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Metro State Black College Achievers Podcast

Positioning Black Scholarship Within the National Black Studies Podcast Landscape

The Metro State Black College Achievers Podcast strengthens and expands the presence of Black Studies in the Twin Cities and nationwide by centering Black student voice, Black scholarship, and Black community life. Rooted in the intellectual traditions of Black Studies and aligned with Metro State University’s commitments to diversity, equity, inclusion, and anti‑racism, it bridges academic knowledge and community empowerment.

Within the national landscape, the podcast complements scholarly platforms such as the Black Studies Podcast featuring Dr. André Carrington and Dr. Imani Perry. While national shows document the history and theory of the discipline, Metro State’s podcast cultivates the next generation of Black scholars, leaders, and critical thinkers. Together, they form a complete ecosystem—one preserving the tradition, the other developing those who will carry it forward.

Our mission is to create a community‑centered, learner‑centered, and empowerment‑centered space where Black students, educators, and community leaders share stories, research, and lived experiences. We believe Black students are producers of knowledge whose voices are essential to the future of Black Studies. Through interviews, historical modules, culturally responsive lesson plans, and conversations grounded in truth‑telling and liberation, the podcast activates Black Studies as both academic discipline and community practice.

Commitments: • Amplify Black student voices as essential contributors to the discipline. • Highlight Black scholarship across generations—from emerging thinkers to established experts. • Provide educational tools for teachers, parents, and community organizations. • Strengthen community connections through culturally grounded storytelling. • Expand access to higher education by showcasing Black academic excellence. • Build a future pipeline of Black scholars, educators, and leaders.

This podcast is more than a platform—it is a living archive, a teaching tool, and a community resource. It is where Black Studies lives, breathes, and grows.

Across the country, national Black Studies podcasts preserve the intellectual foundations of the field. The Metro State Black College Achievers Podcast stands in direct conversation with that tradition but does something distinct and urgently needed. It reaches Black youth in churches, barbershops, recreation centers, charter schools, and community spaces—connecting scholarship to everyday life. It teaches, lives, and activates Black Studies through community engagement.

Grounded in the belief that Black Studies is not just an academic field but a practice of liberation and truth‑telling, this podcast carries forward a discipline born from struggle and sustained by community. Each episode invites listeners into a national movement—hearing voices that will shape the next chapter of Black Studies and witnessing the creation of a new archive rooted in lived experience, scholarship, and possibility.

This is the Metro State Black College Achievers Podcast. Where Black Studies lives, breathes, and grows. Where the next generation of Black scholars begins.

Mr. Lucky, M.A., MAPL | M.S. Urban Education Student Host, Metro State Black College Achievers Podcast.

To be a guest on the podcast email: radiotalklr@gmail.com

radiotalklr@gmail.com

Easy Way to Challenge Job‑Related Bias and Low Expectations

Purpose

To help participants recognize and challenge workplace bias, microaggressions, and low expectations through humor, transparency, and confidence—without confrontation or loss of professionalism.

Learning Objectives

By the end of this session, participants will be able to:

1. Identify subtle forms of workplace bias and low expectations that appear as “compliments,” jokes, or DEI‑related comments. Example: Recognizing phrases like “You’re lucky to be here” or “We needed diversity” as coded bias.
2. Apply humor and transparency as tools to disarm bias and expose projection. Example: Suggesting the “Transcript Transparency Challenge” as a playful way to level the field.
3. Demonstrate professional confidence rooted in earned experience and qualifications. Example: Responding to bias with calm facts—“I’ve been doing this work for 15 years across schools and juvenile justice systems.”

Lesson Flow

1. Opening (5 minutes)

Display the sign: “Easy Way to Challenge Job‑Related Bias and Low Expectations.” Ask participants: “What does this phrase mean to you? Where have you seen low expectations show up at work?”

Encourage quick responses—keep tone light but real.

2. Mini‑Lesson (10 minutes)

Explain that bias often hides behind humor or “casual” comments. Discuss how transparency and humor can flip the power dynamic.

Example Discussion Points:

• “You’re only here because of DEI” → reveals insecurity, not truth.
• “We lowered the bar for you” → projection of someone else’s fear of comparison.
• “You’re so articulate” → coded surprise at competence.

Show how humor can expose bias without hostility:

“Let’s all post our transcripts in the break room—celebrate everyone’s academic journey!”

The laughter opens space for reflection.

3. Activity (10 minutes)

Role‑Play: Participants act out short workplace scenarios involving bias or low expectations. Each group practices responding with humor and professionalism.

Example: A colleague says, “You’re lucky DEI opened doors.” Response:

“Maybe! But I’ve been opening doors for myself since before DEI had a budget.”

Encourage creativity and laughter while reinforcing dignity.

4. Reflection (5 minutes)

Ask: “What happens when we respond with humor instead of anger?” “How does transparency shift power?” “How can we protect our peace while still challenging bias?”

Participants share insights.

Expected Outcomes

• Participants recognize bias and projection in workplace interactions.
• Participants gain confidence using humor and transparency to respond.
• Participants leave with a clear sense of earned worth and professional legitimacy.

Cool Closing Strategy: “You Earned Your Way”

End with a group affirmation:

“I earned my way here. My work speaks louder than anyone’s assumptions.”

Invite participants to say it aloud together. Then challenge them to post their own credentials proudly—not to prove worth, but to remind others that excellence is not accidental.

Participants write one short reflection:

• Describe a time they faced bias or low expectations.
• Explain how they could use humor or transparency to respond next time.

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Short Lesson Plan: Nonprofit Majors Beware — Understanding Fraud Prevention

Thesis (Context for Instructor Use)

Ethical vigilance is essential in nonprofit and public‑service careers; students must learn to recognize fraud risks and practice integrity in all organizational settings.

Learning Objectives

Objective 1: Students will identify common indicators of fraud within nonprofits or public agencies. Example: Students list red flags such as vague invoices, single‑person financial control, or unexplained budget changes.

Objective 2: Students will explain strategies employees can use to avoid participating in fraud. Example: Students describe actions like documenting decisions, refusing to sign unclear forms, or reporting irregularities.

Learning Outcomes

Outcome 1: Students will analyze a scenario and correctly point out at least three fraud risks. Example: Given a case study, students highlight issues like falsified attendance sheets or unverified service delivery.

Outcome 2: Students will propose two ethical responses to a workplace situation involving pressure to falsify data. Example: Students suggest declining the request and reporting the issue to compliance staff.

5E Learning Model

Engage: Show students a headline about recent Minnesota nonprofit fraud cases. Ask: “Why do you think fraud happens even in mission‑driven organizations?”

Explore: Students review a short scenario describing questionable financial practices. In pairs, they identify potential red flags.

Explain: Instructor clarifies common fraud patterns (double billing, fake invoices, misuse of grant funds) and introduces prevention strategies.

Elaborate: Students apply the 10 fraud‑prevention practices (from previous section) to redesign the scenario into an ethical, compliant workflow.

Evaluate: Students share their redesigned workflow and explain how their changes prevent fraud.

Formative Assessment

Exit Ticket: Students answer:

1. “What is one red flag that signals possible fraud?”
2. “What is one action you can take to avoid being part of fraud in any workplace?”

Contact: radiotalklr@gmail.com