Sheldon [00:00:00]:

Welcome advocates to another episode of the Leading Equity podcast, a podcast that focuses on supporting educators with the tools and resources necessary to ensure equity at their schools. Today's special guest listen, today's special guest is the newly Dr. Naire Clark, Nyrie. Thank you so much for joining us today.

Nyree [00:00:24]:

Thank you.

Sheldon [00:00:24]:

Thank you.

Nyree [00:00:25]:

Thank you. That just sounds so great. Thank you.

Sheldon [00:00:28]:

Sounds awesome.

Nyree [00:00:30]:

It feels well, I want to thank everyone that's listening to this and listen to the other podcasts because that adjustment in the title is Work Well done, that's for sure.

Sheldon [00:00:44]:

Okay, well, technically this is part two. So you were on earlier, episode 213, a conversation around supporting our black girls in schools. At the time you were doing your research. You were working on your dissertation, I believe. And so I said, once you're done, we're going to bring you back. And so you finished. And I was like, let's do this. Dr. Clark, we're going to bring you back on. So your dissertation is entitled through the Eyes of Queens exploring the Schooling Experiences of Black Girls in Upper Elementary School using photo voice. So before we get into that, I would love for you to share a little bit about yourself and what you currently do.

Nyree [00:01:23]:

Oh, absolutely. So currently I'm a curriculum program specialist in Ed Tech PK through 6th grade. So I do all the elementary students as well as teachers and staff and parents. I'm here in Southern California, so I work for Colton's Joint Unified School District, and it has been fantastic. This is actually my 24th year in education, so I like the littles. So I've done kinder all the way to fourth grade. I tap out when they get taller than me. That's my sweet spot. But I like the little. So this dissertation was, in my defense, they explained it as hard work, like, you really did hard work. And I have to agree with that after hearing how their feedback from it definitely spoke to my heart because I love being able to amplify the voices of definitely our elementary school students as well as black girls in particular.

Sheldon [00:02:23]:

Absolutely. All right, so folks, I left a link. There's a link in the show notes on episode 213, but for those who have not had a chance to check out that episode or it's been a while that they need to be reminded, give us an abstract about your research.

Nyree [00:02:39]:

Oh, absolutely. Well, first of all, thinking about students right when you're doing dissertation work with people in general, like especially kids, they're very conservative. They want to make sure that we are doing what's right with kids and using Photo Voice, a methodology. I love pictures, like Sheldon, you know that I love pictures. I'm on Twitter posting pictures all the time, so that speaks to my heart. So I found with the help of my dissertation chair, Dr. Nicole Howard, I was able to find a methodology that actually used pictures. So the students, the girls were able to take a picture of what I'm asking. So like, one of my research questions is, how do you see yourself as a black girl? So they were able to take pictures of that and through that representation, then they have prompts that they're answering, so they're analyzing the picture. Why did you take that picture? There's prompts that go along with it. So you get this array of just input of what these girls are seeing or how they're seeing themselves represented. And for the girls that I had two different cohorts of girls. So I got to look at two different schools, different socioeconomic schools and different cultures of schools. And when I coded all their information, they actually saw themselves under mind, body and soul. Like they saw themselves as their parents, like how they looked. They saw themselves with their mind that they were intelligent and that they were strong. They saw themselves as their soul, thinking spiritually. Just like that. They got this that their connection with God and also like their connection with I had some biracial girls. So feeling unique and then being a little bit different, but then how they could overcome that. It was just phenomenal to see that even at two different sites that the girls still kind of still had that same conception of who they were and our perception. And this was just third grade through 6th grade, so it was a span between third and 6th that I was able to work with. So that was phenomenal just looking at being able to use PhotoVoice and it allowed more accessibilities for the girls to be able to articulate their thoughts. Especially when I feel like I'm asking them big questions, I'm having them really think about big thoughts and then to be able to use the images to articulate it. It was awesome for me too.

Sheldon [00:05:21]:

This is awesome. Okay, so I was going to ask you what was the age group, but you told me third to 6th grade about how many girls were you working with?

