African American Youth and Leadership

Running head: HIP HOP GENERATION STAND UP

PASSSING THE TORCH: HIP HOP GENERATION PLEASE STAND UP!
IF NOT NOW THEN WHEN: IF NOT YOU THEN WHO?

by
Marvetta McCaleb-Bozeman
Cohort 41

Senior Applied Research Project Proposal

Dr. Richard Bohannon

A course paper presented to the Organization Leadership Degree
Completion Program in partial fulfillment of the requirements for the degree
of Bachelor’s of Applied Science
Mercer University
May 2011

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Table of Contents
Page

Abstract…………………………………………………………………………………………...4
Introduction………………………………………………………………………………………..6
4
Nature of the
Problem……………………………………………………………………...65
Purpose of the Study………………………………………………………………………
........................................................................................................................................................75
Importance of the Study.......................................................................................................
........................................................................................................................................................85
Relationship to Organization Leadership Program..............................................................
........................................................................................................................................................85
Research Question(s)............................................................................................................
........................................................................................................................................................86
Definition of Terms ............................................................................................................
........................................................................................................................................................96
Assumptions
……………………………………………………………………………….96
Delimitations and Limitations...............................................................................................9
..........................................................................................................................................................6
2.

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Review of the Literature …………………………………………………………………10
..........................................................................................................................................................7

Overview………………………………………………………………………………….10.........7
Youth Leadership in the Past……………………………………………………………107
Why the Present Need for Leadership…………………………………………………...15
........................................................................................................................................................11
Obstacles of Present Day Leaders....................................................................................
......................................................................................................................................................162
Summary............................................................................................................................
......................................................................................................................................................182
3.

Methodology...........................................................................................................................19

........................................................................................................................................................13
Methodology......................................................................................................................19
........................................................................................................................................................14
Data Collection..................................................................................................................19
........................................................................................................................................................13

Table of Contents (Cont.)
Description of the Population.............................................................................................
....................................................................................................................................................2015
Data Presentation................................................................................................................
....................................................................................................................................................2015

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Data Analysis......................................................................................................................21
........................................................................................................................................................15
Research Questions ……………………………………………………………………...…
21
4. Results of the Research..............................................................................................................22
Results of Data Collection........................................................................................................22
Data Analysis............................................................................................................................22
Results of Research Question #1.............................................................................................28
Results of Research Question #2.............................................................................................31
Results of Research Question
#3.............................................................................................3116
References....................................................................................................................................33
........................................................................................................................................................17
Appendixes....................................................................................................................................36
........................................................................................................................................................19
A. Timetable.............................................................................................................................37
........................................................................................................................................................20
B. Letter of Introduction to Participants...................................................................................38
........................................................................................................................................................21
C.
Questionnaire.......................................................................................................................39e....22

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PASSING THE TORCH: HIP HOP GENERATION PLEASE STAND UP!
IF NOT NOW THEN WHEN: IF NOT YOU THEN WHO?
by
MARVETTA MCCALEB-BOZEMAN

ABSTRACT

The purpose of this study was to explore why African American youth are not assuming more
leadership roles within their communities, and what, if any obstacles are standing in their way
prohibiting them from conforming to social norms. The study will show how bridging the gap
between the civil rights generation and the hip-hop generation will be beneficial for the entire

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community. This report addressed several issues, many self-inflicted, such as incarceration and
teenage pregnancy, which have become a hindrance for African American youth to assume
leadership roles. The study also included obstacles such as family obligation, work and school
commitments as obstacles prohibiting the hip-hop generation for assuming leadership roles. The
survey that was distributed questioned participants on their knowledge of community
involvement., Iif they felt an urgency of change within their community and to whose
responsibility should it be to make sure that the voice of the African American community would
be heard.
The study also reviewed the importance of political participation and volunteerism
among African American youth. The literature review showed that when African American youth
become part of the political process and increase their volunteer efforts they have a chance to
make a difference in their community.
A qualitative research approach was used for this study. Ethnography; the
research design that looks at an entire group that shares the same culture (Leedy & Ormord,
2005) was the perspective used to seek knowledge and understanding of the complexities of the
African American youth of today, known as the hip hop generation. This design research design
known as phenomenology was presented. This design reflected the perspective, perception and
understanding (Leedy & Ormrod, 2005) of why the hip-hop generation has a difficult time
emerging as leaders, advocating for community change, and adapting to social norms.

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Chapter 1
Introduction
Nature of the Problem
On November 4th 2008, the first African American was elected as the 44th President of the
United States of America. This historic event came almost forty years after Dr. Martin Luther
King Jr. delivered his “I have a dream” speech whichspeech, which exemplified a message of
change, one of the same messages on which Barack Obama based his campaign. It was the

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dreams and leadership characteristics of young African American men and women like Dr. King
who had faith that one day all Americans “will be able to work together, to pray together, to
struggle together, to stand up for freedom together, knowing that one day all will be free”
(Kouzes & Posner, 2007 p.139)ing, 1968). These young men and women knew that change was
needed so they organized themselves to embark on a journey for justice and equality. No one
could have predicted how much the involvement of young people would have contributed to the
success of the civil rights movement (Lewis, 2009). The dedication and perseverance
demonstrated by the youth of the civil rights era paved the way for many of the equalities that
African Americans have today, including President Barack Obama.
Since the end of the civil rights eraera, many have argued that there has been a lack of
African American youth emerging as leaders, advocating for community change, and adapting to
social norm achievement. During the 1950’s through the 1970’s there was a since dedication and
pride demonstrated by African American youth. By the time the 1980’s approached these
courageous young people had reached adulthood, unfortunately some aspects of the struggle was
not over.
During this timeframe the hip hophip-hop generation was approaching young adulthood,
many were around the same age of youth of the civil rights movement when they assumed
leadership roles. Although much had changedchanged, there was still work to be done. It became
evident that it was time for a new generation to step up and assist in the efforts for equality,
unfortunately that didn’tdid not happen.
According to Giroux (1983) the world of activism and political involvement are nonexistent among youth post the civil rights generation. It appeared that youth of the hip hophiphop generation were unable to imagine the path and tools to force change. Giroux (1983) also

