Although I am known for speaking my mind, I have never been one to publicize my passion projects. I get involved because I believe in what I am doing – not because I want others to know of my involvement. Decades ago, it was Make-A-Wish, but once we started Red & Black and detoured into the worlds of education and criminal justice, I added new projects. And “soapboxes”.
And, I saw how education and criminal justice were intertwined. Which is what compelled me to write a letter when the Texas Legislature held a hearing about a house bill related to programming within the Texas Department of Criminal Justice (TDCJ) and invited public comment. It was the first time I ever went “on the record” (comments are in the public domain), but I feel very strongly about the topic, and specifically the lack of women’s educational programming.
When I sent a copy of my letter to Red, the self-proclaimed mere mortal, she was adamant (not a typical trait for her) that my words needed a wider audience than the legislators and people who follow legislative bills …
Mandy S. Williams
HB 3227 (86R) Comments
Women’s Programming In TDCJ
As a retired oil and gas executive, my background and expertise are in neither education nor criminal justice, so I am not sure how I got here, but we all know that life rarely goes as planned.
BACKGROUND … IT STARTED AT NEIMAN MARCUS?
I spent my entire life trying to stay out of prison, so imagine my surprise when a book I co-authored with my sister, intended as the basis of a sitcom and launched by Neiman Marcus, detoured into the world of education at KIPP Houston High School (resulting in it being approved as a Personal Financial Literacy textbook by the Texas State Board of Education) and then was embraced by the Chaplaincy Department of TDCJ.
The initial “Red & Black Personal Finance & Life 101” program at TDCJ was championed by Dr. Leticia Watkins, chaplain at the Stringfellow Unit. Based on the overwhelmingly positive feedback (both qualitative and quantitate, and available upon request) from the men, TDCJ allowed a film crew to interview the pilot group (the powerful video is available at http://youtu.be/426TrZ_N_sA), and the program was expanded within TDCJ.
The first women’s program occurred at Plane State Jail as part of their prostitution and human trafficking initiative. Even before the program was started, demand for the program exceeded the initial book supply, and additional books were requested. (Please note: our programs within TDCJ have been fully funded by my friends and business associates as once we saw the impact of the program, it became a passion project for me.) Again, the feedback was overwhelmingly positive (and available upon request), but what resonated with me was the dramatic impact educational programs have on the women’s self-esteem. And, the one quote that still haunts me is, when asked, “What, if anything, did you learn that you plan to share with your family and/or friends?” one woman replied,
That I am of value.
MY SISTER’S PERSPECTIVE … CLUELESS & STEREOTYPICAL
My sister, a straight-A student who went to Wake Forest University on an academic scholarship, was totally clueless about money (and, I would say, about life) when her husband was suddenly fired. The fact she was well-educated did not mean she was prepared for life, and as I started to guide her through her “crisis” (her word, not mine), I realized it was probably the best thing that ever happened to her as it forced her to learn life lessons she had managed to avoid. Today, she agrees, but adds, “The most important thing is that if I hadn’t learned these critical life lessons, I never would’ve been able to teach them to my daughters.”Take a moment to stop and think about that. And the ripple effect of knowledge.
In terms of people who are incarcerated, my sister believed in what are probably typical stereotypes – they are bad people who committed crimes. After reading the feedback from the men, and watching the video, they became people who had made bad decisions. A very different mindset. And, after meeting the women at Plane State Jail, she could relate to them as women who would do anything for their children, and wanted to learn what she had – to take control of her life versus having her life control her.
DO NOT GET ME ON MY EDUCATION SOAPBOX
Many program participants are questioning why these lessons were not taught in schools, and many indicated if they had, they might not have ended up incarcerated. They are also asking where people in the free world can take this program. I am amazed how many men and women are sharing the stories and “lessons” in the book with their families on the “outside”.However, the bottom line is … you should not have to go to prison to learn these lessons. But, the fact remains … participants in the program are trying to change the trajectory of their lives, as well as their family members.
If the education has failed them, that is not their fault. If we fail to offer programming to help them, that will be our fault.
It's a running joke in my family that the only reason I go to the movies is for the popcorn. And while that isn't 100% true, it's probably close, as I can't remember a time when popcorn wasn't an essential part of the experience.
I can still remember seeing Mel Brooks' "Young Frankenstein" when it was first released (in 1974) at the Massapequa movie theater, which was literally at one end of an old strip shopping center. It bore no resemblance to today's multiplex cinemas, and the concession stand offerings were very limited. It was dark and a bit dingy, and the seats were old and uncomfortable. But I didn't care because the popcorn more than made up for it. And while I sat through multiple showings of the movie (it's still one of my favorites), I was grateful my dad had given me enough money to buy multiple popcorns, as in those days there was no such thing as the big bucket, let alone free refills.
