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The purpose of this paper is to explore the designed cultural ecology of a hip-hop and computational science, technology, engineering, and mathematics (STEM) camp and the ways in which that ecology contributed to culturally sustaining learning experiences for middle school youth. In using the principles of hip-hop as a CSP for design, the authors question how and what practices were supported or emerged and how they became resources for youth engagement in the space.

The overall methodology was design research. Through interpretive analysis, it uses an example of four Black girls participating in the camp as they build a computer-controlled DJ battle station.

Through a close examination of youth interactions in the designed environment – looking at their communication, spatial arrangements, choices and uses of materials and tools during collaborative project work – the authors show how a learning ecology, designed based on hip-hop and computational practices and shaped by the history and practices of the dance center where the program was held, provided access to ideational, relational, spatial and material resources that became relevant to learning through computational making. The authors also show how youth engagement in the hip-hop computational making learning ecology allowed practices to emerge that led to expansive learning experiences that redefine what it means to engage in computing.

Implications include how such ecologies might arrange relations of ideas, tools, materials, space and people to support learning and positive identity development.

Supporting culturally sustaining computational STEM pedagogies, the article argues two original points in informal youth learning 1) an expanded definition of computing based on making grammars and the cultural practices of hip-hop, and 2) attention to cultural ecologies in designing and understanding computational STEM learning environments.

The purpose of this paper is to investigate the effects that local interpretation and the glocalisation of the Australian Hip Hop culture have on the consumption practices of members, exploring the reasons for such effects, and drawing marketing implications.

Three principal methods of ethnographic research were used: participant observation, informal conversations, and semi‐structured in‐depth interviews.

The findings suggest that symbolic representation within the Australian Hip Hop culture takes the form of consumption of brands congruent with the values of authenticity and self‐expression at the core of the Australian Hip Hop culture. Many mass‐produced Hip Hop brands originating in the USA were not perceived as authentic as their meanings were associated with commercialisation and artificiality by cultural members. Furthermore, members of the Australian Hip Hop culture appear to express authenticity by being true to themselves, refusing to imitate African‐American Hip Hop style and rejecting what they perceived as “black” Hip Hop brands. Finally, members of the Australian Hip Hop culture also represented their geographical place via consumption, and used symbolic consumption as a form of subcultural capital.

This paper fills a gap in the literature by providing a detailed analysis on the effects of interpretation and the glocalisation of the Australian Hip Hop culture on consumption.

This research draws on social identity literature and intersectionality to examine the social construction of race, gender, and sexuality within hip-hop music and how this shapes the identity development of college students. Data were collected from 26 college students through semi-structured interviews. Participants described men as being portrayed as hyper-masculine and identified lyrics that supported toxic masculinity. Participants reported that the dominant theme in hip-hop today centered on “trappin” or selling drugs and glamorized that life. African American men, in particular, described how this theme in music shaped the narrative around race and masculinity, how others saw them as Black men, and how they had to counter that image and stereotype as college students. Participants described the negative portrayal of women in hip-hop. However, women participants were more conflicted in their perception of women in hip-hop and said that when women were the artists this illustrated more agency and was liberating even if the images and lyrics were sexualized. Participants were adamant that constructions of gender and sexuality within hip-hop music and videos shaped expectations within relationships. Despite the criticisms of hip-hop, participants described how raising consciousness through hip-hop affected their own identities. This research contextualizes the findings with a discussion of how popular culture shapes identity around race, gender, and sexuality and shapes the expectations within relationships. Further, the research concludes with a discussion of intersectionality and how this provides a better understanding of the effects of identity development among marginalized groups.

This chapter challenges the notion that Black males in science, technology, engineering, and mathematics (STEM) are missing from the discipline and proposes a model that presents underrepresentation as a function of Black males being both intentionally undiscovered and/or deliberately disconnected from particular academic disciplines. Our work offers a tangible and implementable yet aligned theory/method/exemplar for supporting the STEM genius of Black males through a hip-hop development (HHD) approach that aligns with a unique pedagogical method rooted in hip-hop culture.

