Episode 1: Breaking Down Barriers: An Introduction to the Dr. Homeboy Podcast: The Why

The Dr. Homeboy Podcast

Welcome to the inaugural episode of the Dr. Homeboy Podcast, hosted by Marco Antonio Romero, a doctoral candidate at Simmons University. This episode introduces the podcast and outlines its purpose and intended audience.

Marco, affectionately known as Dr. Homeboy, addresses teenage male Mexican-Americans involved in gang activities. He explains the challenges they face, such as substance abuse, violence, and juvenile delinquency, and the difficulties in disengaging from such lifestyles.

This podcast's mission is to provide valuable resources, personal stories, and educational content to help these young individuals reintegrate into society confidently and without retribution. Marco shares his journey and emphasizes the importance of empathy and understanding in addressing these issues.

Through this podcast, you will gain insights into the historical context of the impact of educational disparities and, most importantly, the power of community support systems. We believe in the strength of involvement and the importance of your role in our community unity.

Join us to explore how the Dr. Homeboy Podcast is dedicated to making a positive impact in the lives of young Mexican Americans. We offer not just hope but practical solutions for a brighter future, inspiring you to believe in a life beyond gang activities.

Annotated Outline

Episode Introduction

1. The episode begins with an engaging music interlude and sound effects that capture the listener’s attention and set the ambiance for the podcast.
2. Greet and introduce the podcast's title and host's name.
3. Call to action: Audience engagement.
4. Provide disclosure.

Talking Point 1

1. Introduce the title of the episode and what will be covered.
2. Introduce and discuss the target audience for this podcast.
3. Define gang involvement.
4. A brief explanation of why this population was chosen.
5. Provide the author’s mission statement.
6. Provide the author’s vision statement.
7. Reason for the title of the podcast.
8. History and definition of the origins of the term homeboy.

Marco Antonio Romero introduces the episode’s title, “An Introduction to the Dr. Homeboy Podcast: The Why.” This episode’s introduction includes the host’s name and the title of the podcast, and it is an introduction to the beginning of the first series of the podcast (The Doctor Homeboy Podcast). He addresses a critical topic (issue) and specific population, which is “Educational Disparities Amongst Low-income Teenage Mexican American males and gang involvement.” Furthermore, he fills in the gaps (gap analysis) found in the literature on which he conducted his research. This introductory episode is structured to be the guide of the podcast.

Marco Antonio Romero introduces and discusses the target audience of this podcast, which is teenage Mexican American males from low-income communities seeking to disengage (Tonks & Stephenson, 2018) from gang involvement. He defines gang involvement (Lochner & Moretti, 2004). He then briefly explains why this population was chosen (Kim & White, 2010; Martinez et al., 2020; Romero, 2024, p. 64). Additionally, Marco Antonio Romero discusses his mission statement, vision statement, and the reason for choosing the title of his podcast (Garcia, 2022).

The issue this podcast is addressing will be introduced. To further understand and support the issue and population at hand, Marco Antonio Romero provides the research, literature, and theoretical frameworks that support and guide his podcast, which will also be introduced. Lastly, Marco Antonio Romero introduces and discusses why his podcast is novel and how it will be done.

Talking Point 2

1. Introduce the issue that the podcast is addressing.
2. Introduce the theories on which the podcast is grounded.
3. Humanistic theory.
4. Critical race theory (CRT).
5. The cognitive theory of multimedia learning.
6. How this podcast is novel and how it will be done.
7. Introduce the “use of self.”
8. Define harnessing technology to decrease gang involvement.
9. Define prisoner reintegration.

Marco Antonio Romero introduces and discusses the issue this podcast is addressing: “Educational Disparities Amongst Teenage Mexican American Males in Low-income Communities and Gang Involvement.” He provides an introduction to how these issues are interconnected (Lochner & Moretti, 2004; Carson & Vecchio, 2015; California Department of Education, 2022; Peterson Foundation, 2022). He then provides an introduction to each component and how one leads to the other (Lochner & Moretti, 2004; Carson & Vecchio, 2015; California Department of Education, 2022; Peterson Foundation, 2022), as these are discussed and covered more in-depth in episode four.

Marco Antonio Romero introduces the theories that helped shape his podcast. The three theories that guided, shaped, and formed this podcast (in order) are the humanistic theory (Winston, 2016), critical race theory (Delgado et al., 2023), and the cognitive theory of multimedia learning (McNamara & Drew, 2019; Romero, 2024). Marco Antonio Romero merely introduces these theories in this episode (episode one) as he delves deeper into the theories, their history, their research, their importance, and their relevance in support of the podcast and the intentionality behind the podcast in episode two.

