York-hi: Fall 2023 by Elmhurst Community Unit School District 205

YORK-HI Fall 2023

WHAT HAPPENED TO YORK CULTURE?

Editorial Vote: 11-0

RECOGNIZING DIVERSITY WITHIN OUR STUDENT BODY “THE MISSION OF YORK HIGH SCHOOL – A PART OF ELMHURST COMMUNITY UNIT SCHOOL DISTRICT 205 – IS TO PROVIDE AN EDUCATION THAT ENABLES ALL STUDENTS TO BECOME LIFE-LONG LEARNERS WHO RESPECT THE DIVERSITY OF OTHERS.” Many schools strive to educate their students on other cultures and celebrate diversity within their own communities. Learning about things like inclusion and equity can help students become more considerate. A paper published in September of 2022 by the American Psychological Association outlines the importance of recognizing equity, diversity and inclusion in schools. Although York’s mission statement intends to educate students on diversity, is the diversity within our school truly represented? When questioning the equal representation of all students, it is important to note the proportions of diversity amongst the student body. In the 2012-22 school year, 69.2% of students at York High School were white, 19.3% Hispanic, 5.7% Asian, 3.9% Multiracial and 1.8% Black, according to York’s Illinois Report Card. Within these demographics, 5.7% of students are English Learners. While it is clear that white students make up the overwhelming majority of York's population, it is not ethical to classify York as a ‘white School.’

The website Niche, a database that ranks schools based on a variety of criteria and student feedback, asks students to answer the question, “What one word or phrase best describes the typical student at this school?” As of September 27th, 56 current and past students have responded to this question regarding York. 23% of students chose the phrase “upper middle class white kid.” Unfortunately, this seems to be a common generalization made by York students, and it raises concern when defining the demographics of the student body. While this phrase may be used to represent a large portion of the school population, it creates a stigma that excludes a considerable amount of students. According to the Illinois report card for York Community High School, 15.6% of students are low income, while the US News & World Report estimates that there is a 31% minority enrollment. Though these numbers are low by state wide demographics, excluding these students when making a generalized statement about the school is unethical. This isn't to say that students and administrators are not working hard to flip this narrative. York is home to clubs and organizations founded with the mission of embracing individual cultures. For example, there are heritage events throughout the year and programs

like Amigos Y Palabras that bring English learners and Spanish learners together. Despite advances in opportunities for equity and representation, these practices are not represented on an interpersonal level. When students describe their school using rhetoric that excludes minority students, we create an environment that neglects already marginalized communities. The US Department of Education released a report in May of 2023 stating, ”Diverse schools benefit all students, helping to foster performance and success through improved academic achievement, social mobility, civic engagement, empathy, and understanding.” However, these principles will not come to fruition if we only recognize diversity when it’s showcased at lunchroom events. York's mission is to make all students feel represented, no matter the size of the demographic they are a part of. It is important that students recognize all of their peers, not just the members who fit into the largest demographic. This is a concept that all aspects of York media are embracing, and we hope that the student body follows suit. York’s diversity goes beyond percentages, and far beyond the limitations of characterizing students solely as “upper middle class white kids.”

By taking the initiative to learn about underrepresented groups, students are offered a holistic perspective of their community and the world around them. We, as a publication, recognize this, and pledge to utilize our platform to promote diversity by sharing stories that represent the school’s marginalized groups. If we dedicate ourselves to making York truly inclusive, we take a step closer towards becoming “lifelong learners who respect the diversity of others.”

Table of Contents York-hi is published by students at York Community High School, 355 West St. Charles Road, Elmhurst, Illinois 60126 Contact us at thisisyork@elmhurst205.org Find us at Instagram: @this_is_york Twitter: @thisisyork Facebook: @thisisyork 2023-2024 Editorial Board Maggie Amberg Lucas Bare Mia Barclay Kate Brody Logan McNichols Peter Rraklli Reporters Julia Allie Camila Arredondo Ryan Byrd Evie Exiner Lexi Garelli Alana Jantz Samantha Shish Ian Southwell Editor-in-Chief of Y’s Tales Ava Hansmann

Feature New principal astonishes community with connections to students and staff

Feature Hispanic Heritage Month spotlights York’s vibrant Latin diversity

On the Cover Students and staff notice the decline in culture within the York community

Feature York seniors scramble to submit college applications

page layout and photos by Kate Brody

Advisers Matt Bourke Payton Froats

Sports Athletes struggle for equal recognition

Jessica Hurt

New principal astonishes community with connections to students and staff Jessica Hurt has reached her 100 day mark as principal, impressing York in her success interacting with the school This year, York is under new leadership; Jessica Hurt has taken the role of principal and has been working hard to get to know everyone who is part of the York family. From introducing herself at school wide events to visiting tables during lunch periods, she is striving to introduce herself to students and staff alike. Previously serving as the former assistant principal for curriculum and instruction at Hinsdale Central High School, Hurt took York's opening for principal, due to Shahe Bagdasarian taking a new position at Oak Lawn Community High School as superintendent. One of her top priorities, especially in the beginning of the year, is ensuring all students feel comfortable with her. “I want to make sure students know who I am,” Hurt said. “Not only so I can help them as a resource but also I’m selfish and want to be able to say hi to students in the hallway and have them know who I am so we can talk.” When Hurt went around to division meetings toward the end of last year, teachers had the opportunity to meet with her. She seemed to make a good impression showing she was ready to get started. “She’s definitely different from the principal we had in Dr. Bagdasarian,” social studies teacher Timothy Albert said. “She was full of life and joking around and that’s a good thing because you need somebody in a position of leadership like this that can toe that really fine line between humor, having a good time and it’s a serious job. She seems from my first impression of her to have that ability to be a real person.” Some students will even admit that getting a new principal wasn’t news they were looking forward to at first, but those who have gotten to know her have changed their minds.

Hurt oversees bus departure after school

“I was already a little apprehensive about getting a new principal but I like the way things are going,” junior Allison Poku, student council member, said. “Getting to know her a little better gave me a lot more confidence in what’s coming.” To become an administrator was a difficult choice for Hurt due to her love for working with students so closely as a teacher, yet she wanted to try something new. She believes it’s important to have students know she’s there for them because she is more than qualified to lend a helping hand.

