VOLUME 24
ISSUE 1
91607
CAMPBELL HALL
EPISCOPAL
OCT. 25, 2021
=STUDIO CITY, CA
piper BUILDING BACK Before the pandemic hit, an important part of our K-12 community was fostering connections between grades. Now, students and faulty look forward to building community again. Story, page 12
PLUS With the CHAI Critical Race course becoming part of the history curriculum, students and faculty reiterate the importance of having meaningful and uncomfortable conversations about race and history. Page 3
As the Tokyo 2020 Olympic games conclude, Noa Schwartz ‘22 examines the implications of being patriotic while living in a country that has many flaws. Page 19
PHOTO PERMISSION DANNY BAKER, EPIC IMAGERY
Maggie Chiappetta-Uberti ‘22 reflects on the expectation of teens to take on more adult roles in their everyday lives, and the pressure — and self-discovery — she found along the way. Page 15
&Social Media
Self Worth
news
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THE PIPER
OCT. 25, 2021
STORY MAGGIE CHIAPPETTA-UBERTI, TÉA MALTZMAN ART NOA SCHWARTZ
How Instagram's new optional Like feature has affected the mental health of Campbell Hall students
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Campus Highlights
nstagram and Facebook know they are harming teenagers. According to Lizzie O’leary’s Oct 2021 article in Slate, Facebook’s research on how Instagram affects its users repeatedly showed that Instagram is harmful to a substantial percentage of its users. A line in the company’s own report reads, “We make body image issues worse for one in three teen girls.” Julia Grane '23 argues that the toxicity of likes and comments on social media is the main contributor to online posting insecurity. She feels that the Instagram setting allowing users to hide likes has instilled her with new confidence. “I personally use the feature because I hate this toxic culture on social media of equating the amount of likes I get with my self worth,” Grane said. “There’s this idea that you are more popular or [more] cool if you get a certain amount of likes, so that’s why I turned it off. Now I feel like I can post whatever I want. It’s about posting for myself.” According to Abrar Al-Heeti’s May 2020 Cnet News article, Instagram began testing its new likes feature in 2019 in an attempt to lower users’ stress surrounding content comparison. Instagram head Adam Mosseri has said hiding likes has the ability to reduce users’ anxiety and stress. Anneke Reijmerink, Jade Couaquax and Lara Kocijan’s article in a 2016 Indigo Project study supported Mosseri’s claim. It found that fewer likes correlated with lower self-esteem. These findings were supported by the Social Comparison theory in which people base their own worth upon how they compare with others. The Indigo Project noted that humans have
evolved to prioritize social inclusion and acceptance nearly as much as food, shelter, and water. These two aspects are so important to humans that their brains actually trigger a response that is sensitive to what the authors call “social discord and potential ostracism,” causing people to feel anxious when posting on social media. Middle school human development teacher Jesse Carmen educates students on the positives and the negatives of social media. She understands the impact Instagram likes have on students’ mental health. She encourages students to only engage with people online that make them feel good about themselves.
“It's this instant gratification,” Carmen said. “When people feel like they aren’t getting enough likes, it [leads] them to take down photos because there weren't enough. We [want] validation.” Like Carmen has helped her students, Grane has helped her friends maintain a healthy self-image on social media. Grane feels that the new like feature has not only improved her own confidence but also the confidence of her peers. “My friends used to never post on Instagram even when they looked good in their posts because they were afraid of what reaction they would get from posting,” Grane said. “And now with this new feature where you can hide the likes, they post whatever they want and it’s really great to see their confidence change. Oftentimes, people get embarrassed about how many likes they get which I think is so unfortunate, so if they have the ability to hide their likes, they feel more confident in their posts.” Reilly Boyd '24, an active Instagram user, feels that the ability for Instagram users to hide likes is a huge step forward. Although there is still change to be done, Boyd argues that this feature will allow users to be more comfortable in their social media feeds and themselves. “Although this one feature won’t change all of the insecurities and issues with self-worth surrounding social media, it is definitely something that will help move social media apps towards a better for mental health [awareness],” Boyd said. “This feature allows people our age to have more room to just post whatever they want and do what makes themselves happy rather than trying to please an audience, always thinking about the amount of likes they will get. It’s important for apps like Instagram to tailor to what makes their users most comfortable and secure when posting. I definitely think that this is a step in the right direction.”
CREATIVITY
1
ON DISPLAY
PHOTOS 1-2 SADIE SCHWARTZ PHOTOS 3 PERMISSION DANNY BAKER, EPIC IMAGERY
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he Campbell Hall Gallery Wall Show has been a creative safe haven for artists in the Campbell Hall community since it began. After over a year in quarantine, Art Department Chair Katie Kline knows it's needed now more than ever. Kline knows how important a free-form outlet for creativity can be at a time like this. She hopes that being able to work side by side with fellow artists makes a tremendous impact on students, both on their creativity and for their mental health. “Students often get caught up in them and how the rules are keeping them from doing things,” Kline said. “Galleries and museums, places that showcase art tend to have a lot of rules like, ‘no touching, no photographing.’ It’s a way for us to completely throw the rules out the window and make this space accessible to everyone and let students feel free to be themselves. By being next to each other physically, you’re inspired to make marks that react to marks that are already up on the wall and it’s something that would’ve been impossible [virtually]. The point is being together physically and having a space to make [art] in person.”
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lmost no student run activity is overlooked more than the Campbell Hall hair and make-up crews. Led by Brianne Gillen, head of the hair and make-up department, the team makes sure that cosmetics are on par with the performance itself. This year, the crew has seen a surge in members with _ students joining this year. Jessica McPherson '22 is head of the make-up crew for this year's play and musical and works with the head of the hair department Lyla Dintzer to bring the plays and musicals to life. “I joined [the Campbell Hall hair and make-up crew] because my mom [used to be] a make-up artist, so it’s a great creative outlet,” McPherson said. “It’s amazing to see ideas be perforformed live [and] to see [the art I help create] come to life."
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D
avid and Andrea Turner are well known in the Campbell Hall community for their kindness and unforgettable English lessons. Being both parents and teachers at the school, students and faculty might assume that their plates were already full enough. In addition to grading papers and parenting, the Turners spend their time writing screenplays. Their hard work was recently recognized as both Turners were awarded for their exemplary work in creative screenwriting. Andrea Turner’s most recent script The Rule of Thirds follows a young homeless photographer caring for her brother on the streets of Los Angeles. It won Turner the 2021 grand prize for the Unique Voices Screenplay Competition hosted by the International Screenwriters Association. She feels incredibly appreciative, but doesn’t want this to keep her from continuing to write. “I feel very proud to have won this award, but I’m also excited for the next step,” A. Turner said. “I hope I can get people to notice it now that it’s won something.” David Turner has also received incredible recognition for his father-daughter road trip screenplay, Safe Haven. The script was a top 10 finalist for the Nicholl Award last fall, which is granted to one script out of thousands and is hosted by the Oscars. David Turner was also recently named to the Hollywood Black List Features Lab, as one of six screenwriters chosen out of 1400 submissions. Turner is now working with a producer to turn Safe Haven into a movie. He too is incredibly grateful for these new opportunities. “[Being a finalist for the Nicholl Award] is [amazing],” D. Turner said. “It’s something I’ve been working on for a long time. It’s really flattering to have it recognized.”
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3
NEWS
OCT. 25, 2021
CRITICAL
of our
HISTORY
The CHAI Critical Race Studies Honors course has been intigrated into the history curriculum in an attempt to encourage diversity, equity and justice in the school
ART NOA SCHWARTZ
STORY TAYLOR HUIE, AMELIE PARK
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he Critical Race seminar was introduced as a way for students to be exposed to a more holistic and indepth look at race in the United States. Will Cullinan, chair of the history department, designed the course from scratch, and due to growing popularity, the course became a year-long elective, even satisfying the 11th grade US history requirement. However, this year, Cullinan worked with the other history teachers to integrate the course into the current curriculum, noting the importance of allowing more students to engage in critical conversations. Paige Kamemoto '22 was a part of the CHAI Critical Race Studies course last year and appreciates the perspective on race in the United States the course gave her. With the Critical Race Studies course being integrated into the primary history course, she recognizes especially the importance of raising questions and having difficult
discussions. “A lot of things are stigmatized, such as race and sexuality, and I think it’s important to have uncomfortable conversations to grow as a society,” Kamemoto said. “I think it’s good to incorporate [critical race] into the main curriculum at our school because [uncomfortable conversations will] reach a diverse audience of people.” For Kamemoto, the course was particularly impactful, allowing for issues that are often minimized or ignored to be at the forefront of discussions. She hopes that this emphasis on overlooked issues will continue to be prominent in the newly-integrated course. “History tends to be very Euro-centric,” Kamemoto said. “As Mr. Cullinan said, this course talks about what’s usually in the footnotes of the textbook.” Auggie Koskoff '22, like Kamemoto, appreciates the way the Critical Race Studies course approached complex topics and difficult conversations. However, he also feels that it was particularly important for him to partici-
FACTS As of August 26, 27 states have introduced bills or taken other steps that would restrict teaching critical race theory (1) Legislations enforced in eight states mostly ban the discussion, training or orientation that the U.S. is inherently racist (2) Any discussion about concious and unconcious bias, privilege, discrimination and oppression, which also extends to discussions of gender (2) sources: (1) edweek.org (2) Brookings.EDU
pate to better understand how and why he doesn’t experience racism as a White person. With this, the course allowed him to gain a more holistic and in-depth understanding of U.S. history. This interdependence between race and history is why he believes it’s important to combine the critical race course with the main curriculum. “Other history courses are taught very specifically regarding events that happened, not including the racial aspect,” Koskoff said. “But when you do incorporate race into the picture of history and notice how they are intertwined, you realize that they really should be taught together.” According to Dr. Valerie Jiménez, who currently teaches the 11th grade history courses, individual aspects of someone’s identity have great impacts on their experiences. Jiménez emphasizes the importance of viewing things from perspectives other than one’s own — one goal of the remodeled history curriculum. “We live in a world where people have very different experiences and there is diversity whether it’s based on people’s gender experiences, religious beliefs, racial experiences,” Jiménez said. “I think if we understood it from one lens, the lens of our own experience, [it would lead] to a lot of misunderstanding and judgment. Looking at things from different perspectives really helps us to understand each other as human beings. That will hopefully create a more just, equitable world.” Cullinan, believes the collaboration between diversity, inclusion and justice are what create a community that fights for a more equitable future. In allowing every student to explore the ideas presented in the critical race course in their redesigned history classes, Cullinan hopes that the Campbell
Hall community can make greater strides toward a more conscientious world. “Diversity, equity, inclusion and justice are important because they are measures by which we know [who] we are as a community, who we want to become, and how we will get there together,” Cullinan said. “An equitable community is one that invests any and all resources necessary into making sure that everyone has a chance of success. Inclusion is similar to diversity in that it addresses who is in the community. But more than that, it addresses whose voices are heard and whose experiences are shared. Taken all together, these are the pillars that can create a just community.” After taking the Critical Race Studies course last year, Koskoff most appreciates the unique education he received. He feels equipped to step into conversations regarding race and can add new perspectives, something he feels would not have been possible without the course. This feeling of being informed and empowered to join conversations is something Jiménez wants to foster in the redesigned history courses. By incorporating the Critical Race Studies course into the 11th grade history curriculum, Jiménez hopes to provide students with broader perspectives and encourage them to think beyond themselves. “[I hope] to leave students better prepared to take on the challenges we see in the world,” Jiménez said. “I’m hoping that it will inspire them to care about some of these issues and people that are different from them, but more than anything I'm hoping it will help people think critically. Students aren’t going to agree with every perspective they’re presented with but that’s the point, for them to think critically and understand where these ideas come from.”
Beyond thoughts and prayers
As issues occur around the world, students look for ways to make change beyond praying in chapel
STORY LYLA HOROWITZ
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ctions speak louder than words. With this in mind, students and faculty would like to see prayers from chapel develop into more opportunities for action and change. Chapel is a place where scripture readings, poems, and prayers are shared in one space to connect our community. However there is some discourse in the school community as to whether prayer is enough to motivate people to create opportunities for change outside of school. Elementary and Middle School Chaplain Norman Hull has been leading chapel for many years and spreading awareness about global issues through prayer. He strongly believes that prayer can bring attention to issues that are important to our community members, but he knows there needs to be more action taking place to be able to make a difference. “Prayer is not enough, we tell the elementary kids that,” Hull said. “This is our opening chapel prayer, ‘When you pray, move your feet.' Prayer by itself will not solve problems, we must act and be agents for the things we ask for in our prayers.’ We believe that you [should] pray but you also have to move your feet [as in taking action] and create action.” Paolo Pesce '23 agrees with Hull in the sense that prayer is one outlet to spread attention to the issue, but there needs to be more response. For Pesce, there is always more that can be done
PHOTO PERMISSION DANNY BAKER, EPIC IMAGERY Thoughts and Prayers: Tenley Gonor '20 reads a prayer with Joseph Courtney and Maggie Hutchins '20 during an in-person high school chapel in 2019.
to support the cause and combat the issue at hand. “Prayers are a way to bring awareness to the issues,” Pesce said. “In almost any situation regarding conflict you always feel like more can be done. At a certain point it becomes overwhelming or [feels like you're not doing enough]. Find-
ing that balance is something everyone needs to work on. We are a very lucky and privileged community so coming from that perspective I feel like there is a lot that we can do and should do.” Joseph Courtney, high school Chaplain, expands ideas brought up in chapel and opens up
conversation in other spaces throughout the day. He makes sure to open up dialogues where small groups can talk, share, and educate each other “Advisory is a very fundamental part of chapel,” Courtney said. “We have those small group discussions where we are able to talk about what is on our minds and hearts. I would hope the classroom would be another example of these big questions happening all throughout the world. Chapel is not the only place for people to go for that kind of outlet. In passing blocks, having conversations with your friends, with your teachers, and in advisory, all of that stuff is wrapped around [talking about global issues].” Courtney tried to deepen a conversation and educate students in chapel through storytelling. He feels that introducing stories in chapel allows people in the community to share their experience and connect with fellow students. For Courtney, storytelling shows students that they are not alone in their struggles, they have a community to talk and connect with. “I think storytelling is educational,” Courtney said. “When people share their stories and a piece of their true authentic self that opens windows into their experience. It's like soul work, it's about the heart. That is going to have a bigger impact on someone and their behavior by hearing a story instead of having a lecturer come in and have them talk about the stats of [the global issue]. That's going to have the most empathic response.
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THE PIPER
OCT. 25, 2021
Vaccine Invincibility
STORY JJ HOFFMAN, JESSICA BAZEL ART AUSTIN JANAVS
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Before receiving her vaccine, Shaye Gonor '22 was not allowed to visit friends. But ever since she became vaccinated, she feels that there is a dramatic difference in what she’s allowed to do now. Before she was vaccinated, her life was stressful, and she was wary of going out and getting COVID. “It was a huge difference,” Gonor said. “My family in particular was really strict. I wasn't allowed to even go into anyone's house for 18 months. I wasn't allowed to have a pod. So [when I received the vaccine, my life] changed like day and night: I actually got to be hanging out in friend groups again, going out to lunches and birthday parties. Everything changed.” Part of the reason Gonor feels safer now is due to the precautions Campbell Hall has taken, includ-
VIKING VOICES
ing weekly pool testing. Additionally, as a result of the rise in Delta variant cases, the school has made it mandatory for all faculty, staff and students eligible for the COVID-19 vaccine to receive their first dose by Oct. 4. David Dumontet '24 received his vaccine in August. He notes that the vaccine should not be associated with invincibility. While he feels confident in the vaccine’s ability to protect individuals against COVID-19, he understands that the Delta variant is more contagious. “For some people, especially people who are used to being in large groups, [the vaccine] does probably provide a sense of security,” Dumontet said. “I think the only barrier that exists is the ones we create, like the people who are a lot more hesitant to hang out in larger groups, I think that's the barrier.” Similar to Dumontet, Aidan Rosenblum '22 acknowledges the benefits of getting the vaccine, primarily being able to return to normalcy. After receiving his vaccine in April, he was eager to socialize with friends, and exercise with less caution. However, with that, he acknowledges there is a greater risk of being infected with a return to more
normal activities. “Now that we are vaccinated, we're able to sit, talk and eat with each other at lunch and feel [more] comfortable, while being socially distanced,” Rosenblum said. “[But even if ] you’re vaccinated, you have to remember there are still COVID restrictions. We can’t just ignore [those restrictions, for example], wearing a mask, and socially distancing [ourselves].” In order to ensure the safety and wellbeing of all students and faculty, School Nurse Kelly Moulton insists that even those who are vaccinated are not completely immune to the virus or its variants. Additionally, she reminds students to take mindful precautions when they are feeling ill, and acknowledge that the vaccine does not provide full immunity or protection from COVID. “[The vaccine] may give some vaccinated [students] a false sense of protection,” Moulton said. “Students shouldn't simply assume that they are 100% protected because they are vaccinated, especially as breakthrough cases from the Delta variant are possible.” Dumontet feels that since the vaccine provides more protection, some guidelines should be relaxed. He thinks that vaccinated individuals should be allowed more freedom, as there is a smaller chance of transmitting the virus. “Right now, with the vaccine, especially in our age bracket, there’s
Increased vaccination rates among students sparks a debate over the need for saftey precautions
KELLY MOULTON "Students shouldn't simply assume that they are 100 percent protected because they are vaccinated"
NURSE
a really small percentage of people who are getting seriously sick,” Dumontet said. “It’s more of a statistical wonder to get seriously sick and even have the virus for an extended period of time. So, I understand some of the mandates that are still in order, especially for schools, but at the same time, if it were up to me, especially now since the majority of the population is getting vaccinated, I think the mask mandates are a little bit redundant at a certain point.” Rosenblum feels that it is still important to maintain the COVID-19 precautions set in place due to the Delta variant. Though he recognizes that the vaccine does diminish hospitalizations of COVID-19, it is still crucial to keep the case numbers as low as possible as 25% of COVID positive cases came from vaccinated individuals, according to the CDC. “I think that, yes, vaccination does help prevent you from getting [severely ill] but you can still get [sick]; it's just a matter of being safe and being careful. It’s senior year, I want to live life [to] the fullest as best [as I] can but at the same time [I want to] try to be as safe as possible.”
