Urban Hip-Hop
Cultural Competence
EDUC 6234
Site-Based Leadership: K-12
Guest Speakers
Dr. Leslie J. Ward &
Maranda C. War...
Road Map
EDUC 6234 Agenda for Week 6
» Urban School Leadership Video
» UHHC Video Reflection Activity
» Teacher cultural c...
The Urban Culture
 In the fields of social work and healthcare,
practitioners, universities, and researchers
deem cultura...
Cultural Competence
• The cultural competent practitioner is one who
acknowledges and incorporates at all levels the
impor...
The Urban Hip-Hop Culture is Distinct
Ogbu, Kozol, Delpit, Connell, Haberman
UHHC
Description of the distinct
Urban Hip Ho...
When teachers come to the classroom with
little to no experience or knowledge of
students of diversity and poverty, or lit...
When teachers come to the classroom with
little to no experience or knowledge of
students of diversity and poverty, or lit...
This generation of youth opted out of past generations’
attempt to assimilate and seek approval from
mainstream White Amer...
Highlights : Description of the Culture
» Technology is a major part of the
culture (hand held devices give them
access).
...
Highlights : Selecting Teachers with UHHCC
» Urban principals describe the culture as
being significantly impacted by viol...
GSEHD Pre-Doctoral Candidate
Maranda C. Ward, MPH
Co-founder and Director of Promising Futures:
Youth Development Pipeline 
GSEHD Pre-Doctoral Candidate
Maranda C. Ward, MPH
Hip Hip Pedagogy
-Cultural studies (Giroux, 1994) legitimize urban
youth...
GSEHD Pre-Doctoral Candidate
Maranda C. Ward, MPH
Food for Thought
-Alim (2009) notes that hip hop is a site for cultural
...
Please describe what the
teacher in the video clips do
wrong, what you would do
differently, and the feelings
that come up...
Speaking Point I
Culturally responsive teaching
Speaking Point I
• Grew out of culturally different theory
• Educational disadvantage: result from
discontinuities between...
Speaking Point II
Attributes of Culturally Competent Teachers
Attributes of a culturally
competent teacher
• Display publicly and enthusiastically the belief
that each student can achi...
Attributes of a culturally
competent teacher
• Makes every effort to welcome and celebrate students’
culture (urban youth ...
Speaking Point III
Why is teacher cultural competence
necessary?
Cultural
Competence
• Multifaceted knowledge of students: academic, social,
emotional (the teacher succeeds when students
...
Cultural
Competence
• Provides a supportive classroom structure for
academic, social, and emotional success
• Encourages a...
Speaking Point IV
Why should aspiring administrators consider
leading urban schools? What advice do you offer?
Benefits of leading
urban schools
Exposure can help you develop cultural competencies:
– Volunteer work (in or servicing u...
Hip-Hop Education Literacy Program
H.E.L.P. is in over 50 school districts, over 100 schools, in the US, Canada and Africa.
For more information visit
http://home.gwu.edu/~ljward/
Video Activities
Urban Leadership
http://www.youtube.com/watch?v=WZkTl3nO464
Reflections & Discussion
Discussion Questions
1. What Hip Hop artists do you find to be the most useful
when relating to and motivating your studen...
In small groups (4-5) respond and reflect to the following
questions
 How do you define and conceptualize “cultural compe...
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  • Background knowledge that contributed to my conceptual framework . . . Finally we know because it has been well researched that (final bullet)
  • Background knowledge that contributed to my conceptual framework . . . Finally we know because it has been well researched that (final bullet)
  • Paradigm shift between post civil rights
  • Qualitative study Interviewed 12 urban high school principals The research questions that framed this study are: How do urban principals describe the Urban Hip-Hop Culture of their students? What contributes to the distinctiveness of this culture? What characterizes students from this culture?   What teacher selection methods do principals utilize to select teachers that are effective with students from the Urban Hip-Hop Culture? What attributes do urban principals look for during the teacher selection process that indicates a candidate has Urban Hip-Hop Cultural Competence? (including education) and cynicism regarding the equity with which the American Dream can be achieved through traditional methods such as education
  • Qualitative study Interviewed 12 urban high school principals The research questions that framed this study are: How do urban principals describe the Urban Hip-Hop Culture of their students? What contributes to the distinctiveness of this culture? What characterizes students from this culture?   What teacher selection methods do principals utilize to select teachers that are effective with students from the Urban Hip-Hop Culture? What attributes do urban principals look for during the teacher selection process that indicates a candidate has Urban Hip-Hop Cultural Competence?
