Devil's Advocate (Volume 34, Issue 2, December 2017)

devil’s advocate stanton college preparatory school

A Crisis Among Us

By Sydney Lewis

number 2 | december 2017 devilsadvocatepaper.com

Despite the escalating adolescent mental health crisis, fewer teens are seeking assistance than ever before for their emotional struggles.

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devil’s advocate

volume xxxiv

number two

Stanton College Preparatory School

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Sports

On The Rise After a winning season, the Stanton football team appears to be making a resurgence.

By Zachary Genus

Student Life

Access Denied The introduction of phone holders at Stanton signifies a broader conflict over technology access in the classroom.

By Phong Huynh

Student Life

Conservatism at Stanton Are conservative students at Stanton comfortable voicing their political views?

By Salma Drew

The Record

December 2017 Trystan Loustau’s compilation of the numbers, names and notions you need to know.

By Trystan Loustau

Features

A Crisis Among Us Mental health issues are soaring among teenagers, an issue particularly prevalent at Stanton.

By Sydney Lewis Cover Illustration By Caitlin Wiegert

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8

4

photo by Prachi Misra

photo by Dani Brewer

photo by Katie Stevens

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Photography

Emotions Side-by-side portraits encapsulate the emotional dichotomy inherent in humans.

By Dani Brewer, Prachi Misra and Katie Stevens

Opinions

Columns Contributing writers reflect on college applications, egotism, new movies, Bitcoin, honor societies and school holidays.

By Bettina Huang, Rafae Jamal, Smrithi Krishnan, Subhash Patcha, Audrey Plauche and Bryce Williams

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Photography

Movement Photos using quick shutter speeds to create the effect of motion being captured.

By Dani Brewer, Prachi Misra and Katie Stevens

Editor’s Letter

photo by Dani Brewer

Walker Miller Editor-in-Chief

Sydney Lewis’ excellent cover story for this issue, “A Crisis Among Us,” explores the mental-health crisis besieging American teenagers, a problem that is specifically heightened in Duval County, and at Stanton College Preparatory School in particular.

This topic is quite sensitive, and Sydney took great care to take an ethical approach to the story. As journalists, our primary responsibility is to the truth. But that doesn’t mean we pursure the truth above all else.

That’s why we elected to preserve

the identity of the Stanton students quoted in “A Crisis Among Us.” While some people believe anonymous quotes detract from the narrative aspect of an article, we decided to protect our sources and not identify them by name.

However, we took steps to ensure the quotes still feel like they come from real people, including details such as grade level and gender.

In fact, it’s precisely because these quotes are so revealing that we decided to remove the names. “A Crisis Among Us” documents the serious problem of

Contributing Advocates: The Devil’s Advocate is searching for contributing writers, photographers, artists and filmmakers.

Contact Editor-in-Chief Walker Miller at walkertmiller@gmail.com, Opinions Editor Likhita Manchikanti at likhi.2201@gmail.com or Digital Media Editor Chisom Ukoha at cukoha@gmail.com.

Ads and Sponsorships: The Devil’s Advocate is dependent on our advertisers and our sponsors. When you purchase an ad with us, it reaches a diverse student population that can help your business. We can also design your ads. Our prices are: $35 (1/4 page), $60 (1/2 page), $75 (insert), $100 (full page b/w) or $150 (back page color). Contact Public Relations Manager Amra Kajdic at amrakajdic1@gmail.com or our adviser, Mr. Larry Knight, at knightl1@duvalschools.org.

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mental health, quoting Stanton students struggling with depression and anxiety.

The information the students gave us was highly personal.

As they all consented, it would have been perfectly legal for us to print their full names. But ethically, it was not the right decision. These are minors discussing their sensitive medical history, and we want to protect them.

Another critique is that the use of anonymous quote results in a lack of accountability for journalists. While this is sometimes true, the Devil’s Advocate

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Printed at Florida Sun Printing, Callahan, Fla. Please recycle this newspaper.

only publishes anonymous quotes in special circumstances such as these.

Just remember that the anonymous sources in the story are all real people going to school with you. Mental health problems affect many more people than you might think.

Adviser: Larry Knight Editor-in-Chief: Walker Miller Managing Editors: Mary Allison Kane, Trystan Loustau Layout and Design Editor: Liam Ngo Senior Photography Editor: Dani Brewer Digital Media Editor: Chisom Ukoha Associate Digital Media Editor: Bettina Huang Digital Media Writer: Brandon Deda Public Relations Manager: Amra Kajdic Features Editor: Rohini Kumar Opinions Editor: Likhita Manchikanti Sports Editor: Emmett Gideon Student Life Editor: Zahra Casado Staff Writers: Christa Assi, Salma Drew, Tatyana Esquilin, Zachary Genus, Phong Huynh, Sydney Lewis, Jake Nachman Photographers: Prachi Misra, Katie Stevens

devil’s advocate | 3

Sports

n The Rise After its first winning season in over 20 years, the Stanton College Preparatory School football team looks towards the future.

By ZACHARY GENUS, Staff Writer Stanton College Preparatory School’s football program is known, not just at Stanton, but around the city of Jacksonville, for losing game after game. For years, the Blue Devils have struggled to win more than a handful of games per season, sometimes not winning at all. For students at Stanton and citizens of Duval County, the hot start to the Blue Devils’

winning one.”

Under the leadership of Coach Healey, who just finished coaching for his third year, the football team has greater aspirations. Prior to Coach Healey joining the program, the team had not won a game in three and a half years; they are now beginning to set their sights on higher goals.

“The next step is to start winning district games and making playoff runs,” said Coach Healey.

For years, students at Stanton were accustomed to seeing their football team lose repeatedly. Due to these expectations which have come with their subpar performances, the success of the Blue Devils early in this season has become a story worth telling, even showing up as a part of the “Heart of the Game” segment on First Coast News on ABC. With the publicity that has come as a byproduct of the football team’s wins, there are much greater expectations from spectators which can have an effect on the psyche of individuals on the team.

2017 football season was a surprise. The Blue Devils won “Now that we’ve started winning, we get more chances their first four games of the regular season and saw more to prove ourselves, but we also get a lot of pressure with success in the first few weeks of the 2017–2018 season than it. People are expecting us to win now,” said sophomore in almost 20 years. This drastic change in the program’s Jackson Spencer, a cornerback for the varsity football success has brought hope for the future of the Blue Devils team. “Once we won the first couple of games it just kind of football program. snowballed, but we’ve started losing and the pressure from “Football is different here now,” said boys’ varsity football that has really gotten to us too. We just go out each week and Coach Mike Healey. “Football is not a second-class citizen try to prove ourselves more.” anymore. We expect every season from now on to be a Players have expressed that the feeling which comes with winning has motivated them to start taking football more seriously. This dedicated approach to the football program may be the fuel needed to help the Blue Devils sustain their recent success on the field.

“Football is becoming more of a commitment now, you’re seeing guys put in the extra work before school, after school and trying to come to practice,” said senior Laterrian Moore, a quarterbacki fori the varsity football iteam, in a September 2017 interview with First Coast News.

As players have begun to take a more serious approach to football, wins have become an expectation. The Blue Devils are 43–166 since bringing varsity football in 1998.