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asserts that most African American youth are drawn to social movements because of hope in
response to visions and dreams of their leaders-these leaders appear to be scarce in modern
society.
There is also the belief that the struggle is over; thereforetherefore, many believe that
there is not a need for leadership among the youth. According to Jeter (1994)1994), there has
been a dramatic change in the inequalities amongst African Americans; however, there is still a
need for involvement. Jeter (1994) also mentions that a counsel of youth must emerge to assist
solve some of the problems of today such as “teenage pregnancy, poor education, and the death
rate among young black men.

Purpose of the Study
The purpose of this study was to explore why African American youth are not assuming
more leadership roles within their communities, and what, if any obstacles are standing in their
way prohibiting them from conforming to social norms.

Importance of the Study
The importancepurpose of this study was to evaluate and understand why some of today’s
youth are not engageddisconnected in their community. In addition to using this study to inform
current leaders of what might be done to empower African American youth to become more
engaged within the community the researcher The researcher will offer this study to current
leaders as a tool to help bridge the gap between the civil rights generation and the hip hophip-

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hop generation. Not only will this study benefit the African American community but all
communities where African American youth reside.

Relationship to Organization Leadership Program
This research relates to the Organizational Leadership Program because as future leaders
members of the program will be equipped to inspire others to become more involved in their
communities. This research will allow the researcher to take the information thatthat has been
gatheredis found to reach out to a group that has been portrayed by many as dysfunctional.
Research Questions
1. Why are some African Americans of the hip hophip-hop generation not allowing
themselves to conform to social norms?
2. Why are some African Americans of the hip hophip-hop generation reluctant to emerge as
leaders within their communities?
3. What can be done to change the negative image of African Americans of the hip hop
generation?
4. What strategies, ideas, and initiatives to address the lack of youth involvement and its
impact on the African American community can be offered by the civil rights generation?
5.
Definition of Terms
Hip Hop Generation refers to black youth born between the years of 1965-1984 (Kitwana, 2002).
Civil Rights Generation refers to the black youth of the late 1950’s and early 1960’s
(Lewis, 2009).
Norms- Rules of conduct that guide people’s behaviors (Sullivan, 2009).

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Social movement- A collective, organized effort to promote or resist social change through some
noninstitutionalizedno institutionalized or unconventional means (Sullivan, 2009).
The Assumptions
The researcher assumed that participants that received the surveys were literate. The researcher
also assumed that the participants interviewed and surveyed answered the questions honestly.
There was also an assumption that the literature reviewed was accurate.
Delimitations and Limitations
The researcher only provided surveys and questionnaires to African Americans born between the
years of 1965-1984 and African Americans who were between the ages of 14-22 during the late
1950’s -1960’s.

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Chapter 2
Review of the literature

Overview
Since the end of the Civil Rights EraEra, there has been a lack of African American youth
emerging as leaders, advocating for community change, and adapting to social norm
achievement. According to Giroux (1983) the world of activism and political involvement are
non-existent among today’s youth who appear to be unable to imagine the path and tools to force
change. BynoeBynoe (2004) stated thatstated, “the post civilpost-civil rights generation lacks
gravitas and thus has failed to develop its own political agenda, much less a strategy to execute
it”(” (p.10).
The purpose of this study was to explore why African American youth are not assuming
more leadership roles within their communities, and what, if any obstacles are standing in their
way prohibiting them from conforming to social norms.
The areas of literature reviewed were:were youth leadership of the past, why the need for
present leadership and what will need to be done in the future to empower the African American
youth to become more involved in their community.
Youth Leadership in the Past
Leadership among the youth was onceonce was a vital concept in the African American
community and has shaped its history. This literature reviewed examined the leadership style of
the NAACP youth chapters in the early 1930’s through the Civil Rights Movement. It also
discusedsdiscussed some of the political and civic causes they advocated against.for.
As early as the Great Depression, it was important for community leaders to include the
youth in the fight for social justice. According to Bynum (2009), educating young people about

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the economic, political, and social problems that confronted people of color was a necessity for
the advancement of the community. During the early yearsyears, the youth members worked in
areas such as equal educational opportunities, employment opportunities, civil liberties, and antilynching legislation (Bynum, 2009). Bynoe (2004) mentioned that “the youth of the civil rights
generation gave up their lives literally and figuratively, in order to have this country
acknowledge them as full citizens” (p.15).
According to Harris (2008), black youth played vibrant and important roles in the civil
rights movements of the 1950’s, 1960’s and 1970’s. Lewis (2009) noted that the students that got
involved were primarily under the age of twenty-two. He also stated that these students had no
idea they would engage themselves into a functional group that would become a force for social
change. During the course of the civil rights movementmovement, many of these phenomenal,
dedicated, young activists would put themselves in a position to become prominent leaders who
would make an impact on the nation.
It was not an easy task being a young activist; there were many times that frustration and
fear would puncture the optimism of young African Americans. Lewis (2009) describes the
Emmitt Till lynching as one of those moments. In 19551955, a fourteen year oldfourteen-yearold Emmitt Till traveled from Chicago to Mississippi to visit his uncle. While in
MississippiMississippi, he was rumored to have whistled and spoken inappropriately to a white
woman. Those actions would prompt two white men to kidnap Emmitt from the home of his
uncle. The men forced him in the back of a pickup truck with intentions of taking him to “scare
some sense” into him. Emmitt was taken to a tool shed where he was badly pistol whipped with a
.45 caliber gun and eventually shot in the head. Sadly, Emmitt Tills’ “bloated, distended” body
was found three days later tied to a cotton gin in the Tallahatchie River. That gross act of

