Speaker 1: Hey, hey, hey, we're back. We're black. Well, I'm black.
Speaker 1: We're brown.
Speaker 2: We're extra brown today. Ambition, ambition and this ambition. We
Speaker 2: got some extra brown in the stew today. Right, we
Speaker 2: have yan Nelly is Spania. It's banal Nellie.
Speaker 3: Where you from the Mania?
Speaker 2: That's what we're talking about, right, That's what I said.
Speaker 2: We're extra brown up in here today. Why do we
Speaker 2: gotta Domini Ghana? And he had you said Nigeria?
Speaker 1: Like, how do they say?
Speaker 2: Oh, I don't know, it's very phonetic. It's like I've
Speaker 2: heard people say, it's like yeah, Headian, Right, we got.
Speaker 1: The bunk in this sprow today.
Speaker 2: Nelly is a Brooklyn born ball of energies you will
Speaker 2: see with an intimate knowledge of financial education, culture, and
Speaker 2: politics in America known as the Internet as miss be Helpful.
Speaker 2: She's a millennial financial educator who started her career as
Speaker 2: a teacher and you know I love that because you
Speaker 2: know teachers night, and now serves as the director of
Speaker 2: educational Outreach at next Gen Personal Finance. She is currently
Speaker 2: on a political roller coaster ride across the country, convincing
Speaker 2: lawmakers successfully on my ad to make personal finance a
Speaker 2: high school graduation requirement.
Speaker 1: The girl is getting lost passed. Okay, you thought it
Speaker 1: was only me? Oh no, no, been working.
Speaker 2: Yes, Over the last four years, Janelli had has been
Speaker 2: instrumental in working with governors and state legislators to pass
Speaker 2: legislation that requires personal financial education in order to graduate
Speaker 2: in Florida, in Michigan and Georgia, in Rhode Island, in
Speaker 2: North Carolina and more. I'm sure and so honestly, Janelli
Speaker 2: has been She's just a you will see, a ball
Speaker 2: of energy, super smart and making a huge different and
Speaker 2: shift as it relates to financial education, but in a
Speaker 2: way that super tangible. And so I just love that
Speaker 2: and I just we're excited that we have you and
Speaker 2: Nelly here. You can see her on CNBC.
Speaker 1: Yeah, I think so.
Speaker 2: Well, welcome you and Nellie, thank you for coming. Oh
Speaker 2: and she's a new author of this amazing book called
Speaker 2: Mind Your Money Got in My Hand. If you if
Speaker 2: you watched this on YouTube, see you with BBC it
Speaker 2: first all you see that, you know, Ellie's wearing this
Speaker 2: pop up pink.
Speaker 1: She looks so pert that. Okay, I'm giving gold, I'm
Speaker 1: serving gold. Okay.
Speaker 2: Yeah. Her book is insightful stories and strategies to help
Speaker 2: you reach your hashtag money goals.
Speaker 1: Welcome to this stoo you and Nellie.
Speaker 3: Thank you so much girl, I have this is wild
Speaker 3: a dream come true. Love, I love Mandy. Actually got
Speaker 3: to meet Mandy in person at fin Con to meet
Speaker 3: you and person at the well building Contents for Black
Speaker 3: and Latino women and just sit have been in all
Speaker 3: of you since like twenty fifteen, twenty sixteen, and of
Speaker 3: Mandy since like twenty eighteen when I started listening to Barnhambis.
Speaker 3: So I just I'm an I'm the one that's honored
Speaker 3: to be on.
Speaker 2: We're happy to have you here. So let's get started, Like, so,
Speaker 2: how so first of all, what did you teach before?
Speaker 2: When you said you're a teacher, So what grade did
Speaker 2: you teach? So?
Speaker 3: I was a third grade teacher my first year, fourth
Speaker 3: grade for the second and third year, and then I
Speaker 3: pivoted out to wrap around services and nonprofit literacy intervention.
Speaker 2: Okay, So then how how did you make that Because
Speaker 2: a lot of teachers sometimes listen or people who just
Speaker 2: want to pivot. How did you make this pivot from
Speaker 2: elementary school teacher to you know, director of what is
Speaker 2: the education? You know?
Speaker 3: Right education outreach. So what I did was I was
Speaker 3: kind of thinking like, Okay, what are the adjacent skill
Speaker 3: sets that I could leverage, right, Because the reality is,
Speaker 3: as a teacher, you have so many skills. You know this,
Speaker 3: I mean getting in front of kids and getting them
Speaker 3: to think that fractions are so exciting. You have to
Speaker 3: sell that. So you have sales skills, even though you
Speaker 3: don't call it sales in the classroom, that's what it is.
Speaker 3: You have communication skills, presentation skills or communication as well
Speaker 3: as email written communication. You have the ability to plan
Speaker 3: long term. You think out, you know, for the whole
Speaker 3: rest of the school and sequence for your school year.
Speaker 3: You plan in ahead. You know, management skills because you're
Speaker 3: project managing, clash trips and all kinds of you know,
Speaker 3: events and concerts and things. So I just felt like, Okay,
Speaker 3: there are way too many skill sets that I developed
Speaker 3: in my few years teaching for me to sleep on
Speaker 3: that and act like that's not a big deal. So
Speaker 3: instead of just limiting myself to education, I started thinking,
Speaker 3: all right, I want to learn about business. I want
Speaker 3: to learn about making money, So how do I do
Speaker 3: that in a way that's still connected to my education? Skills,
Speaker 3: and so I actually started working for a private education company. First,
Speaker 3: right after teaching, I went and became the director of
Speaker 3: an after school center that did math and reading after school.
Speaker 3: And then you know, I learned how to collect tuition
Speaker 3: from parents and run the tuition, run the numbers, pay
Speaker 3: the bills for the center, and you know, call people
Speaker 3: up and remind them, advertised market the center to get
Speaker 3: new clients. So a lot of that business stuff came
Speaker 3: after I realized that I could just layer that right
Speaker 3: on top of the skills I learned in an educational setting.
Speaker 1: Okay, I love that.
Speaker 2: We love a pivot, Okay, but I always say, like
Speaker 2: the best, like being a teacher, you were prepared for
Speaker 2: everything girls, right right, you are a nurse, you're a doctor,
Speaker 2: you're a parent, you're a caretaker. You know, like on
Speaker 2: top of that, so if you you are a teacher
Speaker 2: and you're listening, you're like, oh, I don't know, girl,
Speaker 2: you are ready for ball?
Speaker 1: Okay serious.
Speaker 3: You know it's funny because I was talking to this
Speaker 3: woman who is now a very successful entrepreneur in our
Speaker 3: space financial literacy education, and she was like, you know,
Speaker 3: because I was a teacher, I always think that if
Speaker 3: I don't want to do my business anymore, like I'm
Speaker 3: just gonna have to go back to being a teacher.