In Coach Healey’s first season in 2015, the team managed to win just one game. For the first time since the reintroduction of the varsity football team in 1998, they have exceeded 5 regular season wins, finishing with a record of 6–4. In future seasons, the football team is looking to bring back the success they had under Coach James P. Small who led the team from 1934-1967. Under Coach Small, the team was able to capture a handful of city championships and two black state titles. The road to their winning season has not been an easy one and players believe this adversity has made the Blue Devils a stronger and more cohesive unit.

“The losses we have faced have fueled us to just prove to everyone that we are better than Coach Mike Healey meets with the varsity football team after what people make us out to be,” said junior the 2017 Stanton vs. Paxon varsity football game.

Kerry Darelus, a running back for the varsity

football team. “Everyone thinks, ‘Oh Stanton, academics, academics, academics.’ People don’t really consider our athletics, so we were just trying to prove that we should be respected, and we did it on the field.”

Stanton had something to prove this year, not just to their opponents, but also to their student body fans. By finishing

Football is different here now.

Football is not a second-class citizen anymore. We expect every season from now on to be a winning one.

We were just trying to prove that we should be respected, and we did it on the field.

—Coach Mike Healey

photo by Prachi Misra

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—Kerry Darelus, 11th with their first winning record in 20 years, they believe they have proved that they are a force to be reckoned with. This success has given Coach Healey reason to hold an even stronger belief that the future is bright for football at Stanton.

Despite many years of difficult losses, the Blue Devils get on the field each season and play the game they love. The dedication to the program over the years may finally be paying off. With each game, players become more accustomed to the pressure that comes with representing their school, and with each win, more motivated to work hard. Only time will tell if this unprecedented level of success can be sustained in future years, but win or lose, the Blue Devils will continue to fight.

photo by Prachi Misra

Quarterback Laterrian Moore (12th) and back up quarterback Tyler Bass (10th) exit the field after the Stanton vs. Paxon varsity football game.

vol. xxxiv, no. 2

Rm 204 is a biweekly podcast hosted by Chisom Ukoha and Mary Allison Kane that discusses a variety of topics and features diverse student voices.

@stantonnewspaper If interested in contributing content or making suggestions, contact maryallisonk@gmail.com.

Children’s Health Associates Pediatric & Adolescent Medicine John Assi, M.D. & Gabriella Assi, M.D.

(904) 396-3964

CONSERVATISM AT STANTON

Are conservative students at Stanton comfortable revealing their opinions on political issues?

By SALMA DREW, Staff Writer

Due to the 2016 presidential election and other polarizing occurrences in the United States such as the recent Confederate statue controversies, the rift between liberal and conservative Americans has intensified in past years. This tension has apparently formed a breeding ground for misconceptions and stereotypes regarding the different partisan affiliations. The atmosphere created from these misconceptions is reported to create an environment in which conservatives are unwelcome to share their political beliefs.

The partisan issue is especially prominent at Stanton College Preparatory School where, according to a recent poll of 212 students conducted by the Devil’s Advocate, 27 percent of students at Stanton identify as conservative, 39 percent identify as liberal and 34 percent identify as third party/independent. However, 28 percent of the conservative students surveyed noted that they do not feel comfortable sharing their opinions with their peers, compared to only 8 percent of liberals and 15 percent of independent students.

“A lot of people think [conservatives are] a bunch of old people who hate gays, hate rights and hate democracy,” said junior Max Klavon, who identifies as conservative. “But in reality, it’s just people who think that the government shouldn’t be as big as it is, support opportunities in the economy and support higher social mobility through opportunity.”

Despite the lack of an overwhelming political majority, students perceive Stanton as a predominantly liberal school. This view of Stanton as a liberal stronghold may be due to the reluctance of conservative students to voice their opinions, and could be linked to the political climate in the United States as well as the influence of popular culture.

Many conservative students at Stanton choose to stay quiet about their political beliefs because they fear being mislabeled by their peers and they hope to avoid unnecessary problems that may come from sharing their beliefs.

ion by Zahra

photo illustrat

Casado

“When I’m having lunch, some of my friends will get into talks about politics and social issues going on,” said junior Jessica Houltzhouser. “If I try to say what I believe and they don’t agree, they will give me a lot of judgment for it.”

In addition to avoiding conflict, many conservatives feel they need to downplay their opinions for fear of ridicule and bullying from those who disagree with them. They do not want to be isolated from the students at Stanton, so they decide to keep their beliefs to themselves.

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“The morning after the 2016 election, I avoided the courtyard because I didn’t want to be around when everyone was upset,” said a conservative junior who wishes to remain anonymous. “But when I came to the courtyard towards the end of lunch and people learned I’m conservative, everyone got up and turned away from me, so I sat at lunch alone. I cried for three days.”

Even conservative students who feel they are able to voice their opinions notice this problem. To most Stanton students, the political environment appears very liberal.

“I have never felt like I can’t voice my opinions,” said senior Reece McLaren. “But I’ve always been fascinated by the lack of diverse political thought at Stanton.”

Conservative students are not the only ones being harmed by this issue. The cycle of students feeling they cannot share their beliefs and Stanton’s perception of a homogeneously liberal population is one that can be detrimental to the entire student body.

“If you don’t expose students with liberal views to the alternative, you rob them,” said Mr. James Harper, sponsor of the Teenage Republicans club at Stanton. “I think you have them wind up thinking they are more open minded than they actually are.”

Most students at Stanton can agree diversity of belief is vital to the learning environment at Stanton because it takes students out of their comfort zone and requires them to think. However, because conservative students may not feel they are able to share their opinions in classroom environments without ridicule, Stanton’s collective beliefs appear more uniform than they actually are in reality.

“Debate is a really good class to be in to talk about [social] issues,” said self-identifying conservative sophomore Sydni Hall. “But I think that sometimes when the majority of people who are talking have similar beliefs, I hold back and don’t really talk, because I don’t want to get into an argument about it.”

The hesitancy of conservative students to share their views may also be related to the influence of the media.

According to conservatives at Stanton, in recent years, conservative culture in the media has been ostracized in favor of more liberal and progressive movements.

“The left definitely dominates the media. Younger audiences like high schoolers are much more drawn to news sources like BuzzFeed and Vice News which are very ‘hip’ and more enjoyable for casual readers,” said senior Zach Schickler. “However, because they are so casual, they often may provide biased information that pushes a leftist agenda.”

According to conservative students at Stanton, the acceptance of conservative beliefs and values at the school is the best way to encourage conservative students to speak up for their beliefs.

“People just all around need to be more respectful, because we are respectful about so many other things here,” said senior Payton Harris. “I just don’t see why political views can’t be another thing people can be respectful of.”

Many conservative students support the idea of open debate. This gives everyone the ability to share their beliefs and subject their beliefs to scrutiny. “[In debate class,] the closest we get to discussing deeply personal political issues is in the spring, when the

infographic by Zahra Casado

students have had almost a year together,” said Debate teacher Mrs. Sheila Heggood. “At that point, the students have learned to listen to one another and they have developed a sense of trust.”

Like most issues, promoting awareness is another primary way to address the problem, according to Stanton’s conservative students. Many believe it will be hard for other students to change their mind, or even be made aware of the issue. Some students do not see the issue at Stanton.

