BHS Jacket 2022/23 Issue 4 - Latinx Heritage

LATINX HERITAGE MONTH

Trans athletes speak on their experience

BY JASPER LOVVORNBLACK staff writer

“It can sometimes be a little bit weird to be on a women’s varsity team and know that I am not a woman,” said Medina Lam (they/them), a senior on crew, who plays on a gendered team that they do not identify with.

Some athletes within Berkeley High School’s sports program identify as transgender or non-binary, but are on teams that come with labels that don’t fit their gender identity.

One of the benefits of playing sports is the community building that comes from being on a team.

“(The team) is competitive but not toxic, and it’s just fun getting out there and getting exercise,” said senior Abbey Chen (he/they), a student who

plays on the women’s lacrosse team but doesn’t as a woman. “I do like that there’s like a community built with the girls team that maybe wouldn’t be the same on the boys team,” he said. “I feel safer on the girls (team), and it’s just a fun experience overall.”

Some gendernonconforming athletes find community within their shared identities. “There’s kind of this point of bonding not even necessarily on my team, but with trans athletes, non-binary athletes on other teams, or friends of mine that have similar experiences,” Lam said, “(who) understand what it’s like to be on a women’s varsity team (but not identify as a woman), for example.”

Rowan Nykamp (they/ them), a junior on the BHS mountain biking team, said “I haven’t found anybody that hasn’t been supportive about me or PAGE 8

Listen to the The Buzz: Latinx experiences in white spaces

FEATURES

A cultural connection: Learning Spanish

BY MADELYN PHILHOWER staff writer

Though raised in the same Spanish speaking household, Micaela and Paola Bedolla Garcia have different relationships with the language.

Paola Bedolla Garcia, a senior in Berkeley International High School (BIHS), grew up speaking Spanish and took part in

the Two Way Immersion (TWI) program at Longfellow Middle School. In the program, most of her academic subjects were taught entirely in Spanish.

In contrast, her sibling, Micaela Bedolla Garcia, a Berkeley High School freshman, said, “I can read and write (in Spanish), but I cannot speak it back.” As a student taking Spanish I this year, “even though I learned Spanish by listening to it, I

Rundown on telenovelas: A core piece of Latinx history

feel like I’m learning again for the first time,” they said.

For Paola Bedolla Garcia, who tested into Native Speakers Spanish III her freshman year, now having taken the highest AP classes available, taking Spanish at school helps “in speaking to family members and being able to (practice Spanish), because language is a muscle. You need to always train it … if you don’t have people around you to speak

to in it, then you’re probably going to lose that language.”

BHS senior Jasmine Moreira-Cortes was also motivated to take advanced Spanish classes because of her experience growing up and speaking Spanish at home.

“I was afraid that … in going to school (speaking English) for so many hours and then coming back home to speak (Spanish) again, some of my PAGE 10

Students and community grieve death of two students

Students and community

ART SUBMITTED BY DAVID GUERRERO

Micaela Bedolla Garcia and her older sister, Paola, find that they approach BHS Spanish classes differently.

Youth vs. Apocalypse climate strike calls Bay Area youth to action

BY AVHA MEISELS

On Friday, September 23, students from all over the Bay Area gathered together in Oakland to fight for the environment at the Youth vs. Apocalypse (YVA) climate march.

The strike consisted of speakers, dancers, and many young students representing schools all over the Bay Area. The strike was centered towards supporting the No Coal in Oakland (NCO) movement, which fights to stop coal from being transported through Oakland.

Hundreds of protesters gathered in Frank Ogawa Plaza, then marched downtown through Oakland before returning to the Plaza.

YVA has organized many protests in the past, including one last year that many Berkeley High School students took part in.

joined by NCO, which was created in reaction to the announcement in April 2015 of the building plans for a coal terminal in Oakland.

According to Bonnie Lockhart,

by it in the future.

“One great thing about this event is that it’s youth-led. The youth has done a really incredible job of bringing people out and showing what it’s like when students don’t go to school, and instead use their knowledge from school to actually affect the world,” Lockhart said.

protest as well as a strong sense of community.

Following the march through Oakland, the protesters gathered around a stage where many youth spoke out about the issues they were facing.

an activist and member of NCO, the coal terminal in

The strike started with a march through Oakland where protesters chanted and held many signs and banners including one that stated, “No to Coal, Yes to Life.”

The anger students

Meanwhile, tables were set up with activities and information on what people can do to help. In another area of the Frank Ogawa Plaza, students danced and painted a mural.

Though NCO was the main focus of the strike, many protesters present had more issues they were personally protesting.

One student present, Anuwaleela GaliGarcia, was at the strike not only to fight for NCO, but also to raise awareness about the lack of clean water in reservations.

“I’m Native American and I know some of my aunties and cousins who live on the reservation, who don’t have access to clean water and have to drive tons of

racism behind it.

Oftentimes the neighborhoods that will be affected by pollution, toxic chemicals, and other climate issues are the ones that house primarily people of color. The coal terminal in Oakland is not an exception to this and will affect poor neighborhoods rather than wealthy ones.

Lola Aruda, a student protesting at the strike, was personally protesting this idea of environmental racism.

“The No Coal in Oakland campaign is just one of many examples of a community fighting against environmental racism. People try to put really bad stuff in the air in predominantly Black and brown communities and neighborhoods. We can’t ignore that,” Aruda said.

In the past, many people have felt disheartened about

the coal situation in Oakland. The case has been going back and forth for many years, and it’s impossible to know what the outcome will be. But YVA and many other people in the community feel that there is a lot of power in numbers and speaking out.

“By showing solidarity across organizations, and by just showing up, we are saying no to coal, and saying yes to health,” stated Amber Lee, a member of the Mycelium Youth Network, a climate justice organization.

According to Chang-Min Kung, a sophomore at BHS, youth-led events like this allow students to reach out to each other and build a stronger community, while simultaneously fighting for what they believe in.

“We’re showing up for our futures, for our safety, and for our health,” Lee said.

Jacket

Robert

writer

“People try to put really bad stuff in the air in predominantly Black and brown communities and neighborhoods. We can’t ignore that.”

Lola Aruda, Student at the strike

PHOTOS BY GLENN MAH, EMILIA FREILICH

Teen Reproductive Justice Club protests for abortion rights

BY ARIANA YEROVAM staff writer

On Wednesday, September 28, Paola Bedolla Garcia, a senior in Berkeley International High School (BIHS), together with the Berkeley High School Teen Reproductive Justice Club, organized and led a schoolwide reproductive rights protest.

Garcia said her initial motivation to hold the protest was based on fears that abortion restrictions provided.

“I have a little sister, and a lot of people on the news that had to go to other states for abortions were either younger than her or her age and that’s really terrifying for me,” Garcia said. “I wanted to do at least something to speak out. … It felt like the best response for me personally.”

The event was publicized throughout school by use of flyers, social media, and through the student bulletin. The announcements informed students to meet at 10 a.m. at the C building steps and to

then collectively proceed to Martin Luther King Jr. Civic Center Park. The flyers also listed several organizations that relate to the cause and could be used for additional information or involvement. The organizations include Planned Parenthood, Center for Reproductive Rights, National Organization for Women, URGE, and National Women’s Health Network.

well as numerous Teen Reproductive Justice’s own members. The group migrated to Civic Center Park while chanting, megaphones and signs in hand. At the park, student speakers took the opportunity to share their personal ideas and stories relating to policies regarding reproductive rights.

Among these speakers was BIHS senior, Magnus Wolff.

“If you impregnate someone, that is still your child, that is still your responsibility,” Hellerstein said. “If the person you impregnated can’t get an abortion it is still your responsibilty to stay there and help raise that kid. … This isn’t just about people who are dealing with actual abortions, this is about everyone, and it’s everyone’s issue.”

The flyers read, “In response to the overturn of Roe v. Wade, join us to speak your mind about what this decision means to you and those you love. We will organize in support of reproductive justice and people’s bodily autonomy.”

Approximately 80 students were in attendance. A diverse selection of students from all grades attended, as

“The power that the medical industry and politics have on this topic is astonishing to me, it makes me scared seriously for my younger sibling knowing that I can’t help her as her big brother in this circumstance,” Wolff said. He shared how he felt about the impact of overturning Roe v. Wade on his younger sister. “For the forthcoming generations of individuals that this affects, let’s make a change. These policies need change.”

Dahlia Hellerstein, a senior in BIHS, holds similar beliefs regarding the effect of abortion regulations on anyone regardless of their autonomy.

Several speakers also felt passionate about the influence of of Roe v. Wade being overturned on similar laws. Anna Eisen, a BIHS senior, spoke about privacy laws and their relation to abortion rights.

“The reason Roe v. Wade was put into place was so people had the right to privacy to get an abortion,” Eisen said. “By overturning Roe v. Wade, the Supreme Court had to say privacy doesn’t matter in a medical sense and in the sense of your personal relationships … so many other laws have been built on this foundation of privacy: gay marriage and the right to interracial marriage and even the right for being gay to not be criminalized at all was based on privacy.”

BHS freshman October Hertenstein similarly stated, “Legalization of same sex marriage and other laws

from the same period are in danger. We don’t know what could happen and we don’t know what these people are capable of.”

Following the speakers, protesters gathered in a large circle and were asked to share a word that encompassed their feelings towards the overturning of Roe v. Wade the day they heard the news, and after hearing the speakers. Words shared detailing how they felt the day it was overturned included numb, vulnerable, and disgusted.

“It’s a way to hate on women and people with uteruses,” Garcia said. “It’s not pro anything at all.”

This October, Latine Unidos honors inclusivity and empowerment

Amanda Moreno, a BHS English teacher. “I’m hoping that the district and school will acknowledge Latinx students and staff. I hope it will raise awareness about the current issues that are happening in the Latinx community with immigration and I really hope that this month helps us shed light on how we’re helping the Latinx community around the globe.”

to feel celebrated.

