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Speaker 1: On this week's episode of Cultivating her.

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Speaker 2: Space, just showing up is a good thing, or if

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Speaker 2: you can find a more kind of niche group, you know, like, oh,

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Speaker 2: this group is for black women in particular, that can

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Speaker 2: be good too. You don't have to be super into it,

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Speaker 2: but just showing up I think is good.

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Speaker 3: You don't have to join the black.

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Speaker 2: Fraternity or sorority, you know, just being around I think

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Speaker 2: the people is important, or just showing up to events.

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Speaker 1: Today's episode is sure to provide you with motivation, inspiration,

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Speaker 1: or a fresh perspective. If you have any AHA moments

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Speaker 1: or appreciate anything from this episode, please leave us a

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Speaker 1: review to let us know we're on the right track. Also,

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Speaker 1: we release episodes every Friday, so be sure to subscribe

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Speaker 1: on iTunes and visit cultivatingheirspace dot com to access our

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Speaker 1: exclusive after show and other bonus content from the Patreon tab.

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Speaker 4: Welcome to Cultivating her Space, a podcast dedicated to uplifting

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Speaker 4: women like you. We're your hosts, doctor Dominique Broussard, a

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Speaker 4: college professor and psychologist.

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Speaker 5: And Terry Lomax, a techie and motivational speaker. In a

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Speaker 5: world where black women are often misrepresented, and misunderstood. Please

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Speaker 5: join us as we initiate authentic conversations on everything from

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Speaker 5: fibroids to fake friends and create a safe space where

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Speaker 5: black women can just be all right, lady, Today, we

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Speaker 5: have a very special guest, and we are talking about

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Speaker 5: a very important topic to us black folks. So let's

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Speaker 5: just jump on in and we're going to go ahead

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Speaker 5: and dive into our bio and then we're going to

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Speaker 5: jump into this juicy conversation. Antar, a teacher of Akunda,

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Speaker 5: received his PhD in urban education policy from the University

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Speaker 5: of Southern California. Currently, he's an assistant professor of Race

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Speaker 5: and Higher Education at the University of California, Santa Barbara.

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Speaker 5: Born and raised in Washington, DC, Antar is a product

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Speaker 5: of DC Public Schools and earned a Bachelor of Arts

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Speaker 5: and Education Studies from Brown University. Prior to his doctoral studies,

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Speaker 5: Antar worked as an eleventh grade English teacher in DC

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Speaker 5: Public Schools. Using qualitative inquiry, Antar has engaged in research

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Speaker 5: on college campus readiness, black students' experiences at predominantly white institutions,

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Speaker 5: and more broadly, the sociology of race and higher education.

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Speaker 5: His published work can be found in Urban Education, education Policy, Race,

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Speaker 5: Ethnicity and Education, the Review of Higher Education, and Educational Studies.

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Speaker 5: His first book, Black Campus Life, The Worlds Black Students

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Speaker 5: Make at a historically white institution, is published with Sunny Press.

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Speaker 5: Antar enjoys watching anime, eating soul food, especially savory grits,

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Speaker 5: and writing in cafes. All right, Antar, welcome to Cultivating

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Speaker 5: hair Space.

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Speaker 3: Thank you so much, Thank you so much for having me.

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Speaker 5: You're so welcome. We're super excited for this conversation.

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Speaker 4: All right, So we are going to dive into our

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Speaker 4: quote of the day. When you do the common things

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Speaker 4: in life in an uncommon way, you will command the

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Speaker 4: attention of the world. And that quote is from George

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Speaker 4: Washington Carver. I'm gonna say that again for the folks

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Speaker 4: in the back so that we really understand what this

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Speaker 4: conversation is about. When you do the common things in

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Speaker 4: life in an uncommon way, you will command the attention

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Speaker 4: of the world.

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Speaker 5: All right.

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Speaker 4: So answer, when you hear that quote and you think

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Speaker 4: about our conversation for the day, what comes up for you.

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Speaker 3: That's such a good question. I don't know, I think

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Speaker 3: about as a I don't know, Assiy. I'm a researcher, right.

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Speaker 2: And I think recently I was talking to some students,

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Speaker 2: you know, I work work with students in different capacities

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Speaker 2: at different universities, and I was just talking about research

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Speaker 2: more broadly, and one of the things I said was like,

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Speaker 2: if you can look at something. One of the big

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Speaker 2: things about research, for my opinion, that I find most

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Speaker 2: rewarding is when I can look at something that everyone

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Speaker 2: kind of takes for granted, but then turn it on,

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Speaker 2: turn it on, turn it on its head, right, and

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Speaker 2: we can see something completely different from that, right. So

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Speaker 2: taking what's common, the quotity and the taking for granted

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Speaker 2: and looking at looking at it from like a new

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Speaker 2: place of rigor from a different vantage point, and I

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Speaker 2: think that's kind of like the beauty of.

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Speaker 3: Research, right.

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Speaker 2: And I think in my work similarly, I try to

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Speaker 2: look at something that is taken for granted as far

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Speaker 2: as black students experiences and predominant white institutions, and I

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Speaker 2: look at it from a very different or uncommon way

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Speaker 2: to try to do my research, and that's typically through

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Speaker 2: a lens of joy, through a lens of agency, and

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Speaker 2: that type of thing. But I'll stop there, all right.

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Speaker 5: I feel we're going to have a really great conversation.

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Speaker 5: So let's just take take a quick detour Antar, and

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Speaker 5: can we talk about your origin story? What is your

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Speaker 5: origin story? And how is your personal history shaped your

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Speaker 5: research focus and your career trajectory.

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Speaker 3: Thank you for the question. I just love that question

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Speaker 3: because it makes me feel like a superhero.

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Speaker 2: You know, I'm like, dang, like there's Marvel, there, there's

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Speaker 2: an Iron Man, that there's Antar.

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Speaker 3: Let's get it.

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Speaker 2: So when I think about that, it's like, oh, where

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Speaker 2: do I start the story? And to be very honest,

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Speaker 2: I think it started in college, especially given the type

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Speaker 2: of work that I do.

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Speaker 3: It started in college.

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Speaker 2: I started as an economics major, and I took one

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Speaker 2: course on education policy, and that was the class that

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Speaker 2: I got an A in, the only class I got

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Speaker 2: a in my first semester. And that was also the

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Speaker 2: class that you know, I was doing what I was

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Speaker 2: quote unquote supposed to be doing. That was the class

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Speaker 2: I was doing the extra reading for. I was going

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Speaker 2: to office hours. I was you know, I was really

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Speaker 2: passionate about it, in part because when I was reading

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Speaker 2: these articles and stories He's about controversies and education, I

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Speaker 2: was seeing part of my story, my friends stories, you know,

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Speaker 2: my family stories and stuff that I in some ways

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Speaker 2: experience firsthand as.

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Speaker 3: A product of DC public schools.

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Speaker 2: I mentioned the economics major thing because I took this class,

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Speaker 2: and then I just I kind of let go of ECON.

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Speaker 2: I also got to see in ECON. I also was

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Speaker 2: skipping classes in ECON. You know, for anyone parents listening,

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Speaker 2: make sure students go to class, your kids go to class.

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Speaker 2: But really I wasn't passionate about it, and related back

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Speaker 2: to education. I remember when I got to my ECON class,

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Speaker 2: I was struggling. I was like, all these graphs and

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Speaker 2: I'm trying to understand supply demand all that. And one

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Speaker 2: of my friends was he was just breezing through it, right,

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Speaker 2: And he told me that he took an Advanced Placement

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Speaker 2: or AP ECON class, and I was like, oh, y' y'all,

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Speaker 2: y'all had that, you know, so a lot of it

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Speaker 2: was reviewed for him. And so I started thinking about, like,

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Speaker 2: oh wait, how can it be that I attended what

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Speaker 2: was thought to be the quote unquote best public school

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Speaker 2: in Washington, DC, yet I still felt hopefully unprepared in

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Speaker 2: this class, right, And that was a more of a

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Speaker 2: resource access issue. So all these things kind of contributed

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Speaker 2: to my interest in education.

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Speaker 4: All right, so we're gonna we're gonna circle back. So

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Speaker 4: you were initially an ECON major and then you switched.

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Speaker 4: How did your how did your family react? Because we

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Speaker 4: know there's lots of parents that are listening, and oftentimes

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Speaker 4: family they send their kids off to college and they're like,

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Speaker 4: we want you to pursue X Y Z major. And

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Speaker 4: then when the students get there and they you know,

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Speaker 4: they're skipping class and they're making c's and sometimes d's

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Speaker 4: and f's, how did your family react when you let

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Speaker 4: them know that, like, econ ain't from me anymore.

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Speaker 3: That's that's such a good question.

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Speaker 2: And I was laughing when you asked, because number one

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Speaker 2: is it's a real question, right, Like, as parents, you

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Speaker 2: want to give or try to give the most security

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Speaker 2: to your kids, you know. And my mom was looking

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Speaker 2: at me, and I remember we had this conversation. I

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Speaker 2: was nervous to tell her like, yeah, I want to

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Speaker 2: major in education, and she's like, all right, we're going

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Speaker 2: to this fancy school, you know, Brown Ivy League all that.

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Speaker 3: She's like, we're going to this fancy school and you

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Speaker 3: want to be a teacher.

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Speaker 2: And I was like, I mean education matters, you know,

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Speaker 2: So it wasn't She was not super happy about it

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Speaker 2: to begin with.

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Speaker 3: And I spoke with my advisor.

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Speaker 2: It wasn't even my advisor actually he was the professor

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Speaker 2: of that class, but he was acting as an advisor.

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Speaker 2: And one of the things he told me that I

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Speaker 2: really kind of stuck to, for better or worse, and

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Speaker 2: kind of has helped me. He was like, if you're

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Speaker 2: doing what you're loved, what you love and you're like

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Speaker 2: really passionate about it, really working towards it, he's like

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Speaker 2: the security and money is going to come, you know,

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Speaker 2: but you know, like that's going to pay dividends, just

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Speaker 2: really investing in what you love. So yeah, I mean

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Speaker 2: so as far as like advice for parents, I think

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Speaker 2: you all can see how serious you know your kids

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Speaker 2: are being about something. And I was very serious about

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Speaker 2: education once I really got into it, and it's worked out,

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Speaker 2: you know, but it was not. Yeah, my family was

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Speaker 2: not super happy to begin with, But about that, yeah.

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Speaker 5: Thank thank you for sharing this. I think many of

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Speaker 5: us have heard those stories of people who go into

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Speaker 5: career paths, right they spend all this money. Sometimes they

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Speaker 5: take out these loans and they get into the career

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Speaker 5: and then they're like, I'm not happy, like I want.

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Speaker 5: I got the money, but that's not enough, right. So

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Speaker 5: I love that you share that feedback. So so parents. I

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Speaker 5: know it might be tough if you if you don't

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Speaker 5: agree with the career path that your student is on.

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Speaker 5: But really, like you said, when you follow the happiness,

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Speaker 5: the funds and the resources will come. Hey lady, it's

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Speaker 5: Terry here, Dom and I want to take a moment

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Speaker 5: to thank you for choosing to listen to our podcast.

