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Speaker 1: Hey, hey, hey, we're back. We're black. Well, I'm black.

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Speaker 1: We're brown.

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Speaker 2: We're extra brown today. Ambition, ambition and this ambition. We

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Speaker 2: got some extra brown in the stew today. Right, we

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Speaker 2: have yan Nelly is Spania. It's banal Nellie.

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Speaker 3: Where you from the Mania?

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Speaker 2: That's what we're talking about, right, That's what I said.

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Speaker 2: We're extra brown up in here today. Why do we

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Speaker 2: gotta Domini Ghana? And he had you said Nigeria?

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Speaker 1: Like, how do they say?

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Speaker 2: Oh, I don't know, it's very phonetic. It's like I've

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Speaker 2: heard people say, it's like yeah, Headian, Right, we got.

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Speaker 1: The bunk in this sprow today.

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Speaker 2: Nelly is a Brooklyn born ball of energies you will

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Speaker 2: see with an intimate knowledge of financial education, culture, and

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Speaker 2: politics in America known as the Internet as miss be Helpful.

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Speaker 2: She's a millennial financial educator who started her career as

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Speaker 2: a teacher and you know I love that because you

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Speaker 2: know teachers night, and now serves as the director of

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Speaker 2: educational Outreach at next Gen Personal Finance. She is currently

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Speaker 2: on a political roller coaster ride across the country, convincing

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Speaker 2: lawmakers successfully on my ad to make personal finance a

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Speaker 2: high school graduation requirement.

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Speaker 1: The girl is getting lost passed. Okay, you thought it

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Speaker 1: was only me? Oh no, no, been working.

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Speaker 2: Yes, Over the last four years, Janelli had has been

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Speaker 2: instrumental in working with governors and state legislators to pass

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Speaker 2: legislation that requires personal financial education in order to graduate

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Speaker 2: in Florida, in Michigan and Georgia, in Rhode Island, in

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Speaker 2: North Carolina and more. I'm sure and so honestly, Janelli

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Speaker 2: has been She's just a you will see, a ball

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Speaker 2: of energy, super smart and making a huge different and

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Speaker 2: shift as it relates to financial education, but in a

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Speaker 2: way that super tangible. And so I just love that

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Speaker 2: and I just we're excited that we have you and

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Speaker 2: Nelly here. You can see her on CNBC.

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Speaker 1: Yeah, I think so.

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Speaker 2: Well, welcome you and Nellie, thank you for coming. Oh

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Speaker 2: and she's a new author of this amazing book called

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Speaker 2: Mind Your Money Got in My Hand. If you if

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Speaker 2: you watched this on YouTube, see you with BBC it

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Speaker 2: first all you see that, you know, Ellie's wearing this

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Speaker 2: pop up pink.

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Speaker 1: She looks so pert that. Okay, I'm giving gold, I'm

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Speaker 1: serving gold. Okay.

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Speaker 2: Yeah. Her book is insightful stories and strategies to help

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Speaker 2: you reach your hashtag money goals.

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Speaker 1: Welcome to this stoo you and Nellie.

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Speaker 3: Thank you so much girl, I have this is wild

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Speaker 3: a dream come true. Love, I love Mandy. Actually got

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Speaker 3: to meet Mandy in person at fin Con to meet

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Speaker 3: you and person at the well building Contents for Black

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Speaker 3: and Latino women and just sit have been in all

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Speaker 3: of you since like twenty fifteen, twenty sixteen, and of

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Speaker 3: Mandy since like twenty eighteen when I started listening to Barnhambis.

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Speaker 3: So I just I'm an I'm the one that's honored

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Speaker 3: to be on.

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Speaker 2: We're happy to have you here. So let's get started, Like, so,

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Speaker 2: how so first of all, what did you teach before?

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Speaker 2: When you said you're a teacher, So what grade did

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Speaker 2: you teach? So?

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Speaker 3: I was a third grade teacher my first year, fourth

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Speaker 3: grade for the second and third year, and then I

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Speaker 3: pivoted out to wrap around services and nonprofit literacy intervention.

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Speaker 2: Okay, So then how how did you make that Because

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Speaker 2: a lot of teachers sometimes listen or people who just

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Speaker 2: want to pivot. How did you make this pivot from

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Speaker 2: elementary school teacher to you know, director of what is

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Speaker 2: the education? You know?

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Speaker 3: Right education outreach. So what I did was I was

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Speaker 3: kind of thinking like, Okay, what are the adjacent skill

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Speaker 3: sets that I could leverage, right, Because the reality is,

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Speaker 3: as a teacher, you have so many skills. You know this,

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Speaker 3: I mean getting in front of kids and getting them

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Speaker 3: to think that fractions are so exciting. You have to

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Speaker 3: sell that. So you have sales skills, even though you

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Speaker 3: don't call it sales in the classroom, that's what it is.

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Speaker 3: You have communication skills, presentation skills or communication as well

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Speaker 3: as email written communication. You have the ability to plan

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Speaker 3: long term. You think out, you know, for the whole

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Speaker 3: rest of the school and sequence for your school year.

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Speaker 3: You plan in ahead. You know, management skills because you're

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Speaker 3: project managing, clash trips and all kinds of you know,

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Speaker 3: events and concerts and things. So I just felt like, Okay,

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Speaker 3: there are way too many skill sets that I developed

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Speaker 3: in my few years teaching for me to sleep on

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Speaker 3: that and act like that's not a big deal. So

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Speaker 3: instead of just limiting myself to education, I started thinking,

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Speaker 3: all right, I want to learn about business. I want

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Speaker 3: to learn about making money, So how do I do

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Speaker 3: that in a way that's still connected to my education? Skills,

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Speaker 3: and so I actually started working for a private education company. First,

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Speaker 3: right after teaching, I went and became the director of

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Speaker 3: an after school center that did math and reading after school.

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Speaker 3: And then you know, I learned how to collect tuition

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Speaker 3: from parents and run the tuition, run the numbers, pay

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Speaker 3: the bills for the center, and you know, call people

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Speaker 3: up and remind them, advertised market the center to get

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Speaker 3: new clients. So a lot of that business stuff came

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Speaker 3: after I realized that I could just layer that right

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Speaker 3: on top of the skills I learned in an educational setting.

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Speaker 1: Okay, I love that.

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Speaker 2: We love a pivot, Okay, but I always say, like

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Speaker 2: the best, like being a teacher, you were prepared for

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Speaker 2: everything girls, right right, you are a nurse, you're a doctor,

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Speaker 2: you're a parent, you're a caretaker. You know, like on

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Speaker 2: top of that, so if you you are a teacher

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Speaker 2: and you're listening, you're like, oh, I don't know, girl,

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Speaker 2: you are ready for ball?

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Speaker 1: Okay serious.

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Speaker 3: You know it's funny because I was talking to this

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Speaker 3: woman who is now a very successful entrepreneur in our

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Speaker 3: space financial literacy education, and she was like, you know,

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Speaker 3: because I was a teacher, I always think that if

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Speaker 3: I don't want to do my business anymore, like I'm

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Speaker 3: just gonna have to go back to being a teacher.

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Speaker 3: I was like, what, what would make you think that

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Speaker 3: the only option you have is going back to the

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Speaker 3: classroom When you literally are an entrepreneur with a successful

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Speaker 3: business who started as a teacher. That's your first step.

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Speaker 3: That doesn't mean you circle back, that's your first step.

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Speaker 3: Now you can move to so many different areas, you know,

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Speaker 3: so many different lines of work. So I'm shocked every

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Speaker 3: time I hear teachers say like they don't know what

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Speaker 3: else to do besides teacher, I'm like, what do you

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Speaker 3: mean any so many skills? Yes, really honestly anything, yes.

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Speaker 2: Yes, so so so people always ask me, like, you know,

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Speaker 2: how did you get this law passed, you know, in

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Speaker 2: the state of the Jersey making financial education mandatory for

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Speaker 2: middle school.

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Speaker 1: And I'd be like, girl, I don't know, so no,

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Speaker 1: that's not true.

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Speaker 2: It's that like I I one of my friends, Angela,

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Speaker 2: she actually used to take my class at the United

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Speaker 2: Way that I was teaching at the time. She had

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Speaker 2: like a nonprofit but she just got to be really

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Speaker 2: well known in Jersey City for her good works, and

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Speaker 2: they convinced her to run for Assembly women.

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Speaker 1: This is maybe like five six years ago, and she

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Speaker 1: said okay, And the.

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Speaker 2: First thing she did was reach out to me and said,

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Speaker 2: I think we should have some sort of financial education law.

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Speaker 2: And I knew New Jersey had something like for high school,

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Speaker 2: but I, from teaching preschool, was like, I want to

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Speaker 2: see something for the babies. So we started to work

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Speaker 2: on it and we ended up getting a law pass

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Speaker 2: for middle school. But if I'm being honest, I did

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Speaker 2: it like I don't know the system. Like people ask

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Speaker 2: all the time, like you know, I'm just a bill

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Speaker 2: sitting on Capitol.

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Speaker 1: He'll like, girls, I don't know. So now we have

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Speaker 1: you who has.

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Speaker 2: Done it again and again and again and again. So

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Speaker 2: we're gonna ask the and allie, girl, how can you

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Speaker 2: get these laws best? Right? So, like I said, I

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Speaker 2: just was like, girl, I knew Angela and we worked together.

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Speaker 2: But like, what does it actually look like? Because people

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Speaker 2: ask all the time. Someone's listening and they're like I

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Speaker 2: want this in text, I want this and blah blah blah.

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Speaker 2: So so one how like what does your process look like?

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Speaker 2: And then too, if someone is listening and wants to

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Speaker 2: push it in their state.

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Speaker 1: What can they do?

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Speaker 3: Yes, okay, well, first things first, just like you did,

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Speaker 3: you have to get luked in and connected with somebody

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Speaker 3: who is in the political system, right, because the reality is,

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Speaker 3: most bills that get passed or that you know, become

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Speaker 3: signed into law came from a bill author of bill

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Speaker 3: sponsor or co authors who are in office, and so

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Speaker 3: for the most part, that's that's where it starts. You

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Speaker 3: have to start connecting with somebody who is going to

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Speaker 3: be the person to champion this issue by way of

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Speaker 3: a clear bill that says this is what has to happen.

