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CULTURAL COLLISION IN URBAN SCHOOLS

Floyd D. Beachum

Carlos R. McCray

Abstract

Young African Americans face several critical issues such as dire economic circumstances, peer pressure, random violence, and feelings of alienation from the cultural mainstream in America. Black popular culture for these youth creates a value system born out of these same issues. This analysis will address the influence of Black popular culture on African American urban youth and its subsequent intersection with the culture found in secondary schools (cultural collision). Black popular culture will be examined through the use of two components: hip-hop culture and television media. Current literature as related to the topics discussed will be used to make recommendations.

Cultural Collisions in Urban Schools

Black youth identity is unique and multi-faceted. It can be affected by a multitude of factors including parents, peers, music, school, television, religious influences, and life experiences. For many inner-city youth in particular, self-identity is a combination of various complexities. These youth may face several critical issues such as socioeconomic despair, pressure from gangs, a lack of faith in government, and society’s concentration on materialism and individualism (Berman & Berreth, 1997). These issues also have an effect on youth identity. Of the numerous influences and factors that shape youth identity, two, sometimes conflicting factors, Black youth popular culture (hip-hop culture and television) and school culture are of particular importance.

This analysis will concentrate on the development of secondary school-aged urban youth; i.e. those in grades 7-12. Urban Black youth popular culture will be examined by means of hip-hop culture and the media. Both of these variables have the awesome potential to shape youth identity. The American phenomenon known as hip-hop can affect youth in both positive and negative ways (Kunjufu, 1993). In a like manner, television too, can exert a powerful influence over youth. The media has the power to alter the habits, feelings, and minds of young people, especially Black youth (Kunjufu, 1990).

For the purposes of this discussion it is important to also understand the significance of the urban context. Many urban areas across the nation are plagued with all types of social and community problems. Urban schools in these areas face challenges such as inadequate funding and teacher apathy. Resentment from external powers fuels the fire for the marginalizing and criticism of these schools (Ayers, 1994). Furthermore, youth in these areas deal with pressures from gang violence, drugs and alcohol, domestic conflicts, and depression.