1 00:00:07,880 --> 00:00:11,920 Speaker 1: From WBZ News Radio in Boston. This is New England Weekend. 2 00:00:11,960 --> 00:00:14,080 Speaker 1: We're each and every week right here. We come together, 3 00:00:14,320 --> 00:00:16,640 Speaker 1: we talk about all the topics important to you and 4 00:00:16,680 --> 00:00:18,639 Speaker 1: the place where you live. It is great to have 5 00:00:18,720 --> 00:00:22,040 Speaker 1: you back this weekend. I'm Nicole Davis. This time around, 6 00:00:22,079 --> 00:00:25,479 Speaker 1: we're focusing on y W Boston. Their a budding program. 7 00:00:25,480 --> 00:00:28,080 Speaker 1: It's giving young people of color a chance to explore 8 00:00:28,160 --> 00:00:31,640 Speaker 1: leadership skills, talk about community action, get involved, and so 9 00:00:31,760 --> 00:00:35,800 Speaker 1: much more. This is the Fire Program FYRE, and it 10 00:00:35,840 --> 00:00:40,240 Speaker 1: stands for Fierce Youth Reigniting Excellence. It's focused on girls 11 00:00:40,240 --> 00:00:43,000 Speaker 1: in gender expansive youth and local middle schools and not 12 00:00:43,040 --> 00:00:46,440 Speaker 1: only teaches them resilience and confidence, but it also offers 13 00:00:46,479 --> 00:00:49,280 Speaker 1: them a much needed space to talk about heavy stuff 14 00:00:49,280 --> 00:00:53,479 Speaker 1: that tweens deal with. We're talking about social inequities, social media, 15 00:00:53,720 --> 00:00:57,080 Speaker 1: race relations, gender identity, what it's like to be growing 16 00:00:57,160 --> 00:00:59,080 Speaker 1: up at that time, you name it. There's a lot 17 00:00:59,080 --> 00:01:02,400 Speaker 1: of questions and the conversation's ebb and flow. Here on 18 00:01:02,440 --> 00:01:04,400 Speaker 1: the show to talk with us about their work about 19 00:01:04,400 --> 00:01:08,520 Speaker 1: all the opportunities YW Boston offers is Abba Taylor. She 20 00:01:08,680 --> 00:01:11,800 Speaker 1: is the president and CEO. J Boss is here as well. 21 00:01:11,800 --> 00:01:14,280 Speaker 1: They're the director of the Fire program. Good to have 22 00:01:14,360 --> 00:01:16,479 Speaker 1: you both on the show, and Alba, I'm gonna start 23 00:01:16,480 --> 00:01:19,679 Speaker 1: with you here because people might not be as familiar 24 00:01:19,760 --> 00:01:23,640 Speaker 1: with YW Boston as they are the YWCA, So talk 25 00:01:23,680 --> 00:01:26,880 Speaker 1: with us about yw Boston. It's history. I know for 26 00:01:26,959 --> 00:01:28,400 Speaker 1: a fact, it's a storied one. 27 00:01:28,560 --> 00:01:31,679 Speaker 2: Yeah, YW Boston. We are going to turn one hundred 28 00:01:31,680 --> 00:01:34,679 Speaker 2: and sixty years old next March, so we've been around. 29 00:01:34,720 --> 00:01:36,440 Speaker 2: We've been around the block a few times. 30 00:01:36,680 --> 00:01:37,280 Speaker 1: I'd say. 31 00:01:38,280 --> 00:01:42,200 Speaker 2: There are about one hundred and ninety four YWCAs in 32 00:01:42,280 --> 00:01:48,080 Speaker 2: the country, and there's a national YW YWCA national, so 33 00:01:48,080 --> 00:01:50,520 Speaker 2: a lot of folks maybe have heard of YMCA. There's 34 00:01:50,520 --> 00:01:54,960 Speaker 2: no affiliation, but the acronym originally was the Young Women's 35 00:01:55,040 --> 00:01:59,000 Speaker 2: Christian Association. So we are part of a federation of 36 00:01:59,000 --> 00:02:03,120 Speaker 2: one hundred and ninety four organizations. There are YWCAs in 37 00:02:03,160 --> 00:02:06,640 Speaker 2: about one hundred and twenty countries, so it's really exciting 38 00:02:06,720 --> 00:02:09,040 Speaker 2: because we are very unique. We like to say that 39 00:02:09,080 --> 00:02:13,480 Speaker 2: we're the first, the Boston the Boston Organization Association is 40 00:02:13,520 --> 00:02:18,040 Speaker 2: the first of all of them. New York City claims otherwise, 41 00:02:18,080 --> 00:02:22,960 Speaker 2: but we know what's true. Yeah, and we're really unique 42 00:02:22,960 --> 00:02:27,080 Speaker 2: in a lot of ways compared to the other YWCAs one. 43 00:02:27,160 --> 00:02:30,280 Speaker 2: We go by YW Boston. We drop the caa some 44 00:02:30,360 --> 00:02:35,200 Speaker 2: time ago to just further emphasize being non denominational. Our 45 00:02:35,280 --> 00:02:41,280 Speaker 2: mission is to eliminate racism and empower women and promote peace, justice, 46 00:02:41,360 --> 00:02:45,959 Speaker 2: freedom and dignity for all people. And so we really 47 00:02:45,960 --> 00:02:50,120 Speaker 2: do focus on the intersection of racial and gender equity, 48 00:02:50,560 --> 00:02:54,520 Speaker 2: and we do that through a variety of programs, including Fire, 49 00:02:54,560 --> 00:02:59,280 Speaker 2: which we'll talk about. We have a wonderful leadership program 50 00:02:59,400 --> 00:03:03,800 Speaker 2: that folks from across Boston, leaders from many many, many 51 00:03:03,800 --> 00:03:06,920 Speaker 2: cohorts over time have really appreciated. I just met with 52 00:03:07,000 --> 00:03:10,639 Speaker 2: somebody this afternoon who is currently in the program and 53 00:03:10,919 --> 00:03:14,160 Speaker 2: really appreciative of the way what they're learning. It's an 54 00:03:14,160 --> 00:03:18,880 Speaker 2: immersive leadership program for Boston leaders called Lead Boston. And 55 00:03:18,880 --> 00:03:21,040 Speaker 2: then we have consulting and training work that we do 56 00:03:21,320 --> 00:03:25,760 Speaker 2: around racial equity, diversity, equity, inclusion and other things that's amazing. 57 00:03:25,800 --> 00:03:27,200 Speaker 2: So that's a little bit about us. 58 00:03:27,520 --> 00:03:29,760 Speaker 1: Yeah, in a time where we're dealing with a lot 59 00:03:29,800 --> 00:03:32,680 Speaker 1: of people struggling to get by, and obviously it's not 60 00:03:32,760 --> 00:03:35,360 Speaker 1: clear where exactly the economy is going. It's not clear 61 00:03:35,600 --> 00:03:38,280 Speaker 1: where politically things are going. Have you found a lot 62 00:03:38,360 --> 00:03:41,840 Speaker 1: more people coming to get help from YW Boston or 63 00:03:41,880 --> 00:03:43,840 Speaker 1: are you finding that demand is about the same as 64 00:03:43,840 --> 00:03:44,400 Speaker 1: it has been. 65 00:03:44,600 --> 00:03:47,839 Speaker 2: Well, if we're being really honest, the work that we've 66 00:03:47,880 --> 00:03:51,640 Speaker 2: been doing in the diversity, equity inclusion space DEI has 67 00:03:51,680 --> 00:03:55,520 Speaker 2: taken a pretty hard hit, like many other nonprofits, So 68 00:03:56,800 --> 00:04:01,280 Speaker 2: we do commend the organizations that continue to work with us. 69 00:04:01,800 --> 00:04:05,680 Speaker 2: We have seen a decline in demand for those services, 70 00:04:06,080 --> 00:04:10,320 Speaker 2: but we also are really appreciative of our partners, nonprofit, 71 00:04:10,760 --> 00:04:14,400 Speaker 2: non governmental, corporate who are sticking with us for our 72 00:04:14,480 --> 00:04:19,719 Speaker 2: DEI services that we provide. Otherwise, our leadership programs continues 73 00:04:19,760 --> 00:04:22,800 Speaker 2: to do really well, and I would argue personally that 74 00:04:22,880 --> 00:04:25,440 Speaker 2: there is no more important time than right now to 75 00:04:25,480 --> 00:04:30,000 Speaker 2: build leadership capacity across lots of industries and sectors. So 76 00:04:30,040 --> 00:04:32,839 Speaker 2: that's something we will continue to do and are continuing 77 00:04:32,880 --> 00:04:36,120 Speaker 2: to doing. And then the fire program, you know, if 78 00:04:36,120 --> 00:04:38,640 Speaker 2: we're not investing in young people, like, what are we doing? 