Magazine 2.2 - Winter 2019 by The Lasso

The

Lasso Magazine

The official student MAGAZINE of George Mason High School

Winter 2019 // Vol. 2, Issue 2

Through our eyes Homework, sleep, happiness: Exploring what makes us run

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Lasso Magazine // Winter 2019

In this issue You can find... The Lasso George Mason High School 7124 Leesburg Pike, Falls Church, VA 22043 703-248-5500 www.gmhslasso.org

Sierra Sulc, Editor-in-Chief Erin Dean Fernanda Molina, Managing Editors Colter Adams, Politics & Opinion Editor Sarah Lambert & Evan Jones, News Editors West Hagler & Jay Nesson, Sports Editors Anna Tarter, Features Editor Rachel Doornbosch. Club Staff Writers & Contributors: John Asel Tessa Boneau Megan Clinton Kat Cooper Maggie Hicks Eleanor Kay Maeve Keating Olaiya Lewis Emma McDonald Sam Mostow Jason Mueller

Caleb Parnell George Price Emmy Reitinger Izabella Sisson Elisabeth Snyder Evan Stegenga Maansi Suri Maggie Traverse Liam Timar-Wilcox Alex Wallace Acacia Wyckoff Sequoia Wyckoff

Mission Statement The Lasso and its staff strive to inform their readers through accurate and factual reports, where information has been thoroughly gathered and verified; serve as an educational laboratory experience for those on staff; be accurate, fair, and impartial in its coverage of issues that affect the school community; not avoid publishing a story solely on the basis of possible dissent or controversy; cover the total school population as effectively and accurately as possible; report all issues in a legal, objective, accurate and ethical manner, in accordance with the Canons of Professional Journalism developed by the Society for Professional Journalists.

Lasso Magazine // Winter 2019

4 Climate change at Mason 7 Change up the wake up? 8 The value of sleep 12 The perception of homework “If I’m not in bed by 4 a.m., I don’t go to bed at all” - Becky Rasmussen, Sophomore

15 Best classrooms 16 Opinion: On college stress “[We] have to do homework all afternoon, get no sleep, and then wake up cranky to do it all again.” - Megan Boeson, Sophomore

17 College Satire 18 Book Review: “Pride” 19 Opinion: Toxic Femininity 20 HOPE in Falls Church 22 Opinion: Sex Ed is broken “Teaching students to be protected is better than not teaching them anything at all.” - Ricardo Quiroz, Freshman- Becky

24 Know your school budget 25 Business review: Kiln & Co. 26 Mason swim excels 28 Injury bug hits wrestlers 29 Four-Year Athletes 30 Basketball in the playoffs

From the Editor:

Your mind is a magnificent thing; complex and strange, but magnificent nonetheless. I have always been an advocate for bringing mental health into the spotlight and, with this edition of The Lasso magazine, that’s what we’ve done. We decided to focus this issue on mental health issues that are important to high school students. After all, the only way to solve an issue is to acknowledge and address it. How do Mason students really feel about our school environment, both physically and mentally? On page 4, you can see our analysis of George Mason’s 2018 climate survey and how it compares to results from 2016. On page 8, learn about sleep at Mason: how much are students getting and why? Is it because of excess amounts of homework? Maybe. On page 12, read about how much homework students really get and its effects. If it’s not homework causing your stress, maybe it’s college. On page 16, find out why you really don’t need to stress out about college. High school is known for being an extremely stressful time in your life and, even though it may seem like you have good reason, don’t forget to enjoy it too. Because pretty soon, whether it be 3.5 years or 3.5 months, you’ll be done with this place and you’ll regret all the time wasted on stressing over math homework and essays. You control your experience here; make it a good one. Sierra Sulc Editor-in-Chief 3

Climate change at Mason is real Survey results reveal Mason students are less happy about their school environment

By Fernanda Molina and Tessa Boneau

Every year, Mason students, staff, and parents must sit down for 20 minutes and answer questions about their perception of our school environment. This survey is called the Comprehensive School Climate Inventory (CSCI), which is a private survey service bought by Mason and administered to the school for their own purposes. The CSCI is usually distributed in the spring and has been taken since 2013. The CSCI website specifies that it measures five distinct categories, including “sense of social-emotional security, support for learning, social and civic learning, physical surroundings, and social media,” along with an overall categorical breakdown. The survey examines these Sophomores (left to right) Marnie Hagler, Caroline Poley, and Evet Alfaro study together in the library categories through a median rat- during fifth block. Despite scenes like this, the results of the Climate survey reveal fewer students feel ing on a 0-5 scale: Scores low- emotionally supported at Mason. (Photo by Sierra Sulc) er than 2.5 are in the negative fixing. After reading 147 pages of the CSCI Closely related to this category is “support range, scores between 2.5 and 3.5 fall under survey, we found that students at Mason feel for learning,” which indicates students’ feelthe neutral range, while scores above 3.5 are increasingly unhappy, unsafe, and insecure. ings towards teaching practices at their school. part of the positive range. Through an examination of the data, we For example, do students feel that teachers let Additionally, the survey also compares the saw an average of a 10% decline from 2016 to them know when they do a good job and offer school’s rating by year - if there are multiple 2018 in the positive aspects of all five catego- them constructive feedback? Is schoolwork years, the ratings are compared to demonstrate ries tested by the survey from a student’s per- challenging? Is there support for learning from the changes between the years. spective. (Lower left) mistakes? “The main goal of both the climate surveys is In the “sense of social-emotional securiThe median score in this category in 2016 to ask if students feel safe [at Mason]; to deter- ty” category, the percentage of students who was 3.63, yet dropped to a neutral range of mine if it is a good learning environment,” said marked Mason in the positive range decreased 3.50, meaning the positive range decreased assistant principal Kevin Clark. from 38% in 2016 to a meager 27% in 2018. by 4% while the neutral range increased by 6% Just like Mason’s AC and heating system, we Meaning fewer students feel completely safe over two years. discovered that Mason’s school climate needs from verbal abuse, teasing, and exclusion. 4

