‘Take a back seat’: White music teachers engaging Hip-Hop in the classroom

Research output: Contribution to journalArticlepeer-review


With the purpose of exploring how engaging with Hip-Hop might contribute toward decentering Whiteness in US music education, this research aims to understand the perceptions of three White music educators in the United States teaching Hip-Hop in their classrooms comprising majority students of color. The study explores participants’ past experiences with Hip-Hop, their current teaching practices, and the influence that teaching Hip-Hop has had on their role in the classroom. I also engage in critical self-reflection in order to name and disrupt my own White fragility that emerged during the process of conducting the study and writing this article. Analysis reveals that engaging with Hip-Hop does not inherently contribute to decentering Whiteness, and considerations suggest more intentional and explicit work toward these ends.

Original languageEnglish (US)
Pages (from-to)143-159
Number of pages17
JournalResearch Studies in Music Education
Issue number2
StatePublished - Jul 1 2020


  • Hip-Hop
  • White fragility
  • Whiteness
  • music
  • music education
  • music teacher education
  • popular music
  • race
  • social justice

ASJC Scopus subject areas

  • Education
  • Music


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