79 00:04:39,080 --> 00:04:42,200 Speaker 2: So I think that that's a really important and critical 80 00:04:42,240 --> 00:04:45,480 Speaker 2: program that continues to flourish and we're excited to talk 81 00:04:45,520 --> 00:04:51,240 Speaker 2: about it. But yeah, we have challenges and we have opportunities. 82 00:04:50,720 --> 00:04:52,480 Speaker 1: For sure, and Jay, I would love to learn a 83 00:04:52,480 --> 00:04:55,880 Speaker 1: little bit more than about Fire. Tell me how this 84 00:04:55,920 --> 00:04:58,640 Speaker 1: all kind of came together. How you all decided this 85 00:04:58,760 --> 00:04:59,919 Speaker 1: is something that we want to focus. 86 00:05:00,960 --> 00:05:04,960 Speaker 3: So the focus of this program started before my time. 87 00:05:05,120 --> 00:05:09,320 Speaker 3: Why to b Boston had other girls programs in the past, 88 00:05:09,360 --> 00:05:14,680 Speaker 3: and through some research back in around twenty nineteen, they 89 00:05:14,720 --> 00:05:18,360 Speaker 3: discovered that there was a there was a gap in 90 00:05:18,720 --> 00:05:22,760 Speaker 3: you know, knowledge and programming for middle school girls. Typically, 91 00:05:22,800 --> 00:05:27,840 Speaker 3: the programs that have been run through YW and just 92 00:05:27,880 --> 00:05:30,960 Speaker 3: in Boston in general are mostly geared towards high school 93 00:05:31,120 --> 00:05:35,520 Speaker 3: age girls and students, and so Fire came along as 94 00:05:35,560 --> 00:05:39,039 Speaker 3: something that could be geared towards middle school girls in 95 00:05:39,080 --> 00:05:42,760 Speaker 3: gender expansive youth because their voice matters in these conversations 96 00:05:42,800 --> 00:05:43,200 Speaker 3: as well. 97 00:05:43,400 --> 00:05:46,560 Speaker 1: Yeah, for sure, not that age. You know, you're talking eleven, twelve, 98 00:05:46,600 --> 00:05:50,000 Speaker 1: thirteen years old, you're kind of trying to find that voice. 99 00:05:50,040 --> 00:05:52,000 Speaker 1: I wouldn't You couldn't pay me to be twelve and 100 00:05:52,040 --> 00:05:54,599 Speaker 1: thirteen again, okay, because I remember what it was like 101 00:05:54,680 --> 00:05:58,080 Speaker 1: being that age, and I was second guessing everything. I 102 00:05:58,120 --> 00:05:59,920 Speaker 1: didn't know who I was, what I was trying to be. 103 00:06:00,800 --> 00:06:03,240 Speaker 1: What is it like working with young people at an 104 00:06:03,279 --> 00:06:05,960 Speaker 1: age where they're kind of coming into their own I. 105 00:06:05,920 --> 00:06:09,440 Speaker 3: Mean it has its great moments and its challenges. I 106 00:06:09,480 --> 00:06:13,640 Speaker 3: mean in middle school, we were middle school girls. Yeah 107 00:06:13,760 --> 00:06:15,919 Speaker 3: a point, so you know it would be tough, but 108 00:06:15,960 --> 00:06:21,000 Speaker 3: it's also really exciting because they are developing, their learning 109 00:06:21,200 --> 00:06:26,080 Speaker 3: new things. They're at this point where their minds. 110 00:06:25,680 --> 00:06:27,160 Speaker 4: Are so moldable. 111 00:06:27,279 --> 00:06:30,600 Speaker 3: So to introduce them to new concepts and topics and 112 00:06:30,920 --> 00:06:33,000 Speaker 3: to get them to see the world a little bit 113 00:06:33,040 --> 00:06:37,120 Speaker 3: different in how they experience life and their place in it, 114 00:06:37,360 --> 00:06:39,800 Speaker 3: you know, it's just really impactful and powerful. 115 00:06:40,160 --> 00:06:43,560 Speaker 2: I have a ten year old daughter ten going on twenty, 116 00:06:44,120 --> 00:06:47,960 Speaker 2: and so from a parent's perspective, I see both how 117 00:06:48,040 --> 00:06:51,080 Speaker 2: important you know, these kind of social emotional relationships can 118 00:06:51,120 --> 00:06:55,200 Speaker 2: be as they're evolving. But how you know, social media 119 00:06:55,360 --> 00:06:58,039 Speaker 2: can be both a blessing and a curse in a 120 00:06:58,040 --> 00:07:00,400 Speaker 2: lot of ways. And so to have programs for middle 121 00:07:00,400 --> 00:07:04,320 Speaker 2: school girls, to Jay's point, that are supporting them as 122 00:07:04,360 --> 00:07:06,720 Speaker 2: they develop, that are guiding them in the right direction, 123 00:07:06,960 --> 00:07:12,280 Speaker 2: doing it in person, right in community, and with leaders 124 00:07:12,840 --> 00:07:17,720 Speaker 2: mentors like Jay and our staff who can support these 125 00:07:17,760 --> 00:07:21,560 Speaker 2: folks outside of school, you know, like not directly related 126 00:07:21,600 --> 00:07:25,080 Speaker 2: to the teacher, but not the parents. But another kind 127 00:07:25,080 --> 00:07:26,520 Speaker 2: of adult role model is. 128 00:07:26,440 --> 00:07:29,760 Speaker 1: So critical social media the blessing and the curse like 129 00:07:29,800 --> 00:07:31,840 Speaker 1: the best and worst thing to happen to humankind. If 130 00:07:31,880 --> 00:07:36,040 Speaker 1: you ask me, how are you noticing that kids even 131 00:07:36,080 --> 00:07:38,200 Speaker 1: though that there are some efforts these days to try 132 00:07:38,240 --> 00:07:40,280 Speaker 1: to you know, limit what kids are seeing, kind of 133 00:07:40,600 --> 00:07:44,400 Speaker 1: cut back on the bad stuff the kids are seeing. 134 00:07:44,920 --> 00:07:48,160 Speaker 1: Do you find that kids want to still be engaging 135 00:07:48,160 --> 00:07:51,440 Speaker 1: as much or are they kind of noticing the not 136 00:07:51,520 --> 00:07:55,200 Speaker 1: so good side of social media earlier and distancing themselves. 