Nyree [00:05:28]:

So I ended up with 17. And I have to tell you, Sheldon, like people I'll tell everyone, I was very naive and thinking that I wasn't going to have a problem getting the sample. And I had a problem getting the sample because I had to build trust. Like, even though I work in the school district, I wasn't at their sites regularly, right? And not even with just the girls. I had to physically call every single parent so that I had parent meetings. I mean, I worked at getting that sample together and I ended up with 17 of them. But I called every single person, called every parent. I had meetings with the girls so that I could introduce them to what the research was and just trying to not give too much away, but just like, oh, please, you are going to love this experience. I created a program with girls of color. So there were books, four books. It was four days we were together, and I had four books with girls as the leading black girls, as the leading characters within the books. And so through the books, we were able to have some of those conversations of just social justice topics. I used Jaditsa's book. One of her McKenzie's travels. Book? McKenzie's story. I can't even think of the name of it, but it's the first McKenzie book. And when we read that and the girls were able to see all the different places, I mean, we had conversations about ethics, injustices, multiple perspectives. Like, I'm bringing all of those gifted and talented death and complexity prompts into those questioning. And we had some really deep conversations. We read Soulway, and that was on colorism. So then we had those conversations. So I know that throughout the process and throughout the program with the girls, I had to also address my positionality. I'm seeing myself through their lens as well as when I was a young girl, but still being the researcher and trying to be neutral and letting them speak their talk. And I will tell you, within those four days, the first day, the girls were a little cautious trying to get to know me. The second day, they found their love for that infinity group. They loved each other. By the third day, they found out they loved me.

Sheldon [00:07:59]:

Three days.

Nyree [00:08:00]:

Three days. Then by the fourth day, they didn't want to disband, like, we need to keep doing this. So I think the power what I was not aware of is the power of the affinity group. That young. That young. I know I didn't grow up in anything at school where there were any affinity groups, but once those girls found each other, within the research time that I had, I had to give them that time for each other because they wouldn't allow anything else to happen until they were able to commune. So I hadn't scheduled that into it, but I had to create it because I couldn't get anything else done. Once they found each other, then we were able to work through it. And then just in four days, that bond with those girls, when I'm on campus, it is like, Mrs. Clark, they're right there with me, and that's just four days. So I'm just thinking, like, we talk about culturally relevant pedagogy and practices, but the power of that in four days, creating those types of deep relationships, with all the work we're doing, we still did content. You know, we still we still address we did language arts content, writing content. You know, those are the standards I was still trying to address in that short amount of time, make sure that it was beneficial for them. It was powerful, just so powerful, the work that they were able to do.

Sheldon [00:09:29]:

Now, when was and first of all, I looked it up as McKenzie's time machine.

Nyree [00:09:35]:

Thank you. Thank you. Because Yaditsa is going to kill me not knowing the name.

Sheldon [00:09:39]:

I know. I'll put a link in the show notes folks.

Nyree [00:09:42]:

Thank you.

Sheldon [00:09:45]:

So I'm curious now, you said four days. Was this an all? Like how long was these sessions and when was this held?

Nyree [00:09:51]:

Oh, that's a great question. So in order to get the research done for the dissertation people, this ended up being a four day program in a week. So it was 1 hour for four days straight. So I met with them Monday through Thursday. And then the first day, I have to tell you, I had an activity that are getting to know each other where they looked at themselves in the mirror and they had to write down positive things that they see about themselves. It was difficult for both groups, difficult for them to look at themselves and do that. And the first day was all on affirmations and just kind of validating who they were. Before we got into the research, I wanted them to start thinking about themselves and being able to articulate who they see. So I was starting to try to front load that. By the fourth day, they were very positive with who they were much easier to articulate and even with each other. I also found that the gradespan was fantastic that third grader through 6th grader, sometimes that third grade, third grade student would be with the 6th grade students. They would mix up. Like they weren't just clingy. They always moved around, but they helped each other. And it didn't matter the age, it was across the board. It didn't matter. Like if you were the upper grades, like the fifth and 6th grade didn't just click together. The third and fourth didn't just click together. They were all fluid with each other in both groups. And I thought that was fantastic as well. I hadn't seen that because I hadn't had that many grade levels together before in a group for anything. Well, maybe gate, but affinity groups, never. That was fantastic to see that transcended both groups.

Sheldon [00:11:48]:

Okay, so I'll be honest, I've never used PhotoVoice. You're going to have to break that down for us. What is PhotoVoice and why was it selected for your study?