I don’t think [conservative students’ hesitance to voice their opinions] is an issue,” said Debate Club President junior Aastha Sinha. “However, maybe that’s because I come from a place like debate where people come to share their opinions and have political discussions.”

Invitation to debate is a way the club ensures students feel comfortable sharing their opinions. Outside of clubs like Debate, the political atmosphere at Stanton is one that is developing and changing day by day with the influence of current events and popular culture. While the illusion of Stanton’s liberal political climate allows some students to make their voices heard, conservative students receive the opposite effect, thus contributing to this perception.

Conservative students reportedly believe an improvement in the acceptance of their views will be a gradual process.

However, according to the students, encouraging open and civil discussion of political beliefs without prejudice is the best way to begin the process of improvement.

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Student Life

ACCESS DENIED A look at the limitations on technology in the classroom at Stanton.

By PHONG HUYNH, Staff Writer

In many schools, the integration of technology has become a necessity for student success. Electronic devices such as computers or phones may support learning or deviate from its central purpose in the classroom environment, depending on its use. The inappropriate use of electronic devices in the classroom has resulted in more school-enforced restriction of its usage such as the integration of the cell phone pouches.

Disruptions and distraction arise in school classrooms when devices are not used appropriately in matters of education. However in some cases, phones may be used to circulate information on assessments.

“I use the cell phone pouches on test days to discourage cheating,” said teacher Mr. Michael Sims. “They are effective in removing distractions in the classroom for certain whether they are stopping kids from cheating who knows.”

Unauthorized phone use is believed to be a prevalent issue within the classrooms of Stanton College Preparatory School but severe consequences arise when the presence of phones during testing is discovered. To prevent the possibility of disrupting the testing environment, some teachers took initiative to provide a place where phones could be out-ofreach from students.

on assessments that may invalidate an individual’s test. Most teachers find the cell phone holders useful but others do not. Mainly used during testing, some teachers never use the holders.

“I don’t think I use them as much as I should or could use them because I think it is a really important skill for our students to learn to be responsible users of personal technology,” said teacher Mr. Benjamin Yadon. “It will be a reality outside of our school so it should be a part of what we should instill in our students.”

To address the problems of inappropriate searches on the Internet, school districts have censored some websites. The Students regularly face blocked access on websites such as Schoology.

Children’s Internet Protection Act allows schools and libraries to use Internet filtering, “People are dealing with change and resistance but a year or prohibiting and censoring some websites. The extent to which two from now, everyone will being using the software as fluid sites are censored by schools can become questionable and as they were with Google.”

Although technology can be seen as a disturbance in too -- that it may prevent students from accessing sites for classes, it helps students apply the skills necessary to handling educational purposes.

“The purpose of a content filter is to prevent a student various devices used in particular fields such as broadcasting from accidentally accessing something they do not want to and programming. Filming and editing are some of the skills see,” Duval County Public Schools Director of Information students develop to produce unique videos that capture the Technology Mr. Jim Culbert. “For example, a student in an attention of their audience. Either for the purposes of creating elementary student might type something into the Google a film or media broadcasting, the equipment necessary to search engine and on the images they bring up something make them enables students to display their creative outlet “Last year, I had these students that were constantly that what they didn’t want to see.” and devotion to their work. obsessing over their fantasy basketball rosters and so it Phones and computers allow people to do efficient work, Websites such as Google Drive, YouTube and Schoology struck me to be a solution to that problem,” said teacher Mr. are blocked by DCPS. Google Drive is a forum which allows compared to using paper and pencil. The ability to retain Ben Mackay. “I anticipated it would solve multiple issues students easy access to work together and Youtube provides knowledge typed on a device versus writing it down by hand at once to get rid of distractions: the fantasy of basketball, educational videos such as Khan Academy for students to Snapchat and the potential for cheating but I have not yet learn concepts in a short amount of time. DCPS has filtered “I’d rather have my brain think what I’m implemented it.” the Internet for the purposes of keeping material appropriate This school year, administration has provided teachers for students. writing rather than mindlessly looking with cell phone holders as a resource for testing security.

The restrictions placed by DCPS on Schoology and Google According to Principal Ms. Nongongoma Majova-Seane, Drive last year limited student access to online material when over something already done for me.” these cell phone holders are meant to prevent students the district implemented OneView into the classroom. Costing —Skylar Mazza, 11th from capturing or circulating any possible information $6.1 million, the district sought to keep everyone on the same electronic platform. Students who regularly utilized Schoology and Google Drive were creates a difference in how long-term it becomes. In a 2014 met with an unexpected change to function psychological study conducted by Pam Mueller of Princeton University and Daniel Oppenheimer of the University of with OneView in frustration and confusion.

“Things like Google Documents and California, Los Angeles, it was found that students who utilized Schoology are no longer eligible to be computers to take notes were more likely to type verbatim used although they are helpful tools,” said of what they saw. Students who used computers had more sophomore Evan Kraft. “It becomes harder notes, but their ability to retain and recall information during a to print out documents needed for school test was matched with low scores.

“Even though I am encouraged to print out powerpoint and even access them.”

The transition to adopt OneView as the slides from online for my physics class, I feel it’s best to learn main software in classrooms was not fully when I’m writing things out versus having it already there” welcomed by some students. However, the said junior Skylar Mazza. “I’d rather have my brain think what I’m writing rather than mindlessly looking over something district believes the use of OneView will increase as students grow more acclimated already done for me.”

Technology is a learning tool students rely on as a to the software.

“It’s different from using Google [Drive] medium of learning and doing work. With the access to and in some ways it may not be easy as limitless possibilities and outcomes, restrictions applied by using Google [Drive] but after getting used schools are meant to protect and promote the responsible Phone holders are now a common sight in Stanton classrooms. to it, it becomes simple,” said Mr. Culbert. use of electronic devices. photo by Dani Brewer

“What the purpose of a content filter is to prevent a student from accidentally accessing something they do not want to see.”

—Jim Culbert

photo by Dani Brewer

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vol. xxxiv, no. 2

The Record photos obtained from Google Images

december 2017

devil’s advocate | 9

Disclaimer: Due to the sensitive nature of the story, the names of certain sources have been withheld in order to protect their privacy.

A Crisis Among Us

By SYDNEY LEWIS, Staff Writer

Despite the escalating adolescent mental health crisis, fewer teens than ever before are seeking assistance for their emotional struggles.

T

eenagers in modern America have grown up in a transforming society dominated by technology, acute social pressures and uncertainty about the future. These forces, research suggests, have produced a trend of deteriorating mental health among American youth. But while the number of teenagers suffering from mental illnesses continues to increase, the amount receiving treatment for mental illnesses remains disproportionately small. According to a study published in November 2017 by the Association for Psychological Science by psychology researcher Jean Twenge, the number of American teenagers who felt “useless and joyless” increased 33 percent between 2010 and 2015, while 80 percent of teens with a diagnosable anxiety disorder and 60 percent with depression are not receiving proper treatment. In the escalating mental health crisis, young adults are particularly at risk, making mental health a key concern in high schools such as Stanton College Preparatory School.