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Speaker 5: We love you for real, and we want to give

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Speaker 5: you a chance to learn more about what's important to us.

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Speaker 5: So tell us what you think about this.

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Speaker 4: Imagine a world where you have a chance to get

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Speaker 4: featured on the Cultivating her Space podcast and share your business,

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Speaker 4: brand or perspective with millions around the globe. Imagine joining

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Speaker 4: our monthly virtual video check ins where you can connect

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Speaker 4: with like minded black women like you and share your

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Speaker 4: ideas and episode suggestions with Terry and I. Now, I

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Speaker 4: want you to imagine a world where you're in the

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Speaker 4: exclusive Cultivating her Space sanctuary Slack channel, and throughout your

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Speaker 5: How does that sound? Hopefully this is of your alley, lady,

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Speaker 5: because we are taking things to the next level of

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Speaker 5: and click Patreon. You can learn more about our goals

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Speaker 5: and exclusive offerings on Patreon, and we highly highly encourage

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Speaker 5: you to join the Sister Frontier so that you can

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Speaker 5: get someone on one time with us. We also have

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Speaker 5: an option for you to donate on a one time

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Speaker 5: basis if that meets your needs again Herspace podcast dot

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Speaker 5: com and you can click that link that says Patreon.

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Speaker 5: All right, lady, we'll hop right back into the conversation.

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Speaker 5: So another question that will help the parents here. How

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Speaker 5: can parents and loved one support their black students who

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Speaker 5: are attending predominantly white or Hispanic serving institutions.

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Speaker 2: I think number one just just hearing them out, you know,

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Speaker 2: like just just hearing them.

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Speaker 3: And I know it sounds basic, but at least.

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Speaker 2: For me, right, Like I feel like I'm young ish

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Speaker 2: lengemm thirty three, right, my hairline won't say it, but

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Speaker 2: I'm young ish.

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Speaker 3: But I mean I.

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Speaker 2: Look at some of these students now and I'm just like, wow,

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Speaker 2: there really is a generational divide, you know, like like

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Speaker 2: I mean, back in my day, I'm big for it

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Speaker 2: back in my day already. And you know, with everything

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Speaker 2: going on, like we got AI, we got this, we

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Speaker 2: got that, we got all this knowledge at our fingertips.

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Speaker 3: Sometimes I find myself like, what are y'all complaining about?

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Speaker 3: You know?

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Speaker 2: And so it's hard for me sometimes even as a professor,

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Speaker 2: to like, all right, let me hear let me hear

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Speaker 2: you out, you know.

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Speaker 3: And I think for parents it's similar.

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Speaker 2: Despite all the knowledge and access to information that's at

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Speaker 2: our fingertips, we have to be able to hear our

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Speaker 2: kids and our students and see really where they're at.

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Speaker 2: Because there are some very real issues that a lot

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Speaker 2: of students are dealing with, especially black students. So given

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Speaker 2: like so think about black students in particular, one hear

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Speaker 2: them too. I think also encourage them to join organizations

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Speaker 2: of whatever sort. Right, you got to join an organization

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Speaker 2: because that's going to keep you kind of.

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Speaker 3: Anchored to the campus.

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Speaker 2: One of the things that I see with students is

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Speaker 2: who kind of start drifting is that they don't feel

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Speaker 2: an attachment to campus. So if they're part of an organization,

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Speaker 2: whether it's a racial affinity organization, and by racial affinity,

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Speaker 2: I mean like a Black student union, I mean, like

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Speaker 2: I don't know what is it, a Caribbean Students Association

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Speaker 2: something like that, or if it's something that's not related

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Speaker 2: to race at all, and maybe it's like a capaware

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Speaker 2: club or a break dancing club. Right, you want to

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Speaker 2: have that rootedness to the campus, So join it. Or

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Speaker 2: I encourage them to join an organization, ask them who

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Speaker 2: they're kicking it with, you know, that type of stuff,

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Speaker 2: And I think that's going to be very that's going

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Speaker 2: to be very helpful. So really affirming that and you know,

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Speaker 2: people different, but I think it's super important, especially when

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Speaker 2: you're a black student at a predominantly non black institution,

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Speaker 2: to be in these racial affinity organizations. It is important

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Speaker 2: and imperative to, in my opinion, even if you didn't

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Speaker 2: grow up around black people like that, to show face

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Speaker 2: at the Black student union meetings, to show face at

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Speaker 2: the school's Black cultural center or multicultural center, because sometimes,

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Speaker 2: like you know, I pray this never happens to anyone,

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Speaker 2: but sometimes racism, anti blackist in particular, happens. And regardless

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Speaker 2: if you are at an HSI, if you are non

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Speaker 2: black and you say the N word, is going to sting.

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Speaker 2: So you want to have people who are in your corner,

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Speaker 2: who are black, who will support you and love on you,

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Speaker 2: regardless of where you're from. And those are in those

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Speaker 2: racial affinity spaces, those black cultural centers, those Black student unions,

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Speaker 2: those brotherhoods, those sister circles, right, So that's why I

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Speaker 2: feel like you just want to have that at almost

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Speaker 2: as like a safety net.

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Speaker 5: Really quick, you said HSI, and that's I know you

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Speaker 5: all are in academia and all their PhDs over here, y'all.

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Speaker 5: Let's let us common folks know what is the HSI

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Speaker 5: because I googled it real quick. But can you give

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Speaker 5: some context behind that as well, because I wasn't familiar

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Speaker 5: with that in general?

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Speaker 3: Yeah, my bad.

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Speaker 2: Yeah, So HSI Hispanic serving institution, right, So at a

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Speaker 2: lot of hsi's or Espanish service institutions, you have a

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Speaker 2: lot of Latinae LATINX students, right, And there's this whole

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Speaker 2: idea that okay, oh, we're all people of color. You

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Speaker 2: might have heard the term bipoc, right, you might verther

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Speaker 2: serve bipoc. I was about to make a bad joke

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Speaker 2: about like Tupac's cousin or something anyway, but it's not

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Speaker 2: my favorite phrase. But you know, black indigenous people of color,

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Speaker 2: and it kind of lumps us all.

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Speaker 3: Together in a way.

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Speaker 2: But really, black people are distinct, right, as all different

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Speaker 2: races and groups are. But one thing that's common about

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Speaker 2: non black people of color is that in some ways

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Speaker 2: they can leverage and often do like engage in anti blackness.

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Speaker 2: So that's why I say, like, even if you think, like, Okay,

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Speaker 2: there's a lot of people of color here, people of

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Speaker 2: color does not equate to black.

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Speaker 6: Thank you for clarifying that.

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Speaker 4: And so we recognize also that being black, like, we're

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Speaker 4: not monolithic, right. And so you were suggesting that students

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Speaker 4: when they get to campus that they join like a

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Speaker 4: black student union. But let's say that, because I see

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Speaker 4: this in the work that I do a lot, let's

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Speaker 4: say that the student doesn't feel as though their racial

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Speaker 4: identity is aligned with them, like joining a black student union,

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Speaker 4: what would you recommend would be helpful for them to

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Speaker 4: get acquainted on campus.

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Speaker 2: I'm gonna say, still go to the meetings, you know,

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Speaker 2: just I mean, and you don't have to be the

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Speaker 2: super involved in it, you know. I think it's just

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Speaker 2: for me as someone who This is another thing when

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Speaker 2: I think about the generational divide. Right when I was

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Speaker 2: a college student, I was like, you know, very involved

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Speaker 2: in a black student union. We had an organization for

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Speaker 2: black men on campus called the Brotherhood. I was like

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Speaker 2: the president of that. My cousin was a president before me.

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Speaker 2: It was that type of thing, And so I would

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Speaker 2: joke with one of my other friends. I was like, yeah,

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Speaker 2: we're the black communities like royalty, Like we decide who's

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Speaker 2: in and out, which is a terrible thing to say, right,

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Speaker 2: but that's also what I think a lot of undergrads

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Speaker 2: may be on.

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Speaker 3: You know.

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Speaker 2: But one of the things we would often joke about

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Speaker 2: and say was like, you know, all you have to

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Speaker 2: do is show up, like we're here for you. It

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Speaker 2: was the students who was never around where we was like,

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Speaker 2: oh no, they don't want to be part of the

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Speaker 2: black community, you know. So I think it's just important

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Speaker 2: just to show face, not because you have to like

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Speaker 2: do like a check the box thing, but just for

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Speaker 2: you and think about that racial identity development. That's I

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Speaker 2: think kind of where some of that happens, because you're

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Speaker 2: not going to have that development if you're not in

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Speaker 2: a space to have it. I mean, granted that suit

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Speaker 2: could be doing a lot of reading, a lot of

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Speaker 2: self work, but if you're thrust into those conversations or

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Speaker 2: just listening, if you're just present, I think that can

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Speaker 2: further the racial identity development. And if there's one thing

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Speaker 2: that I you know, I'm generalizing here, but I think

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Speaker 2: oftentimes black students. Black people were very welcoming people, you know,

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Speaker 2: almost too welcoming. I'd say, like, you know, when I

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Speaker 2: get on Twitter and I think every you know, every

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Speaker 2: other month, you know, black folks, you're talking about inviting

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Speaker 2: someone to the cookout, you know, and my advice someone's

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Speaker 2: to the cookout. I mean like you know, oh they

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Speaker 2: get like like a black card or something like that,

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Speaker 2: or like, oh, they're an honorary black person. I think

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Speaker 2: when you do a better job a gatekeeping person, that's

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Speaker 2: another that's another story. I think we're very welcoming people.

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Speaker 2: So I think just showing up is a good thing.

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Speaker 2: Or if you can find a more kind of niche group,

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Speaker 2: you know, like all this group is for black women

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Speaker 2: in particular, that can be good too. You don't have

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Speaker 2: to be super into it, but just showing up, I

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Speaker 2: think is good.

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Speaker 3: You don't have to join a black.

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Speaker 2: Fraternity or sorority, you know, just being around I think

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Speaker 2: the people is important, or just showing.

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Speaker 3: Up to events.

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Speaker 5: Those were such great points, and you hit a nerve

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Speaker 5: with the cookout comment. So don we need to do

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Speaker 5: an episode about that because I'm like, are you not

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Speaker 5: supporting the black community financially? And you're not advocating for us,

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Speaker 5: and you're not a real ally. You can't come to

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Speaker 5: the cookout, but we won't. We will talk about that

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Speaker 5: on another episode. Okay, I can do that. I'm excited

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Speaker 5: up here, but it's time to shift up the energy

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Speaker 5: of this episode and answer because we recognize and we

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Speaker 5: appreciate and celebrate the multifaceted woman, and we believe that

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Speaker 5: it's okay to be bougie, classy and ratchet. You can

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Speaker 5: still be elegant, elegant and dance to strip club music.

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Speaker 5: We want to invite you to the ou Blatchett segment.

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Speaker 5: So do you take on the challenge?