“I would say that all of the events focused on Latinx culture helped build some pride for Latinx students,” Cuatatl-Tello said. “Maybe we can start pushing for more education on these cultures. We have these

Month.

According to the school district’s website, this October celebration will allow members of the community to mix and mingle, while also enjoying delicious food and performances from several different cultures.

BY MAYA DANG staff writer

“It’s important because we’re more open now to be learning about our history within this month,” said Karla Gonzalez-Mariscal, a Berkeley High School junior. “We make it more known by also celebrating it all year long which will make the Latinx community feel more confident in the future.”

During Latinx Heritage Month, BHS’s Latinos Unidos club is planning to host an assembly in October. According to the club’s leader, senior Ivan Cuatatl-Tello, the assembly

will feature different presentations from music, poems, dance, art and more.

“I hope to see more of a spotlight on Latinx culture, not just Mexican culture,” Cuatatl-Tello said.

“Also highlighting other cultures, being inclusive and empowering students who are coming from Latino backgrounds but don’t have their voices heard at school.”

Erandi Gonzalez, a junior, echoed these sentiments, saying that her desire is to see a community that gets together and educates students on Latinx Heritage

Month and the importance of Latinx people and their contributions.

“I hope that there’s going to be some sort of community and cultural pride coming back from the pandemic because we didn’t get to do a full assembly last year,” added

GonzalezMariscal also added that she wants to see posters around campus and have teachers speak about important people who helped Latinx voices be heard. She also wants the community to have a greater understanding of Latinx culture.

“I think that having Latinx heritage month events is important because you get to learn more about Latinx culture and what we do,” Gonzalez added.

Moreno agreed, saying that the importance of the Latinx Heritage Month events were to let people know that the Latinx community is on campus and has a lot to offer. She wants the community to be seen and

ethnic studies classes, but Latinx (people) aren’t as represented.”

Gonzalez voiced similar opinions. She believes that celebrations of cultural heritage allow the Latinx community to feel more represented. This allows both non-Latinx and Latinx students and community members to know more about Latinx heritage.

“At least for general BHS students, we get to celebrate other peoples’ culture and make other people aware of different cultures,” CuatatlTello said.

Berkeley Unified School District’s plans to host their celebration on October 15 at Longfellow Middle School to celebrate Latinx Heritage

The Berkeley community observes this month in order to acknowledge the importance of the Latinx community throughout generations, helping to inspire and provide contributions to our nation, our community, and schools.

“There is important work ahead of us in improving academic outcomes for our Latine/x students,” BUSD Superintendent Enikia Ford Morthel stated. “By building and strengthening our Latine/x community and growing our base of community allies, celebrations like ¡Nuestra Gente! play a role in helping us achieve this academic mission. As Latine/x Heritage Month draws to a close on October 15, this event will provide an opportunity to continue to uplift, affirm and celebrate our BUSD Latine/x Community–both on October 15 and throughout the year.”

AVA MUSSI

SANAM ROZYCKI-SHAH

Student protesters participate in the Teen Reproductive Justice protest in support of abortion.

“It’s a way to hate on women and people with uteruses. It’s not pro anything at all.”

Paola Bedolla Garcia, BHS senior

“Having Latinx heritage month events is important because you get to learn more about Latinx culture and what we do.”

Karla Gonzalez- Mariscal, BHS junior

Latine Unidos holds a meeting in Amanda Moreno's classroom.

“I would say that all of the events focused on Latinx culture helped build some pride for Latinx students.”

Ivan Cuatatl-Tello, BHS senior

BHS attendance policy introduces detention, Saturday School

BY OHAD AVIRANFINKELSTEIN staff writer

This year, Berkeley High school has initiated the Academic Intervention Program, as well as the implementation of new detention and tardy policies. These have increased student attendance by a large margin, according to Cassandra Tesch, BHS Dean of Attendance.

Though Tesch has only recently taken on this role, she has made several changes. In accordance with the new tardy policy, the gates are locked in the mornings, and students are required to enter through the main office and scan their student IDs if they arrive tardy to school. Additionally, mandatory tutorial sessions are being held for students with three or more unexcused absences after five days, over 20 unexcused tardies, or a record of cutting class. Students who do not follow through with the tutorial sessions will be assigned to mandatory Saturday school, and those who do not attend these

sessions will be placed on the no-go list for schoolwide events like games, homecoming, prom, and work permits.

Tesch described both Saturday school and the tutorial sessions as an “opportunity” by which students can recover their absences, allowing them to clear at most 12 absences in a given month. She also said that she is currently working on lowering the number of students who arrive late to 4th period, hiring additional OCI (On Campus Intervention) staff for more detention sessions.

“There is still an attendance issue that many staff are upset about and that is the number of students who arrive late to 4th period,” Tesch said. “We are in the process of hiring an additional staff member to support with OCI, who

would support a lunch time specific detention in the traditional sense only for students who are tardy to 4th period.”

She expressed her desire to support students, in boosting their attendance records and academics.

“We know that things come up that impact students’ ability to come to school and we want to find restorative and positive ways to support students that will not just help their attendance records, but will support their academics as well,” Tesch said.

However,

according to Savannah Johnson, a junior at BHS, the new tardy policy is contradictory.

Under the policy, students must have their student ID scanned at the front entrance before they enter the school, but long lines for this process have further delayed students arriving late.

“It makes no sense whatsoever,” Johnson said.

“If the policy is trying to keep people in class, then why is it purposely delaying students from going to their classes?”

Johnson added that the policy has created

additional stress, potentially causing students to miss a significant amount of classwork.

“Now, on top of the stress of getting to school on time to not get a tardy, there is an additional stress that if I’m not directly on time, I’m not only going to miss a couple of minutes, I might miss 30 minutes of class just waiting in line to sign in,” Johnson said. “Missing five minutes of class doesn’t have a real impact on your education, but missing 25 minutes does.”

Johnson proposed

that the school add more entrances, as this would substantially decrease the time students spend waiting in tardy lines.

Jonathan Schwartz, another junior, hypothesized that detention previously existed at BHS, and explained that the new policies are outdated and harmful to students, especially given rampant student mental health issues. “(Detention) is a draconian step backwards,” Schwartz said. “Especially in a time where student mental health is such a huge

problem for all the students at BHS, forcing students who already clearly don’t fit in with a school structure to spend more time on campus as a punishment, I don’t think it’s the right decision.”

He explained that detention is not the right approach, and suggested that BHS find new solutions.

“Berkeley is such a progressive place that always wants to go forward with new ideas,” Schwartz said. “Detention is an old school idea, and there are much better ways that we can address the problem.”

School Board on campus safety, Title IX, and healthcare costs

BY AARON STEVENS staff writer

On September 21, the Berkeley Unified School District School Board assembled for the third time this school year. Topics included Title IX, safety, healthcare and financial compensation for teachers, and upcoming events.

Berkeley High School teacher and math department chair Monique

Duncan-Harris spoke on behalf of the Berkeley Federation of Teachers’ proposal regarding pay for individualized education program (IEP) meetings that occur outside of the regular school day. She shared that teachers currently aren’t being paid for IEP meetings that they have to attend, even when they occur outside of regular school hours.

“Many of these meetings I have to attend while driving

to pick up my own children from daycare,” DuncanHarris said. She added that she is unable to attend IEP meetings during the school day due to a lack of substitute teacher coverage in BUSD, and explained that other districts provide teachers compensation for meetings that occur outside of their workday. BUSD does not.

Later, multiple BUSD teachers shared concerns regarding the current cost

of healthcare, including Mollie Blustein, a teacher at Cragmont and a BHS graduate. “I pay $1,100 a month for health insurance, for myself, my husband, and my three year old daughter,” Bluestein said.

“Healthcare takes about 16 percent of my gross salary and a much larger proportion of my actual take home pay,” said Alex Day, a BHS Ethnic Studies teacher, also noting that high rent costs in the Bay Area are making the issue even more difficult for teachers.

Student School Board Director Ian Segall mentioned upcoming events at BHS. These included a student-led reproductive rights protest on September 28, and a student-run climate summit on October 12. Superintendent Enikia Ford-Morthel briefly spoke about upcoming Latinx heritage month events, including a reading night and Longfellow community event.

Ford-Morthel also

gave a brief update on COVID-19, sharing that BUSD COVID-19 cases remain low. The district will continue to provide testing for close contact cases, and all staff and students may receive testing at the Curtis Street entrance of the Berkeley Adult School.

Additionally, the Board held a presentation on wellness and safety at BUSD, beginning with a few words from Dr. Philip Shelley about mental health and wellness support. Shelley explained that the district is planning on bringing back the Mental and Emotional Educational Team at BHS. He also announced that the district is partnering with Claremont EAP, a social services organization, in order to provide confidential mental health services for BUSD staff.

Later in the presentation, John Calise shared that the district is actively trying to make campuses less accessible from outside due to safety concerns.

“Berkeley has a lot of very old and a lot of very beautiful campuses, and they were all built as open campuses. And through modernizations, we’re making concerted efforts to make our campuses more safe and secure,” Calise said. The district is actively adding security measures across campuses, including more security cameras and classroom doors that lock from the inside.

The presentation finished with the district’s Title IX Coordinator and Compliance Officer, Jasmina Viteskic, giving a brief update.

“We did have a massive training for all of our staff at the high school which included a training on sexual misconduct,” Viteskic said. She shared that the office is currently facing a staff shortage, and are hiring for several open positions: Title IX investigator, Title IX student support counselor, and Coaching Boys into Men liaison.

MALIN MORELL

“(Detention) is a draconian step backwards... I don’t think it’s the right decision.”

Jonathan Schwartz, BHS Junior

Students attend CCC tutorial session. Tutorial sessions are mandated for clearing absences.

OPINION

Latinx teaching lens is crucial year-round

BY SHANZA SYED staff writer

Throughout Berkeley, lively Latin American pop vibrates out of car speakers, savory scents waft through the air, and colorful murals paint city walls. These are only some of the ways the Latinx community has contributed to culture, not just in Berkeley, but across the United States. Latinx History Month, which takes place every year between September 15 and October 15, honors these contributions.