DOING MORE TO
STAY GREEN
How has being vaccinted impacted your day-to-day?
CHARLEE CORRA “Before the vaccine came out, the pandemic caused my anxiety to skyrocket. Getting the vaccine immediately reduced my anxiety significantly.”
TEACHER
SYMPHONY SMITH “Getting vaccinated has affected my everyday life because it makes me feel safer. I feel more secure in public spaces."
TWENTY-TWO
BROOKE EDELSTEIN “Getting vaccinated has affected my life very positively because I feel a lot safer when I go out and I know that it’s helping our community.”
TWENTY-SEVEN
AIDAN ROSENBLUM “[When the pandemic first began], I was worried about risking [the health of] my family. Vaccines have made things a lot less stressful when it comes to seeing [them]."
TWENTY-TWO
STORY TÉA MALTZMAN
I
n the 1980s, the world was releasing balloons into the air for Earth Day. In 2016, the Paris Agreement was signed, an agreement from all countries to substantially reduce global emissions. Now, in 2021, the U.N. Climate Report has released an alarming appraisal of our climate crisis and the soon to be consequences for our planet. The findings from the Intergovernmental Panel on Climate Change (IPCC) report, released Aug. 2021, states “It is unequivocal that human influence has warmed the atmosphere, ocean and land. Widespread and rapid changes in the atmosphere, ocean, cryosphere and biosphere have occurred.” According to the report, we are in a climate crisis that has been unequivocally caused by human activity. Only with ambitious emission cuts can the world keep global temperature rise to 1.5 degrees (Celsius), an extremity that is necessary to prevent catastrophic climate impacts in the future. Mia Phillips '22, co-president of the campus Green Team, works to provide sustainable resources to the student body. The Green Team’s goal is to help cut back on emissions within the school community. Philips recognizes how impactful the U.N. Climate Report has been on the school community. She urges students to be more aware of how the report and the climate crisis affects us. “It definitely makes us want to be more vigilant about what we are doing,” Phillips said. “We should start thinking about our effect and our emissions going forward. It makes us want to be more conscious about everything we are doing, especially in regards to the ways we produce waste.” Jonny Rodgers, advisor of the Green Team, is also concerned with the school’s sustainability and carbon footprint. He feels that the school community has an incredible amount of resources. Being located in one of the wealthiest cities in the world, people are often protected from some of the effects of our climate crisis simply because we have the resources to combat it, while other
parts of the world are already feeling the intense impacts of climate change. “Because we are in a bubble, we have more of a responsibility to do more about it,” Rodgers said. “Not only do we cause more climate change than [most] parts of the world, but because we are insulated from it, we don't really think about it, while others are paying for the lifestyle that we all lead. We have answers, it's just a matter of marshaling the political will to actually enact these answers, and to use the technologies that we have in order to make that change.” Climate education at the school is primarily taught in the CHAI Environmental Science class, an optional course that dives deeper into global climate change, pollution and the impact of humans on our environment. Charlee Corra '09, an environmental science teacher, works hard to help their students understand what is going on in the world and to care about it. “I try to tie in [climate change] as much as I can because my main goal for this course is for it to be as useful and meaningful as possible,” Corra said. “To do that you have to make it very relevant.” According to Rodgers, there are many actions that can be taken among students and faculty to help cut back on emissions in the Campbell Hall community. Differences like drinking from reusable water bottles, installing solar panels on campus, replacing all school buses with electric buses and planting more trees can significantly contribute to cutting back on emissions. Rodgers feels that the entire student body should be getting the same exposure as those taking specific classes tailored to climate education. “If everybody lived the way we live, there wouldn't be enough resources on the planet to continue that way,” Rodgers said. “So we can start to cut back on some of the things that we do that contribute to emissions, that ultimately contribute to unnecessary waste. We can and should be doing better. There's all sorts of solutions. If we really try, as individuals, we can all cut back on our carbon footprints [to do our part for the community] as a whole.”
5
NEWS
OCT. 25, 2021
Instilled Awareness
Homelessness AT HOME The Committee on Homelessness tackles local homelessness crises head on
For many women of color ethnicity and race impact how they have grown up
STORY JJ HOFFMAN
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STORY TAYLOR HUIE, LYLA HOROWITZ
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oud, angry, aggressive, hostile. Women of color often face stereotypes like these throughout their entire lives, potentially undermining their childhood and development of self. For Beija Sayeed '23, growing up as a woman of color in the United States means growing up with instilled maturity and awareness. At a young age, Sayeed understood the reality of living in predominantly White spaces, learning to look out for her own safety. “I learned to be more mature at a younger age,” Sayeed said. “I had to learn a lot of lessons that, unfortunately, I had to learn for my safety. There are lessons that I had to learn as a Black woman in America. I grew up faster because I had to hear a lot of harsh realities when I was younger.” Similarly, Fauve Balugo-Ramirez '22 feels that as a woman of color, she is much more aware of the world around her. Furthermore, she often feels subjected to numerous stereotypes in a community where few can understand her experiences. “Being introduced to a primarily White school was very different, only having one or two girls that shared the same experiences as myself,” Balugo-Ramirez said. “It was very hard to express myself because I felt like I was constantly being watched or seen as the loud ghetto Black girl. I constantly had to filter myself whenever I was at school. I am able to freely express who I am now but at first it was quite difficult.” In response to such stereotypes, many people of color feel pressured to assimilate to fit in, according to Elizabeth Alvarado’s 2016 Seattle Globalist article. Cy Larks '24 found herself chasing after White beauty standards as a child in an attempt to be seen as “normal." “Growing up as a woman of color, and living and going to a predominantly White school was a different experience than it would have been if I had gone to a more [racially diverse] school,” Larks said. “I felt more whitewashed. In my childhood, I wanted my hair straight, I wanted to look like a typical White girl. When I was little I thought "normal" was White.” Admissions Associate Patrice Chanel feels she had a different experience growing up than many other women of color. When she was six years old, her family moved from Dallas to Los Angeles, hoping to protect Chanel from the prejudice and discrimination they faced in Texas. Though Chanel feels grateful that she has never personally experienced prejudice against her in her life, She
ART NOA SCHWARTZ
FACTS Black women are 2.5 times as likely to be murdered by men than White women, according to a 2015 study (1) 56% of women of color report being "highly on guard" around the workplace, according to a 2018 report (2) Latina women experience unintended pregnancy 2 times as much as White women (3) Sources: (1) Institute for Women's Policy Research (2) Catalyst (3) Center for American Progress
recalls that the assassination of Martin Luther King was her first awareness of something “being wrong.” Beyond this, despite never personally encountering prejudice, she understood the implications of racist remarks in the world around her. “I once overheard a teacher make a very disparaging remark about one of my Samoan classmates,” Chanel said. “We were at a basketball game and these two teachers said, 'You don't ever want to mess with them, they're worse than the' and he used the N-word. I felt this heat in my body, like I've never felt it before. I wasn't prejudiced against personally, but I knew what that word meant. It was there and it made me nauseous.” For Larks, being biracial added an extra layer of complexity growing up. Beyond facing stereotypes and judgment as a woman of color, she felt conflicted with the perceived privilege that came from her White heritage. Growing up, she felt torn between privilege and discrimination. “Being biracial, I have the privilege of [experiencing the outcomes of the economic prosperity that comes most easily for a White person],” Larks said. “But I look like a black woman: curly hair and dark skin. I have gotten followed around stores, accused of stealing and racially profiled but then I also get to go to a private school. When I was younger my ethnicity impacted my insecurities, but now I have embraced it. As I get older it is more empowering for me.” Chanel encourages today's generation to live in pursuit of knowledge. She hopes that through education, the ignorance from her childhood that she regrets can be prevented in future generations. “[When I grew up], the more I read, the angrier I got, and the more I felt I needed to do something,” Chanel said. “What I chose to do was to educate kids about the past and about why there might be so much anger in pockets of the world. In pockets right here in Los Angeles, there's a lot of discrimination. We kind of live in this bubble at Campbell Hall, but after the events of 2020’s summer, I think we’re all much more aware.”
INSIDE THE
BUBBLE
STORY JACOB SILVERSTEIN, NOA SCHWARTZ ART AUSTIN JANAVS
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nly a couple feet away from Campbell Hall, unhoused people walk up and down Laurel Canyon. On television, students hear of injustices all around the world. However, even if they are aware of these issues, students might not be directly affected by them. Susan Foley, debate coach and 11th grade CHAI English teacher, is constantly teaching students the nuances of current global issues. Foley believes that whether students are impacted directly or not, they have a moral obligation to fight for the rights of others. “Every individual is a participant in their own civil society,” Foley said. “It does directly impact them, because if other people in their civil society are suffering it does have moral hazards for them.” Foley also knows the school to be a diverse community with students of all backgrounds. When teaching students the intricacies of global issues, she must be very aware of the unique identities each of her students have. “The Campbell Hall community is a lot less
homogeneous than people assume, and the more I know students individually, the more that truth is revealed to me,” Foley said. “Even though we might think that people aren’t directly affected by [nationwide and global issues] in our community, I’m willing to bet that might not actually be true. In fact I’m positive that's not true.” Francesca Tyberg '23, a member of the debate team, broadens her world view through debate. Tyberg’s experience puts her ahead of many students who haven’t taken classes focus-
ing on global issues. She finds that students often aren’t properly educated on problems in the world. “There’s a lot of misinformation [in our community] and I find that with my debate experience not only do I have background context on global issues, but I understand where both sides might be coming from,” Tyberg said. Middle school history teacher Ellen Pilon’s Human Rights and Justice class teaches students about issues in the world outside of the school as well as outside the United States. Her goal is to teach students to think critically about world issues, and make change in the future. Most importantly, Pilon would like her students to feel empowered by her class and feel confident about standing up for important causes. Pilon wants to show students like Tyberg that despite being young, there is still opportunity to make change. “What I wanted [my students] to take away [from my class] was to understand why [global issues] matter, and how they are connected to those events,” Pilon said. “Students [think that] because they're young, they don't feel like they can do anything about it. But they're uniquely positioned to [affect] an amazing amount of [change]. Even if your actions seem small, they matter."
n Los Angeles, there are currently 66,433 unhoused residents, according to Anna Scott’s June 2020 NPR article. As Benjamin Oreskes and David Zahniser’s April 2021 LA Times article states, million dollar budgets are being planned to help eradicate the homelessness problem. The results of these budgets are already being realized with the opening of new tiny-house communities in North Hollywood. Joey Courtney, high school chaplain, Outreach Committee chair, and Committee on Homelessness co-chair, thinks that while the addition of this new interim housing is a good start, a permanent housing solution still needs to be addressed. Courtney sees the lack of affordable housing as one of the principal causes of homelessness. The close proximity of the unhoused population to Campbell Hall prompted Courtney and the Committee on Homelessness to take action to help get more people housing, including connecting them to outreach support and providing necessities like jeans and belts. “[We thought:] ‘why don't we see what [the homeless population] needs and help them with [those necessary] services,’” Courtney said. “The housing crisis, and homelessness in general as a topic is close to my heart, and something I really care about, and I know a lot of people who have experienced homelessness. It's something that is a huge issue in our community, not just the Campbell Hall community but the greater Los Angeles community or our national community that we are a part of.” For Jonny Rodgers, director of community service, being on the Committee on Homelessness is personal. Wayne, one of Rodger’s unhoused neighbors, eventually became good friends with Rodgers. Rodgers soon learned Wayne’s life story and how he used to head a nonprofit which helped young men leave gangs they were involved with. When Rodgers learned of Wayne’s sudden passing in spring of 2018, he was deeply saddened. “[His death] really struck a chord with me [because] he was on the waitlist [for] a recovery program,” Rodgers said, “It struck me how many stories [exist] like [his] that none of us get to hear. People wait for the system to help them out and it takes too long, and then they're gone. I just wanted to do what I could, and while the Committee is one way of [helping the homeless population], it's not the only way. At the very least, I could lend my voice to that group.” Campbell Hall students are also represented on the Committee on Homelessness. When JeanLuc de Beixedon '23 found out that the Committee only consisted of adults, he resolved to bring in students to help address homelessness near Campbell Hall. “[The Committee now] consists of parents, students and teachers, but [before], I had been thinking a lot about the homelessness issue in Los Angeles,” de Beixedon said. “By getting the student body involved, [more of the community is represented than] the couple dozen parents and teachers who are on the Committee.” The Committee is currently working on a project with the NoHo Home Alliance to collect clothing donations. In addition, de Beixedon and the students on the Committee are helping with the NoHo Free Market, an initiative designed to provide food to the unhoused population every third Saturday of the month. He also made a club, the NoHo Home Alliance Club, and is planning on hosting necessity drives, helping out with NoHo Free Markets, and overall bridge the gap between the Campbell Hall community and the NoHo Home Alliance to best serve the unhoused population. De Beixedon believes that if everyone does a good act, big or small, the community will benefit. “Ever since I was little, I have noticed that there are a lot of homeless people, and especially recently, it’s becoming an ever bigger problem,” de Beixedon said. “I want to help [the unhoused population]. I used to say ‘Oh whatever, these people aren’t my problem. Let them fix their problems themselves.’ But I realized that this problem isn’t going to fix itself and I have a duty as a member of this community to help out.”
Not so SOCIAL media Young people today increasingly enage with each other online rather than face-to-face. But at what cost? STORY LUCY KENNEL, CAROLINE REHDER
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ccording to a 2018 report by the Global Web Index, people ages 16 to 24 spend an average of three hours on social media
every day. Stephanie Farley, mother of two girls and middle school assistant principal from DATE TO DATE, was a part of the decision to implement the middle school nophone policy. She noticed that without phones, students were more talkative, interacted with a wider range of peers and came up with games to play that did not involve technology. PHOTO CHRISTINE GAUL “During the trial period [of the no-phone policy], students reported they felt less pressure to ‘keep up’ with liking, tagging, commenting and posting on social media,” Farley said. “This felt like a pretty therefore don’t feel a need to put on a show.” Madison Seymour '22 recognizes the power that social significant result, in that less pressure could mean less stress, at least during the school day. What we know for sure is that media has over young people and how what people post on stress during the school day has a significant negative impact social media can impact body image and appearance. She understands how social media can create expectations for on learning, so we adopted the no-phone policy.” As a result of the policy, students reported that they were people and pressure people to keep up with trends and try less distracted during the school day, which is what the school to stay relevant. “Social media can affect people’s identity because it creates was hoping for. Farley knows social media can have negative impacts on their developing brains and advises kids to wait to a false perception of what is deemed good qualities,” Seymour said. “People try to post to be an example to whoever use social media until high school. “The prevalence of social media in interactions has delayed sees it. For example, if a middle schooler saw someone older natural [social] development, as you can’t see the impact of post a photo of themselves dressed inappropriately or mawhat you say or do on another person's face,” Farley said. turely, then they might try to mature and develop faster in “Some kids feel social media is a pressure to impress and order to keep up with social media trends than they would [show off] to others. My recommendation is that kids don’t without social media altogether.” Seymour sometimes wishes that she grew up at a time with use it until they have developed a strong self concept and
Food Fashion Fun
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THE PIPER
OCT. 25, 2021
no social media so she wouldn’t have to deal with the unrealistic standards it creates. She believes that it should instead be used to promote body positivity and inclusivity. “If I could choose, I would grow up in a time without social media because everybody Childhood is so obsessed with pleaslost: Linus ing everyone by taking Gaul '32 is amazing Instagram phoimmersed in the tos and trying to look world of their best on social media, technology, which isn’t how they’re reengrossed ally portrayed in life,” Seyin his iPad rather than mour said. “I think that it spending creates a negative stigma time with around appearance and his brother expectations that is unnecFelix '29 essary.” Farley’s oldest daughter waited to use social media until high school, and now she doesn’t feel the need to “keep up” by interacting with posts, nor is her identity or sense of well-being negatively influenced by images she sees. Farley’s youngest daughter had a larger presence on social media while growing up and felt more pressure to use social media which became stressful. Therefore she later deleted them completely. Farley appreciates that when she was growing up she had more freedom without the distractions of social media, and wishes all kids could enjoy their lives the same way she did. “Social media can create a really vicious cycle of expectation,” Farley said. “As kids grow and develop, they turn to wider society to help them understand how to be a person. If the social media you consume creates graceful, life-affirming examples for you--as well as provides a few examples of what not to do — that’s fantastic, as you’ll emulate the best of what you see.”