Nyree [00:12:00]:

Oh, yes, so PhotoVoice is a qualitative methodology where students are able to or people are able to take a photo of what they are trying to convey. So it was actually first used in the medical field. So if you say like, my leg hurts here, you can take a picture of that and then you could articulate it. PhotoVoice is used to really build community because you have all of the images, you have the visual representation. I used it for lower grades for the elementary students because I wanted them to have an image of what they were writing to. So I didn't want it to be so abstract that they couldn't remember what they were referencing. So if a girl said that she felt strong as a black woman and she found a picture of that, I wanted that image to be there so she could remember why she picked that picture. How does this picture relate to her? So I had like five prompts for them to speak towards, to answer those questions. So the photos really help to ground that, make the abstract a little more concrete for them. I picked it for that reason, but I also wanted them to have voice in it too. Like, I could see the picture, you could see the picture, and we might get something completely different out of the meaning of it. So being able to articulate their voice and I have to tell you, my third grader was she had the biggest voice of both of the groups. I had one third grader, and she was one of the very strongest with quotes that she would say, no one's going to break me down. I can do anything that white girls can do. I'm strong, I'm proud. I mean, she had those direct quotes of how she saw herself. And I thought that was really powerful for her to be able to articulate it and share it out.

Sheldon [00:13:50]:

Okay, so it kind of sounds like some of the PowerPoint. So when I do presentations, when I first started doing presentations, especially shout out to OVA with their support and helping me with keynoting and everything like that.

Nyree [00:14:03]:

Yes.

Sheldon [00:14:04]:

But I used to have what do they call death by PowerPoint, where you just have like a million text on folks aren't reading and listening to you at the same time. That's right. And so now I have a lot of pictures that I utilize, and so I caption them myself as I'm delivering a speech. So it sounds like that's kind of similar to how that is set up as far as a photo voice.

Nyree [00:14:27]:

Absolutely. And like, my other research question was how do people make you feel like you belong at school? So there were different images of places on campus that they felt safe. Maybe it was in a field or like outside spaces was something was a place that all the girls loved. Outside spaces. They felt safe in the relationships that people built with them. So taking time to get to know them and they felt a sense of belonging and feeling safe at school. And so how were adults able to make them feel safe at school? Listening to them? The library was one of the safe spaces for one cohort of girls. And it was because they saw themselves in the library. The librarian was very kind and gave them space, like they could come there before school, after school. So there was accessibility in that space. So them taking those pictures, sometimes it was pictures of people, sometimes it was just outside spaces where they felt free and that's how they described it, I feel free. I feel alive. When I'm here, I feel safe. I feel open. So if teachers are taking recess away from Black girls or other students that have that sense of freedom, that's harmful. That's harmful. So teachers have to be aware of getting to know their students enough to know that outside space is a good thing. That's a reset for many of the girls. We did work outside. Like, as I'm doing some things, the kids were just saying, like, oh, we like to be outside. Oh, you like to be outside. Let's read outside today, those kinds of things. And it was fantastic.

Sheldon [00:16:34]:

All right, Dr. Clark, here's the thing. You have two research questions, and so you did allude to I think you alluded to one of them. Actually, I think you mentioned both of them. I'm going to read them out. Question one was, how does the schooling experiences of Black girls in grades three through 6th grade influence the perceptions of their intersecting identities? And then your question number two was, how do Black girls in grades three through six describe their sense of belonging in their school settings? I know you mentioned both of those, but let's start with question number one. You talked about you did the four day event, the photo voice. You utilize that as a way to kind of get this data, collect this data. What were your results?

Nyree [00:17:21]:

Oh, so my results for that was the students. For question one. The students saw themselves in the sense of mind, body and soul. So they really saw themselves as through their appearance, that they were beautiful. They had beautiful black skin. They loved their complexion, that they were cute, beautiful, strong. They saw themselves as very intellectual, that they were smart, that they were engaged while they were at school. So their mind, they saw themselves as being bright, being smart, being collaborative. They also saw themselves spiritually. Like, I had a student that I had a couple of girls that identified as Black, but they were biracial. So they talked about being unique, having that uniqueness and not feeling like you belonged, and then learning that it was okay to be a little different and that they still felt connected when they talked about their souls. A couple of the girls talked about spirituality, like, feeling like no matter what happens, you know, like they got this, God's got them, that they spiritually. They they were strong. So I had two different cohorts of girls, so 17 in total, but I had two different cohorts of girls and both cohorts. So when I coded, I coded them separately, and then I coded them together. So to be able to see that common, those categories were different. But then when putting those categories together, that's where I was able to come up with that mind, body and soul, because that encompassed both groups of girls.