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Speaker 2: So tell me the type of people like senator government,

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Speaker 2: like what like sens Okay, So, because we're talking about education,

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Speaker 2: this is not a federal issue.

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Speaker 3: Education in our country is highly localized. It's state by

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Speaker 3: state by state, so it has to be a local official.

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Speaker 3: So it could be a senator or can be a

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Speaker 3: representative in your state does have to be a state person,

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Speaker 3: and then it could also be others like assembly people,

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Speaker 3: council members. But the reality is the most of those

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Speaker 3: bills that get that are successfully moved through the process

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Speaker 3: within education have to go through the Education Committee, and

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Speaker 3: the Education Committee members are going to be senators on

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Speaker 3: the Education Committee on the Senate side and representatives who

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Speaker 3: are members of the Education Committee on the House side,

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Speaker 3: so either side of the chamber. But you need somebody

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Speaker 3: who's a senator or a rep. To say I care

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Speaker 3: so much about education, I'm going to introduce this bill

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Speaker 3: and make sure that it gets on the agenda for

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Speaker 3: the next meeting of the Education Committee, because they have

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Speaker 3: meetings all the time, but they don't always they don't

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Speaker 3: always visit every bill that gets introduced.

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Speaker 2: Okay, so first that's first, Like, for example, I knew

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Speaker 2: Assembly women and v McKnight, but you're right. She then

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Speaker 2: had to find like a co sponsor who was a senator, right,

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Speaker 2: and then she told me we have to first get

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Speaker 2: through the committee, the Education Committee. To your point, I

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Speaker 2: remember her telling me that she wanted me to testify,

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Speaker 2: but I couldn't. I was out of state during that time.

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Speaker 2: But I got to meet with some constituents, you know,

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Speaker 2: and so beforehand, like there were like some superintendents and

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Speaker 2: principles or whatever, to sit and talk to them about

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Speaker 2: why I thought this was a really good idea, and

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Speaker 2: so that way they could take it to the committee

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Speaker 2: and say because At first, they were opposed to it

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Speaker 2: because like so many educators, we're like, we don't need

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Speaker 2: one more mandate for yeah, another thing, you know. But

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Speaker 2: as a teacher, I knew exactly what they were saying.

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Speaker 2: I was like, sis, I get it, So this is

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Speaker 2: how I.

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Speaker 1: Envision it being playing out in the classroom.

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Speaker 2: And so at the end, you know, they turned over

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Speaker 2: and we're like okay, and they were able to take

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Speaker 2: that back to the committee themselves and so okay. So

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Speaker 2: then it goes through committee and then it gets voted

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Speaker 2: on by.

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Speaker 3: What by the all of the members of the Education Committee,

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Speaker 3: So then it has to go on both sides, so

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Speaker 3: the whichever side of the chamber is started on. So

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Speaker 3: let's say it starts in the House Committee of Education.

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Speaker 3: They are going to have a meeting. They're going to

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Speaker 3: put that bill on the agenda. They're all going to

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Speaker 3: read through it, they're all going to discuss it that

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Speaker 3: some of them are going to nitpick, like I don't

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Speaker 3: like that language, I don't like that word, I don't

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Speaker 3: like this or that, and then they'll get feedback, they'll

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Speaker 3: do the vote. If it's a majority, ya's, it gets

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Speaker 3: moved over to the next Education committee, so it'll be

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Speaker 3: on the House side. If the Senate started, then it

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Speaker 3: goes over the House. If the House started, it passes House,

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Speaker 3: then it goes to the Senate Education Committee. Both education

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Speaker 3: committees on both sides of the chain have to vote

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Speaker 3: majority yes. Once that happens, the bill where the bill originated,

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Speaker 3: it ends up going back to that committee again just

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Speaker 3: to final cross the t's and dot the ees and

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Speaker 3: make sure they like any amendments or changes that were

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Speaker 3: made by the second committee that looked at it. And

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Speaker 3: then if there's one other part of the process which

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Speaker 3: is little annoying, but if there's any mention of money,

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Speaker 3: appropriations or funds, then it might have to go to

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Speaker 3: another meeting to get approved by folks who are going

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Speaker 3: to look at that appropriation, who look at that the

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Speaker 3: money part. Sometimes that's the appropriations committees, you know, depending

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Speaker 3: on the state. But the folks who deal with like

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Speaker 3: the budgetary items in a bill, they will have to

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Speaker 3: look at it and see like, well, where's that money

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Speaker 3: coming from? Is this feasible before we go ahead and

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Speaker 3: pass this bill. We need to make sure we have

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Speaker 3: the money. And so that's why you know, when I

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Speaker 3: do a lot of this work. I try and make

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Speaker 3: sure that the bills don't really have any funding notes

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Speaker 3: on them because it's really not necessary. Honestly, most people

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Speaker 3: today in financial education will say, oh, but then we

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Speaker 3: can't buy textbooks, And I'll try and tell people what

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Speaker 3: textbook is going to keep up to date with the

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Speaker 3: constant changes in money in the world of finance, like

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Speaker 3: cash have Venmo didn't exist a couple of years ago,

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Speaker 3: cryptocurrency didn't exist ten years ago. You print a textbook,

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Speaker 3: you're wasting your money. This has really got to be

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Speaker 3: twenty first century relevant. Tax loss change. Every few years,

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Speaker 3: new apps come out. It's gotta be online based. Now

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Speaker 3: you can print things, you can print articles, you can

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Speaker 3: print worksheets and things. But the reality is for this

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Speaker 3: to be relevant and up to date, it has to

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Speaker 3: be online based. So an online curriculum is generally going

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Speaker 3: to be best. Really shouldn't be relying on textbooks and workbooks.

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Speaker 3: And then the second thing is that they'll say, oh,

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Speaker 3: but we need money for that curriculum. There are so

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Speaker 3: many free providers. Council of Economic Education and jump Star

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Speaker 3: have been in the game for so long. Other players

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Speaker 3: like Junior Achievement and so many. I mean, we could

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Speaker 3: literally go on and on and on about the amazing

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Speaker 3: free educational resources. Fool Proof has resources. You know, different

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Speaker 3: federal reserves from local different state reserves have a bunch

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Speaker 3: of curriculum and MGPF where I work, you know, they

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Speaker 3: also have a huge curriculum for or a full semester

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Speaker 3: course for middle school, for high school, and additional units

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Speaker 3: like cryptocurrency basics, the history of racism in finance entrepreneurship.

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Speaker 3: I mean, if you have the time and you want

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Speaker 3: to really develop a comprehensive course, you have everything you

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Speaker 3: need on this website and it is free ninety nine.

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Speaker 3: So when people try to make this argument about the

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Speaker 3: funding part, I'm saying, listen, that's just going to make

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Speaker 3: the process longer and more difficult, and honestly, it's not

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Speaker 3: necessary in twenty twenty three and beyond.

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Speaker 2: So then both sides vote. If it goes majority, and

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Speaker 2: then the budget is not an issue, then it.

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Speaker 3: Goes what to the governor's de's Then it goes to

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Speaker 3: the governor's desk, and every state is different when it

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Speaker 3: comes to the governor, but the governor has to sign

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Speaker 3: the bill so that it can become law and it

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Speaker 3: has to be a wet in signature. They have to

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Speaker 3: actually sign. But some states have you know, special asterisks

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Speaker 3: to that rule. So to be like the governor has

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Speaker 3: to sign it within fourteen days or it automatically becomes law.

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Speaker 2: And it's like, oh, so someone that's opposite, like, for

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Speaker 2: example of New Jersey, the governor at the time, hell,

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Speaker 2: he ain't my governor, Governor Christie. He said I'm going

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Speaker 2: to sign, I'm going to sign, I'm gonna sign it.

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Speaker 2: He was on his way out, didn't sign it, and

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Speaker 2: so it's the opposite. It gets kicked out, it does

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Speaker 2: not become law, and so we have to literally start

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Speaker 2: the process again.

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Speaker 3: And over again. Girls, So you know how this works intimately,

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Speaker 3: But yeah, every state's a little different. Some states it'll

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Speaker 3: be like they have twenty one days, they have fourteen days.

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Speaker 3: If they don't sign, it becomes law, or if they

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Speaker 3: don't sign, they have to start the process all over again.

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Speaker 3: And that happens any step in the process. So let's

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Speaker 3: say you find the champions, you find the sponsors, the

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Speaker 3: legislators who are going to introduce this bill. They're going

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Speaker 3: to write it out the way that you know they

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Speaker 3: want it presented. Then they get yes votes and the

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Speaker 3: whole Education Committee on the House side. Then it moves

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Speaker 3: to the Senate side, and most people say no, Okay, Well,

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Speaker 3: now the bill's dead. Even though it passed the first part,

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Speaker 3: it didn't pass the second part. It might pass the

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Speaker 3: first part, go to the second part, get all yes

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Speaker 3: is in the second chamber in the second part, and

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Speaker 3: then go back to the first part. And they don't

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Speaker 3: like one of the amendments that the second Education Committee made,

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Speaker 3: So now it's dead again. So so many bills, most bills,

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Speaker 3: the majority of bills every year that get introduced, die

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Speaker 3: a silent death. And so for these bills to be

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Speaker 3: succeed right now, I mean, it is amazing. It is

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Speaker 3: the governor's signs. It's like a big eye.

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Speaker 2: I know, I have to say, I have to shout

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Speaker 2: out to like sister girl and so d midnight. She

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Speaker 2: has she's one of the most successful law passers in

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Speaker 2: the state of New Jersey.

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Speaker 1: She has gotten so many laws.

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Speaker 2: To your point, it's very difficult because the first the

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Speaker 2: first iteration of our bill was elementary and middle school.

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Speaker 2: Got to the Governor's desk, he said, he signed it,

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Speaker 2: he left office, did not sign it, Patty, Betty right,

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Speaker 2: but Gord knows best because look at him anyway.