Sushi Don After a long, hot day at school, nothing compares to the air conditioned and quiet atmosphere of Sushi Don. Located just minutes from Campbell Hall, Sushi Don offers a wide variety of high-quality sushi for a reasonable price. With fast service and a relaxing environment, nothing beats Sushi Don. From avocado rolls to crispy rice with spicy tuna, Sushi Don will answer any cravings one might have for a quick snack or a luxurious lunch. The petite restaurant at Laurel Canyon and Riverside is nestled in a plaza with plenty of parking, short lines, and quick service. For those who are hungry, you must try combo A or the combo B. These options in-
clude five pieces of nigiri sushi, plus the option for a cut roll or a denburi. The quality is great while the price is reasonable. Since Sushi Don is infrequently patronized, its isolating feel allows for a private dining experience. As classical music hums silently in the background, the experience of Sushi Don is comparable to LA’s best fine dining restaurants.
Santa Monica Pier
PHOTO PERMISSION SANTA MONICA PIER
Home to Hannah Montana's ultimate birthday bash at Pacific Park, the Santa Monica Pier is the best way to spend a fun weekend with friends. Filled with smells of caramel corn and cotton candy, sights of rollercoasters zooming through the sky, and the feeling of the warm sun and cool breeze as you overlook the ocean, the Santa Monica Pier has it all! As Hannah Montana would say, with the
Pier you get the "best of both worlds," being able to relax on the beach and immerse yourself in the wonders of an amusement park all in the same day. Some rides featured at the Pier include a giant ferris wheel overlooking the Pacific Ocean, a Sea Dragon plunging people into the air, and small carts that toss you in circles. At the pier, you will never run out of fun things to do!
Y2K fashion
If you're looking for the latest fashion trend to follow, we're bringing it back to the year 2000. Y2K fashion, which stands for year 2000, consists of styles featuring shiny, metallic colors, to bubblegum pink sweatpants to colorful glasses to pastel baguette bags. "But what exactly is Y2K fashion?" one may ask. Y2K fashion is essentially reverting back to childhood in a sense: outfits filled with color, bedazzled shirts, and comfort clothes. As the world transitions to life outside of quarantine, the love for relaxing clothes has not faded, and thus, Y2K clothing has made a huge comeback. Put on a pair of comfy colored sweatpants and a cute crop top and you've reached the trend that is Y2K fashion! It is the perfect blend of comfort and luxury. And if you're not looking to wear sweatpants, flared jeans and a colorful shirt will surely do the job. One controversy about this new trend, however, is the question of whether the world really wants to bring back low-rise jeans. Sure, Britney Spears is the queen of low-rise, but are we all? That's the question. Either way, with Y2K fashion, there are endless options when it comes to outfits, from plaid skirts to Juicy Couture track suits to funky patterned pants to cropped colored tops. Most importantly, the key to Y2K fashion is confidence. Embodying the energy of a 2000s Disney star will be the cherry on top to whatever Y2K outfit you choose.
FEATURES
OCT. 25, 2021
Lives of people homeless
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CREATIVE O Slippers two L sizes too big U MI N STORY GRACE BOURASSA
As homelessness becomes a more prevelant issue in Los Angeles, those who experince it are often judged by their appearance rather than by their humanity.
ART NOA SHWARTZ
STORY MATT ROSE, KEELY CHAMBERS
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ood trucks, local service providers and a fun venue are some of the amenities Allison Schallert, co-founder of Stories From the Frontline, provides at events to serve unhoused people in Los Angeles. The company's directive is simple: find affordable housing for those who need it. Schallert and many others around the city’s volunteer work is a vital part of serving the community, and more importantly displays that everyone’s story counts. As well as providing housing assistance, Stories From the Frontline does exactly as its name suggests. As their mission statement says, they “are a storytelling platform that elevates stories of lived homeless experience to raise awareness.” Schallert is deeply fascinated by the stories her unhoused friends have to tell. “Our first purpose is to support a program which takes 10 months to train people who were formerly homeless to tell their stories,” Schallert said. “The biggest issue with housing people affordably in Los Angeles is that people are so resistant. [When] you say [the] word homeless, people's preconception is that they are drug dealers, prostitutes etc.” Chaplain Joey Courtney also believes that the negative assumptions about
homeless people are far fetched and an unfair judgment of their humanity. His experience volunteering at a homeless shelter taught him a lot about himself as well as exposed him to new people and ideas. “People are people, no matter where you come from, no matter what you do,” Courtney said. “We all have strengths, we all have weaknesses, we are all beautiful in our own way. The more I have been able to work with people who are different from me, the more I learn about myself, the community, and our society. It makes me really sad when we see how people dehumanize other people. [It’s] really about respecting the inherent dignity of every human being. It doesn’t matter your race, socioeconomic class, or sexual orientation, or all the ways that divide us, it's all about the humanity that is inherent in all of us.” It's evident to both Schallert that the homeless go through tough and often stagnant times. She believes the incredible stories she has heard throughout her work prove that many consistently look past those in need because of ignorance to their situations. “Only 30 percent of homeless [people] have a drug or mental health illness,” Schallert said. “A lot of people and families live in cars, but we aren’t always aware of their circumstances because they go to work every day. One woman's dad was a
famous gang leader and she overcame circumstances of fear and abuse I can't even imagine. She knew when she was little that she didn’t [want to] live like that so she had to make the sacrifice of getting out, only to unfortunately be living on the streets.” Courtney believes students often have the empathy to comprehend how we are all in this together. Courtney looks towards future chapels as a way to implement the telling of stories and learn more about those in our community simply beyond what we see at surface level. “Chapel is really a time for storytelling because [when] someone shares a story you can’t argue with that in turn intrigues you to listen and changes you. Because of this, I want to increase sharing stories in chapel from the community” Courtney said. Courtney thinks helping others tangibly is one of the most real and rewarding ways to approach community service because that is relationships and connections are built. "I help open a laundromat for free with my church once a month in east Hollywood for anyone who wants to come and do their laundry” Courtney said. “What i love most is that people come back month after month after month so you really get to know them and when you d laundry you are just hanging out so I get to know everyone.”
EXAMINING A TREND
Impact of thrifting As thrifting becomes more popular amongst teens, prices increase, negatively affecting lower income communities STORY KEELY CHAMBERS ART AUSTIN JANAVS
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livia Campos '22 Olivia Campos (22) pans through the clothing aisles at her favorite thrift store, looking for new one-of-a-kind pieces. Campos not only enjoys thrifting for the hunt but also due to how it's the most sustainable option. With this understanding, she also acknowledges the need for balance when shopping, since thrift shops are a key source of clothing for lower-income families. “There is a necessary balance between being the consumer and being the donator,” Campos said. “When I thrift shop, I also make sure to always [donate] clothing. I am also conscious of the lack of kids’ clothing in thrift stores so I would recommend steering clear from that section.” Campos’s recognition is needed in order to shop sustainability but also with an intention to not take what’s needed. According to Ashley Meza’s May, 2021 article in The Pacific Index, there are benefits to thrifting, from helping the environment to canceling fast fashion. However, students like Parker Van Zyl (24) are becoming more aware that this trend is also destructive to
TRENDING The thrifting industry grows about seven percent each year.
There is an average price increase of over 15 percent in thrift stores in the US within the past three years. Sources Oakton Outlook, Forbes
low-income and immigrant communities who need low-priced items. Van Zyl grew up going to thrift stores, so although thrifting has been popularized, she doesn’t view it as a new trend. As a veteran thrift shopper, there is an understanding between herself and her mother about how much to buy and how lower-income families should be the main customers at thrift shops. “Now that thrifting is a trend, people have been buying more than they actually need, which takes away from low-income families who rely on thrift stores,” Van Zyl said. “I used to have a rule with my mom that we wouldn't take more than three things, which is nothing compared to some girls I see on TikTok making huge hauls.” Van Zyl sees that with the popularity of thrifting, instead of putting money into sustainable and ethical brands, wealthier customers are turning to thrifting. She also notices the change in price at these thrift stores. “It is unfair that people that can clearly pay for an immense amount of clothing will raise the overall price of clothing at thrift stores even if it affects low-income families,” Van Zyl said. “This awareness should be given as a notice and if people continue to surpass it then they should have to donate before they buy.”
wake up to my mom's voice singing her classic “Good Morning” from Singin’ in the Rain. I throw the pillow over my face and ears as she walks in and pulls the curtains open, letting rays of sunlight into my room. “I made pancakes!” I fake a cough and curl into a fetal position under the covers. “Call school. I’m sick.” “They're chocolate chip!” Immediately, my sickness fades. I drown them in syrup. My mom flings her Louis Vuitton purse to her shoulder, wraps a scarf around her neck, kisses my forehead, grabs the keys, and leaves. “I love you honey!” “I love you too mom.” After breakfast, I get ready and leave the apartment. I usually take the longer route. Otherwise, I’m stuck walking under the bridge with them. There are two types of people: those with jobs, and those who beg. They steal from teenage girls; at least that's what my dad always says. He works a lot. In a building with tall windows, 56 floors and many serious men. Don’t make eye contact with the people on the other side, my dad’s voice echoes in my head. When I get curious enough, I glance over. Cooped up in old camping tents, trash stuck in the gutters and clothes all over the floor. It’s like a little city inside this big one the rest of us live in. There's a woman who always sits in front of the Busy Bean coffee shop I like to stop at. She's one of the other types of people. But she’s different than my dad describes them. Her warmth radiates through the cold. Her curiosity as she watches others reminds me of myself. She wears a worn-out sweater, big pink pajama pants, and slippers two sizes too big. The next morning is the same. Mom wakes me up, makes breakfast, leaves for work. As I cross Abbey Avenue, my eyes fixate on the empty chair. No one is sitting in front of Busy Bean. A strange emptiness fills my stomach. Two more days pass. Where did she go? “The woman in front of Busy Bean hasn’t been there for a couple days,” I tell my mom when she picks me up from school. “The one who asks for money across the street?” “No,” I respond, in an oddly defensive tone. “The one who sits outside. She just disappeared.” “Have you been talking to her? Did she take something?” she asked, concerned. “No, I was just wondering” I wake up. There is no smell of pancakes, no cozy feeling under the covers that once protected me. A note sits on the kitchen counter: “I left some money on the counter so you can stop at Busy Bean. I love you.” The frozen air seeps into the sleeves of my coat and I feel the tingling sensation of goosebumps. I stop and stand in the middle of the two roads, watching. There lies Busy Bean with people shuffling to their destinations to get out of the cold, each in their own worlds. But she wasn't there. Shivering, I hurried into Busy Bean. I longed to see her worn-out sweater, pink pajama pants, and those slippers that are two sizes too big. “Have you seen a woman come in today?” I asked a barista. “We're very busy,” she paused and looked around the packed cafe, “I don’t know how well I can remember who came inside.” “The woman who always sits out front.” There was a long pause. “Oh. I don’t think she's come in...ever.” She stared at me blankly. “But it's cold outside. Have you seen her at all this past week?” “No, I’m sorry.” “Don’t you think that’s a little strange?” I began to get flustered. “I haven’t really thought about it.” “Haven't thought about it? This woman has sat outside of this coffee shop for god knows how many years and you...” I cut myself off as I realized the rise in my voice and the barista’s eyes widening. “I didn’t know her.” She looked around again, uneasy. I pushed through the crowd of people and ran outside. Staring at the empty chair and table outside, I couldn’t help but wonder what it felt like to sit there, in the cold, and just watch. Sitting in the chair, I began to observe the world from her eyes. I watched people come and go, not even glancing over at me. I felt the cold metal chair she used to sit on every day. There was a slight breeze of the warm air coming from inside the Busy Bean every time someone opened the door. I looked over to the other side of the street. From the chair, you could see all of the tents lined up in a row. Some sat curled up together, trying to find warmth.
THE PIPER
OCT. 25, 2021
8
Many families today look different from those decases ago
The love of family Community members reveal why that's important
Redefining family: Children stand next to their family members, each with different family racial and cultural backgrounds
ART TOBY LIM STORY MATT ROSE
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ore than one in five Americans align themselves within the LGBTQ+ community. According to a 2016 Library of Congress entry, in California itself, this number falls around ten percent. With this rise in openly LGBTQ+ people, increasingly novel family dynamics and mindsets regarding the LGBTQ+ community ensue. Madison Seymour (22) grew up with two dads who she feels have shaped her identity immensely. For Seymour, the experience of living with two dads has affected her positively. “[Growing up] I have always been open minded to those that don’t necessarily ‘fit in,’” Seymour said. “I’ve been taught to be kinder to others, rather than judging them on their implicit selfhood. Plus, my fathers’ stereotypes of having a great sense of fashion has paid off well.” Parent Alison Hirsch has first-hand experience raising a child who is openly LGTBQ+. She feels that the younger generation today can truly express their own sexuality, gender or other personal distinctions due to the increasing societal accep-
tance towards the LGBTQ+ community. Hirsch believes that younger people today have a rare opportunity to feel supported for who they are. “I do definitely think that kids today feel more comfortable to be more fluid in their relationships and thinking about themselves,” Hirsch said. “They have a safer opportunity to question their sexuality or own self image. [This] generation is so lucky that [they] have so many visuals in the social media and entertainment business with actors and musicians who can reflect people’s own views and make younger people feel safer to be themselves.” Seymour agrees with Hirsch when it comes to the influence of social media concerning the LGBTQ+ community. She thinks that social media has immense benefits to how society looks at LGBTQ+ identifying people. “I think it’s great that influencers are gradually having more courage to come out as gay,” Seymour said. “Because of this, being gay is deemed more as a norm than a sense of diversity. Society has progressively become more aware and open minded now that more people are openly gay.” Hirsch believes that just because someone is LGTBQ+ shouldn’t change the way people treat them, especially with the younger generation. Her
Getting a foot in the door privilege in the college process STORY LUCY KENNEL
C
aitlin Jones '22 makes the trek to one of her top choice schools, costing her travel fees, hotel stays, food, and more. This expensive trip, however, soon becomes worth it once she returns home. She steps into her house and is immediately filled with a better sense of what she’s looking for in college, but there are many who never get that chance. While Jones has the ability to fly out and visit schools, she understands that is not an option for everyone. She believes that colleges are becoming more understanding about prospective students' abilities to connect with a school. “I think in the past, schools may have made the assumption about a student’s ability to fly out and visit a college’s campus because they are looking for that demonstrated interest: [if ] are you going to the tours, [if ] are you taking advantage of opportunities and interviews,” Jones said. “But I think now because of COVID they have gotten a lot better at offering these online resources and virtual visits that allow students who don’t get the opportunity to fly this chance to learn more about the school.” John Corona, associate director of college counseling, knows that colleges do not assume that a student is able to visit their school. He sees the benefit in visiting colleges as showing the school that you are interested. “[Not visiting] is rarely harmful to a student in the admissions process because no university would hold [a student] at a disadvantage for something that is out of their control,” Corona said. “For those students who can find a way to visit a campus, whether it’s driving or flying, it is an indicator that the student is basically interested in the school.” Corona sees a student’s socioeconomic status affecting the resources that they can buy and help they have available to them in some cases. However, he recognizes that all universities care about
equality and that they find ways to make themselves available to all students. “A student’s socioeconomic status can have an impact on [their] application process because there are hurdles that [they] may have,” Corona said. “If their socioeconomic status does not allow for taking the SAT or the ACT multiple times, or paying for very expensive and quality expert tutoring for the tests, and for students who do want to visit universities that are far from home.” Jones also realizes the privilege that comes with having the the financial resources to afford tutoring and the access to to a school with strong college counselors. She realizes the privilege that inherently comes with going to a private school like Campbell Hall. “I am very privileged to work with the amazing college counselors and have access to all of the resources that they give to us,” Jones said. “I feel lucky that we are in this smaller environment where the college counselors are really focused on individual students and there are a lot of students out there who don’t get that opportunity because they are in these bigger schools and can’t afford to meet with a one-on-one college counselor outside of school.” Corona emphasizes the power that college counselors have on guiding students in their process. He believes that quality college counselors can be anywhere, not necessarily based on what school [a student] goes to. “There are amazing college counselors that work in public schools,” Corona said. “I’m not sure if there’s always a direct connection between a student’s socioeconomic status and the quality of college counseling that they have access to. I do not think that a good college counselor is one that necessarily gets an applicant into college. A good college counselor makes sure that the student is pointed in the right direction and on the right track because this process always comes down to the student doing the work.”