“Academics did not always come easily for me,” Hurt said. “Which I think makes me a better teacher because I know what it’s like to struggle.” Adding a new member to the administration team could improve the way York operates. Before being granted an administration position, those individuals who were teachers before moving on in their career, bring in a point of view that can be helpful when deciding what students need. “I think that at heart I am a teacher,” Hurt said. “I always put students first and I think sometimes we miss that when it comes to administration.” Hurt has contributed to many decisions in York’s policy changes since this past spring, before she even stepped into office at the start of the school year. She is clear that every choice is considered to be in all student’s best interest. “A lot of it is about making sure we, as adults, have high expectations for students,” Hurt said. “Then also to show a high degree of support for students.” There are some concerns about these policies and Hurt is aware how students, staff, and community members are reacting. Student council had the chance to meet Hurt last spring before the rest of the student body, getting a sneak peak of what she might’ve had in store. “I think some of the new policy changes have definitely changed everyone’s perspective,” Poku said. “With her being so friendly and welcoming, people could really change their view of her when she starts to get around the school more.” Not all community members are on her side with the policies being different. She hopes to come around to students because these changes are for the better, though change can be hard to get used to right away. “I know it feels like we took something away from students,” Hurt said. “That’s certainly not what makes me popular or what we want students to feel.” Most teachers on the other hand seem pleased with how the year is starting off when considering how the policies are working. The rules have increased stability and growth in positive outcomes compared to years before. “I’m happy that she seems to be about enforcing rules,” Albert said. “We’ve had problems with

that but it seems to be much better this year so far.” As students get first hand experience of how the policies play out, some are able to open their minds up and see the benefits. Hurt’s objective is trying to make sure students profit from what York has to offer as a high school. “It’s going to be a struggle but I do see why she made the changes,” Poku said. “I see why those changes were necessary to push students to be more responsible over their academics.” In the 100 days since Hurt began her position at York, and District 205 Superintendent of Schools Keisha Campbell believes Hurt has put her best foot forward, especially when connecting with people who are a part of the school. “I think she should be most proud of the relationships and the connections that she has built,” Campbell said. “York is a huge school community, and there's a lot of stakeholders attached, from staff to students to parents. I think she should be proud of her ability to, in a short amount of time, navigate and learn and listen and be visible.” Campbell is pleased to have Hurt be a part of the York family and is excited to see what she has in store for the next 100 days and beyond. “That’s just really, really exciting to me,” Campbell said. “Knowing that we brought a leader in from a school community that she was entrenched in and had been in for a really long time and wanting her to feel a sense of now this is home.” Hurt mentioned that since the beginning, York has felt like a right fit and how she’s overall thrilled to be the newest part of the community. She has happily changed her color from red at her past school to York’s very own kelly green. “I’ve learned that there is such a strong sense of pride among the staff and students around the community at York and that to me just solidifies my reason for being here,” Hurt said. “The past couple years have been really hard for students and teachers so if we can make York a place where all students and staff want to be, that’s certainly my goal as principal.”

by Samantha Shish 5

n Friday, Sept. 15, York began it’s celebration of Latino heritage by embracing the start of National Hispanic Heritage Month, which honors and embraces the heritage within the Hispanic community. Throughout the month, York portrayed creative and extravagant events by Latinos Unidos. Latinos Unidos is a cultural club that highlights multiple communities by bringing people to explore their own Latin roots. Oskar Cuevas, copresident of the club, set out to bring newcomers into the club by sharing Latin events throughout the month. “Hispanic Heritage Month is a month where we get to reflect on how beautiful our culture is, based on our historic main events that also highlight famous icons, whether that be famous celebrities or important contributors to things like our history,” Cuevas said. The initial motivation for celebrating Hispanic Heritage Month was to open and acknowledge different backgrounds by having others learn from each other, but also allow others to relate on some level. At York, the Latino community makes up to 20% in total, making it the second highest demographic. Cuevas expands cultural diversity within his community by becoming a leader to those who also share the same goal in wanting to promote more hispanic heritage.

“As a first generation high school student, it’s really important for me to represent my culture, since my parents were never given the chance to,” --Oskar Cuevas

Abby Martinez, senior, shows off her Quinceanera dress at the Quince Dance event on October 13th. Photo by Kate Brody 6

Latinos Unidos has never failed to add the bright and warm heritage that brings people together. Latinos Unidos co-president Ashley Gomez, junior, aspires to lead a cultural balance between those who find comfort within celebrating Hispanic Heritage Month and those who would like to highlight different Latino backgrounds.

“There are many people in the school who have culture and there are many Latinos that come from different backgrounds,” Gomez said. “by showing our culture off during Hispanic Heritage Month it gives the Latino community a voice in reassurance by giving them the opportunity to become comfortable within a diverse school.” Hispanic Heritage Month is meant to illuminate those who have felt shadowed within their own recognition, but doing so takes a well-developed group to reveal their roots. Latinos Unidos embodies all ethnicities to join in on the celebration, by doing so it leads students towards more eventful memories. As a leader, Gomez reflects on her progress as co-president by seeing the impact she has brought towards other students by the lunch activities she has projected so far throughout the month. “One of the main things I’m excited about for Hispanic Heritage Month is seeing people enjoy themselves throughout the activities we have planned to showcase during lunch,” Gomez said. Gomez feels as though the joy people feel during the lunchroom activities is a reflection of the hard work put into the events. The sponsors of Latinos Unidos are Nelly Avina, social worker, and Diane Oliveros-Prymicz, school counselor, who honor their Latin roots by involving themselves into promoting their heritage. Oliveros-Prymicz incorporates traditional events during all lunch periods in order to broaden the Latino community's voice in order to feel comfortable within the school's diversity. “We kicked off the first week with a flan eating contest, which prompts this main desert in many of our countries,” Oliveros-Prymicz said. “We are planning to have students teach traditional dance party songs and we’ll then play loteria, which is like our Latino bingo. Finishing off the month we have a quinceanera showcase of the dresses, which is a very big ritual for girls coming of age and we’ll get to show off the dresses by doing a traditional waltz.”