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Speaker 1: So it went back to the drawing board.

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Speaker 2: And when we went back to the drawing board, all

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Speaker 2: of a sudden, the same people are like, why is

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Speaker 2: elementary school in here.

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Speaker 1: I'm like, it's the same bill as before.

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Speaker 2: No, we don't like that, brand new yes, And so

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Speaker 2: we actually had to remove the elementary school component and

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Speaker 2: we just got the middle school component. At that point

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Speaker 2: we were like, let's just do something, and so that's

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Speaker 2: what happened that we were able to push it through.

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Speaker 2: It did get signed, but they made us drop the

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Speaker 2: elementary school part.

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Speaker 3: So to your point, at that all the time we

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Speaker 3: get people saying, well, we would support this if it

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Speaker 3: included elementary school, middle school, and high school, but since

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Speaker 3: it's only high school, we won't sport. I'm like, we

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Speaker 3: have you have to get specific when you're trying to

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Speaker 3: get something done. It's hard enough to get one level

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Speaker 3: in the education system. You're trying to do too much

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Speaker 3: all at once. So I mean, with the work at MGPF,

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Speaker 3: I'll tell you we came up with five principles. We

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Speaker 3: did a lot of research, we came up with a

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Speaker 3: bunch of reports. We looked at all of the latest

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Speaker 3: data about the effectiveness of financial education and we looked

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Speaker 3: for the rule, what is the one thing that actually

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Speaker 3: makes it effective to changing behaviors, like helping students save

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Speaker 3: more money, get better interest rates on their college loans.

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Speaker 3: You know, understand the fafts know how to get the

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Speaker 3: best rate on their car loan, have really good credit

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Speaker 3: scores when they get into college, and beyond, like what

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Speaker 3: makes those results happen? And the main things that came

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Speaker 3: up from the research was it has to be just

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Speaker 3: in time. So one of the main pieces of research

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Speaker 3: came from this metal analysis of like one hundred and

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Speaker 3: sixty thousand participants in this study, and the thing that

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Speaker 3: they found was that if you teach them a little

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Speaker 3: too early, it's great for exposure, but not for results,

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Speaker 3: because what happens is that they lose it. They forget

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Speaker 3: about it by the time they actually going.

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Speaker 1: To apply it.

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Speaker 3: They're like, wait, what was that stuff?

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Speaker 1: When they learn about that when.

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Speaker 3: Second third grade? I remember, And so it's great for exposure,

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Speaker 3: but not for results. And similar with middle school. Great

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Speaker 3: for exposure, great for preparing them for high school, but

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Speaker 3: when it comes to the results. The results really happen

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Speaker 3: right when the students are going to apply the knowledge.

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Speaker 3: So if you want them to learn about car insurance,

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Speaker 3: do it when they got their driver's license. They can't

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Speaker 3: get a driver's license till they're sixteen years old, so

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Speaker 3: it's got to be sixteen seventeen years old, which is

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Speaker 3: junior year and senior year in high school. So the

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Speaker 3: majority of the legislation that I've championed that the work

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Speaker 3: we do has pushed forward is really legislation that includes

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Speaker 3: junior and senior year having a required full semester class

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Speaker 3: of standalone personal finance. None of this business of sharing

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Speaker 3: sharing this class. So this part of the class is budgeting,

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Speaker 3: and then this part is economics, and then that part

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Speaker 3: is with no. It has to be full semester dedicated

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Speaker 3: to nothing but personal finance topics.

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Speaker 2: Because I loved that, I just little took some notes

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Speaker 2: like just in time financial education right when they applied knowledge.

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Speaker 1: That's why like college students is because.

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Speaker 2: They're in the think of it, like girl, wait you, nellie,

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Speaker 2: wait one moment before we continue, Let's take a break,

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Speaker 2: pay some bills, and come back, because this conversation is

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Speaker 2: getting so good.

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Speaker 1: And we're back and super brown.

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Speaker 2: So what made you after doing all this, you're passing

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Speaker 2: these laws, you used to be a teacher, what made

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Speaker 2: you say I want to write a book?

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Speaker 1: Like? How did that process start for you?

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Speaker 3: You know, honestly similar to you, Like, there's so many

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Speaker 3: things that you've done for your audience, you know what

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Speaker 3: I mean, Like you realize that what they ask you for,

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Speaker 3: and you're like, all right, you know what, I'm gonna

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Speaker 3: put this together. Everybody wants me to mentor them. I

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Speaker 3: can't do that. I'm gonna put together my mentor Tiffany

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Speaker 3: like I'm gonna You would kind of responded to, like

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Speaker 3: all this stuff that's coming to you, And so I

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Speaker 3: would see all these subscriber comments in my YouTube videos.

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Speaker 3: I would get dms all the time, emails, and people

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Speaker 3: be like, do you have a book? Like when's your

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Speaker 3: book coming out of? You should write a book. You

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Speaker 3: just know so much and you, you know, you create

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Speaker 3: a telling stories. You should write this book. And I

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Speaker 3: would always be like, oh no, no, no, And then

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Speaker 3: eventually I'm like, you know, why not why not put

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Speaker 3: a book out there? It's it wasn't until I saw

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Speaker 3: you and I saw who else did I see in

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Speaker 3: this space back in like twenty fIF were a very

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Speaker 3: many girls. If I say it was only you, I

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Speaker 3: probably am not lying, but there really were not very

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Speaker 3: many women of color, especially in no Latino women talking

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Speaker 3: about money and financial education. So you know, I was like, okay,

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Speaker 3: I think it would be valuable for me as a Latino,

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Speaker 3: specifically in the first generation daughter of non English speaking

436
00:18:17,560 --> 00:18:19,719
Speaker 3: parents who had to try to navigate the money systems

437
00:18:19,760 --> 00:18:22,199
Speaker 3: in this country somehow. And you know, they never had

438
00:18:22,240 --> 00:18:25,960
Speaker 3: bank accounts, they never had credit cards, debit cards, investment accounts,

439
00:18:26,160 --> 00:18:28,080
Speaker 3: none of that. So for me to grow up in

440
00:18:28,160 --> 00:18:30,440
Speaker 3: that environment and be a to the point where not

441
00:18:30,520 --> 00:18:32,960
Speaker 3: only did I figure out money for myself and my community,

442
00:18:33,000 --> 00:18:35,920
Speaker 3: but like helping my family, helping people you know, around me,

443
00:18:36,000 --> 00:18:38,480
Speaker 3: I figured, I think a book makes sense for that

444
00:18:38,720 --> 00:18:41,520
Speaker 3: long lasting impact and that thing that you can really

445
00:18:41,560 --> 00:18:43,840
Speaker 3: give to people. And you know, you have so many books,

446
00:18:43,880 --> 00:18:46,680
Speaker 3: but I think it really came from the community saying like, okay,

447
00:18:46,760 --> 00:18:48,800
Speaker 3: less be helpful. When is your Misby book coming out?

448
00:18:49,160 --> 00:18:51,440
Speaker 3: And I'm like, okay, all right, I guess I'll do it.

449
00:18:51,560 --> 00:18:54,560
Speaker 3: And COVID too honestly helped me think about like can

450
00:18:54,640 --> 00:18:56,080
Speaker 3: I do this? I have the time to do it,

451
00:18:56,119 --> 00:18:58,920
Speaker 3: And I did spend a lot of time writing and jotting, like, okay,

452
00:18:58,960 --> 00:19:00,560
Speaker 3: the stories that I want to include food, and how

453
00:19:00,640 --> 00:19:02,960
Speaker 3: I want my book to be different and how to

454
00:19:03,000 --> 00:19:04,440
Speaker 3: make it stand out and things like that.

455
00:19:05,040 --> 00:19:07,160
Speaker 2: So like what so as a reader of your book,

456
00:19:07,280 --> 00:19:08,840
Speaker 2: like what are they going to take away? What does

457
00:19:08,960 --> 00:19:11,800
Speaker 2: make it different? How is it misbehelpful? Yes?

458
00:19:11,920 --> 00:19:14,080
Speaker 3: Okay, So for me, the biggest thing that I felt

459
00:19:14,160 --> 00:19:15,840
Speaker 3: was missing from a lot of the books that have

460
00:19:15,960 --> 00:19:17,960
Speaker 3: been written forever and ever, the classics, you know, and

461
00:19:18,040 --> 00:19:19,880
Speaker 3: for me, the first book I ever read about money

462
00:19:20,040 --> 00:19:22,359
Speaker 3: was Women and Money by Susie Orman. You know, I

463
00:19:22,440 --> 00:19:24,560
Speaker 3: have so much respect for Susie, but she never gonna

464
00:19:24,600 --> 00:19:26,359
Speaker 3: know what it's like to, you know, be in a

465
00:19:26,440 --> 00:19:28,040
Speaker 3: household like the one I grew up in. And that's

466
00:19:28,320 --> 00:19:31,399
Speaker 3: not her fault, that's just a fact. So knowing that

467
00:19:31,760 --> 00:19:34,879
Speaker 3: I can teach similar to how Susie teaches and how

468
00:19:34,920 --> 00:19:37,200
Speaker 3: so many women in our space teach, but also have

469
00:19:37,400 --> 00:19:41,800
Speaker 3: this lived experience, this perspective, that that's my secret, sauce,

470
00:19:41,880 --> 00:19:43,920
Speaker 3: that's my jam. That's the thing that most people would

471
00:19:43,920 --> 00:19:46,040
Speaker 3: think is the achilles hell that's your weakness, is not

472
00:19:46,480 --> 00:19:49,879
Speaker 3: it's your strength because it makes you unique. So for me,

473
00:19:50,000 --> 00:19:51,760
Speaker 3: I was like, that's going to be my value prop.

474
00:19:51,840 --> 00:19:53,560
Speaker 3: That's going to be the thing that makes my book

475
00:19:54,000 --> 00:19:56,959
Speaker 3: really different. And so I knew it wasn't just going

476
00:19:57,000 --> 00:19:59,600
Speaker 3: to be personal finance. It had to have my personal stories.