MADISON SEYMOUR “I’ve been taught to be kinder to others, rather than judging them on their implicit selfhood."
T WE N T Y-T WO experience parenting a kid who is a part of the LGBTQ+ community has furthered her belief that everyone should be treated equally. “I’m only speaking for myself, but having an openly gay daughter has not changed the way I parent,” Hirsch said. “I’ve been surrounded by LGBTQ+ people throughout my career in the fashion and entertainment industries. I chose specifically not to parent any differently. My view in my daughter’s relationships is to treat them like any other relationship.” Seymour furthers Hirsch’s notion about how close the relationships are between same-sex parents and their children. She knows how much diligence it takes for a same sex household to start a family, which helps build strong connections between the parents and children. “Even if someone lives in an area where gay
VIKING VOICES
families are not as accepted in the community, it almost cancels out because of the love that is poured into the creation of a family,” Seymour said. “I say this because it takes planning, time and thought either for an egg [or] sperm donor or surrogate. Growing up in a same sex household looks different for every family, but the dream of having a family creates a loving and happy family dynamic. It would be wrong to say that all gay families are close, but living in this dynamic, even at times when I know my parents aren’t accepted by other communities or people I encounter, it doesn’t matter because to me, my parents are perfect. They give me everything and more.” Seymour has seen no difference between her childhood and the way her friends grew up. However, the absence of a prominent female figure in her life to give her advice has led her to figure out important parts of womanhood on her own. “I think I have grown up the same as all my peers,” Seymour said. “The only thing that was different for me was not having a woman give me advice as to how to handle girly things such as going through puberty or how to apply makeup. I learned that all on my own, but I am thankful for that because it gave me a sense of independence that is a huge part of my character today.”
How has the ability or inability to visit college campuses affected your application process?
EMMA GOSS " I went on a college visit and it was most beneficial for me to see all of the schools and have an understanding of what I prefer in a school."
TWENTY-TWO
SABRINA MOROVATI "I'm not going on a college tour until after I get [accepted] so that from there I can see which school is the best fit for me."
TWENTY-TWO
NICK GUDIS "By having a virtual experience, your entire understanding of the college is based on how admissions officers have curated it.
TWENTY-TWO
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FEATURES
OCT. 25, 2021
Q&A with Chris Dennis
Beyond the photo: Community members look forward to the school's continued efforts to increase diversity and equity in our community.
PHOTO MAGGIE CHIAPPETTA-UBERTI
More than an acronym Creating a better community through diversity, equity, inclusion and justice STORY CAROLINE REHDER, ELLA DUNCANSON
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lumni Quincey Diallo '21 felt that, while taking Art and Music History, the curriculum was inaccurately representing students of color and the subjects as a whole. In 2020, Diallo created the first ever Diversity, Equity, Inclusion and Justice position (DEIJ), on the student council. He first expressed his suggestions to the teachers then found he wanted to continue working on these issues throughout the school. After graduating, Diallo knows he left the role in very capable hands to continue spreading his message and goal. “I hope this position continues to diversify the curriculum at Campbell hall and furthers a [positive] attitude and enthusiasm for anti-racism and justice in our school,” Diallo said. “I can see this position improving the community in terms of diversity in the future if it’s stewarded properly and supported by the administration.” Following Diallo’s footsteps, Katie Lee '21 applied for the DEIJ position because she thought it was important that she get involved in the process after witnessing years of little to no change happening. She knew that not taking the chance to apply and join the team would be something she would regret, and her ideas would go to waste. During quarantine, Lee dedicated time to grasp how important representation is in society. “Whether it is through media, the community, or simply school, I've always wanted to see people who looked like me or people I shared a culture with being spotlighted,” Lee said. “I was so overwhelmed with joy and pride when I saw Yoon Yuh Jung win Best Supporting Actress for her portrayal in Minari or the historic win of Parasite, and I just knew I had to do something myself, even if it [was] in the realm of school.” Associate Head of Community Engagement
Chris Dennis is working to validate and ensure that the diversity, equity, inclusion and justice statement and the anti-racism commitments are being followed in the school community. Dennis also work to support the curriculum redesigns underway in all history and English classes, which aim to ensure that lessons are revamped through an anti-bias education lens. “Diversity means everyone having what they need to in order to meet the goals of their destination, and making sure that someone else doesn't have a disproportionate amount of resources to get there,” Dennis said. “I want us to have excellence in our minds, as we think about equity. Sometimes people feel like it's more about not saying the wrong things, or coming for people who have violated something. The word equity is really beautiful, it should have joy, you should be able to celebrate who you are [and]embrace your differences.” Lee believes that tokenism, a forced form of diversity that creates a superficial appearance of equality without truly achieving it, is an issue at Campbell Hall. However, she feels confident that with the work of the DEIJ team, it can be changed. She feels that students of color may be purposely placed together for photographs. “I see tokenism prevalent at our school in the way our school website is set up, and the presence of microaggressions without [teachers] noticing,” Lee said. “The website [evidently] uses pictures of people of color on the main pages. By having Campbell Hall dive deeper into [equity and inclusion] work, we can actively create change in the community by recognizing this bias and start to take actions towards fixing them.” Dennis understands the concerns some students have about seeming like tokens of the school's diversity. He remains adamant that the school's aim is to disrupt systematic racism rather than play into it. "In many places, the experience of being a
TOURISM: Mind your step
PHOTO NOA SCHWARTZ
STORY NOA SCHWARTZ, PIPER SAKEN
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arent Kelly Schwartz visits Sutton Bay, Michigan every summer. As she drives down the long road, entering her first home, a bittersweet feeling fills the air. She reminisces, seeing places and things she can only see in Traverse City, but recalls the rolling hills
CHRIS DENNIS "The word equity is really beautiful, it should have joy, you should be able to celebrate who you are [and] embrace your differences.”
ADMINISTRATOR student on [a banner], seeing yourself can make you question what the intentions are. The way oppression and internalized racism works is that it creates an atmosphere where you question the authenticity of invitations. We want to make sure we're not misrepresenting or telling an inappropriate story with the people we bring in. I understand being able to hold space for wondering “Did you pick me because you needed me to meet a need?” And I don't believe that we're doing that but, I will always hold space for a student that feels that that's the reality. Campbell Hall is really committed to doing much more than just raising numbers. We're here to disrupt these systemic things and it's a beautiful thing when we're able to have the right conversations about it." Parent Sarah Duncanson can not recall a time that she heard or witnessed a lack of respect for diversity, but there have been times when she felt the school was not diverse enough. Duncanson also suggests that the community continues to spread awareness about diversity in authentic ways like embracing different holidays that represent a more diverse group of people and encouraging people to learn about different cultures. Compared to other schools she appreciates Campbell Hall's strong efforts. “Private schools for the most part can always do better in regards to diversity, but I believe Campbell Hall is trying,” Duncanson said. “I have always felt our school to be a just and inclusive school and most importantly a welcoming community.”
How can the school more immediately improve diversity? We have to increase the types of conversations we're having so that people can understand what we mean when we say diversity. Some people mean disrupting systems, and some people mean not saying [upsetting] things. We have to fully allow ourselves to be a part of dynamic conversations around equity and justice so that people can actually be expressive and get their needs met and we can exchange the right kinds of dialogue. We need to listen. What are the long-term goals for diversity and inclusion at the school? For every student to be able to verbalize and demonstrate their role in the community from a standpoint of equity and justice. They're able to see the way systems of oppression perpetuate harm or ways that they can actually enact change, but also being able to center their own identity and in that dynamic. Every White student should be able to understand how to have joy in their identity, while also understanding how to disrupt something that's going to harm another person. Students of color should be able to affirm the joy of their expressions, but also not have a monolithic experience of what that expression looks like. [School] should be a place where people are able to have conversations, even if they disagree about things, and not be vilified as long as it's not causing harm.
How can you educate others about DEIJ for those who don’t fully understand or see its importance? We're all at different parts of our developmental journey, so the best story is the one that you're living. Take up space and share your story or experiences so that you know you don't have to carry the burden of educating people. I want people to be compelled to want to know your story. [We in the administration] are going to hold people accountable. But, nobody should be canceled before they're 18 years old, for trying to figure it out. My goal is when you're 30, you’re able to put it all together and see how your experiences culminate. If you start with debate, it’s so intellectual that it's not personal. If it's not personal, how's it going to make an impact? Start with yourself. Make it personal.
As tourist flood small communities, residents and students reflect on how to be more conscientious visitors
and blooming fields that no longer look as vivid and alive as they did when she was just a girl. This same feeling is all too familiar to countless other residents of other destinations, whose homes have been permanently impacted by the tourism industry. Schwartz grew up 20 minutes away from her summer vacation destination of Suttons Bay. The tiny town of 400 residents is a tourist hotspot for its beautiful Lake Michigan waters and the Sleeping Bear Dunes National Lakeshore, which was voted the most beautiful place in America by “Good Morning America”. Schwartz believes that although tourism is complicated, it allows for her treasured childhood home to flourish. “Tourism allows [Suttons Bay] to exist the way it is, which is huge,” Schwartz said. “However, it is a double-edged sword because it is so full of people in the summertime, but it [also] allows this sweet gem of a community to continue to exist because I’m not so sure that the year round residence would be enough to keep that tiny little town going. They really rely on their tourist income.” Lauren Stoll's '25 family lived in Ocean Pines which was around 10 minutes away from Ocean City, Maryland. Stoll's family visits whenever they can, seeing as the rest of their family resides in Maryland and has made this small town their home. When Stoll goes down to Ocean City, she stays in her house just a brisk walk away from a vivid city with small shops and restaurants. While Stoll acknowledges that tourism sometimes benefits her home away from home, she also recognizes that because Ocean City is a tourist destination there are certain privacies and intimate moments that she no longer has access to. “There is a beach town city, and the culture is tourism,” Stoll said. “This could be for a number of reasons, but mainly because it is a small town with a small population, so tourists see it as a cute
vacation spot. That is what mainly benefits the economy and all the small businesses.” Similar to Schwartz, parent Marsia Rohan grew up in a tourist destination that has become increasingly popular in recent years. Croatia’s capital, Zagreb, is known for its bright blue waters and rich cultural heritage. However, over the years, Croatia has become more and more of a favored tourist spot. According to documenst from Priopćenje Državnog, a statement from the Presidency, Croatia had just over 19 million tourists in 2019 and is well on track to surpass that this year. Rohan feels that a bit of respect can help locals preserve their culture and their home. Rohan grew up in Croatia in Zagreb. She took her family to Croatia just last summer where she saw firsthand that the tourist culture had not faltered, not even during COVID. Rohan feels that tourist destinations can and usually do benefit from visiting tourists, but believes that there needs to be a solution to the harm caused to the environment and culture. She feels that, as a community, everyone can work on understanding what it means to be a tourist when traveling to a new destination. Rohan encourages Campbell Hall students to be mindful of these tourist destinations, and to appreciate and preserve their unique environments. “As a tourist, you constantly have to remind yourself that you’re a visitor,” Rohan said. “[You should remember] to be very mindful of people who live in that area, of the customs and the culture. Respect is a huge factor when traveling. It’s important to research before you visit other countries to know what the customs are, understand the culture and the people. That way, when [tourists] arrive at a destination they can be more [respectful] of the environment and not insert themselves into another culture, but to assimilate into another culture.”
IN DE
OCT. 25, 2021
L EAR NI N G LO S S D UR
Exploring the challenges of remote le
The effects of remote learning on the mental health of students and teachers
SOCIAL DILEMMA STORY Taylor Huie, Jacob Silverstein
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losed-note exams, in-class essays, the stress of coming back to “normal”. Elementary and secondary students alike struggle to maintain a healthy work-life balance with the return to in-person learning. Mike Rindge, former high school history teacher and now elementary teacher, has been able to see how the pandemic has affected both age groups mentally. He notices that with younger age groups, there wasn’t only academic learning lost; students were also behind in social activities at school. “Coming back to school, there was a lot of anxiety and stress around engaging socially with one another,” Rindge said. “Their ability to focus and their ability to go through the full school day, I get a sense that there’s a weight on them. Even more important than their academics is their emotional well being. Do they feel safe? Do they feel comfortable? Are they hanging out with friends? Are they feeling extra anxious?” Elementary and secondary schoolers alike are struggling with going back to “normal”. Oliver Goldberg (23), finds that this year has been a big leap from remote learning. His incorporation of exercise into his schedule has helped him combat stress. “This year’s definitely been difficult,” Goldberg said. “Coming from online school to [in person school] has been a challenge, but my home life is good [because] I can play sports, which is a good release for me. Exercise is essential to my mental health, so I’m able to
balance the stress.” Secondary human development teacher, Julie Scurry, checks in on students and observes how they’re taking on the challenges of returning to school. She notices the return to school has been overwhelming, however many students are overjoyed to see their peers again. “I see that students are joyous to be on campus, and relieved that we’re here,” Scurry said. “They’re overall really glad to especially be learning with others.” On the other hand, Goldberg feels unprepared to take in-person tests because of his classes last year. He has felt that testing has had a negative effect on his mental health. “Last year was a very unfortunate situation being online,” Goldberg said. “It was tough to learn, especially when tests were open notes, so I definitely don’t feel prepared [for this year]. Everyone always tells me that the grades don’t define you, but they really do. Grades are important and that’s what colleges see, so I try not to focus on it, but [lower test grades] do affect me.” Teachers like Scurry and Rindge are aware of these issues and try to catch up students as much as they can. “Campbell Hall knows that social and emotional health is extremely important,” Scurry said. “We are a community that sets that as a priority; all the teachers I work with are more concerned with students feeling whole and seen when they come to school as opposed to getting a math problem right. We want to make sure that all students feel supported, so I’m hoping that all teachers are checking up on students and making connections at an individual level.”