137 00:07:55,240 --> 00:07:57,880 Speaker 1: I'm curious to know what gen Z and Jena is 138 00:07:57,920 --> 00:07:59,120 Speaker 1: doing in that regard right now. 139 00:08:00,000 --> 00:08:04,080 Speaker 3: No, I mean, kids absolutely want to be involved in 140 00:08:04,240 --> 00:08:09,200 Speaker 3: social media even still. I think one thing that is, 141 00:08:09,720 --> 00:08:13,320 Speaker 3: you know, great about this program is kind of challenging 142 00:08:13,400 --> 00:08:16,680 Speaker 3: some of the things that they might see that might 143 00:08:16,760 --> 00:08:20,000 Speaker 3: shape their body image and how they view themselves or 144 00:08:20,080 --> 00:08:22,320 Speaker 3: how they interact in the world. Like one of the 145 00:08:22,360 --> 00:08:27,800 Speaker 3: things that we talk about in Fire is like the 146 00:08:27,880 --> 00:08:30,680 Speaker 3: messages that you receive and where you receive that those 147 00:08:30,680 --> 00:08:33,840 Speaker 3: messages for do you believe those messages? How can we 148 00:08:33,920 --> 00:08:37,200 Speaker 3: challenge those messages for yourselves, for your peers, for other. 149 00:08:37,080 --> 00:08:38,200 Speaker 4: People out in the community. 150 00:08:38,360 --> 00:08:41,120 Speaker 3: So like we're a program that meets students where they 151 00:08:41,320 --> 00:08:44,520 Speaker 3: where they're at, and social media is where they're at. 152 00:08:44,600 --> 00:08:48,360 Speaker 3: They're into all the new trends. They want the extra 153 00:08:48,400 --> 00:08:50,920 Speaker 3: five minutes at the end of class to do their 154 00:08:50,960 --> 00:08:54,200 Speaker 3: TikTok dances and things like that, and so we have 155 00:08:54,280 --> 00:08:57,960 Speaker 3: to find a way as facilitators to meet them where 156 00:08:57,960 --> 00:09:00,800 Speaker 3: they're they're at and kind of be up to date 157 00:09:00,880 --> 00:09:02,880 Speaker 3: on what the new trends are so that we can 158 00:09:02,960 --> 00:09:06,320 Speaker 3: kind of incorporate it in the works and the conversations 159 00:09:06,360 --> 00:09:09,240 Speaker 3: that we're having to make sure that, like you know, 160 00:09:10,200 --> 00:09:13,240 Speaker 3: everything that you see on social media, and depending on 161 00:09:13,280 --> 00:09:15,679 Speaker 3: your algorithm and things like that, you know, it might 162 00:09:15,800 --> 00:09:18,200 Speaker 3: be things that we really need to talk about. We 163 00:09:18,280 --> 00:09:22,080 Speaker 3: need to challenge some of the things that are being said, 164 00:09:22,240 --> 00:09:25,040 Speaker 3: some of the tropes and things that are out there, 165 00:09:25,200 --> 00:09:28,160 Speaker 3: or there are some things that are you know, really lifting, 166 00:09:28,200 --> 00:09:31,079 Speaker 3: and we can guide them to those spaces as well. 167 00:09:31,240 --> 00:09:34,280 Speaker 1: I will never understand six seven. I still don't get it. 168 00:09:34,600 --> 00:09:35,679 Speaker 1: There are so many kids in my. 169 00:09:35,679 --> 00:09:38,280 Speaker 2: Life that I'm just glad I know what you're talking 170 00:09:38,280 --> 00:09:39,920 Speaker 2: about because I just learned about. 171 00:09:39,679 --> 00:09:43,880 Speaker 1: That last like the Skibbty and the six seven, I'm like, 172 00:09:44,000 --> 00:09:46,199 Speaker 1: I can't. I mean, I'm only forty, right, but I 173 00:09:46,400 --> 00:09:47,880 Speaker 1: feel like I'm aging myself at this point. 174 00:09:47,920 --> 00:09:48,559 Speaker 2: I just can't. 175 00:09:49,440 --> 00:09:51,560 Speaker 1: So let's talk about the kids, Jay, because how many 176 00:09:51,640 --> 00:09:53,760 Speaker 1: kids are you working with here? And you know, tell 177 00:09:53,760 --> 00:09:56,040 Speaker 1: me about a day in the life over at Fire, 178 00:09:56,120 --> 00:09:57,160 Speaker 1: like what are the kids doing. 179 00:09:57,559 --> 00:10:02,360 Speaker 3: Yeah, So we've actually just kicked off programming like this 180 00:10:02,360 --> 00:10:06,760 Speaker 3: this week, but we ended the school year last year 181 00:10:06,880 --> 00:10:09,880 Speaker 3: serving about one hundred and twenty students and so we 182 00:10:10,000 --> 00:10:13,439 Speaker 3: project to serve that and hopefully more this school year 183 00:10:13,480 --> 00:10:17,960 Speaker 3: as we've you know, outreached a different school. So getting 184 00:10:18,000 --> 00:10:23,199 Speaker 3: the students into the program starts with the Fire team 185 00:10:23,679 --> 00:10:28,960 Speaker 3: with some outreach to different BPS schools, some charter schools 186 00:10:28,320 --> 00:10:34,520 Speaker 3: to gauge their their interest in the program. Once we 187 00:10:34,679 --> 00:10:37,240 Speaker 3: are able to you know, get that interest talk about 188 00:10:37,320 --> 00:10:41,920 Speaker 3: the program, typically our contacts are pretty excited about having 189 00:10:41,920 --> 00:10:44,920 Speaker 3: the program and bringing the program and you know, identifying 190 00:10:45,720 --> 00:10:48,120 Speaker 3: that this is something that students and girls and gender 191 00:10:48,200 --> 00:10:51,760 Speaker 3: expensive youth of color really need in their schools. And 192 00:10:51,840 --> 00:10:53,880 Speaker 3: so there's a couple of different ways that we go 193 00:10:54,040 --> 00:10:58,280 Speaker 3: about like getting students to be a part of the program. 194 00:10:58,760 --> 00:11:01,760 Speaker 3: One of those ways is first, like students and teachers 195 00:11:01,840 --> 00:11:05,760 Speaker 3: on I mean not students, teachers and admin and staff 196 00:11:05,840 --> 00:11:09,160 Speaker 3: on campus identify students that they might feel like aligned 197 00:11:09,200 --> 00:11:12,040 Speaker 3: with this program or interested in this program. But we 198 00:11:12,120 --> 00:11:15,959 Speaker 3: also do some of our own in person recruitment. At 199 00:11:15,960 --> 00:11:20,200 Speaker 3: one of our school we held pizza lunch mixer so 200 00:11:20,320 --> 00:11:24,080 Speaker 3: students income and learn about the information, whether or not 201 00:11:24,120 --> 00:11:25,959 Speaker 3: they really wanted to be in the program, at least 202 00:11:25,960 --> 00:11:29,640 Speaker 3: they came and got some pizza, right, but you know, 203 00:11:29,840 --> 00:11:31,880 Speaker 3: just finding ways to show interest. 204 00:11:31,960 --> 00:11:34,080 Speaker 4: We also show up to back to school. 205 00:11:33,840 --> 00:11:38,280 Speaker 3: Nights, parent nights and things like that that are usually 206 00:11:38,280 --> 00:11:40,240 Speaker 3: happening at the beginning of the year so that we 207 00:11:40,240 --> 00:11:42,720 Speaker 3: can set up a table and talk to parents and 208 00:11:42,840 --> 00:11:45,640 Speaker 3: students about this program and gage some interest there. So 209 00:11:45,640 --> 00:11:49,480 Speaker 3: that's how we get students like involved and interested in 210 00:11:49,520 --> 00:11:52,360 Speaker 3: the program. But also one of the most valuable ways 211 00:11:52,360 --> 00:11:55,920 Speaker 3: I would say students come to be a part of 212 00:11:55,920 --> 00:11:59,160 Speaker 3: the Fire program is by word of mouth from their peers. 