Sheldon [00:19:16]:

I like that. Okay. And remind us as far as you said two different schools. Were the student demographics as like student body demographics about the same or different?

Nyree [00:19:29]:

About the same. And the schools are actually not too far apart. Like, they're maybe ten minutes away driving, but socioeconomic different. So, like, one school, they have lots of clubs. There's the African American woman vice principal at that school. So when I walked into that school, the girls were very like, hey, who are you? What can we do with you? They were very engaged. The other school has no African American staff on campus, and they have the highest rate of discipline towards African Americans. So when I walked on that campus, when I pulled a group of girls together, the first thing they said is, what did we do? Why are we in trouble? And I'm like you're not in trouble. Let me tell you what we're here to do. But before I could even explain what was happening, they already had a negative thought. So I had to overcome that, let them know that I was a trusted adult, and these are things that we were going to do together. So both of those now I will say at the end of working with both of the groups, the girls that are over disciplined, that's the group that wants me all the time. When can we start again? When can we meet again? What are we going to do? And I'm looking to go further with both of those groups, just in general, just because, again, it's my school district and I love my kids. So wanting to continue other works with the girls, but that group wanted it most. They lived in an area where after we finished working, because school had ended, I would walk them halfway home. Like, okay, if you're walking home, no one can pick you up. Let me make sure. So we would walk and we talk those kinds of things. So I did notice that connectivity there. When I would get to work, the students would be sitting in the office waiting, and the office would be like, your girls are here. Go take your girls with you. And they would be waiting, waiting to what are we going to do today? Kind of thing. And the feedback that I got from them is they liked that the content was specific to them, so we were reading books about them. They loved that. And then they liked being able to actually talk about some of those inequities, like, to talk through it. What do you think? How do you feel? What are solutions that we can do? And we did it as a group, and I really think that is probably one of the things that helped to get that affinity space with all the grade levels, because they really worked well together as a group. Like I said, my lower grades would learn from the bigger ones or sometimes teach the older kids, but they really respected each other in that space and I didn't have to build that in. It seemed to come naturally to both groups. So that was something that I noted as well.

Sheldon [00:22:39]:

So I find it interesting how you said basically one school when you came in, the girls were like, okay, what do we do? Which leads me to the next question. As far as sense of belonging in their school setting, what did you come up with?

Nyree [00:22:58]:

Yes. So with their sense of belonging, relationships, safety and outdoor spaces were the three that were their top priorities. So they loved outdoor spaces, they liked being outside, they felt free. One of the girls said, I feel alive when I'm here. Everyone that's listening, you'll be able to look at the video that has all of the quotes. I took the direct quotes from their coded responses. Building relationships like kindness, listening, caring, were words that were repeatedly coded over and over. Those were words that the girl said they felt connected to adults that wanted to connect with them, like get to know them below the surface. So more of those core beliefs, what do they really believe in, how are they really feeling about what's happening? And them first, before the content, like we would have conversations before any of the research work, just on where their mind was and even where my mind was before we started the work. And that was very helpful. And then also safety, how did they feel safe in that space? And it could be safety even within the lessons, like what we were talking about, some of the lessons, some of the conversations, colorism was hard for them because some of them said, my sister is lighter skinned than me, I'm darker. And that was hard. And it was hard to have those conversations. So different girls would kind of talk to it and I would also share my experiences as well. My sister is lighter skinned, I'm darker skinned. And we read the book Solway, and that book is all about colorism. So we were able to have those conversations. And that was like right coming out of the gate, the beginning of our time together. So I think with me being able to have those courageous conversations with young students, they felt more comfortable with even talking about some we read hidden figures, so just talking about because I wanted them to address gender. Part of my dissertation is seeing if they understood that they have intersectionalities, that you are black, you are a girl. Do you feel it? And what I found in the research is they feel being black, but they don't feel being a girl. Not yet. Not at this stage. They don't say anything about being a girl, but they are constantly talking about what it feels like to be black.

Sheldon [00:25:48]:

So you're saying at that age they're putting more emphasis on their skin color as opposed to their actual gender?

Nyree [00:25:56]:

Absolutely. That is one of my findings for the black girls. And so going into the research, Sheldon, I was really thinking, like, I would be able to have these conversations on intersectionality and being able to help them see how we could balance both of those. But they never said anything about gender ever. There was never any regards to what that feels like. So I don't know if it would be interesting to see the research, if that is something that shows up. Maybe middle school more so than elementary, but in elementary, they only felt they would only articulate feelings about being black.