To Josefa Landaverde, a junior in Academic Choice (AC), this month is “a way to represent Latino culture because it’s very underrepresented in the

media.”

In an effort to combat the underrepresentation Landaverde is talking about, some advocate that teachers at Berkeley High School should incorporate Latinxbased studies into class curriculum throughout the month. However, a better way to honor Latinx contributions is through Latinx-inclusive studies year-round, not just for one month of the year.

To implement Latinxfocused studies in humanities classes during the month, teachers would have to include new lessons. However, teachers have a set curriculum to follow. They do have some leeway to adjust things to their preferences, but it’s not enough to include special

lessons every month. This gets trickier with higher level classes that follow an even more rigid curriculum, without much room for new lesson plans.

On top of this, Latinx Heritage Month is not the only month that celebrates historically marginalized communities and their contributions to the United States. So if teachers have to plan a lesson for Latinx Heritage Month, it’s only fair and expected of them to do the same for all the other heritage months in the year. From a practical standpoint, there is no feasible way to make this happen. There is not enough time in the school year to cover it all through unique and specific lenses. We must focus on a diverse set of voices in the

curriculum as a whole.

Incorporating Latinx voices into the curriculum will showcase to students the integral part the Latinx community plays in society. If students get to read these perspectives throughout all of their education, the awareness created would lead to greater appreciation and inclusion of Latinx populations in our greater community. Teaching these lessons only during a specific month furthers the division between the accepted narrative and the Latinx narrative, rather than unifying them.

As such, an alternative way of raising awareness and celebrating Latinx History Month is announcements in the schoolwide bulletin and including information in assemblies. By teaching Latinx stories and culture, regardless of which month it is, everyone can understand their contributions. It isn’t enough to simply celebrate the community for a short time and then return to marginalizing their stories.

As Berkeley International High School (BIHS) and Latinx History teacher Rebecca Villagran put it, “What’s important is that it's in the curriculum, not just, 'Oh I’m going to talk about it because it’s this designated month.’”

Fall traditions: More than basic and broke

BY AVA RAMSDALE staff writer

Crisp leaves fall from the trees as different shades of red, brown, and yellow are propelled through the air by the chilly autumn breeze. People rush to purchase fall wardrobes and the stores fill with all things pumpkin flavored. Today, this is what marks fall, and as these items continue to permeate American culture, they act as a large source of revenue for corporations. Despite this, autumn traditions bring people together , serving as something we can all look forward to. These traditions and items are good for the community and add fun and flavor to a routinely bland time of the year.

Beginning with one of the most controversial fall flavors — pumpkin spice. From lattes to candles, pumpkin spice has been transformed into the ultimate fall consumer good. While many throw shade

at it by calling it “basic”, it perfectly encapsulates the essence of chilly mornings and lazy Sunday afternoons watching your favorite TV show or reading an enticing novel. Drifting through the house, the smell of pumpkin brings back childhood memories of wandering through pumpkin patches or baking pumpkin bread with a family member.

While many people who anxiously wait for pumpkinflavored drinks or desserts to come out are viewed as obsessed, these people always have something in the fall to be excited about.

These fall traditions also inspire collaboration and creativity within families and the community, as houses become decorated for the turning season and the autumn spirit begins to spread. Many families come together to carve pumpkins, setting aside a day to carefully cut out a set of jagged teeth or a crescent moon and light a candle inside. Some families have funny-looking doormats

they lay out or wreaths they hang on their front door. Whatever your family tradition may be, it brings about a certain sense of togetherness and lifts up any dreary mood that has set in by mid-September.

Another tradition is a separate wardrobe that steers away from the bright colors of summer, instead looking to the muted, more neutral tones of autumn. While it is not financially possible to buy a new wardrobe each fall, many items can be reworn year after year, or people can buy

second hand clothing.

Getting into the fall spirit doesn’t have to be about buying new things; be resourceful and use what’s around your house to create your own traditions. That could mean turning on the same show year after year and curling up on the couch with a cup of tea and a cozy blanket. Or, that could mean baking a family recipe and adding new things to it. Seasonal traditions are an essential as we change seasons, giving people something to look forward to.

From Disney shows to social media and cartoons, beauty standards never fail to make an appearance. From a young age, we are taught unmatchable standards that affect everyone. Everyone has things they don't like about themselves, but what about when you can't tell if you don't like it or if others don't?

Beauty standards are unrealistically high standards that very hard to achieve, and frequently impossible. They are proven to change people's ways of viewing others and more importantly, themselves. If young children and teens are seeing all of their favorite stars and characters matching these traits, you can imagine what that would do to their self esteem if they don't check any of those boxes.

Beauty standards as a whole are very exclusionary and close-minded. All of the most recent and popular standards like a tiny nose or perfectly molded abs are all highlighted, shown off, and made as something we are supposed to desire. Whereas the features considered “unattractive” or “ugly” are supposed to stay hidden and people are made to feel ashamed. It seems so odd that we all are expected to look the same like robots; it's inhuman. We all have individual identities, backgrounds, and personalities. So why should our faces and bodies be clones of one another?

We let our perceptions of beauty be swayed by what others see as beautiful, even though beauty is subjective. It may not seem serious at first glance, but beauty standards go deeper than insecurities. They can lead to eating disorders, increased depression, lowered self esteem, the list goes on. This goes for all different genders, ethnicities, and types of people.

Teen Health and the Media states that “at age thirteen, 53 percent of American girls are "unhappy with their bodies." This grows to 78 percent by the time girls reach seventeen.” This means nearly 80 percent of teen girls aren't satisfied with their bodies by the time they graduate high school.

Beauty standards have always existed and been relevant in society, but now that social media is so popular for teens, updates from the newest supermodels’ posts and biggest trends are almost inescapable to see. This has undoubtedly caused negative effects to get worse. Another major cause of beauty standards' negative effects from social media is the fact that the photos and videos we see are almost always manipulated and edited to match the “perfect” look. Almost every celebrity or influencer’s photos have undergone at least one round of major edits before they are posted to the public eye. When I learned about all of this, it made me look at social media, beauty standards, and myself in a different light. There are so many little things that go into creating a “perfect” image to match what society has decided is beautiful.

Instead, I propose we try and aim for what we think is beautiful, not anyone else.

SANAM ROZYCKI-SHAH

Amanda Moreno teaches Latinx literature, as well as English in BIHS.

Passive acceptance of bad teachers is unacceptable

Every student has had a bad teacher. If they don’t, they probably know at least five less lucky students. In any case, it’s unlikely that a student has managed to dodge a “bad teacher” throughout their academic career — that teacher who seems to be learning the material with everyone else, has a complete lack of enthusiasm for the content, or has made one or two racist comments.

Bad teachers can be divided into two categories. Category one encompasses extreme cases — the ones where teachers inflict sexual, psychological, and physical harm on students. Former Berkeley High School teacher Matthew Bissell’s activities of sexual assault flew under the district’s radar for over a decade, but he was eventually dismissed from school grounds. In these instances, the offense is so explicit, the district is forced to act, for fear of public backlash or legal action.

Category two teachers are the ones with an infamous reputation across campus, whose names — when brought up in conversation — elicit a chorus of stories. While these offenses are less directly harmful than in category one, they

BERKELEY HIGH

are still impactful in their regularity. The issue at hand lies with category two teachers, who can continue to teach for many years without major repercussions for their behavior. Since their offenses are easier for school administrators to ignore, students' frustrations persist. We as a community have gotten comfortable and perhaps complicit in the passive acceptance of these teachers who, year after year, negatively impact students.

Once a class begins, students are alone with a teacher for the subsequent hour. During this time, poor teaching habits form, due to a lack of accountability. Older teachers can become resolute in their policies without regard for changing attitudes, and newly recruited teachers might not be equipped with the proper training and resources to meet students with necessary accommodations. Without frequent evaluations or student input, these teachers’ methods further the divide between teachers and students. Of course, over the years, these kinks can smooth themselves out, but for the classes of students circulating through the classroom, their education ends up negatively impacted during the time spent with their teacher.

According to former BHS Dean of Students and current Math Department Vice Principal Kiernan Rok, it is required that a teacher is evaluated within their first two years at BHS. This involves an administrator to attend the teacher’s classroom three times in a year to record observations. A teacher’s second year, they are reevaluated and coached by an administrator after which they are evaluated every other year. However, these visitors spend a fraction of the time that a student does in a classroom. Eventually these evaluations end, and students are left without support.

Currently, there are no concrete systems in place to report

continual poor teaching among teachers, possibly because they are harder to quantify. A student may be encouraged to talk to a guidance counselor or administrator if they feel the learning environment is detrimental to them, but there is no guarantee that anything will change. Even if a student is able to switch out of a teacher’s class, the teacher's behavior will continue to impact hundreds of their other students. The lack of accountability and head-on confrontation of conflict builds animosity between teachers and the student body. This in turn limits positive educational experiences at BHS.

The solution is not to fire teachers — they are by no means expendable. According to Rok, BHS is no exception to the nationwide teacher shortage brought on by the pandemic, saying that it’s proved challenging to recruit teachers to the school’s “many vacancies.” He cited a high turnover rate with multiple teachers leaving BHS this year for various reasons.

In recent years, Berkeley Unified School District has made good efforts to improve their training for teachers, particularly with their antiracism workshops. It’s clear BUSD understands the value of proper training; however, the issue is the lack of student input on these training sessions.

BUSD must stop dismissing student concerns about teachers. More than anyone, the students know on a day-to-day basis how teaching could be improved. More opportunities need to be instilled for students to voice their opinions on BHS teaching — both general and individual improvements. It would be beneficial to incorporate these criticisms into trainings to ease the exchange of feedback between teachers and students. If a complaint becomes so abundant that it’s a cause for concern, the individual teacher can be informed and recommended alternative options. It is clear to the students, something needs to change.