Socioeconomic status in
schools
How wealth and privelege impacted academic performance
ART India Griffin
Can’t Escape Over the pandemic students have felt overwhemlmed by the remote learning experience
STORY Maggie Chiappetta-Uberti, Piper Saken
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extbooks, computers, hot spots, tutors, even a quiet space to work. Online school became monotonous, but also revealed inequities among students and families, both at our school and as a national trend. According to Paloma Esquivel, Howard Blume, Ben Poston and Julia Barajas’s Aug. 2020 Los Angeles Times article, lower-income students scrambled to buy computers and hot spots to quickly transition to online learning. They also reported that lower income students were found to participate far less than students of higher socioeconomic backgrounds. Glen Hirshberg spearheads the Creative “Riting” Experiential Workshop (CREW), consisting of advanced creative writing students who spend the first half of the year training as instructors, and then teach the curriculum to students of less resourced schools. During the pandemic, when the students were unable to visit in-person, Hirshberg partnered with I Have a Dream Foundation to teach creative writing over Zoom. Hirshberg has noticed through this unique experience that the learning gap as a result of socioeconomic background is not a new issue, but one that has been worsened during the pandemic. “The pandemic has made everything more challenging and it has also made the necessity of doing something about the learning gap greater,” Hirshberg said. “What I noticed on Zoom was that our own professional teachers and committed students had a hard time already, and then you go to other schools where not every student has a computer, when kids are home and sometimes there is no quiet space in their house, or they don’t have the room to facilitate that same zoom environment we can — these are some things we may take for granted that are just bare basics. There were some kids
who would never turn their camera on ever for us. And yet they were there and we could hear them and then we realized that there are all kinds of reasons that they may not want to or they may not be able to. So there are so many different layers to the learning gap that have only become more apparent through the pandemic.” Grace Chiappetta-Uberti(22) struggled in her transition from pre-calculus honors to AP calculus, ultimately dropping the course. With a lack of resources that many of her peers had, she felt discouraged and incompetent in relation to the knowledge of the entire class. She argues that teachers acknowledge the clear learning curve coming out of the pandemic, but that the socioeconomic impact has not been addressed. She views students who hire tutors as having a leg up in the class. “The learning curve is not really talked about, the idea that there is a difference in opportunities between kids who are able to get a tutor and the ones who are not,” Chiappetta-Uberti said. “One may argue that we all receive the same education regardless of our socioeconomic status, which is completely true, but it’s what students receive outside of the classroom that can determine how well they succeed in the class.” Hirshberg argues that with an issue like the influx of students seeking outside help and getting tutors, we need to ask ourselves as a community how we can address this. “There is stratification happening all over the place,” Hirshberg said. “I think one of the really interesting questions, not just [our school] but the whole culture is, how much stratification are we really okay with? And how much are we losing by not giving more people more opportunities to show the world what they have?” The socioeconomic unbalance had been an issue that many faculty members addressed. Head of School Julian Bull understands the varied elements of the Campbell Hall experience that contribute to
11
EPTH
R I NG THE PA ND E M I C
earning and getting back to ‘normal’
Connection lost Teachers acknowledge the struggle of trying to implement lessons from behind a screen STORY Noa Schwartz, Madison Damus
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s Jim Meade prepared to teach his eighth grade history class, he sent out a zoom link and patiently waited for his students to arrive. The class was already five minutes behind schedule and some of his students still hadn’t joined the meeting. As his students logged on, the majority of the cameras were off and he was left teaching a class of black, empty screens. All he saw were names without faces and was left to wonder what his students look like and what they were actually learing. “[Zoom classrooms]were so disconnected that what was happening behind the screens at home was nothing at all what I had planned,” Meade said. The pandemic undoubtedly changed the way students grasped material. Data released by the testing group NWEA, comparing learning from grades three through eight, found that in December of 2020 the average student was three to six percentile points behind in reading and eight to 12 points behind in math. Further, Black, Latino, low income students and younger students showed signs of greater academic impact and learning loss. Education researchers agree that relationships with teachers increase student engagement, something remote learning interrupted. Meade found his biggest concern over remote learning was how to create relationships with his students without actually being able to see them. “I wasn’t worried about what [students] were doing,” Meade said. “I was worried that the [information] I was trying to give to them was getting lost because students were... overwhelmed.” Shawn Watanabe, math department chair seeks to create relationships with his students in order to effectively teach.
the inequalities. “There are multiple trips, there is a uniform, and even with the student store, there are certain parts of Campbell Hall that are more available to certain parts of the community,” Bull said. “Realistically, you can’t really make everyone’s experience equitable. However, we need to help students access the things that they can at school.” Hirshberg asserts that the only way our community and society can actively make change to bridge the learning gap between students of different socioeconomic backgrounds is by changing our mindsets. He feels that because this is not just an issue outside, but right in the heart of our community, we should learn to address issues through a shared understanding. “Not only do we have an obligation, but I would look at it almost more as an opportunity,” Hirshberg said. “We share the planet with all of these other people, and through flukes of birth and luck, some of us have certain opportunities or abilities, so not only do we have an obligation because we are privileged, but we have opportunities just because we live here and are awake, to help other people and have them help us in turn to just give us all a chance to love life and enjoy the miracle of being awake. The more we can train ourselves to look at it as opportunity as well as obligation, the more joyful and thrilling and rewarding and successful the work is going to be. I think the whole flavor of interacting with people not like us and sharing the amazing things we can all do together, that is going to make a healthier world. [Zoom this year] made me and a number of the CREW kids even more aware of the ways in which we can bridge gaps and form connections — not just give gifts to the world, but exchange gifts and exchange life with people. Because that’s the way I think we can really level the playing field is just by letting everyone on the playing field.”
In remote learning, he found forming these relationships to be initially unnerving since it was more difficult to track what was going on in the classroom on zoom. However, in the dark of this pandemic he found moments of light by reflecting on his teaching. “Obviously, I think we all want in-class instruction,” Watanabe said. “[However, one of ] the positives I didn’t expect was analyzing curriculum. What’s important to retain? What should students memorize? What could be just something you had on note cards?” First grade teacher Lynn Abbott was faced with the challenge of teaching six to seven year olds virtually, some who struggled to adapt to the classroom structure. However, going into the pandemic, Abbott had little concern as she adapted and found new methods of teaching online. Abbot was optimistic about virtual classrooms, as she had faith that her students would retain the information and connect, despite learning through computer screens. “I always make a connection some way or another so [my primary team] spent a lot of time trying to do more fun things to keep them all connected, things we normally wouldn’t do in the classroom like doing little tiny exercises together to get everyone’s attention.” Parent and high school teacher Christine Gaul knew her children would end the last school year farther behind than in a traditional school year. However, she was not concerned that teachers had to scale-back curiculum and instead was grateful that the teachers took time to connect with her boys. “Although remote learning was challenging for both of my children, they felt loved every time they logged on to the screen. I knew that they would eventually catch up academically, but they needed that enotional connection to make it through the year.”
Glen Hirshberg “The pandemic has made everything more challenging and it has also made the necessity of doing something about the learning gap greater... there are so many different layers to the learning gap that have only become more apparent through the pandemic.”
Te a c h e r
THE PIPER
OCT. 25, 2021
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BUILDING COMMUNITY In a socially distanced world STORY Maggie Chiappetta-Uberti
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arker Curry '28 follows the footsteps of her pen pals in grades above, watching them walk up the stairs to chapel. She looks behind her, seeing her younger pals in grades below do the same, admiring this chain of connection interwoven between grade levels. Curry feels that she has been able to cultivate meaningful relationships and have a better school experience through things like the pal system. Curry had two pals when she was in first grade and loves sharing similar experiences as they grow together throughout the years. “When I have hard homework, I know that [my pals] have been through that same thing,” Parker said. “They were able to get through it, which really helps me have a mentor in my life. They auditioned for our school dance, the Nut- PHOTO Lucy Kennel cracker, and I really want to be able to audition for that as well. Seeing them do those [same things] makes me confident in my own abilities.” The pal system was implemented in the 1990s at the elementary school. The purpose of the Pal program is to allow older elementary students the opportunity to mentor and build connections with the youngest students on campus. Ultimately, Elementary Principal Robyn Frank feels that connection lasts forever, even after one’s time at Campbell Hall. “We value the connections that it helps us make and continue in our community,” Frank said. “Even when kids leave the Campbell Hall campus or when the pals continue on in the secondary school they will have that connection with the secondary students.” Similar to Curry, Wes Mcmullin looked forward to Tuesdays when he would walk to chapel with his pal. He feels that this bond created with someone in a different grade helped build his character as well. “I looked up to [my pal], even after kindergarten,” McMullin said. “I was always scared of the upperclassmen and older kids, but being able to have connections with pals made me less scared. He helped me build confidence and gave me advice that motivated me through the week.” Once he entered 6th grade, McMullin became a pal to a kindergartener, Linus Gaul '32. Just as McMullin felt inspired by the older students when he was young, Gaul has felt the same. “Wes was my pal and one of my best friends. He played kickball with me in the mornings, he told me jokes and made me feel happy to be at school,” Gaul said. "I hope he can come play kickball with me soon."
Teacher trivia A little more about Mx. Corra Charlee Corra '09 teaches physiology and CHAI environmental science
You have to sing karaoke: which song do you pick? I would probably pick a song from Hamilton like Aaron Burr Sir or something like that.
If you could eat one food for the rest of your life, what would it be and why? Waffles and almond butter with bananas.
How would your best friend describe you? They would describe me as having a big heart and also being very hard on myself. Did Mr. Bull promise you a pool when you were at CH too? Mr. Bull absolutely promised us a pool! As far as I can remember. Or maybe it was just a rumor going around.
JIM MEADE "That’s been the hardest part of covid for everybody.... how far apart we have to stay, which is how far our hearts have to stay apart too.”
TEACHER
Although the pal system plays an important role in the elementary school and creates a profound connection between grades, Jim Meade argues that there is more that can be done in terms of fostering connection between division levels. “It feels like you walk across the parking lot [from the elementary campus to the middle school] and suddenly that world’s behind and those kids are looking at you like you’re on the other side of the wall,” Meade said. “It would be cool to connect everybody more.” In hopes of closing the gap between grades, 13-year student Ani Adell ‘22 created an elementary mentorship club. Through her club, high school students interact with elementary students, facilitating meaningful conversations, doing fun activities, and creating strong connections between the high school and elementary school. “[An interconnected community] builds a safe environment," Adell said. "[As] high school students, we have a different perspec-
tive than teachers when communicating these ideas.” Ethan Wollaston ‘24 feels that connection brings the community together, creating a closer atmosphere. He argues Campus Divide: that by establishing relationElementary ships with grades above and student Naomi below, students look forward London '32 to the following years, the waves to secondary learning and the experiences students from to come. afar, unable to ___“People want to be cross the fence connected to other people,” that divides campus. Wollaston said. “[Having Because of this connection] just makes COVID people have a more enjoyable restrictions, experience at Campbell Hall, elementary students are not especially as the younger pal able to interract connects you to something with the upper they are doing that you may school, who have look forward to. You’re lookall been vaccinated. ing forward to the future.” While Wollaston feels that this connection on campus creates an exciting love and longing for the future, Meade argues that this constant appreciation for the future may be detrimental. He contends that one must be in the present and that the connections made with grades above instill the idea of the future because it is exciting and unknown to those in younger grades who haven’t experienced it. “The downside is [that] I think everybody’s hoping to get older,” Meade said. “When we have 7th and 8th graders looking at stuff [that high schoolers have] like free block, and going, ‘ah I want that to be me’ and then they also have their cellphones out and middle schoolers say, ‘I want that to be me,’ people forget to kind of live in the time of the age that they are.” Due to COVID restrictions this year, McMullin claims that it has been really difficult to foster these friendships throughout campus. “Because of COVID, I couldn’t say hi to [Linus], and that is my favorite thing to do,” McMullin said. “The pal system definitely changed my Campbell Hall experience, so I think we need to find some kind of solution.” Like McMullin, Meade sees a clear disconnect between grades as a result of COVID safety precautions. Due to these restrictions preventing high schoolers from stepping on elementary campus, Meade feels that the community has felt a huge change. He looks forward to building our sense of community back. “The distance that we have to give ourselves to be safe just creates a natural distance in connection, and I think that’s been the hardest part of covid for everybody,” Meade said. “How far apart we have to stay, which is how far our hearts have to stay apart too.”
Teentrepeneurs
A new rise of self-starter businesses by teens
“I believe that in today's age, we have such immense access to instructional information on almost Brand merch: everything you can do,” Sohn said. “For me, all it Ethan Edelestein took was a string of Youtube videos and some arti'23 creates, cles and I already had a basic business plan for my unique E-commerce work. As teens we are the first generdesigns for his ation capable of using the internet at such a young business age to make money, we must use it to our advantage.” Technology is a large part of teen run companies, and social media is used heavily to market and deSTORY MATT ROSE velop brands. Edelestein learns about other brands than Edelsein '23 tirelessly works on hand stitching his lat- and buys most of his personal clothes off apps like Instagram, est project. Along with creative inspiration flowing through and has followed suit in using social media for his own enhis head, thoughts and dreams of becoming a successful de- deavours. “I’ve been using Instagram since the birth of my brand,” signer flower encompass his mind. With increased access to an abundance of software, information, and the desire to get Edelstein said. "There’s a reason why so many teen entreprea headstart on a professional career more young entrepreneurs neurs use social media: because it works. Every large Instagram business once started out as a small page like mine. My like Ethan take the leap to start their own business. Edelstein started his own fashion brand, Ecstasy Express, last target audience, similar to many teen entrepreneurs, is young year, creating 1/1 woven tapestry jumpers inspired by various people, so social media is a very effective way to showcase my music artists such as Playboi Carti and Frank Ocean. His inter- work to them.” With teen business on the rise, many hope to have novelty in est in the clothes he wears stirred him to explore manufacturing their creative expression. Edlestein feels that running a busihis own pieces. “I’ve been exposed to countless different brands and busi- ness at such a young age allows teenprenuers to have time to nesses,” Edelstein said. “Seeing other teenagers start clothing work out gimmicks, practice their passion and find the exact brands also inspired me to start one of my own. I want to create path they want to pursue. “As I start creating new pieces of clothing and expand my my own aesthetic, my own looks my own everything. Now that I am designing a wide variety of clothing items, I am able to business, I hope to show people that I don’t just run another express my creativity and create what I want to create. Creating Instagram clothing brand,” Edlestein said. I’m going to focus on creating pieces that not only speak to me, but the rest fashion isn’t easy, but it really is a form of art.” Oliver Sohn '22, took a different approach to starting his of the world. I don’t want to fall victim to fast fashion and own business. Instead of selling tangibles, he opted to study trends that will limit my brand. I want to go as far as I can. e-commerce and finance and soon began dropshipping as well I can’t wait to see where I take my brand in the next few months.” as trading options.
E
FA- ILING
IN THEIR EYES
Living up to parent expectations
Making the grade: Amelie Park looks down at the grade she recieved, worried about her parents' reaction.
PHOTO LUCY KENNEL
AMELIE PARK I had to learn that it was okay to fail and it was okay to make mistakes
TWENTY-THREE
HOMECOMING
FOOTBALL GAMES
I fit under the generalized Asian stereotype: having tiger parents, getting straight A’s and playing an instrument since I was little. I lived under an authoritarian household - my parents always told me that I would have to work twice as hard to achieve success, pushing me into a corner where I found myself not going out of my comfort zone and following their rules. I had to take the maximum number of honors classes one could take as well as juggle extracurriculars outside of school. I lost countless hours of sleep, wasn’t allowed
PHOTO PERMISSION PAULA NUCCI
PHOTO PERMISSION YEARBOOK
B
PAULA NUCCI
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SPIRIT WEEK
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Homecoming this year was a a little diferent from last year with no rides or food. Students came together dressed in blue to cheer on the football team in their game against Bishop Montgomery. "The game was fun to watch but I wish there was other things to do," Ellie Phillips '22 said.
PHOTO PERMISSION
Students came together for friendly competition. Competition included musical chairs and Bunjee Run. "It was awesome that after all the time away traditions like seniors going all out was still a thing," Shaye Gonor ' 22 said.
The football team is on an undefeated streak with students coming to support. The team is working had and at the same time finidng time to have fun and bond. Students come to every game to support. "It's so much fun watching the games with everyone,"Jordan Canepa '25 said.
VOLLEYBALL GAMES
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sat with my dad at opposite ends of the dinner table with the only sound being the buzzing of the lightbulb on top of us. I hated when he ‘wanted to talk to me’ about anything, really, and I was expecting the worst. He started coming down on me with mock interview questions for the school I was applying to and I answered to the best of my ability. I felt proud of myself for acknowledging my accomplishments and telling my story without quivering my voice. But the sound of my dad’s voice wasn’t praise or approval, it was anger and frustration that I wasn’t good enough. He told me my crappy answer would never get me into Campbell Hall, a school where everyone was smart and admirable.
to see my friends and I felt overwhelmed with the amount of work I was expected to accomplish. But the funny part of all of this is that I thought it was normal. I believed that everyone else was going through the same thing and that we were all slaving away in exchange for acceptance to an Ivy League School. But this wasn’t the case. My peers weren’t taking all honors classes nor were they playing a sport or performing at recitals on the weekends. They had the ability to hold conversations with their parents and talk to them about things that make them uncomfortable, something that I have never been able to do. I found it hard to believe that there were people who were allowed to stay in bed past noon. I felt jealous of my classmates; hearing stories about what they did over the weekend made me upset and I wished I could trade lives with them for a day. Never getting to experience such luxuries
was taxing on me and I learned that I would never be someone who had such an immense amount of support and freedom. I felt embarrassed for feeling accomplished after getting praise from my own teachers, who sometimes felt more like my parents than anyone else in the world. I had to learn that it was okay to fail and it was okay to make mistakes, a notion that would never have passed the front door of my house. I envy listening to my friends talk about their lazy trips to the beach and their shallow complaints of their Postmates order being wrong. Hearing conversations about what car their dad is buying for them and how much their shoes cost is almost amusing. I wish that could be my first-world problem instead of worrying about tutoring or the awkward conversations of where I want to go to college. My experiences here have been all but unchallenging. Maturing into a school where I had to be the best planted a seed of internalized pressure. If I wasn’t the best, who was I? Of course, I had to work towards getting into the top Ivy League Schools in the country and being extraordinary in all my classes. However, I think I’ve learned how to mask myself so I fit into this ‘elite’ group of kids who know nothing more than spending money and living life in the moment. I pride myself in knowing that I can hold conversations about non-refundable, expensive therapy and obvious trips to Erewhon where I run into Kaia Gerber and pay four dollars for a single avocado. Maybe they’ll never know the feeling of running on two hours of sleep while taking practice SAT tests, and that’s okay. The overwhelming academic pressure on top of being a woman in a targeted minority group has shed a special light for me. I’ve learned that difference is okay; it allows for me to truly embrace who I am in this school and understand that I am not part of the greater population.