Sheldon [00:26:41]:

Interesting. Okay, so let's transition. So you shared with the you gave us the abstract. You talked about the methodology, you talked about the findings. What are chaplive?

Nyree [00:26:52]:

Ghost.

Sheldon [00:26:52]:

Chapter five. What are your suggestions based off your research?

Nyree [00:27:00]:

I love it. This is like my own defense with Dr. Eakins. What I found is I created a conceptual framework. So, you know, after having your doctorate, that all the work is grounded in your frameworks. What's leading your research? And so what I noticed is I had all these separate frameworks. I had intersectionality. I was looking at culturally responsive teaching. I was looking at critical race feminism, all of them independent of each other. And then it just hit me that it could be layered. So I created that conceptual framework. Black girls from the inside out, looking at black girls first. Let's look at them first, who they are. So looking at their intersectionality, what is their language, what is their culture? Like, yaritsta is a prime example of that. She's Panamanian, so she presents maybe looking African American, but that's not who she is. So being able to know their culture, their language, what do we know about their race? And then after we know who the girl is, adding the next layer of culturally relevant pedagogy. So that is the research that I looked at. But I would even add, like, culturally sustaining pedagogy, which encompasses even more looking at the language. But this is the instructional practices. So now that the educator knows who the girl is, now, how can I use that to guide my instructional practices? So that's that second layer that you're seeing. Then after we know the girl, we are addressing her instructional strategies. What is the system doing? So now we look for critical race feminism. We're looking at the system. What is the school system? How is that creating or eliminating barriers for her? So at the school that I told you about that has high disciplinary with African Americans, we need to look at that system. What is the policies that they're addressing? What is creating those barriers? What are other things that we can do at the structural level, the school system that can help? Like, if we are saying girls like outdoor spaces, maybe we are no longer allowing teachers to remove recess from the girls. So I feel that if you take this conceptual framework and look at each of those sections you can address, like, this could be something that could be used with Black girls, like in RTI or as you would RTI or PBIS or any of those. But just being able to look at are you addressing all these layers? And where's the bump? Where is the gap that's happening? And then being able to close it from there. So looking at those three layers, I was able to take those themes and see where those themes are embedded. So if we're talking mind and body, we're looking at intersectionalities. When we're talking about the soul, it could be in that culturally relevant pedagogy safety, being able to blend into the structure, critical race, feminism, as well as culturally responsive teaching. But then that's where some of those themes would live in respect to the framework and then being able to make wise decisions that will help Black girls thrive. That's where I'm going now. That's what I'm looking at. I was so excited, so excited to see it actually come together and to be able to give school systems like that scaffold that would be able to address exactly what Black girls need.

Sheldon [00:30:35]:

I love this. Okay, and folks, again, links in the show notes, everything is right there for you. I have her PowerPoint in front of me, and I also have the conceptual framework in front of me as well. And as I'm looking at the conceptual framework, thank you so much, Dr. Clark, for sharing this with me. I just want to make sure that you articulate to those who are like, well, I'm not a Black woman. So is this concept, this conceptual framework, is it available or is it relevant to those who are not women, who don't identify as a woman and who do not identify as a Black woman? Can you just articulate that for us?

Nyree [00:31:14]:

You know what? I'm so glad you said that, because really, of course, it can be used with all girls of color, but when you look at this framework, it could be used and apply to so many different groups, because, again, if we start with a kid, we're really basically saying, what does that child come to school with? Everything about that child? And then culturally relevant pedagogy that's for all students? How are we bringing in what we know about that child and connecting it to the content? So Jewish children, our Islamic children, will be able to connect their culture to the content we're teaching and then critical race feminism? That definitely yes. It looks through the lens of black girls and being able to see exactly their unique identities. But if you are basically just looking at the structure of the school, you can look at your policies and see how that addresses or creates barriers for any of your students. So I think that layered approach would give school systems a way to see how they could address all their students. But this framework in particular has more strategies for black girls.

Sheldon [00:32:30]:

Got you. And that's totally fine. I always say on my show, I am racially biased towards our black community, and I'm not apologetic about that at all. So that's absolutely fine. But I think, like you said, I agree it looks based off of what I'm seeing here. I feel like it's applicable in various cultures and communities as well. In your final thoughts on your presentation, you have some bullet points. I don't know if you have it in front of you, but if not, I'd love for you to kind of break those down as we kind of wrap things up.