213 00:12:00,040 --> 00:12:03,319 Speaker 3: Typically when we start the program, there are students who 214 00:12:03,360 --> 00:12:04,880 Speaker 3: are like, no, I don't want to be a part 215 00:12:04,880 --> 00:12:06,480 Speaker 3: of a girls group, like we're going to sit and 216 00:12:06,520 --> 00:12:09,200 Speaker 3: talk about our feelings and things like that, and once 217 00:12:09,240 --> 00:12:11,760 Speaker 3: their friends are in it and they're hearing like, oh, 218 00:12:11,840 --> 00:12:15,440 Speaker 3: their snacks every week, and you know, we had free 219 00:12:15,440 --> 00:12:19,160 Speaker 3: food conversation. Free food always wins them. Free food is 220 00:12:19,200 --> 00:12:23,400 Speaker 3: always going to get them there, you know. Or once 221 00:12:23,400 --> 00:12:27,160 Speaker 3: they're like talking about their field trip from Awa last 222 00:12:27,240 --> 00:12:30,640 Speaker 3: year and things like that, then other students are interested 223 00:12:30,640 --> 00:12:32,480 Speaker 3: in being a part of the program and you know, 224 00:12:32,520 --> 00:12:34,160 Speaker 3: bringing their friends along with them too. 225 00:12:34,360 --> 00:12:39,600 Speaker 2: Jay and Zoe are amazing facilitators, and I'm sure that 226 00:12:39,600 --> 00:12:42,880 Speaker 2: that's a big perk once folks get Once the students 227 00:12:42,920 --> 00:12:46,160 Speaker 2: get to experience them, that's another huge part. Maybe not 228 00:12:46,200 --> 00:12:48,400 Speaker 2: as not as big as pizza or what have you, 229 00:12:48,440 --> 00:12:53,280 Speaker 2: but they're fantastic facilitators and they just create really great 230 00:12:53,320 --> 00:12:57,280 Speaker 2: relationships with the students, so that that's a draw for sure. 231 00:12:57,440 --> 00:13:00,920 Speaker 1: Absolutely. I mean kids that age want somebody they can understand, 232 00:13:01,120 --> 00:13:04,800 Speaker 1: relate to and talk to, and somebody that's actually listening 233 00:13:04,840 --> 00:13:06,720 Speaker 1: to them. And the fact that you all are offering 234 00:13:06,760 --> 00:13:08,239 Speaker 1: that space, I mean that's priceless. 235 00:13:08,880 --> 00:13:11,240 Speaker 3: Yeah, thank you for naming that abba because that is 236 00:13:11,280 --> 00:13:14,040 Speaker 3: one of the things that I think go unset probably 237 00:13:14,080 --> 00:13:16,200 Speaker 3: just not to toot my own horn, but like one 238 00:13:16,280 --> 00:13:19,160 Speaker 3: of the things by the end of the semester, once 239 00:13:19,200 --> 00:13:22,960 Speaker 3: we're like, Okay, next week is the last week. You know, 240 00:13:23,000 --> 00:13:25,000 Speaker 3: they're pretty bummed out. They're like, wait, We're not going 241 00:13:25,080 --> 00:13:27,760 Speaker 3: to see you again. You're not coming back. And I'm like, well, 242 00:13:27,800 --> 00:13:29,760 Speaker 3: not for the rest of this year, but you know 243 00:13:30,040 --> 00:13:33,160 Speaker 3: next year, and then when I'm back and recruiting next year, 244 00:13:33,320 --> 00:13:35,520 Speaker 3: then I get the oh, we missed you, we've been 245 00:13:35,520 --> 00:13:39,240 Speaker 3: looking forward to and things like that. So, yes, us 246 00:13:39,280 --> 00:13:44,480 Speaker 3: as facilitators, even though it goes unsaid because teenagers, you know, 247 00:13:44,520 --> 00:13:46,760 Speaker 3: I think that is also a big part of being 248 00:13:46,800 --> 00:13:49,560 Speaker 3: the program, of being the girls, being a part of 249 00:13:49,559 --> 00:13:52,520 Speaker 3: the program. You know, we're meeting them where they're at. 250 00:13:52,600 --> 00:13:55,360 Speaker 3: We're trying to be as cool as possible, but also 251 00:13:55,480 --> 00:13:58,600 Speaker 3: we create a space, like a really safe space for 252 00:13:58,679 --> 00:14:02,040 Speaker 3: them to have conversations that they typically wouldn't have with 253 00:14:02,600 --> 00:14:07,920 Speaker 3: other adults about their own identities that oftentimes they keep hidden. 254 00:14:08,040 --> 00:14:10,040 Speaker 4: So you know, that is a big part of it 255 00:14:10,080 --> 00:14:10,480 Speaker 4: as well. 256 00:14:10,760 --> 00:14:14,240 Speaker 1: Yeah, let's talk about what neighborhoods you serve. Are you 257 00:14:14,280 --> 00:14:17,120 Speaker 1: in downtown Boston, how many of the Boston neighborhoods do 258 00:14:17,200 --> 00:14:20,840 Speaker 1: you serve, and how far out can kids come to 259 00:14:21,080 --> 00:14:22,479 Speaker 1: get access to fire. 260 00:14:23,360 --> 00:14:29,240 Speaker 3: Currently we are in Jamaica, plane, Dorchester, Roxbury. We've been 261 00:14:29,240 --> 00:14:30,800 Speaker 3: in Mattapan Hyde Park. 262 00:14:31,120 --> 00:14:35,520 Speaker 1: Okay, yeah, that still covers a pretty good amount of ground. 263 00:14:36,000 --> 00:14:39,160 Speaker 1: And you've got kids that are coming from all sorts 264 00:14:39,160 --> 00:14:43,240 Speaker 1: of different walks of life, neighborhoods, a lot of lived experience. 265 00:14:43,680 --> 00:14:46,920 Speaker 1: When they are there having these conversations. What sort of 266 00:14:46,960 --> 00:14:50,000 Speaker 1: topics you mentioned identities, but what sort of topics are 267 00:14:50,000 --> 00:14:51,760 Speaker 1: they bringing up and what do they want to talk 268 00:14:51,800 --> 00:14:52,880 Speaker 1: about these days? 269 00:14:53,120 --> 00:14:58,560 Speaker 3: They really want to talk about mental health a lot, 270 00:14:59,360 --> 00:15:03,479 Speaker 3: you know, some of their own mental health struggles and successes. 271 00:15:04,720 --> 00:15:08,760 Speaker 3: They want to talk about relationships and not like just 272 00:15:08,960 --> 00:15:13,640 Speaker 3: romantic relationship, with relationships with their peers, relationships with. 273 00:15:13,560 --> 00:15:14,720 Speaker 4: Their family members. 274 00:15:15,600 --> 00:15:19,120 Speaker 3: They also want to talk about, you know, things such 275 00:15:19,160 --> 00:15:23,160 Speaker 3: as racism, which is like one of our topics. We 276 00:15:23,400 --> 00:15:27,920 Speaker 3: introduce them to them topics at the intersection of race 277 00:15:27,960 --> 00:15:32,640 Speaker 3: and gender, so racism, sexism specifically, we talk about microaggressions. 278 00:15:33,520 --> 00:15:36,360 Speaker 3: We introduce things to them that they may not have 279 00:15:36,480 --> 00:15:41,080 Speaker 3: language language for, and microaggressions it is one of those. 