With the purpose of exploring how engaging with Hip-Hop might contribute toward decentering Whiteness in US music education, this research aims to understand the perceptions of three White music educators in the United States teaching Hip-Hop in their classrooms comprising majority students of color. The study explores participants’ past experiences with Hip-Hop, their current teaching practices, and the influence that teaching Hip-Hop has had on their role in the classroom. I also engage in critical self-reflection in order to name and disrupt my own White fragility that emerged during the process of conducting the study and writing this article. Analysis reveals that engaging with Hip-Hop does not inherently contribute to decentering Whiteness, and considerations suggest more intentional and explicit work toward these ends.

为了探索与嘻哈音乐的互动可能如何导致美国音乐教育中的白度降低，本研究旨在了解美国三名白人音乐教育者在他们的课堂中（大多数学生都是彩色学生）在他们的课堂上教授嘻哈音乐的看法。这项研究探讨了参与者过去对Hip-Hop的经验，他们当前的教学实践以及Hip-Hop的教学对他们在课堂中的角色的影响。我还进行批判性的自我反思，以便说出并破坏我自己在研究和撰写本文过程中出现的白人脆弱性。分析显示与Hip-Hop互动并不会固有地导致偏心白度下降，并且考虑到为达到这些目的而进行的更多有意和明确的工作。