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injustice left many African American activists afraid and at times hopeless. Activist, Julian
Bond was quoted as sayingsaying, “I felt vulnerable for the first time in my life-Till was a just
year younger, this could have easily been me”(” (Lewis, 2009, p.24). Parents of the young
activist also worried about Till’s lynching, they feared for the safety of their children. Lewis
(2009) also describes the verbal hostility that youth endured during the fight for equality.
Fighting for school segregation was on the youth’s agenda during the civil rights
movement. Under Jim Crow, public education for African Americans in the south was noticeably
inferior. The separate elementary schools for blacks were severely understaffed, poorly equipped,
and closed during planting and harvesting season. The conditions for the high schools were not
much better. Only the large cities were able to accommodate black students, the teachers were
paid much less and the class sizes were almost double the size of white classes (Evers-Williams,
2003). These conditions infuriated the African American community and the NAACP. For
several years The Crisis, the official publication of the NAACP ran a series of articles
referencing some of these injustices. The articles would soon be followed up by an editorial
written by W.E.B Du Bois, editor of The Crisis encouraging the NAACP to initiate a movement
that would secure justice for black students throughout the United States. De Bois insisted that
school desegregation cases be brought before the state and federal courts. (Ever-Williams ,2003).
On May 17, 1954, after years of legal battles the United States Supreme Court “unanimously
declared school segregation unconstitutional, overturning the decades old separate but equal
doctrine” (Evers-Williams, 2003, p. 122). This victory would soon prove to be short lived on
August of 1957, nine African American students, known as the Little Rock Nine were assigned
to an all whiteall-white high school. Despite the obvious dissatisfaction of integration by the
white communitycommunity, they arrived at the school where they were greeted by mobs of

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angry whites chanting vicious remarks such as “go home nigger” “lynch her” and “get out of
here Nigger bitch”. Although the Little Rock Nine walked into danger everyday they “felt a
sense of adventure and retained an essential optimism, taking hope in the belief that justice
would prevail” (Lewis, 2009, p.33). The struggle of the Little Rock Nine left other young
African Americans believing that they could also play important, decisive, even heroic roles in
the continuous struggle for civil rights. Youth involvement would continue through the years; on
October 25, 19581958, their involvement prompted a march of over 10,000 students to the
nations’ capital for school integration the march was led by Phillip Robinson, Harry Belafonte,
and Jackie Robinson. The number of participants had tripled the following year at the second
march (Evers-Williams, 2003).
During the civil rights movementmovement, African American youth were determined to
protest until their voices were heard. Many believed that obtaining the right to vote would give
African Americans the voice they have been waiting for. Fighting for the right to vote did not
come without heartache, pain and much blood shed. On March 7, 19651965, more than 600
protestors marched from Selma to Montgomery to protest the denial of voting rights. The
demonstrators were met half way by a pack of state troopers slapping their billy clubs against
their hands. As the protestors kneeled to praypray, they were severely beaten and hosed with tear
gas. This dreadful day would later be known as Bloody Sunday (Evers-Williams, 2003). Several
television stations broadcasted the events live sparking an outrage throughout the nation. Several
days later President Lyndon Johnson responded by introducing into legislative the Voting Rights
Act of 1965. Under this act temporarily suspended literacy test whichtest, which werehad been
used to unfairly deny blacks the right to vote. The act also repeated the verbiage of the 15th

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Amendment to the Constitution, as it prohibits the right to vote based on on account of race or
color (Evers-Williams, 2003).
Out of this eraera, the Student Nonviolent Coordinating Committee (SNCC) and the
Southern Leadership Conference (SCLC) were formed; two powerful organizations that are still
active today. According to Morton (2001) The Student Nonviolent Coordinating Committee,
founded in 1960 was organized to advance and coordinate the “sit in” movement which had been
a powerful protest tool initiated by four young African American men from Greensboro, North
Carolina. The sit-in movement became a way for young blacks to show their dissatisfaction of
segregated lunch counters. The leaders of SNCC also focused on activities whichactivities,
which would address the needs of the black community, with the sole focus on promoting change
in the communities. In addition to organizing sit-inssit-ins, these youth held rallies, and raised
money for jailed protestors (Lewis 2009).
The sit in movement spread throughout the country sparking frenzy amongst black and
white college students. Day after dayday, the demonstrations grew larger captivating the
attention of the older civil right leaders. One of the reasons the movement spread so rapidly was
the younger activists was experiencing a great deal of dissatisfaction with the direction the older
generation was taking civil rights movement. Morton (2001) noted that the dissatisfaction with
the older civil rights leadership would eventually erupt as a noticeable phenomenon. Although
there was some disagreements leaders of The Southern Christian Leadership Conference, which
was founded in 1957 and home of many of the older civil rights leaders met with student leaders
to iron out their differences. The (SCLC) was organized as a “non-sectarian, inter-faith, advocacy
organization that is committed to non-violent action to achieve social, economic, and political
justice” (sclcnational.org) which were the some of the same equalities that SNCC were

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advocating for. Over the past several years there have been reluctance on the part of the older
generation to allow the younger generation to rise up and assume leadership roles.
In retrospectretrospect, activist and scholars of the Hip Hop generation criticize the civil
rights generation for being out of touch with contemporary issues of black youth. For the most
part there was a good relationship between the youth and the older generation, unity between the
two generations was a must, Bynum (2009) noted that “the life of the community was enriched
when younger and older people worked together to advance in the fight for equal justice”.
Why the present need for leadership
According to Harris (2008) now like never beforebefore, African American youth need to
step up and assume leadership roles. Some of the problems have improved from the early years
but there is still a need for youth to become politically and civically connected in the community.
Harris (2008) also mentions that if the youth of today do not take leadership roles in some
important organizations such as the National Association of Colored People (NAACP), Student
Nonviolent Coordinating Committee (SNCC), or the Southern Leadership Conference (SCLC)
then these organizations will die without fully accomplishing their goals.
According to Bynoe (2004)2004), there are still a massive number of African Americans
that are currently being subjected to “inferior schools, inferior housing, and violations of their
constitutional rights, yet the current Black leadership seem to have no coherent plan to address
these issues”. In addition to war and destructiondestruction, today’s society is facing much
turmoil. Poverty, drug abuse and the growing gap between the “haves” and “have nots” are
plaguing many communities. According to Omatusu (2002) in times of crisis like these, “student
activism has been a crucial force for social change”.