280 00:15:41,280 --> 00:15:44,040 Speaker 4: We also talk about power and privilege. 281 00:15:45,080 --> 00:15:49,720 Speaker 3: We get them to start to name their own identities 282 00:15:49,760 --> 00:15:53,200 Speaker 3: and understand culture and you know, what they're proud of, 283 00:15:53,480 --> 00:15:56,640 Speaker 3: and you know what they'd like to learn more about. 284 00:15:56,800 --> 00:15:58,240 Speaker 4: But something else. 285 00:15:58,040 --> 00:16:01,600 Speaker 3: That we do is we create a space for them 286 00:16:01,600 --> 00:16:04,720 Speaker 3: to start analyzing some of the issues that impact them 287 00:16:05,040 --> 00:16:08,560 Speaker 3: at the intersection of race and gender. And so with that, 288 00:16:08,680 --> 00:16:12,680 Speaker 3: you know, they start to identify issues within their school community, 289 00:16:12,720 --> 00:16:16,080 Speaker 3: within their you know, other communities that they're in that 290 00:16:16,240 --> 00:16:18,640 Speaker 3: impact them, and how they want to create change. And 291 00:16:18,720 --> 00:16:21,960 Speaker 3: so we start to talk with them about different methods 292 00:16:21,960 --> 00:16:25,160 Speaker 3: for community organizing and how to be change makers and 293 00:16:25,520 --> 00:16:28,440 Speaker 3: you know, doing a little bit of research and understanding 294 00:16:28,640 --> 00:16:31,240 Speaker 3: so that they can be advocates and change makers and 295 00:16:31,520 --> 00:16:34,560 Speaker 3: decision makers and you know, about the things that impact them. 296 00:16:34,760 --> 00:16:37,600 Speaker 2: I'm just a firm believer. And again with the work 297 00:16:37,600 --> 00:16:40,040 Speaker 2: that we do in building leadership, like I said, we 298 00:16:40,120 --> 00:16:44,080 Speaker 2: have this amazing leadership program for adults, professionals, you know, 299 00:16:44,120 --> 00:16:47,480 Speaker 2: folks who can make decisions, have the ability to enact 300 00:16:47,600 --> 00:16:51,000 Speaker 2: change in their spaces, their spaces, their fears of influence. 301 00:16:51,360 --> 00:16:54,400 Speaker 2: And I see the same with the Fire program. Right 302 00:16:54,480 --> 00:16:57,400 Speaker 2: It's like we're starting early to be able to create 303 00:16:57,480 --> 00:17:00,080 Speaker 2: change makers. It doesn't mean that every student who go 304 00:17:00,160 --> 00:17:03,480 Speaker 2: through the Fire program is going to move into politics 305 00:17:03,560 --> 00:17:06,040 Speaker 2: or social justice or what have you. But something that 306 00:17:06,119 --> 00:17:09,320 Speaker 2: I do love about the program, as Jay was speaking about, 307 00:17:09,800 --> 00:17:15,640 Speaker 2: is that they get to identify, self identify, self select program, 308 00:17:15,760 --> 00:17:17,560 Speaker 2: you know, sort of a project that they want to 309 00:17:17,600 --> 00:17:20,440 Speaker 2: do to contribute back, and I think those skills again, 310 00:17:20,480 --> 00:17:23,400 Speaker 2: whether or not they become organizers or whatever the it's 311 00:17:23,440 --> 00:17:27,679 Speaker 2: gonna it's going to inform and build skills for whatever 312 00:17:27,840 --> 00:17:31,800 Speaker 2: work they do. My hope certainly is that fire students 313 00:17:31,880 --> 00:17:36,320 Speaker 2: can continue to be engaged in community, continue to build 314 00:17:36,320 --> 00:17:40,400 Speaker 2: their leadership, continue to be able to explore hard issues, 315 00:17:40,520 --> 00:17:44,960 Speaker 2: you know, identify adults that they can trust, learn how 316 00:17:44,960 --> 00:17:48,200 Speaker 2: to communicate with other adults, with each other, learn empathy, 317 00:17:48,359 --> 00:17:51,160 Speaker 2: learn how to self identify a lot of emotions and feelings. 318 00:17:51,200 --> 00:17:53,760 Speaker 2: I mean, imagine, if you know, when we were middle 319 00:17:53,760 --> 00:17:56,160 Speaker 2: schoolers we had a program like fire Right, would. 320 00:17:55,920 --> 00:17:58,920 Speaker 1: Have been nice. 321 00:17:59,440 --> 00:18:02,440 Speaker 2: I do have a lot of hopes for what happens, 322 00:18:02,480 --> 00:18:04,880 Speaker 2: but you know, I don't have the data in terms 323 00:18:04,920 --> 00:18:10,200 Speaker 2: of tracking fire students over many, many many years. I'm 324 00:18:10,200 --> 00:18:13,040 Speaker 2: not sure how far back we go. But again Jacin. 325 00:18:12,840 --> 00:18:14,760 Speaker 1: Speaks to that that's okay, yeah, Jane. I would love 326 00:18:14,800 --> 00:18:17,480 Speaker 1: to hear what you've seen from kids who've gone through 327 00:18:17,480 --> 00:18:18,080 Speaker 1: the program. 328 00:18:18,280 --> 00:18:18,960 Speaker 4: What are they up to? 329 00:18:19,080 --> 00:18:22,919 Speaker 3: Now, So I mean a little bit of history about FIRE. 330 00:18:23,240 --> 00:18:26,879 Speaker 3: I feel like Fires a relatively new program. So, like 331 00:18:26,960 --> 00:18:31,320 Speaker 3: I said earlier, the research and the decision to serve 332 00:18:31,359 --> 00:18:36,960 Speaker 3: middle school girls started in twenty nineteen. The launch of 333 00:18:37,000 --> 00:18:42,680 Speaker 3: the FIRE initiatives started in twenty twenty during COVID. 334 00:18:42,720 --> 00:18:45,920 Speaker 4: Well, COVID hit as it was launching. 335 00:18:46,720 --> 00:18:50,959 Speaker 3: So for the first few years of FIRE, it was, 336 00:18:51,359 --> 00:18:52,840 Speaker 3: you know, a virtual program. 337 00:18:53,400 --> 00:18:56,400 Speaker 4: Things didn't you know, kick off the way that it 338 00:18:56,520 --> 00:18:59,639 Speaker 4: was supposed to. I got here in. 339 00:19:00,000 --> 00:19:06,080 Speaker 3: Twenty two and the school year of twenty three was 340 00:19:06,119 --> 00:19:08,320 Speaker 3: the first year that FIRE was a program that was 341 00:19:08,359 --> 00:19:13,040 Speaker 3: one in person. Since then, there's been like a lot 342 00:19:13,080 --> 00:19:16,159 Speaker 3: of shifts. It's been kind of like a challenge to 343 00:19:16,200 --> 00:19:21,320 Speaker 3: get into school to have that consistency, consistency, and I 344 00:19:21,359 --> 00:19:24,280 Speaker 3: feel like we have some consistency, but we're still growing, 345 00:19:24,400 --> 00:19:30,280 Speaker 3: and we're still at a space where we we we 346 00:19:30,359 --> 00:19:33,600 Speaker 3: aren't at a space where we've had enough students to 347 00:19:33,800 --> 00:19:35,959 Speaker 3: track to see where they are now that they're out 348 00:19:36,000 --> 00:19:42,160 Speaker 3: in high school. I will say that we recently had 349 00:19:42,160 --> 00:19:44,480 Speaker 3: a program that was put on by Lead Boston, I 350 00:19:44,480 --> 00:19:45,840 Speaker 