The 480 Club (Part 2): A Conversation with Daryl Brown

Speaker A: Welcome to the RPP Exchange, where we talk about equity in education through research, practice, partnerships. This is part two of our conversation with the 480 Club, a, uh, community based initiative founded by Mr. Joseph Hooks. You can catch part one now on Spotify. In our last episode, we explored how Joe and his team built a powerful model for youth development rooted in mentorship, community engagement and leadership training. In this episode, we continue the conversation by diving deeper into the impact and vision of the 480 Club by welcoming youth development specialist Darrell Brown to the discussion. Darrell Brown is a dedicated father, mentor and youth development specialist, passionate about helping young people discover their potential. With a heart for service and a commitment to building stronger futures, Daryl brings wisdom, faith and purpose to every conversation. Let's listen in. So, Darrell, you've dedicated yourself to youth coaching and development through the 480 Club. Can you walk us through your journey and what drew you into this work? Maybe what inspired your commitment to young people?

Speaker B: Yeah, so I believe it all started where I grew up. Um, I had a community center that specific people there had poured into my neighborhood. And the kids that I grew up with, and especially me, they've done something powerful in my life by giving me an opportunity to experience what a community in a safe space feels like. And so I would say it all started there. And from there on I just, just navigated life and I just found myself in community. You know, I have friends that I grew up with from middle school and high school that we're still really, really close today. And we create safe space for each other. So I just felt that, you know, that was something that was very essential, not just for me, but for everyone. And so what got me into the space was I had a little brother who played football. And he, um, was having, you know, I wouldn't say behavioral issues, but he just needed accommodations. And I was somebody who was able to, um, just come along and coach him and be there to assist him because they wanted him on a team. But he also, you know, just needed a little, little bit extra support. And so that opened my eyes to just showing me, not just about coaching, but just, um, how many kids need someone who they can lean on and, and not just hard times, but good times and, um, gives them direction. So I thought that, um, that opened my eyes to understanding that, uh, my, I guess the purpose of my life is much bigger than me just being a coach, but it was more so me being a mentor to, uh, you know, the youth and my community. And I recognized that I had a voice and A voice that people wanted to, that people followed.

Speaker C: So I know as a youth development specialist, you've had experiences working with young people in different settings, uh, from schools to community programs. What consistent needs have you noticed? When it comes to supporting youth, most

Speaker B: specifically black boys, a consistent need would be just to understand that we are at a deficit, but we are not, we are not handicapped. And I would say for, and I'm saying we because I was one of those kids and um, you know, I, I didn't do the best in school early on and I recognized that um, we were labeled a certain way or we were looked at a certain way because of um, the boxes that we weren't able to check. And so I would say that the consistent need would just be, um, to be seen just like everyone else to understand that um, we bring just as much value, um, to understand that you know, even at the deficits and you know, that we have, I would say that, you know, we um, are, we have value, man. I think that a lot of times people see us and they see danger or they see, you know, someone they should fear physically. But um, you know, I've worked with a lot of African American, you know, youth men and I've seen so much light in them and they've taught me so much even at my age of 31, and I've learned even from my 6 year old son, he teaches me stuff every day. And so, you know, just understanding that um, accommodations may be needed, but also once those accommodations. I feel like everyone needs accommodations. I don't want to label us as just the ones that need accommodations, but just understanding that once we are accommodated, we bring just as much value to the society.

Speaker A: So in our last conversation when I spoke to Joe Hooks, we talked about athletic identity, foreclosure. In your work at the 480 Club, how do you balance supporting young people who are passionate about sports while also helping them avoid over identifying solely as athletes?