Speaker 3: I was like, what, what would make you think that
Speaker 3: the only option you have is going back to the
Speaker 3: classroom When you literally are an entrepreneur with a successful
Speaker 3: business who started as a teacher. That's your first step.
Speaker 3: That doesn't mean you circle back, that's your first step.
Speaker 3: Now you can move to so many different areas, you know,
Speaker 3: so many different lines of work. So I'm shocked every
Speaker 3: time I hear teachers say like they don't know what
Speaker 3: else to do besides teacher, I'm like, what do you
Speaker 3: mean any so many skills? Yes, really honestly anything, yes.
Speaker 2: Yes, so so so people always ask me, like, you know,
Speaker 2: how did you get this law passed, you know, in
Speaker 2: the state of the Jersey making financial education mandatory for
Speaker 2: middle school.
Speaker 1: And I'd be like, girl, I don't know, so no,
Speaker 1: that's not true.
Speaker 2: It's that like I I one of my friends, Angela,
Speaker 2: she actually used to take my class at the United
Speaker 2: Way that I was teaching at the time. She had
Speaker 2: like a nonprofit but she just got to be really
Speaker 2: well known in Jersey City for her good works, and
Speaker 2: they convinced her to run for Assembly women.
Speaker 1: This is maybe like five six years ago, and she
Speaker 1: said okay, And the.
Speaker 2: First thing she did was reach out to me and said,
Speaker 2: I think we should have some sort of financial education law.
Speaker 2: And I knew New Jersey had something like for high school,
Speaker 2: but I, from teaching preschool, was like, I want to
Speaker 2: see something for the babies. So we started to work
Speaker 2: on it and we ended up getting a law pass
Speaker 2: for middle school. But if I'm being honest, I did
Speaker 2: it like I don't know the system. Like people ask
Speaker 2: all the time, like you know, I'm just a bill
Speaker 2: sitting on Capitol.
Speaker 1: He'll like, girls, I don't know. So now we have
Speaker 1: you who has.
Speaker 2: Done it again and again and again and again. So
Speaker 2: we're gonna ask the and allie, girl, how can you
Speaker 2: get these laws best? Right? So, like I said, I
Speaker 2: just was like, girl, I knew Angela and we worked together.
Speaker 2: But like, what does it actually look like? Because people
Speaker 2: ask all the time. Someone's listening and they're like I
Speaker 2: want this in text, I want this and blah blah blah.
Speaker 2: So so one how like what does your process look like?
Speaker 2: And then too, if someone is listening and wants to
Speaker 2: push it in their state.
Speaker 1: What can they do?
Speaker 3: Yes, okay, well, first things first, just like you did,
Speaker 3: you have to get luked in and connected with somebody
Speaker 3: who is in the political system, right, because the reality is,
Speaker 3: most bills that get passed or that you know, become
Speaker 3: signed into law came from a bill author of bill
Speaker 3: sponsor or co authors who are in office, and so
Speaker 3: for the most part, that's that's where it starts. You
Speaker 3: have to start connecting with somebody who is going to
Speaker 3: be the person to champion this issue by way of
Speaker 3: a clear bill that says this is what has to happen.
Speaker 2: So tell me the type of people like senator government,
Speaker 2: like what like sens Okay, So, because we're talking about education,
Speaker 2: this is not a federal issue.
Speaker 3: Education in our country is highly localized. It's state by
Speaker 3: state by state, so it has to be a local official.
Speaker 3: So it could be a senator or can be a
Speaker 3: representative in your state does have to be a state person,
Speaker 3: and then it could also be others like assembly people,
Speaker 3: council members. But the reality is the most of those
Speaker 3: bills that get that are successfully moved through the process
Speaker 3: within education have to go through the Education Committee, and
Speaker 3: the Education Committee members are going to be senators on
Speaker 3: the Education Committee on the Senate side and representatives who
Speaker 3: are members of the Education Committee on the House side,
Speaker 3: so either side of the chamber. But you need somebody
Speaker 3: who's a senator or a rep. To say I care
Speaker 3: so much about education, I'm going to introduce this bill
Speaker 3: and make sure that it gets on the agenda for
Speaker 3: the next meeting of the Education Committee, because they have
Speaker 3: meetings all the time, but they don't always they don't
Speaker 3: always visit every bill that gets introduced.
Speaker 2: Okay, so first that's first, Like, for example, I knew
Speaker 2: Assembly women and v McKnight, but you're right. She then
Speaker 2: had to find like a co sponsor who was a senator, right,
Speaker 2: and then she told me we have to first get
Speaker 2: through the committee, the Education Committee. To your point, I
Speaker 2: remember her telling me that she wanted me to testify,
Speaker 2: but I couldn't. I was out of state during that time.
Speaker 2: But I got to meet with some constituents, you know,
Speaker 2: and so beforehand, like there were like some superintendents and
Speaker 2: principles or whatever, to sit and talk to them about
Speaker 2: why I thought this was a really good idea, and
Speaker 2: so that way they could take it to the committee
Speaker 2: and say because At first, they were opposed to it
Speaker 2: because like so many educators, we're like, we don't need
Speaker 2: one more mandate for yeah, another thing, you know. But
Speaker 2: as a teacher, I knew exactly what they were saying.
Speaker 2: I was like, sis, I get it, So this is
Speaker 2: how I.
Speaker 1: Envision it being playing out in the classroom.
Speaker 2: And so at the end, you know, they turned over
Speaker 2: and we're like okay, and they were able to take
Speaker 2: that back to the committee themselves and so okay. So
Speaker 2: then it goes through committee and then it gets voted
Speaker 2: on by.
Speaker 3: What by the all of the members of the Education Committee,
Speaker 3: So then it has to go on both sides, so
Speaker 3: the whichever side of the chamber is started on. So
Speaker 3: let's say it starts in the House Committee of Education.
