McNeely Cobham, B. Afeni2022-01-112022-01-112016-11McNeely Cobham, B. A. (2016) Sisters Rap the Blues: Examining the Perceived Impact of Rap Music on Black Women College Students. Ada: A Journal of Gender, New Media, and Technology, No. 10. doi:10.7264/N31Z42QP2325-0496https://hdl.handle.net/1794/2699223 pagesTo access audio files of the Chris Rock skit in this article, download the attached mp3 file, Endnote-III_Chris-Rock.mps.The following qualitative study examines how Black women college students enrolled at a Predominately White Institution (PWI) perceive the impact of mainstream rap music on their academic experiences. For the purpose of this study mainstream rap music is defined in two ways: a high profile subgenre of Hip Hop culture and, second, pervasively sexist, homophobic, heteronormative, violent music. Respondents of the study provided oral narratives of campus encounters that reinforce stereotypes related to race and gender (Solorzano, Ceja, & Yosso, 2000); depict Black women as incompetent or as less intelligent (Williamson, 1999); and create isolation or cultural miscues among White peers (Banks, 2009). The conceptual framework of Hip Hop Feminism serves as a point of entry to unpack how respondents negotiate intersecting social identities and complex contradictions of Black womanhood, identity and culture. Moreover, in this paper, four of the six findings are highlighted to illustrate common practices respondents used to resist stereotypes. These include engaging in self-imposed boundaries; creating emotional distance from the perceived source of harm; code switching to thwart negative perceptions of intellectual inferiority and participating in Hip Hop on ‘their’ terms. The implications of this inquiry could impact the successful matriculation of Black women as institutions attempt to cultivate a healthy campus climate specific to social spaces, embed culturally relevant and engaging pedagogy, and develop policies and procedures that seek to reduce or eradicate gendered racial microaggressions.enCreative Commons BY-NC-ND 4.0-USArticle