  • Paradigm shift between post civil rights
  • Paradigm shift between post civil rights
  • Paradigm shift between post civil rights
  • Paradigm shift between post civil rights
  • Educ 6234 slideshow-2013_uhhc-1-1

    1. 1. Urban Hip-Hop Cultural Competence EDUC 6234 Site-Based Leadership: K-12 Guest Speakers Dr. Leslie J. Ward & Maranda C. Ward, MPH
    2. 2. Road Map EDUC 6234 Agenda for Week 6 » Urban School Leadership Video » UHHC Video Reflection Activity » Teacher cultural competence; urban culture and the role of principals—presentation by Dr. Ward
    3. 3. The Urban Culture  In the fields of social work and healthcare, practitioners, universities, and researchers deem cultural competence a necessary part of effectively serving the urban culture.  The urban culture is often seen as one of deficit by society and the teachers that serve in urban schools.  Low-income minority urban students have adopted a tough street culture that is difficult for practitioners to cross culture barriers.  Culturally relevant pedagogy will improve student achievement in urban schools.
    4. 4. Cultural Competence • The cultural competent practitioner is one who acknowledges and incorporates at all levels the importance of building cultural knowledge, valuing difference, assessing one’s self and applying adapted practice (Cross 1988; Ross, 2002). • The term cultural competence is in most cases synonymous with the terms • cross-cultural • culturally relevant • culturally congruent • culturally responsive • culturally competent • culturally compatible • culturally proficient • intercultural competence
    5. 5. The Urban Hip-Hop Culture is Distinct Ogbu, Kozol, Delpit, Connell, Haberman UHHC Description of the distinct Urban Hip Hop Culture UHHCC Selecting Teachers with Urban Hip Hop Cultural Competence There are various characteristics that describe the UHHC Ogbar, Gause, Kitwana, Elliot, Chang Specific attributes principals look for during the teacher selection process that indicate UHHCC Ladson-Billings-Darling-Hammond ,Ingersoll, Sachs O’Bannon Various methods used to assess the UHHCC during the teacher selection process. Haberman, Frey, Chelsey, Basking & Ross, Kivell URBAN TEACHER QUALITY Cultural competence and teacher selection have a direct impact on student achievement
    6. 6. When teachers come to the classroom with little to no experience or knowledge of students of diversity and poverty, or little appreciation of the backgrounds and experiences of urban students, it is difficult to positively impact student achievement - Delpit, 1995;, Ogbu, 1995; Ross, 2002 • The relationship that exists between teacher and student based on differences in culture, socio-economic background, and race is referred to as cultural mismatch. -Haley, 2001 • Teacher Quality is essential to improving academic achievement in urban schools. -Ladson-Billings & Darling- Hammond, 2000
    7. 7. When teachers come to the classroom with little to no experience or knowledge of students of diversity and poverty, or little appreciation of the backgrounds and experiences of urban students, it is difficult to positively impact student achievement - Delpit, 1995;, Ogbu, 1995; Ross, 2002 • The relationship that exists between teacher and student based on differences in culture, socio-economic background, and race is referred to as cultural mismatch. -Haley, 2001 • Teacher Quality is essential to improving academic achievement in urban schools. -Ladson-Billings & Darling- Hammond, 2000
    8. 8. This generation of youth opted out of past generations’ attempt to assimilate and seek approval from mainstream White America and created a music and culture that opposed acceptance of the mainstream American culture -Chang, 2005 The hip hop culture was born out of a cycle of poverty, hopelessness, and opposition, therefore urban youth in poverty are viewed as not only deficient, but often hopeless -Connell, 1994
    9. 9. Highlights : Description of the Culture » Technology is a major part of the culture (hand held devices give them access). » Legal concerns and issues are prevalent in this culture » Students’ behaviors often demonstrate their distrust for American social systems » The use of profanity and in inappropriate language in schools is common. » The culture is significantly impacted by violence and poverty
    10. 10. Highlights : Selecting Teachers with UHHCC » Urban principals describe the culture as being significantly impacted by violence and poverty. » Teachers who are flexible, tolerate some degree of inappropriate language, and love their job, are demonstrating Urban Hip-Hop cultural competence. » Principals often use informal methods to select and screen teachers with UHHCC » High expectations, exposure to the urban hip-hop culture, and an understanding of their world are UHHCC attributes.