Hispanic Heritage Month is what brings people together into trying new things out of their comfort zone. Oliveros-Prymicz sets a good example of the importance of different diversities, by representing other Latino cultures onto a well recognized platform, in order to feel included during the festivities throughout the month.

“It’s important to show diversity in the school because you can never stop learning,” Oliveros Prymicz said. “It's so interesting to see different diverse backgrounds and if we don’t learn about it, how can we help each other out? Which is why it’s important to branch out into different countries' backgrounds.” Oliveros-Prymicz isn’t the only one who tries to portray learning opportunities throughout Hispanic Heritage Month and through Latinos Unidos, but also Avina who is a social worker and also the second sponsor of Latinos Unidos. Avina has grown a sense of comfort within her community by the impact she has brought on others by building a community that brings multiple aspects of culture into the light of recognition. “Latinos Unidos is important to me because it’s a place where a lot of students have found a home,” Avina said. “I do believe there are still a lot of students at York who haven’t found that community, and for me, Latinos Unidos is a mechanism to invite others to learn and to be proud of who they are.” Although Hispanic Heritage Month is only for four weeks, Latinos Unidos has always had the pleasure to keep pursuing students to widen their ability into knowing a variety of different cultures. Nobody needs to be Latino in order to understand or celebrate the independence of Latin culture, because at the end of the day in room A216 there’s always a fun community that accepts all ethnicities. Not only has Avina become a mother to 20% of the Latino community, but would like to encourage the same comfort towards other allies.

by Camila Arredondo, reporter

“it has a lot more to do with creating a culture of welcoming and inclusivity at York. it gives me and other people a home and gives me another reason to help give our culture a voice.” --- Nelly Avina

Despite complications, annual King of the Couch tradition returns to York with spirit

s the homecoming season gets into

full swing, the school’s annual traditions have returned, including the highly anticipated King of the Couch competition, where groups of three to four competitors will attempt to gardner enough student support to secure a spot on the sideline couch at the homecoming game, and this year’s competing seniors will get a feel for the tradition that they’ve been observing throughout their entire high school careers. Among the competitors is senior Luke Wallace, a “Dukebuster,” based on the classic 1984 film “Ghostbusters,” who has looked forward to the opportunity to compete for years.

ll be i w p u gro h c i h W ? d e n w o cr

“Two years ago when there was the Darth Dukes versus the Duke Skywalkers, I had a thought of ‘that could be me,’” Wallace said. “It’s fun to represent York and keep up the school spirit, throwing candy, dressing up. It’s really fun to be a part of.” Raising school spirit is a driving factor and motivator for several competitors, despite challenges that have presented themselves along the way. For senior Taylor Tresnak of the “Barbie Dukes,” based off of the famous toy’s movie over the summer, the adversity only helps his competitive side. “We’re really going to have to crank [spirit] up to high gear these next four to five weeks to give students everything they should’ve had from the beginning,” Tresnak said.

“And there’s other obstacles too, like there’s only three groups this year. But that’s just more attention on us, which isn’t a bad thing, and I definitely feel like we could pull the weight of two or three more groups.” The small number of groups hasn’t gone unnoticed by any of the competitors, it means something different for everyone. For senior and Dukebuster Caroline Fischer, it hardly makes a difference. “There’s definitely more attention on everyone individually, and sort of in a competitive aspect,” Fischer said. “But everybody else probably knows all of the groups, and it was going to be like that no matter what groups were there or how many there are, so it doesn’t really change anything.” The original calendar for the year had Homecoming scheduled significantly earlier than the current date of October 21, but had to be moved to accommodate long weekends and holidays, which some claim to have been poorly communicated. I really don’t know why the administration didn’t communicate to the students better,why it was pushed back, and how it would affect the tradition,” Tresnak said.

“I’ve been getting a lot of flak from people asking why it’s so different, and my response is always that it isn’t our fault, and I don’t like to be the guy that blames everything on the school, I think that’s counterproductive for spirit.” Despite challenges with the schedule, Student Council adviser Matt Moran and the rest of Student Council have been moving forward with an impromptu business as usual attitude. “It was just kind of a series of unforeseen factors,” Moran said. “But that decision was based on the administration, it wasn’t up to [Student Council], and that had to do with the fact that we had a lot of away games, it all just didn’t work. We also had a few more groups, but they had to drop out, probably because it was too long of a commitment." All in all, despite challenges, the tradition is alive and thriving for those that choose to participate, including senior Marissa Cedillo of the Lorax Dukes, who draw inspiration from the 2012 animated movie, who has described the competition as an unforgettable experience. “Everyone has been very kind and we’ve competed with such amazing people,” Cedillo said. “Even if we’re competing, we’re all working together in a way to make it more fun for ourselves and each other, while we’re all trying to win it all for ourselves.”

by Ian Southwell, reporter

Taylor Tresnak, Caroline Fischer, and Marissa Cedillo Members of each King of the Couch group sit down to represent their respective teams

Photo by Kate Brody 8

USA

Under the sea

Galaxy

Masqu erade

u ho nte us d e

Ha unt hou ed se Ca Ro sino ya le

Ho lly w oo d

off

Gal axy

Under the sea

Ma sq ue rad Ha e

od o yw l l Ho

A US

r de Un sea the

axy Gal

e uerad Masq 10

n Homecoming do e s ble o n ’ t gam p a y k’s

no i s le a C ya Ro

e Roul e t t hem

Yo r

omecoming is an event that frames

the beginning of school and is something that many students look forward to. York's 2023 Homecoming theme is “Casino Royale,” which I find to be a questionable proposition, and wonder how relatable it can be to high school students. It seems to be a flashy, sparkly proposal for a theme, but what’s behind it could give students the wrong idea. The thought that gambling is linked with the fun and games that Homecoming includes could send a message of encouragement to students when involving themselves in restricted behavior, such as gambling among other activities.