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There is also an immense need for African American youth to become part of the political
process. Just as in the 1960’s some of today’s youth face intense economic isolation, are
subjected to pervasive social stigma, and suffer from a lack of political power.
Since political participation is one of the foundations of Americas democratic ideas African
American youth are challenged to exercise their right to vote and become part of the political
process.
Unfortunately, African American voter turnout over the past several decades are not as
high as their Caucasian counterpartscounterparts are. For example in 19801980, only 32.4% of
African American youth between the ages of 18-24 voted in the presidential election versus the
46.4% of Caucasian youth. The numbers would still vary over the next several presidential
elections ranging from
5-15%, with African American youth trailing Caucasians on voter turnout (Lopez, 2005).
History has shown that being part of the political process may help eliminate some social
conditions that plague the African American community such as racism, mass unemployment,
violence and police brutality.
Obstacles of Present Day Leaders
One of the main obstacles for the post-civil rights generation is to learn the leadership lessons
of the past and apply them to the realities of the future (Bynoe 2004). Today’s youth must
understand that power is never relinquished voluntarily. If they want to advance themselves
through control of local and social economics such as obtaining better jobs, equal educational
opportunities, and better housing within their communities, they must stand up and advocate for
it. The post-civil rights generation must also realize that it is imperative to understand that “true
equality will only be gained and sustained through hard work, focused dedication and training”

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(Bynoe, 2004).
Harris (2008) mentioned that many of today’s black youth cannot see themselves as
activist due to the reputation of great leaders such as Dr. King, W. E. B Dubois, or Malcolm X.
Fear is not the only obstacle standing in the way of the young. According to Kielsmeier
(2000)2000), young people are also distrustful of politicians and other authority figures.
There are many obstacles that are self-inflicted such as teenage pregnancy, imprisonment,
drug abuse, and excessive high school dropout rates which, are just a few social issues caused by
some African American youth who have made unfavorable decisions.
Although there are many obstacles hindering the advancement of African American
youth, the growing number of incarcerated black youth tops the list. According to Roberts (2004)
“nearly one-third of African American men in their twenties are under the supervision of the
criminal justice system either behind bars, on probation, or on parole”. Not only are African
American men incarcerated at alarming rates African American women are currently the fasted
growing segment of the prison population.
There are many contributors to the increasing number of incarceration among the African
American youth. The “war on drugs” which was implemented in the 1990’s introduced tougher
drug laws, which eventually landed a lot ofmany young blacks in prison for longer mandatory
sentences (Roberts, 2004). According to the Bureau of Justice Statistics African American men
have a 28.5% chance of going to state or federal prison during their lifetime with an estimated of
7.9% entering before they are twenty by the age of 25 the number increased to 15.9%
(http://www.ojp.usdoj.gov/bjs/). The impact of African American incarceration in the black
community is overwhelming. In addition to incarceration having a negative effect on family
stabilization, political influence is also compromised. One of the most significant areas in which

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this emerges regards voting rights. In many statesstates, the law prohibits felons and ex-felons
from voting, without voting privileges African Americans will continue to be disenfranchised.

Summary
Langston Hughes once askedasked, “what happens to a dream deferred-does it dry up like a
raisin in the sun? Or does it fester like a sore-and then run? (Rampersad & Roesell, p.426)
During the Civil Rights Movement African American youth dreamed of a country of equality,
free from racism, segregation and hate. They fought tirelessly to make their dreams become a
reality, their dedication and perseverance brought about the change that the hip hophip-hop
generation has come accustomed to.
After decades of fighting many believe that the struggle continues; therefore the civil rights
generation is now relying on the help of todays’ youth to make sure their dream festers instead of
drying up like a raisin in the sun. This research sought out to understand why there is a lack of
African American youth emerging into leadership roles and what can be done to empower them
to take a more active role in their community.
Despite the obstacles and repercussions, caused by poor decision making, the hip hophiphop generation still has a civic responsibility to become productive citizens and change agents
within their community. According to the researchresearch, there are often negative images
associated with the hip hophip-hop generation due to their inability to adapt to social norms. Is it
the responsibility of the government, parents, churches or the educational system to empower
those whom some call the lost generation? These are some of the questions that were examined
in this research. The research also sought out to understand what role, if any did “social toxins”

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such as violence, poverty, depression, alienation, and despair play in the decline of African
American youth assuming leadership roles in their communities (Garbarino, 1995).