3: think Rachel led it. 351 00:19:46,160 --> 00:19:47,280 Speaker 4: What was it called All of the. 352 00:19:47,280 --> 00:19:54,359 Speaker 2: Women's Intergenerational Women's Leadership, the Intergenerational Women's Leadership Summit, and 353 00:19:54,400 --> 00:20:02,000 Speaker 2: so in that we had a student who showed up 354 00:20:02,040 --> 00:20:05,240 Speaker 2: to that. I was informed by the facilitators of that, 355 00:20:05,400 --> 00:20:10,520 Speaker 2: Rachel and David, that one of the a student of 356 00:20:10,960 --> 00:20:12,920 Speaker 2: a youth program from YW. 357 00:20:12,720 --> 00:20:16,080 Speaker 4: Boston, was a part of that. 358 00:20:16,560 --> 00:20:21,240 Speaker 3: So although I can't say that like where the students 359 00:20:21,320 --> 00:20:25,040 Speaker 3: are now, because we don't have that data, I can 360 00:20:25,200 --> 00:20:29,440 Speaker 3: say that in the history of youth programming at YW Boston, 361 00:20:29,880 --> 00:20:33,160 Speaker 3: I've come across and connected with other folks who've been 362 00:20:33,200 --> 00:20:38,800 Speaker 3: in other programs such as in It and things like that, 363 00:20:38,800 --> 00:20:42,359 Speaker 3: that they're still doing things and they're still talking about 364 00:20:42,400 --> 00:20:44,959 Speaker 3: like how powerful that program. 365 00:20:45,840 --> 00:20:46,600 Speaker 4: Was for them. 366 00:20:46,720 --> 00:20:49,600 Speaker 3: And so my hope is that, like the Fire Program 367 00:20:49,800 --> 00:20:54,520 Speaker 3: is something that in a couple of years, like students 368 00:20:54,600 --> 00:20:57,640 Speaker 3: will say that I was in the Fire program when 369 00:20:57,680 --> 00:21:00,280 Speaker 3: I was in the seventh and eighth grade, and I 370 00:21:00,359 --> 00:21:03,159 Speaker 3: went to this event and this is how impactful it was. 371 00:21:03,720 --> 00:21:07,320 Speaker 3: Last year, the last school year that ended. 372 00:21:07,280 --> 00:21:07,639 Speaker 4: Was the. 373 00:21:09,320 --> 00:21:12,960 Speaker 3: First time that I've had students who started in the 374 00:21:13,000 --> 00:21:16,560 Speaker 3: sixth grade and ended in the eighth grade, and now 375 00:21:16,560 --> 00:21:17,480 Speaker 3: they're going off. 376 00:21:17,280 --> 00:21:18,040 Speaker 4: To high school. 377 00:21:18,480 --> 00:21:22,680 Speaker 3: And so I don't have that information just yet of 378 00:21:22,800 --> 00:21:26,080 Speaker 3: like where their path or where their path. 379 00:21:26,280 --> 00:21:28,400 Speaker 1: That's okay though, because it's cool to me that you're 380 00:21:28,440 --> 00:21:31,800 Speaker 1: watching them thrive and you're watching them grow to take 381 00:21:31,840 --> 00:21:35,320 Speaker 1: all these lessons that you've taught them to see what happens. 382 00:21:35,359 --> 00:21:38,680 Speaker 1: And I mean these days with social media and connection 383 00:21:38,800 --> 00:21:40,280 Speaker 1: that we have, I mean, these kids can go on 384 00:21:40,320 --> 00:21:42,200 Speaker 1: and do pretty much anything they want to, and that's 385 00:21:42,200 --> 00:21:43,400 Speaker 1: the beautiful thing. 386 00:21:44,640 --> 00:21:44,840 Speaker 4: You know. 387 00:21:44,880 --> 00:21:47,280 Speaker 1: I'd love to talk really quickly about the city of 388 00:21:47,280 --> 00:21:50,560 Speaker 1: Boston and the need for a program like this. Obviously, 389 00:21:50,600 --> 00:21:54,080 Speaker 1: Boston has had its challenges, putting it lightly when it 390 00:21:54,119 --> 00:21:58,040 Speaker 1: comes to race relations and the treatment of you know, 391 00:21:58,119 --> 00:22:01,639 Speaker 1: BIPOC residents of the city, and when we talk about 392 00:22:01,680 --> 00:22:04,840 Speaker 1: gen Z and Jena, younger people. Why is it important 393 00:22:04,840 --> 00:22:09,040 Speaker 1: to have a program Jay like fire in Boston to 394 00:22:09,280 --> 00:22:13,199 Speaker 1: address I suppose you could say these challenges that we 395 00:22:13,280 --> 00:22:15,360 Speaker 1: still have to work our way through here in Boston. 396 00:22:16,880 --> 00:22:20,520 Speaker 3: Like you said, like Boston is a city that's full 397 00:22:20,560 --> 00:22:24,080 Speaker 3: of innovation and education, but it's still a city that 398 00:22:24,200 --> 00:22:28,120 Speaker 3: has deep inequities, and young people of color are often 399 00:22:28,280 --> 00:22:33,040 Speaker 3: navigating schools and systems that weren't designed with them in mind. 400 00:22:33,800 --> 00:22:38,679 Speaker 3: And so I think that Boston needs spaces like Fire 401 00:22:39,400 --> 00:22:44,320 Speaker 3: where young people are seen and heard, where they are 402 00:22:44,400 --> 00:22:48,680 Speaker 3: able to analyze the conditions of their schools and their 403 00:22:48,720 --> 00:22:54,080 Speaker 3: communities and feel supported to be able to take action. 404 00:22:54,960 --> 00:23:00,360 Speaker 4: And so I feel like right now it's a good 405 00:23:00,400 --> 00:23:04,880 Speaker 4: time where students can take the lead. 406 00:23:05,119 --> 00:23:09,960 Speaker 3: Now, even in middle school, they can start taking change, 407 00:23:10,280 --> 00:23:13,879 Speaker 3: like making change. They don't have to wait until adulthood 408 00:23:13,920 --> 00:23:18,919 Speaker 3: to realize that they have agency and to understand the 409 00:23:18,960 --> 00:23:22,320 Speaker 3: importance of individual power, but even more the importance of 410 00:23:22,359 --> 00:23:27,720 Speaker 3: collective power. And programs like Fire create the space, safe 411 00:23:27,800 --> 00:23:31,800 Speaker 3: space for the students to begin to have those conversations, 412 00:23:32,760 --> 00:23:37,399 Speaker 3: to begin to learn how to advocate for the things 413 00:23:37,400 --> 00:23:41,239 Speaker 3: that they need and that they want, the conditions of 414 00:23:41,280 --> 00:23:44,119 Speaker 3: their schools and communities that they want to change. And 415 00:23:44,200 --> 00:23:47,479 Speaker 3: so I think it's just really important for them to 416 00:23:47,560 --> 00:23:51,200 Speaker 3: learn how to address like those inequities because we all 417 00:23:51,240 --> 00:23:56,600 Speaker 3: know that, you know, because I mean, there are inequities 418 00:23:56,640 --> 00:24:00,679 Speaker 3: in Boston, but because they have specific idea entities at 419 00:24:00,680 --> 00:24:04,679 Speaker 3: the intersection of race and gender, those inequities hit. 420 00:24:04,560 --> 00:24:06,520 Speaker 4: Them a little harder, a little different. 