Speaker 3: They are going to have a meeting. They're going to
Speaker 3: put that bill on the agenda. They're all going to
Speaker 3: read through it, they're all going to discuss it that
Speaker 3: some of them are going to nitpick, like I don't
Speaker 3: like that language, I don't like that word, I don't
Speaker 3: like this or that, and then they'll get feedback, they'll
Speaker 3: do the vote. If it's a majority, ya's, it gets
Speaker 3: moved over to the next Education committee, so it'll be
Speaker 3: on the House side. If the Senate started, then it
Speaker 3: goes over the House. If the House started, it passes House,
Speaker 3: then it goes to the Senate Education Committee. Both education
Speaker 3: committees on both sides of the chain have to vote
Speaker 3: majority yes. Once that happens, the bill where the bill originated,
Speaker 3: it ends up going back to that committee again just
Speaker 3: to final cross the t's and dot the ees and
Speaker 3: make sure they like any amendments or changes that were
Speaker 3: made by the second committee that looked at it. And
Speaker 3: then if there's one other part of the process which
Speaker 3: is little annoying, but if there's any mention of money,
Speaker 3: appropriations or funds, then it might have to go to
Speaker 3: another meeting to get approved by folks who are going
Speaker 3: to look at that appropriation, who look at that the
Speaker 3: money part. Sometimes that's the appropriations committees, you know, depending
Speaker 3: on the state. But the folks who deal with like
Speaker 3: the budgetary items in a bill, they will have to
Speaker 3: look at it and see like, well, where's that money
Speaker 3: coming from? Is this feasible before we go ahead and
Speaker 3: pass this bill. We need to make sure we have
Speaker 3: the money. And so that's why you know, when I
Speaker 3: do a lot of this work. I try and make
Speaker 3: sure that the bills don't really have any funding notes
Speaker 3: on them because it's really not necessary. Honestly, most people
Speaker 3: today in financial education will say, oh, but then we
Speaker 3: can't buy textbooks, And I'll try and tell people what
Speaker 3: textbook is going to keep up to date with the
Speaker 3: constant changes in money in the world of finance, like
Speaker 3: cash have Venmo didn't exist a couple of years ago,
Speaker 3: cryptocurrency didn't exist ten years ago. You print a textbook,
Speaker 3: you're wasting your money. This has really got to be
Speaker 3: twenty first century relevant. Tax loss change. Every few years,
Speaker 3: new apps come out. It's gotta be online based. Now
Speaker 3: you can print things, you can print articles, you can
Speaker 3: print worksheets and things. But the reality is for this
Speaker 3: to be relevant and up to date, it has to
Speaker 3: be online based. So an online curriculum is generally going
Speaker 3: to be best. Really shouldn't be relying on textbooks and workbooks.
Speaker 3: And then the second thing is that they'll say, oh,
Speaker 3: but we need money for that curriculum. There are so
Speaker 3: many free providers. Council of Economic Education and jump Star
Speaker 3: have been in the game for so long. Other players
Speaker 3: like Junior Achievement and so many. I mean, we could
Speaker 3: literally go on and on and on about the amazing
Speaker 3: free educational resources. Fool Proof has resources. You know, different
Speaker 3: federal reserves from local different state reserves have a bunch
Speaker 3: of curriculum and MGPF where I work, you know, they
Speaker 3: also have a huge curriculum for or a full semester
Speaker 3: course for middle school, for high school, and additional units
Speaker 3: like cryptocurrency basics, the history of racism in finance entrepreneurship.
Speaker 3: I mean, if you have the time and you want
Speaker 3: to really develop a comprehensive course, you have everything you
Speaker 3: need on this website and it is free ninety nine.
Speaker 3: So when people try to make this argument about the
Speaker 3: funding part, I'm saying, listen, that's just going to make
Speaker 3: the process longer and more difficult, and honestly, it's not
Speaker 3: necessary in twenty twenty three and beyond.
Speaker 2: So then both sides vote. If it goes majority, and
Speaker 2: then the budget is not an issue, then it.
Speaker 3: Goes what to the governor's de's Then it goes to
Speaker 3: the governor's desk, and every state is different when it
Speaker 3: comes to the governor, but the governor has to sign
Speaker 3: the bill so that it can become law and it
Speaker 3: has to be a wet in signature. They have to
Speaker 3: actually sign. But some states have you know, special asterisks
Speaker 3: to that rule. So to be like the governor has
Speaker 3: to sign it within fourteen days or it automatically becomes law.
Speaker 2: And it's like, oh, so someone that's opposite, like, for
Speaker 2: example of New Jersey, the governor at the time, hell,
Speaker 2: he ain't my governor, Governor Christie. He said I'm going
Speaker 2: to sign, I'm going to sign, I'm gonna sign it.
Speaker 2: He was on his way out, didn't sign it, and
Speaker 2: so it's the opposite. It gets kicked out, it does
Speaker 2: not become law, and so we have to literally start
Speaker 2: the process again.
Speaker 3: And over again. Girls, So you know how this works intimately,
Speaker 3: But yeah, every state's a little different. Some states it'll
Speaker 3: be like they have twenty one days, they have fourteen days.
Speaker 3: If they don't sign, it becomes law, or if they
Speaker 3: don't sign, they have to start the process all over again.
Speaker 3: And that happens any step in the process. So let's
Speaker 3: say you find the champions, you find the sponsors, the
Speaker 3: legislators who are going to introduce this bill. They're going
Speaker 3: to write it out the way that you know they
Speaker 3: want it presented. Then they get yes votes and the
Speaker 3: whole Education Committee on the House side. Then it moves
Speaker 3: to the Senate side, and most people say no, Okay, Well,
Speaker 3: now the bill's dead. Even though it passed the first part,
Speaker 3: it didn't pass the second part. It might pass the
Speaker 3: first part, go to the second part, get all yes
Speaker 3: is in the second chamber in the second part, and
Speaker 3: then go back to the first part. And they don't
Speaker 3: like one of the amendments that the second Education Committee made,
Speaker 3: So now it's dead again. So so many bills, most bills,
Speaker 3: the majority of bills every year that get introduced, die
Speaker 3: a silent death. And so for these bills to be
Speaker 3: succeed right now, I mean, it is amazing. It is
Speaker 3: the governor's signs. It's like a big eye.
Speaker 2: I know, I have to say, I have to shout
Speaker 2: out to like sister girl and so d midnight. She
Speaker 2: has she's one of the most successful law passers in
Speaker 2: the state of New Jersey.
Speaker 1: She has gotten so many laws.
Speaker 2: To your point, it's very difficult because the first the
Speaker 2: first iteration of our bill was elementary and middle school.
Speaker 2: Got to the Governor's desk, he said, he signed it,
Speaker 2: he left office, did not sign it, Patty, Betty right,
Speaker 2: but Gord knows best because look at him anyway.
Speaker 1: So it went back to the drawing board.
Speaker 2: And when we went back to the drawing board, all
Speaker 2: of a sudden, the same people are like, why is
Speaker 2: elementary school in here.
Speaker 1: I'm like, it's the same bill as before.
Speaker 2: No, we don't like that, brand new yes, And so
Speaker 2: we actually had to remove the elementary school component and
Speaker 2: we just got the middle school component. At that point
Speaker 2: we were like, let's just do something, and so that's
Speaker 2: what happened that we were able to push it through.
Speaker 2: It did get signed, but they made us drop the
Speaker 2: elementary school part.