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Speaker 3: Yes, nervous, but yes.

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Speaker 5: It's okay. You'll be fine. We got them domb Okay,

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Speaker 5: So now that you agreed. Now that you've agreed, and

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Speaker 5: you don't know what you're agreed, so we're going to

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Speaker 5: tell you what to expect. So we're going to ask

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Speaker 5: you three questions. We're going to share three sentence completions.

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Speaker 5: And we've been doing some research. We know your researcher.

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Speaker 5: We've been doing some research on you on social media,

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Speaker 5: and we have three photos of you pulled up on

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Speaker 5: our big screen. This is my favorite part seeing our

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Speaker 5: guests like, oh shit, what pictures did they find? No,

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Speaker 5: So we have these photos pulled up and we'll have

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Speaker 5: you choose a number out of one and three, and

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Speaker 5: at that point in this segment, we'll look at one

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Speaker 5: of those photos and we want you to give us

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Speaker 5: more context about the photo that we wouldn't know just

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Speaker 5: by looking at it. So we're going to start off

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Speaker 5: with the questions down. Do you want to start off

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Speaker 5: with the first question?

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Speaker 6: All right?

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Speaker 4: So the first question, you know, we're gonna we're gonna

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Speaker 4: ease you in. What's the best piece of wisdom or

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Speaker 4: advice you've ever received?

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Speaker 2: That's piece of rism or advice I've ever seen from

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Speaker 2: my late grandmother every every day before I used to

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Speaker 2: live with me and my mom and sisters lived with

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Speaker 2: my grandparents until we were in the eighth grade, and

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Speaker 2: every day until she, like you know, she wasn't even

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Speaker 2: able to speak anymore, she would say if she was

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Speaker 2: able to, if she was there before I went to school,

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Speaker 2: she would say, do your best work. And that's that's it.

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Speaker 2: You know, you can't go wrong with that. Do your

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Speaker 2: best work. And I think about what that means meant

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Speaker 2: for her to say as well, being a product of

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Speaker 2: Tugulu College, you know, at the top of her class,

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Speaker 2: but wasn't able to get those top jobs because she

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Speaker 2: was a black woman. So for her to say, do

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Speaker 2: your best work and with a smile, for me, I

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Speaker 2: have no choice but to kind know to take that wisk.

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Speaker 2: So that's always it, do my best work.

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Speaker 5: That is a great lifelong piece of wisdom there. So

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Speaker 5: thank you to your grandma for sharing that with us.

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Speaker 5: Now we're definitely going to shift up the energy after

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Speaker 5: after that particular question. The way you answered that, So

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Speaker 5: this question or the four words that I'm going to

435
00:21:16,119 --> 00:21:18,400
Speaker 5: share with you answer, you can add whatever context you'd

436
00:21:18,480 --> 00:21:23,200
Speaker 5: like to this, but the forwards are twerk or two step.

437
00:21:26,920 --> 00:21:31,560
Speaker 3: What so I'm just adding adding words to this is

438
00:21:31,600 --> 00:21:32,160
Speaker 3: that it.

439
00:21:32,600 --> 00:21:36,760
Speaker 6: I mean you need to which one you're going to do? Oh?

440
00:21:37,000 --> 00:21:38,280
Speaker 3: I mean I can't say both.

441
00:21:38,280 --> 00:21:42,919
Speaker 2: We're talking about multifaceted right, So yes, I would say both,

442
00:21:43,080 --> 00:21:47,760
Speaker 2: but at my big age, typically I'm more of a

443
00:21:47,840 --> 00:21:49,680
Speaker 2: two step a two step king.

444
00:21:50,200 --> 00:21:53,480
Speaker 3: But you know, yeah, you catch you on the wrong

445
00:21:53,760 --> 00:21:55,720
Speaker 3: on the right night, I should say, you know, it

446
00:21:56,119 --> 00:21:57,520
Speaker 3: could be twork as well, So.

447
00:21:59,040 --> 00:22:05,040
Speaker 4: All right, appreciate that multifacetedness. All right, So the next question,

448
00:22:07,320 --> 00:22:10,359
Speaker 4: what is the sexiest item that you own?

449
00:22:11,640 --> 00:22:14,840
Speaker 2: My bookcase is terrible? My bookcase is it? And I mean,

450
00:22:15,280 --> 00:22:17,240
Speaker 2: and that's just maybe I'm just too much of a nerd,

451
00:22:17,240 --> 00:22:19,160
Speaker 2: but I'm looking at it right now, I'm like, wow,

452
00:22:19,400 --> 00:22:22,320
Speaker 2: you know, but deaf in my bookcase all the books

453
00:22:22,359 --> 00:22:28,080
Speaker 2: I have, Like that's my that's that's my thing. You know,

454
00:22:28,119 --> 00:22:32,160
Speaker 2: that's not fun. But yeah, yeah, good answer.

455
00:22:32,440 --> 00:22:34,840
Speaker 4: But yes, the mind is the mind can be a

456
00:22:34,960 --> 00:22:35,879
Speaker 4: very sexy organ.

457
00:22:36,000 --> 00:22:37,440
Speaker 6: So there I judge.

458
00:22:37,480 --> 00:22:38,920
Speaker 3: I judge people buy their books too.

459
00:22:39,040 --> 00:22:41,320
Speaker 2: You know, I'll go to someone's house if I'm going to, like,

460
00:22:41,680 --> 00:22:43,639
Speaker 2: you know, someone I'm dating, and you know, if I

461
00:22:43,640 --> 00:22:45,399
Speaker 2: see the wrong books in there, it might be it

462
00:22:45,520 --> 00:22:47,359
Speaker 2: like that's that might be a red flag for me.

463
00:22:47,520 --> 00:22:49,720
Speaker 2: You know, I won't get into which books are read

464
00:22:49,760 --> 00:22:54,200
Speaker 2: flags because you.

465
00:22:54,160 --> 00:22:57,760
Speaker 6: Know, I mean, I'm out there listening, want to know.

466
00:22:58,240 --> 00:23:00,480
Speaker 2: You know, everyone's going to say The Alchemy is like

467
00:23:00,520 --> 00:23:01,639
Speaker 2: a life changing book.

468
00:23:02,320 --> 00:23:02,639
Speaker 3: It's not.

469
00:23:04,400 --> 00:23:06,440
Speaker 2: Maybe it's like a cute story, but you need more

470
00:23:06,480 --> 00:23:08,440
Speaker 2: than that, you know, like, don't tell me the Alchemists.

471
00:23:08,480 --> 00:23:12,760
Speaker 3: It's a cute story, you know, but I'm gonna stop there.

472
00:23:12,800 --> 00:23:15,560
Speaker 5: But yeah, uh oh, you know what people coming after

473
00:23:15,600 --> 00:23:18,240
Speaker 5: you in a comments like what you said, that's my book. Okay,

474
00:23:18,280 --> 00:23:20,000
Speaker 5: well we'll change the subject. We got you, We got you.

475
00:23:20,000 --> 00:23:21,399
Speaker 5: We'll change the subject. Now we're going to move on

476
00:23:21,440 --> 00:23:24,680
Speaker 5: to the sentence completions. And the first sentence completion is

477
00:23:25,320 --> 00:23:28,680
Speaker 5: one question or topic I wish people asked me about

478
00:23:28,720 --> 00:23:29,800
Speaker 5: more often.

479
00:23:29,800 --> 00:23:34,480
Speaker 2: Is I would say something about like income, income, inequality, wealth,

480
00:23:35,080 --> 00:23:38,000
Speaker 2: because wealth matters so much and income matters so much.

481
00:23:38,040 --> 00:23:40,080
Speaker 2: You know, I think you're all talking more about, you know,

482
00:23:40,520 --> 00:23:44,479
Speaker 2: being bougie, being whatever, right, Like even black wealth is

483
00:23:44,480 --> 00:23:46,800
Speaker 2: just such an interesting thing like income is, and even

484
00:23:46,840 --> 00:23:48,639
Speaker 2: with the high income, a lot of us don't have

485
00:23:48,680 --> 00:23:51,399
Speaker 2: that wealth, which shapes how we move and even shapes

486
00:23:51,440 --> 00:23:54,560
Speaker 2: how we have to act with higher incomes. Right, So

487
00:23:54,880 --> 00:23:58,560
Speaker 2: I just think we should have more transparent conversations about wealth.

488
00:24:00,080 --> 00:24:02,120
Speaker 5: You are not going to believe this, Go ahead down town.

489
00:24:03,119 --> 00:24:03,320
Speaker 2: Yeah.

490
00:24:03,560 --> 00:24:07,200
Speaker 4: So you know, as we were putting this segment together,

491
00:24:07,359 --> 00:24:14,040
Speaker 4: our next sentence completion actually is the one thing I

492
00:24:14,200 --> 00:24:19,040
Speaker 4: wish people would share in terms of income and wealth

493
00:24:19,119 --> 00:24:20,919
Speaker 4: and transparency is.

494
00:24:22,359 --> 00:24:23,920
Speaker 3: Wow wow.

495
00:24:25,920 --> 00:24:28,160
Speaker 2: As a whole. Yeah, because I really be thinking about that.

496
00:24:28,200 --> 00:24:31,840
Speaker 2: But the one thing share I mean, I think it's

497
00:24:31,880 --> 00:24:34,760
Speaker 2: good to share income. I'm always transparent about how much

498
00:24:34,800 --> 00:24:38,200
Speaker 2: I make. But I also think it's helpful to say, like, yeah,

499
00:24:38,240 --> 00:24:40,879
Speaker 2: like do you come from a super rich family, like

500
00:24:41,200 --> 00:24:44,879
Speaker 2: because I can give very you know. I mean I

501
00:24:44,920 --> 00:24:47,760
Speaker 2: look on LinkedIn and there's all these inspirational stories, you know,

502
00:24:48,000 --> 00:24:51,479
Speaker 2: about coming from nothing, and it's like that nothing is

503
00:24:51,480 --> 00:24:54,199
Speaker 2: doing a lot of work sometimes for certain people, you know,

504
00:24:54,600 --> 00:24:56,480
Speaker 2: so I'm always curious about that, or like where do

505
00:24:56,480 --> 00:24:57,200
Speaker 2: you really come from?

506
00:24:57,240 --> 00:24:58,639
Speaker 3: How are your parents supporting you in this?

507
00:24:58,720 --> 00:25:02,800
Speaker 2: You know, to give people better ideas of what security

508
00:25:03,000 --> 00:25:05,040
Speaker 2: they had when they were making these risks, because it's

509
00:25:05,080 --> 00:25:07,600
Speaker 2: easier to be risky when you have like a big

510
00:25:07,640 --> 00:25:08,879
Speaker 2: support system. You know.

511
00:25:10,359 --> 00:25:12,800
Speaker 5: That's a really good point because people out here comparing

512
00:25:12,840 --> 00:25:14,639
Speaker 5: their lives to someone else, and you're like, thank got

513
00:25:14,680 --> 00:25:17,360
Speaker 5: a rich dad, a literal rich dad over there funding

514
00:25:17,400 --> 00:25:21,080
Speaker 5: their dream as they come from nothing. Air quotes right,

515
00:25:21,119 --> 00:25:24,880
Speaker 5: So yes, very great question. So answer our last sentence

516
00:25:24,920 --> 00:25:27,879
Speaker 5: completion here for you is before we dive into the photo.