477
00:20:00,080 --> 00:20:02,280
Speaker 3: So I sort of made my book a combination of

478
00:20:02,440 --> 00:20:05,480
Speaker 3: stories and strategies. It's the financial stuff that all the

479
00:20:05,560 --> 00:20:08,560
Speaker 3: tried and true, you know, classic money books teach, but

480
00:20:08,760 --> 00:20:12,440
Speaker 3: also through stories. Through telling stories my girl. When I

481
00:20:12,440 --> 00:20:14,600
Speaker 3: was in elementary school, I won the New York State

482
00:20:14,640 --> 00:20:18,480
Speaker 3: Storytelling Championship contest every year second grade, third grade, fourth grade,

483
00:20:18,480 --> 00:20:18,920
Speaker 3: fifth grade.

484
00:20:19,720 --> 00:20:20,960
Speaker 1: Every year I was the winner.

485
00:20:21,040 --> 00:20:22,600
Speaker 3: I would come there and be like, who's gonna beat me?

486
00:20:23,080 --> 00:20:25,200
Speaker 1: Nobody? I was leading the winner.

487
00:20:25,320 --> 00:20:27,080
Speaker 3: Every year I would come with my little cocky self

488
00:20:27,080 --> 00:20:29,119
Speaker 3: and do One year, I did a Nazi the Spider

489
00:20:29,359 --> 00:20:33,240
Speaker 3: and I mean it as anybody who doesn't know a girl.

490
00:20:33,280 --> 00:20:36,720
Speaker 3: The way these contests work, you memorize the book word

491
00:20:36,800 --> 00:20:39,840
Speaker 3: for word, cover to cover, and you stand up there

492
00:20:40,119 --> 00:20:42,359
Speaker 3: and the judges are sitting on a panel with the

493
00:20:42,440 --> 00:20:47,160
Speaker 3: book in front of them as you are memorizing.

494
00:20:46,960 --> 00:20:50,679
Speaker 4: Performing the story word for word making the different voices

495
00:20:50,760 --> 00:20:53,480
Speaker 4: for the spider or the bear, and you're performing it

496
00:20:53,600 --> 00:20:55,280
Speaker 4: like if you're back in the day, like in a

497
00:20:55,400 --> 00:20:59,119
Speaker 4: cave telling stories right, and then they are literally watching

498
00:20:59,160 --> 00:21:00,760
Speaker 4: you to make sure you know the book word for

499
00:21:00,800 --> 00:21:03,920
Speaker 4: word like this, flipping the pages, and then they rate

500
00:21:04,040 --> 00:21:06,640
Speaker 4: you and they judge you, and the best storyteller gets

501
00:21:06,720 --> 00:21:07,119
Speaker 4: the trophy.

502
00:21:07,240 --> 00:21:07,480
Speaker 1: Girl.

503
00:21:07,640 --> 00:21:09,200
Speaker 3: So you know, I got.

504
00:21:13,440 --> 00:21:14,240
Speaker 1: No but I love that.

505
00:21:14,720 --> 00:21:16,200
Speaker 2: It's one of the things that I teach all the time,

506
00:21:16,240 --> 00:21:18,200
Speaker 2: right to some of my mentees. I'm like, yo, nothing

507
00:21:18,320 --> 00:21:21,280
Speaker 2: is wasted, you know, nothing is wasted. The fact that

508
00:21:21,359 --> 00:21:23,320
Speaker 2: you did this when you know in elementary school, the

509
00:21:23,359 --> 00:21:25,320
Speaker 2: fact that you were a teacher, the fact that you

510
00:21:25,520 --> 00:21:27,480
Speaker 2: you know, worked on getting these loss paths. You know,

511
00:21:27,600 --> 00:21:30,520
Speaker 2: all of the your upbringing, you know, with your family,

512
00:21:30,680 --> 00:21:32,360
Speaker 2: you being the minute kind of like all of these

513
00:21:32,400 --> 00:21:37,120
Speaker 2: things come together to create the most amazing moment.

514
00:21:36,960 --> 00:21:37,760
Speaker 1: For where you are now.

515
00:21:37,880 --> 00:21:42,200
Speaker 2: You are uniquely qualified for to write your mind, your money,

516
00:21:42,280 --> 00:21:43,960
Speaker 2: you know, and to talk to your audience in a

517
00:21:44,000 --> 00:21:45,720
Speaker 2: way that I can't reach and someone else can't reach.

518
00:21:45,800 --> 00:21:48,520
Speaker 1: They need you in this space. I love that.

519
00:21:48,680 --> 00:21:51,359
Speaker 3: And that's honestly when when I owned that, because I

520
00:21:51,400 --> 00:21:53,159
Speaker 3: think for a while. A while, I was scared. I'm like,

521
00:21:53,320 --> 00:21:55,360
Speaker 3: but what's going to make me different? Though, Like, there's

522
00:21:55,400 --> 00:21:58,200
Speaker 3: already so many books, Like behind me in my office,

523
00:21:58,200 --> 00:22:00,240
Speaker 3: I have so many books written by women. You know,

524
00:22:00,480 --> 00:22:02,920
Speaker 3: there's so many. We got Chelsea faken here, we got

525
00:22:02,960 --> 00:22:07,119
Speaker 3: your book here, we got actually, we have Bernad you know,

526
00:22:07,280 --> 00:22:09,719
Speaker 3: we have there's so many books written by women here.

527
00:22:09,760 --> 00:22:11,960
Speaker 3: Like I was like, how I'm just going to add

528
00:22:11,960 --> 00:22:14,199
Speaker 3: another one to the mix, you know, Like, but at

529
00:22:14,240 --> 00:22:16,240
Speaker 3: the end of the day, I realized, yes, we need

530
00:22:16,320 --> 00:22:18,320
Speaker 3: another one in the mix. We need so many more.

531
00:22:18,359 --> 00:22:19,959
Speaker 3: Do you think that any of these white men who

532
00:22:20,000 --> 00:22:21,560
Speaker 3: wrote any of these other books I have up here

533
00:22:21,840 --> 00:22:23,760
Speaker 3: ever said to themselves, am I going to really add

534
00:22:23,760 --> 00:22:26,080
Speaker 3: another book about money as another white man? They never

535
00:22:26,280 --> 00:22:28,879
Speaker 3: said that, So why do why do we do that?

536
00:22:29,040 --> 00:22:29,119
Speaker 1: Right?

537
00:22:29,160 --> 00:22:31,840
Speaker 3: We have these impossile syndrome in these doubts. So once

538
00:22:31,880 --> 00:22:33,840
Speaker 3: I finally owned that and said, yes, yes, I do

539
00:22:34,119 --> 00:22:35,920
Speaker 3: need to add my story, and it was like I

540
00:22:36,040 --> 00:22:38,080
Speaker 3: was compelled and called to do it. So I think

541
00:22:38,160 --> 00:22:40,239
Speaker 3: for me, I would encourage anybody who feels like, oh,

542
00:22:40,320 --> 00:22:42,159
Speaker 3: they're not a natural writer, or maybe they don't have

543
00:22:42,200 --> 00:22:44,440
Speaker 3: a book in them. I'm not a natural writer. I'm

544
00:22:44,480 --> 00:22:47,800
Speaker 3: a natural storyteller, but I still felt like I had

545
00:22:47,840 --> 00:22:49,480
Speaker 3: something in me to put in this book. And if

546
00:22:49,520 --> 00:22:51,520
Speaker 3: you have been thinking about it but you're not so sure,

547
00:22:51,880 --> 00:22:54,440
Speaker 3: here's your nudge, here's your sign write that book.

548
00:22:54,600 --> 00:22:56,240
Speaker 2: What is one of your favorite stories from the book.

549
00:22:56,240 --> 00:22:58,880
Speaker 2: So someone's going to read mind your money and they're like, girl,

550
00:22:58,920 --> 00:23:01,480
Speaker 2: I love storytelling. What is one of your favorite stories

551
00:23:01,480 --> 00:23:02,800
Speaker 2: from the book, and like, what do you hope people

552
00:23:02,800 --> 00:23:03,840
Speaker 2: take away from that story?

553
00:23:04,040 --> 00:23:05,719
Speaker 3: Yes, okay, girl, I have so many stories in there,

554
00:23:05,760 --> 00:23:07,920
Speaker 3: but the one I always tell people about is the

555
00:23:08,000 --> 00:23:09,960
Speaker 3: one that was the hardest to include, which was I

556
00:23:10,040 --> 00:23:13,440
Speaker 3: got caught stealing when I was girl. I was a

557
00:23:13,480 --> 00:23:15,200
Speaker 3: little mess. I was a little mess.

558
00:23:18,440 --> 00:23:20,440
Speaker 2: So I was like seven, I used to go to

559
00:23:20,600 --> 00:23:23,080
Speaker 2: I used to steal up comic books until I got caught,

560
00:23:23,119 --> 00:23:26,280
Speaker 2: and that behind whooping I got after I said, not

561
00:23:26,520 --> 00:23:28,600
Speaker 2: not on today, tomorrow or moving forward.

562
00:23:29,240 --> 00:23:31,200
Speaker 3: But you know what, you were six or seven, You're

563
00:23:31,280 --> 00:23:34,200
Speaker 3: so young. That was that's a good age to like

564
00:23:34,600 --> 00:23:36,760
Speaker 3: learn that, like, don't do that anymore because you're still

565
00:23:36,800 --> 00:23:38,320
Speaker 3: so young. You know that you get away with it,

566
00:23:38,800 --> 00:23:40,800
Speaker 3: but I listen. I worked with high school students and

567
00:23:40,800 --> 00:23:42,399
Speaker 3: college students a lot through the work that we do

568
00:23:42,480 --> 00:23:45,160
Speaker 3: with high school education advocacy, and I meet these teens

569
00:23:45,160 --> 00:23:46,720
Speaker 3: and a lot of times, you know, I see the

570
00:23:46,760 --> 00:23:48,720
Speaker 3: ones that I constantly getting kicked out of school. They're

571
00:23:48,720 --> 00:23:51,040
Speaker 3: constantly getting dismissed, pushed aside because they got in trouble

572
00:23:51,080 --> 00:23:53,240
Speaker 3: fighting or because they got caught stealing, and they're just

573
00:23:53,359 --> 00:23:56,520
Speaker 3: written off as like the troublesome kids or like you know,

574
00:23:56,680 --> 00:24:00,960
Speaker 3: and I'm like, no, I have experience, and so I

575
00:24:01,080 --> 00:24:03,879
Speaker 3: wanted to make sure include that story. But basically, I

576
00:24:03,960 --> 00:24:06,240
Speaker 3: was in the Dwayne Read with my sister and we're

577
00:24:06,240 --> 00:24:08,280
Speaker 3: walking around and I had this was like my church.