Speaker 3: So to your point, at that all the time we
Speaker 3: get people saying, well, we would support this if it
Speaker 3: included elementary school, middle school, and high school, but since
Speaker 3: it's only high school, we won't sport. I'm like, we
Speaker 3: have you have to get specific when you're trying to
Speaker 3: get something done. It's hard enough to get one level
Speaker 3: in the education system. You're trying to do too much
Speaker 3: all at once. So I mean, with the work at MGPF,
Speaker 3: I'll tell you we came up with five principles. We
Speaker 3: did a lot of research, we came up with a
Speaker 3: bunch of reports. We looked at all of the latest
Speaker 3: data about the effectiveness of financial education and we looked
Speaker 3: for the rule, what is the one thing that actually
Speaker 3: makes it effective to changing behaviors, like helping students save
Speaker 3: more money, get better interest rates on their college loans.
Speaker 3: You know, understand the fafts know how to get the
Speaker 3: best rate on their car loan, have really good credit
Speaker 3: scores when they get into college, and beyond, like what
Speaker 3: makes those results happen? And the main things that came
Speaker 3: up from the research was it has to be just
Speaker 3: in time. So one of the main pieces of research
Speaker 3: came from this metal analysis of like one hundred and
Speaker 3: sixty thousand participants in this study, and the thing that
Speaker 3: they found was that if you teach them a little
Speaker 3: too early, it's great for exposure, but not for results,
Speaker 3: because what happens is that they lose it. They forget
Speaker 3: about it by the time they actually going.
Speaker 1: To apply it.
Speaker 3: They're like, wait, what was that stuff?
Speaker 1: When they learn about that when.
Speaker 3: Second third grade? I remember, And so it's great for exposure,
Speaker 3: but not for results. And similar with middle school. Great
Speaker 3: for exposure, great for preparing them for high school, but
Speaker 3: when it comes to the results. The results really happen
Speaker 3: right when the students are going to apply the knowledge.
Speaker 3: So if you want them to learn about car insurance,
Speaker 3: do it when they got their driver's license. They can't
Speaker 3: get a driver's license till they're sixteen years old, so
Speaker 3: it's got to be sixteen seventeen years old, which is
Speaker 3: junior year and senior year in high school. So the
Speaker 3: majority of the legislation that I've championed that the work
Speaker 3: we do has pushed forward is really legislation that includes
Speaker 3: junior and senior year having a required full semester class
Speaker 3: of standalone personal finance. None of this business of sharing
Speaker 3: sharing this class. So this part of the class is budgeting,
Speaker 3: and then this part is economics, and then that part
Speaker 3: is with no. It has to be full semester dedicated
Speaker 3: to nothing but personal finance topics.
Speaker 2: Because I loved that, I just little took some notes
Speaker 2: like just in time financial education right when they applied knowledge.
Speaker 1: That's why like college students is because.
Speaker 2: They're in the think of it, like girl, wait you, nellie,
Speaker 2: wait one moment before we continue, Let's take a break,
Speaker 2: pay some bills, and come back, because this conversation is
Speaker 2: getting so good.
Speaker 1: And we're back and super brown.
Speaker 2: So what made you after doing all this, you're passing
Speaker 2: these laws, you used to be a teacher, what made
Speaker 2: you say I want to write a book?
Speaker 1: Like? How did that process start for you?
Speaker 3: You know, honestly similar to you, Like, there's so many
Speaker 3: things that you've done for your audience, you know what
Speaker 3: I mean, Like you realize that what they ask you for,
Speaker 3: and you're like, all right, you know what, I'm gonna
Speaker 3: put this together. Everybody wants me to mentor them. I
Speaker 3: can't do that. I'm gonna put together my mentor Tiffany
Speaker 3: like I'm gonna You would kind of responded to, like
Speaker 3: all this stuff that's coming to you, And so I
Speaker 3: would see all these subscriber comments in my YouTube videos.
Speaker 3: I would get dms all the time, emails, and people
Speaker 3: be like, do you have a book? Like when's your
Speaker 3: book coming out of? You should write a book. You
Speaker 3: just know so much and you, you know, you create
Speaker 3: a telling stories. You should write this book. And I
Speaker 3: would always be like, oh no, no, no, And then
Speaker 3: eventually I'm like, you know, why not why not put
Speaker 3: a book out there? It's it wasn't until I saw
Speaker 3: you and I saw who else did I see in
Speaker 3: this space back in like twenty fIF were a very
Speaker 3: many girls. If I say it was only you, I
Speaker 3: probably am not lying, but there really were not very
Speaker 3: many women of color, especially in no Latino women talking
Speaker 3: about money and financial education. So you know, I was like, okay,
Speaker 3: I think it would be valuable for me as a Latino,
Speaker 3: specifically in the first generation daughter of non English speaking
Speaker 3: parents who had to try to navigate the money systems
Speaker 3: in this country somehow. And you know, they never had
Speaker 3: bank accounts, they never had credit cards, debit cards, investment accounts,
Speaker 3: none of that. So for me to grow up in
Speaker 3: that environment and be a to the point where not
Speaker 3: only did I figure out money for myself and my community,
Speaker 3: but like helping my family, helping people you know, around me,
Speaker 3: I figured, I think a book makes sense for that
Speaker 3: long lasting impact and that thing that you can really
Speaker 3: give to people. And you know, you have so many books,
Speaker 3: but I think it really came from the community saying like, okay,
Speaker 3: less be helpful. When is your Misby book coming out?
Speaker 3: And I'm like, okay, all right, I guess I'll do it.
Speaker 3: And COVID too honestly helped me think about like can
Speaker 3: I do this? I have the time to do it,
Speaker 3: And I did spend a lot of time writing and jotting, like, okay,
Speaker 3: the stories that I want to include food, and how
Speaker 3: I want my book to be different and how to
Speaker 3: make it stand out and things like that.
Speaker 2: So like what so as a reader of your book,
Speaker 2: like what are they going to take away? What does
Speaker 2: make it different? How is it misbehelpful? Yes?
Speaker 3: Okay, So for me, the biggest thing that I felt
Speaker 3: was missing from a lot of the books that have
Speaker 3: been written forever and ever, the classics, you know, and
Speaker 3: for me, the first book I ever read about money
Speaker 3: was Women and Money by Susie Orman. You know, I
Speaker 3: have so much respect for Susie, but she never gonna
Speaker 3: know what it's like to, you know, be in a
Speaker 3: household like the one I grew up in. And that's
Speaker 3: not her fault, that's just a fact. So knowing that
Speaker 3: I can teach similar to how Susie teaches and how
Speaker 3: so many women in our space teach, but also have
Speaker 3: this lived experience, this perspective, that that's my secret, sauce,
Speaker 3: that's my jam. That's the thing that most people would
Speaker 3: think is the achilles hell that's your weakness, is not
Speaker 3: it's your strength because it makes you unique. So for me,
Speaker 3: I was like, that's going to be my value prop.