517
00:25:28,400 --> 00:25:31,560
Speaker 5: Is what I love most about myself is?

518
00:25:33,440 --> 00:25:34,840
Speaker 3: I mean, this is this is very hard.

519
00:25:34,880 --> 00:25:37,840
Speaker 2: I love everything about myself, you know, I mean even

520
00:25:37,880 --> 00:25:39,840
Speaker 2: even my receiving Caroline. I love it too, you know,

521
00:25:39,880 --> 00:25:42,320
Speaker 2: because it did its work while I.

522
00:25:42,200 --> 00:25:42,800
Speaker 3: Could, you know.

523
00:25:42,840 --> 00:25:45,960
Speaker 2: And I'm grateful for my big forehead or my five head,

524
00:25:45,960 --> 00:25:48,199
Speaker 2: if you will, because when it's time for me to

525
00:25:48,200 --> 00:25:49,680
Speaker 2: go bald, I'm gonna look good.

526
00:25:49,720 --> 00:25:52,159
Speaker 3: I was bald before, so I'm thankful for that, you know.

527
00:25:52,600 --> 00:25:55,600
Speaker 2: I'm thankful for my struggling beard because it's still here,

528
00:25:55,800 --> 00:25:58,120
Speaker 2: you know what I mean, it's coming in. It's still

529
00:25:58,160 --> 00:26:00,840
Speaker 2: coming in at thirty three, you know, like aspirational.

530
00:26:00,960 --> 00:26:03,400
Speaker 3: So I don't know, I've been of the big I've

531
00:26:03,400 --> 00:26:04,120
Speaker 3: always voted.

532
00:26:04,000 --> 00:26:06,479
Speaker 2: Journey of like self discovery of self love, and I

533
00:26:06,520 --> 00:26:09,560
Speaker 2: just love everything about myself. But I'll say, yeah, I

534
00:26:09,600 --> 00:26:12,080
Speaker 2: love my mind, you know, like and what I'm able

535
00:26:12,119 --> 00:26:15,439
Speaker 2: to think about and grapple with and show empathy for

536
00:26:15,680 --> 00:26:17,440
Speaker 2: and care for and that type of thing.

537
00:26:17,480 --> 00:26:18,680
Speaker 3: So I like how I think.

538
00:26:19,760 --> 00:26:23,280
Speaker 5: Great answers all right now, So we have some photos

539
00:26:23,280 --> 00:26:25,879
Speaker 5: pulled up of you on the big screen, But what

540
00:26:25,880 --> 00:26:28,240
Speaker 5: we want you to do first is share a number

541
00:26:28,680 --> 00:26:30,919
Speaker 5: out of one in three and then we'll reveal that photo.

542
00:26:30,960 --> 00:26:33,359
Speaker 5: And we'd love for you to describe the photo first,

543
00:26:33,359 --> 00:26:35,240
Speaker 5: because some people will only be listening to the audio.

544
00:26:35,320 --> 00:26:38,000
Speaker 5: So describe the photo and then give us some context

545
00:26:38,000 --> 00:26:39,919
Speaker 5: about the photo that we wouldn't know by looking at it.

546
00:26:39,960 --> 00:26:41,960
Speaker 5: So what number do you choose?

547
00:26:42,600 --> 00:26:43,240
Speaker 3: Number one?

548
00:26:43,880 --> 00:26:46,560
Speaker 5: Oh, okay, this is a good one. Get ready, y'all,

549
00:26:46,600 --> 00:26:49,760
Speaker 5: get ready to get ready. This is a good photo. Okay.

550
00:26:49,960 --> 00:26:52,439
Speaker 5: And here we go to be able to see the photo.

551
00:26:53,000 --> 00:26:55,159
Speaker 5: And one second there we go.

552
00:26:57,080 --> 00:26:58,680
Speaker 3: This is all Man the biveries.

553
00:26:58,800 --> 00:27:02,439
Speaker 2: So this is the picture of me. I think I

554
00:27:02,600 --> 00:27:05,520
Speaker 2: was with a slightly stronger hairline. I might have been twenty.

555
00:27:06,200 --> 00:27:08,840
Speaker 2: I was in my twenties. I think it was twenty six,

556
00:27:09,000 --> 00:27:12,320
Speaker 2: twenty seven. And it's me and three other people in

557
00:27:12,440 --> 00:27:17,120
Speaker 2: like a boardroom like bricks in the back, random portraits there,

558
00:27:17,359 --> 00:27:17,720
Speaker 2: and we're.

559
00:27:17,640 --> 00:27:18,679
Speaker 3: Looking very professional.

560
00:27:18,760 --> 00:27:20,960
Speaker 2: So on the left of me is my buddy Carlos,

561
00:27:21,400 --> 00:27:25,679
Speaker 2: or the right of me my friend Mentor Zoe, and

562
00:27:25,880 --> 00:27:28,280
Speaker 2: my other friend Tatiya. And basically we were working on

563
00:27:28,320 --> 00:27:30,959
Speaker 2: a grant project called first in the World where we

564
00:27:30,960 --> 00:27:33,159
Speaker 2: were trying to I was just I was a graduate

565
00:27:33,160 --> 00:27:36,159
Speaker 2: assistant on the projects, and basically we were working to

566
00:27:36,920 --> 00:27:43,879
Speaker 2: use technology, specifically games, to increase students college going like awareness.

567
00:27:43,920 --> 00:27:45,480
Speaker 3: Basically, So it was this.

568
00:27:45,440 --> 00:27:48,160
Speaker 2: Big multimillion dollar project and we're seeing how this how

569
00:27:48,280 --> 00:27:51,720
Speaker 2: was it all? This one game could help students learn

570
00:27:51,760 --> 00:27:55,400
Speaker 2: about college? And this photo is from like a story

571
00:27:55,840 --> 00:28:00,720
Speaker 2: the Daily Trojan, sin is USC's newspaper did on the program. Yeah,

572
00:28:00,720 --> 00:28:03,040
Speaker 2: it's a nice it's a nice diversity shot too, you know,

573
00:28:03,240 --> 00:28:04,840
Speaker 2: like you look at it, You're like, oh, look at this,

574
00:28:05,359 --> 00:28:07,040
Speaker 2: you know, kind of coalition here.

575
00:28:07,480 --> 00:28:10,080
Speaker 5: That was such a good description of the picture but

576
00:28:10,160 --> 00:28:12,560
Speaker 5: also the contents behind it. And congratulations to you all

577
00:28:12,600 --> 00:28:15,960
Speaker 5: for that. Yeah, thank you for participating in this segment

578
00:28:15,960 --> 00:28:17,480
Speaker 5: with us. We're going to jump back into more of

579
00:28:17,480 --> 00:28:20,080
Speaker 5: the professional questions, but this was a really fun segment,

580
00:28:20,160 --> 00:28:24,040
Speaker 5: so thank you for yay. All right, don let's see

581
00:28:24,040 --> 00:28:25,040
Speaker 5: what is our next question?

582
00:28:27,240 --> 00:28:31,680
Speaker 4: All right, so our next question is for those who

583
00:28:32,440 --> 00:28:35,040
Speaker 4: don't know what this is, what can you tell us

584
00:28:35,160 --> 00:28:40,000
Speaker 4: what is college readiness? And how can black students prepare

585
00:28:40,040 --> 00:28:46,600
Speaker 4: for college? Specifically those who are not attending an HBCU.

586
00:28:47,440 --> 00:28:49,200
Speaker 3: SO college right now? Kind of what you said, it's

587
00:28:49,200 --> 00:28:49,720
Speaker 3: a students.

588
00:28:49,880 --> 00:28:53,680
Speaker 2: How prepared is a student to attend and get accepted

589
00:28:53,760 --> 00:28:56,720
Speaker 2: to college and also persist through college? And there are

590
00:28:56,720 --> 00:28:59,840
Speaker 2: different ways of thinking about college readiness. There's cognitive and

591
00:29:00,120 --> 00:29:03,520
Speaker 2: non cognitive aspects. Of college readiness? What do I mean

592
00:29:03,560 --> 00:29:07,480
Speaker 2: by that? Cognitive meaning like, all right, what's your GPA,

593
00:29:07,640 --> 00:29:10,680
Speaker 2: what's your SAT or ACT scores?

594
00:29:10,720 --> 00:29:11,440
Speaker 3: That type of thing.

595
00:29:11,560 --> 00:29:14,400
Speaker 2: So if we're looking at numbers and we know there

596
00:29:14,400 --> 00:29:17,320
Speaker 2: are also a lot of issues with these tests, right, So,

597
00:29:17,400 --> 00:29:21,800
Speaker 2: but these are tests are ways institutions are using to see, Okay,

598
00:29:21,840 --> 00:29:25,320
Speaker 2: can this student succeed based on what they know?

599
00:29:25,720 --> 00:29:25,960
Speaker 3: Right?

600
00:29:26,120 --> 00:29:28,400
Speaker 2: Again, not saying that these things are like the right

601
00:29:28,440 --> 00:29:31,960
Speaker 2: ways to ascertain someone's cognitive abilities. Yeah, so there's cognitive

602
00:29:32,000 --> 00:29:34,440
Speaker 2: aspects like okay, so what's your SAT score? Are you

603
00:29:34,480 --> 00:29:36,920
Speaker 2: going to get it? Are you going to have a

604
00:29:37,000 --> 00:29:39,280
Speaker 2: high likely to getting into this school based on your

605
00:29:39,360 --> 00:29:43,240
Speaker 2: SAT score? Non cognitive aspects of college readiness are the

606
00:29:43,280 --> 00:29:46,000
Speaker 2: things that are more difficult to kind of measure. So

607
00:29:46,320 --> 00:29:48,160
Speaker 2: how dedicated someone is to something?

608
00:29:48,280 --> 00:29:50,200
Speaker 3: Right? This whole idea of grits?

609
00:29:50,360 --> 00:29:52,720
Speaker 2: So, you know, I don't like the term that much,

610
00:29:52,760 --> 00:29:55,720
Speaker 2: but like, how how hard someone is willing to work

611
00:29:55,760 --> 00:29:56,479
Speaker 2: towards something?

612
00:29:56,800 --> 00:29:57,400
Speaker 3: Is a student?

613
00:29:57,680 --> 00:29:59,760
Speaker 2: Does a student know that they can and should ask

614
00:30:00,040 --> 00:30:03,160
Speaker 2: essions if they're confused about an assignment? You know, what

615
00:30:03,200 --> 00:30:06,520
Speaker 2: do they know about that college? What do they know

616
00:30:06,560 --> 00:30:08,680
Speaker 2: about navigating different spaces?

617
00:30:08,800 --> 00:30:08,920
Speaker 3: Right?