STUDNENT STORE
STORY AMELIE PARK
VIKING REPORT CARD
perspectives
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THE PIPER
OCT. 25, 2021
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PHOTO PERMISSION PAULA NUCCI
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PHOTO LUCY KENNEL
Girls volleyball is having an amazing season, going to playoffs.The team is practicing hard to make it as far as they can. "Our team is so great and fun this year but I wish more people came to watch," Parker Van Zyl '24 said.
The Student Store faces COVID restrictions but students are missing the food of years past. Students miss the hot food that was made in front of them in years past. Students can pick from chips to hot drinks to chicken nuggets. "Where is all the good food?" Dani Miller '22 said.
PERSPECTIVES
OCT. 25, 2021
Missed message
Wondering about
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WHISPERS
Following the Met Gala, Lincoln Weinstock noticed that Alexaandria Ocasio-Cortez’s dress missed the mesage that could have been sent about economic disparity STORY LINCOLN WEINSTOCK
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he Met Gala 2021 took place on Monday, Sept. 13. It’s a fundraiser for the Metropolitan Museum of Art in New York City, so naturally it’s filled with bold outfits from celebrities. One that grabbed the attention of the public was Alexandria Ocasio-Cortez’s (AOC) outfit, a dress that had the phrase “Tax the Rich” on the back. AOC receives backlash for almost everything she does, being further left than most recognizable politicians. But for all the hate she gets, she often gets just as much praise from her supporters, and this dress was no exception. However many people, even those who agree with most of her beliefs, weren’t amazed by the dress. Some thought it was hypocritical to be wearing the dress at an event only for the very top class, which I don’t think should be the focus of criticism. What better place to wear it? Some critics have called AOC a hypocrite because they think she herself had to pay $35,000 to attend the Met Gala, which a simple google search will dispel. And even if she did buy a ticket, being wealthy doesn’t exclude someone from being a socialist. Personally, I don’t have a problem with the outfit itself. In fact, I strongly agree with its message. I do, however, disagree with both AOC’s choice to wear it at this particular event and the praise she has received for wearing it. According to Mark Fisher’s book “Capitalist Realism”, symbols of anti-capitalism no longer serve their true purpose. In fact, they actually reinforce capitalism by providing a safe, comfortable way to consume anti-capitalist ideas which are performative and don’t do anything to challenge the system. This is especially true in mainstream media and moments like the Met Gala, a highly processed and exclusive event from which the average viewer is extremely detached. The MET Gala’s detachment from everyday people is an excellent example of why people who are truly against capitalism shouldn’t be celebrating AOC’s dress. It’s an easily digestible symbol of resistance that doesn’t actually make a difference, but convinces the audience that change is on its way. AOC puts in a lot of work behind the scenes to change the system but “Tax the Rich” is already a mainstream idea, so very few people actually learn from her dress. In fact, according to a 2020 Reuters/Ipsos poll, a majority of American voters support a wealth tax on the very rich. I do believe AOC is a very refreshing voice in our government, but the dress seems somewhat shortsighted. When AOC’s young audience sees this dress, it checks the box in their head of anti-capitalist media. They think that change is already on its way, that it’s out of their hands. While AOC is making progress, the public needs to contribute if they want a real difference to be made. It seems somewhat naive to cheer from the sidelines and expect a win when you could be helping. I don’t disagree with the message of AOC’s dress. But whether she knows it or not, it’s actually more likely to slow down her goals than influence the public or the other Met Gala attendees. Unfortunately, most criticisms from celebrities, newspapers or social media have been making the wrong points, criticizing the time and place of the dress rather than considering its potentially negative effects. I don’t foresee much progress being made if performative gestures like this outfit are hailed for their supposed boldness.
ART NOA SCHWARTZ Fact or fiction: Following an incident she experienced with a rumor being spread about her, Piper Saken explores why peopel seem so fasciniated by thing unrelated to them as well as the impact that rumors can have on an individual. STORY PIPER SAKEN
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heard a rumor, except the rumor part is silent. The courtesy of calling information you’re unsure of “a rumor” has been completely lost beneath the need for dramatic entertainment. Typically, a rumor is known as a story or even a simple statement that is spread by other people and is most likely untrue. However, people will believe what they want to believe, so does it really matter if a rumor is defined as truthful or not? Answer: no. Our generation has this lovely little addition of spreading information: social media. Look, I’m not here to preach on how social media is awful or should be banned or anything like that; I use it just as much as the next teen. However, when it comes to social media, once something’s out there, it’s out there. It doesn’t matter if it was taken down, or if the person who it actually happened to didn’t even know, once something has been released onto the internet the potential harm that it could have caused will forever stay. Rumors are a cause and effect kind of concept. The cause being someone you trusted saying something that you thought was confidential, and the effect being the end of relationships. Or more drama, in general. I suppose that outcome
PIPER SAKEN The courtesy of calling information you’re unsure of “a rumour” has been completely lost beneath the need for dramatic entertainment.
TWENTY-FOUR depends on the situation. In my situation, something very personal about my life was shared on social media. Believe it or not, I actually wasn’t even in Los Angeles when this happened. Scratch that, not only was I not in LA, I was at camp. I didn’t have my phone, meaning I was unaware of what was going on or who was involved. Imagine me, coming back from camp, a technology-free life with no drama, hearing that a TikTok was posted a few weeks prior with information that only my close friends knew. The people who I was supposed to trust the most had spread rumors about me. Ouch. Anyway, that’s just my story, and trust me when I say there are a lot of stories that pave the way for people to make assumptions about others. Rumors can be spread on any and all social media platforms, especially because social media is a concept set in stone to provide entertainment. However, rumors are not only spread about people. Who saw the article saying that Asian ele-
LA Growing up in a different world
It was a sunny week in Annapolis, Maryland and I was visiting my uncle and cousSTORY SAMANTHA SHER ins at their beautiful modern home. We were only there for four days, but I spent three repetitive days swimming in their pool. Although it was relaxing and refreshing, I quickly became bored of the same routine. We would wake up, eat, swim, eat again, swim again, and then go to sleep. It made me realize how bland it is there. Not to mention, there is only one Starbucks and supermarket within the whole town. My next eye-opening experience happened when my cousins and I went to get groceries. There were
solely white people there, all who spoke English. The people looked the same, acted the same and spoke the same. When I say they looked the exact same, I mean it. The people here would wander around with honor, wearing their white Ralph Lauren Polos and flip flops. I realized how blessed I am to be growing up in Los Angeles because of its diversity. I have thought about how grateful I am for my hometown, but until this past summer, I never experienced the difference. Living in Los Angeles has altered my perspective on life, and the world, for the better. Throughout my whole life I have been submerged in a city with limitless opportunities and ways to spend my free time. While walking around Los Angeles, I hear multiple languages and see a variety of different people. On a typical day, I stroll past people with different skin col-
phants went extinct? Update, Asian elephants are endangered, but extinct? No, they are not extinct. According to National Geographic, there are an estimated 24 thousand Asian elephants left on this planet. Hint; National Geographic = reliable source, Instagram = unreliable source. That rumor either made many people upset and frustrated, or just gave teenagers an opportunity to appear environmentally aware to their something-hundred followers on Instagram. Now here comes the philosophical question I’m pretty sure even Einstein couldn’t figure out: How can we, as a society, help stop the spread of rumors? People are fascinated by stories in general, so we can’t really ever stop the spread of rumors. What you can do is ignore information about another person unless it came from them directly, or maybe take the extra two minutes to look up “Asian elephants” and see that they really aren’t extinct. I understand that I am inviting speculation into my personal life by writing so vaguely about my situation, but I wanted to connect to others who have gone through similar events. Instead of spreading or listening to rumors, whether you believe them to be true or not, ask yourself what value you get from sharing information that could potentially hurt someone. Truth is, even if you do include, “I heard a rumor”, that tiny detail of information gets lost in translation and you could have potentially just caused someone a lot of pain.
ors and ethnicities. In addition to this, a lot of my friends are from different countries, so I have the opportunity to learn about their cultures when I am at their houses. I can do so many activities during my spare time. Instead of swimming all day everyday, I feel as though I can never run out of new experiences. Whether it be driving on Mullholand, blasting music while looking at the beautiful views I get to call home, or eating different kinds of food at the array of restaurants. I have the option to eat colorful sushi dinners and Mediterranean food for lunch, all on the same block and street. I can spend my days feeling free; being bored is not an option. While shopping with my friends, we have the ability to go to multiple places, other than just going to one mall. My favorite places to walk around consists of places like Melrose that have a variety of shops with an ar-
ray diversity. The diversity comes not only within the people, but also the different kinds of clothing and items. One person may be wearing an oversized sweatsuit, while the people behind them are wearing dresses and suits. One store may be filled with a plethora of affordable items, while a Louis Vuitton facility is right next door. Moreover, the craziest concept to me is how people who grow up in small towns, as my cousins, may not have the opportunity to realize how different their experiences are to someone like me. They don’t realize how compromised their experiences are. While they spend their weekends hanging out at home or going shopping in the one mall they have in town, I have so many more opportunities. I wouldn’t change mine for anything and I am confident that I am better because of Los Angeles.
OCT. 25, 2021
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THE PIPER
Thrown into adulthood
PHOTO LUCY KENNEL Taking on Responsibilities: Maggie Chiappetta-Uberti gears up to take on her responsibilities for the day, despite still being seventeen.
STORY MAGGIE CHIAPPETTAUBERTI
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s I neared towards the end of junior year, every conversation began with the pressing question: “What are your plans for the future?” I’d willingly oblige, spilling my entire life story before strangers as if I were swimming in a fishbowl: everyone’s eyes magnified on me as they pressed their faces up to the glass. I’d act excited to step into a world of fire without knowing how to use an extinguisher. And they expected this response — everyone does. But in reality, being thrown into adulthood was synonymous with being sent to the “Hunger Games.” And yes, having to shop on my own at the grocery store and know how to cook is basically the same as hunting for my own food. (Of course, in a “Hunger Games” world, I’d get out of this because my twin sister would volunteer as tribute, for she came running out of the womb with
MAGGIE CHIAPPETTA-UBERTI I realized I wasn’t scared of the actual “adulting” part, but instead of my own abilities to be an adult.
TWENTY-TWO a bow and arrow, eager to set out into the fire and be the last one standing); but, you see, not all people are going to be poster children for “adulting” at 17. There are, unfortunately, people like me who screw up the algorithm. The other day, I watched a funny video of college freshmen running around through Target, scanning the aisles intensely and filling their carts to the brim. It was their first trip to the grocery store as independent college students, yet they looked like young toddlers running around an arcade. But this is the reality, for we are taught that once we reach junior and senior year, we have somehow achieved a level of maturity capable of being functioning adults in society. It’s an assumption, not an evaluation. Now, to me,
Dreaming instead of doing
that’s bonkers: how could someone who laughs at inappropriate situations, cries at virtually every emotional song and believed in Santa until middle school be ready for adulthood? I wasn’t. That was, until adulthood chose me. Five days before senior year started, my mom hurriedly packed her things and rushed to the airport, traveling to Wisconsin where my grandma was in intensive care at the hospital. That left my sister and I running the household indefinitely. A senior year of college applications and studying for the SAT was topped with added responsibilities that I just, quite frankly, didn’t think I was capable of doing. My mindset soon shifted when I was hit with the realization that I had to be able to do these things. My mom in Wisconsin needed me to step up. My other mom, who has early-onset dementia, depended on me. My schoolwork wasn’t going to be done itself. My sister needed me to help split the responsibilities. In a time when my world stopped, everyone else’s continued spinning. That’s when my maturity revealed itself: it was always there, it just simply took me believing in myself to do so. I realized through this short, but incredibly transformative period in my life, that maturity isn’t achieved through any action taken or independence handed to you. It wasn’t the physical act of grocery shopping or doing the laundry or keeping track of my mom’s pills that helped me reach maturity, but the realization that I am capable of independence — that I am worthy of stepping into this other world — that birthed a side of me that I can positively call mature. As a community, I think we should acknowledge this common fear amongst any high school senior — this anxious feeling in the pit of our stomachs, knowing that we are about to embark on probably the biggest change in our lives. This change is normalized in our society; we know it is bound to happen after graduation, so we have succumbed to the normalcy of this transition when it is anything but normal for the actual people undergoing such a change. Through this past month, I’ve turned this anxious feeling into excitement. I realized I wasn’t scared of the actual “adulting” part, but instead of my own abilities to be an adult. Campbell Hall has nurtured me throughout the course of 13 years, cradling me in their arms since age five. But when I ultimately step off campus — this loving, supportive community — and into a world of fire, I know that this time I will bring an extinguisher.
Finding a distraction to the stress of the real world
STORY LUCY KENNEL
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inally I got home after pushing through the day, the day that was filled with stress everywhere. Instead of continuing the trend of stress and doing what is probably the most time-committing thing, my homework, I immediately reach for the TV remote and switch on the TV, hearing music notes that make me feel safe while watching the giant castle appear on the screen. Whenever I am having a bad day I turn to the mystical world of Harry Potter. A world that is free of my worries. Yes, it does have the obvious stress of defeating He-Who-Shall-Not-Be-Named, but that all seems tiny, relative to the stress I feel at school. I turn off the lights, light a candle, and prepare to transition into a student at Hogwarts, minus the actual fighting and near-death experiences. When I see the dynamic trio: Harry, Hermione, and Ron, I imagine that I am actually with them, making that trio into a quartet. Instead of worrying about the stress of AP Calc, my biggest worry is studying to make a potion and wondering what the big feast will be.
ART NOA SCHWARTZ, LUCY KENNEL
Unfortunately “Harry Potter and the Goblet of Fire” is only two hours and 37 minutes long and I can’t spend all of my time watching movies, so I am forced to switch back into the uneventful story of my life. I am forced to face my real life Voldemort: my workload. Instead of tackling this treacherous task of finding the slope of the secant of a line alone, I return to the mystical world in a new way. I light my candle once again, start playing my study music and turn on my rain sounds playlist, picturing that I am doing my homework in the Hogwarts library while it is raining, instead of doing my homework in my dull room while it is 90 degrees outside. This is what I found so powerful about movies: their ability to become a safe place.
Movies act as a distraction from the real world, and help people find a purpose or learn more about themselves and what they really love. Movies inspire me to keep going and to make a movie out of my own life. I realize that I dramatize my life, not necessarily adding unnecessary drama into it, but instead viewing things that happen in life as something that is meant to happen, and will help me in the long run. Each small day is a small scene, with climaxes, battle scenes, and even the boring things. I know that everything that happens will eventually lead to my own happy ending, regardless of how many obstacles I had to overcome or how much character development I went through.
Money hungry s p o r t STORY LENA ROHAN
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used to think of horse riding, the same way most would consider football or basketball. I trained multiple times a week for about five hours. I didn’t get home until 10pm, my life was spent watching videos of Olympians and aspiring to be one myself. I would talk to my aunts and uncles for hours about our love for the sport, and it was all true: I had a passion. Unfortunately, a passion can only last so long when you are limited by money. Sometimes I wish I had never begun riding horses. Being an equestrian means being a part of a different world, a world that I could not keep up with. It’s a world that values money over everything, even talent, a world where girls have equipment more expensive than cars and horses more expensive than houses. It is hard for even myself to comprehend how expensive horses are. Competition horses are ridiculously expensive, especially at the advanced level; those horses reach a million dollars. At the Olympic level, those horses can reach up to 15 million dollars. This is just the beginning of the money hungry sport. There is then the thousands and thousands of dollars that go into taking care of these horses. The truth is, horse riding is a sport about money. Because I wasn’t willing to pay ridiculous amounts for a horse, I was always limited in how high I jumped and the level in which I competed. The judges always valued the prettiest, most put together horse. It’s not talent that gets you these horses, it’s money. While I never competed at the level that required a million dollar horse, I was part of the competitive horse world for over ten years. I watched girls win competitions not just because they had more expensive horses, but also because of their overpriced show coats, saddles, breeches, and helmets. After a while, I became frustrated with the unfairness of riding, and took a break from the sport. It was difficult at first, because riding was one of my favorite passions, but a part of me was happy I no longer had to be insecure about how expensive my horse was, or had to compare my family’s wealth to the wealth of other girls. Leaving riding, even for a temporary time, allowed me to try new things. I joined the volleyball team and track team, I started writing more and I spent more time with my friends. When pursuing these other passions — ones that weren’t based on money — I realized the injustices that are in the horse world. The worst part for me, is that if I learned the truth about the sport in the first place, I would’ve never started. It might be confusing at this point as to why I enjoy the sport. There is something unique about a human and animal being able to push themselves and their limits together. It’s a sport where the two species are working together to jump new heights. That’s what horse riding was to me. For the longest time I couldn’t look at a horse without thinking about how much it cost. I still sometimes don’t even think of riding as a sport, but an elitist hobby. There is something so unfair about how little girls like me fall in love with ponies, only for them to be cut off by a price tag. Perhaps most pony loving girls don’t end up in the competition world like me, but for those who do, I hope they can handle the mental impact of losing a passion over aspects they can’t control. It might be confusing at this point as to why I enjoy the sport. There is something unique about a human and animal being able to push themselves and their limits together. It’s a sport where the two species are working together to jump new heights. That’s what horse riding was to me. For the past year, I have been horseback riding recreationally. I try to push away my desire to jump higher, and focus on how lucky I am to even jump at all. I don’t think I will ever go back into competitions; they have made me lose focus on why I started horse riding in the first place. Horse riding is such a beautiful sport, clouded by such ugly inequalities.