Chapter 3
Methodology and Procedures
Methodology
Since the end of the civil rights eraera, there has been a lack of African American youth
emerging as leaders, advocating for social change, and adapting to social norm achievement.
A qualitative research approach was proposed for this study. Ethnography; the research
design that looks at an entire group that shares the same culture (Leedy & Ormord, 2005) was the
perspective used to seek knowledge and understanding of the complexities of the African
American youth of today, known as the hip hop generation.
The research presented reflected the perspective, perception and understanding (Leedy &
Ormrod, 2005) of why the hip hophip-hop generation has a difficult time emerging as leaders,
advocating for community change, and adapting to social norms. This design is known as
phenomenology.
The researcher established a timeline (see Appendix A) for completion of the study. All
perspective participants received a letter of introduction (see Appendix B) requesting their
participation in the study. Appendix C consists of the questionnaire that wasthat was distributed
to all participants.
Data Collection

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The researcher conducted face to faceface-to-face interviews with some of the
participants. Although difficult at times, the interviewer listened more than speaking allowing the
participant to expresses their views.
In addition to conducting face to face interviewsface-to-face interviews, the researcher
engaged in what Leedy and Ormord (2005) describe as participant observation.
The researcher, on two separate occasions, visited a barbershop and hair salon and initiated a
conversation relating to the study with the intention of collecting information in a comfortable
setting. Their behavior and dialogue were recorded in order to obtain a better understanding of
their impromptu views. Finally, the researcher obtained data by conducting online surveys.
Description of the Population
According to Castillo (2009)2009), a research population is generally a large collection of
individuals or objects that is the main focusfocus of a scientific query. The research population of
this study consisted of two groups. The first group was African American youth between the ages
of 26 and 45. Kitwana (2002) describes this age group as “the hip hop generation”. The
participants were selected based on their ethnicity, date of birth, and willingness to participate.
The second group included African Americans described as the civil rights generation, who were
selected based on their age during the civil rights movement.
Some of the surveys were administered through Survey Monkey whichMonkey, which is
a website that offers the user a way to create a web-based survey. Survey Monkey offered the
researcher the ability to track respondents and accumulate research data for the charts and graphs
whichgraphs, which were developed. Once the survey was completedcompleted, the researcher
provided a link on Facebook, a commonly used social network on internet in order to obtain
more responses. Many surveys and questionnaires were hand delivered but the majority of them

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were administered via the internet therefore; participants were located throughout the United
States.
Data Presentation
On April 30th30 20112011, the researcher will orally present the findings of the study at
the Mercer University campus in Atlanta Georgia. The researcher will present the findings
through a visual aide whichaide, which will reference some of the dialogue and statements from
the participants (Leedy & Ormond, 2005). Data would be presented in the form of pie charts,
columns, bar graphs and will alsowill be described in narrative form.
Data Analysis
Data was analyzed throughout the timeline of the study (see Appendix A). With the
consent of participants, interviews were recorded and accurate notes were entered into the
computer on an ongoing basis. The researcher was able to group similar responses with one
another. The main focal point of the two groups studied was to attempt to have a better
understanding of why the hip hophip-hop generation appears to be reluctant in emerging as
leaders.
According to Leedy and Ormord (2005) by the end of the study the researcher should be able to
“formulate a theory by inductive reasoning” based on the findings of the research.
Research Questions
1. Why are some African Americans of the hip hophip-hop generation not allowing
themselves to conform to social norms?
2. Why are some African Americans of the hip hophip-hop generation reluctant to emerge as
leaders within their communities?

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3. What can be done to change the negative image of African Americans of the hip hop
generation?
4. What strategies, ideas, and initiatives to address the lack of youth involvement and its
impact on the African American community can be offered by the civil rights generation?

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Chapter 4
Results of the Research

Results of the Data Collection
The data collected included, but was not limited to the leadership roles played by African
American youth during the Civil Rights Movement. Why there presently is a need for African
American youth to emerge as leaders and what obstacles, if any, are prohibiting them from
assuming leadership roles. Data was also collected as an attempt to understand why some
African American youth are not adapting to social norm achievement. After conducting four face
to faceface-to-face interviews, recording comments from group discussions and collecting data
from twenty online surveys the researcher was able to gather a variety of information. The
participants included African Americans born during the years of 1965-1984 and African
Americans who were between the ages of 14-22 during the 1950’s and 1960’s. The results show
that although the hip hophip-hop generation doesn’tdoes not face the same injustices that the
civil rights generation did they still have an obligation to take an active leadership role within
their communities. The data collected described the concerns that both generations have; , they
are very similar. Working together and assuming responsibility appears to be a necessity within
the African American community.
Data Analysis
The data analysis represents the results of the methodology and procedures used to
address the research questions of this study. The phenomenological methodology
wmethodologyies wasereas used to investigate the research questions. The literature review,
surveys and interview results were reported, summarized, and analyzed. The purpose of this
study was to explore why African American youth are not assuming more leadership roles within

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26

their communities, and what, if any obstacles are standing in their way prohibiting them from
conforming to social norms.
Although participants of the survey where selected based on age and ethnicity their
educational level, income status and gender varied. As shown in Figure 1.of the respondents,
57% were from the hip hophip-hop generation, 42% were from the civil rights generation, there
was only one respondent who did not answer. As shown in Figure 2.there was seventeen females
who answered versus three men. As shown in Figure 3.ten percent of the respondents earned less
than $25,000 annually, thirty percent earned $25,000-$50,000, and sixty percent earned more
than $50,000. As shown in Figure 4.fifty percent of the participants graduated from college,
forty-five percent attended college and five percent have received a high school diploma. As
shown in Figure 5.fifty-five percent of the respondents live in the suburbs while the other fortyfive percent live in the inner city. When asked, how does where you live affect your views on if
you should feel a sense of urgency to make change in the most needed communities, the
respondents, despite living in different areas had many similar responses to that survey question.
According to some of the participants, living in the inner city keeps many issues fresh on
their mind; thereforetherefore, the urgency becomes overwhelming. Many of the participants that
live in the suburbs feel that although concerned, living in the suburbs has allowed them not to see
the problems that plague the inner city; therefore some of them have limited there involvement
since they are not directly affected. Overall, most of the respondents’ felt that it does not matter
where they live; leadership among African American youth is a necessity.