618
00:30:08,960 --> 00:30:12,440
Speaker 2: So, it's all like kind of the intangible aspects of college,

619
00:30:12,560 --> 00:30:15,160
Speaker 2: like yeah, help seeking that type of stuff, right, So

620
00:30:15,520 --> 00:30:20,440
Speaker 2: all the intangible aspects of college going in college persistence

621
00:30:21,000 --> 00:30:25,240
Speaker 2: that students kind of should develop or can develop. And

622
00:30:25,280 --> 00:30:27,080
Speaker 2: as far as black students, I think there's almost like

623
00:30:27,120 --> 00:30:29,600
Speaker 2: a difference. I don't know, It's like there's the curriculum

624
00:30:29,680 --> 00:30:32,120
Speaker 2: and then you know, throughout the hackadem people talk about

625
00:30:32,160 --> 00:30:34,880
Speaker 2: the hitting curriculum, stuff that's not seen but you just

626
00:30:34,960 --> 00:30:37,680
Speaker 2: kind of learn on the fly or or yeah, that

627
00:30:37,960 --> 00:30:40,240
Speaker 2: type of thing. So there's like a hitting curriculum I

628
00:30:40,240 --> 00:30:43,280
Speaker 2: think for black students attending non black universities.

629
00:30:43,360 --> 00:30:46,320
Speaker 3: Right, so for me at least, and I think.

630
00:30:46,200 --> 00:30:48,920
Speaker 2: You know, a lot of parents or teachers will say this,

631
00:30:49,800 --> 00:30:53,000
Speaker 2: I thought going to tutoring wasn't the thing to do,

632
00:30:53,280 --> 00:30:56,920
Speaker 2: even though my school offered free tutoring. And I was like, dang,

633
00:30:57,000 --> 00:30:59,880
Speaker 2: I want them to know that I'm dumb or I'm struggling.

634
00:30:59,560 --> 00:30:59,720
Speaker 3: You know.

635
00:31:00,120 --> 00:31:02,600
Speaker 2: But you know, as a lot of folks and counselors

636
00:31:02,600 --> 00:31:05,000
Speaker 2: will tell you not noly. Oftentimes, a lot of the

637
00:31:05,040 --> 00:31:07,600
Speaker 2: students who are doing really well, they're doing well because

638
00:31:07,640 --> 00:31:10,440
Speaker 2: they're going to tutoring or doing really well because their

639
00:31:10,520 --> 00:31:13,680
Speaker 2: parents back in high school paid for a private tutor, you.

640
00:31:13,640 --> 00:31:15,840
Speaker 3: Know, so it then way tutor is a way of

641
00:31:15,880 --> 00:31:16,800
Speaker 3: lovely the playfields.

642
00:31:16,760 --> 00:31:19,000
Speaker 2: So even so, once I figured that, I was like, oh okay,

643
00:31:18,920 --> 00:31:21,320
Speaker 2: I started, you know, getting my free tutoring all the time.

644
00:31:21,400 --> 00:31:24,680
Speaker 2: But anyway, so knowing that you can ask questions, you know,

645
00:31:24,680 --> 00:31:27,600
Speaker 2: knowing that what office hours is and that you should

646
00:31:27,640 --> 00:31:29,720
Speaker 2: go to office hours and get to know your professors.

647
00:31:30,120 --> 00:31:33,040
Speaker 2: Knowing I think again, as I mentioned earlier, that black

648
00:31:33,040 --> 00:31:36,080
Speaker 2: spaces are for you and you probably will need them

649
00:31:36,160 --> 00:31:38,800
Speaker 2: because there might be and most likely will be some

650
00:31:38,880 --> 00:31:41,880
Speaker 2: type of racist incident happening while you're at the institution.

651
00:31:42,560 --> 00:31:45,760
Speaker 2: Knowing that if you are the only black student in class,

652
00:31:46,080 --> 00:31:48,480
Speaker 2: your professor is probably going to notice if you're absent.

653
00:31:49,160 --> 00:31:51,040
Speaker 2: That's just one of those things you know, like you

654
00:31:51,080 --> 00:31:52,320
Speaker 2: stick out, it is what it is.

655
00:31:52,360 --> 00:31:54,320
Speaker 3: You don't learn that until you go there, until someone

656
00:31:54,400 --> 00:31:54,840
Speaker 3: tells you.

657
00:31:55,360 --> 00:31:58,320
Speaker 2: Knowing that if you're a black student that it might

658
00:31:58,360 --> 00:32:00,880
Speaker 2: be more difficult for you to find working groups in

659
00:32:00,920 --> 00:32:06,840
Speaker 2: the class because people, unfortunately have these preconceived racist notions

660
00:32:06,840 --> 00:32:09,040
Speaker 2: about black people and they might not want to work

661
00:32:09,080 --> 00:32:12,080
Speaker 2: with you. So kind of stealing yourself or knowing different

662
00:32:12,080 --> 00:32:15,080
Speaker 2: ways that we can't down. I think about parents and teachers,

663
00:32:15,320 --> 00:32:17,560
Speaker 2: the different ways that we can kind of prime students

664
00:32:17,920 --> 00:32:22,360
Speaker 2: and prepare them for the you know, sometimes unfriendly and

665
00:32:22,480 --> 00:32:24,400
Speaker 2: racist interactions they may have.

666
00:32:24,840 --> 00:32:26,200
Speaker 3: I'm ramblas, He'll stop.

667
00:32:25,960 --> 00:32:28,080
Speaker 6: Now, No, that's good.

668
00:32:28,160 --> 00:32:30,040
Speaker 5: That's a lot. I'm like, damn it, you're saying. I'm

669
00:32:30,040 --> 00:32:32,080
Speaker 5: just thinking about all the invisible things that we hold

670
00:32:32,120 --> 00:32:34,120
Speaker 5: on our shoulders as black people before we even step

671
00:32:34,160 --> 00:32:36,880
Speaker 5: into the room, and totally that's exhausting, Like damn, but

672
00:32:36,960 --> 00:32:39,280
Speaker 5: thank you for that, over you, that's super helpful. Now.

673
00:32:39,320 --> 00:32:41,440
Speaker 5: I went to a PWI. Although I could go back

674
00:32:41,440 --> 00:32:43,680
Speaker 5: in time, I would have gone to an HBCU. But

675
00:32:43,760 --> 00:32:46,680
Speaker 5: I remember doing orientation. One of the speakers basically had

676
00:32:46,680 --> 00:32:48,880
Speaker 5: a certain portion of student stand up, and he was like,

677
00:32:49,280 --> 00:32:52,120
Speaker 5: you know, the people that are standing you'll probably you know,

678
00:32:52,280 --> 00:32:55,280
Speaker 5: graduate in four years and those sitting something in life

679
00:32:55,320 --> 00:32:57,240
Speaker 5: will happen, right, just kind of to give us the

680
00:32:57,360 --> 00:33:00,560
Speaker 5: visual that this is really important. But also people are

681
00:33:00,560 --> 00:33:03,000
Speaker 5: not going to finish this journey, and so many of

682
00:33:03,080 --> 00:33:05,360
Speaker 5: us know that the first two years of college are

683
00:33:05,400 --> 00:33:09,400
Speaker 5: critical for student retention. So intaring your experience, we'd love

684
00:33:09,440 --> 00:33:11,680
Speaker 5: to know you know what parents can do to amplify

685
00:33:11,720 --> 00:33:13,960
Speaker 5: the efforts to keep their scholars enrolled in return in

686
00:33:14,040 --> 00:33:16,040
Speaker 5: the following year. But can you talk a bit about

687
00:33:16,280 --> 00:33:18,520
Speaker 5: your first two years or students that you know, and

688
00:33:18,560 --> 00:33:21,360
Speaker 5: what's been really helpful for them in those first two

689
00:33:21,400 --> 00:33:23,760
Speaker 5: years to ensure that they finished through. You already kind

690
00:33:23,760 --> 00:33:26,160
Speaker 5: of shared some tips, but if you can share more,

691
00:33:26,200 --> 00:33:27,120
Speaker 5: that be super helpful.

692
00:33:27,760 --> 00:33:28,080
Speaker 3: I get.

693
00:33:28,160 --> 00:33:30,240
Speaker 2: I mean, I think I can't emphasize enough how big

694
00:33:30,240 --> 00:33:32,320
Speaker 2: the organization part is, because that's where you meet a

695
00:33:32,320 --> 00:33:34,200
Speaker 2: lot of friends, where you meet a lot of like

696
00:33:34,240 --> 00:33:37,440
Speaker 2: minded folks. That's where you will meet people who will

697
00:33:37,440 --> 00:33:40,040
Speaker 2: miss you if you stop going there. You know, I

698
00:33:40,120 --> 00:33:43,480
Speaker 2: did some research on black engineering students and there were

699
00:33:43,520 --> 00:33:46,080
Speaker 2: some There were some students at this institution and predomin

700
00:33:46,080 --> 00:33:48,480
Speaker 2: Whitt Institution, and they were saying the only reason why

701
00:33:48,520 --> 00:33:51,680
Speaker 2: they stayed in their major computer engineering or computer science

702
00:33:52,000 --> 00:33:55,040
Speaker 2: was because of their black friends within the class, because

703
00:33:55,080 --> 00:33:56,920
Speaker 2: they didn't want them to be the only one.

704
00:33:57,240 --> 00:33:59,440
Speaker 3: You know. So this is this is a whole idea

705
00:33:59,480 --> 00:34:00,480
Speaker 3: of Liken Fate.

706
00:34:00,640 --> 00:34:03,640
Speaker 2: Dawson political scientists put forth this idea called Link's fate,

707
00:34:04,040 --> 00:34:07,360
Speaker 2: and black people historically have voted in a way where

708
00:34:07,400 --> 00:34:11,040
Speaker 2: across income, like from low income to high income, Black

709
00:34:11,080 --> 00:34:13,400
Speaker 2: people more than a lot of other races, tend to

710
00:34:13,480 --> 00:34:16,719
Speaker 2: vote similarly. And the idea behind that is that Black

711
00:34:16,719 --> 00:34:19,600
Speaker 2: people tend to see we're linked in a way, so

712
00:34:20,160 --> 00:34:24,120
Speaker 2: we're only as good as someone who is for real struggling, right,

713
00:34:24,280 --> 00:34:27,239
Speaker 2: So that like when we see someone really killing it,

714
00:34:27,520 --> 00:34:28,840
Speaker 2: that's for us too.

715
00:34:28,840 --> 00:34:29,080
Speaker 3: You know.