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PERSPECTIVES
OCT. 25, 2021
EDITORIAL Coming together, creating community
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oming back to school for the first time after a year of classes interrupted by a global pandemic, students longed for the human connection that they have been missing for two years. However, stepping onto campus, it is apparent that everyone is strangers. Students returned to school in September expecting the same interactions that they encountered before COVID, ones where the seniors help the freshmen find their classes and the juniors gaze enviously at the senior patio. But COVID destroyed an essential time when grades formed irreplaceable bonds with one another. Neither freshmen nor sophomores have had a full semester on campus. Juniors have only had one full semester and a half of hybrid, making them unaware of the typical flow of being on campus. Even the seniors, who are supposed to know every little detail of the school, are finding themselves still feeling new to the school, because it was their only full year on campus. The most essential years of high school development have been snatched away. In its absence, students have been left with a feeling of loss. It’s not clear what to do, what comes next, how to act or how to bond. The time that
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would have typically been spent building connections and growing closer to one another has been spent in bedrooms behind computer screens. Connections that would have been made are now 18 months overdue and making them now has proven to be a chalThe class of lenge, even among friends. Forming bonds between 2019 cheers on grade levels have been an even greater obstacle and the their classmates as they usual friendly interactions and admiration between attempt to win grades are nearly nonexistent. musical chairs But the moment Spirit Week arrived, the school during a 2019 turned into collective chaos. A strange chaos– one Spirit week that brought us together. A chaos where students were frantically planning outfits and decorations in PHOTO PERMISSION order to try to one-up the other grades. Seniors were YEARBOOK messaging for hours deciding whether or not to wear the junior colors, while other grades were deciding whether to stick to the theme or to go all out. Seniors showed up in blue while juniors chose to dress in red to combat. While this may sound a little hostile at first, this competitiveness actually creates a community like no other. Coming together with your grade in such a frantic measure and being forced to communicate with each other creates new relationships. Not only were students within their own grades able to bond through this shared solidarity, but they had a competitive love with their fellow grades. Immediately, the freshman feels closer to the school, realizing that seniors do actually leave their senior patio at times. In order to forge the relationships between grades, there needs to be a bigger feeling of community. Spirit Week is a great example of this, however, there are only two spirit weeks per year. Including more events that include the whole high school, where everyone is forced to be together, would heighten this sense of community between students. Planning more events will lead to a more inclusive environment and students will have a better understanding of the interrelations between grade levels that is specific to the high school.
heard
STUDENT "That looks like it will give you a virus."
T W E N T Y- F O U R
STUDENT "I didn't know that this school was full of vampires because this is a bloodbath!"
T W E N T Y- F O U R
STUDENT "Wait. How do you spell senior?!"
T W E N T Y-T W O
STUDENT "I have never been to a Bat Mitzvah before."
T W E N T Y- F O U R
STUDENT "Can I have seven free blocks and take one sunrise class?"
Oren's Likes and Dislikes: Student store
T W E N T Y- F O U R
STORY OREN WEISSMAN
I went. I walked through the silver tinted railings, through the sea of people, and he student store, also known as the into the beloved student store. I was home! ‘Stu’. Everyone's favorite place to As soon as I stepped foot inside, I said to hang out on campus. A free block savior, a myself, “Burger Friday.” But as I looked to thirst quencher, a conversation starter and my left, to the place where Dave is usually a place where everyone at Campbell Hall cooking up his burgers, I didn't see Dave. can tell a story about something great that I didn't see anything! Just some chicken happened there. For me, the student store tenders and a lousy nutella sandwich. I has always been a constant at Campbell headed over to the second half of the store, Hall. From running to it on the first day thinking “Ok, well at least they will have of seventh grade like the loser I was, to the the Joan’s on Third chicken salad, right?” legendary line conversations I've had so far I peek into the seven foot tall refrigerator this year. But something about the Stu has PHOTO TÉA MALTZMAN only to find some quinoa. Come on, quichanged. noa? I was baffled. Throwback to my 8th grade year. The Thumbs down: Weisman stands outside the Student Store, upset about the lack of hot food. As I left the student store with only a student store was a call from heaven. The bag of jalapeno potato chips and my fafresh meals were to die for. From Mexican Mon- minute thinking I had forgotten something, the vorite dragon fruit vitamin water, the memories day to sushi Wednesday, I loved it all. There were vein on my forehead growing bigger every time came flooding back. Dave flipping carne asada on so many options too. All of the fridges were filled the teacher said “Be ready to work hard this year!” BBQ Thursday, Stella, Melani, and more putting to the brim with drinks, cold snacks, fruit, even Although school brought stress, responsibilities in work every day of the week, the big boba glasssome exotic foods that no one got but you know and work, it also brought my friends. es on Wednesday. The second day of school was pretty good. But if you wanted to try something cool with your I realized while the student store had returned, friends, they were there. The vibe was immac- one thing was missing - the student store still it really hadn’t. I was sad but still grateful. I was ulate, and the music was blasting. The student wasn’t open. So when my friend came up to me in happy that it was back, we are so very lucky to store was a fun filled, well oiled food making ma- Chemistry class and gave me the words “The Stu have it, but I of all people know the potential the is back,” it felt like I was returning to my glory student store can reach. chine. Oh the good old days. Let’s backtrack to the beginning of this year. days, the days of no COVID and no masks. The On behalf of the student body, we ask you, the A beautiful sunny day, filled with second-day-of- Stu was back, baby! student store, to go back to the old you. We miss I made it through chemistry, and on to lunch you! school anxiety. My bag was being checked every
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piper
Student newspaper of Campbell Hall School 4533 Laurel Canyon Blvd. Studio City, CA 91607 (818) 505-5325
Copy Editor JJ Hoffman Issues Editor Taylor Huie
Damus, Ella Duncanson, Tea Maltzman, Matthew Rose, Piper Saken, Jacob Silverstein, Lincoln Weinstock, Oren Weissman
News Editor Noa Schwartz
Business Manager Sophia Goldberg
Photographers Austin Janavs
Features Editor Maggie Chiapetta-Uberti
Assistant Editors Isabella Diallo, Lyla Horowitz, Amelie Park, Caroline Rehder, Samantha Sher
Advisor Christine Gaul
Perspectives Editor Lucy Kennel Sports Editor Lena Rohan
Staff Writers Jessica Bazel, Georgia Brown, Keely Chambers, Madison
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our school community. Truth, objectivity and accuracy are the primary goals of all staff members. Journalists uphold the right to express unpopular opinions or to agree with the majority and will never gather information in an inappropriate or unethical manner. Furthermore, The Piper is intended to serve as a forum for student voices.
material in the paper. Advertisements are free of statements, illustrations and implications that are antithetical to our school values, based upon the opinion of the staff.
STUDENT "My low is that it's a two day weekend, but my high is that it's the weekend."
T W E N T Y-T W O
STUDENT "Yesterday I slid down the wall of the spanish bathroom!"
T W E N T Y- F O U R
STUDENT "I feel like I'm writing country songs when I write history papers."
T W E N T Y-T W O
should be concise, and the writer may ask to be printed anonymously. Letters may not be printed if deemed inappropriate for print by The Piper editorial board.
The unsigned editorials that ap- The Piper distributes 1,000 coppear in this publication represent ies, free of charge to the Campthe opinion of the editorial staff. bell Hall community. The Piper is a member of the Columbia Letters to the editor are en- Scholastic Press Association couraged and should be and the National Scholastic Advertisements follow the submitted to Lucy Kennel ken- Press Association nell@campbellhall.org. Letters same scrutiny as all other
THE PIPER
SEX I S M in sports
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mall bikinis, shorts skirts, tight tank tops, and insecure girls. These are some of the things that come with being a female athlete in 2021. Contrary to male athletic clothing expectations, many women and teen girls feel that they are expected to wear revealing clothes in order to get the recognition they deserve. Tennis player Lela Haro (23) has noticed that not only professional athletes, but teenage girls are being told what they can and
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Female athletes want to be known for how they play, rather than what they wear
STORY IZZIE DIALLO ART AUSTIN JANVAS
The roundup: sports briefs
sports
OCT. 25, 2021
FACTS In 2018, the International Olympic Committee (IOC) asked for a review of uniform policies to “ensure competition uniforms reflect the technical requirements of the sport and do not have any unjustifiable differences." THE CONVERSATION
cannot wear in order to participate in their sports. In Haro’s case, it has led her to believe that she is only an athlete for the male gaze and for entertainment, not to showcase her athletic abilities. “In the Olympics, I watched a little bit of beach volleyball,” Haro said. “And the guys were wearing just shirts and shorts, and the girls were in really small, skimpy bikinis. And, that's barely holding everything together. And I was [wondering] why can't they be wearing t-shirts or shorts. They basically get disqualified or get in trouble if they don’t [wear these sexist clothes]. That is their uniform and that is completely sexist. [It] also feels like we're for show and we have to show off our bodies to make people watch us and watch what we're doing.” At a very young age, Gwen Raub (23) began to notice how she was being sexualized in sports as she was being told her clothing wasn’t appropriate. At just 12 years old, Raub felt uncomfortable and sexualized on her middle school cheer team. When people pointed out that her shorts were too short or her shirt was too cropped, she began to believe it was something wrong with her. “It makes me feel horrible,” Raub said. “Like my butt's too big or I'm the wrong size. Like I need to lose weight or just be different in some way. It makes me feel awful, honestly, it feels like clothes don’t look the same on me as they do on everyone else.
Like they don’t look right on me.” Isaiah Brewington (23) on the varsity basketball team feels that basketball does a good job of keeping the uniforms of men and women relatively the same but acknowledges that it must be very difficult to be an athlete with an unfair uniform. "I can’t imagine what it would be like to be a female athlete. It must be so painful to have to question if someone is watching you because you are talented or if they are attracted to you. And I feel really bad for anyone that has to go through that.” Haro agrees with Brewington’s assessment of basketball but sees women being sexualized in other sports, like tennis, volleyball and cheerleading. “You know, for volleyball or cheer or tennis, we have shorter bottoms and more revealing tops,” Haro said. “And it kind of makes us look like we're for entertainment and they're not watching us for our talent or what we're good at. It's more so we're visually pleasing. For example, [that girl] looks really nice in that outfit but that's not what it's about. For practice, I can wear an oversized t-shirt, and like baggy shorts and I'll play well. It doesn't matter what I'm wearing, what matters is what I'm doing and how well I’m doing it.” Despite being told she has to wear certain clothes, Haro says she would not let a dress code keep her from participating in the sport she is interested in. She does not think a stringent dress code or uncomfortable outfit is a reason to quit something [one] truly loves or is good at. "I think I still would play the sport because I think someone’s love and passion for the sport is what matters most and the uniform shouldn’t keep you from doing what you love," Haro said.
Volleyball
Cross Country
Football Middle front Katie Scuticchio gets a kill against Brentwood on Sept. 28 with a 3-1 Vikings final score
15-5 overall record
Vikings line up for there first meet at Rancho Park on Sept. 30
"We are having a successful season, we only lost one league game, our team is doing very good," Zoé Maltzman.
4th in the league Varsity men scored 84 points in the first meet
Quarterback Isaiah Sepand passes the ball during the homecoming game, with a final score of 45-0 Vikings
9-0 overall record
Tennis
Varsity women scored 128 points in the first meet
2-0 League record
Most recent game: Oct. 15 at Viewpoint with Vikings winning 30-0
"We are really close as a team. We have a lot of inside jokes, and bond over it," JJ Hoffman. Captain Presely Panero serves against Windward winning the game
6-3 overall record "As a captain I am proud that this is my senior season," Presely Panero.
"I feel like the seasons going really well and how we expected it to go and we plan to stay undefeated," Jaden Williams.
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THE PIPER
OCT 25, 2021
BA L A N C I N G A C T athletes and mental health Simone Biles’s call to mental health awareness has sparked coversations in the athletic community about the need to focus on mental health as well as performance STORY LINCOLN WEINSTOCK, OREN WEISSMAN ART NOA SCHWARTZ
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0 percent of student athletes making the transition from high school to college suffer from a mental disease, according to the book “Social Work” by Emmit Gill. Sean Gee (24), a boys’ varsity basketball player, knows what it’s like to feel the parts of sports that give him hope and meaning, but he also knows the mental toll sports can have on people’s everyday lives. “Often I feel like my mental health is being sacrificed because it takes away time for me to do other activities and important things,” Gee said. “It takes away from my school work, and makes me put in a ton of extra effort.” For Gee, basketball has many ups and downs, both physically and mentally. He finds that while sports do require a lot of work to perform at a top level, they should not exclude the academic ventures of young athletes. 20 percent of high school student athletes experience serious depression going into college. Focusing sololy on one things can limit the way a student-athlete engages with and participates in the world. “They are so focused on their sport
that they can’t focus on their interests in other fields. They just do what they do in sports and can’t explore other things that they like,” Gee said. As a mother to an Olympic-level athlete, Toya Holiday, Elementary Athletic Director, knows how much of a toll the mental health aspect of sports has on student athletes as well as professionals. Simone Biles and Naomi Osaka have both stood up to the press and taken breaks from their respective sports due to their mental health. Holiday encourages players to stand up for what they need. “I think it’s amazing that these professional athletes can be so transparent, so vulnerable and to say, ‘Hey, I need to take care of myself because mentally this is where I am’,” Holiday said.
FACTS For young athletes competing at national and international levels, anxiety and depression were 20 percent to 45 percent By age 13, up to 70% of children have dropped out of organized sports. LOS ANGELES TIMES
Making the cut
Seniors end high school sports before the season starts STORY IZZIE DIALLO
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ucrezia Pignatelli (22) walks into the gym on her last tryout in high school excited to play with her team again after a year quarantining due to COVID-19. After finishing an exhausting practice with the team she was excited to join, her coach Sydney Carafango pulled her aside and informed her that she would not be playing this year. While she was not expecting to make varsity, she never imagined that she would not be part of the team altogether. In fifth grade, Pignatelli fell in love with volleyball, despite not playing competitively. The sport was very important to her and something she wanted to continue throughout her senior year. “At my old school, Turning Point, [the volleyball team] was very small,” Pignatelli said. “It was more just for fun. We lost about every match. We didn’t have actual volleyball coaches, just teachers, but volleyball had been in my heart. It’s not like something that I had actually been trained at yet but it was something important to me. And then I did it all throughout high school at Campbell Hall up until obviously now.” One of the many impacts being cut from a team can have is the feeling of isolation from not only a team but a community. Pignatelli had her perception of Campbell Hall recently altered by her experience with the volleyball team. “Campbell Hall wasn’t really the place that I thought it was anymore,” Pignatelli said. “That was really hard for me because I always saw Campbell hall for all of its negatives, but I thought that at the very least they genuinely cared about the progression of their students.” The decision didn’t come easily for head var-
“Because when you talk about athletes, especially athletes at the professional level, people tend to say, ‘Wait a minute, you’re at the top of your game and you can’t get it together’. So it’s good for people now to see that they are human also. Now, people understand that being a top athlete, mentality has a lot to do with them being as good as they are. People think it’s a physical thing, but the mental part should be the strongest.” Although sports are physical, Holiday recognizes that perseverance, mental strength, and a positive mindset can be the difference between a winner and a loser. With kids at such high levels of talent, it didn’t start that way. They sat on the bench like everyone else, and had to work extremely hard
Asked & Answered
JV volleyball coach Lynn Morris Q: What is your favorite part about working at Campbell Hall?
SYDNEY CARFAGNO “To have to make that decision with students that I’ve known or have coached since they were freshmen was really hard”
A: “I love how family oriented Campbell Hall is within their staff and students. Everyone at Campbell Hall is a family. It is a very welcoming environment.”