Fast forward, and some things never change...
First, I ask them to fill the large bucket "really high, please, I haven't eaten all day, and I'm starving." Ok, so I probably did eat earlier, but I need an excuse for asking for a ridiculous amount of popcorn, don't I? Which takes me to the next part of my routine. If the bucket's filled to the point of overflowing, I know exactly the pace to eat it so that it lasts for almost the entire movie. (Trust me, I'm not kidding!) And then, the final part of the routine … I don't start eating my popcorn until the movie begins. Not the coming attractions— the movie. (Unlike Black, who races to finish her small size popcorn by the time the movie starts as if it's something to be ticked off a "to do" list.)
So, think what you will, but for me, the popcorn's a critical part of what makes going to the movies so enjoyable. And has become an amusing memory for my youngest daughter and me, as many years ago, when we were in the concession stand line, she asked me what size popcorn I was getting,
I love you, honey, and you're so smart, but that may be the silliest question you've ever asked me. And, quite possibly, will ever ask me.
To this day, she still remembers it, and although she no longer lives at home, when she hears that I’ve gone to the movies, she’ll jokingly ask me what size popcorn I got. And in the same breath, answer the question. Because she knows that there’s only one answer.The biggest bucket available.
Every time we see the photo above of our "guinea pigs", it brings back such fond memories. You may be thinking, "What? Are they calling those students guinea pigs?!" Well, actually, yes. And before you think ill of us, please know that we use the term with great affection, deep gratitude, and utmost respect. And these eight amazing seniors from the Class of 2010 know that's our nickname for them because ...
We started calling them our "Guinea Pigs" as soon as they volunteered to help us develop our Red & Black Personal Finance and Life 101 program at KIPP Houston High School. It was important that they knew this was truly an “experiment”, as neither one of us was a teacher or a financial expert.
It all started at our first speaking engagement, when during Q&A a woman asked why the topics in our book weren’t taught in school. The next thing we knew, we were sitting in the office of Bryan Contreras, Director of KIPP Through College, and being asked not only to develop, but also to teach, a semester-long personal finance and Life 101 course to their high school seniors. During their spring semester. (Yes, the months right before they graduate.) While Red looked like a deer in headlights (we barely considered ourselves authors, let alone teachers), Black responded as she often does, with a simple:
Sure, not a problem.
While Red went home to carpool and baking cookies, Black did what she does best — use her corporate and business experience to tackle the challenge. So, she requested a "task force" of seniors to help us develop the curriculum because, as she put it:
If it is not relevant, why bother? And, who knows best what is relevant to high school seniors? High school seniors.
Black introduced them to the business concept of a working lunch (which might also be considered a pizza bribe), and we met for five Fridays. We gave them a list of select book excerpts they were expected to read each week so we could discuss what they thought should be included in the curriculum. That first week, they seemed motivated to help — but we weren't sure what to expect.
They came back excited and totally committed, with two of them having read the entire book and the rest having read much more than the assigned excerpts. Luckily, Red had been a straight-A, copious note-taking student. However, she could barely keep up with their comments and feedback, let alone the side discussions generated by the conversations in our book. You could see their interest in personal finance (and many other Life 101 topics) was strong and genuine, and they explained that learning from the mistakes of others was extremely powerful. One student, after prefacing his comment with apologies, stated:
When I grow up, I don't want to be Red.
We'll always be indebted to our Guinea Pigs for their enthusiasm and suggestions, as using our book as the textbook was their idea, not ours. And through their feedback on the book and the lessons they were already learning from it, which began at those pizza lunches, the answer to how best to "teach" a Red & Black class was obvious to them. It was as simple as a book club. For us, it took a little longer to come to that realization as we were hampered by our own preconceived notions about how lessons are taught in a classroom. So, although the initial intent may have been for us to be the teachers and them to be the students... we learned from each other.
P.S. – For those of you interested in a more "educational" look at our detour into the world of education, including "feedback" (student quotes, Black's "non-scientific" surveys, and KIPP press releases) from our two spring semesters when we "taught" at KIPP Houston High School, please check out An Unexpected Education Detour ...
Red loves to stop and reminisce. Black prefers to look forward.
But even Black will admit that sometimes there’s value in looking back — it reminds us where we came from, the detours and roadblocks we have managed to navigate, and that we may be stronger and more capable than we give ourselves credit for. Sometimes, it’s a lesson learned. Sometimes, it’s a memory that reminds us what’s truly important.
But Black has one caveat (and it's one of her favorite car analogies) …
If you decide to look back, keep it in perspective. There's a reason why windshields are so much larger than rearview mirrors.
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