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BHS students: Stop abusing our all-gender bathrooms

As a trans person beginning their fourth year at Berkeley High School, I am no longer willing to ignore the fact that the bathroom options at this school for people like me are woefully inadequate. BHS only has two all-gender bathrooms, and with the way students abuse them, we might as well have zero.

I worked up my courage to use a boys' bathroom, which I avoid whenever possible because they make me feel very unsafe, and found that neither of the stalls had locks on them.

So I ended up having to return to class after 10 minutes of walking around, not even having accomplished the extremely simple task of emptying my bladder. I managed to use the bathroom eventually, but I had to wait two hours, walk to a different building, change floors, and fear for my safety. In the meantime, I was distracted in class and not retaining any information. The need to use the bathroom should not be so difficult, stressful, and disruptive to learning.

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There are many reasons these two bathrooms are not enough to serve all the students who need them. For one, they are right next to each other in the intersection between the C-, G-, and H-Buildings, which means that students not in one of those buildings have no access to a genderinclusive bathroom. On top of this, the G-Building bathroom has now been out of order for multiple weeks, even further limiting student options.

However, the most glaring issue with these two bathrooms is that they are almost always occupied during class, and they consistently stay occupied for absurdly long amounts of time. No matter how long I wait for a bathroom to become available, the person within never emerges. Many times I've stood waiting for upwards of ten minutes, before eventually giving up and returning to class.

Just the other day, I was in fourth period and had to use the restroom, so I walked to the all-gender one right down the hall. Naturally, it was occupied, so I checked the one in the G-Building, which was out of order. In my desperation,

Returning to the issue of bathroom hogs, I am not generally an impatient person, but I also know that it doesn't take 15 minutes to use the bathroom. My most charitable guess as to why people lock themselves in for so long is that they want an excuse to get out of class. As a student myself, I completely understand the desire to take a few minutes to yourself amid the stress of the school day, but I question the validity of doing so in one of the TWO all-gender bathrooms available on campus.

This is representative of a larger problem with many people's attitude towards the all-gender bathrooms — they seem to think that they are places for anyone who wants to vape or go to the bathroom in private.

In actuality, the purpose

of all-gender bathrooms is to provide a safe and validating space for trans and nonbinary people to use the bathroom. Of course cis people can use all-gender bathrooms too; my problem is with the people who abuse them for unintended purposes such as skipping class, thereby taking away that space from the people who actually need it.

Hence, I implore the student population of BHS not to use the all-gender bathrooms for any other purpose than using the bathroom. The idea of not feeling safe in a singlegender bathroom in such a progressive city as Berkeley may seem ridiculous, but it is the reality of many trans people at BHS.

Furthermore, if you see someone in the bathroom who you think might be trans or nonbinary, please don’t give them a hard time. They're just trying to live their life. Don't contribute to the widespread transphobia that makes many of us terrified to be in singlegender spaces.

BHS has a huge population of trans students, so everyone — students and admin alike — should be more aware and considerate of our existence. No one should have to risk their safety or peace of mind to use the bathroom. It is a basic human need.

BY AUDEN SVOBODA BHS senior

Latinx studies creates space for understanding at BHS

BY SIMONE FAULKNER staff writer

For some white students, it can be an unlikely choice to take a Latinx studies course because some may feel it’s not for them. To imagine walking into a class in which you are obviously an outsider is scary, but perhaps the point.

As a culture-based set of courses, Latinx studies classes are focused on

literature and history. Other high schools don’t place as much of an emphasis on these important communities, but both Latinx and non-Latinx students have a place at BHS to explore new and familiar cultures.

Latinx studies classes have enriched course selection at BHS by offering classes for students to immerse themselves in a culture that makes up a

large majority of the school’s population. While the Latinx studies department represents a large population of the school, it is represented by teachers who are actually Latinx. Teachers like Amanda Moreno and Rebecca Villagran are Latinx/Chicanx literature and history teachers, respectively, who teach their own culture and history to students who want to learn about it. A student in Moreno’s Latinx literature

Chicanx history and arts are excluded from school curriculum or only mentioned briefly and in a generalized sense. The Latinx and Chicanx studies

program at BHS offers students an escape from the eurocentric and anglicized curriculum

they’ve endured for so long. “These classes are different than regular English and History because you can actually see yourself in the material which makes you excited to learn and genuinely curious,” Lopez said.

One thing that could be improved is making these classes seem more accessible to nonLatinx students. Seeing a course name such as Latinx Literature may dissuade some students from signing up because they feel that it is not a class they’re allowed to

take if they are not Latinx. Classes at BHS are not segregated and the majority are open to all. Latinx studies classes are freely available to non-Latinx

Latinos go into these classes but other ethnicities as well,” Lopez says. “It can help them find a new appreciation for your culture or have them interested in learning about more cultures,” she concluded.

students, but they may not fully understand that. “It’s so important to have not only

Latinx and Chicanx studies courses are truly an amazing addition to BHS and provide a unique view. The content appeals to everyone who is interested and is available to all. Lopez says that “there is no need to ‘trick yourself’ into being interested. You are automatically interested because it’s about your people, your history, you can see your ancestors’ stories within the stories of others.”

PSAT no longer crucial for juniors, creates unnecessary pressure

BY CHARLIE TAMAGNO staff writer

Junior year of high school contains a few notable milestones. The first year of driving, going to prom, and, perhaps least excitingly, being able to take the PSAT. The PSAT stands for “Preliminary SAT”, and it’s essentially a test to prepare for taking the SAT in the spring of junior year or fall of senior year. As a test administered by the College Board attempts to measure a student’s skill in math, reading, and writing, colleges have used them as a means of determining whether or not a student should be admitted. The PSAT is used as a practice test, and gives students with very high scores access to scholarships. Some might say that the PSAT is “worth it”, but it causes the junior class unnecessary pressure that they do not need.

In the past, taking one of the two standardized tests was crucial in order to get admitted to many colleges and universities.

However, in this year’s admissions cycle, only around a quarter of these institutions required their submission. It’s expected that more colleges will drop it in applications for the coming years. If students in future years won’t submit these scores, they wouldn’t even need to take the SAT, making the PSAT useless.

On top of this, testing, standardized or used in classrooms, is a common

studying and anxiety beforehand that can wreck a student’s mental health.

For a test that counts only for scholarship programs, rather than every college you want to attend, it causes unwarranted stress.

“The only reason I’m taking the test is because my parents want me to,” Ravi Cowan, a BHS junior, said. “I think it only really helps when you do good.”

He explained that the test can only be a positive attribute if you do really well. If you don’t excel, it doesn’t really benefit you.

Cowan added, “The thing is, you have to pay for it. And it’s a practice test.”

tool for comparing students, making testing burnout a real issue. Retaking the SAT and studying for Advanced Placement or International Baccalaureate tests at the end of the year, both on top of regular classroom testing, creates a pressured environment. The PSAT requires not only three hours out of your Saturday morning, but weeks of

If a student does take the PSAT and ends up with a lower score than expected, this can be an unnecessary blow to their self-esteem. This can snowball into a lower score than they would’ve received on the SAT going into it.

Holden Elias, another junior at BHS, explained that he’s taking the test because he believes it to be just another step in the college process.

“My parents just told me to take it,” Elias said. “I don’t

really know why or if it will help me in admissions next year, but I’m expected to get into college with little guidance.”

Students who aren’t given proper guidance are often just taking the test because of expectations, not because they need to. The PSAT does have its benefits. For example, getting an exceptionally high score opens up scholarship opportunities

through the National Merit Program. But for students in a populous state like California, getting into that elite group is exponentially more difficult than in other states.

Additionally, there are other ways to access scholarships with less of a disadvantage, through non-profits and other organizations. The practice test prepares students for a test required to apply to

some colleges, but that is a very small part of the admissions process.

The bottom line; taking the PSAT is a choice a student should make for themself, and Berkeley High School should keep it open as an option. However, the pressure from parents and members of the community that is put on juniors and other upperclassmen to take the test, should be put to rest.

JAHAN

“I don’t really know why or if it will help me in admissions next year, but I’m expected to get into college with little guidance.”

Holden Elias, BHS junior

BHS

“The world is too binary:” The struggles of trans and non-binary athletes at bhs

someone else that is trans or non-binary.”

Junior Eliza Harder (she/her) feels similarly. “Literally the only (challenge) has been accidental misgendering or misnaming, or just ignorance of the fact that you're out.”

“I play on the girls lacrosse team, so (one of) the challenges (is) getting misgendered, since everyone assumes that everyone on the team is a girl,” Chen said.

“The lack of inclusivity of gendernonconforming students isn’t questioned or challenged by the way the two gendered teams are structured,” Lam said.

“I’m in the girls category, which I’m most of the time okay with, but a lot of times it reminds me that I don’t really fit in the woman identity,” Nykamp said. “It's just overwhelming if people don’t know my pronouns, and I’m normally not the type of person to really — I’m very quiet — so I don’t try to correct them.”

“My teammates were a lot more understanding than I thought they would be, so they try their best, but sometimes they slip up,” Chen said. “I knew they didn't do it out of spite, so it didn't really affect me, but I think what affected me most was (when) coaches (misgendered me). And maybe people on the stands watching the games, they were always yelling and cheering for ‘the girls.’ ”

Lam feels that their gender identity isn’t present on their team. “It’s a women’s varsity team, and there isn’t room for me to not be a

cis person. I don’t know if I necessarily need that room, because I am there to play a sport,” they said.

With the lack of transgender and non-binary athletes on most BHS teams, it can make it even more difficult for the few that do participate.

“On my team, it feels like I am one of the very few people that is gender-nonconforming, and while the team is full of welcoming and loving people, sometimes it is alienating to be the only person that’s ‘different,’ ” said Lam.

"However, compared to other places around the country, Berkeley Unified School District (BUSD) has tried to be more accommodating to people who aren’t women or men, just in between or neither," said Chen. "(For example), the mountain biking team has started being more inclusive by saying ‘women and non-binary people’, not just ‘women and men.’ "

“I definitely think BUSD is more progressive than other states or countries in the world,” Chen said. “So I do feel much safer going to school in Berkeley.”

