REFLECTION: Hip Hop, Grit, and Academic Success by Dr. Rob J. Thrash IV

rthrash4 — 2025-03-25 18:47:31 UTC

7. What does it mean to honor a student's cultural legacy in your role as a school counselor?

rthrash4 — 2025-03-25 18:48:35 UTC

9. Love describes hip-hop as an “iteration of Black genius.” How can counselors ensure that students’ cultural genius is recognized and not pathologized in school settings?

rthrash4 — 2025-03-25 18:49:05 UTC

8. How do you differentiate between student behavior that is disruptive and student behavior that reflects cultural expression? How might cultural misinterpretation lead to mislabeling or exclusion?

rthrash4 — 2025-03-25 18:50:34 UTC

6. How can we shift the narrative from ‘fixing’ students to dismantling systems that criminalize their ways of knowing and being?

rthrash4 — 2025-03-25 18:50:54 UTC

5. Love introduces the term “spirit murder” to describe forcing students to conform to systems that devalue who they are. What are examples of practices in your school that might unknowingly cause spirit harm?

rthrash4 — 2025-03-25 18:51:10 UTC

4. In what ways have you witnessed students being asked to “turn off” their culture in school spaces? How might your counseling practices resist this?

rthrash4 — 2025-03-25 18:51:57 UTC

3. Love asserts that racism, bigotry, and hate act as hands on students’ backs, holding them down. As counselors, what actions can we take to lift those hands?

rthrash4 — 2025-03-25 18:52:14 UTC

2. What does radical love look like in the work of school counselors? How can you embed this in your day-to-day interactions with students?

rthrash4 — 2025-03-25 18:56:30 UTC

1. How does your school’s discipline system align—or conflict—with a belief in radical belonging? What changes would need to occur to make it truly equitable?