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0:43 - Background information

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Partial Transcript: If you wouldn't mind to state your name, age, and place of birth.

Segment Synopsis: Matthews is twenty-five years old and hails from Paris, Kentucky. Matthews attended Bourbon County High School and earned a bachelor's degree in Chemistry from Eastern Kentucky University (EKU.) Matthews will soon graduate with a master's degree in chemistry from EKU. Matthews covers her work history, primarily in retail. Matthews worked full-time at Starbucks during the worst of the COVID-19 pandemic (for four years total.) While completing her undergraduate degree at EKU, Matthews worked as a lab assistant and tutor and mentor. Matthews also worked at Dairy Queen and Meijer as a high school student.

Keywords: Retail; Service workers

Subjects: Bourbon County (Ky.); Chemistry; Eastern Kentucky University; Education; Georgetown (Ky.); High school; Kentuckians; Kentucky; Starbucks Coffee Company; Work

2:11 - Initial involvement in summer of 2020 protests

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Partial Transcript: So, getting into the protests, in what locations did you attend a protest for the summer of 2020?

Segment Synopsis: Matthews says that she attended a protest in Richmond in either July or August 2020. Matthews protested with her friends and found out about the protest on social media. Matthews does not recall the news media covering the protest. Matthews also explains that she decided to attend the protest as an act of solidarity for her friends who are members of marginalized populations. Matthews initially had some concerns over participating in the Richmond protest due to the tension and violence that followed some protests in larger cities. Matthews ultimately decided that Richmond was a small college town with little violence and she would go ahead with her plans to attend the protest.

Keywords: Black Lives Matter (BLM); BLM; Friends; Media; News

Subjects: Black lives matter movement; Cities; Eastern Kentucky University; Facebook (Electronic resource); Friendship; Instagram (Electronic resource); Kentuckians; Kentucky; Protests (Negotiable instruments); Respect; Richmond (Ky.); Riots; Social media

5:16 - Impact of COVID-19 pandemic on life

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Partial Transcript: How had COVID-19 impacted the way that you were living your life in terms of work, school, and social life . . . when it like first started up?

Segment Synopsis: When the COVID-19 pandemic began, Matthews was working full-time at Starbucks and lived in Richmond with two roommates. Due to lockdowns in Kentucky that closed non-essential businesses to reduce the spread of COVID-19, the Starbucks that Matthews worked at ceased operations for six weeks. Matthews says that she was fortunate to receive pay from Starbucks while waiting for the store to reopen. Once Matthews returned to Starbucks, she received hazard pay. Matthews then decided to enroll at EKU and study for a master's in chemistry. While studying for her master's degree, Matthews worked as a teaching assistant in a chemistry lab at EKU and took online classes. Matthews says that she enjoyed taking online classes since it allowed her to complete coursework independently and at her own pace.

Keywords: Chemistry labs; Graduate schools; Hazard pay; Lectures; Lockdowns; Online classes; Pay; Teaching assistants

Subjects: Chemistry; COVID-19 (Disease); COVID-19 pandemic, 2020-; Education--Higher; Kentuckians; Kentucky; Learning; Money; Professors; Protests (Negotiable instruments); Richmond (Ky.); Roommates; Starbucks Coffee Company; Time; Work

8:02 - COVID-19 safety protocols pre-vaccine

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Partial Transcript: And then, what kind of precautions were you taking as a person in general . . .

Segment Synopsis: Matthews says that she rarely left the house during the initial stages of the COVID-19 pandemic except to go to the grocery store. Matthews wore a mask from when the pandemic began until after CDC guidance did not recommend mask wearing anymore. After participating in the protest, Matthews recalls that she gradually started to interact with more people outside of her immediate household. Matthews explains that she decided to participate in the protest despite the potential to contract COVID-19 from attending the gathering in part because she did not interact with people that had underlying health conditions (who would have a greater risk of being hospitalized upon contracting COVID-19.) Matthews adds that everyone who protested was aware of the risk of contracting COVID-19 from attending the protest and in Matthews' view, the cause and motivations behind the black lives matter movement superseded any of the symptoms and complications from contracting COVID-19 for a person in her age group with no underlying health conditions.

Keywords: Black Lives Matter; BLM; CDC; Classes; Friends; Grocery stores; Hand sanitizer; Underlying health conditions

Subjects: Anxiety; Black lives matter movement; Center for Disease Control; COVID-19 (Disease); COVID-19 pandemic, 2020-; Crowds; Eastern Kentucky University; Health; Kentuckians; Kentucky; Masks; Protests (Negotiable instruments); Public health; Richmond (Ky.); Risk; Roommates; Work

12:25 - Thoughts before protest / observations at protest

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Partial Transcript: --Um--so let's see, going back to the protests--um--do you remember--um--the thoughts you were experiencing the day before the protest?

