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89 percent of the participants responded that they learned more about the challenges faced by inner-city residents from studying hip-hop. A female participant wrote, “I’ve learned more about the challenges faced by inner-city people from studying hip-hop because the rappers talk about how there is a lot of poverty where they come from.” One of her classmates shared, “I learned major events have impacts on people’s lives and affect what they do.” “I learned that hip-hop started in a poor neighborhood,” a male participant explained. Another stated, “I learned that hiphop has meaning.” Similarly, another male participant responded, “Hip-hop is a global thing—meaning that not just one group can appreciate it.” One hundred percent of male participants and 95 percent of female participants responded that they learned more about the background of hip-hop. Another question inquired if their view about hip-hop and its use in learning has changed. Sixty-seven percent of program participants responded “yes.” One male participant stated, “Hip-hop has a lot of meaning to it.” A female participant explains, “Yes, I learned more about where hip-hop originated but also why.” Other comments included: • “The lessons were exciting. They helped me learn more. They should do this program again.” • “I learned that hip-hop is a part of history.” • “I hope that we do similar projects in the future.“ • “I thought that this was a fun end of the year activity. I hope that we can do it again. • “I like this program.” • “Hip-hop can be used in math or any other subject.” • “Hip-hop is an academic thing. Hip hop is global. Also it is a fun thing to do.” • “After this lesson, I sort of love hip-hop. It was exciting. I love that the teacher showed us movie clips and had us make a project. I actually think that it’s my favorite lesson.” The promising results of the program initiative, overall, have led us to conclude that a hip-hop curriculum as a viable educational tool should not be ignored. Shy students became engaged in lessons, but more significantly student achievement grew to a level that reinforces our contention that culturally relevant curricula must be taught to ensure student success. For those interested in receiving a copy of the curriculum unit, contact Dr. Courtne Thomas at courtnethomas1@gmail.com. Courtne Thomas, Ed.D., is a language arts inclusion educator at Sojourner Truth Middle School in East Orange. She earned her doctorate at Rowan University with the successful completion of her project, titled, Academic Resilience: Narratives of High-Achieving Black Female Middle School Adolescents. She can be reached at courtnethomas1@gmail.com. Mirvetk Tonuzi, Ed.D., is a language arts teacher at Sojourner Truth Middle School in East Orange. She earned her doctorate at Seton Hall University with the completion of her project, titled, Leadership Responsibilities Associated with the Academic Achievement of At-Risk Students: A Study of the Perspectives of National Distinguished Elementary School Principals in an Era of Ubiquitous Educational Accountability. Save on a dream trip to Italy Stretch your classroom supplies budget Shop smart with exclusive discounts Wherever you are in life, we’ve got what you need. At NEA Member Benefits, we have member-only resources and product solutions to enrich every aspect of your personal and professional life. Whether it’s saving on everyday items, getting ready for a career change or buying a home—we’re here to help. Get fresh tips on nutrition Nurture your career with continuing education Check out all the exclusive resources and special offers we’ve created just for you. Visit neamb.com/myresources today. NEA, NEA Member Benefits and the NEA Member Benefits logo are registered service marks of NEA’s Member Benefits Corporation. CO330616 NJ_CorpGenClass7375x4625_042216.indd 1 30 NJEA REVIEW 4/25/16 8:21 AM
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