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Figure 1

Figure 4

27

Figure 2

Figure 3

Figure5

It was also important for the researcher to first find out if the respondents were
knowledgeable of the Civil Rights Movement and /or community activism in their community.
According to the data which was collecteddata, which was collected, most respondents have
encountered or witnessed some type activism within their lifetime. When asked about their
memories of the civil rights movement, or activism in their community, most respondents from
the civil rights generation were able to pinpoint their direct involvement. Their involvement
included, but was not limited to marching with Dr. King, organizing self-awareness groups, and
joining the NAACP. In retrospect, according to the data whichdata, which was collected, many of
the respondents of the hip hophip-hop generation described their level of community awareness
lies within what they had learned in school or what they see on television. Although there was
one participant from the hip hophip-hop generation who recalled the Million Man March as his
first experience of community activism, the majority of the respondents’ community activism
was limited to activities conducted during the King Holiday.

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Many of these experiences planted seeds that would forever change the lives of the
participants. When asked what type of impact did the civil rights movement or community
activism leave on you the respondents primarily answered with responses centered on pride.
Several respondents stated that growing up during the civil rights movement made them love and
appreciate their race. It was also noted that learning about the movement inspired some
respondents to become a strong force in the African American community.
The young man who attended the Mmillion Mmaan marchMarch stated that he left the
march with a sense of togetherness amongst black men that he had never felt before. During the
rap session, one respondent was recorded describing how growing up during the civil rights
movement gave her an overall respect for her culture and the struggle endured by people of
color.
The data that was collected identified that there is a need for leadership within the
African American community. When asked what issues, if any incite feelings of helplessness,
lack of empowerment or apathy that plague the African American community the responses were
overwhelming similar. Respondents described poor curriculum within inner city schools,
rampant drug addiction, unemployment, child abuse and the break-down of the black family as
major issues that need to be addressed not only by leaders in the African American community
but by each individual. Unfortunately, when asked if you or any or your family are currently
involved in community activism to combat thesethe issues most of the respondents of the hip
hophip-hop generation replied no. The few that answered yes identified that the extent of their
involvement included church participation or voting.
One of the purposes of this research was to identify what obstacles, if any
whereanywhere prohibiting African American youth to emerge as leaders. When asked about the

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29

obstacles that may have a hindrance on becoming more involved in the community, family
obligation topped the list. During the 1950’s and 1960’s many families consisted of a two family
household with the man primarily working outside of the home, and the woman staying home
taking care of the children. With the increase of single parent households, which are typically,
ran by the mother, there leaves very little time for anything besides work.
Many respondents also felt like the lack of money and resources was also an obstacle.
There were also a few respondents that simply stated that a lack of motivation, and the belief that
no one would listen to them is a reason that they were not compelled to emerge into leadership
roles. As shown in Figure 6.it was interesting to learn that eighty-five percent of the respondents
believed that one person could make a difference in their community. When asked what are some
ways that one person could make an impact on the community, voting was the primary response.
Other responses included volunteering, planning and implementing positive programs, mentoring
children, encouraging others to get involved and speaking up when you see injustices.
While preparing to begin this study the researcher asked a few peerspeers, what their
thoughts were when it came to why the hip hophip-hop generation was reluctant to emerge as
leaders. Some of the most common responses were that the younger generation expects for
someonesomeone to do it for them. Keeping those thoughts in the forefront, the researcher asked
participants of the study if they felt that it was the governments’ responsibility to make the
necessary changes in the African American community, if so what should their responsibility be?
As shown in Figure 7.the answers were almost divided in half; fifty-five percent replied
no, and forty-five percent replied yes. The need of funding was one of the main reasons why
many respondents felt that is the governments’ responsibility. They felt that the community could
only do so much; thereforetherefore, the need for money and other resources would allow the

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30

disadvantage to compete with their more fortunate counterparts. Some respondents also believe
that the government should offer more funding to better the educational system, develop more
mentoring programs and more job training for unskilled workers. Some felt that it willwould take
governmental change to impact change.

Figure 6

Figure 7

There were many respondents who believe that it is not the responsibility of the
government to make necessary changes in the African American community. Some individuals
believe that as a community, African Americans should work together on local and national
levels to make a change in their communities. There were a few respondents thatA few
respondents felt that it is a shared responsibility.
While reviewing literature it appeared that during the civil rights yearsyears, most of the
influential leaders were heavily involved in the African American church. The church was not
only a safe haven for many activists but it was where they obtained their agenda. Community
activism was a frequent topic during worship service during that period.
According to this study 100% of the respondents declared that they currently attend church, as
shown in Figure 8. Although the majority of the respondents stated that their spiritual leader
discussed community activism during worship services, when asked what was the top three
sermon topics, individual prosperity was the first followed by tithes, with the third being
kingdom building.

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31

According to the data which was collected, both the hip hop generation and the civil
rights generation agree that they must work together to overcome some of the issues that affect
the African American community. Anyone can be part of the solution, as shown in Figure 9.most
respondents do not think you have to be educated or connected to the who’s who in the
community to make a change.
They also agree that it is their responsibility to inform the next generation that they must also
become involved with making necessary changes in the community. As shown in Figure 10.over
eighty-eight percent have committed to empowering their children to emerge as leaders.