Speaker 3: That's going to be the thing that makes my book
Speaker 3: really different. And so I knew it wasn't just going
Speaker 3: to be personal finance. It had to have my personal stories.
Speaker 3: So I sort of made my book a combination of
Speaker 3: stories and strategies. It's the financial stuff that all the
Speaker 3: tried and true, you know, classic money books teach, but
Speaker 3: also through stories. Through telling stories my girl. When I
Speaker 3: was in elementary school, I won the New York State
Speaker 3: Storytelling Championship contest every year second grade, third grade, fourth grade,
Speaker 3: fifth grade.
Speaker 1: Every year I was the winner.
Speaker 3: I would come there and be like, who's gonna beat me?
Speaker 1: Nobody? I was leading the winner.
Speaker 3: Every year I would come with my little cocky self
Speaker 3: and do One year, I did a Nazi the Spider
Speaker 3: and I mean it as anybody who doesn't know a girl.
Speaker 3: The way these contests work, you memorize the book word
Speaker 3: for word, cover to cover, and you stand up there
Speaker 3: and the judges are sitting on a panel with the
Speaker 3: book in front of them as you are memorizing.
Speaker 4: Performing the story word for word making the different voices
Speaker 4: for the spider or the bear, and you're performing it
Speaker 4: like if you're back in the day, like in a
Speaker 4: cave telling stories right, and then they are literally watching
Speaker 4: you to make sure you know the book word for
Speaker 4: word like this, flipping the pages, and then they rate
Speaker 4: you and they judge you, and the best storyteller gets
Speaker 4: the trophy.
Speaker 1: Girl.
Speaker 3: So you know, I got.
Speaker 1: No but I love that.
Speaker 2: It's one of the things that I teach all the time,
Speaker 2: right to some of my mentees. I'm like, yo, nothing
Speaker 2: is wasted, you know, nothing is wasted. The fact that
Speaker 2: you did this when you know in elementary school, the
Speaker 2: fact that you were a teacher, the fact that you
Speaker 2: you know, worked on getting these loss paths. You know,
Speaker 2: all of the your upbringing, you know, with your family,
Speaker 2: you being the minute kind of like all of these
Speaker 2: things come together to create the most amazing moment.
Speaker 1: For where you are now.
Speaker 2: You are uniquely qualified for to write your mind, your money,
Speaker 2: you know, and to talk to your audience in a
Speaker 2: way that I can't reach and someone else can't reach.
Speaker 1: They need you in this space. I love that.
Speaker 3: And that's honestly when when I owned that, because I
Speaker 3: think for a while. A while, I was scared. I'm like,
Speaker 3: but what's going to make me different? Though, Like, there's
Speaker 3: already so many books, Like behind me in my office,
Speaker 3: I have so many books written by women. You know,
Speaker 3: there's so many. We got Chelsea faken here, we got
Speaker 3: your book here, we got actually, we have Bernad you know,
Speaker 3: we have there's so many books written by women here.
Speaker 3: Like I was like, how I'm just going to add
Speaker 3: another one to the mix, you know, Like, but at
Speaker 3: the end of the day, I realized, yes, we need
Speaker 3: another one in the mix. We need so many more.
Speaker 3: Do you think that any of these white men who
Speaker 3: wrote any of these other books I have up here
Speaker 3: ever said to themselves, am I going to really add
Speaker 3: another book about money as another white man? They never
Speaker 3: said that, So why do why do we do that?
Speaker 1: Right?
Speaker 3: We have these impossile syndrome in these doubts. So once
Speaker 3: I finally owned that and said, yes, yes, I do
Speaker 3: need to add my story, and it was like I
Speaker 3: was compelled and called to do it. So I think
Speaker 3: for me, I would encourage anybody who feels like, oh,
Speaker 3: they're not a natural writer, or maybe they don't have
Speaker 3: a book in them. I'm not a natural writer. I'm
Speaker 3: a natural storyteller, but I still felt like I had
Speaker 3: something in me to put in this book. And if
Speaker 3: you have been thinking about it but you're not so sure,
Speaker 3: here's your nudge, here's your sign write that book.
Speaker 2: What is one of your favorite stories from the book.
Speaker 2: So someone's going to read mind your money and they're like, girl,
Speaker 2: I love storytelling. What is one of your favorite stories
Speaker 2: from the book, and like, what do you hope people
Speaker 2: take away from that story?
Speaker 3: Yes, okay, girl, I have so many stories in there,
Speaker 3: but the one I always tell people about is the
Speaker 3: one that was the hardest to include, which was I
Speaker 3: got caught stealing when I was girl. I was a
Speaker 3: little mess. I was a little mess.
Speaker 2: So I was like seven, I used to go to
Speaker 2: I used to steal up comic books until I got caught,
Speaker 2: and that behind whooping I got after I said, not
Speaker 2: not on today, tomorrow or moving forward.
Speaker 3: But you know what, you were six or seven, You're
Speaker 3: so young. That was that's a good age to like
Speaker 3: learn that, like, don't do that anymore because you're still
Speaker 3: so young. You know that you get away with it,
Speaker 3: but I listen. I worked with high school students and
Speaker 3: college students a lot through the work that we do
Speaker 3: with high school education advocacy, and I meet these teens
Speaker 3: and a lot of times, you know, I see the
Speaker 3: ones that I constantly getting kicked out of school. They're
Speaker 3: constantly getting dismissed, pushed aside because they got in trouble
Speaker 3: fighting or because they got caught stealing, and they're just
Speaker 3: written off as like the troublesome kids or like you know,
Speaker 3: and I'm like, no, I have experience, and so I
Speaker 3: wanted to make sure include that story. But basically, I
Speaker 3: was in the Dwayne Read with my sister and we're
Speaker 3: walking around and I had this was like my church.
Speaker 3: There was like a Chris Kringle gift swat type of thing,
Speaker 3: and I got my god sister. So she was very
Speaker 3: much into makeup at that time. I was not. I
Speaker 3: was like eleven or twelve years old, so I wanted
Speaker 3: to buy her some makeups. I walked into Dwayne Read.
Speaker 3: I'm looking at the little lipstick and lip gloss aisle
Speaker 3: and they're all like eight, nine, ten dollars. I had
Speaker 3: four dollars in my pocket. I was like, I was like,
Speaker 3: it's not gonna it's not gonna work. I can't do it,
Speaker 3: you mad, So math ain't ever. So I just thought
Speaker 3: like I'm just gonna take it. So I slipped it
Speaker 3: up my sleeve of my T shirt.