578
00:24:08,359 --> 00:24:10,359
Speaker 3: There was like a Chris Kringle gift swat type of thing,

579
00:24:10,680 --> 00:24:13,000
Speaker 3: and I got my god sister. So she was very

580
00:24:13,080 --> 00:24:14,680
Speaker 3: much into makeup at that time. I was not. I

581
00:24:14,800 --> 00:24:17,720
Speaker 3: was like eleven or twelve years old, so I wanted

582
00:24:17,720 --> 00:24:19,720
Speaker 3: to buy her some makeups. I walked into Dwayne Read.

583
00:24:19,720 --> 00:24:21,680
Speaker 3: I'm looking at the little lipstick and lip gloss aisle

584
00:24:21,760 --> 00:24:24,239
Speaker 3: and they're all like eight, nine, ten dollars. I had

585
00:24:24,440 --> 00:24:27,040
Speaker 3: four dollars in my pocket. I was like, I was like,

586
00:24:27,119 --> 00:24:28,840
Speaker 3: it's not gonna it's not gonna work. I can't do it,

587
00:24:29,040 --> 00:24:34,120
Speaker 3: you mad, So math ain't ever. So I just thought

588
00:24:34,160 --> 00:24:36,359
Speaker 3: like I'm just gonna take it. So I slipped it

589
00:24:36,480 --> 00:24:38,359
Speaker 3: up my sleeve of my T shirt.

590
00:24:39,640 --> 00:24:40,520
Speaker 1: I thought I was so slick.

591
00:24:40,560 --> 00:24:42,119
Speaker 3: I put it right on my sleeve, and I was

592
00:24:42,280 --> 00:24:44,760
Speaker 3: right under the camera, like I don't I thought I

593
00:24:44,840 --> 00:24:46,720
Speaker 3: was so slick. I didn't even check around do anything.

594
00:24:46,760 --> 00:24:48,600
Speaker 3: I just ripped a little barcode off put it right

595
00:24:48,680 --> 00:24:51,200
Speaker 3: up my sleeve. And so my sister had no clue.

596
00:24:51,200 --> 00:24:52,880
Speaker 3: I put it in my book. I'm so sorry sis,

597
00:24:53,000 --> 00:24:54,600
Speaker 3: because he thought she did not have a clue.

598
00:24:54,640 --> 00:24:56,560
Speaker 1: She really did not know what I was up to.

599
00:24:56,720 --> 00:24:59,920
Speaker 3: So we were about to walk out and the security,

600
00:25:00,200 --> 00:25:01,760
Speaker 3: it was this big, veast Curtiy guard came wat to me.

601
00:25:01,800 --> 00:25:04,440
Speaker 3: He's like, you think you got tricks up your sleeves?

602
00:25:05,040 --> 00:25:07,440
Speaker 1: And I was like, huh, what did he know?

603
00:25:07,560 --> 00:25:10,560
Speaker 3: What does he know what's going on here? And he

604
00:25:10,720 --> 00:25:12,760
Speaker 3: grew He grabbed us. He like put his hand on

605
00:25:12,840 --> 00:25:14,080
Speaker 3: the back and said you need to walk this way,

606
00:25:14,119 --> 00:25:15,600
Speaker 3: and he took us to the back of the movie

607
00:25:15,960 --> 00:25:18,560
Speaker 3: and played the video of me slipping the thing right

608
00:25:18,640 --> 00:25:20,480
Speaker 3: on my sleeve. I couldn't even deny. There was nothing

609
00:25:20,520 --> 00:25:23,600
Speaker 3: I could do and they called my parents. My parents

610
00:25:23,680 --> 00:25:25,360
Speaker 3: were away and I don't know what they were doing,

611
00:25:25,400 --> 00:25:28,080
Speaker 3: so they had my grandmother had to come and pick

612
00:25:28,160 --> 00:25:30,280
Speaker 3: me up in her van. She was so disappointed. I

613
00:25:30,359 --> 00:25:32,200
Speaker 3: was embarrassed because now it's not even my sister, my

614
00:25:32,240 --> 00:25:34,760
Speaker 3: mom and dad, who knows. My godmother knows. Everybody knows.

615
00:25:35,200 --> 00:25:38,000
Speaker 3: So I was so embarrassed and my parents I always

616
00:25:38,040 --> 00:25:40,160
Speaker 3: tell everybody. And in the book, I wrote that even

617
00:25:40,200 --> 00:25:42,080
Speaker 3: though that was embarrassing, and yes, I felt shame and

618
00:25:42,119 --> 00:25:43,480
Speaker 3: I was like, all right, this is like, this is

619
00:25:43,520 --> 00:25:44,879
Speaker 3: not really who I am. I need to not be

620
00:25:45,000 --> 00:25:47,639
Speaker 3: doing this. But it was really when I saw my

621
00:25:47,720 --> 00:25:50,320
Speaker 3: mom and dad's faces like they it was like they

622
00:25:50,400 --> 00:25:52,080
Speaker 3: wanted to cry. And have not seen my dad cry

623
00:25:52,200 --> 00:25:52,960
Speaker 3: very many times.

624
00:25:52,800 --> 00:25:53,200
Speaker 1: In my life.

625
00:25:53,280 --> 00:25:56,280
Speaker 3: And he looked like he was like, how could you

626
00:25:56,480 --> 00:26:00,440
Speaker 3: like we as poor as we have always been, we

627
00:26:00,560 --> 00:26:04,040
Speaker 3: have never modeled that to you, never showed you that

628
00:26:04,119 --> 00:26:06,320
Speaker 3: steeling is okay. We've never stolen even when we had

629
00:26:06,359 --> 00:26:08,800
Speaker 3: it at the r roughest. That's not who we are.

630
00:26:09,080 --> 00:26:11,280
Speaker 3: And so I just felt so bad and I was like,

631
00:26:12,000 --> 00:26:13,639
Speaker 3: in my mind, I just made a decision that I

632
00:26:13,720 --> 00:26:15,119
Speaker 3: was going to be little. It's goody two shoes. I

633
00:26:15,200 --> 00:26:17,040
Speaker 3: was going to do perfectly in school. I was I

634
00:26:17,119 --> 00:26:20,080
Speaker 3: was going to redeem myself and show them that you know,

635
00:26:20,240 --> 00:26:22,000
Speaker 3: this is not who I am and you raised me

636
00:26:22,119 --> 00:26:22,800
Speaker 3: right type of thing.

637
00:26:23,440 --> 00:26:26,720
Speaker 2: Yeah, So what's the financial lesson that you learned and

638
00:26:26,760 --> 00:26:28,440
Speaker 2: that you hope that when people read that lesson in

639
00:26:28,480 --> 00:26:30,520
Speaker 2: the book. First of all, one, let me just commend

640
00:26:30,560 --> 00:26:32,280
Speaker 2: you for sharing that, because it's not easy to share

641
00:26:32,640 --> 00:26:35,080
Speaker 2: the things about ourselves, you know, the choices we've made.

642
00:26:35,359 --> 00:26:36,840
Speaker 2: But I mean, I know we all like to protect

643
00:26:36,840 --> 00:26:39,680
Speaker 2: like we're perfect on ig girl, take the filter off.

644
00:26:40,040 --> 00:26:42,040
Speaker 2: So I just want to commend you for like taking

645
00:26:42,080 --> 00:26:45,040
Speaker 2: the filter off and sharing that story, because no one

646
00:26:45,560 --> 00:26:48,160
Speaker 2: goes through this life not making mistakes. And then two,

647
00:26:48,359 --> 00:26:51,480
Speaker 2: what lesson did you learn financially and what financial lesson

648
00:26:51,520 --> 00:26:52,320
Speaker 2: do you hope to pass on?

649
00:26:53,000 --> 00:26:54,520
Speaker 3: Yes, okay, I'm gonna start with the lesson I want

650
00:26:54,520 --> 00:26:56,120
Speaker 3: to pass on because I think that's the powerful part

651
00:26:56,200 --> 00:26:58,880
Speaker 3: of this is kind of you know, what I insinuated

652
00:26:58,920 --> 00:27:00,520
Speaker 3: earlier was a lot of my work with teenagers. A

653
00:27:00,560 --> 00:27:02,040
Speaker 3: lot of them are you know, they get in trouble

654
00:27:02,080 --> 00:27:04,560
Speaker 3: for things like stealing and fighting and things. And again,

655
00:27:04,600 --> 00:27:06,040
Speaker 3: I think a lot of the adults in their life

656
00:27:06,160 --> 00:27:08,240
Speaker 3: just write them off as these trouble making kids and

657
00:27:08,359 --> 00:27:10,440
Speaker 3: you're just bad. You just you know, you're no good.

658
00:27:10,600 --> 00:27:14,640
Speaker 3: And I really think that that story hopefully would show

659
00:27:14,960 --> 00:27:17,120
Speaker 3: first of all, I wasn't stealing to just be bad.

660
00:27:17,160 --> 00:27:19,000
Speaker 3: I had no malicious intent. I was trying to give

661
00:27:19,040 --> 00:27:21,320
Speaker 3: a gift at the church to my godsister.

662
00:27:21,000 --> 00:27:24,560
Speaker 1: Like feeling Jesus romhood.