716
00:34:29,480 --> 00:34:31,319
Speaker 2: So like I mean, I think of you know, I

717
00:34:31,360 --> 00:34:34,279
Speaker 2: wasn't around during this time or watching movies. But when

718
00:34:34,360 --> 00:34:37,120
Speaker 2: Rocky whatever Rocky came out and it was Rocky versus

719
00:34:37,160 --> 00:34:40,279
Speaker 2: Apollo Creed, why were all the black people wrote I'm

720
00:34:40,320 --> 00:34:43,239
Speaker 2: generalizing here, right, but Dallason donuts a lot of black

721
00:34:43,239 --> 00:34:46,359
Speaker 2: people were rooting for Apollo Creed because it's that idea

722
00:34:46,480 --> 00:34:49,640
Speaker 2: linked faith, right, we see ourselves at other people, and

723
00:34:49,680 --> 00:34:52,200
Speaker 2: so this comes before in the predominantly white setting or

724
00:34:52,200 --> 00:34:54,440
Speaker 2: predominantly non black setting. So that's why I say I

725
00:34:54,480 --> 00:34:57,040
Speaker 2: really emphasized the organizational aspect, because you're going to have

726
00:34:57,080 --> 00:34:59,160
Speaker 2: people who want to pour it into you get to

727
00:34:59,200 --> 00:35:02,840
Speaker 2: know faculty even if you don't yet get to no faculty,

728
00:35:02,880 --> 00:35:05,759
Speaker 2: because those people who write their recommendations, those would be

729
00:35:05,760 --> 00:35:08,360
Speaker 2: the people who bump you up from that B plus

730
00:35:08,360 --> 00:35:09,360
Speaker 2: that A minus.

731
00:35:09,400 --> 00:35:11,680
Speaker 3: Those are the people who will understand if.

732
00:35:11,560 --> 00:35:13,759
Speaker 2: You know, things go in your family, but you want

733
00:35:13,800 --> 00:35:17,000
Speaker 2: them to know you beyond being the black person in class,

734
00:35:17,120 --> 00:35:19,239
Speaker 2: right because you're always black, but they have them get

735
00:35:19,280 --> 00:35:19,759
Speaker 2: to know you.

736
00:35:20,480 --> 00:35:21,359
Speaker 3: What else? I mean?

737
00:35:21,480 --> 00:35:24,839
Speaker 2: Also, just I think it's important to if you can

738
00:35:25,040 --> 00:35:27,760
Speaker 2: find study groups in your class that that's super important.

739
00:35:28,000 --> 00:35:29,960
Speaker 3: Find those friendly folks who are just you.

740
00:35:29,920 --> 00:35:32,360
Speaker 2: Know, like all right, yeah, like let's let's just get it,

741
00:35:32,400 --> 00:35:34,800
Speaker 2: let's work on this problem set together. You know, having

742
00:35:34,800 --> 00:35:37,719
Speaker 2: people who are friends within your major matters a lot.

743
00:35:38,400 --> 00:35:41,840
Speaker 2: And find Like I think it's parents make sure that

744
00:35:42,000 --> 00:35:45,040
Speaker 2: your kids are doing stuff for fun, you know, like

745
00:35:46,000 --> 00:35:47,480
Speaker 2: are they going out on the weekends?

746
00:35:47,640 --> 00:35:50,279
Speaker 3: You know, like are they going to parties? Who are

747
00:35:50,280 --> 00:35:50,960
Speaker 3: they hanging out with?

748
00:35:51,000 --> 00:35:51,080
Speaker 4: What?

749
00:35:51,360 --> 00:35:51,440
Speaker 3: Like?

750
00:35:51,680 --> 00:35:54,680
Speaker 2: I think that matters so much because if you find

751
00:35:55,680 --> 00:35:58,560
Speaker 2: on a college campus that that campus is fun, it's

752
00:35:58,600 --> 00:36:01,840
Speaker 2: a fun space, it's a joy space, You're more likely,

753
00:36:01,920 --> 00:36:05,799
Speaker 2: I think, to persist. So I'm really big on you know,

754
00:36:06,280 --> 00:36:08,600
Speaker 2: I'm trying big and going where I'm celebrated, you know.

755
00:36:08,760 --> 00:36:11,840
Speaker 2: So I was never one to be like, you know,

756
00:36:11,840 --> 00:36:13,439
Speaker 2: I grew up in DC when it was like still

757
00:36:13,520 --> 00:36:17,200
Speaker 2: kind of Chocolate City. So I've always kind of loved

758
00:36:17,200 --> 00:36:19,439
Speaker 2: being black, you know, with the last name like mine,

759
00:36:19,520 --> 00:36:24,160
Speaker 2: Teachava Kunda. You know, I was very aware of my blackness.

760
00:36:24,160 --> 00:36:26,920
Speaker 2: You know, our racial identity development started early, so I

761
00:36:27,000 --> 00:36:31,440
Speaker 2: wasn't I wasn't trying to like push into different groups

762
00:36:31,520 --> 00:36:33,960
Speaker 2: of you know, who were non black and wasn't friendly

763
00:36:34,000 --> 00:36:34,200
Speaker 2: to me.

764
00:36:34,600 --> 00:36:38,680
Speaker 3: You know. So also and encourage your your you know, your.

765
00:36:38,600 --> 00:36:41,880
Speaker 2: Kids and students to go where they're celebrated, go to

766
00:36:41,920 --> 00:36:44,799
Speaker 2: the groups that are shown you love, because you know,

767
00:36:45,239 --> 00:36:48,680
Speaker 2: racism will hire you out. You know, racism kills people

768
00:36:48,800 --> 00:36:52,720
Speaker 2: for real, you know, So I meanan, there's different studies

769
00:36:52,719 --> 00:36:54,920
Speaker 2: that show, you know, like you know, like one of

770
00:36:54,960 --> 00:36:56,960
Speaker 2: the biggest things I think about with racism is that

771
00:36:57,000 --> 00:37:00,799
Speaker 2: like white people sleep better than we do, that they

772
00:37:00,840 --> 00:37:01,759
Speaker 2: literally sleep better.

773
00:37:01,840 --> 00:37:02,479
Speaker 3: Like that's deep.

774
00:37:02,560 --> 00:37:04,239
Speaker 2: So I'll be thinking about that sometimes when I deal

775
00:37:04,239 --> 00:37:07,759
Speaker 2: with like some racist stuff. I'm like that person who asks, like,

776
00:37:07,920 --> 00:37:09,919
Speaker 2: you know, who asked if I.

777
00:37:09,920 --> 00:37:11,680
Speaker 3: Was a student in the class that I was teaching.

778
00:37:11,880 --> 00:37:14,120
Speaker 2: Like they're not thinking about this right now, you know,

779
00:37:14,719 --> 00:37:18,560
Speaker 2: they're watching friends and you know, eating some popcorn, you know,

780
00:37:19,160 --> 00:37:21,959
Speaker 2: and they're going to have like an unseasoned dinner after

781
00:37:22,000 --> 00:37:23,920
Speaker 2: this and everyone to sleeps just fine, you know. So

782
00:37:23,960 --> 00:37:25,560
Speaker 2: I try to think I'm not trying to give them

783
00:37:25,600 --> 00:37:28,360
Speaker 2: that power, you know, And so I find a space

784
00:37:28,400 --> 00:37:30,520
Speaker 2: where I can like tell my friends about it, they

785
00:37:30,520 --> 00:37:33,680
Speaker 2: can validate me, and I keep it moving. Because there's

786
00:37:33,680 --> 00:37:36,400
Speaker 2: this thing called like racial battle fatigue, you know. William

787
00:37:36,440 --> 00:37:38,920
Speaker 2: Smith coined the term. He's a scholar at the University

788
00:37:38,960 --> 00:37:42,239
Speaker 2: of Utah, and racial battle fatigue is the idea or

789
00:37:42,400 --> 00:37:45,600
Speaker 2: concept that black students, when students are students of color

790
00:37:45,680 --> 00:37:48,320
Speaker 2: more broadly as well, when they're in like an unfriendly

791
00:37:48,400 --> 00:37:52,400
Speaker 2: racial environment, they start to display symptoms of soldiers who

792
00:37:52,400 --> 00:37:53,359
Speaker 2: are on the battlefield.

793
00:37:53,719 --> 00:37:53,839
Speaker 1: Right.

794
00:37:53,880 --> 00:37:56,839
Speaker 2: It's like weathering that black students have to deal with

795
00:37:56,880 --> 00:37:59,799
Speaker 2: in these different spaces, right, Like, so you're always on

796
00:37:59,840 --> 00:38:02,359
Speaker 2: this kind of hyper alert, hyper alert kind of feel

797
00:38:02,400 --> 00:38:03,799
Speaker 2: like all they want to say some racist or they

798
00:38:03,880 --> 00:38:06,040
Speaker 2: really said that, Wait was that racist? I thought that

799
00:38:06,160 --> 00:38:08,839
Speaker 2: was my friend, right, So I try to knowing that

800
00:38:08,960 --> 00:38:11,160
Speaker 2: kind of like that's happening. I think it's super important

801
00:38:11,160 --> 00:38:13,000
Speaker 2: to be in spaces where you don't have to worry

802
00:38:13,040 --> 00:38:15,440
Speaker 2: about that, you know, so its parents, It is important,

803
00:38:15,440 --> 00:38:17,520
Speaker 2: I think, just to emphasize, YO, find folks where you

804
00:38:17,560 --> 00:38:20,480
Speaker 2: don't have to be on the defensive like that. And also,

805
00:38:20,760 --> 00:38:24,600
Speaker 2: you know, remind your kids that they're beautiful, that blackness

806
00:38:24,640 --> 00:38:27,160
Speaker 2: is great. You know if ever you see them like,

807
00:38:27,520 --> 00:38:30,160
Speaker 2: you know, trying to get like you hear it, because

808
00:38:30,160 --> 00:38:31,560
Speaker 2: I hear it all the time. You know, like a

809
00:38:31,560 --> 00:38:33,800
Speaker 2: black student tries to get to a predominant white party

810
00:38:34,080 --> 00:38:35,480
Speaker 2: and they don't get allowed in.

811
00:38:35,600 --> 00:38:36,560
Speaker 3: Why is that right?

812
00:38:37,120 --> 00:38:39,680
Speaker 2: But you got to continue to pour into your students

813
00:38:39,719 --> 00:38:42,000
Speaker 2: because I think you know, it can be a lot,

814
00:38:42,120 --> 00:38:45,000
Speaker 2: you know, just all the ways people with different identities

815
00:38:45,040 --> 00:38:48,080
Speaker 2: treat us. So it's important just to continue to pour

816
00:38:48,120 --> 00:38:51,759
Speaker 2: into them and validate their blackness, their minded blacknesses is beautiful,

817
00:38:52,000 --> 00:38:53,839
Speaker 2: and go in spaces where they see that.

818
00:38:55,400 --> 00:38:58,680
Speaker 4: I love that, and just finding spaces where they are

819
00:38:59,120 --> 00:39:02,399
Speaker 4: going to be so librated. So I want to circle back.