Speaker 1: I thought I was so slick.
Speaker 3: I put it right on my sleeve, and I was
Speaker 3: right under the camera, like I don't I thought I
Speaker 3: was so slick. I didn't even check around do anything.
Speaker 3: I just ripped a little barcode off put it right
Speaker 3: up my sleeve. And so my sister had no clue.
Speaker 3: I put it in my book. I'm so sorry sis,
Speaker 3: because he thought she did not have a clue.
Speaker 1: She really did not know what I was up to.
Speaker 3: So we were about to walk out and the security,
Speaker 3: it was this big, veast Curtiy guard came wat to me.
Speaker 3: He's like, you think you got tricks up your sleeves?
Speaker 1: And I was like, huh, what did he know?
Speaker 3: What does he know what's going on here? And he
Speaker 3: grew He grabbed us. He like put his hand on
Speaker 3: the back and said you need to walk this way,
Speaker 3: and he took us to the back of the movie
Speaker 3: and played the video of me slipping the thing right
Speaker 3: on my sleeve. I couldn't even deny. There was nothing
Speaker 3: I could do and they called my parents. My parents
Speaker 3: were away and I don't know what they were doing,
Speaker 3: so they had my grandmother had to come and pick
Speaker 3: me up in her van. She was so disappointed. I
Speaker 3: was embarrassed because now it's not even my sister, my
Speaker 3: mom and dad, who knows. My godmother knows. Everybody knows.
Speaker 3: So I was so embarrassed and my parents I always
Speaker 3: tell everybody. And in the book, I wrote that even
Speaker 3: though that was embarrassing, and yes, I felt shame and
Speaker 3: I was like, all right, this is like, this is
Speaker 3: not really who I am. I need to not be
Speaker 3: doing this. But it was really when I saw my
Speaker 3: mom and dad's faces like they it was like they
Speaker 3: wanted to cry. And have not seen my dad cry
Speaker 3: very many times.
Speaker 1: In my life.
Speaker 3: And he looked like he was like, how could you
Speaker 3: like we as poor as we have always been, we
Speaker 3: have never modeled that to you, never showed you that
Speaker 3: steeling is okay. We've never stolen even when we had
Speaker 3: it at the r roughest. That's not who we are.
Speaker 3: And so I just felt so bad and I was like,
Speaker 3: in my mind, I just made a decision that I
Speaker 3: was going to be little. It's goody two shoes. I
Speaker 3: was going to do perfectly in school. I was I
Speaker 3: was going to redeem myself and show them that you know,
Speaker 3: this is not who I am and you raised me
Speaker 3: right type of thing.
Speaker 2: Yeah, So what's the financial lesson that you learned and
Speaker 2: that you hope that when people read that lesson in
Speaker 2: the book. First of all, one, let me just commend
Speaker 2: you for sharing that, because it's not easy to share
Speaker 2: the things about ourselves, you know, the choices we've made.
Speaker 2: But I mean, I know we all like to protect
Speaker 2: like we're perfect on ig girl, take the filter off.
Speaker 2: So I just want to commend you for like taking
Speaker 2: the filter off and sharing that story, because no one
Speaker 2: goes through this life not making mistakes. And then two,
Speaker 2: what lesson did you learn financially and what financial lesson
Speaker 2: do you hope to pass on?
Speaker 3: Yes, okay, I'm gonna start with the lesson I want
Speaker 3: to pass on because I think that's the powerful part
Speaker 3: of this is kind of you know, what I insinuated
Speaker 3: earlier was a lot of my work with teenagers. A
Speaker 3: lot of them are you know, they get in trouble
Speaker 3: for things like stealing and fighting and things. And again,
Speaker 3: I think a lot of the adults in their life
Speaker 3: just write them off as these trouble making kids and
Speaker 3: you're just bad. You just you know, you're no good.
Speaker 3: And I really think that that story hopefully would show
Speaker 3: first of all, I wasn't stealing to just be bad.
Speaker 3: I had no malicious intent. I was trying to give
Speaker 3: a gift at the church to my godsister.
Speaker 1: Like feeling Jesus romhood.
Speaker 3: It was it was steeling from people that they needed
Speaker 3: to give it to the good like I was trying
Speaker 3: to do good. And I just I'm like you, first
Speaker 3: of all, you never know why what is going on
Speaker 3: with somebody, especially younger like teenagers and younger students like
Speaker 3: you have to lean in rather than dismiss them off,
Speaker 3: write them off and tell them, oh, you know, you're
Speaker 3: not going to be going to this trip, you're not
Speaker 3: going to all that. We just lead to the consequences
Speaker 3: of the results instead of saying, let's lean in and
Speaker 3: find out what happened, what was the input, what was
Speaker 3: going on when you made this decision, what's going on
Speaker 3: in your life? Like you know, poverty, first of all
Speaker 3: is the number one reason why young people are stealing.
Speaker 3: They are hungry, they don't have what they want. They
Speaker 3: they're constantly being told no, no, no. So I think
Speaker 3: that that lesson for other adults, whoever you are, if
Speaker 3: you work in an educational setting, is especially relevant to
Speaker 3: you to have some grace because these young kids are
Speaker 3: dealing with a lot, and especially young kids in environments
Speaker 3: that are you know, poverty or near to poverty situations.
Speaker 3: We really have to have grace for them what they're
Speaker 3: going through in their mind. Especially with social media nowadays,
Speaker 3: they see everybody stunting and they don't and they don't
Speaker 3: have that. So just be empathetic more to these you know,
Speaker 3: younger students, teenagers especially, And then I think for me
Speaker 3: the real lesson there was like you have to understand
Speaker 3: that when you're going through your life making your choices,
Speaker 3: everybody else is affected, even when you think.
Speaker 1: It's just you.
Speaker 3: And for me, I thought, my sister don't know, she
Speaker 3: don't know how to do it it. She got you know,
Speaker 3: wired all up into that situation with me. She was
Speaker 3: in the back room embarrassed too because of my choice
Speaker 3: that I made with my little money or black their
Speaker 3: of money. You know, my sister got all caught up
Speaker 3: in that, and so I just I want you to
Speaker 3: think constantly about when you're when you're making your financial
Speaker 3: decisions and you're making budget. Yes, it's money can be
Speaker 3: a very selfish thing, like what am I going to
Speaker 3: do with my money, but it also has all of
Speaker 3: these connections to the other people in your life, your parents,
Speaker 3: your children, your community, your family. Like so for me,
Speaker 3: my money is very yes, it's like for me it's personal.
Speaker 3: I make very decisions based on me and selfish reasons.