663
00:27:24,600 --> 00:27:26,240
Speaker 3: It was it was steeling from people that they needed

664
00:27:26,240 --> 00:27:27,600
Speaker 3: to give it to the good like I was trying

665
00:27:27,640 --> 00:27:30,960
Speaker 3: to do good. And I just I'm like you, first

666
00:27:30,960 --> 00:27:33,119
Speaker 3: of all, you never know why what is going on

667
00:27:33,200 --> 00:27:36,840
Speaker 3: with somebody, especially younger like teenagers and younger students like

668
00:27:37,359 --> 00:27:39,840
Speaker 3: you have to lean in rather than dismiss them off,

669
00:27:39,880 --> 00:27:41,840
Speaker 3: write them off and tell them, oh, you know, you're

670
00:27:41,880 --> 00:27:43,280
Speaker 3: not going to be going to this trip, you're not

671
00:27:43,320 --> 00:27:45,159
Speaker 3: going to all that. We just lead to the consequences

672
00:27:45,160 --> 00:27:47,560
Speaker 3: of the results instead of saying, let's lean in and

673
00:27:47,640 --> 00:27:49,600
Speaker 3: find out what happened, what was the input, what was

674
00:27:49,680 --> 00:27:51,800
Speaker 3: going on when you made this decision, what's going on

675
00:27:51,880 --> 00:27:54,400
Speaker 3: in your life? Like you know, poverty, first of all

676
00:27:54,520 --> 00:27:56,560
Speaker 3: is the number one reason why young people are stealing.

677
00:27:56,880 --> 00:27:59,919
Speaker 3: They are hungry, they don't have what they want. They

678
00:28:00,240 --> 00:28:03,320
Speaker 3: they're constantly being told no, no, no. So I think

679
00:28:03,400 --> 00:28:06,520
Speaker 3: that that lesson for other adults, whoever you are, if

680
00:28:06,520 --> 00:28:08,920
Speaker 3: you work in an educational setting, is especially relevant to

681
00:28:08,960 --> 00:28:11,159
Speaker 3: you to have some grace because these young kids are

682
00:28:11,200 --> 00:28:13,440
Speaker 3: dealing with a lot, and especially young kids in environments

683
00:28:13,480 --> 00:28:16,160
Speaker 3: that are you know, poverty or near to poverty situations.

684
00:28:16,440 --> 00:28:18,080
Speaker 3: We really have to have grace for them what they're

685
00:28:18,119 --> 00:28:20,600
Speaker 3: going through in their mind. Especially with social media nowadays,

686
00:28:20,880 --> 00:28:23,040
Speaker 3: they see everybody stunting and they don't and they don't

687
00:28:23,080 --> 00:28:27,879
Speaker 3: have that. So just be empathetic more to these you know,

688
00:28:27,960 --> 00:28:30,920
Speaker 3: younger students, teenagers especially, And then I think for me

689
00:28:31,440 --> 00:28:34,280
Speaker 3: the real lesson there was like you have to understand

690
00:28:34,359 --> 00:28:37,360
Speaker 3: that when you're going through your life making your choices,

691
00:28:38,160 --> 00:28:41,320
Speaker 3: everybody else is affected, even when you think.

692
00:28:41,240 --> 00:28:41,800
Speaker 1: It's just you.

693
00:28:42,480 --> 00:28:44,960
Speaker 3: And for me, I thought, my sister don't know, she

694
00:28:45,000 --> 00:28:47,680
Speaker 3: don't know how to do it it. She got you know,

695
00:28:48,400 --> 00:28:50,680
Speaker 3: wired all up into that situation with me. She was

696
00:28:50,720 --> 00:28:54,080
Speaker 3: in the back room embarrassed too because of my choice

697
00:28:54,080 --> 00:28:56,000
Speaker 3: that I made with my little money or black their

698
00:28:56,080 --> 00:28:58,680
Speaker 3: of money. You know, my sister got all caught up

699
00:28:58,720 --> 00:29:00,760
Speaker 3: in that, and so I just I want you to

700
00:29:00,840 --> 00:29:03,160
Speaker 3: think constantly about when you're when you're making your financial

701
00:29:03,200 --> 00:29:05,440
Speaker 3: decisions and you're making budget. Yes, it's money can be

702
00:29:05,920 --> 00:29:07,480
Speaker 3: a very selfish thing, like what am I going to

703
00:29:07,520 --> 00:29:09,800
Speaker 3: do with my money, but it also has all of

704
00:29:09,840 --> 00:29:12,200
Speaker 3: these connections to the other people in your life, your parents,

705
00:29:12,280 --> 00:29:15,080
Speaker 3: your children, your community, your family. Like so for me,

706
00:29:15,280 --> 00:29:17,520
Speaker 3: my money is very yes, it's like for me it's personal.

707
00:29:17,600 --> 00:29:20,760
Speaker 3: I make very decisions based on me and selfish reasons.

708
00:29:20,960 --> 00:29:23,280
Speaker 3: But honestly, now, more than ever in my thirties, I'm

709
00:29:23,320 --> 00:29:25,440
Speaker 3: like being way more mindful of how I am using

710
00:29:25,520 --> 00:29:27,640
Speaker 3: my money in ways that affect my family, uplift my

711
00:29:27,720 --> 00:29:30,480
Speaker 3: family and help support them, and in general thinking beyond

712
00:29:30,520 --> 00:29:31,760
Speaker 3: myself to my community too.

713
00:29:32,160 --> 00:29:33,880
Speaker 1: I love that that's such a great lesson.

714
00:29:34,000 --> 00:29:38,360
Speaker 2: I love because storytelling, especially for Brown people, has been

715
00:29:39,440 --> 00:29:42,880
Speaker 2: one of the core vehicles that we've used to pass

716
00:29:42,960 --> 00:29:46,640
Speaker 2: down to task down like our heritage, our lessons. So

717
00:29:46,760 --> 00:29:49,880
Speaker 2: I love that you're literally leaning into like you know,

718
00:29:50,000 --> 00:29:52,080
Speaker 2: if you were to lean into the DNA that makes

719
00:29:52,120 --> 00:29:55,200
Speaker 2: you dominic kana, you would find that storytelling is a

720
00:29:55,240 --> 00:29:57,560
Speaker 2: critical component to that, you know, So the fact that

721
00:29:57,600 --> 00:29:59,920
Speaker 2: you've brought that for and mix it with us now,

722
00:30:00,520 --> 00:30:02,720
Speaker 2: which is financial education and where you are now. It's

723
00:30:02,800 --> 00:30:05,200
Speaker 2: just beautiful and that is what makes you different. So

724
00:30:05,560 --> 00:30:08,880
Speaker 2: beautiful is that you don't have to do anything. The

725
00:30:09,000 --> 00:30:11,480
Speaker 2: collection of all that you've been and all that you

726
00:30:11,600 --> 00:30:13,680
Speaker 2: will be is what makes you unique already. You just

727
00:30:13,760 --> 00:30:15,880
Speaker 2: have to show up and not be afraid to shine.

728
00:30:16,240 --> 00:30:19,440
Speaker 1: And so you are shining girl. Thank you so much.

729
00:30:19,600 --> 00:30:22,480
Speaker 3: Yes, And it sounds like so beautiful and so easy,

730
00:30:22,520 --> 00:30:25,160
Speaker 3: and it's difficult. It's difficult to be authentic, especially when

731
00:30:25,160 --> 00:30:27,280
Speaker 3: you feel like you're in a space where you're gonna

732
00:30:27,280 --> 00:30:29,400
Speaker 3: be judged or where you're the only one like that,

733
00:30:29,680 --> 00:30:32,240
Speaker 3: especially me when I went off to college, I was

734
00:30:32,280 --> 00:30:35,760
Speaker 3: the only one. Now Tip Early on on your podcast

735
00:30:35,800 --> 00:30:37,240
Speaker 3: on browna Bish and you talk a lot about like

736
00:30:37,280 --> 00:30:38,840
Speaker 3: your upbringing and how Mandy and you had like very

737
00:30:38,880 --> 00:30:40,720
Speaker 3: different upbringings, right, And I remember, I don't remember if

738
00:30:40,720 --> 00:30:42,840
Speaker 3: it was like fifth or sixth episode, but you talked

739
00:30:42,840 --> 00:30:45,280
Speaker 3: about like you went to middle school and high school

740
00:30:45,360 --> 00:30:46,200
Speaker 3: a lot of white students.

741
00:30:46,280 --> 00:30:47,840
Speaker 1: Yes, I was the opposite.

742
00:30:48,040 --> 00:30:49,880
Speaker 3: So I went to an elementary school, in middle school

743
00:30:49,880 --> 00:30:52,920
Speaker 3: where everybody was black. Everybody was I grew up in Bushwick,

744
00:30:53,120 --> 00:30:56,400
Speaker 3: Bushwick and Brooklyn, it's like everybody is Haitian, Jamaican, Beaiji

745
00:30:56,400 --> 00:30:59,320
Speaker 3: and Trinidaddian. Like I had all the training, I had

746
00:30:59,360 --> 00:31:03,280
Speaker 3: all the like being black, yes, like in Brooklyn, like

747
00:31:03,400 --> 00:31:05,680
Speaker 3: in Bushwick in the nineties and to early two thousands,

748
00:31:05,760 --> 00:31:07,360
Speaker 3: that's all it was. And then you had some Dominicans

749
00:31:07,400 --> 00:31:10,600
Speaker 3: in Puerto Ricans, but really it was predominantly black Caribbeans.

750
00:31:11,040 --> 00:31:13,840
Speaker 3: And so that's the cultural experience I had. In my home.

751
00:31:14,040 --> 00:31:16,480
Speaker 3: It was very much like right and babies that are yold,

752
00:31:16,520 --> 00:31:18,360
Speaker 3: this and that. But but when I was in school

753
00:31:18,360 --> 00:31:19,080
Speaker 3: with my friends.

754
00:31:18,920 --> 00:31:19,680
Speaker 1: Everybody was black.