Nyree [00:33:06]:

Absolutely. I don't have it in front of me, but I do remember there are a few things that after doing my dissertation that I would like to go further with. So in my framework, you will see culturally relevant pedagogy. But I know that at least in the state of California, there is a huge shift to culturally sustaining pedagogy. And what makes that difference is that it basically blends different perspectives of culturally relevant pedagogy together. So now you have Gloria Lansing's, Billings, then you have Hammond, and then you have Holly. So in looking at my framework, that would be something that I would like to adjust to make it more inclusive. So adding that in for culturally relevant pedagogy, affinity groups, I would love to see more affinity groups down at the elementary level. Students do not have a chance at the elementary level to ever be in an affinity group. And for some of our students, that could be exactly what they need. They need time to be in a group where everyone understands what it means when your hair is braided or when you do something different. You don't have to explain every single thing all the time. It's taxing. People don't understand that, but it's taxing to have to explain yourself all the time to be in that group. It was amazing to have those conversations that we just already knew and could build on. So being able to create some affinity groups at the elementary level, that is not exclusive, not excluding, but you have time where you can meet as well. I think that's very important. You don't see that until you get into like middle school or high school where you have BSU or something like that. But the elementary school kids, the data shows they know they're aware of at least a racial component. So your affinity groups don't always have to be about race. It could be gender. Like, again, my data show that they had no idea about gender. So bringing a group of girls together, that just would be allowing those affinity groups to change. So it just allows them to see affinity groups could be a common goal. Like you're just looking for a common goal. So sometimes maybe it could be mixed gender, maybe it's black people. So then it's, boys and girls. But being able to work towards that common goal, I think, is something that's very strong and missing for elementary school students to be able to have some of those opportunities.

Sheldon [00:35:47]:

Yeah. I interviewed Dr. Stephanie Tolliver not too long ago, and she talked about the affinity group she ran for black girls who were really into Sci-fi, and that was a commonality there. She talks about that. Folks, I'll leave a link in the show notes for that one as well. But I'm glad that you said it doesn't have to necessarily be divided up by race. It doesn't necessarily have to be by gender. Sometimes it's just those common affinity, like, I'm into minecraft, you're into minecraft, or you're into this, or I'm into that, and then those are the groups that can be created as well. Just those shared spaces where you can have those common conversations.

Nyree [00:36:26]:

Yes. I love that and more for our elementary school kids down at our level, at least in our district, it seems to be so academic driven. They need some sweet release. Like, we want to create these creative kids, but we're not given enough opportunities for them to be creative in other aspects. So I think through these affinity groups, it would be a great space for them to think outside the box, to think differently.

Sheldon [00:36:51]:

Yeah, absolutely. So, Dr. Clark, I definitely consider you as providing a voice in leading equity. I'd love for you to share one final word of advice to our listeners.

Nyree [00:37:03]:

Thank you. I would like to just share that it has been so impactful and so powerful for me to stay connected with other educators out there. So my biggest thing is I learn from other people as well as the work that I'm doing and sharing. So please, please continue to grow your PLN. Stay connected with them. Dr. Egans and I have worked remotely and have seen and connected with each other online and was finally able to meet in person once. But the relationship that you build with people online is so powerful, and it really has been really helped to push me professionally and personally. So I want people to just keep remembering that, like, you're listening to this podcast for a reason. You're getting that knowledge, but then stay connected to those people that you're listening to and that you're following so that we can all grow together.

Sheldon [00:38:00]:

Absolutely. And if we have some folks that want to connect with you, what's the best way to reach you online?

Nyree [00:38:05]:

Let's go with Twitter, because I will actually answer that before I look at emails. I am on Twitter. Oh, I got to change it. Dr. Nyri Clark on Twitter.

Sheldon [00:38:19]:

I guess by the time this comes out, it should be fixed by then, so dr. Nyrie Clark it is.

Nyree [00:38:25]:

I changed it already.

Sheldon [00:38:26]:

Oh, you did? Okay.

Nyree [00:38:27]:

I did.

Sheldon [00:38:28]:

Okay, great. Well, folks, there we have it. Once again, I am speaking to Dr. Nyrie Clark. Her dissertation is entitled through the Eyes of Queens exploring the schooling experiences of Black girls in Upper elementary School. Using PhotoVoice. Nyrie, thank you so much. It's been a pleasure.

Nyree [00:38:47]:

Thank you for letting me come back for round two.

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