421 00:24:06,800 --> 00:24:10,000 Speaker 1: I would like to talk about quickly before we start 422 00:24:10,040 --> 00:24:12,199 Speaker 1: to wrap this up. Federal funding we were sort of 423 00:24:12,240 --> 00:24:15,359 Speaker 1: talking about the impacts from the FEDS earlier, and this 424 00:24:15,440 --> 00:24:18,200 Speaker 1: is kind of an overall yw Boston question, So Aba, 425 00:24:18,280 --> 00:24:21,359 Speaker 1: this one's for you. Tell me about what you all 426 00:24:21,480 --> 00:24:24,240 Speaker 1: need right now. How are you impacted when it comes 427 00:24:24,240 --> 00:24:27,760 Speaker 1: to federal funding. What can the community do to help 428 00:24:27,800 --> 00:24:30,560 Speaker 1: make sure that all your programs keep going for the 429 00:24:30,560 --> 00:24:31,439 Speaker 1: foreseeable future. 430 00:24:32,480 --> 00:24:35,120 Speaker 2: I'm so glad you asked, Nicole, and again, how much 431 00:24:35,119 --> 00:24:40,080 Speaker 2: time do you have? Well, no, no, I. As I 432 00:24:40,160 --> 00:24:45,719 Speaker 2: mentioned earlier, we are unlike a lot of YWCAs and 433 00:24:45,800 --> 00:24:49,920 Speaker 2: that most of them, particularly the ones in this country, 434 00:24:50,600 --> 00:24:56,600 Speaker 2: provide social services, so support for domestic violence, child's care, 435 00:24:56,880 --> 00:25:01,600 Speaker 2: you know, housing, and a lot of those YWCAs do 436 00:25:01,760 --> 00:25:05,960 Speaker 2: rely on federal funding, federal and state funding. We because 437 00:25:06,119 --> 00:25:10,240 Speaker 2: we are more focused on systemic change and leadership, we 438 00:25:10,359 --> 00:25:12,480 Speaker 2: don't get a lot of federal funding. We do get 439 00:25:12,480 --> 00:25:16,280 Speaker 2: state funding specifically for our youth program and we share 440 00:25:16,320 --> 00:25:18,840 Speaker 2: that amongst all of there's just a line item in 441 00:25:18,840 --> 00:25:23,200 Speaker 2: the state budget that goes for all the YWCAs in Massachusetts. 442 00:25:24,160 --> 00:25:27,280 Speaker 2: But for better for worse, we don't get federal funding. 443 00:25:27,359 --> 00:25:29,600 Speaker 2: So what that means is that we do rely on 444 00:25:29,640 --> 00:25:35,840 Speaker 2: individual donations and corporate sponsorships and philanthropic support to keep 445 00:25:35,840 --> 00:25:39,600 Speaker 2: ourselves going. And right now, with the way in which 446 00:25:40,040 --> 00:25:43,680 Speaker 2: things are happening, we are really really looking for more 447 00:25:43,760 --> 00:25:48,200 Speaker 2: individuals to support our work and to understand why it's important, 448 00:25:48,640 --> 00:25:52,359 Speaker 2: and you know, to be able to provide both monetary 449 00:25:52,640 --> 00:25:55,120 Speaker 2: but you know, all kinds of support to us. And 450 00:25:55,160 --> 00:25:57,840 Speaker 2: we have a campaign going right now that is in 451 00:25:57,920 --> 00:26:00,800 Speaker 2: recognition of our one hundred and sixtieth and so we're 452 00:26:00,800 --> 00:26:04,520 Speaker 2: inviting what we call allies and accomplices right people who 453 00:26:04,560 --> 00:26:08,280 Speaker 2: can support our work monetarily or just show up. There 454 00:26:08,280 --> 00:26:09,959 Speaker 2: are a lot of different ways to engage, and if 455 00:26:09,960 --> 00:26:11,960 Speaker 2: you go to our website you can you can sort 456 00:26:12,000 --> 00:26:15,200 Speaker 2: of read more about it. But for me, it's really 457 00:26:15,280 --> 00:26:19,440 Speaker 2: important that people number one understand how important this work 458 00:26:19,560 --> 00:26:22,879 Speaker 2: is and that they feel a sense of agency to 459 00:26:23,000 --> 00:26:26,560 Speaker 2: support it. Right in ways where if even if you know, 460 00:26:26,640 --> 00:26:31,080 Speaker 2: corporate sponsorships or other institutional funding is kind of feeling 461 00:26:31,119 --> 00:26:34,879 Speaker 2: more restricted, individuals have more agency to help support this 462 00:26:34,960 --> 00:26:36,720 Speaker 2: work and keep it going. And like I said, to 463 00:26:36,760 --> 00:26:39,639 Speaker 2: emphasize the fact that we have been around for one 464 00:26:39,720 --> 00:26:43,320 Speaker 2: hundred and sixty years, so we are not you know 465 00:26:43,520 --> 00:26:46,160 Speaker 2: that we're not a brand new startup by any means, 466 00:26:47,280 --> 00:26:49,680 Speaker 2: and you know, it's important to keep that legacy going, 467 00:26:49,800 --> 00:26:53,520 Speaker 2: especially as we move into this next period of history. 468 00:26:53,800 --> 00:26:56,240 Speaker 1: Yeah, and then when it comes to the Fire program, Jay, 469 00:26:56,320 --> 00:26:59,280 Speaker 1: how can kids maybe if a parent is listening right 470 00:26:59,320 --> 00:27:01,399 Speaker 1: now and they want their kid to get involved, or 471 00:27:02,000 --> 00:27:04,280 Speaker 1: hopefully a kid listens to the show, But if they 472 00:27:04,400 --> 00:27:08,640 Speaker 1: do and they're interested, again, where where do you serve? 473 00:27:08,680 --> 00:27:11,520 Speaker 1: One more time, just in case people didn't catch it 474 00:27:11,560 --> 00:27:13,680 Speaker 1: the first time, where do you serve? How can kids 475 00:27:13,720 --> 00:27:14,320 Speaker 1: get involved? 476 00:27:14,760 --> 00:27:18,520 Speaker 4: Dorchester, Mattapan, Jamaica? Plane? 477 00:27:18,680 --> 00:27:22,000 Speaker 3: But we are a program whose goal is to serve 478 00:27:22,040 --> 00:27:27,240 Speaker 3: the greater Boston area. Okay, so there isn't necessarily a 479 00:27:27,400 --> 00:27:28,959 Speaker 3: limit on where. 480 00:27:29,359 --> 00:27:30,040 Speaker 4: I think that. 481 00:27:31,560 --> 00:27:35,040 Speaker 3: If someone is interested in the program, definitely reach out. 482 00:27:35,160 --> 00:27:37,080 Speaker 4: Let me know what schools they're. 483 00:27:37,400 --> 00:27:40,320 Speaker 3: Young person is interested in, so we can begin to 484 00:27:40,320 --> 00:27:43,520 Speaker 3: have that conversation. A part of it is about visibility 485 00:27:43,760 --> 00:27:48,080 Speaker 3: and like a lot of schools don't know that fire exists. 486 00:27:48,560 --> 00:27:51,080 Speaker 3: And so in order to start having I mean, in 487 00:27:51,160 --> 00:27:52,679 Speaker 3: order to get them to know that, we need to 488 00:27:52,680 --> 00:27:54,320 Speaker 3: start having those conversations. 489 00:27:54,359 --> 00:27:56,640 Speaker 4: So greater Boston area. 490 00:27:56,640 --> 00:27:58,960 Speaker 1: All but tell me more about your website, social media? 