755
00:31:19,720 --> 00:31:22,320
Speaker 3: All my girlfriends have always been black, and so it's

756
00:31:22,360 --> 00:31:25,360
Speaker 3: this interesting mix of black culture and Dominican and Latin culture.

757
00:31:25,760 --> 00:31:28,000
Speaker 3: But when I got to middle school and even you know,

758
00:31:28,280 --> 00:31:30,520
Speaker 3: when I got to high school, it was very similar still,

759
00:31:30,680 --> 00:31:32,640
Speaker 3: but it was a bigger school. So that's when I

760
00:31:32,680 --> 00:31:35,480
Speaker 3: started to see, like, for the first time in my life,

761
00:31:35,520 --> 00:31:38,840
Speaker 3: I met a white student, like a peer of mind

762
00:31:38,920 --> 00:31:40,960
Speaker 3: that was white. I had never the only white people

763
00:31:40,960 --> 00:31:43,640
Speaker 3: I had ever been exposed to on television or my teachers,

764
00:31:43,840 --> 00:31:47,840
Speaker 3: so my teachers, so I remember to this day, I'll

765
00:31:47,880 --> 00:31:49,640
Speaker 3: never forget I went up to this little white boy

766
00:31:50,440 --> 00:31:52,440
Speaker 3: I was fourteen years old, was my fres first week

767
00:31:52,520 --> 00:31:54,840
Speaker 3: freshman year in high school, and I went to him

768
00:31:54,840 --> 00:31:58,000
Speaker 3: and I said, so your Puerto Rican or Dominican and

769
00:31:58,480 --> 00:32:00,680
Speaker 3: he looked at me. He said, no, I'm I'm Jewish.

770
00:32:01,320 --> 00:32:03,320
Speaker 3: And I was like, but like Puerto Rican.

771
00:32:03,240 --> 00:32:08,080
Speaker 1: Jewish because you're like, girl, what are you doing here?

772
00:32:08,320 --> 00:32:11,280
Speaker 3: I was like, but you look, you just look like

773
00:32:11,360 --> 00:32:13,560
Speaker 3: you're not black, So you either puto Rican or Dominicate. Like,

774
00:32:13,560 --> 00:32:15,160
Speaker 3: I don't understand, what do you mean. You don't look

775
00:32:15,280 --> 00:32:18,560
Speaker 3: Chinese to mean, so you must be Puerto Rican. He's like, no,

776
00:32:18,760 --> 00:32:21,560
Speaker 3: I'm Jewish, like I'm white. And I didn't understand because

777
00:32:21,560 --> 00:32:24,320
Speaker 3: I had never met others like you know that were

778
00:32:24,360 --> 00:32:27,080
Speaker 3: my age. So the first time I was exposed to

779
00:32:27,280 --> 00:32:29,520
Speaker 3: white kids around me was high school. So I was

780
00:32:29,560 --> 00:32:33,360
Speaker 3: already fourteen years old. So come on, you already understand

781
00:32:33,400 --> 00:32:35,320
Speaker 3: the way I talk, the way I act, the way

782
00:32:35,320 --> 00:32:38,280
Speaker 3: I walk, like my energy, my Brooklyn energy, like it

783
00:32:38,400 --> 00:32:40,520
Speaker 3: was a combination of the black environment I was in

784
00:32:40,840 --> 00:32:44,480
Speaker 3: and my Dominican culture. So fast talking, fast walking, sass

785
00:32:44,640 --> 00:32:47,760
Speaker 3: like very much, you know, a specific type of vocabulary,

786
00:32:47,840 --> 00:32:50,400
Speaker 3: even even the way I walked right, So then when

787
00:32:50,400 --> 00:32:55,280
Speaker 3: I got to college. Oh, girl, that was a culture

788
00:32:55,440 --> 00:33:01,120
Speaker 3: shock to be around, extremely wealthy and predominantly white. So

789
00:33:01,160 --> 00:33:04,600
Speaker 3: I went to Brown on a full scholarship, and girl,

790
00:33:04,600 --> 00:33:06,760
Speaker 3: I was like plucked out of Brooklyn and placed onto

791
00:33:06,840 --> 00:33:10,000
Speaker 3: this beautiful ideala campus in Providence, Rhode Island, like four

792
00:33:10,080 --> 00:33:12,480
Speaker 3: hours away from home, you know, by myself. And that

793
00:33:12,640 --> 00:33:14,640
Speaker 3: for me was the first time that I really had

794
00:33:14,720 --> 00:33:18,080
Speaker 3: to decide, like, am I going to be my authentic

795
00:33:18,160 --> 00:33:20,400
Speaker 3: self and be proud of how different I talk, how

796
00:33:20,440 --> 00:33:22,480
Speaker 3: different I act, how I'll talk with my hands and

797
00:33:22,520 --> 00:33:24,800
Speaker 3: I'm so loud, And am I going to keep doing that?

798
00:33:24,920 --> 00:33:27,560
Speaker 3: Or am I going to assimilate and you know, be

799
00:33:27,720 --> 00:33:29,480
Speaker 3: more like these kids around me so I can fit

800
00:33:29,560 --> 00:33:31,720
Speaker 3: in and so that I don't stand out too much

801
00:33:31,800 --> 00:33:34,000
Speaker 3: and call too much attention to myself. And that I

802
00:33:34,240 --> 00:33:36,320
Speaker 3: really struggled with that my first you know year or

803
00:33:36,360 --> 00:33:39,040
Speaker 3: two years there, until I found others like me. You know,

804
00:33:39,040 --> 00:33:42,400
Speaker 3: I found my tribe of girls, my friends, and was like, oh, now, okay,

805
00:33:42,440 --> 00:33:45,040
Speaker 3: I'm not alone. I'm not alone. We're here, We're just

806
00:33:45,320 --> 00:33:47,080
Speaker 3: in much fewer numbers.

807
00:33:47,520 --> 00:33:48,960
Speaker 2: I love that. So it's like you continue to do

808
00:33:49,040 --> 00:33:50,880
Speaker 2: that as and it's be helpful you continue to create

809
00:33:50,960 --> 00:33:54,040
Speaker 2: space for people who might not otherwise have space in

810
00:33:54,160 --> 00:33:55,640
Speaker 2: this environment of financial education.

811
00:33:56,280 --> 00:33:58,000
Speaker 1: You know I love that. So you see how it's

812
00:33:58,000 --> 00:33:58,840
Speaker 1: our full circle?

813
00:33:59,120 --> 00:34:01,480
Speaker 3: Yeah, ok, therapy.

814
00:34:01,560 --> 00:34:06,239
Speaker 2: You just so if the girls and the guys, if

815
00:34:06,240 --> 00:34:08,440
Speaker 2: they want to buy Mind Your Money, where can they

816
00:34:08,520 --> 00:34:08,759
Speaker 2: get it?

817
00:34:09,840 --> 00:34:12,200
Speaker 3: So you can get it at Mind your moneybook dot com.

818
00:34:12,400 --> 00:34:14,160
Speaker 1: Do you see what I'm talking about? I was waiting,

819
00:34:14,480 --> 00:34:16,319
Speaker 1: let me see, let me see, let me see, y'all.

820
00:34:16,520 --> 00:34:18,160
Speaker 3: So if you're watching on YouTube, first of all, you

821
00:34:18,280 --> 00:34:20,640
Speaker 3: see my leveled up space here because I've been doing

822
00:34:20,680 --> 00:34:22,439
Speaker 3: a lot of podcasting, a lot of promoting the book,

823
00:34:22,719 --> 00:34:24,880
Speaker 3: and Tiff so generously give me so much of her time.

824
00:34:24,920 --> 00:34:27,279
Speaker 3: A couple weeks ago we sat and was like, all right, girl,

825
00:34:27,360 --> 00:34:29,040
Speaker 3: you need your space to promote your book. You need

826
00:34:29,120 --> 00:34:29,680
Speaker 3: to have your site.

827
00:34:29,680 --> 00:34:30,439
Speaker 1: You need to be talking about.

828
00:34:30,440 --> 00:34:32,160
Speaker 3: Don't be telling people you can buy it wherever they

829
00:34:32,200 --> 00:34:36,600
Speaker 3: sell books. What does that mean? And Tiff leveled me

830
00:34:36,719 --> 00:34:38,600
Speaker 3: all the way up. First of all, my space behind

831
00:34:38,640 --> 00:34:39,480
Speaker 3: me is all things to take.

832
00:34:39,560 --> 00:34:42,560
Speaker 2: So on YouTube, if you're hearing she has the Mind

833
00:34:42,600 --> 00:34:43,840
Speaker 2: your Money Book, like I told her, I was like,

834
00:34:43,880 --> 00:34:44,480
Speaker 2: blown up on that.

835
00:34:44,600 --> 00:34:46,919
Speaker 1: You know, she has it blown up beautifully on the wall.

836
00:34:47,040 --> 00:34:48,880
Speaker 2: So it's like I see you. When I see you,

837
00:34:49,040 --> 00:34:51,560
Speaker 2: I see her good. And then I was like, make

838
00:34:51,600 --> 00:34:53,600
Speaker 2: sure you get that you around. So I love that

839
00:34:53,680 --> 00:34:55,520
Speaker 2: you have mind your moneybook dot Com. That's what we're

840
00:34:55,560 --> 00:34:59,319
Speaker 2: talking about. So the girls can help, all right, son, Okay, you.