COAC H sity volleyball coach Sydney Carfagno. The program evaluates all players for a month-long period before tryout week starts, to get a good sense of each player’s abilities. Unfortunately, the capacity on the team was very limited. “It was incredibly tough,” Carfagno said. “Especially for this year, our senior class was big coming into it. To have to make that decision with students that I’ve known or have coached since they were freshmen was really hard and a [decision] I didn’t want to have to make. If I could find spots [for these players] I would.” While being cut from the team is difficult for everyone, Rose Greer (22) has found some bright sides to not playing volleyball this year. Greer, who was new to the volleyball program last year, has taken this opportunity to accept a new position as volleyball team manager where she can still be at the home games and, in a sense, a part of the team without actively being on the court. “I wish I could be on the team and experience everything as a [player],” Greer said. “[however] I get to be a part of home games and cheer the girls on. As manager, I’m really looking forward to being a part of girls’ volleyball without being on the team. Everyone is incredible and the coaches are awesome.”
to get where they are today. Holiday and her husband’s support were key to their mental success. As a parent, it was tough to know what they needed to thrive when they were younger. That is why Holiday and her husband went on the route of pure support and never turned back. “One other thing my husband and I told our kids is, what you think about yourself is who you become,” Holiday said. “You need to work on putting positive things into your body, listening, talking, and reading about positive things is how you can succeed.” Basketball Coach Steven Tolbert is a strong advocate for mental health being prioritized in sports. As a student athlete, he experienced an environment that didn’t prioritize the emotional well-being of high schoolers. Tolbert is aware of what needs to be done to ensure that student athletes maintain their mental health as well as their physical health. Tolbert brought in mental health professionals to speak with his team during online learning, and now has regular check-ins with the players. He is a strong advocate for small conversations about mental health, and he believes that they can go a long way. “[When I was a student athlete], the general attitude was more like ‘Just suck it up and be tough’,” Tolbert said. “Just the fact that mental health is being talked about today is huge. At the high school level, one of the toughest parts about being a student athlete is time management. You’re a teenager, you’re serious about your sport, but obviously you have school and social life. It’s a really tough balancing act. I think some don’t take it as seriously as they should, and some take it too seriously and forget to be a kid. It’s a double edged sword.”
Morris coaches her team to a 2-0 victory over Brentwood.
Q: What are your biggest accomplishments while playing/ coaching this sport? A: “It is when I have a player who I haven’t seen in 20 or 30 years, when they have their own kids. They come up to me and tell me how much I impacted their life, which really touches my heart. It happen[ed] quite often prior to the pandemic. For my kids to be able to see that is very rewarding.”
Q: Outside of coaching, what else are you interested in? A: “Everything centers around my kids. I really value the family time we have, especially because my older daughter is in college now.” Q: What is your favorite part about coaching? A: “In the moment, what I love about coaching is when I teach a specific skill or I see my team improve, it makes me feel proud because I taught them and showed them that. I love when they listen and are able to make adjustments. It is so rewarding to see the kids get better.”
THE PIPER
OCT. 25, 2021
Athletes and body image
ART NOA SCHWARTZ STORY LENA ROHAN, LUCY KENNEL
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tepping into the gym, Emma Goss (22) was surrounded by the talk of her gymnastic teammates wanting to be skinnier. She looked around at her teammates and herself, all people with muscular arms and legs, and immediately became insecure that she didn’t fit into the beauty standard. Goss grew up in the competitive world of gymnastics, a sport where muscle strength is often prioritized. Since the sport started intense strength training, Goss became aware of her body image at a young age, and how it didn’t always match the standards she saw outside of sports. “I remember growing up and thinking that my shoulders were too broad or that my legs were too big,” Goss said. “I remember constantly being aware that I wasn’t built like other girls and I always viewed myself as being physically alarming or big. The media often portrays female beauty standards to be synonymous with being dainty, and for gymnasts, it can be hard to feel like you fit in with that image.” However, Goss is thankful that she has had the time to think about body image and come to terms with body standards. She feels the beauty standard is often correlated with being tall and skinny, unlike the bodies of many gymnasts, creating unrealistic standards for girls who both want to be an athlete and fit into this beauty standard. “Almost every girl felt like they needed to be skinnier and I remember specific girls not wanting to do certain exercises for fear of gaining ‘too much muscle,” Goss said. “The culture is, in many ways, paradoxical because the athlete side of you wants to be as strong as possible but the part of you that is only 13 wants to listen to stereotypes.” Rather than being exclusive of different body types, Goss feels that society and media should instead be empowering and encouraging
IN OTHER NEWS STORY Sophia Goldberg
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n power-based sports, athletes are tested for the levels of the androgenic male hormone that affects an athlete’s body and strength. Testosterone testing in women was first enforced in 1968 by the International Olympics Committee. For many years, professional athletes’ bodies have been questioned by the topic of sex classification. Sports organizations such as the Olympic Comittee have required athletes to take mandatory blood tests in order to play in their sport to ensure sure their hormone levels are ‘normal.’ However, normal testosterone levels are not the same for everyone so this has come to be an issue. These tests have recently been used more in many womens’ sports such as soccer and gymnastics, specifically at the Olympics this year, and have been getting a lot of negative feedback from the public, saying that the tests are racist and sexist. Most recently in the 2021 Olympic Games, two-time Olympic gold medalist Caster Semenya's season was affected by the testosterone tests in her track and field career because she happened to have a ge-
physical strength in women the same way they do with men. Goss recognizes that the unrealistic beauty standard is not the same for males, with people wanting muscles and valuing strength instead of the beauty standard for women. “The media has correlated male fitness to attractiveness (from six packs to visible muscles),” Goss said. “In my opinion I think for females there is a lot more progress that needs to be made before strong women are celebrated/valued as much as strong men.” On the other hand, while runners tend to have more muscle, there are several different body types that can be competitive in the sport. Runner Aidan Disney (22), finds that unlike gymnastics there isn’t a huge conversation over body image. “Running is different from other sports, [almost] anyone can do it,” Disney said. “There are so many different types of people on the team. The only thing that matters is that the runner has the right motivation. All bodies are accepted, and I have never thought otherwise.” Former volleyball Olympian, Kimberly Oden, noticed the effects the body type of an athlete had on a game. There were times, especially when she was in high school where players were chosen simply based on the way that they looked. Oden also notes that the ideal body types of an athlete are ever changing. “[During my years in volleyball] I have seen a huge shift in the concept of an ideal body type,” Oden said. “When I was in high school and college, particularly for volleyball, there was an ideal body type, and it was long, lean and tall. People were recruited, sometimes, on the way that they looked, because the coaches thought that with [a certain] body type they could coach the athlete into being what they wanted them to be. More recently, I am happy to see women with varying body types achieve success in collegiate, professional and Olympic sports.” In the early 2000s, Oden coached high school girls volleyball. She found that once girls get to the age of 12 or 13, they become consumed with the unrealistic body standards the media (TV shows, magazines, social media) had presented. The girls on Oden's team tried to achieve this unobtainable body in intense ways. “[Girls on my team] would purposefully try not to eat,” Oden said. “They were convinced [that by eating] they would gain weight, and they did not want to gain weight. I told them that they could not play on the team unless they ate. I made it a point that [they] had to have some fat, protein and carbs in our meals together. [During tournaments I made sure] we were all together and that everybody ate. I’m convinced because they ate healthy meals three times a day at tournaments, our team grew stronger throughout the day--and we were quite successful in competition.” Haro says she would not let a dress code keep her from participating in the sport she is interested in. She does not think a stringent dress code or uncomfortable outfit is a reason to quit something [one] truly loves or is good at. "I think I still would play the sport because I think someone’s love and passion for the sport is what matters most and the uniform shouldn’t keep you from doing what you love," Haro said.
Women are tested for testosterone in order to compete in some sports
netically higher testosterone level which led to mandatory testing. There were rules for women running in the Olympics that said women needed to have ‘normal hormone levels’ which would range from 15-70 nanograms per deciliter of blood. Because of these rules, Semenya and many other athletes who had higher testosterone levels were threatened to not be able to participate in womens’ sports because their levels were so high. Some women are born with higher testosterone levels due to genetic or health conditions. According to Mellissa Block’s July, 2021, National Public Radio (NPR) article, the people enforcing these tests did not understand this and were worried that womens’ genetic makeup would give them unfair advantages in the sport because of the higher testosterone levels. All women and men are born with both testosterone and estrogen. According to Erica Cirino's July, 2019 Healthline article, women and men both produce testosterone, however women generally produce much lower levels of testosterone than men. Additionally, women convert testosterone into estrogen, while only a minute percentage of men's testosterone is con-
verted. However, at different points in the women's menstrual cycle, more testosterone is produced. If that peak in testosterone lines up with the testosterone testing for their sport, that could lead to undesirable consequences. Cirino also explains that when women produce extra amounts of testosterone, their bodies cannot keep up with converting it to estrogen and because of that some females might experience masculinization which will make them develop more male characteristics such as baldness and facial hair, which the testosterone tests look for. As a result of these recent tests at the Olympics, feminists, athletes, geneticists, ethicists and national governments protested, however it took until the 1990s when the international Amateur Athletic Federation and the Olympic Committee ended the tests. However, in the fine print of the new laws, the governing body reserved the rights to keep doing the testing for any “suspicious women.” Stopping these tests will take time, but until then they will continue to drive women out of their sports, steal their livelihoods, subject them to harassment.
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COMING Olympics patriotism
TOGETHER STORY NOA SCHWARTZ
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elevision screens across the world flicker to life simultaneously as the opening ceremonies of the 32nd Olympiad begin. Trumpets blair, drums pound and the best athletes from nearly every nation stand proudly, ready to take home gold for their countries. The United States stands among them, with millions of Americans gathered in spirit to cheer on Team USA. American heroes like Simone Biles, Suni Lee, Noah Lyles and Katie Ledecky, among others, inspire not only future Olympic athletes, but all Americans. One can’t help but feel a swell of pride as an athlete stands proudly holding a gold medal with an American flag draped around them. We all cheer together, crossing our fingers and wishing our athletes the best. In this way, the Olympics gives the American people something we need now more than ever: unity. It seems that with each passing year, America has become a more divided country. Politics have separated Americans into factions; liberal and conservative, Democrat and Republican. The most basic disagreement ends in fighting matches and name calling, even among top politicians. Racial tensions have seemingly reached a fever pitch. Police violence against African Americans continues, even after centuries of struggle, and racism is instilled in nearly every part of our government. Just in the last year we’ve had riots, insurrection, murder, coruption and voting fraud. This has led many Americans, myself included, to feel ashamed of our country. How can I say that I am proud to be American when all of this has happened? I can’t possibly have any hope for the future when I have seen nothing but injustice from the government my whole life. I’m not proud to be an American. I’m embarrassed to be one. I’m not alone in my self-loathing. According to a “Gallup” study done in July 2019, fewer than half of all adult Americans are proud of their country. America, a country known for its infamous patriotism and pride is losing faith in itself, and it’s most common in younger generations. We’ve grown up in this divided world and are not yet old enough to run it. All we can do is sit back and watch the same patterns repeat as we look on in vain. Yet, every four years, even the most shameful young American sits around the TV with their family to cheer on their country. I have come to realize that not only is self hatred unproductive to making America a better place, it is actually hindering progress. The Olympics have given us all proof that we can still be patriots. We may not be running this country yet, but we have more influence than any teen generation has before. We are a generation of incredible changers. We lobby congress, we rally together on social media to influence movements, we actively participate in activism like no generation before us. We don’t have to be embarrassed of ourselves to make that change; in fact, we can’t be. In order to truly care about changing America, in order to actively face our many issues, we have to all strongly believe America is worth saving. It is possible to be fully aware of our flaws while still being proud an work hard to change them. The most influential activists in history have all been fierce patriots. As easy as it is to give up on each other and insist that America is a lost cause, the minute we give up is the minute we lose the possibility of getting better. I hate the problems we have, the injustice and the petty fighting, but I have decided that I do not truly hate America. If I did, then I wouldn’t have the hope that I do. I still believe that the patriotism and sportsmanship I see at the Olympics could become the norm one day. We have to be critical, but that alone won’t help anything. America has to have hope that it can be better, or it will never change.
SPORTS
OCT. 25 2021
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BREAKING RECORDS
PHOTOS PERMISSION PAULA NUCCI
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oing into their game against Rio Hondo on October 8th, the Vikings were set to break their record for the most consecutive wins. With Isaiah Sepand throwing to Kian Salehi, Zach Plotin and Chris Hammond for three touchdowns to and David
VIKING VOICES
O’Mara running in two, the Vikings won the game 3427. “This was a huge win for us because we broke the Campbell Hall football winning streak, and we broke the streak by playing an actually tough team which made it
a challenge for us,” Sepand said. “Our next goal would be a championship but we’re not focused on that just yet, we still have 2 more games to play. I honestly can’t wait [for playoffs], I think that our team can compete with anybody as long as we stay focused and keep working hard.”
Making it happen What did this game mean to the football team and its fans?
With fewer opportunities to showcase their skills, senior athletes found new ways to get the attention of college coaches STORY SAMANTHA SHER
S D A V I D
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O ' M A R A
It feels amazing to know that we are number one in the league and that all the work we've all put in is paying off. That game meant everything to everyone in that moment. For the rest of the season we are just going to focus on keeping our foot on the gas and getting better every day at practice, while continuing to dominate the games until playoffs. Every playoff game is going to be a Rio Hondo type game, but the opponents will be much stronger. We are all ready for it and I know Keyes is too."
TWENTY TWO LY L A
D I N T Z E R
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It was exciting, it was one of the toughest games they played this year so it was a big win for Campbell Hall. They played really well. This may be the best team I've seen since being a freshmen. I think it's telling for how the rest of the season will go. I can't wait to cheer at every single game in the future, and support this incredible team. It was really fun being a cheerleader. It was fun seeing some of the incredible passes that Isaiah made to Chris. It was a great play, and they were a good team. It was a great game."
TWENTY TWO
oftball player Alyssa Acosta '22 has spent her life dreaming about becoming a college softball player. She has been prepping for her future success since kindergarten. When effects of the pandemic erupted, she became nervous about the recruitment process and started to have doubts about something she was so sure of her whole life. Campbell Hall athletes who want to play at the collegiate level go through the basic college recruitment process to succeed at the next level. They play their hardest during games, in hopes to get the attention of college coaches and receive offers. Nevertheless, athletes were forced to adapt to altering ways of being recruited due to COVID-19 and lack of games. Acosta is relieved since already been recruited to the College of Staten Island. However, during the beginning of the pandemic she was exceedingly stressed because her travel ball team was not allowed to play any games. “Travel ball games are a way for colleges to see us play and without those games and practices they weren't able to watch us,'” Acosta said. “This became very nerve-racking and made me wonder whether I was going to get recruited or not.” Football player David O’Mara '22 has already had offers. Although coaches couldn’t see him play during his junior year, he spent his summer at football camps to make up for lost time. “Football camps basically are the recruitment process,” O’Mara said. “There are many coaches from different colleges watching. That’s your time to show out rather than just practice football. You are put up against other players from your position across the country and you have to outperform them all in order to impress the coaches.” Varsity football coach Dennis Keyes recognizes that a challenge of the recruitment process since the pandemic is the lack of in-person contact between college coaches and the athletes. Before the pandemic, coaches had the opportunity to visit school and watch athletes play, which is practically essential. “For guys at smaller schools like ours, it's important for colleges to know exactly how these kids play. Oftentimes we do not get the same
kind of media coverage as the bigger schools do so colleges have to base everything off of film that the players or I send them. Sometimes it's hard to really assess how tall, heavy or athletic a kid is from a video alone. Having schools come to campus to visit with our athletes in person becomes even more important. When COVID shut down all campus visits, a lot of recruiting took a hit. Fortunately for us, it really didn't have an impact on most of our guys. Josh Cuevas was the only athlete that this affected. In terms of how did I tell him everything will be okay? I didn't. I couldn't tell him what I did not know. But what I did tell him is that this process will work out for the best for him. He just has to control what he can control and the right place will find him.” O’Mara expected the recruitment process to be much less competitive. He was shocked to learn that there were fewer spots on rosters due to the pandemic. “It's been more competitive as far as spots go,” O’Mara said. “I saw my teammates go through this process, but they were competing for more spots. Going into it learning that I was competing with thousands of others for one spot on the team was a wake-up call.” Since Acosta only had a few tournaments during her travel ball season, she knew those would be the games the college recruiters would attend. Therefore she had to give it to her with the scarcity of games. “There were tournaments that we knew were going to be the only opportunities to shine for college coaches so I had pressure on me for these certain games,” Acosta said. “When playing during those games, it wasn’t necessarily about winning. It was more about doing your absolute best so that coaches can see how well you play.” Keyes helps his athletes during the recruitment process, assisting them by putting together highlight tapes and communicating with college coaches constantly. Nevertheless, he had to give his players extra support because of the pandemic. “I continue to guide them,” said Keyes. “For their junior year, which is usually the biggest year for being recruited, they missed out on opportunities to be seen. I am there for my guys and will get them to where they need.”