491 00:27:59,040 --> 00:28:01,439 Speaker 1: Where can people get ahold of you and help however 492 00:28:01,440 --> 00:28:01,760 Speaker 1: they can. 493 00:28:02,359 --> 00:28:05,440 Speaker 2: We're all over the plays. We have a beautiful website, 494 00:28:05,480 --> 00:28:10,359 Speaker 2: actually redesigned. Shout out to our marketing and communications team. 495 00:28:10,640 --> 00:28:13,640 Speaker 2: We also are very active on social media, so we're 496 00:28:13,680 --> 00:28:17,359 Speaker 2: on LinkedIn, We're on Instagram, Facebook Day. I don't know 497 00:28:18,160 --> 00:28:22,640 Speaker 2: we are active. I am not. I'm not sure. We're 498 00:28:22,680 --> 00:28:25,679 Speaker 2: on Twitter. I don't know we we we continue to 499 00:28:25,800 --> 00:28:26,960 Speaker 2: keep that relationship or not. 500 00:28:27,320 --> 00:28:29,720 Speaker 4: No, I don't think we kept that relationship. 501 00:28:29,760 --> 00:28:35,000 Speaker 2: Fabulous, fair enough, but definitely definitely Instagram, Definitely LinkedIn. We're 502 00:28:35,040 --> 00:28:38,840 Speaker 2: posting a lot of content, sharing a lot, and we 503 00:28:38,880 --> 00:28:43,200 Speaker 2: also have a newsletter for our donors, our leading Boston alumni, 504 00:28:43,760 --> 00:28:47,680 Speaker 2: they have their own newsletters. So our communications efforts and 505 00:28:47,680 --> 00:28:50,680 Speaker 2: our communications team are hard at work keeping folks engaged 506 00:28:50,720 --> 00:28:53,760 Speaker 2: and our advancement team, you know, with this. With this 507 00:28:53,800 --> 00:28:56,880 Speaker 2: fundraising campaign that I mentioned, it's it's going on for 508 00:28:57,040 --> 00:29:01,680 Speaker 2: We launched it in June. July and March is officially 509 00:29:01,880 --> 00:29:05,240 Speaker 2: are both one hundred and sixtieth anniversary and my one 510 00:29:05,320 --> 00:29:09,000 Speaker 2: year anniversary, So it's kind of a year long campaign 511 00:29:09,520 --> 00:29:12,760 Speaker 2: just to get folks, you know, support engaged in supporting 512 00:29:12,800 --> 00:29:15,480 Speaker 2: with us and learned about our history over the last 513 00:29:15,520 --> 00:29:18,080 Speaker 2: one hundred and sixty years and help us imagine what 514 00:29:18,080 --> 00:29:19,600 Speaker 2: the next one hundred and sixty years are going to 515 00:29:19,680 --> 00:29:19,960 Speaker 2: look like. 516 00:29:20,080 --> 00:29:23,480 Speaker 1: Any special events, anything big happening at YW Boston that 517 00:29:23,520 --> 00:29:25,440 Speaker 1: you want to promote right now and tell us about. 518 00:29:25,600 --> 00:29:29,240 Speaker 2: Oh yeah, well, I'm really glad that Jay mentioned the 519 00:29:29,280 --> 00:29:33,719 Speaker 2: intergenerational women's leadership. It happened already, so but it is 520 00:29:33,800 --> 00:29:36,600 Speaker 2: a little bit of a prelude into some of the 521 00:29:36,640 --> 00:29:39,120 Speaker 2: work that we are trying to do and move into 522 00:29:39,280 --> 00:29:42,920 Speaker 2: really embracing all the different generations in the way that 523 00:29:43,000 --> 00:29:47,400 Speaker 2: leadership can be supported and reflected and enhanced right now, 524 00:29:47,440 --> 00:29:50,800 Speaker 2: so we'll be doing more of that. We're also, you know, 525 00:29:51,720 --> 00:29:57,400 Speaker 2: doing more programming to support women of color specifically. We 526 00:29:57,480 --> 00:30:00,480 Speaker 2: have a really great event actually happening next week in 527 00:30:00,560 --> 00:30:04,280 Speaker 2: partnership with the Boston Women's Fund to learn about the 528 00:30:04,320 --> 00:30:06,920 Speaker 2: resource that they've done for the last two years on 529 00:30:07,200 --> 00:30:10,080 Speaker 2: women of color grassroots leaders and what they're going through 530 00:30:10,120 --> 00:30:13,440 Speaker 2: and what they need. And then as a follow up, 531 00:30:13,520 --> 00:30:19,520 Speaker 2: we have a webinar on October twenty eighth about the 532 00:30:19,560 --> 00:30:22,520 Speaker 2: experience of women of color in the workplace. You know, 533 00:30:22,560 --> 00:30:24,800 Speaker 2: we've done a lot of conversations there's been a lot 534 00:30:24,840 --> 00:30:28,200 Speaker 2: of discourse around job loss for women of color, Black 535 00:30:28,240 --> 00:30:31,960 Speaker 2: women specifically, and just how women of color are navigating 536 00:30:32,320 --> 00:30:35,080 Speaker 2: these times. So we have a really really amazing lineup 537 00:30:35,120 --> 00:30:37,920 Speaker 2: of speakers for that. And then in November we have 538 00:30:38,040 --> 00:30:41,560 Speaker 2: a training, an advocacy training, so again building the capacity 539 00:30:41,640 --> 00:30:45,320 Speaker 2: the leadership to help women of color. This one is 540 00:30:45,360 --> 00:30:48,200 Speaker 2: specifically for women of color as well, learn how to 541 00:30:48,320 --> 00:30:53,160 Speaker 2: kind of navigate the political system and how they can lobby. 542 00:30:53,280 --> 00:30:56,920 Speaker 2: And we have Senator Liz Miranda coming to the event. 543 00:30:57,040 --> 00:31:00,120 Speaker 2: We have some really I'm forgetting the names of all 544 00:31:00,120 --> 00:31:03,480 Speaker 2: the people, but really really exciting. I think Julia Mayhaws coming, 545 00:31:04,680 --> 00:31:07,960 Speaker 2: and it's just going to be really interesting and really great. 546 00:31:08,040 --> 00:31:11,920 Speaker 2: So we are launching a lot of new programming. We're 547 00:31:11,920 --> 00:31:14,680 Speaker 2: going to finish up our strategic planning process by the 548 00:31:14,840 --> 00:31:18,120 Speaker 2: end of next month, and you'll hear a lot more 549 00:31:18,160 --> 00:31:21,960 Speaker 2: about what we're up to, including all the wonderful work 550 00:31:22,000 --> 00:31:24,120 Speaker 2: that Fire is doing in twenty twenty six. 551 00:31:24,520 --> 00:31:27,280 Speaker 1: Well, look, jay Abba, thank you so much for all 552 00:31:27,320 --> 00:31:29,720 Speaker 1: the work you're doing in our community, working with our 553 00:31:29,760 --> 00:31:32,320 Speaker 1: young people. I mean, they are the future, obviously, so 554 00:31:32,720 --> 00:31:35,320 Speaker 1: thanks for getting right up there with them and helping 555 00:31:35,360 --> 00:31:38,160 Speaker 1: them navigate what is a pretty tough time in every 556 00:31:38,280 --> 00:31:41,080 Speaker 1: young person's life. So I appreciate the work you're doing 557 00:31:41,080 --> 00:31:42,280 Speaker 1: and thanks for being on the show. 558 00:31:42,520 --> 00:31:44,400 Speaker 4: Thank you, Nicole, Thank you for having us to share 559 00:31:44,480 --> 00:31:45,000 Speaker 4: the story. 560 00:31:46,120 --> 00:31:48,440 Speaker 1: All right, have a safe and healthy weekend. Please join 561 00:31:48,480 --> 00:31:50,840 Speaker 1: me again next week for another edition of the show. 562 00:31:51,000 --> 00:31:54,880 Speaker 1: I'm Nicole Davis from WBZ News Radio on iHeartRadio.