Abstract
Representation can manifest itself in many ways in the classroom, but this conversation is becoming tougher at predominately white institutions. This study specifically looked at the curriculum taught in English departments and if that curriculum truly embodies representation for all. Through interviewing a professor with experience teaching African-American literature and hip hop aesthetics as well as surveying undergraduate students on their opinions of representation and hip hop, the results are clear: universities need to do a better job of promoting representation within English classes, and hip hop is one of many ways they can promote conversation around the social and political issues that students should walk away with knowledge of because of their higher education.