Figure 8

Figure 9

Figure 10

Results of Research Question #1
The first research question for this study was, “Why are some African Americans of the
hip hop generation not allowing themselves to conform to social norms? The initial step in the
direction of a deeper understanding of what motivates African American youth to follow a norm
was to identify what social norm means. According to Sullivan (2009) rules of conduct that guide

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32

people’s behaviors, accompanied by their expectations to follow those rules are considered
norms. For this study, the researcher focused on political involvement, family responsiblites, the
ability to follow laws, and community involvement as pertinent social norms. Based on the
literature review, online surveys and face to face interviews many answers were revealed.
Although Figure11.shows that eighty percent of the respondents are registered to vote,
the literature that was reviewed indicated that many African American youth are not engage in
the political process. According to Kielsmeier (2000)2000), young people are also distrustful of
politicians and other authority figures, which sometimes had led to their disregard of the political
process.
The result of the 2008 election of President Barack Obama was an example of how when youth
organize and unite one of their favorable candidates will prevail. According to the center for
information and research on civic learning and engagement (2008)2008), statistics showed that
during the presidential election of Barack Obama, his strongest support came from African
American youth of the hip hophip-hop generation. During rap sessions with several participants,
respondents were asked why they supported Barack Obama. Many of them felt like he could
identify with them based on his race and his economic background. Others felt that not only was
he trustworthy but he appeared to want an equal playing field for all Americans. After the
midterm electionselections, the researcher reviewed literature to see if the hip hophip-hop
generation continued to follow the social norm of being a part of the political process by voting
once again. Unfortunately, the African American voters who helped place President Obama in
office didn’tdid not show up for the midterm elections. When the researcher asked some of the
respondents why, many felt that midterm elections were not as important. Most respondents
agree that in order for African American youth to become more engaged in the political process

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33

more education on the importance of political involvement is a necessity. It also appears to be a
lack of communication between elected officials and the youth in the African American
community. Some respondents stated that they don’tdo not become part of the process because
they are not familiar with the candidates.

Figure 11
In many of the interviews and rap sessions, several respondents contributed the break
down of the African American family as a cause of many youth not adapting to social norms. The
departure of adults from the lives of their children has proven to be detremental. Since there has
been an increase of single family households the lack of adult supervision and time spent doing
constructive, cooperative, activites has taken a toll on the hip hop generation.
During the early 1980’s rap music had become the gernre of choice for African American
youth. Rap music described a lot of the harsh realities that the artist were facing in their
communities. Most of the lyrics told stories of rags to riches, they vividily described the rise
from street corner drug dealing, pimping and prostution to extreme wealth through rap music. In
many cases the more harsh the lyrics the more glorified and successful the artist had became.
Several of the respondents interviewed believe that many youth are not adapting to social norms
in order to blend in with the image of some of their favorite rappers that potray an “thug
life”image; which has been sensationalized on music videos.

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34

In conclusion, several respondents admitted that they rarely had thought about how their
lack of community involvment was a hindrance on their commuity.

Results of Research Question #2
The second research question was “Why are some African Americans of the hip-hop
generation reluctant to emerge as leaders within their communities? Based on some of the
feedback from face-to-face interviews, group rap sessions, and online surveys many respondents
feel that excessive work schedules, family obigations, and a lack of resources prohibit them from
accepting leadership roles. Several respondents mentioned that excessive drug abuse,
unemployment and the incarceration of black men has left them with a feeling of helplessness.
There were a few respondents that have assumed leadership roles such as, volunteering at
local schools, giving clothing to homeless shelters, tutoring children and donating funds to
various fundraisers. Several of the respondents also believe that it is not their responsibilty to
assume leadership roles, the responsibility lies with the elected officials. There were some
respondents who stated, if they were asked they would get involved, but no one asked.

Results of Research Question #3
The third research question was “What strategies, ideas, and initiatives to address the lack
of youth involvement and its impact on the African American community can be offered by the
civil rights generation? During the 1950’s through the 1970’s there was a since dedication and
pride demonstrated by African American youth. Throughout the course of the civil rights
movement, many of these phenomenal, dedicated, young activists would put themselves in a

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35

position to become prominent leaders who would make an impact on the nation. Many
respondents of this study noted, in order for the hip-hop generation to truly emerge in leadership
roles they will need the assistance of the civil-rights generation.
According to the surveys, several participants of the civil rights generation currently have
children who are part of the hip-hop generation. Schultz (2006), noted youth with at least one
parent who volunteers are 20.4% percent more likely to volunteer than youth without
volunteering parents. It is important for the civil rights generation to share the importance of
community involvement. The hip-hop generation must feel that they can individually make a
difference. African American youth who believe that they can personally make a difference in
their communities are more likely to be volunteers than youth who do not hold this belief.
Several of the most influential members of the hip-hop generation, such as Russell Simmons,
CEO of Def Jam Records and Sean “P-diddy” Combs, CEO of Bad Boy Entertainment, have
committed themselves to round table discussions with several civil rights legends. During the
round table discussions, the civil rights leaders reiterated that as media moguls, they have a
responsibility to become a positive voice in the African American community.
When asked, most respondents agreed that both generations must work together in order
for the African American community to thrive.

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36

References
Baumeister, R. F. & Bushman, B. J. (2008). Social Psychology and Human Nature: Brief
Version. Belmont, CA: Thomson Wadsworth
Bynoe, Y. (2004). Stand and Deliver: Political Activism, Leadership, and Hip Hop Culture.
Brooklyn, NY: Soft Skull Press.
Bynum, T. L. (2009). “We must march forward!”: Juanita Jackson and the origins

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N AACP youth movement. Journal of African American History, 94(4), 487-508.
Castillo, J. J. (2009). Research Population. Retrieved from
http://www.experiment-resources.com/research-population.html
Crockett, R. O. (2005, February 21). How the NAACP could get its cloud back. Business
Week 392, 73-75.
Evers-Williams, M. (2003). Civil Rights Chronicle: The African-American Struggle for
Freedom. Lincolnwood, IL: Legacy Publishing.
Farmer, T. W., Estell, D. B., O’Neal J. K., & Cairns B.D. (2003). Rejected bullies popular
pPopular leaders? The social relations of aggressive subtypes of rural African
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early adolescents. Developmental Psychology, 39(6), 992-1004.
Gabarino, J. (1995). Raising Children in a Socially Toxic Environment. San Francisco, CA:
Jossey-Bass.
Giroux, H. (2004) Theory and resistance in education: A Pedagogy for the Opposition.
New York, NY: Bergin.
Harris, R. (2008). Creating New leadership for a new era: Thoughts on teaching the
responsibility for social activism in our schools. Black History Bulletin, 71(2), 3440.
Jeter, T. (1994). What do youth think of civil rights today?. Crisis, 101(2), 1-6.
Kielsmeier, J.C. (2000). A time to serve, a time to learn: Service-learning and the promise

of

democracy. W.K. Kelogg Foundation, 652-657.democracy. W.K. Kelogg Foundation, 652657.
Kitwana, B. (2002). Young blacks and the crisis in the African American culture: The hip