Speaker B: It's something that I've been navigating and spending a lot of time just meditating on because I coach, uh, varsity football at Seneca Valley High School and I also was able to coach varsity basketball at John F. Kennedy. I was actually working at both schools. One of the things that was very frustrating to me was me being a coach. It took me away from the development side. It took me, uh, and I wouldn't say necessarily like you can't develop people through sports, but I think a lot of times we associate development and progress through the wins and losses in the wins and losses, I guess the columns, right. And there were some times where we. We didn't win games, but that. That took away from the lessons that could be learned. And because I was a coach, there was. There was a. There was a responsibility for me to making. Just making sure I'm teaching X's and O's. And so, um, I actually was able to, you know, just have, um, different groups that we would have during. In the wellness center at, ah, John F. Kennedy, where I was able to, you know, kind of use the sport, but also separate the sport into teaching life lessons. And so, um, I would say that that was very important because when I grew up, when I was growing up, I recognized that once. Once I graduated high school and I was put into the real world, um, I only knew Darrell Brown the basketball player. I didn't know Darrell Brown the young man, the entrepreneur, the innovator, the creator. And so, um, you know, that. That action led me into teaching, um, the leadership group that I teach every Sunday with, uh, John F. Kennedy's, uh, captain for the football team. And so we. We talk a little bit about football. When we talk more about development, character, um, you know, spirituality, um, we talk about, um, just. Just some of our struggles and some of our wins. Not just on the field, mostly off the field. And so that gives me time to hone in and allow for them to understand that though football is a game, it's just a game, but life isn't. And so life is much bigger. And so I always make sure that they understand the work that we're doing isn't to become the greatest football player ever is to become the greatest versions of ourselves and to become the greatest father, greatest husband, greatest whatever career that they want to do or wherever they want to go in life, um, they could be the greatest versions of themselves. And so, um, I actually appreciate that question because I think that is the biggest disconnect in sports today, um, where, you know, I watch someone, for example, like Mike Locksley, he has support where they can. They can have that time to connect off the field and work on character, and work on becoming men. And men of character, men of value versus, oh, we're not winning. So you don't bring value. And so that's something that. That's something that, you know, is very important because I think a lot of times we. We get so caught up in what we can do on the field, on the court or wherever it is that we're. Whatever it is that we're doing that we. We forget who we are and how important we are. And not just that, the lessons that could be learned in the wins and losses. And that life isn't just about, um, you know, going undefeated or being the greatest of all time. If you're not the greatest version of yourself, then. Then none of that matters. And so that's. That. That was something that I seen that was a disconnect. And for me and my friends when we were in high school, and then I seen it when I was coaching. So, um, you know, that's. That's how I separated. And I understood that my role wasn't to be in the game, it was to be of the game. And not just the game of sports, but the game of life.

Speaker C: That piece about mentoring, mentorship I, uh, think is super important. And using sports as that carrot on the string to maybe get boys and girls into the room, but then using. Using it as a vessel to teach those life skills. So I want to. I want to affirm you on that and tell you to keep going. Okay. Yeah. Can you share an example of a young person that you worked with who began to see themselves as more than just an athlete, someone who expanded their sense of identity and their future goals? And I know that you even said, uh, either mentioned yourself as one with starting out as an athlete and then also realizing that you're an innovator and that you're an educator, and I myself was one. But do you have one through the community, uh, based partnership that really stands out to you, that you would like to speak to?