BHS lacrosse coach Jerem Stothers (he/him) attempts to encourage inclusion on his team by harnessing an environment where students can feel comfortable to express their identities without fear of backlash or discrimination.

“As an out gay coach, I’ve always pushed my student athletes to not just create a positive community for every single walk of life, whether it’s race, or LGBTQ+ identities, or different socioeconomic backgrounds, but one that pushes for

diversity and accepts diversity,” Stothers said.

Nykamp said that their team has “discussions about stereotypes against men and women. Just having that type of discussion also translates into having a safe gender conversation.”

This addresses that it could be time for BHS to incorporate non-binary and gender expansive teams into the sports program. Chen said, “Sports teams that go out of their way to include trans and non-binary people would be a step in the right direction.”

While being able to see or participate in some version of a more gender-inclusive team could benefit many students, Lam said, “It’s not realistic. For many teams, the amount of genderqueer people on the team is pretty low, low enough that it wouldn’t make sense to have a separate team for that.”

It primarily depends on the sport and the amount of students who don’t identify with either of the gendered teams.

“You should be able to choose what team you get to be on, even if you're a cis girl and you want to be on the boys team," Harder said. "Like, why not?”

Ultimately, the true goal of many gender non-conforming students is to be included and understood. “The world is too binary,” Chen wrote in an email to the Jacket. “You have to be gay or straight, a man or a woman. I just want to exist as I am and not have others look at me funny or act as if I don't belong. I don’t want to be shoved into boxes regarding my identity.”

Abbey Chen (he/they) is on the girls lacrosse team.

Rowan Nykamp (they/them) is on mountain biking.

Medina Lam (they/them) is on the girls crew team.

Eliza Harder (she/her) plays Ultimate Frisbee.

ILUSTRATED BY J HORSLEY illustration editor

Latinx Heritage Month Submissions

History and New Beginnings

By Daniela Herrera, MLP sophomore

Six months ago, in September, I was looking forward to celebrating the Honduran Independence Day with my friends. It’s a day where we celebrate our culture with festivals and artwork. I didn’t think I’d be spending my birthday in a new country, new culture, and a completely different life. But here I am.

At first, I had trouble with just processing it. I keep thinking about the day my mom said, “I’m getting married,” followed by “We’re moving to the U.S. in two months.” Of course, I was happy for my mom, but I felt a knot in my stomach at the thought of leaving my entire life. My friends were very supportive, and they gave me the courage to try and accept the situation.

Even now, I have trouble adapting to the shift in reality. Sometimes I feel like I can’t even process where I am, or I can’t enjoy my day, or feel anything. I wouldn’t wish that feeling on anybody. But I remember that I’m not alone and I’m not the first to go through a change like this. The Multilingual Program (MLP) community has made me feel at home and welcome. I can see in the eyes of every MLP student that they all have unique and interesting experiences, apart from their different cultures and customs.

Sharing cultures is one of my favorite parts of the MLP community. I love sharing my Honduran culture with them and learning about their different cultures from around the world. Even though there can be a cultural barrier at times, we always find something in common that brings us together.

For most of the students in the MLP, we don’t have a lot in common. But the Latine students in the program are very relatable to me, we have similar customs like celebrating September 15 as independence from Spain and of course, sharing a language. These shared customs come from Christopher Columbus and Spain’s conquest, starting in 1492. By order of the kings of Spain, Christopher Columbus arrived in the new world, a date that marked the history of all of America. Many people say Christopher Columbus “discovered” America but honestly, it’s a word I would not use. The fact that he found land that he never saw before doesn’t make him the first, since these lands were inhabited. Nevertheless, he was an influence for the conquest.

For every Central American country and Mexico, achieving independence, which they did on September 15, 1821, was a struggle that lasted three centuries. A man named Francisco Morazán heavily influenced the fight and wanted to unite Central America, and he made it, calling it “the Federal Republic of Central America.” However, later he lost his political power and he was exiled by other corrupt politicians due to treason. Morazán is a man who is currently spoken and taught about in schools in Honduras, someone admirable, a hero.

I am proud to say that I am Honduran and that I know and am able to narrate the history of Central America to other people, because it is a story full of bravery, courage and confrontation.

FEATURES

Spanish classes challenge native speakers

vocabulary might be lost,” Moreira-Cortes said. “Not only that, but I also wanted to take a more challenging class, and even though I am a native speaker, the class has definitely challenged me.”

The different rules, conjugations, and vocabulary used in advanced Spanish classes can pose difficulties for

“Even though the way that we say it is correct, the teachers are looking for (more) specific language,” said Josefa Landaverde, a junior in Academic Choice (AC).

“It was new to me to have such formal Spanish when I first started taking (advanced courses at BHS), so it was a little irritating,” Landaverde said. “But once I got to AP Spanish, I understood that (academic Spanish was) what the requirements were for college, so I

Spanish and understanding when formal was needed.”

Social pressure around speaking Spanish can also drive students to take Spanish language classes at BHS. “Within … the Latinx community, people frown on people who aren't able to speak the language. They're like, are you even Mexican or something?” said Paola Bedolla Garcia. “You're expected to know the language and then when people

and families') conversation. It's definitely a barrier to get past, the shame and embarrassment of not learning the language,” she said.

Though it can be difficult, taking Spanish facilitates deeper cultural connections for Spanishspeaking students. Projects in AP Spanish classes allow students to learn about Spanish-speaking countries around the world.

After a week at my mom’s house, I finally got to my dad’s and flopped down on my bed. I did the typical scan of my room, just checking everything was in its usual spot. Then, out of the corner of my eye, I saw something. The little money plant cutting I stuck in a glass of water, expecting nothing to happen, had sprouted tiny, white roots. As I stared at the roots floating in the murky water, my eyes opened to the wonder of watching things grow. I had created a brand new life with my own two hands, and I was stunned.

I got my first plants cerca June 2020, when the pandemic was still raging, and my mental health was not-so-steadily declining. I needed something, anything, to get me out of bed. Something I could treat with love. Something that would teach me how to start loving myself again. My plants did so much more than this. They showed me that change is good, and growth is always possible. They reminded me that I was still human, and there would always be hope I could feel okay.

Today, my plants continue to bring me joy. I find myself sitting in my room and staring at their shiny, new growth and matte, mature leaves for ten minutes at a time. I feel delighted when it is time to water them, and when I see them hurting I spend hours of my time searching for the right fix.

However, plant burnout is real. I love my plants, but for almost three weeks I had recurring nightmares about pest infestation. It sounds silly, but guys, it was stressful. When I’m feeling like I’ve failed my plants, or if the stress of keeping them happy is too much, I think back to that connection. I remember why I take the time to care for my babies in the first place. It’s in the excitement of the little things where I find this peace. When my plant puts out a new leaf, or starts to climb a little higher, it can make my whole week. I want to share this connection with all of you readers and, fingers crossed, help you build your own connections with plants.

To those of you who claim to have, “a dry thumb,” or have had bad luck with plants in the past, don’t feel discouraged from reading this column! First and foremost, it might not be your fault your plants are dying. Sometimes your room doesn’t have adequate light, or there are other uncontrollable complications that may come up. You also may have fallen prey to the common notion that you need to water your plants every day. For indoor plants especially, this will hurt them.

I will save that tangent for another column, but if you are interested in learning about plants and how to care for them I will do my best to teach you. This column is for beginner plant-owners and total garde-nerds alike, and I seriously hope you enjoy reading! (But please be warned, reading this column may result in you stopping and staring at every plant you see on the sidewalk).

Micaela Bedolla Garcia struggled to grasp Spanish at home.

LILA HALLWARD

don't know, it gets complicated.”

This social disconnect is what prompted Micaela Bedolla Garcia to take Spanish this year. “It's almost a rite of passage to know Spanish, and it (can be an) embarrassment to not know it. … Even though I grew up around the language and my family speaks it … I wasn't able to join in (my friends'

“I not only got to learn more about my culture (in AP Spanish), but I got to learn about different other types of cultures,” said Moriera-Cortes. For her, being in Spanish class provided her with a more diverse community at BHS.

“(Taking Spanish) was a way of connecting more with people who looked like me, who wanted to learn more about Spanish in general and who they are culturally,” Moriera Cortes said.

Being able to attain a deeper understanding of Latinx culture through the lens of Spanish is important to Micaela Bedolla as well.

“It’s pretty cool to have a connection to a language and see it in the classroom,” she said.

“I’m always here:” Q&A at the fruit stand

BY SASKIA FREEDBERG staff writer

Francisco has been selling fruit on Milvia and Channing to the Berkeley High School community for the past year. In an interview with the Jacket, he answered questions on his experience running the fruit stand. His responses have been translated from Spanish and condensed for clarity.

Q: What is your daily routine like?

A: I buy fruit every day Monday through Friday from a bodega in Oakland, where some other vendors also buy their fruit. Later in the day, I sell the fruit on the corner of Milvia and Channing from 7 a.m. to 5 p.m. everyday, including weekends. I often have to throw a lot (of fruit) in the trash (at the end of the day). Everything I don’t sell I

have to throw away, because I can’t sell it the next day.

Q: How would you describe your customer base?

A: Sometimes (students) buy (fruit), sometimes (they do) not. Usually the people walking through or driving through are the ones who buy.

Q: What has been your previous experience selling fruit?

A: I have worked here on this corner for one year,

previously I sold fruit in Stockton, Sacramento, and San Leandro.

Q: Do you ever move to another corner?

A: I’m always here. This is the best place.

Q: What is business like here compared to other places?

A: I have been in places where there are thieves, (but) there is no danger (in Berkeley). It is very beautiful because it is safe.

Students and community in mourning after recent shooting

BY KIRA RAO-POOLLA & KAIYA JORDAN news editors

On Saturday, October 2, two Berkeley High School students were shot and killed at a party in North Oakland. The BHS community held a memorial at Longfellow Middle School on Monday night. Students have also visited the second floor C-Building gallery memorial during the past few days.