The York Student Handbook says under the section, “Prohibited Student Conduct,” that “violating any criminal law, including but not limited to, assault, battery, arson, theft, gambling, eavesdropping, vandalism and hazing,” isn’t permitted, along with countless rules involving the restriction of substances. Gambling is among prohibited behavior, something that casinos are made for. The fact that the main attraction of fall is centered around an activity that minors aren’t allowed to partake in, is an idea that I struggle to support. If a student were to even look up the words, “casino royale,” they would be redirected to a blocked browser page. Students aren’t even allowed to search these two words on a district-issued Chromebook, but are invited to celebrate in October with those very same words in mind. This theme is based on the Daniel Craig movie, “James Bond: Casino Royale,” where Bond is tasked to eliminate the enemy in a high stakes poker game. This dark toned movie is heavily violent and includes scenes filled with weapons, substances, along with chemistry between Bond the love interest. Is James Bond really the best role model for high school students? A trained killer who involves himself in reckless behavior is the

man we are showcasing for our school dance. “James Bond: Casino Royale” is a well liked film, but trying to come up with a theme that relates to high school student’s interests such as action movies could’ve been more carefully chosen, if that was the reasoning behind the theme at all. Deciding the theme for Homecoming starts at Student Council. They come up with ideas, then send a form for students to vote on their favorite. Yes, this theme might’ve won most popular vote over other themes Masquerade, galaxy and under the sea, but the Casino Royale idea came from higher authority first. Student Council brainstormed ideas, then the administration reviews them. After that, Student Council makes a final decision of themes to then have the student body vote on. It’s difficult coming up with a theme that satisfies everyone, but I find it hard to believe it went through group of responsible students and a group of adults in charge of our school policies with no one seeing the same red flags I do. James Bond and Casino were among the first ideas that came up when searching for homecoming themes on the internet, so other schools possibly decided they were good themes as well. There are many other homecoming themes I feel we could’ve done such as tropical, Ancient Greece or even Disney to name a few, that would be more appropriate. Casino Royale or not, I’m sure this year’s Homecoming will be full of excitement like in years past. Next year though, when picking Homecoming themes, let’s consider more ideas that students can legally enjoy.

Panos Soupos, senior

“I think [the theme] is nice in theory, but we’re not really executing it well enough to really be a theme. Casino Royale sounds cool, but if you think about it there’s not going to be gambling tables at Homecoming, so what’s the point of the theme then?”

Anna Gibson, sophomore

by Samantha Shish, reporter

“I don’t fully like [the theme]. I think we can do so much better; however, it’s a fun way for everybody to take that extra level to dress up for the James Bond part of it.”

Embracing Autumn

Northern Illinois offers numerous locations that bring attention to the changing season

Elmhurst Farmers Market

by Mia Barclay, editor

Taking place every Wednesday morning from June 27th to October 25th, the Elmhurst Farmers Market is a great place to stop by for the fading of summer into fall. This event offers a variety of vendors, where you can support farmers and small businesses. Some products include pumpkins, apple cider donuts, jams, herbal teas, and much more. You can attend this weekly market on York and Vallette for free.

bjectively, fall is one of, if not the most beautiful season. As the leaves change colors and the days shorten, it is important to experience all this season offers before the winter haze is upon us. With that being said, here are six places you can visit to celebrate this autumn, all of which are within an hour of Elmhurst.

St. James Farm Forest Preserve

McHenry Outdoor Theater

Open from one hour after sunrise to one hour after sunset, St. James Farm Forest Preserve is a great place to go to appreciate nature this season. Located in Warrenville, the forest preserve contains over 600 acres of woodlands, prairies and wetlands. You are able to hike, bike or even ride a horse amongst the 300 native plant species and wildlife. This is a perfect oasis to spend time in this fall.

In McHenry County lies a drive-in movie theater that has been open since the 1940s. Included with the theater is a playground, picnic area & concessions. If you are looking for a more nostalgic diversion, this is definitely the place to go.

Prairie Sky Orchard Photo by Ella Glosner

If you’re hungry, Prairie Sky Orchard is a family owned apple orchard, where you can pick your own apples or buy them pre-picked. They also offer other products such as apple pies and apple cider. Just an hour west of Chicago in McHenry County, this orchard is perfect to check out this autumn.

Sonny Acres Farm For a more traditional way to celebrate the coming of fall, visit Sonny Acres Farm in West Chicago. This wonderful fall attraction not only includes a large pumpkin patch, but also entertainment such as a petting zoo, amusement rides, and haunted hayrides. This farm offers attractions for all ages, making it the perfect destination for you to come with your family or friends.

Basement of the Dead In the spirit of Halloween, the Basement of the Dead is a must-visit. Located in Aurora, the haunted house offers multiple rooms as well as a 3D haunted house. They also provide food and drinks. This activity is a great and spooky way to spend your Saturday night.

All photos by Mia Barclay unless otherwise noted.

STUDENTS AND STAFF NOTICE THE DECLINE IN CULTURE WITHIN THE YORK COMMUNITY

W H A T H A P P E N E D T O

Y O R K C U L T U R E ?

ver the years, York has had a reputation for its school spirit, enthusiasm, and comradery. However, today it is up to debate whether or not these traits still hold true. As of recently, York seems to possess an increasingly tense atmosphere, one that differs greatly from the optimistic and high spirited energy that once carried throughout the hallways. There is a lack of rapport between both students and teachers, and a lack of involvement from students in events and activities. These factors all have led to a deterioration within our culture, which ultimately affects the spirit and pride upheld by students. “At the beginning of last school year there was a great start,” Kate Krupa, senior, said. “We had a strong football team and a great bond between students. After that settled down, there was a pretty big rise in bullying and ignorance towards staff and towards each other.” Krupa has pursued many paths that have rendered her a student leader. As membership coordinator for Best Buddies, drumline captain, track captain, and member of the Student Advisory Committee, she has had the chance to experience many different perspectives. While this has allowed her to positively contribute to York's culture in many ways, it's also made her more aware of the negative atmosphere. “I don't really like coming to school right now,'' Krupa said. “It's just really hostile and gloomy.”

While there are an innumerable amount of inschool opportunities, students such as Krupa and McEvoy are all too aware of the conflicts within the building. This is an issue that has been developing over time, as recent alumni agree that the amount of York pride someone has varies on the subgroup or clique they belong to within the school. “The York culture and York spirit has definitely been targeted towards a select group of students,” Hannah Brody, graduate, said. In order to understand the cause of this cultural shift, and why some students have more pride than others, students and staff reflected on the importance of school culture in the building. “Students are here to learn, but there's research that states that if a student comes into a classroom and that classroom has a culture that they want to be in, they are more apt to learn,” Assistant Principal for Culture and Climate Tim Dykes said. Dykes is a new administrator this year, but has been teaching, coaching and leading for 23 years. Given his experience, he stands by the ideology that school is an environment made for students and should be orchestrated accordingly.