Speaker B: Um, yeah, I think a few. Um, I'm recognizing in this, um, leadership group that I'm having on Sundays that, um, these kids carry so much more than what they know and what I even understand. And I m. Had a kid who. Who I connected with at Kennedy. Um, unfortunately, he had an unfortunate loss in his family, a very significant loss. And, um, he's kind of been just lost and trying to figure out who he is. And I think he tied his confidence and his identity to the sport of football. And so, um, I seen in the last leadership call that he's always last to speak, and he's been first to speak, and he's been. He's just been very, um, intentional about what he says and his words. And I can tell that he's doing the work. And so, you know, and one thing that was very important for me to disconnect myself from the school system was because, um, you know, there's boundaries that you can't cross. And so when it comes to, like, spirituality and things like that, I'm very big on that. And so we do a prayer at the end of each uh, session. And he was, and I seen him be a little bit discouraged on leading prayer because usually I'm the one doing it. Then we had another player do it and then he stepped up and did it this past Sunday and his prayer was 10 times better than mine and the player who did it prior to him. And so, um, you just kind of see him showing up in day to day and it's not just about football. It's about how he's treating himself, how he's taking care of himself, how he's preparing himself for the day. And so, um, that would be the big, that would be the most recent one and I think the most biggest because he doesn't understand the power yet and what he's doing. But once, once he goes and he's a senior, so he's going to graduate this upcoming Sprint. Yeah, this upcoming spring. And he doesn't recognize what he's uh, creating for himself and taking the initiative and putting himself first. And not just in drills, but in things that are very, very uncomfortable. And so that's, I think that's something that I thought that was powerful for him to embrace and not just run from it, but run to it. So I would say that's the biggest one at this very moment as far as what the future holds and what he can do, what he will do with it. Uh, to be determined. Um, but yeah, that would be the most recent one that stuck with with me.

Speaker C: Okay. Okay. We, we able to make sure that uh, he, he listens to this podcast episodes, he can receive that affirmation and that shout out to tell him to keep doing the good work. So, so here at the rsjc, uh, we're really focused on research based partnerships and collaborations. And we know that collaboration is at the heart of youth development for you. What does effective collaborations look like? And whether that's in schools with fan, within families as a community stakeholder or through other organizations like the 480 Club. What does effective collaboration look like with the youth, most specifically black boys, uh, and moms?

Speaker B: Okay. So I would say effective collaboration just, it just looks simple, you know, being able to create a safe space, um, a space where we're all respected, we're all seen. Um, we don't come in with a clipboard. We come in with presence and build trust and stay consistent. I think it's very important to let the developers and everyone who's evolved, um, define what matters to them and be willing to adapt and we all be able to adapt our lens. And I think us as developers and leaders, um, if we're able to adapt our lens then, then I feel the youth will be open minded to doing the same thing. And I think that's meeting them halfway. And so I would say a collaboration is just being open, understanding that no one's perfect and that we may, we most likely nine times out of ten will have to pivot based on what we thought our agenda would be. And um, I would just say just understand that the traditional framework isn't always the way. And if we're open to that then I believe that not only will we be able to check the boxes, but we'll actually be able to leave impact that lasts the rest of a lifetime.

Speaker C: Okay. Have you had opportunities to work with researchers through the 480 fo?

Speaker B: I would say yes. I think uh, I, I would say not um, directly. I believe the work that we've done and the funding that we've gotten has been sent from researchers based on, based on numbers. And so I think a lot of the softwares and um, I guess um, partners that we've, that we've been able to partner with uh, word researchers and um, they're always, they're always um, you know, collecting data because without the data this money doesn't exist. And so I um, would say not directly one on one, but I would say through 480. Yes, um, hooks has been someone who is very adamant about connecting with researchers and um, and the people who are um, you know, creating the data. And um. Well we're the ones giving the data but they're the ones you know, uh, documenting it. And so that, that's, that's the furthest I would say I went as far as working with um, researchers and developers.

Speaker C: What guidance would you offer or advice to researchers who want to center the voices and the lived experiences of uh, young people within your work?

Speaker B: I would say the guidance that I would, that I would give the researchers and individuals who are in, in a position to impact the youth and create spaces and the connections and I guess uh, bring everyone together to one table is make sure the work that we're doing or make sure the things that we're doing is from the heart and not just from, from the dollars or, or the amount of funding that you can get. A lot of times when we're doing the work we get so caught up in making sure that we're getting it done that we're not getting it done. And so what I Mean by that is, um, making sure the impact is really making sure that we have wrong impact. And now we're actually here to help and not just here to say, hey, I did it. And so, you know, a lot of times kids get left out. Well, let me just say kids, the youth gets left out to dry, um, because the job is done and the boxes are checked. Um, like prime example, I'm not at John F. Kennedy no more, but every Sunday I have a leadership call. And I don't get paid a dollar to do it because I love it. And most importantly, I understand the. The importance of what I'm doing and why I'm doing it and who needs it. And so, um, me doing that is. I'm a developer now. I'm creating a curriculum that one day will be touching more kids and more schools, um, through, you know, through the grace of God. Um, and so, you know, just understanding that there could. There's no dollar amount you could put on this work. And if you really. If you really are serious about the work, um, don't just show up, but actually be that example. Be the results, do the work yourself. So when you come into these rooms, the youth can look at you and say, this is someone I know I could follow. And it leaves no question marks. And that's the guidance I would give any developer or anyone who's in a position to, uh, one day create spaces for kids and youth in the community.