Speaker 3: But honestly, now, more than ever in my thirties, I'm
Speaker 3: like being way more mindful of how I am using
Speaker 3: my money in ways that affect my family, uplift my
Speaker 3: family and help support them, and in general thinking beyond
Speaker 3: myself to my community too.
Speaker 1: I love that that's such a great lesson.
Speaker 2: I love because storytelling, especially for Brown people, has been
Speaker 2: one of the core vehicles that we've used to pass
Speaker 2: down to task down like our heritage, our lessons. So
Speaker 2: I love that you're literally leaning into like you know,
Speaker 2: if you were to lean into the DNA that makes
Speaker 2: you dominic kana, you would find that storytelling is a
Speaker 2: critical component to that, you know, So the fact that
Speaker 2: you've brought that for and mix it with us now,
Speaker 2: which is financial education and where you are now. It's
Speaker 2: just beautiful and that is what makes you different. So
Speaker 2: beautiful is that you don't have to do anything. The
Speaker 2: collection of all that you've been and all that you
Speaker 2: will be is what makes you unique already. You just
Speaker 2: have to show up and not be afraid to shine.
Speaker 1: And so you are shining girl. Thank you so much.
Speaker 3: Yes, And it sounds like so beautiful and so easy,
Speaker 3: and it's difficult. It's difficult to be authentic, especially when
Speaker 3: you feel like you're in a space where you're gonna
Speaker 3: be judged or where you're the only one like that,
Speaker 3: especially me when I went off to college, I was
Speaker 3: the only one. Now Tip Early on on your podcast
Speaker 3: on browna Bish and you talk a lot about like
Speaker 3: your upbringing and how Mandy and you had like very
Speaker 3: different upbringings, right, And I remember, I don't remember if
Speaker 3: it was like fifth or sixth episode, but you talked
Speaker 3: about like you went to middle school and high school
Speaker 3: a lot of white students.
Speaker 1: Yes, I was the opposite.
Speaker 3: So I went to an elementary school, in middle school
Speaker 3: where everybody was black. Everybody was I grew up in Bushwick,
Speaker 3: Bushwick and Brooklyn, it's like everybody is Haitian, Jamaican, Beaiji
Speaker 3: and Trinidaddian. Like I had all the training, I had
Speaker 3: all the like being black, yes, like in Brooklyn, like
Speaker 3: in Bushwick in the nineties and to early two thousands,
Speaker 3: that's all it was. And then you had some Dominicans
Speaker 3: in Puerto Ricans, but really it was predominantly black Caribbeans.
Speaker 3: And so that's the cultural experience I had. In my home.
Speaker 3: It was very much like right and babies that are yold,
Speaker 3: this and that. But but when I was in school
Speaker 3: with my friends.
Speaker 1: Everybody was black.
Speaker 3: All my girlfriends have always been black, and so it's
Speaker 3: this interesting mix of black culture and Dominican and Latin culture.
Speaker 3: But when I got to middle school and even you know,
Speaker 3: when I got to high school, it was very similar still,
Speaker 3: but it was a bigger school. So that's when I
Speaker 3: started to see, like, for the first time in my life,
Speaker 3: I met a white student, like a peer of mind
Speaker 3: that was white. I had never the only white people
Speaker 3: I had ever been exposed to on television or my teachers,
Speaker 3: so my teachers, so I remember to this day, I'll
Speaker 3: never forget I went up to this little white boy
Speaker 3: I was fourteen years old, was my fres first week
Speaker 3: freshman year in high school, and I went to him
Speaker 3: and I said, so your Puerto Rican or Dominican and
Speaker 3: he looked at me. He said, no, I'm I'm Jewish.
Speaker 3: And I was like, but like Puerto Rican.
Speaker 1: Jewish because you're like, girl, what are you doing here?
Speaker 3: I was like, but you look, you just look like
Speaker 3: you're not black, So you either puto Rican or Dominicate. Like,
Speaker 3: I don't understand, what do you mean. You don't look
Speaker 3: Chinese to mean, so you must be Puerto Rican. He's like, no,
Speaker 3: I'm Jewish, like I'm white. And I didn't understand because
Speaker 3: I had never met others like you know that were
Speaker 3: my age. So the first time I was exposed to
Speaker 3: white kids around me was high school. So I was
Speaker 3: already fourteen years old. So come on, you already understand
Speaker 3: the way I talk, the way I act, the way
Speaker 3: I walk, like my energy, my Brooklyn energy, like it
Speaker 3: was a combination of the black environment I was in
Speaker 3: and my Dominican culture. So fast talking, fast walking, sass
Speaker 3: like very much, you know, a specific type of vocabulary,
Speaker 3: even even the way I walked right, So then when
Speaker 3: I got to college. Oh, girl, that was a culture
Speaker 3: shock to be around, extremely wealthy and predominantly white. So
Speaker 3: I went to Brown on a full scholarship, and girl,
Speaker 3: I was like plucked out of Brooklyn and placed onto
Speaker 3: this beautiful ideala campus in Providence, Rhode Island, like four
Speaker 3: hours away from home, you know, by myself. And that
Speaker 3: for me was the first time that I really had
Speaker 3: to decide, like, am I going to be my authentic
Speaker 3: self and be proud of how different I talk, how
Speaker 3: different I act, how I'll talk with my hands and
Speaker 3: I'm so loud, And am I going to keep doing that?
Speaker 3: Or am I going to assimilate and you know, be
Speaker 3: more like these kids around me so I can fit
Speaker 3: in and so that I don't stand out too much
Speaker 3: and call too much attention to myself. And that I
Speaker 3: really struggled with that my first you know year or
Speaker 3: two years there, until I found others like me. You know,
Speaker 3: I found my tribe of girls, my friends, and was like, oh, now, okay,
Speaker 3: I'm not alone. I'm not alone. We're here, We're just
Speaker 3: in much fewer numbers.
Speaker 2: I love that. So it's like you continue to do
Speaker 2: that as and it's be helpful you continue to create
Speaker 2: space for people who might not otherwise have space in
Speaker 2: this environment of financial education.
Speaker 1: You know I love that. So you see how it's
Speaker 1: our full circle?
Speaker 3: Yeah, ok, therapy.
Speaker 2: You just so if the girls and the guys, if
Speaker 2: they want to buy Mind Your Money, where can they
Speaker 2: get it?
Speaker 3: So you can get it at Mind your moneybook dot com.
Speaker 1: Do you see what I'm talking about? I was waiting,
Speaker 1: let me see, let me see, let me see, y'all.
Speaker 3: So if you're watching on YouTube, first of all, you
Speaker 3: see my leveled up space here because I've been doing
Speaker 3: a lot of podcasting, a lot of promoting the book,
Speaker 3: and Tiff so generously give me so much of her time.