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hop. Generation. New York, NY: The Perseus Books Group.
Kouzes, J. M. & Posner, B. A. (2002). The Leadership Challenge (4th ed.). San Francisco:
Jossey-Bass, Inc.
Leedy, P. & Ormrod, J. E. (2005). Practical research: Planning and design (9th ed.).
Upper Saddle River, NJ: Pearson Prentice Hall.

Lewis, A. B. (2009). The shadows of youth: The remarkable journey of the civil rights
generation. New York, NY: hill & Wang.

Lopez, M.H. (2005). Electoral engagement among Minority Youth. Retrieved from
http://www.civicyouth.org
Morton, E. (2001). The Student Nonviolent Coordinating Committee: A Brief History of a
Grass Roots Organiztion. Retreived from http://www.africaresource.com/ijele/vol2.1

Omatsu, G. (2002). Student Activism. Educate! Organize! Transform! Retrieved from
http:/csun.edu.
Prier, D. & Beachum, F. (2008). Conceptualizing a critical discourse around hip-hop and
Black male youth in educational scholarship and research. International Journal of
Qualitative Studies in Education, 21(5), 519-535.
Rampersad, A. & Roessel, D. (1994). The Collected Poems of Langston Hughes. New York,
NY: Vintage Books, Random House.

Reed, L. & Evans, A. E. (2008). ‘What you see is [not always] what you get!’

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Dispelling race and gender leadership assumptions. International Journal of Qualitative
Studies in Education, 21(5), 487-499.
Roberts, D.E. (2004). The Social and Moral Cost of Mass Incarceration in African American
Communities. Stanford Law Review,56, 1271-1305.
Schultz, M.D. (2006). Volunteer Behavior of Minority Youth (Master’s thesis). Available from
Proquest.
Sullivan, T. J. (2009). Social problems. Boston, MA: Pearson Education, Inc.
Merriam-Webster's collegiate dictionary (11th ed.). (2004). Springfield, MA:

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APPENDIXES

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Appendix A
TIME TABLE

First submission of Research Proposal

August 6, 2010

Revision of Research Proposal

August 25, 2010

Research Proposal resubmitted

October 16, 2010

Letter of introduction sent to participants

October 25, 2010

Questionnaire sent via Facebook

October 27, 2010

Conduction of Interviews

October 27-December 1, 2010

Submission of Research Proposal

December 4, 2010

Draft Submission of Research Project

February 21, 2011

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Appendix B
Letter of Introduction to Participants
October 25, 2010

Dear____________:
My name is Marvetta Bozeman and I am currently seeking a Bachelor’s of Applied Science in
Organizational Leadership at Mercer University. One of the requirements to obtain this degree is
to complete an applied research proposal relating to leadership. I am conducting a study on the
lack of youth leadership in the African American community, and the disregard of African
American youth to adapt to social norms. I have included a brief introduction of my study for
your review.
In order to obtain data to support my study I will be conducting interviews and administering
questionnaires to obtain more information. I would appreciate if you would assist me in my
research by completing the attached survey.
By completing the attached survey you acknowledge that you are either an African American
born between the years of 1965-1984 or an African American who were between the ages of 1422 during the 1950’s -1960’s.
I would greatly appreciate if you could return the questionnaire back to me before November 26,
2010.
I am truly grateful for your participation; thank you for contributing.

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43

Sincerely,
Marvetta McCaleb Bozeman
Appendix C
Questionnaire
FOR STATISTICAL PURPOSES ONLY: YOUR NAME IS NOT REQUIRED

1. What are some of your first memories of the civil rights movement/community activism
in your community?
2. Did those experiences leave a positive or negative impact on you? Or no impact at all?
3. Are any members of your family actively involved in community activism?
4. Do you think that you have to be educated, have a lot of money or be connected to
the who’s who of the community to make a change?
5. What issues if any, incite feelings of helplessness, empowerment or apathy for you when
you think about the many issue’s plaguing your community?
6. Do you reside in the inner city? Or the suburbs? Does where you live affect your views
on if you should feel a sense of urgency to make change in the most needed communities.
7. Do you feel that it is the government’s responsibility to make the necessary changes
needed to the African American communities?
8. Does work, school, raising a family or extracurricular activities prevent you from
having enough time to make changes in your community?
9. Do you think that one person can make a change in the community?
8.

Are you a registered voter? AndIn addition, if so do you vote in every election?

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9.

44

Do you belong to a church, synagogue or mosque or any other traditional place of
worship? AndIn addition, if so, do the leaders discuss community activism?

10. What was the last thing you did to affect your community?
11. If you have children, are you informing them of the need to be involved in making
change to the community?
12. What are some ways that you alone can make an impact on the community?
13. If not today, when will you get started on making a change (no matter how big or small)
to your community?
Please answer the following demographic questions:
*Hip Hop Generation-Were you born between1965-1984? (Circle one) Yes or No
*Civil Rights Generation-Were you between the ages of 14-22 during the 1950’s -1960’s?
Yes or No
Gender
Male

Female

Educational Level (select one)
Some High School ______
High School graduate or GED _____
Some College

_____

Graduated College

_____

Income (annually)
Less than $25,000 ______
$25,000-50,000

_______

$50,000+

_______

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*****CONFIDENTIAL DO NOT INCLUDE YOUR NAME*****

45