    11. 11. GSEHD Pre-Doctoral Candidate Maranda C. Ward, MPH Co-founder and Director of Promising Futures: Youth Development Pipeline 
    12. 12. GSEHD Pre-Doctoral Candidate Maranda C. Ward, MPH Hip Hip Pedagogy -Cultural studies (Giroux, 1994) legitimize urban youth as storytellers, authors, thought leaders, change agents, and producers of truths on their varied lived experiences -A social justice approach to positive youth development draws on Paulo Friere's (1970) reflexive principle of praxis
    13. 13. GSEHD Pre-Doctoral Candidate Maranda C. Ward, MPH Food for Thought -Alim (2009) notes that hip hop is a site for cultural production  -Hip hop allows youth to develop a sense of agency -Notions of social capital are re-appropriated as symbolic capital (Bourdeiu, 1985; Clay, 2003) -Curriculum may fall flat of positive youth development outcomes if they remain isolated from larger sociopolitical forces
    14. 14. Please describe what the teacher in the video clips do wrong, what you would do differently, and the feelings that come up for you … The Wire Season 4 Episode 3- “Home Rooms” First day video clip- 30:13 The fight video clip- 37:14 UHHC Video Activity
    15. 15. Speaking Point I Culturally responsive teaching
    16. 16. Speaking Point I • Grew out of culturally different theory • Educational disadvantage: result from discontinuities between home and school culture • Acknowledges existing student language and knowledge to understand and build on students’ perspectives • Does not entail that the teacher should be racial minority
    17. 17. Speaking Point II Attributes of Culturally Competent Teachers
    18. 18. Attributes of a culturally competent teacher • Display publicly and enthusiastically the belief that each student can achieve high standards • Displays a "we’re all in this together" affect • Knows very well and loves the subject matter, and conveys that to students (not cynical about it) • Legitimates students’ real life experiences by building those experiences into the curriculum
    19. 19. Attributes of a culturally competent teacher • Makes every effort to welcome and celebrate students’ culture (urban youth culture, African American culture, Latino culture, etc.) as an integral part of the learning environment and process • Help students code switch, know why • Understand and tolerate behavior that may not conform to school codes( for example profanity) • Tolerates “uneven” behavior
    20. 20. Speaking Point III Why is teacher cultural competence necessary?
    21. 21. Cultural Competence • Multifaceted knowledge of students: academic, social, emotional (the teacher succeeds when students succeed). • Builds relationships with students as competent individuals (strips away) • Cultivates relationship beyond the classroom • Demonstrates a visible connectedness with each student (how?) • Immersed into the students’ culture
    22. 22. Cultural Competence • Provides a supportive classroom structure for academic, social, and emotional success • Encourages a community of learners who are responsible for each other inside and outside the classroom • Promotes psychological safety in the classroom • Has high academic standards and expectations for all students
    23. 23. Speaking Point IV Why should aspiring administrators consider leading urban schools? What advice do you offer?
    24. 24. Benefits of leading urban schools Exposure can help you develop cultural competencies: – Volunteer work (in or servicing urban communities) – Media (websites, magazines, journals, movies, novels, music, and theater focusing on the urban and/or African-American culture) – Do residency, internship, or shadowing in urban schools – Learn from your students or youth from the culture – Keep an open mind, and remember the culture isn’t deficient . . . Its distinct.
    25. 25. Hip-Hop Education Literacy Program H.E.L.P. is in over 50 school districts, over 100 schools, in the US, Canada and Africa.
    26. 26. For more information visit http://home.gwu.edu/~ljward/
    27. 27. Video Activities Urban Leadership http://www.youtube.com/watch?v=WZkTl3nO464 Reflections & Discussion
    28. 28. Discussion Questions 1. What Hip Hop artists do you find to be the most useful when relating to and motivating your students? 2. Do you ever feel like you are promoting (allowing) derogatory or grammatically incorrect language? 3. How did you use this program to advance your career?
    29. 29. In small groups (4-5) respond and reflect to the following questions  How do you define and conceptualize “cultural competence in teaching”. Identify major attributes of culturally competent teachers  Generate examples of your own to describe how competent/incompetent you are in practicing those competencies  Describe what supervisors should do in order to help teachers implement cultural competencies on routine basis  In urban settings( such as the Metropolitan, D.C.) what unique cultural competences do teachers need to be effective in their roles?  As current and future educational leaders what criteria do you employ in order to recruit and hire culturally competent teachers?
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