In order for learning to take place there has to be a culture that kids want to be in and that staff members want to be in, -Tim Dykes, assistant principal for culture and climate

School spirit is something that Connor values, and that spirit is often a reflection of the school's culture. When students feel excited to be in the building, they are more likely to show their support for school initiatives. “Extracurriculars and involvement are what define York,” Brody said. “They create the unity needed to create culture.” Recognizing and defining an ideal school culture is a key step. In addition to this insight, students and staff suggested what they believe are some of the biggest threats to school wide comradery. Many students have credited this cultural shift to a rise in hostility between students. “I think there is an increasing competitiveness to just be better than everybody else,” Krupa said. “It kind of destroyed the comradery at York.” Krupa believes that students have begun to focus their competitive drive on fellow team members and classmates, rather than coming together and applying that energy in healthy competition with other schools. In contrast, those who are not able to participate in clubs and sports feel like they are not being represented at the school. “Not everybody can go to a meeting after school,” Dykes said. “Not everybody is involved in an activity at York.”

Engaging students in the classroom is one reason why school culture is a priority to Dykes. It’s also important to recognize the social and emotional benefits that come from promoting a welcoming school environment.

Many students have outside responsibilities to address that prevent them from partaking It is also apparent to senior Caroline McEvoy in school organizations. With increased that the increase in bullying has prevented course loads, part time jobs, and family students from staying engaged and participating commitments; extracurriculars are not always in school events. When students feel to notice more and more they are the only ones wearing green and Students have begun a viable option. There is also the aspect of unwelcome, they don’t want to Fridays, immersea York “Having good comradery white on tradition of many years.at York is important confidence regarding starting something themselves. Photo by Kate Brody to make sure everyone feels included and looks new, a confidence that many students may forward to coming to school and school-run lack. “A lot of people that participate in school spirit events,” Mary Connor, student body president, get bullied,” McEvoy said. “It is not seen as cool as it once was a few years ago.”

said.

“People are reluctant to partake because they are scared of being alone,” Brody said. The cycle of a hostile school culture restricting involvement in school activities, and that lack of enthusiasm being reflected in the aforementioned culture is something that Dykes aspires to address. “I think utilizing the student leaders in this building and making sure we are getting cross sections of every student group in this building is something that is a huge goal for me,” Dykes said. The Student Advisory Committee is one way for Dykes to hear input from all student groups. The committee has allowed Dykes and fellow administrators to meet students halfway. Students and staff alike believe York has the potential to regain its spirited culture. One of the biggest impacts on culture is the role models within the school.

Many schools have a set of core values that reflect their intentions to foster successful students, and Dykes thinks that this would be a great addition to the building. Additionally, Dykes shared his vision for updated visual representation in the building. Faculty and students have noticed the numerous outdated framed photos throughout the building, which do not represent the current student body. “My goal is to make this a place where every person who walks in here every day feels like this is a second home,” Dykes said. Regarding comfortability within school, many students shared suggestions about involvement in various activities and diversifying the groups one surrounds themselves with at school.

Having peers who set a positive example for one another applies off the field as well. When students are surrounded by classmates and staff that want to be there, that passion is contagious. “We want people to feel belonging,” Dykes said. “For us to do things together everybody here has to feel like they are apart of something”

“We want to create a set of core values of what it means to be a Duke, and then having that verbiage up in various places of the building,” Dykes said.

Not only does involvement in school activities foster strong student relationships, it also sets strong school wide expectations. “Expectations are high when you're out for a sport,” Wagner said. “This is the work ethic you have to have, this is the leadership that we need from you, and this is what it takes to win.” Having the common goal of representing the school creates the expectation of a positive culture. Teams, clubs and organizations foster the cultural dynamics of work ethic, leadership and success. As participating in sports and activities increases, so too does the school culture. “When teams win, it creates a more positive energy,” Wagner said. “It starts with the fall season, and it carries on all the way through spring.”

“When you have success, it breeds success,” Assistant Principal for Athletics Rob Wagner said. “There is a leadership cycle. For example, last year's football team had amazing leadership, and I think that has carried into this year. The underclassmen saw what the seniors did, the work ethic, and success breeds success. Same with all of our other programs.”

Dykes recognizes that this school environment is new for him, and that he has to focus on student voices in order to create more cohesion. Following the recent Student Advisory Committee meeting, Dykes has developed ideas that will bring students' vision to life.

“I think it's important to get involved and reachout,” Krupa said. “It’s important to appreciate each other and the school that we have.”

“At York you are going to see people from all different backgrounds,” Krupa said. “To keep a strong and positive school environment, it is important to get to know everybody.” Krupa's participation in a diverse set of extracurriculars is what has allowed her to get the most out of York. When students get involved, they are more likely to have pride in the school community and all the people within the environment.

CULTURAL CHRONICLES As Dykes mentioned, many individuals at York possess great pride for the school community. While there are challenges facing York’s culture, these staff and students have established themselves as change makers. In the classroom, on the court and at school events, these community members are showcasing their Duke Pride.

JUSTIN ANDERSON Justin Anderson, junior and an active member of the marching band, possesses a great amount of spirit for our school. He frequently encourages others to attend school events and participate in extracurriculars, as he enjoys doing so himself. His passion towards school can be seen through his Instagram where he often posts about current events at York. Rightfully, he takes pride in his attempts to promote positive school culture. “What I do is I try to promote football games and try to get students involved in extracurriculars as much as possible,” Anderson said. Photo by Kate Brody

In light of all the changes to York's administration and the anticipation for a changed culture, it is important to refer to the slow and steady process that is imperative with change.