Segment Synopsis: Matthews shares that the Black Lives Matter protest was the first and only protest she has ever attended. Matthews was excited to be a part of history and to be able to say that she was there when the racial justice movement happened in the summer of 2020. Matthews was also looking forward to being a part of changing society for the better by protesting. Matthews remembers that the atmosphere of the protests was tinged with anger and frustration, especially for people who had been advocating for civil rights for the past fifty years. Matthews says that some of the chants she heard at the protest were for George Floyd, Breonna Taylor, and the refrain of "I can't breathe," (which was said by George Floyd minutes before being killed when Officer Chauvin had his knee on Floyd's neck.)

Keywords: Black Lives Matter; BLM; Breonna Taylor; Chanting; George Floyd

Subjects: Anger; Black lives matter movement; Change; Civil rights; COVID-19 pandemic, 2020-; Diversity; Frustration; Kentuckians; Kentucky; Protests (Negotiable instruments); Racial justice; Richmond (Ky.)

16:09 - Preparing for protests / reasons for involvement in racial justice

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Partial Transcript: So, did you receive any kind of training on how to participate non-violently or safely--uh--during the protests beforehand . . .

Segment Synopsis: Matthews did not make any special preparations prior to arriving at the protest, but Matthews did watch some videos on social media providing advice on how to protect yourself from police brutality at protests in larger cities. When Matthews arrived at the protest in Richmond, organizers were giving directions and supplies such as masks and water to the protestors. At the protest, Matthews observed that some protestors wore masks not only to protect themselves from contracting COVID-19, but also for privacy reasons to conceal their identity. Matthews adds that some people wore masks in order to not detract from the victims of police brutality by drawing attention to themselves as individuals. Matthews says that she became involved in the summer of 2020 protests because one of her friends experienced racism and discrimination.

Keywords: Black Lives Matter; BLM

Subjects: Advice; Black lives matter movement; COVID-19 (Disease); COVID-19 pandemic, 2020-; Discrimination; Friend; Kentuckians; Kentucky; Masks; Police; Privacy; Protests (Negotiable instruments); Racial justice; Racism; Richmond (Ky.); Safety; Social media

20:59 - Breonna Taylor's story / effects of smartphone era on police brutality documentation

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Partial Transcript: . . . So how do you understand or value the life and death of Breonna Taylor . . . what do you know about her life and what do you know about her death?

Segment Synopsis: Matthews shares what she recalls of Breonna Taylor's life. According to Matthews, Taylor was an EMT who lived with her boyfriend in Louisville. Matthews says that there was a warrant out for the arrest of Taylor's boyfriend and that he was either brandishing a weapon or threatening violence when the police arrived at their apartment. Then, Matthews says that police began shooting into the apartment, killing Breonna Taylor who was sleeping in her bed at the time of the no-knock warrant. Matthews found the killing of Breonna Taylor to be distressing and was horrified at the thought of someone being attacked at home, the one place where people are supposed to feel safe. Matthews adds that the killing of George Floyd became the catalyst for the larger Black Lives Matter Movement. Matthews explains that since there was documented video evidence of police brutality in such a visceral way in the George Floyd case, it became undeniable that the police were committing senseless violence against marginalized populations. Matthews adds that the Breonna Taylor case also served as irrefutable proof of police brutality since Taylor was asleep when the police arrived and was killed by no fault of her own. Matthews views police body cameras as a method to hold police accountable for their actions.

Keywords: Black Lives Matter; BLM; Breonna Taylor; EMTs (Medicine); George Floyd; No-knock warrants; Police body cameras; Surveillance; Videos

Subjects: African Americans; Black lives matter movement; Blacks; COVID-19 pandemic, 2020-; Evidence; Fear; Louisville (Ky.); Police; Police brutality; Protests (Negotiable instruments); Racial justice; Richmond (Ky.); Safety; Violence; Warrants (Law)

28:38 - Impact of death of Richmond police officer on local protests

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Partial Transcript: . . . There was actually a police officer in Richmond a number of years ago who was killed on call . . .

Segment Synopsis: Matthews believes that an earlier incident in which a Richmond police officer Daniel Ellis was killed while attempting to make an arrest in 2015 fueled already tense political divisions in Richmond during the summer of 2020 protests. Matthews believes that the countermovement to Black Lives Matter, Blue Lives Matter used this incident to justify their opposition to the Black Lives Matter protest in Richmond. Matthews adds that these political divisions perpetuate the tensions between citizens in small towns like Richmond that lack diversity, making it difficult to find a middle ground when navigating polarizing issues such as racial justice.

Keywords: Black Lives Matter; BLM; Blue Lives Matter; Political divide; Daniel Ellis; Richmond Police Department

Subjects: Black lives matter movement; COVID-19 pandemic, 2020-; Death; Kentuckians; Kentucky; Police; Racial justice; Racism; Richmond (Ky.); Violence

29:55 - Causes of police brutality / training methods to reduce police brutality

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Partial Transcript: So, would you say that the issues that are going on are more of systemic issues . . . or is it more at an individual level . . . what is it that you think that's being done incorrectly to cause senseless violence?

