedagogy, and the secondary classroom. Urban Education, 41 (6), 585-602.

Tisdell, E. J., & Thompson, P. M. (2007). Seeing from a different angle: The role of pop culture in teaching for diversity and critical media literacy in adult education. International Journal of Lifelong Education, 26 (6), 651-673.

Wesley, S. (2007). Multicultural diversity: Learning through the arts. New Directions in Adult and Continuing Education, 116 , 13-23.