Speaker 3: A couple weeks ago we sat and was like, all right, girl,
Speaker 3: you need your space to promote your book. You need
Speaker 3: to have your site.
Speaker 1: You need to be talking about.
Speaker 3: Don't be telling people you can buy it wherever they
Speaker 3: sell books. What does that mean? And Tiff leveled me
Speaker 3: all the way up. First of all, my space behind
Speaker 3: me is all things to take.
Speaker 2: So on YouTube, if you're hearing she has the Mind
Speaker 2: your Money Book, like I told her, I was like,
Speaker 2: blown up on that.
Speaker 1: You know, she has it blown up beautifully on the wall.
Speaker 2: So it's like I see you. When I see you,
Speaker 2: I see her good. And then I was like, make
Speaker 2: sure you get that you around. So I love that
Speaker 2: you have mind your moneybook dot Com. That's what we're
Speaker 2: talking about. So the girls can help, all right, son, Okay, you.
Speaker 3: Can learn about the boo there, the chapters, the descriptions
Speaker 3: are there, you know, the links by the book and
Speaker 3: also a free guid that comes with the book which
Speaker 3: has so many amazing resources. One of the things I
Speaker 3: spent girl like, I spent hours doing was I went
Speaker 3: through everybody that I followed that I really trusted, I
Speaker 3: like and admired. You know, your content, Mandy, so many
Speaker 3: creators and I've made a list of over two hundred
Speaker 3: creators in the personal finance space and it's linked in
Speaker 3: a spreadsheet in the downloadable guy that you just click
Speaker 3: and follow, so you can change your whole feed. Your
Speaker 3: whole timeline is going to look so different now because
Speaker 3: you're following educators talking about money and finance and not
Speaker 3: just you know, all the celebrity drama. We like that
Speaker 3: that's cute, but really getting the money stuff in. So
Speaker 3: all that is online your Moneybook dot Com.
Speaker 1: Yes, I love it.
Speaker 2: I'm I'm on the site right now for the real
Speaker 2: cute okay, by the book the chapters. Yes, I'm just
Speaker 2: so proud of you and Nelly. Honestly, I love that
Speaker 2: you show authentically and fully yourself.
Speaker 1: I love that you bring all of your.
Speaker 2: Booklemdness, the minicanonness, like feminine energy like. I love that
Speaker 2: you just bring your full self to the table and
Speaker 2: then you've poured it into your book, Mind your Money Book.
Speaker 2: So if you want to lean into financial education in
Speaker 2: a way that speaks to how you receive information, especially
Speaker 2: as a person of color, through storytelling and through so
Speaker 2: not just stories but also stories and financial lessons, go
Speaker 2: ahead over to mindyrmonneybook dot com. And if they want
Speaker 2: to find you on the socials, where can they do that?
Speaker 3: Yes, you can follow me anywhere at miss be helpful,
Speaker 3: am I sbe helpful?
Speaker 1: Yeah? So you're on Instagram? Are you do you? TikTok?
Speaker 3: I do TikTok just a little bit TikTok. I need
Speaker 3: to do better, y'all need to push me on there
Speaker 3: to create to just post all my Instagram and reels
Speaker 3: on there. But Instagram, Facebook to Twitter, I'm on TikTok
Speaker 3: and YouTube all as miss Bee helpful.
Speaker 1: Yes, well, thank it's anything that we didn't we miss
Speaker 1: out on. Anything you want to share with the people
Speaker 1: before we before we say bye to you.
Speaker 3: I mean, there's so many things going on, girl. The
Speaker 3: one thing I will add is I think that it's
Speaker 3: so important to be targeting young people about money because
Speaker 3: a lot of us we either avoid it because we're
Speaker 3: afraid that we don't really know how to bring it up,
Speaker 3: or we're kind of a little a shame, either because
Speaker 3: we don't have money and we don't want them to
Speaker 3: know we don't have money and we're struggling, or because
Speaker 3: we have so much money and we don't want our
Speaker 3: kids to feel on titled to that money until we
Speaker 3: just kind of don't talk about it. In regardless of
Speaker 3: your situation where you are on the spectrum of having
Speaker 3: access to money, we somehow all end up just not
Speaker 3: talking about it with these teenagers, with these kids in
Speaker 3: our lives. So I'm actually hosting a new podcast or
Speaker 3: a marketplace called Financially Inclined, which is targeting money lessons
Speaker 3: to live life your own way. It's specifically for a
Speaker 3: teenage audience. So if you have a niece or nephew,
Speaker 3: a kid anywhere, you know, tweens all the way up
Speaker 3: to teenage yers considering college or alternatives to college. We're
Speaker 3: talking about everything. We're talking about the basics of stock market,
Speaker 3: We're talking about budgeting. We're talking about now should I
Speaker 3: get my credit card? In my first credit card? How
Speaker 3: to buy a first car, like all these intro things
Speaker 3: that oftentimes you know, they don't really know who to
Speaker 3: go to to talk about it. So check that out
Speaker 3: as well as called financially incliented.
Speaker 1: Yes, thank you so much.
Speaker 2: Jet Nellie Espina a spin that ye Nellie Espina la
Speaker 2: a key Pada called me it's my bigger time be
Speaker 2: yet I don't know anyway, I'm just literally saying the
Speaker 2: seven spinish words.
Speaker 3: I don't tell anybody ever taken all the clips of
Speaker 3: you singing on every episode and all your life just
Speaker 3: put together like a real of all.
Speaker 2: You know, Yo, mister Obo, who is my spetist teacher,
Speaker 2: is literally ashamed of me because I took fans from
Speaker 2: sixth grade all the way through college.
Speaker 1: Why is that my Spanish? My sister meanwhile, Tracy be.
Speaker 2: Like, oh, I'm like she's like girl, We took it
Speaker 2: in sixth grade.
Speaker 1: I'm like, I got about three sides, you know, because
Speaker 1: when you don't use it, you lose it. So you
Speaker 1: know we're gonna sorry, I'm gonna charge, I'm gonna go practic.
Speaker 2: Car sat anytime to Mama me text does Manson see?
Speaker 2: I kind of understand, she says, somebody I can text her?
Speaker 2: She canna respond to man soodo anyway. Let me not
Speaker 2: embass myself any further. Thank you so much, Nellie Life.
Speaker 2: You could come back anytime.
Speaker 5: Hey, we could not do this show without your support
Speaker 5: or the support of our team behind the scenes. The
Speaker 5: Brown Ambition podcast is produced by Imani Crosby and Dennis
Speaker 5: Stanplinsky is our in house tech guru. I and your
Speaker 5: co host Mandy Woodrif Santos and we will see y'all
Speaker 5: next week.
Speaker 1: Ba Fam