In this chapter, we describe a hip-hop based science program as an intervention that combats STEM undiscovery and disconnectedness. We suggest that this program (through its theoretical and methodological roots) provides a set of practices that have the potential to bolster both academic content knowledge and knowledge of self. We argue that this program supports the development of the students' full socioemotional selves – which is a necessary prerequisite to pursuing academic content knowledge.

This study aims to refocus the field of Hip Hop based education on youth identities and epistemologies rather than on the tangible artifacts of Hip Hop culture. It argues that centering classroom pedagogy and curriculum on youth self-actualization best supports the critical literacy development of students grappling with social and structural inequities within an ever-evolving youth and media culture.

Building upon previous literature on critical literacy, Hip Hop pedagogy and adolescent identity formation, this paper shares data from a semester-long teacher–researcher case study of a high school Hip Hop literature and culture class to explore how young people develop critical literacies and self-actualizing practices through a critical study of youth culture.

For youth engaged in Hip Hop culture, co-constructing spaces to discuss their consumption of popular media and culture in class allows them to openly grapple with questions of identity, provide support for each other in dealing with these questions and reflect more critically upon their self-constructed, performed and perceived identities.

This form of English education challenges traditional notions of teaching and learning as it positions students as co-creators of curriculum and as part of the curriculum itself. Building on research that frames Hip Hop pedagogy as a culturally relevant tool for engaging urban youth, this paper argues that educators should approach critical Hip Hop literacy development as a means by which young people across diverse educational and social backgrounds come to know themselves and others as part of the process of self-actualization and critical resistance.

Many young people around the world embrace hip-hop music and culture. Since the genre’s conception in the 1970s, hip-hop music and lyrics have made regular references to drugs. Understanding the relevance of these documented trends is important, especially as adolescence is a period of high risk for substance misuse. The purpose of this paper is to explore how and possibly why different lyrical trends in hip-hop music have emerged, risen and fallen out of popularity by examining word usage frequency of drug terminology in hip-hop lyrics spanning several decades of this genre.

Electronic searches were completed using an open source database known as Rap Genius Rap Stats, which contains verified annotations and text. Word frequency was plotted against time using data available from 1988 to 2015. Word frequency was defined as a percentage of the number of hip-hop songs containing a specific drug-term (per year) based on the number of hip-hop songs recorded/produced (that year). Standardized “medical/pharmaceutical” terminologies and common “street” terminologies were plotted independently for time series visualization. Drug terms were represented using the highest frequency search term. Generic “street” terms with multiple meanings were excluded.

As might be predicted, the usage of “street” terms in hip-hop lyrics was more frequently observed than the usage of “medical/pharmaceutical” terms. An exception was the term “crack”, which was included in both plots as this word could be referenced as a “street” term and as a “medical/pharmaceutical” term. The authors observed larger fluctuations in “street” term usage across time relative to only slight fluctuations of “medical/pharmaceutical” term usage across time.

In this study, the authors illustrate several drug terminology trends in hip-hop lyrics. The authors discuss some of the socio-political, socio-demographic and geographical implications that may have influenced these trends, such as the rise of the “street” term molly that emerged when references to molly made by hip-hop artists became increasingly popular and a more suburban demographic transpired. This preliminary work may help to enhance two-way youth-oriented communication between health care professionals and service users, possibly improving the translation of drug-related medical messages. The preliminary work may also inform future research to consider whether such lyrical trends precede or follow changes in population substance use.

The purpose of this paper is to describe the ways in which hip-hop pedagogies and literacies encouraged middle school students to explore performance poetry as a tool to “(w)right” the truth(s) about learning and living in their local and global communities.