Societal misconceptions and a lack of involvement from the broader community can contribute to poor mental health, making the prevalence of chronic teen mental health issues more pronounced and damaging. Several students at Stanton suffer from such chronic mental health problems. An anonymous senior at Stanton has battled with clinical depression for over a year. His treatment program consists of the prescribed antidepressant Prozac and weekly therapy.

“Depression has changed my life completely. I’ve gotten better since I was suicidal, but those thoughts and ideas of suicide never completely leave you,” he said. “I feel a general apathy and disinterest in many things I used to enjoy, as well as not caring about the consequences of anything I do.”

Common misconceptions about mental illnesses can undermine the struggles of those suffering from them. Mental illnesses are a complex topic, yet are often oversimplified and thus misunderstood by those who have not experienced them.

“Society tends not to understand depression,” said the senior. “Many people think depression is merely sadness; however, it’s far more than that. It’s emptiness, hopelessness, despair.”

One anonymous junior has struggled with several mental illnesses since the eighth grade. The junior, who was diagnosed with generalized depressive disorder, generalized anxiety disorder and social anxiety disorder, has attended therapy and taken medication to help her cope. Yet her mental illnesses still influence her life, with the consequences ranging from constant unease to uncontrollable panic attacks.

“It’s definitely a struggle, it’s definitely hard. I feel like a lot of people generalize anxiety, but having an anxiety disorder like I have is something completely different,” she said. “It’s not necessarily just being nervous, and with me specifically, it’s that I’m nervous all the time about a ton of little things that shouldn’t bother me.”

For both the junior and the 6.3 million other American teenagers currently struggling with a diagnosed anxiety disorder, academic pressures may play a role in the severity of their disorders. While not the primary cause of anxiety, high expectations to perform well in school can magnify stress and contribute to existing conditions.

“I was diagnosed in eighth grade and it got to be really bad when I was worried about going to Stanton and living up to my full potential,” said the junior. “But I think being in such a stressful environment has also opened my eyes to what my depression and anxiety are really like.”

Both the junior and the senior believe greater awareness could lead to improved conditions for those with mental illnesses. Though society has advanced in

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Disclaimer: Due to the sensitive nature of the story, the names of certain sources have been withheld in order to protect their privacy.

A Crisis Among Us

By SYDNEY LEWIS, Staff Writer

Despite the escalating adolescent mental health crisis, fewer teens than ever before are seeking assistance for their emotional struggles.

T

eenagers in modern America have grown up in a transforming society dominated by technology, acute social pressures and uncertainty about the future. These forces, research suggests, have produced a trend of deteriorating mental health among American youth. But while the number of teenagers suffering from mental illnesses continues to increase, the amount receiving treatment for mental illnesses remains disproportionately small. According to a study published in November 2017 by the Association for Psychological Science by psychology researcher Jean Twenge, the number of American teenagers who felt “useless and joyless” increased 33 percent between 2010 and 2015, while 80 percent of teens with a diagnosable anxiety disorder and 60 percent with depression are not receiving proper treatment. In the escalating mental health crisis, young adults are particularly at risk, making mental health a key concern in high schools such as Stanton College Preparatory School.

Societal misconceptions and a lack of involvement from the broader community can contribute to poor mental health, making the prevalence of chronic teen mental health issues more pronounced and damaging. Several students at Stanton suffer from such chronic mental health problems. An anonymous senior at Stanton has battled with clinical depression for over a year. His treatment program consists of the prescribed antidepressant Prozac and weekly therapy.

“Depression has changed my life completely. I’ve gotten better since I was suicidal, but those thoughts and ideas of suicide never completely leave you,” he said. “I feel a general apathy and disinterest in many things I used to enjoy, as well as not caring about the consequences of anything I do.”

Common misconceptions about mental illnesses can undermine the struggles of those suffering from them. Mental illnesses are a complex topic, yet are often oversimplified and thus misunderstood by those who have not experienced them.

“Society tends not to understand depression,” said the senior. “Many people think depression is merely sadness; however, it’s far more than that. It’s emptiness, hopelessness, despair.”

One anonymous junior has struggled with several mental illnesses since the eighth grade. The junior, who was diagnosed with generalized depressive disorder, generalized anxiety disorder and social anxiety disorder, has attended therapy and taken medication to help her cope. Yet her mental illnesses still influence her life, with the consequences ranging from constant unease to uncontrollable panic attacks.

“It’s definitely a struggle, it’s definitely hard. I feel like a lot of people generalize anxiety, but having an anxiety disorder like I have is something completely different,” she said. “It’s not necessarily just being nervous, and with me specifically, it’s that I’m nervous all the time about a ton of little things that shouldn’t bother me.”

For both the junior and the 6.3 million other American teenagers currently struggling with a diagnosed anxiety disorder, academic pressures may play a role in the severity of their disorders. While not the primary cause of anxiety, high expectations to perform well in school can magnify stress and contribute to existing conditions.

“I was diagnosed in eighth grade and it got to be really bad when I was worried about going to Stanton and living up to my full potential,” said the junior. “But I think being in such a stressful environment has also opened my eyes to what my depression and anxiety are really like.”

Both the junior and the senior believe greater awareness could lead to improved conditions for those with mental illnesses. Though society has advanced in

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Features

photo by Katie Stevens

The sensitive nature of mental illnesses may make it difficult for students to open up to parents, professionals and peers. understanding and treating mental illnesses, the importance of mental health is often downplayed compared to other issues.

“A good start would be to educate people on what depression actually is and how it affects people, as well as on treatments for depression,” said the senior. “We get so many presentations on sex, drugs, smoking and diseases, but nobody ever talks about mental health. It’s a taboo simply because people don’t understand it and feel uncomfortable.”

According to a report by the National Alliance on Mental Illness, the sensitive and stigmatized nature of mental illness may inhibit meaningful conversations about them, despite their prevalence among all racial and economic groups.

In addition to the societal lack of understanding of mental illnesses, their inherent private and emotional nature can make it hard for people to open up, even to parents, friends and professionals.

“Stigma plays a huge role. It can be tough to talk about things that make us feel ashamed, embarrassed or awkward,” said Mr. Kyle Fessenden, one of Stanton’s guidance counselors. “There can be inflictions that are very deep and very painful that you never see.”

Though the junior and the senior were able to receive treatment, not everyone can afford or access resources such as therapy and medicine. In the face of such a disparity, the lack of community initiatives for mental health presents a distinct problem. While a licensed professional is not necessary for treatment, a lack of accessibility to even the most basic mental health services can have farreaching consequences.

According to the Florida Policy Institute, Florida ranks

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49th out of the 50 states in provisions for mental health services and Duval County is the last school district in the state for per-capita mental health spending. This suggests that Jacksonville high schools are among the lowest in the country in terms of mental health funding.

This does not indicate the number of mental health programs on local and state levels in Florida is insignificant.

State funding for mental health programs comes from the Florida Department of Children and Families, under which the Office of Substance Abuse and Mental Health Services (SAMH) operates as the single state agency for the provision

I’m nervous all the time about a ton of little things that shouldn’t bother me.

—Junior of mental health services. In 2015 and 2016, the SAMH provided Lutheran Services Florida, a private non-profit organization dedicated to behavioral health treatments and preventative services in North Florida, with $102 million.

Of the funding, $53 million was contracted for community mental health services, which funds crisis, treatment and rehabilitative services.