Speaker C: Okay. Um. At the Racial and Social Justice Collaborative, we focus on how black and boys define and experience thriving. And we're looking forward, uh, to connecting with the 480 Club and having a focus group where, uh, participants really elaborate on what thriving means to them. Uh, I wanted to ask that question to you if you're comfortable with sharing what has thriving looks like in your own life. And you can reflect back on what that looks like for you, uh, from K through 12, or you can, uh, you know, speak on what that. What that means to you now. What does thriving look like to you?

Speaker B: So thriving. Because. Because thriving to me today and what it was, K through 12, are completely different. Um, and I would say K12 thriving was, um, just. Just doing what I'm supposed to be doing. And what I mean by suppose is what I've been told to do. And, um, I grew up in, you know, a single, single mother household, so thriving to me was I'm just doing anything better than what I've seen. And I. And it wasn't much that I seen up until that point growing up in Montgomery Village. And living on, um, section eight. Um, so I would say that I didn't understand what thriving was then. So I would say I wasn't even thriving. So thriving to me, K through 12, was surviving. Thriving to me now as a dad, um, as a mentor, as a human, you know, as a man would be someone who puts both his feet on the ground every day and is rooted and making sure that I'm centered in what I believe, Making sure that I'm not in the world. I'm of the world. Meaning, um, everything that I get is a consequence of me actually doing the work and not cutting corners and making sure when I go to sleep at night, I am, um, I am proud of who I am today and the work that I've done and where my heart is and where my mind is. And thriving is just being consistent. Thriving is understanding that I will fall short. Thriving is, um, letting my pain give me time to reflect, and then that will give me progress. I always add the saying, pain plus reflection equals progress. So not about my losers. It's about what I do with them once they happen, because it's unavoidable. And so thriving for me today is being able to say, today I'm a better version of myself than yesterday. And not just financially, not just physically, but, like, my heart, the way I love, the way I treat people, the way I treat myself, um, the way I think, the way I ch, the way I deal with challenges, the way I deal with adversities, and how I respond to those things. Um, um, even fatherhood. How am I responding to my son when he's having a bad day? How am I responding to him when he's having a good day? And all that is a reflection of me as a consequence of me doing the work. And so that's what thriving is today. I would say I wasn't thriving K through 12, but thriving. The definition of thriving from K to 12 was really surviving because I didn't understand what was out there in the world.

Speaker C: All right, very good. Um, how does the 480 Club create spaces that are culturally responsive and trauma informed so the black boys feel seen, safe and supported?

Speaker B: Okay, so that's actually a good question. I would say. I would say, um, for example, the kid I was telling you about who stepped, um, up in leadership group. His mom. His mom. Unfortunately, he took his tough loss. And, um, you know, it was very deep to me because I have a son who doesn't have his mom. His mom is no longer with us. And so it was very personal. But we were able to just support him. Um, we were able to just make sure that we're checking in with him. Not just because his mom passed away, because we actually care and love this kid. Um, we also were able to go to the mom's funeral as a group. Um, and I mean this is a kid that we still pour into heavily today. And so as far as trauma and force go, I would say that we understood that that was a loss and what would impact him moving forward, who was in his corner and how we were there for em. And if we were only there because we felt bad or we were sorry for the loss, where it's like, um, I've experienced losses and people were like, hey, I'll be there for you. And then a month goes by and the dust settles and everybody's back to their own lives and you know, it's not the fault them. But I don't think they, I don't think people understand how important that support is. So as far as being trauma informed, I would say, um, I've experienced trauma and how I've dealt with it, good or bad, I've been able to reflect and so showing up for anyone who, if. And it could be childhood trauma, it could be trauma and a loss. Right. Grievance, it could be trauma and um, you know, um, just not feeling good enough or whatever it may be. And so I would say that 480 is trauma informed just by the people that he's. That, that Joseph Hooks has hired. Because those guys who have been through it, and not only have they been through it, they've gotten through it.