Collaborative self-study research methodologies were used by the author, a black male teacher educator and hip-hop cultural insider, along with two white, female reading specialists and hip-hop cultural outsiders, to collect and analyze the practices and behaviors used in The Shop – an after-school hip-hop-based spoken word poetry club for middle school students in a small, urban public school district in Northeastern USA.

Three primary findings emerge: teachers with limited cultural and content knowledge of hip-hop may struggle to negotiate real and perceived curricular constraints associated with using pedagogies with hip-hop texts and aesthetics in traditional school contexts, the intersections of teachers’ racial, cultural and gender identities informed the respective practices and behaviors in a number of interesting ways, and using hip-hop pedagogies for social justice in public schools requires a delicate balance of both transparency and discretion on the part of teachers.

Study findings are salient for in- and pre-service English teachers and English educators, as they offer insights and reflections on the instructional and relational challenges cultural outsiders may face when using hip-hop culture to create spaces and opportunities for young people to talk back and speak truth to power.

This paper aims to identify a variety of titles and resources to offer both public and academic librarians guidance in establishing and maintaining a definitive core collection of past and present materials.

The annotated bibliography includes CD recordings, films, documentaries, serials, monographs and web sites on rap music and hip‐hop culture. The entries chosen were culled from rap music periodicals, reference works, catalogs and journals.

These resources showcase the innovation of rap's formative years. They trace the broad scope of rap musical styles and document and critique hip‐hop culture.

These selected titles capture distinctive periods in hip‐hop history and help librarians stay current and conscious of what to include in their collections as rap becomes more mainstream and more respectable.

The aim of this paper is to explore the entry and success of hip‐hop entrepreneurs in the music industry and identify the competitive reactions of well‐established firms within the industry.

The paper used anecdotal data and popular press coverage to trace the evolution of the hip‐hop music industry in the USA and discuss aspects of the marketing strategies of key players in the industry. Additionally, the strategic response of dominant firms to their success within the industry is explored.

Hip‐hop music and its ensuing culture is now a well‐established industry that has enormous marketing power. Although few championed their efforts in the beginning, the contributions of Black American entrepreneurs to the music industry is becoming increasingly recognized by existing firms within the industry and beyond. The failure of major record companies to capitalize on the hip‐hop phenomenon resulted in the creation of new ventures and a new industry. While one could argue that very few key Black American entrepreneurs remain in the industry, the impact and influence of these entrepreneurs and those that have been recruited by major labels suggests that the hip‐hop entrepreneurs should not be ignored.

This paper sheds light on the development of the hip‐hop music industry, which could be of value to aspiring Black American entrepreneurs and marketing managers of companies in other industries that target young urban customers as well as companies that are interested in forming partnerships with Black American entrepreneurs.

This paper seeks to highlight hip‐hop's contribution to the entrepreneurship and place marketing literature. Hip‐hop is taken from the lens of an individual artist, Akon, whose music and lyrics – a “hybrid of silky, West African‐styled vocals mixed with North America's East Coast and Southern beats” – provides fresh insights for place marketers.

A “discourse analysis” of the lyrics from two non‐chart songs Senegal and Mama Africa provided the conceptual base for a better understanding of the fusion of music and entrepreneurship with place marketing.

Through music, Akon has bridged socio‐cultural (ethnic cuisine, immigration and social exclusion, faith or spirituality) and economic attributes (notably remittances) – with implications for entrepreneurship and place marketing.

The paper demonstrates that music and entrepreneurship can be extended to place marketing using discourse analysis. Future research may need to consider how to leverage the potential of celebrity endorsement or partnerships in place marketing strategies. It was by no accident that Akon was recruited by PepsiCo for the recently concluded 2010 FIFA World Cup in South Africa through a charity single – Oh Africa!

The paper is an attempt to fuse three distinct streams of literature (music, entrepreneurship and place marketing). The value lies in extrapolating a well‐known, but little discussed, subject in academia, i.e. the role of hip‐hop music in the place marketing discourse.