At the scene on Saturday, police officers found several people with gunshot wounds. According to the Oakland Police Department, the two students, despite being provided life-saving

measures, died on scene. The two other wounded individuals were taken to a local hospital, and are in stable condition.

An online GoFundMe donation page has been created by family members. The fundraiser hopes to support the students’ mother, who is raising the remaining four children on her own. The fund has grown to a sum of over $100,000 in three days.

Berkeley Unified School District Superintendent Enikia Ford Morthel wrote in a statement on October 2 to the community that the school district was grieving “beloved members of the BUSD family (who) lost their lives yesterday

in a senseless act of gun violence.”

“When violence hits so close to home, it’s natural to want reassurance that you will be safe,” Ford Morthel wrote. “We are thinking about you, including how to care for you through this process. You may experience a range of emotions about this tragedy over the coming days. That is a normal response to this type of loss . … We at BUSD are here for you.”

Ford Morthel urged

students to communicate their feelings and concerns to their parents or caregivers, and reach out to teachers, school counselors, and administrators. She added that district leadership would be available on campus on Monday for support, and that BHS will offer counseling services in the coming weeks.

According to an email from BHS Dean of Students Shaheen Mohammed, individual student support will be offered at counselors’

offices and the Health Center throughout the week. Students may find general student group

spaces in H104 and the C2 gallery memorial, where a rotation of counselors will also be present.

Shift in Ethnic Studies teaching better represents Latinx culture

BY SAGE FELDMAN staff writer

“People of all colors (came) together united to fight for this department in San Francisco State and UC Berkeley, and later in high school,” said Menaka Gentle, Ethnic Studies teacher for Hive 6 of the Universial Ninth Grade (U9). The story of ethnic studies classes in Berkeley, which boasts the first ethnic studies college class and the first ethnic studies high school graduation requirement, is one of a united drive that is both allencompassing and deeply personal. At their best, the classes become an invitation for students and teachers to weave their identities together into a cohesive portrait.

In U9, teachers cover topics relating to culture, immigration, race, and gender, according to Rafael Piedra, a former teacher for the Advancement Via Individual Determination (AVID) program and current Ethnic Studies teacher. Teachers have some tests that are standardized by the curriculum, but within these four units, teachers have a lot of freedom to decide what they

will focus on, and how they will discuss various identities in those contexts.

“We have as much freedom as we want with the day-today; our systems, practices, and a lot of the curriculum can be altered,” Gentle said. Based on her assessment of the unrepresentative cisgenderd identities in the prescribed curriculum, Gentle was able

flexibility of the Ethnic Studies curriculum gives them space to tell their own stories. Hugo Rios, an Ethnic Studies teacher for Hive 7, is Mexican on his father’s side and Salvadoran on his mother’s, and he feels like he is able to integrate his personal experience into his classroom.

“I love to bring in my own experience as being the kid of immigrant parents and … connecting (students) to what I’ve gone through,” he said.

Hugo Rios, Ethnic Studies teacher

to change it to better represent the diversity of gender.

During Latinx Heritage Month, teachers are able to adjust their lessons to bring Chicanx and Latinx voices to the forefront. “During Hispanic Heritage Month ... we watch some clips about Central America and really what the U.S. did (to) impact on countries (and) force people to seek asylum in other countries which are typically America. … That transition and that impact is a huge part of the curriculum,” said Gentle.

Teachers find that the

The fluidity of Ethnic Studies allows it to change to best represent those it involves. At the beginning of the year, teachers have students make life maps of their history, and throughout the year refer to those maps to inform the content of their lessons.

Gentle, however, feels that the one required semester of Ethnic Studies in U9 is far too short to try to include everyone’s experience, and that her own identity as a South Asian person is marginalized within her own curriculum.

“I think that we could do a lot more with Asian American history,” Gentle said. “I don’t get to really bring up AAPI violence during the race unit … for example.”

Gentle consoles herself

with the thought that ethnic studies is not just a listing of past injustices and of present struggle, but a mindset for a more expansive understanding of the world. “We’re not going to be able to … teach every form of oppression… but hopefully I can inspire (students) to look further in their life,” she said. At a collegiate level, UC Berkeley’s Dr. Pablo Gonzalez, a continuing lecturer in Chicanx and Latinx studies with a PhD in anthropology and a bachelor’s in Chicanx studies, finds that his principles agree with the goals of high school teachers. “I’m very deliberate

about (the students) I want to talk to. … It’s important that I reach out to them, that I offer more than what I’m teaching in the classroom,” Gonzalez said. His work centers around having students see him and each other as not peers or teachers but as “knowledgeproviders.” “I let them know that (it’s) the initiation of a relationship that I begin when they step into my classroom and does not end when they graduate,” he said. In Gonzalez’s classes and in the ethnic studies classes at BHS, the goal is to have students leave knowing how to make the world a better place for

each other. BHS teachers hope the identities of students can also find their ways into the classes. “Our second project … is called the ethnic cultural presentation project… (students) get to look at their ethnic identity … and do a deep dive into that specific culture,” Rios said. Part of the goal of these classes is to have the students come to a deeper understanding of themselves, and also of others.“It’s important for them to see that different perspectives fit into the classrooms and at the same time have them bring their (own) perspectives,” Piedra said.

“I love to bring in my own experience as being the kid of immigrant parents and … connecting (students) to what I’ve gone through.”

PHOTOS BY JULIAN CURRIER

Bouquets, candles, and written messages for the late BHS students fill the gallery space in the C-Building.

ENTERTAINMENT

Librarian book recs feature Latinx focus

BY ZACHARY YOO staff writer

Berkeley High School celebrates Latinx Heritage Month at the library, where the staff has gathered many books featuring Latinx and Chicanx culture. Librarians Sarah Rosenkrantz, Meredith Irby, and Nicole Fitzhugh highlighted a few books on the official BUSD Latinx reading list.

“Ballad and Dagger”, by Daniel José Older, kept Fitzhugh on the edge of her

seat. In the book, Mateo Matisse, a Cuban-American eleventh grader and piano prodigy, is entangled in Caribbean mythology as he awakens his magic healing abilities.

To Fitzhugh, “the idea of making him a godly character and involving magic is a way of magnifying that story of how you want to be part of something bigger — you want to be part of a family, you want to be part of a culture, you want to be part of a story, but you also want to be

yourself.” She said that the book “mixes Afro-Latine/x, Hispanic, and Sephardic Jewish culture, along with pirates.”

Fashion is supposed to be individual. It’s supposed to be an expression of yourself. Or is it? That’s what we’ve been told to believe, after all. You might think that trends and the idea of style start when clothes first become mass-produced, but that’s not true. They start mainly when journalism gets involved; more specifically, you can attribute a lot of trends in the western world to Vogue.

Vogue first shaped clothing in the public’s eye as something desirable to have and style as a rare and elusive thing to possess. Style, they claimed, was something you were born with, something that was almost otherworldly–something that could be emulated in 12 easy steps. But wait, doesn’t that contradict itself? Of course it does. Style has been presented to us in the media as something that you’re intuitively born with. But that seems to contradict itself presentation-wise in the media. A good example of this idea is “Maybe she’s born with it, maybe it’s Maybelline.” The idea explicitly said is that style is something that you are born with, and that stylish people are rare. But the obvious undercurrent of that is if you aren’t born with “style”, then our brand can help you trick everyone into thinking you do have it.

But what even is style? Is it a real thing or is it just a made-up concept we’ve been fed? Is style the ability to color-block in a way that our mind finds appealing just with textiles and textures? Everyone seems to think that style isn’t an attribute you possess, but the way you curate something. So is that all it is? Is it truly the same thing as a style of painting? That feels somehow unsatisfying. Are you even supposed to follow trends? I don’t know. No one seems to know for sure. But what I can tell you is that you are supposed to be original, but not extremely out of the box. Be different whilst still relating to the majority of the population and follow trends, but put your own spin on them. Be intuitive in your curation, but not garish.

Trends and style are completely different, yet to be “good at fashion” you have to be able to seamlessly blend the two together. What even are trends? Aren’t they just whatever the fashion industry wants to be the next big thing? Looking at high fashion shows and buying up clothing that has similar patterns, colors, and proportions before those pieces become overpriced are one of many ways people cheat their sense of style. Make sure you are one step ahead of the traps that are trends, and with that extra time, take your time and curate an outfit that speaks to you. Ultimately, there is no guarantee that you will succeed at this round of style and trends, but that’s the good thing about this never-ending cycle, there’s always next season. Good luck.

Irby found plenty to love in “Photographic: The Life of Graciela Iturbide”, a graphic novel biography by Isabel Quintero and Zeke Peña. Graciela Iturbide is an photographer who has a “focus on documenting indigenous cultures and uplifting and just representing them in this really beautiful light,” said Irby. “Photographic” “chronicles how Graciela carved her own path in a male-dominated field,” and paints a beautiful portrait of the “underappreciated” artist.

Rosenkrantz was moved by Raquel Vasquez Gilliland’s “How Moon Fuentez Fell in Love with the Universe”, which follows Moon Fuentez, a MexicanAmerican young woman who feels overshadowed by her twin sister. After the death of her father, MoonLEILAH DOOSTAN

embarks upon a crosscountry summer road trip. Rosenkrantz stated that the book “addresses how… we honor spirituality and culture in our everyday lives.” The book features “light romance and is heavy on the issues of body image and self-worth, and healing relationships with our families and ourselves.”

Rosenkrantz explained that “How Moon Fuentez Fell in Love with the Universe” and other books representative of Latinx culture are necessary for BHS.

“We need a variety of stories representing a diversity of life experiences so that students can find pieces of themselves… And I think we’re starting to see that with the amount of Latinx authors that are getting published, and whose stories are being told.”

Find the reading list at https://sites.google. com/berkeley.net/ latinxreadinglist/home.