The funding from the SAMH also provides Duval County public and charter schools with 60 school psychologists and a Crisis Management Team, which work together to meet the emotional needs of students with mental illnesses. The Crisis Management Team is usually utilized in the case of a tragic event such as a natural disaster or death of a classmate, but also for students who require immediate emotional counselling. However, these resources have not proven to be enough to curb the alarming increase in mental health illnesses among Duval County students.

Increases in mental health issues among students correlate with decreases in mental health funding and support services. The lack of community mental health initiatives manifests in low numbers of school psychologists and prevention programs. The secondary support team responsible for serving all Duval County middle and high schools consists of only seven psychologists. Stanton’s designated school psychologist, Ms. Deanna Zastrow, is assigned to 11 schools officially, and informally provides assistance to other schools as needed.

“Personally, I think society as a whole dismisses potentially serious symptoms as just ‘teenage behavior,’ which can delay treatment for these individuals,” said Ms. Zastrow. “It’s like we expect teenagers to behave like adults, but not experience the emotional or social consequences of actually being an adult.”

The National Association of School Psychologists

infographic by Rohini Kumar

recommends 500 to 700 students per school psychologist, but the average Duval County middle or high school psychologist is currently assigned to over 11,000 students, suggesting a fundamental problem in the way the district utilizes its mental health resources. It could also indicate that district leadership does not recognize the need for a psychologist and other comprehensive services during adolescence. Zastrow herself is assigned to 10,500 students, greatly curtailing her ability to provide proper and direct assistance.

“In my personal opinion, public education is facing a systemic crisis, especially in Florida,” said Ms. Zastrow.

“We are underfunded, and morally and legislatively undersupported. Obviously, limited resources affect what supports can be provided.”

Due to the lack of accessible psychologists and community outreach programs, people with mental illnesses often forego treatment until institutionalization seems to be the quickest option to stabilize them. Consequently, people with mental illnesses are often referred to outside agencies.

One such external provision is the controversial Florida Mental Health Act of 1971, also known as the Baker Act, which allows people deemed a threat to themselves or others due to mental illness to be involuntarily taken into custody for a minimum of 72 hours. According to the Florida

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Mental Health Act Fiscal Year Annual Report, in 2015 and 2016, there were 1,476 Duval County minors who underwent involuntary examinations under the Baker Act. Although the Baker Act is intended to strengthen the community by preventing people from harming themselves and others, experts doubt whether the act is ethical or if it achieves the long-term goal of improving the mental health of the individual. The overall effectiveness of the law is difficult to determine because the circumstances vary for each case. While some Baker Act initiations may be justified and necessary, there are other instances in which the law is misused.

I depend on my mom for emotional support if I ever feel down because she’s always there for me.

—Sophomore An anonymous sophomore at Stanton, who had no previous history with depression, was Baker Acted by law enforcement in the middle of the night. The death of his father provoked a bout of despondency that led to him being Baker Acted.

“I felt like a caged animal with no freedom,” he said.

“Being locked up really didn’t help the situation.”

The sophomore stressed the importance of emotional support as a major factor in his recovery. He believes that for those from suffering from mental illnesses, especially depression, having someone to vent to can help alleviate their sorrow.

“My father passing away has taken a toll. It’s caused some depression, sometimes making me a bit moody. But

photo by Katie Stevens

According to I Need a Lighthouse, a depression and suicide education awareness program, 20 percent of teenagers will experience depression before they reach adulthood.

other than that, I’m fine,” he said. “I depend on my mom for emotional support if I ever feel down because she’s always there for me.”

The sophomore was held in custody for three days, but received mental counseling for only one day so authorities could monitor his progress. Notably, another Stanton student was being involuntarily detained at the same time and institution as the sophomore, highlighting the fact that his experience is not isolated.

“My thoughts on the Baker Act are that it’s honestly kind of stupid,” said the sophomore. “If someone is really suicidal, locking them up for three days in a place where they get no fun or form of activities would drive them mad.”

For Stanton’s administration, addressing mental illness is a comprehensive process which requires cooperation from students, parents, guidance counselors and mental health professionals. Because the administration’s influence is limited to Stanton, open communication between a student and the school can provide the necessary link for proper accommodations to be made.

“Communication between students, their families and the school is very important. As long as that communication is there, that’s how plans can be supported,” said Mr. Matt Hemphill, one of Stanton’s assistant principals. “Input from all areas is essential.”

Though the presence of mental health issues among Duval County students is rising, the number of students receiving aid is decreasing.

In 2015, 19 percent of Duval County high school students reported having attempted suicide, compared to 8 percent nationwide. The effects of the worsening mental health crisis are evident on a school level as well.

In a survey conducted by the Devil’s Advocate in November 2017, 43 percent of Stanton students reported feeling hopeless or depressed in For many students, mental illness is worsened by the culmination of the last week. Despite the disturbing personal factors and school workload. increase in suicidal thoughts and photo by Dani Brewer

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depression among students, the number of clients receiving children’s mental health services from Lutheran Services Florida dropped 40 percent between 2009 and 2016. The continuous decrease in the number of adolescents receiving mental health services may be the result of varying personal circumstances, but could also be indicative of a wider community issue.

Serious mental illnesses, when unresolved, can be harmful to both the inflicted person and those around them.

Postponing treatment may lead to long-term mental and physical repercussions which come with their own set of problems, creating the need for more expensive services.

The profound ramifications of untreated mental illnesses do not exclusively impact those struggling with them, but also their families, friends and communities. Despite the enormity of the mental health crisis, mental health professionals such as Ms. Zastrow believe localized advocacy can have a positive impact on a community’s approach to handling mental illnesses.

We are underfunded, and morally and legislatively undersupported. Obviously, limited resources affect what supports can be provided.

—Ms. Deanna Zastrow “Advocate! Show up to school board meetings and voice your concerns. Write and call lawmakers at both federal and state levels,” said Ms. Zastrow. “Get involved at the school level by writing grants to fund mental health initiatives.”

Treating mental health disorders and preventing their consequences is fundamental to a community’s well-being, as improved mental health leads to greater academic performance and lower rates of suicide, dropout and substance abuse. As a community, regardless of the resources provided by the district, it is important to be able to identify and treat mental ailments properly. Collective involvement aimed at raising awareness about mental health is a worthy and rewarding endeavor, but it begins with a thorough individual understanding of mental illnesses.

devil’s advocate | 13

photo by Prachi Misra

photo by Katie Stevens

photo by Prachi Misra

photo by Katie Stevens

Emotions

Photography by

Katie Stevens, Prachi Misra and Dani Brewer

photo by Dani Brewer

photo by Dani Brewer

photo by Dani Brewer

photo by Dani Brewer

Issues Underlying the Baker Act iiiiiAs depression rates continue to rise for our nation’s teens, the mental health of Florida youth is at risk under the Florida Mental Health Act of 1971, commonly referred to as the Baker Act. As reported in Sydney Lewis’ cover story “A Crisis Among Us,” the Baker Act is a law which allows anyone considered a threat to themselves or others due to mental illness to be taken into custody against their will and given emergency evaluation and care. The state’s approach to the mental health of adolescents and children is characterized by an overreliance on the act, which is largely ineffective. iiiiiAs Lewis reported, 1,476 Duval County minors underwent involuntary examinations under the Baker Act in 2015 and 2016, according to the Florida Mental Health Act Fiscal Year Annual Report. Baker Acts for minors in Duval County have increased by 12.5 percent since 2011, but the population of minors only increased by 4.2 percent.