841
00:34:59,280 --> 00:35:01,560
Speaker 3: Can learn about the boo there, the chapters, the descriptions

842
00:35:01,560 --> 00:35:03,600
Speaker 3: are there, you know, the links by the book and

843
00:35:03,840 --> 00:35:06,480
Speaker 3: also a free guid that comes with the book which

844
00:35:06,480 --> 00:35:08,560
Speaker 3: has so many amazing resources. One of the things I

845
00:35:08,640 --> 00:35:11,799
Speaker 3: spent girl like, I spent hours doing was I went

846
00:35:11,880 --> 00:35:13,719
Speaker 3: through everybody that I followed that I really trusted, I

847
00:35:13,920 --> 00:35:15,960
Speaker 3: like and admired. You know, your content, Mandy, so many

848
00:35:16,000 --> 00:35:18,760
Speaker 3: creators and I've made a list of over two hundred

849
00:35:19,080 --> 00:35:21,400
Speaker 3: creators in the personal finance space and it's linked in

850
00:35:21,440 --> 00:35:23,759
Speaker 3: a spreadsheet in the downloadable guy that you just click

851
00:35:23,880 --> 00:35:26,279
Speaker 3: and follow, so you can change your whole feed. Your

852
00:35:26,320 --> 00:35:28,920
Speaker 3: whole timeline is going to look so different now because

853
00:35:28,960 --> 00:35:32,200
Speaker 3: you're following educators talking about money and finance and not

854
00:35:32,560 --> 00:35:34,120
Speaker 3: just you know, all the celebrity drama. We like that

855
00:35:34,200 --> 00:35:36,520
Speaker 3: that's cute, but really getting the money stuff in. So

856
00:35:37,080 --> 00:35:38,759
Speaker 3: all that is online your Moneybook dot Com.

857
00:35:39,040 --> 00:35:39,600
Speaker 1: Yes, I love it.

858
00:35:39,719 --> 00:35:41,799
Speaker 2: I'm I'm on the site right now for the real

859
00:35:41,960 --> 00:35:45,560
Speaker 2: cute okay, by the book the chapters. Yes, I'm just

860
00:35:45,600 --> 00:35:47,320
Speaker 2: so proud of you and Nelly. Honestly, I love that

861
00:35:47,400 --> 00:35:49,400
Speaker 2: you show authentically and fully yourself.

862
00:35:50,000 --> 00:35:51,719
Speaker 1: I love that you bring all of your.

863
00:35:51,640 --> 00:35:56,640
Speaker 2: Booklemdness, the minicanonness, like feminine energy like. I love that

864
00:35:56,719 --> 00:35:58,560
Speaker 2: you just bring your full self to the table and

865
00:35:58,640 --> 00:36:01,080
Speaker 2: then you've poured it into your book, Mind your Money Book.

866
00:36:01,320 --> 00:36:05,320
Speaker 2: So if you want to lean into financial education in

867
00:36:05,400 --> 00:36:08,960
Speaker 2: a way that speaks to how you receive information, especially

868
00:36:09,000 --> 00:36:11,680
Speaker 2: as a person of color, through storytelling and through so

869
00:36:11,880 --> 00:36:14,560
Speaker 2: not just stories but also stories and financial lessons, go

870
00:36:14,640 --> 00:36:17,239
Speaker 2: ahead over to mindyrmonneybook dot com. And if they want

871
00:36:17,280 --> 00:36:19,920
Speaker 2: to find you on the socials, where can they do that?

872
00:36:20,719 --> 00:36:23,440
Speaker 3: Yes, you can follow me anywhere at miss be helpful,

873
00:36:23,520 --> 00:36:25,640
Speaker 3: am I sbe helpful?

874
00:36:26,080 --> 00:36:28,360
Speaker 1: Yeah? So you're on Instagram? Are you do you? TikTok?

875
00:36:29,000 --> 00:36:31,360
Speaker 3: I do TikTok just a little bit TikTok. I need

876
00:36:31,400 --> 00:36:32,880
Speaker 3: to do better, y'all need to push me on there

877
00:36:32,920 --> 00:36:35,000
Speaker 3: to create to just post all my Instagram and reels

878
00:36:35,040 --> 00:36:39,240
Speaker 3: on there. But Instagram, Facebook to Twitter, I'm on TikTok

879
00:36:39,400 --> 00:36:41,360
Speaker 3: and YouTube all as miss Bee helpful.

880
00:36:41,719 --> 00:36:43,719
Speaker 1: Yes, well, thank it's anything that we didn't we miss

881
00:36:43,760 --> 00:36:45,120
Speaker 1: out on. Anything you want to share with the people

882
00:36:45,160 --> 00:36:46,920
Speaker 1: before we before we say bye to you.

883
00:36:48,520 --> 00:36:51,040
Speaker 3: I mean, there's so many things going on, girl. The

884
00:36:51,120 --> 00:36:53,120
Speaker 3: one thing I will add is I think that it's

885
00:36:53,160 --> 00:36:55,760
Speaker 3: so important to be targeting young people about money because

886
00:36:55,840 --> 00:36:58,160
Speaker 3: a lot of us we either avoid it because we're

887
00:36:58,160 --> 00:36:59,520
Speaker 3: afraid that we don't really know how to bring it up,

888
00:37:00,080 --> 00:37:01,919
Speaker 3: or we're kind of a little a shame, either because

889
00:37:01,960 --> 00:37:03,200
Speaker 3: we don't have money and we don't want them to

890
00:37:03,239 --> 00:37:05,120
Speaker 3: know we don't have money and we're struggling, or because

891
00:37:05,160 --> 00:37:06,600
Speaker 3: we have so much money and we don't want our

892
00:37:06,680 --> 00:37:08,719
Speaker 3: kids to feel on titled to that money until we

893
00:37:08,880 --> 00:37:11,000
Speaker 3: just kind of don't talk about it. In regardless of

894
00:37:11,080 --> 00:37:13,120
Speaker 3: your situation where you are on the spectrum of having

895
00:37:13,160 --> 00:37:15,400
Speaker 3: access to money, we somehow all end up just not

896
00:37:15,600 --> 00:37:17,719
Speaker 3: talking about it with these teenagers, with these kids in

897
00:37:17,760 --> 00:37:20,640
Speaker 3: our lives. So I'm actually hosting a new podcast or

898
00:37:20,640 --> 00:37:24,360
Speaker 3: a marketplace called Financially Inclined, which is targeting money lessons

899
00:37:24,400 --> 00:37:26,480
Speaker 3: to live life your own way. It's specifically for a

900
00:37:26,560 --> 00:37:28,880
Speaker 3: teenage audience. So if you have a niece or nephew,

901
00:37:29,000 --> 00:37:31,279
Speaker 3: a kid anywhere, you know, tweens all the way up

902
00:37:31,280 --> 00:37:34,359
Speaker 3: to teenage yers considering college or alternatives to college. We're

903
00:37:34,400 --> 00:37:36,960
Speaker 3: talking about everything. We're talking about the basics of stock market,

904
00:37:37,000 --> 00:37:39,360
Speaker 3: We're talking about budgeting. We're talking about now should I

905
00:37:39,400 --> 00:37:41,000
Speaker 3: get my credit card? In my first credit card? How

906
00:37:41,040 --> 00:37:43,480
Speaker 3: to buy a first car, like all these intro things

907
00:37:43,920 --> 00:37:46,279
Speaker 3: that oftentimes you know, they don't really know who to

908
00:37:46,360 --> 00:37:48,600
Speaker 3: go to to talk about it. So check that out

909
00:37:48,600 --> 00:37:50,000
Speaker 3: as well as called financially incliented.

910
00:37:50,360 --> 00:37:51,239
Speaker 1: Yes, thank you so much.

911
00:37:51,320 --> 00:37:57,360
Speaker 2: Jet Nellie Espina a spin that ye Nellie Espina la

912
00:37:57,600 --> 00:38:01,880
Speaker 2: a key Pada called me it's my bigger time be

913
00:38:02,040 --> 00:38:04,080
Speaker 2: yet I don't know anyway, I'm just literally saying the

914
00:38:04,200 --> 00:38:05,319
Speaker 2: seven spinish words.

915
00:38:05,920 --> 00:38:08,560
Speaker 3: I don't tell anybody ever taken all the clips of

916
00:38:08,600 --> 00:38:10,759
Speaker 3: you singing on every episode and all your life just

917
00:38:10,840 --> 00:38:12,520
Speaker 3: put together like a real of all.

918
00:38:12,760 --> 00:38:15,839
Speaker 2: You know, Yo, mister Obo, who is my spetist teacher,

919
00:38:16,120 --> 00:38:19,319
Speaker 2: is literally ashamed of me because I took fans from

920
00:38:19,360 --> 00:38:21,320
Speaker 2: sixth grade all the way through college.

921
00:38:21,600 --> 00:38:24,200
Speaker 1: Why is that my Spanish? My sister meanwhile, Tracy be.

922
00:38:24,320 --> 00:38:28,239
Speaker 2: Like, oh, I'm like she's like girl, We took it

923
00:38:28,360 --> 00:38:28,879
Speaker 2: in sixth grade.

924
00:38:28,880 --> 00:38:32,800
Speaker 1: I'm like, I got about three sides, you know, because

925
00:38:32,840 --> 00:38:35,480
Speaker 1: when you don't use it, you lose it. So you

926
00:38:35,520 --> 00:38:37,799
Speaker 1: know we're gonna sorry, I'm gonna charge, I'm gonna go practic.

927
00:38:37,560 --> 00:38:45,600
Speaker 2: Car sat anytime to Mama me text does Manson see?

928
00:38:45,600 --> 00:38:47,319
Speaker 2: I kind of understand, she says, somebody I can text her?

929
00:38:47,360 --> 00:38:53,120
Speaker 2: She canna respond to man soodo anyway. Let me not

930
00:38:53,120 --> 00:38:56,959
Speaker 2: embass myself any further. Thank you so much, Nellie Life.

931
00:38:57,640 --> 00:38:58,840
Speaker 2: You could come back anytime.

932
00:38:59,760 --> 00:39:03,240
Speaker 5: Hey, we could not do this show without your support

933
00:39:03,480 --> 00:39:06,040
Speaker 5: or the support of our team behind the scenes. The

934
00:39:06,120 --> 00:39:09,760
Speaker 5: Brown Ambition podcast is produced by Imani Crosby and Dennis

935
00:39:09,760 --> 00:39:13,120
Speaker 5: Stanplinsky is our in house tech guru. I and your

936
00:39:13,200 --> 00:39:15,839
Speaker 5: co host Mandy Woodrif Santos and we will see y'all

937
00:39:15,920 --> 00:39:16,279
Speaker 5: next week.

938
00:39:16,360 --> 00:39:16,879
Speaker 1: Ba Fam