Lastly, Marco Antonio Romero discusses how his podcast is novel, how it adds to the social work profession, and how he will do so. He introduces and discusses the use of self (Kaushik, 2023), as this is covered and discussed more in-depth in episode three. He then introduces and describes prisoner reintegration (GCSW, 2024). Additionally, he introduces a successful organization that helps serve the Mexican American population to reintegrate (Homeboy Industries, 2023) as he delves deeper into, covers, and discusses more in-depth in episode six. Lastly, he introduces how he harnesses technology to decrease gang involvement (Lochner & Moretti, 2004; McNamara & Drew, 2019), as he delves deeper into this in episode two.

Talking Point 3

1. Recap of the episode and key takeaways.
2. Call to action.
3. Provide a disclosure.
4. Final words.
5. Exit the episode with an engaging music interlude and sound effects that capture the listener’s attention and exit the podcast, leaving them wanting to tune in next time.

References

Agozino, B. (2022, February 1). Valdes, Francisco. LatCrit: From critical legal theory to academic activism. CHOICE: Current Reviews for Academic Libraries, 59(6), 841.

Carson, D., & Vecchio, J. M. (2015). Leaving the gang: A Review and thoughts on future research. The Wiley Handbook of Gangs. https://doi.org/10.1002/9781118726822

CDOE. (2022, June 9). Education budget. California Department of Education. https://www.cde.ca.gov/fg/fr/eb/cefedbudget.asp

Delgado, R., & Stefancic, J. (2023). Critical race theory, fourth edition: An introduction. New York University Press.

Duran, A., & Jones, S. R. (2020). Intersectionality. In Encyclopedia of Critical Whiteness Studies in Education (pp. 310-320).

Garcia, M. (2022, June 8). Pachucos, Chicano homeboys, and gypsy caló: Transmission of a speech style. Explorations in Ethnic Studies. https://www.academia.edu/81035955/Pachucos_Chicano_Homeboys_and_Gypsy_Cal%C3%B3_Transmission_of_a_Speech_Style

GCSW. Grand Challenges for Social Work. (2024, February 2). GCSW. https://grandchallengesforsocialwork.org/

Joseph, J. J. (2023). Unpacking unexplored psychological factors in alcohol and substance use in gang members. Crime & Delinquency. https://doi.org/10.1177/00111287231207378

Kaushik, A. (2017). Use of Self in Social Work: Rhetoric or Reality. International Journal of Social Work Values and Ethics, 14(1), 21–29. https://www.jswve.org/wp-content/uploads/2017/01/10-014-106-JSWVE-2017.pdf

Kim, A. H., & White, M. J. (2010). Panethnicity, ethnic diversity, and residential segregation. AJS; American journal of sociology, 115(5), 1558–1596. https://doi.org/10.1086/651375

Lochner, L., & Moretti, E. (2004, March). The effect of education on crime: Evidence from prison inmates, arrests, and self-reports. The American Economic Review, 94(1), 155–189.

Martínez, D. E., & Gonzalez, K. E. (2021). “Latino” or “Hispanic”? The sociodemographic correlates of panethnic label preferences among U.S. Latinos/Hispanics. Sociological Perspectives, 64(3), 365-386.https://doi.org/10.1177/0731121420950371

McNamara, S. Drew, C. (2019) Concept analysis of the theories used to develop educational podcasts. Educational Media International, 56(4), 300-312. https://doi.org/10.1080/09523987.2019.1681107

Perez Brower, M. (2024). Reframing gendered issues: Intersectional identity frames and policy agendas. Political Behavior, 46(1), 331-353.

Peterson, P.G. (2022, August 16). How is K-12 education funded? Peter G. Peterson Foundation. https://www.pgpf.org/budget-basics/how-is-k-12-education-funded

Romero, M.A. (2024). Capstone Proposal [Unpublished manuscript]. Simmons University.

Romero, M.A. (2024). Executive Summary [Unpublished manuscript]. Simmons University.

Romero, M.A. (2024). Integrated Capstone Learning [Unpublished manuscript]. Simmons University.

Tonks, S., & Stephenson, Z. (2018). Disengagement from street gangs: A systematic review of the literature. Psychiatry, psychology, and law: An interdisciplinary journal of the Australian and New Zealand Association of Psychiatry, Psychology and Law, 26(1), 21–49. https://doi.org/10.1080/13218719.2018.1482574

Winston, C. N. (2016). An existential-humanistic-positive theory of human motivation. The Humanistic Psychologist, 44(2), 142–163. https://doi.org/10.1037/hum0000028