Speaker C: So it sounds like the 480 Club creates that space by being purposeful and hiring from within and really being really knowing who he's um, picking for his team. And he spoke very highly of you and uh, you know, some, some of the things that you went through and how that makes you uh, a great professional in working with some of the youth in, in the community which you serve.

Speaker B: Yeah, no, definitely. Man Hooks is somebody who, uh, he could be misunderstood by many. He could be misunderstood by many. But it's because he, he does the work and he understands that it's. You can't judge a book by his cover and you have to be able to read the book first. So he does his due diligence and um, not everybody passes the, the test for him. And so, you know, even with me, it took me some time to get on the, you know, in the opportunity that he's given me. And you know, I haven't looked back since and so I'm grateful for it and it's very true.

Speaker A: Uh, so when you speak about myths or misconceptions, that leads me right into my next question. What's one myth or misconception people often have about the youth growing up in Montgomery county and the work that you do through the 480 Club?

Speaker B: Okay, so the first about the youth I would say is, um, there's no hope for the youth. Um, that's, that's a myth. All the hope is in the youth. They're the future.

Speaker C: Right?

Speaker B: They're the ones who will be leaders and doctors and, and um, you know, entrepreneurs and innovators and artists for the future. Right. And so, you know, when I look at my 6 year old son, um, when he's getting in trouble and he's not necessarily following the guidelines that have been created, um, there's times where I'm frustrated, but I understand, um, that he's only just curious and he's only experienced in this world from six years of experience. The hope is in the youth. They're the future. Um, and they're the ones who are going to be um, pushing this society through to whatever level we go to next. And um, that's the biggest myth with that. Um, as far as 480, I would say the biggest myth of 480 is, oh, they only service athletes, they only care for athletes. They only, they only care about pouring the athletes. And that's false. Uh, those sports and um, athletics have brought us all together based on who was employed with four, uh, hundred and eighty. But you know, I've had, I've had groups at lunch, you know, um, where I, I ran curriculums with all types of kids. Like I had a group where there was no athletes in it. There were literally, there were the quote unquote hallway stragglers. They were the, the kids who were in drama. They were the kids that no one ever even seen in the school. And uh, those were kids that I, that would, that, that I was able to pour into daily. And uh, I've actually gotten thank you letters and thank you cards from kids who have not graduated and gone off to college and they never dribbled a basketball outside of PE class. Um, that would be the biggest myth of 480. We care about everyone. Uh, we connect more. We connect quicker with the athletes. However, with the time spent, we connect with anybody.

Speaker A: So again, Darrell, I want to thank you so much for your time today and rounding up this episode featuring the 480 Club on part one. We spoke to President and Founder, uh, Mr. Joseph Hooks. And today we spoke to Youth Specialist, Mr. Darrell Brown. I want to just affirm the 480 Club and the amazing work that they're doing. And as an urban researcher, I hope to collaborate with the 480 Club to help push the work that they're doing forward. The RPP Exchange is brought to you by the Racial and Social Justice Collaborative in the center for Educational Innovation and Improvement at the University of Maryland, College Park. If you know someone who might be interested in creating more equitable learning environments and experiences through research, practice partnerships, please consider sharing this podcast. I'm, um, your host, VIP Vaughan Parham. Until next time, Take care.