ALISHA BHIMJI

“When you try to enact change like this, if you rush into it, it falls on its face,” Dykes said. “My goal is to get as much feedback as I possible can from all the different stakeholders that play a part in York’s culture, and then start doing that work”

Alisha Bhimji has been a math teacher at York for many years. One of her favorite weekly traditions to boost student morale is creating a section of her daily slides that showcases students’ achievements. Bhimji takes the time to attend school events that her students participate in, take photos and give shout outs. She believes that this not only recognizes the hard work of her students outside of the classroom, but encourages other students to get involved in the school community. “It’s cool to feel apart of something,” Bhimji said. “I don’t want kids to feel like an outsider. I want them to feel like they belong and that they matter.” Photo by Kate Brody

Culture should be something that develops and changes naturally. While bringing attention to threats within York's culture, it is important to understand that addressing these threats doesn't happen overnight. The good news is that York has a strong foundation and potential for positive growth. “There is a lot of good here,” Dykes said. “We have a great foundation to build off of, and we have a lot of people that want to make this place the best place it can be. But I do think there is work to do.” by Mia Barclay and Kate Brody, editors

GRACE JYOTISHI Grace Jyotishi is a sophomore who participates in a variety of activities at York. As a member of the Special Olympics team for multiple sports, she has had the opportunity to experience the unity that come with being a part of a team. She has found that through being involved in extracurriculars, she has formed many new friendships, providing her with a sense of community. She encourages others to do the same. “I play volleyball and basketball and through that I’ve built many friendships,” Jyotishi said. Photo courtesy of Garret Garcia 17

he fall semester of senior year is notoriously a period of stress and anxiety thanks to one undertaking: the college application process. Since 2014, the number of yearly submitted applications has steadily risen according to the National Center for Education Statistics. Without a doubt, York plays a role in this statistic, and countless seniors end up self-inflicting this responsibility onto their plate. However, York’s seniors don’t have to take on this battle alone. Amy Thompson, York’s College and Career Resource Counselor, or CCRC, provides students with the help they need to stand out in the application pool. Thompson has been a part of the York staff for 25 years, most of which she spent as the CCRC. Throughout her tenure, Thompson has provided countless resources to assist students as they formulate their applications. With so many building blocks to their application, including transcripts, test scores, essays and letters of recommendation, many students find it hard to keep track of what they need to complete. “Since we as students don’t really know much about the application process it’s very helpful to have a resource to turn to when it gets confusing or when we just don’t know if our application is good enough for a college,” senior Olivia Poepping said. Over Thompson’s time at York, college applications have changed dramatically. Until the early 2000s, the college application process was done completely on pen and paper. The switch to online made it possible for students to apply to far more colleges and universities. Another helpful program that has allowed students to simplify the application process was the Common Application. Started in 1975, the non-profit company has expanded to hundreds of colleges, streamlining their admission processes.

Senior Declan Fahey stresses over completing college applications before it’s time to submit. Photo by Kate Brody

“It makes it easier for me to support [the college application] process because I can create a fake account, I can really get to know how the application works, so I can provide instructional videos and explain things,” Thompson said. “Whereas if there's all these different systems I have to troubleshoot with the kids for each one.” Although the Common Application and other similar programs have made the overall process streamlined, there still is a great deal of work needed to create a solid application that stands out from the rest. This added commitment on top of senior's already packed schedules adds another layer of stress. “I believe the college application process has become more difficult throughout the years, but from an admission officer’s point of view I can see how they would like to know the information they are asking for,” senior Maryam Ali said. “But with other activities and academics senior year, the college application adds a lot to your plate.”

York seniors submitted

over 5,800

college applications last year.

550 out of the 650

person graduating class applied to four year colleges.

7-10 colleges

A majority of seniors apply anywhere between seven and ten colleges.

There is no question that college applications are difficult, seen as there are so many parts that go into said applications and admissions. Whether it be a student’s GPA, transcript, essay, or test score, each individual piece of information plays a pivotal role in providing colleges with a holistic view of the applicant. However this may leave students to question: what part of my application is most important? With many colleges becoming test-optional, high test scores seem to become less crucial to applicants.

Although the college application process is a long uphill battle, York’s seniors are prepared to put their best foot forward. The many changes made over the past years to the college application process paves the way for students to succeed. “It starts day one. When you start at York, that you're showing up everyday, you're doing the best you can,” Thompson said. “No one can expect you to do more than the best you can.”

“I don’t think test scores are super important this year since most schools remain test optional,” senior Alisha Sayi said. “I think they serve as a way to boost your application, but they don’t harm you in any way if you withhold your test scores.”

by Lucas Bare, editor

Following the COVID-19 pandemic, 80% of schools in the United States remain testoptional according to the Washington Examiner. Currently many colleges leave it up to the applicant to decide whether or not their test score is worth including in their application. “There’s no doubt that we are a wellresourced school, so colleges would probably prefer to see a score from a [York] student,” Thompson said. “But in general, optional is optional.” Although over 1,900 schools remain testoptional during the 2024 application cycle, it is uncertain if this trend will continue. There is a clear divide between schools permanently instituting test-optional policies and schools declaring when their temporary test-optional applications will be discontinued. This being said, Thompson encourages York students to keep putting use to the resources provided through the school to obtain high test scores for the future.

College applications create an impact past students

“I talk to juniors and their parents starting in November, and I tell them to try their best,” Thompson said. “If you can get a good score it can only help you.”

How do college applications affect parents?

Many seniors at York rely on their parents as a support system, and that is no different when it comes to the college application process. Although parents can act as an advisor while curating applications, most don’t have the answers to the countless questions students may have. Luckily, parents can count on York’s resources to support their students when necessary.

“I think [my student] has received all the help he needed, but only if he asked for it,” Tracey Bianchi, parent of senior Danny Bianchi, said. “He took advantage of a lot of the events at York, and he has gone to drop-ins with Mrs. Thompson along the way.” Inevitably, parents want to ensure their child has a strong, thoughtful application that stands out to admission officers. However, it is easy for parts the the application, especially the personal statement essay, to become overedited. This may leave parents with the concern that the application is a pseudo version of their student. “The most important part is that the application reflects him and who he is. There is a temptation to inflate stories or have help with making essays perfect,” Bianchi said. “But the application needs to reflect who he is so that he truly ends up at the right school.”

How do college applications affect teachers?

Every fall, York’s teachers are asked to write letters of recommendation for seniors to include in their college applications. Year after year, the English and social studies departments in York receive the most letter of recommendation requests. Typically these classes include the most class discussions, leading to closer connections between students and teachers. Therefore these teachers are the perfect candidate for writing these letters.