Statewide, the number of children Baker Acted has almost doubled since 2011; today, one in six people Baker Acted is a child. iiiiiTwo Stanton College Preparatory School students were Baker Acted last Oct. One, a senior was held against his will in a small gray room for 72 hours at Mental Health Center North, one of several crisis stabilization units in Duval. iiiii“For three days, I sat in the room for hours, doing nothing. It was terrible,” he said. iiiii On his second day of custody, the senior roomed with a boy who turned out to be a fellow Stanton student: a sophomore who had been Baker Acted by law enforcement in the middle of the night. iiiii“I felt like a caged animal with no freedom,” said the sophomore. “Being locked up really didn’t help the situation.” iiiiiWhile in custody, the boys were visited by a doctor who evaluated their symptoms for a few minutes each day. They were not given therapy or counseling. Aside from meals, the majority of their time was spent sitting around in their rooms, with limited opportunities for socialization. iiiiiIn June, Gov. Rick Scott approved an amendment to the Baker Act which created a task force aimed at addressing its problematic execution in regards to minors. While this represents a positive move toward reforming this broken act, more action is necessary to lessen the excessive need for emergency intervention in children’s mental health. iiiiiThere is a serious lack of adequate preventative programs in our schools and community. When students’ mental health is not a priority, officials wait until it is absolutely necessary to interfere, and then send kids to a institution for a few days and consider it a job well done. This needs to change. For inspiration, we can look to another Florida district. Alarmed by the rise in the number of children Baker Acted in their county, Bay District Schools Superintendent Bill Husfelt introduced a plan to transform the district’s student mental health services last April. The plan includes assigning behavior interventionists to schools with low-income students, with the ultimate goal of providing a mental health counselor to every school. Elementary schools will also create a “promise room” where students who would normally receive in-school suspension will instead be tutored by behavior workers in social and behavioral skills. The plan is designed with the intention of preventing students from reaching the crisis point at which the Baker Act might be implemented. A similar plan could be adopted in Duval County, which had about four times more children Baker Acted in 2016. iiiiiStudents need more access to trained mental health counselors who are legally able to provide mental health services to their students in order to minimize the need for emergency intervention. It’s time we stopped jeopardizing the psychological well-being of our youth, and take full responsibility for the mental security of the next generation.

devil’s advocate established 1983 I Stanton College Preparatory School

2017–2018 Editorial Board Walker Miller Mary Allison Kane Trystan Loustau Liam Ngo Chisom Ukoha Dani Brewer

Editor-in-Chief Managing Editor Managing Editor Layout and Design Editor Digital Media Editor Senior Photo Editor

The Devil’s Advocate serves as the official newspaper of Stanton College Preparatory School. It is produced monthly by members of the Journalism class. The editors reserve the right to edit any material submitted to the paper for content, grammar, length and accuracy.

The Devil’s Advocate is a public forum for student expression, which encourages free exchanges of opinions concerning controversial and non-controversial community and school related issues. The advertisements and ideas expressed within the newspaper are not necessarily those of the newspaper adviser, newspaper staff, Stanton administration or the Duval County Public School Board.

The Devil’s Advocate accepts advertisements from all businesses in the Stanton community. The ad format can be given to the staff or the adviser, Mr. Larry Knight.

Students, faculty, and parents may contact the staff and adviser at (904) 630-6760 ext. 143 or at knightl1@duvalschools.org.

december 2017

The Immigrant Pursuit of STEM iiiiiStanton College Preparatory School is an institution known for two prominent features: academic excellence and cultural diversity. As reported by the Washington Post, Stanton ranks as Florida’s top public high school and, per U.S. News and World Report, we bolster a 52 percent total minority enrollment. As an academy of such prestige and emphasis on the importance of Advanced Placement and International Baccalaureate classes, honors societies and the assembly of an impressive college resume, our postsecondary intentions tend to skew towards STEM routes, with many Stanton graduates pursuing majors like Biology and Engineering. Perhaps inconspicuously, this vocational trend may have much to do with the strong presence of cultural variety at Stanton. From a cultural perspective, non-American students face the clear expectation and pressure to pursue careers in the sciences, often with a lack of consideration for passion or intrinsic inclinations. iiiiiA report by the National Science Foundation from 2015 suggests an increasing rate of immigrants pursuing careers in STEM fields, as the percentage of America’s immigrant scientists and engineers went from 16 percent to 18 percent between 2003 and 2013.

This, alongside a study by the Society for Research in Child Development showing that “immigrant parents, especially those working in low-wage, low-status jobs, channel their greatest hopes for upward mobility,” are products of a grander tendency within the culture of American immigration: immigrant children appear to be assigned STEM-filled fates once their parents step onto U.S. soil. And thus, with the “American Dream” and parental hopes of brighter futures and higher salaries in mind, thousands—if not millions—of high school seniors across the country have likely spent the past couple of months submitting college applications with subjects like “Pre-Medicine” and “Engineering” listed as top interests, failing to even consider whether these majors can truly be called their “interests.” iiiiiPerhaps this concept of the American Dream requires amendment to allow more room for the “dreaming” to which its moniker alludes. Despite the allure of the lucrative and certain, guarding the velvet rope that keeps the nation’s immigrant youth away from nonscience fields deprives students from the opportunity to fully explore their passions, ties their view of success inextricably to financial earnings, and may even ultimately condemn them to lives unfulfilled. Nationally, such restriction disregards the need for cultural diversity in fields like business and the arts, limiting inclusivity in such white-dominated fields. iiiiiAs this relates to Stanton’s own very multicultural and very science-geared student body, individual exploration and reflection may be what our soon-to-be graduates need as college becomes a closer, more tangible reality. Within the coming year, they will be on college campuses across the country and around the world with immeasurable access to a variety of paths. It will be up to them to step outside of cultural confines and take the paths best suited for them.

devil’s advocate | 15

Opinions The Stanton Ego

The Future of Finance

Loving Vincent

By AUDREY PLAUCHE, Contributing Writer

By RAFAE JAMAL, Contributing Writer

By BRYCE WILLIAMS, Contributing Writer

iiiiiThe ego—a person’s sense of self-importance—is an extremely prevalent aspect of Stanton College Preparatory School, with a much greater presence than at other high schools. Stanton and its students have collectively twisted the ego into a self-sustaining culture used to satisfy themselves by degrading other schools. Why is this the case?

Why have the people at this school generally come to rely on their collective egos as the main way for them to unite? iiiiiAccording to the Washington Post, Stanton is the most challenging high school in the state, so it’s reasonable that many Stanton students have a heightened sense of self-importance in regards to their academic performance.