Art teachers use holistic grading process

BY ELTA TRACY staff writer

Due to the subjective nature of art, it can be very difficult to decide whether art is “good” or not, as its beauty lies in the eye of the beholder. This has proved challenging for art teachers at Berkeley High School, who must grade their students on their art all the time.

Unlike science and math, there are no right or wrong answers with art. To adapt, teachers such as Candiss Youngblood, a Studio Art and Creative Arts teacher at BHS, have come up with intricate ways of assessing students.

“I try to take a nonevaluative approach to grades. It’s a mindfulness technique, a meditation technique. Creation is beautiful, and we shouldn’t be quantifying what is good and what is bad,” she said. These tactics take a deeper look at the journey rather than checking whether or not they meet some set rule. Youngblood keeps the standards in mind while simultaneously seeing art as a learning process for everyone involved.

“I would say (grading is) primarily effort based. As a teacher I feel like it’s my job to be present… I’m a

partner in their learning,” she explained.

This technique is highly effective, and fosters learning in the classroom as it allows students room to make mistakes. Youngblood has high expectations for her students in terms of effort, but acknowledges that, “Even if you try your very, very hardest, you are not going to learn how to shade a realistic portrait right away. That’s gonna take years and years and years of work and dedication,” she said.

Philip Halpern, who teaches Art of Video Production, agreed that past experiences play a large role in the success of a student, and they should not be

graded down for this.

“Kids come to our classes with different prior knowledge, with different experiences, with different levels of confidence… I believe our job is to support and nurture and encourage kids on their journey as well as challenging them with high expectations,” he said. The same idea should be applied to other subjects as well. It takes different people different amounts of time to understand math and science, just as it does art. The idea of effort and journey as a measure of student achievement rather than perfection should be more commonly used in other BHS subjects, because it is geared toward

a student’s personal growth and success rather than student performance.

“We should be encouraging kids to put themselves out there, and to make themselves vulnerable, and do that by taking risks and putting out effort, trying, and taking the lead,” said Halpern. If one mistake can hamper a grade, there is no room for risks.

As a result, learning can’t be a safe process.

According to Youngblood, at the end of the day, “A student’s education should be accessible to them. If you’re not providing students with a really clear path for their success, you’re actually doing them a disservice.”

Mexican telenovelas: Romance, betrayal, and cultural influence

BY SIMON POLICY staff writer

Elaborately tangled romance, character-driven drama and shocking reveals have defined the content gracing Latin American television screens for over half a century. Telenovelas have as much influence and popularity as they do plot twists, and they are a longstanding staple of Latinx culture.

Telenovelas are a distinctive type of soap opera that are, for the most part, produced in Latin and South American countries. Compared to English-spoken soap operas from the United States, telenovelas generally run for fewer seasons, thus causing the drama to be more condensed. Romance, betrayal, and other dramatic themes are at the heart of almost all telenovelas, captivating viewers worldwide.

However, they didn’t gain much traction until around 1941. In the midst of WWII, Mexico entered a golden age of radionovelas. These radio segments especially appealed to women and men working in factory-like jobs. The public excitedly anticipated and listened to every twist and turn, and it didn’t take long for them to become a regular part of day-to-day Mexican life. But the golden age of radio was short-lived.

the telenovelas of the ‘50s and ‘60s.

By the 1970s, telenovelas had grown to be a touchstone of Latinx culture, and for many people, a part of daily life. Because of that massive audience, the messages contained in telenovelas carried a lot of importance.

Between the late ‘50s and early ‘70s, Mexico’s population had almost doubled and was increasing at nearly 3.5 percent per year. Due mainly to a lack of birth control, women in Mexico during 1975 gave birth to an average of six children each.

Romance, betrayal, and other dramatic themes are at the heart of most telenovelas, captivating viewers worldwide.

growth.

To dive into how telenovelas reached where they are today, one must go back to Mexico in the 1930s. A radio production of The Three Musketeers was broadcast nationwide, and its 15-minute episodes gained a modest fanbase. From then on, “radionovelas” became increasingly popular, mainly targeting the working class.

In the early 1950s, the mainstream production of a new form of entertainment changed everything. Televisions began to pop up in households around the world. Thereafter, radionovelas experienced a sort of electronic metamorphosis, evolving into

Overpopulation posed an impending threat to Mexico as a whole, looming over both rural and metropolitan areas. However, telenovelas became a key player in reducing this rapid population

“Acompáñame” was a program broadcast from 1977 to 1978, and its story aimed to educate the public about contraceptives and other forms of family planning. The telenovela follows a young married couple struggling with the economic and mental hardship of raising multiple children. The wife is distraught to discover that she’s pregnant again, and the couple desperately tries to find a solution. Unsure of what to do, the pair visits a medical clinic to confront a doctor about their predicament. The doctor explains that family planning could alleviate their stress and then explains several different means and benefits of birth control.

For many viewers at the time (especially for Mexico’s Catholic population), birth

control was either an unfamiliar or highly stigmatized concept.

This new encouragement of birth control successfully

birth control for the first time and the sale of contraceptives rose by 23%.

Telenovelas remain a central part of Latinx culture. Their evolution through the decades has contributed to positive social change and the strengthening of communities.

Telenovelas preserve the history of Latin American countries and inspire social and political change. And while they’re a fundamental part of Latinx culture, it wasn’t until the mid-1990s that telenovelas reached an international audience.

broke boundaries and reached viewers in Mexico. During only 12 months of the 1977 telenovela’s airtime, an additional 32.5 percent of women in Mexico began using

“María la del Barrio” is a 1995 Mexican telenovela that’s the final installment in a massively popular trilogy. Its release shattered records as it became the most globally widespread telenovela. The telenovela spread across TV screens on multiple continents and was broadcast in over 180 other countries. This marked a turning point in the history of telenovelas, helping the industry be valued higher than ever before.

Telenovelas remain a central part of Latinx culture. Their evolution through the decades has contributed to positive social change and the strengthening of communities. All signs point to the same conclusion: telenovelas are here to stay.

ILLUSTRATED BY ALEXANDRA MORGAN

exhibit captivates and challenges audience across Bay Area

BY LUCY GRIFFITH staff writer

The “Hella Feminist” exhibit, currently on display at the Oakland Museum of California (OMCA), dissects feminism through the lens of time. The OMCA hired local artists to contribute their perspectives on feminism through paintings, interviews, photographs, and objects.

Miriam Klein Stahl, an Arts and Humanities Academy (AHA) art teacher at BHS, was an exhibit contributor. Having her work featured at OMCA was a long-standing dream, making this an exciting opportunity. For her art, she uses an Exacto knife to cut out designs on black paper that are shown against a contrasting white background, creating bold graphics. This style is utilized in the well-known

book, “Rad American Women A to Z,” which she illustrated.

Stahl’s piece in the “Hella Feminist” exhibit is titled, “Work.” The goal was to celebrate working women and nonbinary people, and memorialized in the 300 portraits are activists, chefs, musicians, and entrepreneurs from the East Bay whose contributions are often overlooked.

The portraits are accompanied by audio devices where you can listen to interviews with these people as they discuss their experiences and feminism at large. The sum of the art was compiled into a zine, which included Stahl’s art with corresponding text written by Kate Schatz.

The exhibit explores feminism’s ever evolving nature through its waves. The first wave in the late 1800s and early 1900s granted women the right to vote. One of the first ballot boxes in which women and

men both cast their votes is on display in this section. In the next phase, women fought for other rights, like equal pay in all fields and control over their own bodies.

The third wave of feminism in the 1990s brought intersectionality in terms of race, sexual harassment, and abuse to the forefront of the media.

The fourth and most current wave of feminism started in 2008 and recognizes that feminism doesn’t have a rigid definition.

Stahl’s definition of feminism shows the flexibility of the word, “It’s a way to view the world. To recognize that there’s a power imbalance between female-identifying people and male-identifying people.”

Entering the exhibit, an x-ray depicting a woman wearing a corset is displayed, with text saying, “To have and to hold (you in),” showing how women

had to conform to society’s expectations in that era.

OMCA staff created this by using images from their collections paired with phrases from shapewear advertisements throughout the decades.

Further into the exhibit, there is a video of someone graphically touching fruit to represent female pleasure. Nearby is a display of sex toys, made by the proud small business owner Nessa Joiner, who is currently running Feelmore Adult on Shattuck Avenue. The company says their purpose is to embrace

sexual pleasure.

The exhibit juxtaposes these two angles on feminism, showing how women were physically restrained whereas now, people like Joiner encourage women to express themselves physically.

As Stahl said, “I think that feminism is for everybody. All BHS students can make our world better if they jump on the boat of feminism.” This exhibit offers a unique chance to hear the perspectives of feminists and artists from all over the Bay Area.

CLARA ELM NETTESHEIM

Sweat carries nuanced value for athletes

BY MATEO TSAI staff writer

Whether it’s 20 feet in the air on a trapeze or slicked on top of a wrestling mat, sweat can be found dripping from or clinging to a variety of places. Sweat provides all sorts of utility. It provides a remarkably efficient way of cooling ourselves down, helping maintain a constant body temperature, no matter the heat, in a way relatively unique to our species. Though other animals sweat more selectively, many simply pant to regulate themselves, and have no part in the

sweat cycle that some see as cleansing, and others regard as the bane of their existence.

Beyond cooling us off, the slipperiness of sweat can aid wrestlers.

“It can get kind of silly in wrestling,” said Gabe Ross, a Berkeley High School senior. “During the first matches of a tournament ... you’re less sweaty. You can do moves and everything. But after a few matches, once you’re really sweaty … People that sweat more generally have an advantage.”

While sweat can give wrestlers an edge, for circus performers, who spend much of their time (or at

least more than most of us) hanging only by their hands or feet, being sweaty can be a liability.

Emma Langs Hazelton is a sophomore at Alameda High School and circus performer at Kinetic Arts Center.

She has hyperhydrosis, a condition where people sweat when they shouldn’t, regardless of temperature. To treat this, medications containing aluminumbased compounds are used to physically block the sweat glands. Unfortunately for Langs Hazelton, she was allergic to all the anti-sweat medication she tried. Instead, for her sweaty hands, “chalk is my best friend,” she said.