820
00:39:02,440 --> 00:39:07,880
Speaker 4: You mentioned that the importance of students seeking out black

821
00:39:07,960 --> 00:39:12,320
Speaker 4: faculty right and other black staff on campuses as sources

822
00:39:12,320 --> 00:39:16,760
Speaker 4: of support. Now, I mean, I've been a faculty member,

823
00:39:16,760 --> 00:39:18,600
Speaker 4: and I know I tried to make sure that I

824
00:39:18,640 --> 00:39:21,799
Speaker 4: was approachable, but I also remember being a student and

825
00:39:21,840 --> 00:39:30,280
Speaker 4: being extremely scared to approach faculty. And so what tips

826
00:39:30,320 --> 00:39:34,160
Speaker 4: would you offer for students who are like I mean

827
00:39:34,880 --> 00:39:37,560
Speaker 4: this black professor, like they're doing all the things, Like

828
00:39:38,080 --> 00:39:40,640
Speaker 4: Professor Antar is like super dope, Like I don't like

829
00:39:40,680 --> 00:39:42,680
Speaker 4: he's a superhero, Like I don't know if I can

830
00:39:42,719 --> 00:39:46,000
Speaker 4: go up to him. How what tips would you give

831
00:39:46,160 --> 00:39:49,600
Speaker 4: students to approaching faculty and staff?

832
00:39:50,239 --> 00:39:52,279
Speaker 2: Just remember, like, you know, we're people too, you know,

833
00:39:52,680 --> 00:39:55,600
Speaker 2: and I think people doing the best that we can.

834
00:39:55,760 --> 00:39:57,400
Speaker 2: I think I'm trying to do the best that I

835
00:39:57,440 --> 00:40:00,960
Speaker 2: can buy black students as well, So for a lot

836
00:40:01,040 --> 00:40:03,759
Speaker 2: of us, you know, for me, like that's what got

837
00:40:03,760 --> 00:40:06,320
Speaker 2: me into this work. I think education is a vehicle

838
00:40:06,360 --> 00:40:08,920
Speaker 2: for black people just to do better in society. So

839
00:40:09,280 --> 00:40:12,680
Speaker 2: I'm going to always try to avail myself to black students.

840
00:40:12,760 --> 00:40:16,839
Speaker 2: So I so one assume that you know, they want

841
00:40:17,040 --> 00:40:21,200
Speaker 2: you to talk to them, you know, But also I

842
00:40:21,200 --> 00:40:23,799
Speaker 2: think it's helpful to have like questions for them, right

843
00:40:24,400 --> 00:40:29,000
Speaker 2: and show interest beyond hey, you're black, right, So what

844
00:40:29,200 --> 00:40:30,239
Speaker 2: I'll still talk to you if.

845
00:40:30,120 --> 00:40:31,400
Speaker 3: It's is like, you know, I want to get to

846
00:40:31,400 --> 00:40:31,680
Speaker 3: know you.

847
00:40:31,719 --> 00:40:34,120
Speaker 2: Ah yeah, yeah sure, But I think it's helpful to

848
00:40:34,160 --> 00:40:35,880
Speaker 2: be like, Okay, what advice do you have? That's one

849
00:40:35,880 --> 00:40:38,120
Speaker 2: of my questions I ask everyone, what, like you know this?

850
00:40:38,280 --> 00:40:39,720
Speaker 2: I want to tell you a little bit about myself

851
00:40:40,000 --> 00:40:41,640
Speaker 2: based on what you know about me, and what advice

852
00:40:41,680 --> 00:40:43,719
Speaker 2: do you have for someone in my position, you know,

853
00:40:43,840 --> 00:40:46,239
Speaker 2: whether you're a student like an undergrad grad student would

854
00:40:46,280 --> 00:40:49,000
Speaker 2: have you and also learn about their trajectories. What did

855
00:40:49,040 --> 00:40:50,759
Speaker 2: you do to get to where you are? I see

856
00:40:50,800 --> 00:40:52,960
Speaker 2: you doing this? Can you tell me more about your

857
00:40:53,320 --> 00:40:55,279
Speaker 2: experience doing that? And based off of like I think

858
00:40:55,360 --> 00:40:57,520
Speaker 2: kind of like two or three simple questions like that,

859
00:40:57,840 --> 00:41:00,440
Speaker 2: the conversation will start to flow. And I think it's

860
00:41:00,440 --> 00:41:04,399
Speaker 2: also important, you know, just to be open to you know,

861
00:41:04,600 --> 00:41:08,359
Speaker 2: maybe you're in I don't know your English major and

862
00:41:08,440 --> 00:41:12,360
Speaker 2: your complict professor is you know, a white Russian woman,

863
00:41:12,480 --> 00:41:14,719
Speaker 2: but like she's taken an interest in you. You know,

864
00:41:14,800 --> 00:41:17,239
Speaker 2: she asked how you're doing this? And the third talk

865
00:41:17,320 --> 00:41:20,520
Speaker 2: to her. You know, some of my biggest advocates you know,

866
00:41:20,560 --> 00:41:23,800
Speaker 2: at Brown were not black, you know, but they really

867
00:41:23,840 --> 00:41:26,960
Speaker 2: looked out for me in a lot of in a

868
00:41:26,960 --> 00:41:29,280
Speaker 2: lot of ways, recommended me for a lot of things.

869
00:41:29,360 --> 00:41:32,799
Speaker 2: So if you you know, they're your advocate does not

870
00:41:32,840 --> 00:41:35,080
Speaker 2: necessarily have to be black. But I think it's important

871
00:41:35,120 --> 00:41:38,000
Speaker 2: to tap into all these different all these different kind

872
00:41:38,000 --> 00:41:40,680
Speaker 2: of players on campus.

873
00:41:40,680 --> 00:41:45,240
Speaker 5: Such great insight, such great insight. We appreciate that. Okay, inser,

874
00:41:45,360 --> 00:41:46,880
Speaker 5: So we have one final question for you, and that

875
00:41:46,960 --> 00:41:48,960
Speaker 5: we'd love to for you to let people know how

876
00:41:48,960 --> 00:41:50,960
Speaker 5: they can support you, what a next step you'd have

877
00:41:51,040 --> 00:41:53,960
Speaker 5: for them would be. So this last question is, as

878
00:41:54,000 --> 00:41:57,160
Speaker 5: we wait for institutions to figure out how to not

879
00:41:57,239 --> 00:42:01,880
Speaker 5: be racist, how can black students cultivate joy.

880
00:42:02,640 --> 00:42:05,160
Speaker 3: I'm really bad this because I be talking like these questions.

881
00:42:05,160 --> 00:42:06,680
Speaker 2: I'm like, I want to give a speech about this

882
00:42:06,760 --> 00:42:08,720
Speaker 2: right now, like you know what, I'm gonna share my screen.

883
00:42:08,760 --> 00:42:09,960
Speaker 3: I have a PowerPoint about this.

884
00:42:10,480 --> 00:42:13,239
Speaker 2: But especially in light of recent events, you know, with

885
00:42:13,320 --> 00:42:16,880
Speaker 2: affirmative action, we have a lot of university showing exactly

886
00:42:16,960 --> 00:42:19,600
Speaker 2: who they are, and I think it's important for parents

887
00:42:19,680 --> 00:42:22,600
Speaker 2: to see that. You know, at Western Illinois University, they

888
00:42:22,680 --> 00:42:24,520
Speaker 2: just came out saying like, all right, we're going to

889
00:42:24,600 --> 00:42:28,200
Speaker 2: take away this diversity scholarship that we had going and

890
00:42:28,239 --> 00:42:30,479
Speaker 2: if you had it before, you're not going to happen

891
00:42:30,600 --> 00:42:32,880
Speaker 2: next year. And they don't even have to do this

892
00:42:33,320 --> 00:42:36,279
Speaker 2: within the within the ruling, you know, the ruling is

893
00:42:36,320 --> 00:42:40,600
Speaker 2: about admissions decisions. And also like as far as bad

894
00:42:40,600 --> 00:42:42,520
Speaker 2: as it is, they are saying in personal statements, you

895
00:42:42,520 --> 00:42:45,560
Speaker 2: can mention how race shape to your life, right, but

896
00:42:45,600 --> 00:42:47,880
Speaker 2: you have schools that are going the extra mile and

897
00:42:47,920 --> 00:42:50,280
Speaker 2: being like, you know what, ain't.

898
00:42:50,160 --> 00:42:52,120
Speaker 3: No diversity nothing here, you know.

899
00:42:52,239 --> 00:42:55,120
Speaker 2: So I think it's important that we realize which schools

900
00:42:55,120 --> 00:42:58,880
Speaker 2: are going the extra mound to take stuff away from diversity.

901
00:42:59,200 --> 00:42:59,480
Speaker 3: Right.

902
00:43:00,000 --> 00:43:01,799
Speaker 2: Of course, dinversity doesn't mean blackness, but I think that's

903
00:43:01,920 --> 00:43:05,400
Speaker 2: one signal for parents to be very aware of, you know.

904
00:43:05,800 --> 00:43:08,160
Speaker 2: So that's one thing. It's important to see what schools

905
00:43:08,200 --> 00:43:10,520
Speaker 2: are going out their way to be racist, and see

906
00:43:10,520 --> 00:43:13,200
Speaker 2: what schools are making statements like, hey, we don't like

907
00:43:13,239 --> 00:43:15,000
Speaker 2: what the Supreme Court said.

908
00:43:15,600 --> 00:43:16,359
Speaker 3: That's not it, right.

909
00:43:16,400 --> 00:43:19,360
Speaker 2: I mean, that's not everything, but it matters for university

910
00:43:19,480 --> 00:43:22,520
Speaker 2: to take a stance like that. But anyway that that,

911
00:43:22,640 --> 00:43:24,640
Speaker 2: that's one thing I would say too. I would say,

912
00:43:25,080 --> 00:43:29,000
Speaker 2: as far as joy, I think it's important just to

913
00:43:28,800 --> 00:43:31,880
Speaker 2: just know, well, I'll say this, it's and I always

914
00:43:31,880 --> 00:43:34,120
Speaker 2: say about the self concepts and like you know, just

915
00:43:34,239 --> 00:43:37,560
Speaker 2: your your how you love yourself as a black person,

916
00:43:37,800 --> 00:43:40,960
Speaker 2: And I'll share this one story. And I think parents

917
00:43:40,960 --> 00:43:42,480
Speaker 2: have a lot to do with this, right, And I

918
00:43:42,520 --> 00:43:44,520
Speaker 2: think just knowing when you're like. For me, at least,

919
00:43:44,520 --> 00:43:45,919
Speaker 2: when I was at Brown, it was the first time

920
00:43:46,160 --> 00:43:48,440
Speaker 2: that was around so many non black people, and I

921
00:43:48,520 --> 00:43:50,680
Speaker 2: always saw people were staring at me, you know, like

922
00:43:50,760 --> 00:43:51,879
Speaker 2: or is just what is he doing?

923
00:43:51,920 --> 00:43:52,560
Speaker 3: What LOWD saw?

924
00:43:52,560 --> 00:43:54,640
Speaker 2: I was being judged, you know, And there was one

925
00:43:54,680 --> 00:43:57,480
Speaker 2: time that's tm I anyway I was.

926
00:43:57,560 --> 00:43:58,560
Speaker 3: I was, I was pledging.

927
00:43:58,600 --> 00:44:00,600
Speaker 2: You know, my fraternity is an anti hate and you

928
00:44:00,640 --> 00:44:02,279
Speaker 2: know I mean organization.