One cannot help but notice how everyone supports the development of Stanton students’ ego, whether intentionally or not. Many adults at the school even nurture our egos by praising us for our grades and intelligence in comparison to those of students located at other schools. We view Stanton as superior to schools such as Paxon and look down on their students’ performance in school. For example, there is a banquet every year that celebrates Stanton’s National Merit Semifinalists for their noteworthy achievements. Unfortunately, this causes inflation of students’ egos to a possibly dangerous extent. The Semifinalists definitely deserve the praise, but this banquet and its surrounding excitement causes the student body as a whole to see Stanton as in a higher tier than other high schools due to our school’s tendency to have more National Merit Semifinalists.

iiiiiYou may have heard the terms “Bitcoin” and “cryptocurrency” thrown around recently and wondered what they meant. Many people view cryptocurrency as fraudulent, while others believe it to be the salvation of global currency, but cryptocurrency cannot be categorized by such broad and absolute definitions. iiiiiTo begin, cryptocurrency is any asset or currency that exists exclusively online; such currencies exist as entirely separate entities from traditional currencies. Unfortunately, the digital world leaves online currency open to exploitation; the potential for fraud had deterred many people from online currencies, and online finance was limited to platforms like PayPal which still relied on established currencies.

This trend continued until 2009, when a developer under the pseudonym Satoshi Nakamoto created Bitcoin. iiiiiBitcoin revolutionized digital currencies with one invention: the blockchain. The blockchain is a public ledger, a log of every Bitcoin transaction that has ever taken place. Each Bitcoin owner keeps part of this blockchain on their computer; like a torrent, this ensures that if one computer crashes, the blockchain is still backed up, guaranteeing that the vital log is never lost.

“Mined” Bitcoin is a reward given to people who analyze this blockchain for fraud.

iiiiiNot many people may have heard that an astonishing record has been set in the film world recently. Loving Vincent (2017) is the world’s first fully painted movie. Over 100 European artists collaborated to create 853 fully developed oil painted scenes and 10,000 separately painted slides.

The paintings move and shift just like any other movie, but the paintings give the film an entire new layer of complexity and style.

Set six weeks after Vincent van Gogh’s death, Loving Vincent is about a young laborer whose father sends him to deliver a letter to the late artist’s brother; the film depicts the young man exploring the place where van Gogh died as he interviews the people closest to the artist to understand his tragic yet mysterious death. The film’s plot is already interesting enough, but its visual story is even more captivating. iiiiiLoving Vincent includes terrific and bold senses of framing but also maintains a sense of delicacy that encompasses the town in a way which heavily reflects van Gogh’s own work. The artists’ attention to detail is the key factor that made this film so successful. They managed to include minute details, keeping van Gogh’s fluid and mobile style; this helped keep the film in grounded reality while paying homage to the famous artist.

photo by Prachi Misra

photo by Dani Brewer

Taking into account the production style of Loving Vincent and the bold statement it makes, the film could belong just as much in an art museum as a movie theater.

Stanton and its students have collectively twisted the ego into a self-sustaining culture used to satisfy themselves by degrading other schools. iiiiiThere are two different types of ego at Stanton: the kind where the group feels dominant compared to others and the kind where the individual views themselves as superior to those around them. Even as a freshman, I see many of my peers consider themselves superior because they received higher grades on assignments and tests than others, boasting, for example, “The World History quarter exam was so hard, but I still managed to get the highest score—only a 95 percent!” Doing well on a test or an assignment may be a reason for excitement, but you shouldn’t let this drive you to look down on your peers. iiiiiThe differences between International Baccalaureate (IB) and Advanced Placement (AP) students exemplify this egotism to an even greater extent. IB students tend to feel superior to AP students, due to IB typically involving more challenging classes and workloads. However, intelligence isn’t proven by simply being able to succeed in more rigorous courses. AP students have the same capabilities of achieving what IB students can; they may have simply chosen not to participate in IB because they don’t want a large workload or don’t find it personally useful. iiiiiMore often than not, our immense egos have a negative effect on those around us. Additionally, egos can cause people to be close-minded, making them less likely to take into account the opinions of others due to their illusions of superiority. We can overcome the negative effects of egotism on our student body by preventing ourselves from thinking we are superior to students at other schools simply due to our relatively better academic performance, as academic intelligence isn’t everything.

As a school, we at Stanton can most effectively deal with this problem by being more open-minded and courteous to others and their thoughts, regardless of whether or not they are fellow Stanton students.

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photo by Dani Brewer

iiiiiCryptocurrency dictates the future of the global financial system. Fiat currencies (paper currencies) are intrinsically linked to the health of their respective economy; nothing truly backs these currencies except trust in the country’s economy. The financial security of Bitcoin is something that is attractive to both investors and ordinary people, fueling Bitcoin’s 10,000 percent rise in value since Jan. 2017. The existence of a universal currency streamlines international finance, and is vital to a global economic structure. The set circulation means that Bitcoin isn’t as prone to inflation as fiat currencies. iiiiiBitcoin’s rise represents both a distrust of banking systems and the growing influence of globalism. People no longer must entrust their money to massive “mega banks” like JPMorgan, but can store their money in a currency owned by millions of people. Bitcoin is utilized in many countries around the world (like Japan) and is stored and accessed through an online wallet across oceans and borders. Bitcoin offers a future in which people’s finances are put back into their own hands, and the attractiveness of this offer causes people to flock to Bitcoin. At total market cap of around $125 billion, Bitcoin is slowly but surely making its way into the global spotlight.

Columns published in the Devil’s Advocate represent the views of the writers, not those of the newspaper.

iiiiiIn fact, the artists also painted the faces of the actors who voiced the characters in the film, meaning the film had to have been made twice, once filmed on a live studio set with real actors and cameras, and then again with painters and an art studio. They most likely used blue screens in the background when filming live, replacing it later in the second stage by painting something in its place. This method of using actors’ faces helps bring a closer sentimentality and realism to the film’s characters.

This ingenious style has never been done before, and as it took several years to finish this movie, it may never be seen again. Loving Vincent illustrates van Gogh’s troubled nature and his effect on others in an unprecedented, creative way. iiiiiOther films have been popping up in recent years which use the same type of motion capture technology in order to paint a picture over the actors for a certain effect. An example would be the new movie, War for the Planet of the Apes. All of the film’s apes were human actors wearing blue leotards who studied and practiced apes’ movements in order to portray them accurately.

Computer-generated imagery (CGI) lets directors capture the performance of an actor and cast a completely different picture over him or her. Sadly, many actors who have played motion captured performances have been robbed of their chances to win awards; this is because the work is credited to the engineers who used CGI to create the character the actor portrays, rather than to the actor themselves. Even though this could still be a problem for those involved in creating Loving Vincent, the filmmakers took the risk. iiiiiThe giant leap the filmmakers made in Loving Vincent is huge for cinema as a whole. Taking into account the production style of Loving Vincent and the bold statement it makes, the film could belong just as much in an art museum as a movie theater. This raises an important question about the fate of animation as a whole: with computer animation being viewed as more practical, what stops such films from being classified as digital art?