Her sport of flying trapeze involves jumping off of a trapeze before being caught out of midair, usually by the wrists. “(I) chalk everything … if something were to happen and my grip were to fail because I was sweating too much, then it would be very dangerous. Therefore chalk is life.”

Whether it’s stinking up your classrooms, keeping us cool, or winning wrestling matches, sweat is incredibly versatile. Therefore, you must be thankful. The next time the meteorologists forecast sunny weather, wear some deodorant. Your sixth period tablemates will appreciate it.

ILLUSTRATION BY ELLIOT SCHRAG

Head-Royce narrowly beats girls tennis

BY ADITYA SRIDHARAN staff writer

On Monday, September 26, Berkeley High School’s varsity women’s tennis team stepped onto the court in a match against Head-Royce at the Hearst Tennis Courts on the Cal campus.

The tennis lineups for each team were broken down into seven matches. Both the singles and doubles section of that lineup numbered, counting down from the highest level.

The first two matches saw both teams take a win, with Berkeley’s Ariana Alharazy losing her number one singles match and Samantha Lopatin winning at the number two singles spot in two straight sets won in a row to take the match.

“I heard really good things about the school Head-Royce, and I was a little disappointed with my game,” Ariana Alharazy, number one singles player for BHS, shared after her loss. “I wasn’t too confident going in, but I was proud of the team for getting as far as we did,” she reflected.

The next matches were pivotal for the close

scoreline, with Lydia Schrag pulling out a straight set win for Berkeley, and her sister Elliot Schrag losing after a tiebreaker third set for number three singles. At this point the overall score was tied 2-2, and would proceed to tie at 3-3 with BHS winning the number two doubles match, in which Lianna Leung and partner Naia Valenzuela-Apperibay came back from a set down to win, and Head-Royce winning the number three doubles match in straight sets.

The final deciding match was number one doubles, with the winner of this match leaving victorious. Partners Rowan Kennedy and Malika Treynor maintained good form throughout the match, yet lost during two of the longer sets to their opponents. Head-Royce took the win, resulting in a 3-4 BHS loss.

“We work with the doubles teams a lot,” shared Bob Manolo, Head-Royce tennis coach. “It’s a key part of high school play,” he added. When things were not working out for players, Manolo did not hold back from changing game plans, such as in the number three

singles match, when HeadRoyce was down a set to BHS. “We changed the plan so that (our player) would go at least 20 shots before trying to become offensive, forcing her opponent to go for more,” he said.

Ariana Alharazy emphasized the importance of the two matches that split sets, singles three and doubles two that were playing a tiebreaker simultaneously. Berkeley won the doubles and lost the singles. “I was really nervous for both of the matches,” she said. The perseverance and gameplay in both matches were “real highlights,” she observed.

Overall, it is clear that the girls tennis team is

focused on what they need to do to win in such tight circumstances.

Ariana Alharazy believes the team’s success is deeply tied to their bonding.

“I am so proud of all of the girls, and the hard work we put in each day,” said Alharazy.

“We have a lot of new players,” said Tiffany Lieu, one of two girls tennis coaches for Berkeley.

“Optimizing that to our benefit has been one of our goals. We are continuing to strengthen our grit and our ability to be patient and to push through those highpressure moments,” Lieu noted in terms of how she hopes to lead the team for the rest of the year.

Over this past summer I scoured the internet for transmasculine Latine people. I spent hours late into the night going through Pinterest for Latino boys wearing makeup — just to feel like I wasn’t alone. Of course, all that really came up were white boys with fluffy hair and hints of eyeliner which left me feeling wrong. Were they all people wanted? Where were the people who looked like me?

There haven’t been zero people, though. I can probably count them all on one hand, but they do exist. Finding the show “Los Espookys” was perhaps one of the greatest moments in my life. The show’s cast is mainly queer and all Latino. One of the actors, River Ramirez, plays a woman in the show, but is nonbinary themselves. In “Our Flag Means Death,” Jim was definitely the star of the show for the transgender people I know who’ve also seen it. They are nonbinary in the show, as is the actor who plays them. Their name is Vico Ortiz. Having these sources of representation in media has been extremely validating.

There’s still not a lot though. Outside of television, there are maybe two other Latine trans people I know of. One, Angel Flores, was featured on Queer Eye and is a heavyweight lifter. The other, Ezra Michel, is a social media influencer who has really helped me with exploring the feminine side of my gender.

As I slowly reach adulthood, I realize that I may be one of the few people out there who is willing and able to speak up about my experience. It’s definitely something that I want to do; it’s not a matter of feeling forced to do so in the slightest.

However, it does feel like a bit of an obligation. There is not even a thought in my mind of just sitting back and living my life. I have to speak out because there’s not a lot of us out there. It is a great service to my community, but I also don’t really have anyone’s shoulders to lean on. Not many, at least, that are fighting the same fight I am.

One topic that I feel obligated to bring up because of my unique position is the term Latinx. I think that if people want to use it, they should go ahead and use it. It’s not really translatable — or even pronounceable, really — to the rest of Spanish. In 2019, students in Argentina protested over the supposedly gender neutral suffix “o” in the language, saying that it could instead be with an “e” (like the word interesante). So, Latino or Latinx would be replaced with Latine when talking about a group of mixed gendered people.

This feels more true to Spanish. Latinx always rang a sort of “white people imposing supposed wokeness on a whole language” to me. Yes, there should be more gender neutral versions of words, but it can’t be immediately changed by people who don’t even speak the language.

While maybe Latinx or even Latine isn’t a perfect solution right now, there could very well be in the future. Language evolves and we have to let it. It’s not that Spanish deals with gender in an awkward way — English is very similar in many respects — it was just built differently. And the building is not over; we can’t let it be over.

NOLAN WHITEHILL

Ariana Alharazy preps to recieve the ball.

NOLAN WHITEHILL

Sweat cascades down the arm of a teenage athlete.

Soccer rooted in Latin culture

BY METZTLI OLAGUE GUERRERO staff writer

Natalia Quezada Hernandez, a senior at Berkeley High School, has played soccer since eight years old, and it has surrounded her since.

Upon its arrival to Latin America in the late 1800s, soccer became a sport that brings families together and influences children growing up in Latin households.

Being a Latina soccer player, Quezada Hernandez describes that while her culture definitely impacted her starting to play the sport, she no longer views

it as a tool to keep in touch with her culture.

Quezada Hernandez noted, “At first I did, but as I’ve gotten older I’ve been able to realize how I should be only doing it for me, and not just to please other people.”

Others, like senior Alan Rubio, view soccer as something with “sentimental value, because it’s what I grew up on.” His parents played soccer, so he was born into it, and spent his childhood watching Mexico games with his dad.

Rubio, like Quezada Hernandez, doesn’t play soccer to keep in touch with his heritage, but the game of soccer does create

connections to it.

Kieran Bracken Serra, another BHS senior, is Brazilian, and explains that soccer is one of the biggest parts of Brazilian culture.

“My dad played when he was younger and so me and my brother grew up playing with each other at the field, in the house, anywhere with a ball,” said Bracken Serra. He was coached by a community of Brazilian family and friends.

Conversely, “soccer wasn’t something that was a part of my family,” said Diego Montano, BHS senior. Instead, his Mexican culture brought him closer to teammates.

“I also met lots of different people from Latin countries that I grew close with and as a result learned about their culture,” said Montano.

The link between Latin cultures and soccer isn’t confined to one area of players’ lives; whether it strengthens bonds with teammates or families, the way heritage intertwines with soccer adds depth to its communities.

“Everybody’s hungry”: Snack bar returns after two year hiatus

BY COLINA HARVEY staff writer

The Berkeley High School snack bar brings delicious snacks to BHS home games. On September 23, a Friday night, fans of all ages came up to the window to buy chips, candy, drinks, and more. Inside, volunteer workers hurried around the bustling shack, responding to the pleas of student customers bargaining for discounts. Just outside, smoke billowed from the grill as more volunteers prepared hot dogs.

Snacks such as hot dogs and nachos go hand in hand with stadiums and ballparks. For some, the special foods offered at a game are just important as the game itself.

Sabine Meggyesy, a senior and co-commissioner of health and athletics at BHS, credits the snack bar with making BHS games “into events that people want to be at.” She said that,

“by offering more than just football, students and families who may be there to support the players rather than to really watch the game will have something to make them stay.”

After its two year hiatus following the COVID-19 shutdown, the renowned snack bar is finally back in business, raising money for the football cheer, volleyball, and basketball teams.

“Everybody’s hungry,” said junior Yemarej Alexander, a snack bar volunteer, about the value that the BHS snack bar brings to the game experience. She says that “operating and

bargaining at the window is a fun experience to have all together.”

Siula HendricksonSperry and Nicke Dockter, two sixth graders at Willard Middle School who have volunteered to work at the snack bar noted that working at the snack bar is the “highlight of (their) week.”

For almost six straight hours, the bountiful spread of refreshments was demolished by a constant stream of customers, and by the end of the third quarter of the varsity game, the shelves of the snack bar were almost completely emptied.

Alejandro Vasquez Acosta, a sophomore, values Berkeley High School’s cross country team as more than a source of competition. Initially, he joined looking for an active outlet. However, since then, he has formed a tight community with his teammates.

know a lot of people now that I can’t really see my life without anymore,” Vasquez Acosta said. The ‘being fast’ part contributes to overall team dynamics, but it’s not the sole, or even main, factor that Vasquez Acosta is fascinated by on the team. He simultaneously seeks out the competition-driven excitement and the closely-forged friendships. Of course, personal records and competition add to Vasquez Acosta’s joy of the sport, but when remarking on why people should consider joining the team, he shared that

think a lot of people should do it just because of a lot of the people you meet.”

Snack bar volunteers work the October 3rd volleyball game. LARSEN PORTER

J HORSLEY