“Letters are a lot of extra work for teachers,” Thompson said. “So spreading out the requests among a larger group of teachers is very helpful.” Kathryn Gilbertson, a freshman and junior English teacher, has received 24 letter of recommendation requests, making her one of the most sought after recommenders in York this year. Although time consuming, Gilbertson works hard to craft each letter she writes to be a significant addition to a senior’s application, making them stand out to an admissions officer. “I try to make every [letter of recommendation] very different and very specific, so it does take a long time,” Gilbertson said. Letters of recommendation add a nuanced perspective to any student’s application. Teachers are able to share their perception of the applicant after seeing them everyday for an entire school year, adding a deeper understanding of the senior as a whole. “I think what’s great about letters of recommendation is that as a teacher we spend so much time in class with these kids,” Gilbertson said. “We have a very unique take that maybe a parent or coach wouldn’t necessarily have.”

Senior Maggie Amberg examines her college options.

Photo by Kate Brody 20

M O R F T R PA E D S OR I N E S

Y A D Y R E V E S U P M CA

This school year, seniors have the privilege to head off-campus during their lunch period to their favorite spots. There are countless quick and on-the-go places that seniors look forward to visiting with their friends to get their preferred food and drinks. Which franchises seem to be the most visited by York seniors? Here are the top five off-campus places that students seem to favor the most. by Lexi Garelli, reporter

STARBUCKS. The most popular place that students expressed a liking for is the favorable coffee shop, Starbucks. Understandably, Starbucks is the perfect place for students to go when in need of an iced coffee or a refreshing lemonade. Besides the custom drinks, Starbucks carries numerous food items that compliment your preferred refreshments perfectly. The food items, ranging from breakfast sandwiches to muffins, are ideal to acquire and eat when on a time crunch. Also, the broad assortment of seasonal beverages keeps students coming back all year.

WHOLE FOODS. Another destination that many students enjoy going to during their lunch period is the enormous supermarket, Whole Foods. The main appeal about Whole Foods that makes it stand out is the variety of options offers. Whether you have a taste for sushi, smoothies, or anything from the hotbar, Whole Foods has it all. Additionally, if you ever need something on-the-go to bring back to school for a snack, the numerous products from the grocery section can satisfy your needs.

CHIPOTLE. Chipotle carries many tasty items on their menu, but they are specifically known for their bowls and burritos. Something unique about Chipotle compared to the other spots is that the workers make your meal right in front of you. The Chipotle workers will ask you exactly what you want in it so it is customized perfectly to cure your craving. In addition, the nearest Chipotle to the school is located in the strip mall off Route-83, a short drive away. The combination of efficiency and convenience makes it a senior’s favorite spot.

CHICK-FIL-A. Chick-fil-A is known for its famous chicken sandwiches and crisp lemonade, which makes it a fan favorite alone. But, the significant factor that makes Chick-fil-a a senior’s favorite place to go during lunch is its close proximity to the school. Though many seni the school. Though many seniorsors have access to a car on campus, not everyone has the luxury. This is a perfect walking distance from the school, allowing students to have enough time to eat and walk there and back. Chick-fil-A also has unique side options that keep seniors coming back time and time again.

GUAC N TACOS. An amazing local restaurant that stands out to many folks in the community is Guac N Tacos. It is located in uptown Elmhurst and offers a variety of options on the menu, so there is something for everyone. Another fantastic aspect about this restaurant is their focus on bringing Hispanic culture to Elmhurst, which creates a more welcoming environment. Many seniors go to Guac N Tacos to enjoy authentic Mexican food that comes from an amazing local restaurant which has had a positive impact on the Elmhurst community. 22

ight Song is blasted on the speakers,

green jerseys fill the halls, and students are planning their outfits according to the theme of the night. Yep, it’s game day. Just saying “game day”, you probably know what “game" it’s referring to. There is no sport at York more popular than football. You can feel the excitement for the games in your classrooms, on the announcements, and the green outfits. It even has its own school dance! Pictures from games are plastered on the front page of the magazines and websites, and students who don’t even attend York show up to cheer for the Dukes. It’s no wonder so much light is shone on the excitement of game day, yet it begs to ask the question: what about the other sports at York?

ATHLETES STRUGGLE FOR EQUAL COVERAGE

David Harvan, senior and manager of the football team, loves the enthusiasm surrounding the football team. To Harvan, it’s one of the most exciting parts of York. Yet, he notes the obvious inequality in recognition between sports. “There's a lot of great things that football can bring to the York community. It brings a lot of enthusiasm and excitement, especially on Friday nights,” Harvan said. “People pay a lot of attention to football, and while that can be amazing, it’s unfair to those who are in another sport. The other sports definitely don’t get the recognition they deserve. Still, I think the overall pride is pretty great.” Even though members of other sports put in equal levels of work, it seems their stands are not as packed with passionate students. Though there are multiple steps that can be taken to bring light to the lesser-known sports. “I think getting people to put the less talkedabout sports out there more, either on the announcements or social media, would be really important,” Harvan said. “Getting more features out would be a great step forward.” Francis Cunningham, senior and member of the girl’s swim team, knows everyone works hard. Regardless of the lack of recognition, she and her team still share a close bond due to their intensive hours spent together.

“Everyone on the team is super close, we’re all really good friends,” Cunningham said. “We spend five or six hours a day together for practice, so we hangout all the time.”