Segment Synopsis: In order to decrease incidences of police brutality in the U.S., Matthews suggests that educational requirements for police officers be amended. Matthews is the daughter of a police officer in Paris, Kentucky, and says that her father went into the police academy at twenty one with no education beyond a high school diploma. Matthews believes that police academy recruits should be required to take at least some college courses. Matthews explains that leaving her small town of Paris and going to college at EKU broadened her horizons and exposed her to people of diverse backgrounds; which in turn made her more cognizant of police brutality and racial justice issues. Specifically, Matthews would like police academies to add training courses in psychology, sociology, criminal justice, and communications. Matthews adds that having training in psychology and sociology could help future police officers to learn techniques to deescalate the situation when responding to calls in which a person is experiencing a mental health crisis.

Keywords: Black Lives Matter; BLM

Subjects: Black lives matter movement; Communication; Criminal justice; Diversity; Education; Education--Higher; Father; Fear; Firearms; Kentuckians; Kentucky; Mental health; Paris (Ky.); Police; Police brutality; Psychology; Social sciences; Sociology; Training; Values; Violence

34:09 - Views on mental health advocates in police departments

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Partial Transcript: How do you feel about harm reduction programs or being required to have a mental advocate on--uh--particularly like risky calls?

Segment Synopsis: Matthews believes that police departments should have trained mental health professionals such as social workers embedded in their departments to respond to mental health crises. The interviewer shares that some people believe that George Floyd was having a mental health crisis when he was confronted by police. Matthews adds that police officers need to be have empathy for people experiencing a mental health crisis. Matthews supports restructuring the funding of police departments in order to focus on improving conditions for police officers, including paying for the training of police academy students. As the daughter of a police officer, Matthews explains that in her view, police departments spend too much money on unnecessary items, such as new squad cars and additional weapons. Matthews approves of the Louisville Metro Police Department's decision to hire two full-time social workers.

Keywords: Black Lives Matter; BLM; Defund the police movement; George Floyd; Louisville Metro Police Department; Police academies; Police departments

Subjects: Black lives matter movement; Education; Empathy; Jefferson County (Ky.); Louisville (Ky.); Mental health; Mental illness; Money; Police; Police brutality; Psychiatrists; Racial justice; Social workers; Sympathy

39:43 - Impact of participating in protest on interpersonal relationships

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Partial Transcript: So, how did participating in the protests of summer 2020 impact any of your relationships with your friends, family or your community, whether that was good or bad.

Segment Synopsis: Matthews says that participating in the protest caused tension in her family since her father is a police officer and her sister is a police dispatcher. Matthews recalls that her family was in denial of how pervasive police violence is in the U.S. Matthews felt defensive about her participation in the protest, pointing out that Black people should not be killed for simply walking in the street. Matthews shares that she also felt like she was disrespecting her father on some level, but reminded herself that she was protesting in support of her friends who were afraid for their lives when simply walking out in public. Additionally, Matthews says that all of her friends were supportive of her decision to protest for racial justice. Matthews also drew a sense of hope and optimism that so many people in the community were supportive of the Richmond protest.

Keywords: Black Lives Matter; BLM; Family; Friends

Subjects: African Americans; Black lives matter movement; Blacks; Father; Interpersonal relations; Kentuckians; Kentucky; Paris (Ky.); Police; Police brutality; Police dispatchers; Racial justice; Richmond (Ky.); Sister; Tension; Violence

42:19 - Visibility of Richmond protest

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Partial Transcript: If you had to guestimate about--um--how many people would you say that you saw while you were out protesting--like a rough number.

Segment Synopsis: In terms of attendance numbers, Matthews estimated that around 1,000 people showed up for the Richmond protest. Matthews did not watch the news to see if the media covered the protests, but she recalls seeing many social media posts about the protest from her friends. Matthews also says that there was no looting or destruction of property accompanying the Richmond protest (unlike other summer of 2020 protests in the U.S.)

Keywords: Black Lives Matter; BLM; Friends; Media coverage; News

Subjects: Black lives matter movement; Kentuckians; Kentucky; Protests (Negotiable instruments); Richmond (Ky.); Safety; Social media

44:15 - Reflections on protest

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Partial Transcript: So, have your feelings about the protest and the goals of the movement changed since the summer of 2020?

Segment Synopsis: Matthews says that her views on participating in the protest have not changed since 2020. Matthews regrets not going to more racial justice protests and believes that the protests had an impact on society. Matthews adds that people participating in protests helped bring about visibility to the issue of police brutality beyond social media discourse. Matthews is hopeful that her generation will be able to improve conditions of police violence and brutality. Matthews believes that the killing of Breonna Taylor was an undeniable case of police violence and galvainzed people into taking action against this injustice. Matthews also believes that it is up to civilians to bring awareness to police brutality and to keep protesting until the issue is resolved for good. Matthews briefly talks about Breonna's Law, which bans the use of no-knock warrants in cities such as Louisville. Matthews is hopeful that fifty years from now American society will have achieved racial justice for marginalized populations.

Keywords: Black Lives Matter; BLM; Breonna Taylor; Breonna's Law; No-knock warrants; Videos

Subjects: Awareness; Black lives matter movement; Change; Kentuckians; Kentucky; Police; Police brutality; Protests (Negotiable instruments); Racial justice; Social media; Society; Violence