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Separation of Church and School

Apply Yourself

By SMRITHI KRISHNAN, Contributing Writer

By SUBHASH PATCHA, Contributing Writer

iiiiiAlthough the Constitution’s “free exercise” clause calls for the separation of church and state, the United States of America is not a secular nation. Despite the fact that we live in a diverse country filled with Muslims, Jews and Hindus, school districts tend to only recognize the Christian faith when determining school holidays. At Stanton College Preparatory School specifically, there is such a diverse student body; unfortunately, Duval County Public Schools (DCPS) gives more attention to Christian holidays, which alienates the large population of non-Christian Stanton students. iiiiiAccording to the U.S. News and World Report, 52 percent of Stanton students are non-Christians. With the large amount of nonChristians present at Stanton, the fact that their faith should be represented more on the school calendar should be obvious to DCPS. However, non-Christian students at Stanton are forced to miss school and fall behind on schoolwork if they want to wholeheartedly celebrate their holidays, while Christian students are free to enjoy their religious holidays without the fear of missing too many school days. Some school districts in New York, such as Half Hollow Hills and East Williston Union, are eager to acknowledge diverse cultures by providing Hindu students with excused absences and assignments on holidays like Diwali and Holi. The school respects students from many cultural backgrounds, so why can’t DCPS do the same? iiiiiAs a Hindu, I have many holidays and religious photo by Prachi Misra

occasions to look forward to throughout the year, and I know many other people of various non-Christian faiths can relate. With there being a different festival every month, most kids in India have a school holiday each month and are able to enjoy that day. After living in India, I miss the family gatherings we used to have on such days. As India is a religiously diverse country, nearly all religious holidays were considered equally significant; not only were we given time off school for Hindu holidays like Diwali, Muslim holidays like Eid-al-Fitr and Sikh holidays like Vaisakhi, but we even received excused absences for Christian holidays. This gave us enough time to fully enjoy family gatherings and complete more schoolwork, the latter of which Stanton students would undoubtedly appreciate. Of course, there were some strict schools in India that didn’t provide school holidays for religious occasions besides Hindu festivals and Christian holidays such as Christmas and Easter, but Indian schools generally promoted diversification by recognizing most faiths. I believe American schools should do the same and give students at least some time off school for a wider range of holidays in order to increase appreciation for the nation’s obvious diversity. iiEven though the U.S. was religiously homogeneous at its founding, it is now characterized by its citizens’ distinct cultures and religious backgrounds. It is unfair to limit opportunities to respect the cultures of our peers, especially in learning environments as diverse as public schools. American school districts should acknowledge religious holidays besides Christian ones in order to promote diversity and encourage appreciation for other cultures, and I believe DCPS should take the initiative in this course of action.

iiiiiIn ordinary households, that eventful Monday in mid-August when the kids are off to their first day of high school is filled with bittersweet memories of childhood and parental adoration. But who said I came from an “ordinary household?” My first day of high school was an average morning filled with comments from my parents such as, “Duke doesn’t accept 3.6’s and 3.7’s, nanna. You’re going to have to work hard from today if you want to fulfill your dreams,” even though “my dreams” were actually their dreams. It’s rough, yes. But did the things my parents say about the college admissions process when I was entering freshman year really add up when I was submitting college applications in the middle of my senior year? Not entirely. iiiiiContrary to popular belief, colleges don’t want to simply define you by your standardized test scores and your grade-point average (GPA); admissions officers understand there’s more to you than these statistics and they want to know that side of you too. Most schools aren’t looking for a jack-of-all-trades, as they would much rather see a student who excelled in a few areas. photo by Katie Stevens

The Cost of Honor

By BETTINA HUANG, Associate Digital Media Editor iiiiiEach year, around 200 Stanton College Preparatory School students join the National Honor Society (NHS). Upon induction, they pledge to complete 16 hours of community service and attain the “honor” many view as an integral part of their college application, for the low price of $30. This year I joined the throng of students entering the many honor societies Stanton has to offer: Science National Honor Society, National History Honor Society and Chinese National Honor Society (CNHS) just to name a few. With each successive acceptance letter, I noticed my wallet slowly emptying as I paid each fee, ending up with a total loss of $175. Though I recognize the prestige of being inducted as a member, my now empty wallet begs the question: am I buying honor? iiiiiHonor society dues encompass the annual membership and induction fees, cord fee and cost of food for each meeting. However, the numbers simply do not add up.

Food is often cited as a large factor of honor society dues but quite frankly, I’d take $30 over a monthly slice of pizza anytime. Even the annual NHS chapter fee of $385 should be no more than $5 per person when divided among new inductees, a reasonable price for an honor seen only on paper. Following graduation, cords—typically around $10—are simply put in a box and left to sit in the attic until they are recovered for a brief moment’s nostalgia. iiiiiApart from peer pressure, I’m not quite sure why I paid almost $200 to earn volunteer hours and attend meetings.

I remember placidly holding my letter of invitation while others around me happily clutched theirs, excited to be part of such an exclusive club. But contrary to their beliefs, honor societies admissions are not so selective. photo by Dani Brewer

december 2017

iiiiiThough there are specific grade-point average (GPA) requirements that must be met and applications to be completed by prospective members, oftentimes these practices seem to act as mere formalities and psychological reinforcement to join. According to senior San Min Park, chairman of CNHS, almost all CNHS applicants were accepted and nearly 90 percent of juniors were eligible for membership. NHS, arguably the most exclusive honor society, accepted 84 percent of their applicants according to society sponsor Mrs. Norah Betancourt.

Though I recognize the prestige of being inducted as a member, my now empty wallet begs the question: am I buying honor? iiiiiPersonally, I believed having six honor societies under my belt would increase my college admissions prospects.

But what can the extra honor society say about a student that a transcript cannot, besides the fact that the 100 seemingly altruistic volunteer hours were actually earned to fulfill a requirement? iiiiiThe intangible aside, some honor societies offer appealing scholarships. According to their website, NHS offers $15 million in scholarships each year to be split between 500 students, scholarships each senior has less than a one percent chance of attaining. iiiiiHonor societies have become ingrained into the Stanton experience to the point where it seems like an obligatory step toward the final day of graduation. However, tassels and a paper certificate are not worth the money and time that goes toward membership and a paper honor.

iiiiiThe best thing you can do for your college application— and yourself—is to discover your passion and follow it wherever it takes you; for me, this meant politics and film. My interest in politics introduced me to leadership programs such as Boys’ State, for which I and a handful of my peers went through a rigorous selection process to be chosen. I then ran for the position of Chief Financial Officer and won an intense election with the vote of over 520 student delegates from around Florida. That election night experience and the adrenaline rush as I delivered my campaign speech were the focus of my Common Application Personal Essay, showing that college and passion aren’t mutually exclusive. My interest in film led me to work with a large team of friends and begin producing a show about the intertwining lives of Stanton College Preparatory School students which is soon set for release. iiiiiMy passions have led me to countless places over the past few years and will soon lead me to a college that I would only dream of attending in years prior. Stanton, despite its rigor and its pressures, is a blessing that I have come to appreciate now that I have experienced most of what it has to offer. I’ve realized that Stanton not only provides the gift of education, but also friends that will last a lifetime, memories that will never lose their hue and opportunity beyond imagination. So don’t let a couple of numbers or disparaging comments from your parents influence you when quantifying your Stanton experience in your college applications.

devil’s advocate | 17

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photo by Dani Brewer

photo by Katie Stevens

Movement The amount of time in seconds a camera lets in light is called shutter speed. A quick shutter speed can create the effect of motion being captured.

Photography by

Katie Stevens, Prachi Misra and Dani Brewer photo by Prachi Misra

photo by Prachi Misra

photo by Prachi Misra

photo by Dani Brewer

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