Despite the strenuous effort put into the sport, there’s a lack of acknowledgement meeting this hard work. Not only is swim under-recognized as a sport, but the hours put into it often go without mention as well. Cunningham believes the team should get more attention for their dedication, and knows there’s something that can be done. “We get some recognition, but we definitely get overlooked,” Cunningham said. “I think a lot of people just don't really understand the sport. Swim should definitely get more recognition, since it’s super fun and we work really hard.” Katie Turnbull, teacher at York and coach of girl’s bowling, faces a similar problem with her team. Often when people think of bowling, they think of field trips or birthday parties, yet the sport takes more technique and skill than most realize. “Something about bowling most people don't know is how technical it is,” Turnbull said. “There's just so much to the sport that requires fundamentals, drills, and strength that a lot of people don't recognize until they try to bowl in a way our competitive athletes do at York. It's such a great sport for anybody to do, but I think a lot of people don't notice the work our team puts in.” Paired with the lack of coverage on bowling is the issue of location. With there being no bowling alleys on campus, the team faces additional physical boundaries that prevent larger crowds. “I think bowling along with a lot of other sports face a particular challenge in that we are an off-campus sport,” Turnbull said. “The home fields aren’t in York, which means that if people want to watch us, they have to travel, as opposed to walking to the fields right in front of the school. If people saw the games, I think they’d actually really enjoy the experience. They’re loud, they’re competitive, and just really exciting matches overall.” With the troubles that come with distance of the sport is the worldwide struggle of getting women’s sports equal media coverage. Male sports are usually the first thing you see when you turn on the TV or read the news. When you think of basketball, you’re more likely to imagine the Chicago Bulls than the Chicago Sky, the WNBA team of Chicago.

“Not even looking at York but also the world, most of the time male sports get a majority of the coverage and recognition,” Turnbull said. “If there was more equal media coverage for these other sports, I think people might start to pay more attention to sports that don’t get as much recognition.” Following an increase in publicity would be an increase in equality throughout all sports, regardless of gender or skill-level. On top of the shortage of exposure covering girl’s bowling, the team faces a unique obstacle of starting from scratch their freshman year.

“It's such a great sport for anybody to do, but I think a lot of people don't notice the work our team puts in.” “There’s no bowling in the middle-school levels here,” Turnbull said. “Even though these girls are coming in with no experience, they’re able to do what other girls have been able to do for five or six years prior, which is how we’ve qualified for state every single year I’ve coached.” Qualifying for state is a difficult feat, especially in light of the aversions the girl’s bowling team is forced to face. Media coverage or not, everybody works just as hard, putting their best foot forward with passion and pride. Because our media often neglects to fully inform the York community about these other sports, their efforts and achievements go underappreciated. Moving forward, an increase in equal sports coverage can be expected. “It’s definitely an uphill battle, but it’s so rewarding to say at the end of the season, ‘Wow, we did that’,” Turnbull said.

by Julia Allie, reporter 25

Febin Xavi beats impossible odds

Sophia Amendola continues her varsity dominance into third year

Leaving your home without our family would be a dreadful experience for most people. For senior Febin Xavi, a varsity soccer player for the York Boys Soccer team, this was a reality. Just last year, Febin came over from India as an English Learning student who knew very little English, but was determined to play his favorite sport, soccer.

Since coming to York as a freshman, varsity swimmer Sophia Amendola had dreamed of making varsity, but didn’t expect her dream to come true so quickly. After one preseason of swimming, Amendola’s hard work paid off and she had become a member of varsity as a freshman. Now, being a junior, she has maintained her position on the team and has performed well.

“I was so happy to be in America, I have never been out of India,” Xavi said. “It was such a good experience for me, meeting new people.” Xavi, who came to the states last year, had missed the whole season prior, due to IHSA rules and had only summer training ahead before the next season. He didn’t let this stop him training for the next season. This was recognized by Jordan Stopka, the coach of the 2021 State Championship team. “Febin was an extremely hard worker even though many times he struggled to find a ride, he made it to everything he could, whether that was rides from his friends or riding his bike,” Stopka said. While he was very limited in what he could make it to, in a position where most kids might give up or quit, Febin had friends with him to help. “When I needed rides to games I had friends there for me,” Xavi said. “Danny [Marcial], Alan [Rivas] and Aaron [Jobi] gave me rides a lot.” Xavi had everything against him, missing three seasons, not knowing the language, not knowing anyone on the team. Through all these obstacles he has managed to make the varsity team and will hope to play in the playoffs this year.

FACING ADVERSITY, ATHLETES STRIVE TO PROLONG YORK LEGACY 26

Photos by Kate Brody

Sean Winton rises to first string after playing in the shadows After spending the season behind West Suburban Conference Player of the Year and an All-State quarterback, Matt Vezza, and a York team that was one game away from the State Championship, new starting quarterback Sean Winton has been passed the baton.

“It had been one of my goals to be on varsity as a freshman, so obviously I was very excited but with that came some nervous feelings,” Amendola said. “Once I made it I knew I had to put in a lot of work because people were going to take my sport if I didn’t.” A mindset like that as a freshman is one of the many reasons why Amendola received the spot in the first place. She was able to hold her position on varsity through her sophomore year and now into her junior year. She ended with three gold medals and helped lead York to the win, with the fourth overall score of all competitors.

“Obviously it’s not that fun to be that second guy and be the backup, but being behind a guy like [Vezza] you learn a lot,” Winton said Winton has led the Dukes to a 7-1 record as of October 16, including a blowout win against fifth ranked Downers Grove North in week five. “Sitting behind Matt, he taught me a lot of lessons,” Winton said. “I mostly learned preparation, knowing if he went down I had to be ready.” Winton had played in only three games last year, throwing a total of five passes. With the offense last year averaging 33 points per game, Winton has some big shoes to fill. “The offensive line propels us with their hard work,” Winton said. “Jake Melion this last week against [Downers Grove North] kind of carried us through the game, and of course our wide receivers just always make plays.” The offense, which has averaged 35 points per game and has been held under 30 points twice, has been running at full power. For comparison the best offensive scoring season in the NFL was the 2013 Denver Broncos who averaged 38 points per game. Winton’s offense has been incredible and it doesn’t look like there is much that can stop it.

This resulted in her being one of only six York swimmers that had the opportunity to compete at the State Meet. “I really hope I can encourage other incoming freshman to just give their best,” Amendola said. Being one of the school’s top swimmers, it can be easy to become egotistical due to the success or just walk around like you are better than everyone, but not many can not only be humble but encourage others to become better. Amendola is a great example of an accomplished athlete who draws attention away from themselves and looks to improve their teammates. “All of the upperclassmen were super nice and super caring and helped me change a lot since freshman year,” Amendola said. “Now that I am in their position I want to encourage the underclassmen similarly.” by Ryan Byrd, reporter 27

Want to read more stories?

ThisIsYork.org York’s Digital Student News Front and back cover designed by Kate Brody Photos by Kate Brody