929
00:44:01,920 --> 00:44:03,839
Speaker 3: But you know, I was doing that whole thing.

930
00:44:04,400 --> 00:44:07,640
Speaker 2: And I remember like there was some watermelon in the

931
00:44:07,680 --> 00:44:10,879
Speaker 2: cafeteria and the waterman looked fantastic. It looks so good.

932
00:44:10,920 --> 00:44:12,680
Speaker 2: I was like, and I love watermelon, right, you know,

933
00:44:12,840 --> 00:44:14,600
Speaker 2: like I love it. But I remember they were like

934
00:44:14,600 --> 00:44:16,880
Speaker 2: all these white people behind me in the cafeteria and

935
00:44:16,920 --> 00:44:19,080
Speaker 2: I was like, damn, they're going to see me playing

936
00:44:19,080 --> 00:44:20,160
Speaker 2: out the stereotype.

937
00:44:20,280 --> 00:44:23,600
Speaker 3: Damn, that's crazy. And you know, if it was like

938
00:44:23,640 --> 00:44:25,399
Speaker 3: the year before, I probably just would have skipped out

939
00:44:25,440 --> 00:44:27,319
Speaker 3: on the watermelton. But I was like, you know what, Nah,

940
00:44:27,440 --> 00:44:30,520
Speaker 3: I don't care. I'm gonna have this watermelon and they

941
00:44:30,520 --> 00:44:31,840
Speaker 3: can think what they think, you know.

942
00:44:31,880 --> 00:44:33,600
Speaker 2: And it was just a wild moment where I was

943
00:44:33,680 --> 00:44:35,960
Speaker 2: like wait, no one jumped out and called me the

944
00:44:36,080 --> 00:44:37,719
Speaker 2: N word or like, you know, and even if they

945
00:44:37,719 --> 00:44:40,120
Speaker 2: were thinking that, it doesn't bother me at all. So

946
00:44:40,280 --> 00:44:43,200
Speaker 2: how how are we having conversations with our youth, with

947
00:44:43,280 --> 00:44:46,239
Speaker 2: our students, with our kids to make sure that they

948
00:44:46,400 --> 00:44:49,080
Speaker 2: know that, you know, they have the rights to just

949
00:44:49,160 --> 00:44:52,719
Speaker 2: exist and navigate campus as anyone else. You know, people

950
00:44:52,760 --> 00:44:54,640
Speaker 2: are going to be racist, and I think that's an

951
00:44:54,640 --> 00:44:55,080
Speaker 2: important thing.

952
00:44:55,080 --> 00:44:57,200
Speaker 3: People are going to be racist. And I think about that.

953
00:44:57,680 --> 00:44:57,880
Speaker 3: You know.

954
00:44:58,120 --> 00:45:00,799
Speaker 2: It's like near the end of Beloved between babies and

955
00:45:00,840 --> 00:45:03,840
Speaker 2: I thank her her granddaughter or whatever, and baby Suggs

956
00:45:03,920 --> 00:45:06,840
Speaker 2: is like, you know, told Denver like all how terrible

957
00:45:06,960 --> 00:45:08,520
Speaker 2: and racist the world is.

958
00:45:08,400 --> 00:45:10,880
Speaker 3: You know, and Denver's about to leave and then was like,

959
00:45:11,080 --> 00:45:11,640
Speaker 3: you know, but you.

960
00:45:11,600 --> 00:45:14,279
Speaker 2: Said there's no escape, you know, you said there's no

961
00:45:14,440 --> 00:45:18,120
Speaker 2: escape and escape from like anti blackness and you know

962
00:45:18,200 --> 00:45:21,400
Speaker 2: this the racial violence and baby Sugs you know, Grandma,

963
00:45:21,600 --> 00:45:22,959
Speaker 2: I think, Grandma, it's just.

964
00:45:22,960 --> 00:45:26,120
Speaker 3: Like you know, yeah, there ain't you know.

965
00:45:26,440 --> 00:45:27,600
Speaker 2: And she's like, well, why do you want me to

966
00:45:27,680 --> 00:45:31,240
Speaker 2: leave our farm if the world's so terrible it racist?

967
00:45:31,680 --> 00:45:34,680
Speaker 3: And she said, you know it and go out the yard,

968
00:45:35,800 --> 00:45:38,120
Speaker 3: know it and go out the yard, and.

969
00:45:38,040 --> 00:45:40,040
Speaker 2: I think that's experience that we that's what we have

970
00:45:40,120 --> 00:45:44,759
Speaker 2: to like kind of impress upon our kids, impressed upon

971
00:45:44,840 --> 00:45:48,799
Speaker 2: black students. You have to know what type of institution

972
00:45:48,920 --> 00:45:51,920
Speaker 2: this is. You have to know not everyone's going to

973
00:45:52,239 --> 00:45:55,520
Speaker 2: treat you as a human, you know, but you have

974
00:45:55,600 --> 00:45:57,440
Speaker 2: to go out the yard. You have to keep living.

975
00:45:57,520 --> 00:46:01,600
Speaker 2: You can't you can't let their perceptions of you dictate

976
00:46:01,920 --> 00:46:05,160
Speaker 2: how you move about these spaces. So I think having

977
00:46:05,200 --> 00:46:08,040
Speaker 2: those conversations is super important. Also, being like I said,

978
00:46:08,080 --> 00:46:11,040
Speaker 2: I was always you know, kind of bang this drum like,

979
00:46:11,080 --> 00:46:13,319
Speaker 2: you have to be around black people as well, even

980
00:46:13,320 --> 00:46:15,120
Speaker 2: if that's not where you're from, you know, just knowing

981
00:46:15,160 --> 00:46:17,680
Speaker 2: that you have that space, that's where you'll be able

982
00:46:17,719 --> 00:46:19,440
Speaker 2: to cultivate joy as well.

983
00:46:19,600 --> 00:46:23,320
Speaker 6: So wow, well, thank you so much.

984
00:46:23,840 --> 00:46:24,200
Speaker 3: Thank you.

985
00:46:24,360 --> 00:46:26,480
Speaker 6: This was this was a great interview.

986
00:46:26,719 --> 00:46:31,160
Speaker 4: And I'm sure that our parents and family members and

987
00:46:31,239 --> 00:46:35,920
Speaker 4: the students alike have taken lots of gems from what

988
00:46:35,960 --> 00:46:38,520
Speaker 4: you said. I'm sure there's going to be some pausing

989
00:46:38,600 --> 00:46:41,320
Speaker 4: and rewinding to catch all the wisdom that you shared

990
00:46:41,360 --> 00:46:46,279
Speaker 4: with us. And so for those who want to one

991
00:46:46,520 --> 00:46:51,040
Speaker 4: read your book and to stay in touch, where can

992
00:46:51,080 --> 00:46:51,719
Speaker 4: they find you?

993
00:46:52,400 --> 00:46:55,760
Speaker 2: Yeah, I'm on Twitter. My more first long Twitter is existing.

994
00:46:56,000 --> 00:46:59,800
Speaker 2: It's my last name, Tichavakunda. I tweet mainly about anime

995
00:47:00,280 --> 00:47:02,239
Speaker 2: and you know, I might even gonna hold y'all, but

996
00:47:02,280 --> 00:47:04,600
Speaker 2: I will tweet it out about my research as well.

997
00:47:05,040 --> 00:47:07,439
Speaker 2: But I'm on LinkedIn as well. My book is called

998
00:47:07,480 --> 00:47:11,360
Speaker 2: Black Campus Life. It's available online as well for free,

999
00:47:11,520 --> 00:47:14,080
Speaker 2: so if you're curious at all, it's available to open

1000
00:47:14,200 --> 00:47:15,960
Speaker 2: access so you can just download it.

1001
00:47:16,000 --> 00:47:18,439
Speaker 3: With my biggest thing, I wanted people to read my work.

1002
00:47:18,480 --> 00:47:20,720
Speaker 2: You know, you write stuff and you hope that people

1003
00:47:20,760 --> 00:47:22,799
Speaker 2: read it, so it's always it always makes me happy

1004
00:47:22,840 --> 00:47:24,719
Speaker 2: when people read my work. So if I can make

1005
00:47:24,760 --> 00:47:27,640
Speaker 2: it free for people, that makes me happy. So it's

1006
00:47:27,640 --> 00:47:31,200
Speaker 2: available on Amazon, available through what Sunny Press. You search

1007
00:47:31,239 --> 00:47:33,719
Speaker 2: my last name Teachabacunda, it'll it'll pop up.

1008
00:47:34,200 --> 00:47:35,239
Speaker 3: Yeah, that's it, you know.

1009
00:47:35,640 --> 00:47:40,360
Speaker 2: Yeah, anyway I can support I'm here, but yeah, thank you.

1010
00:47:41,120 --> 00:47:43,920
Speaker 4: Hey lady, it's doctor dom here from the Cultivating her

1011
00:47:44,000 --> 00:47:48,000
Speaker 4: Space podcast. Are you currently a resident of the state

1012
00:47:48,040 --> 00:47:53,440
Speaker 4: of California in contemplating starting your therapy journey? Well, if so,

1013
00:47:54,239 --> 00:47:58,520
Speaker 4: please reach out to me at doctor Dominique Brusard dot com.

1014
00:47:58,960 --> 00:48:06,360
Speaker 4: That's d are d Omi ni que b r o

1015
00:48:06,680 --> 00:48:11,799
Speaker 4: U ss ar D dot com to schedule a free

1016
00:48:11,920 --> 00:48:16,440
Speaker 4: fifteen minute consultation. I look forward to hearing from you.

1017
00:48:17,719 --> 00:48:21,880
Speaker 4: Thanks for joining us today. Please note that our show

1018
00:48:21,960 --> 00:48:27,880
Speaker 4: may contain conversations about self help, advice, self empowerment, and

1019
00:48:28,000 --> 00:48:31,120
Speaker 4: mental health, but is by no means meant to be

1020
00:48:31,160 --> 00:48:35,480
Speaker 4: a substitute for an ongoing formal relationship with a trained

1021
00:48:35,520 --> 00:48:39,560
Speaker 4: mental health provider. If you are someone you know is

1022
00:48:39,600 --> 00:48:43,040
Speaker 4: in need of mental healthcare, please visit a Therapy for

1023
00:48:43,080 --> 00:48:48,880
Speaker 4: Black Girls directory Psychology today or contact your insurance provider.

1024
00:48:49,120 --> 00:48:50,879
Speaker 5: If you liked what you heard and want to keep

1025
00:48:50,880 --> 00:48:55,320
Speaker 5: the conversation going, visit our website at Herspace podcast dot

1026
00:48:55,360 --> 00:48:57,960
Speaker 5: com and be sure to click the Patreon tab to

1027
00:48:57,960 --> 00:49:01,960
Speaker 5: get access to video content bonuses in our weekly after

1028
00:49:02,040 --> 00:49:06,359
Speaker 5: show and before we meet again, repeat after me, I

1029
00:49:06,400 --> 00:49:08,120
Speaker 5: am worthy of a happy life.