Lasso Magazine // Winter 2019

The graphs above show the decline from 2016 to 2018 in how Mason students feel about emotional support from staff, teachers teaching practices, and our school building. Lasso Magazine // Winter 2019

When we went out to ask students if they felt emotionally supported by teachers and administrators, many of them were not sure but tended to lean toward a neutral point of view. “No overall, but it depends on the teacher. Some teachers I am closer to, so I can talk to them more easily,” said junior Sophia Chavez. In all categories, students ranked Mason more negatively than both parents and staff. The median difference between the students and staff was 0.27 points, while the difference between students and parents perception of the school was 0.10 points. There were only a few categories that students ranked higher - social media was ranked at 3.33 by students compared to the staff’s ranking of 3.20 and parents 3.1; social support was ranked higher than parents but lower than staff. (Upper left) In the “sense of social-emotional security” category, the staff had a score of 3.33, which is neutral. However, there might be a reason for staff having a subpar rating in this category. Recently, they have been facing a new teaching style that involves more than just delivering knowledge. In the past, teachers were trained to base their teaching on content. In today’s society, teachers are being asked to think of the mental health of a student. In order to address this issue, the Mason administration has been working in many ways, including holding a focus group for teachers and staff. In this group, it was found that teachers have a hard time addressing the needs of students when teachers do not have enough time with all the amount of work they have to complete. “We are trying to show teachers how to not just teach the subject, but also provide support for students,” said Principal Matt Hills, which may explain some of the current instability in the category. Another category tested was the “social and civic learning,” which tests how the Mason community feels about the support for the development of social and civic knowledge, skills, and dispositions including: effective listening, conflict resolution, self-reflection, emotional regulation, and empathy. This category also saw a decrease in its positive aspect too - there was a 1% increase in the negative range and a 2% decrease in the positive and neutral range. As we continued looking through the data, we continued to see a decline in every other category, dropping from 59% to 32% in the positive sense of “physical surroundings” (Middle right). This change in view may be easily explained (just take a look at the ceiling tiles, which are dropping at an equally speedy rate). 5

However, we have to keep in mind that this building has been here for about 77 years and there are bound to be issues that cannot be prevented, and administration does its best to keep its students safe. “Our number one objective is to consider the safety of our students… such as broken doors, we are going to start there. When we talk about what is aesthetically pleasing… if ceiling tiles are creating a hazardous environment for the students… we are [going to] fix that,” said Mr. Hills The last category, “social media” measures if students feel safe from physical harm, verbal abuse, gossip, and exclusion on electronic devices and online through apps like Twitter, Snapchat, Instagram, or other social media platforms such as email, text messaging, etc. “I think that on rinstas (public Instagram accounts) people are nice, but on finstas (private Instagram accounts) people can really be rude and cruel when talking about others,” said one junior, who asked to remain anonymous due to possible backlash.

This category was the third most impacted category in two years by seeing a decrease of 6% in the positive range. To combat this, the administration has introduced Mindful Mornings and Wild Horse Wednesday, where students work with teachers to address issues such as bullying. “One of the programs we instituted this year was the Wild Horse Wednesday... we saw this as an opportunity for us to focus on things like that,” said Mr. Hills. Through the examination of all these five categories, “sense of social-emotional secu-

rity,” “physical surroundings,” and “social media” were the three most affected categories in the past two years. Based on this information and comments from both students and teachers, we found that while the numbers in all categories have decreased, administration is taking action to find a solution for the seemingly less happy student body, and hopes that with the new building on its way as well as new programs such as Wild Horse Wednesday, students will start to feel better in our community.

Lasso Magazine // Winter 2019

Our early morning struggle Should we change-up the wake-up? BY Anna tarter

“I come home from swim practice at 6:30 and I don’t eat breakfast because I don’t have time so I think that [having later school starting times] would really help.”

In 2014, the American Academy of Pediatrics issued a policy statement urging high schools and middle schools to push school starting times to no earlier than 8:30am, in an attempt to improve the overall health of students. This is due to biological sleep pattern shifts of about two hours towards later waking and sleeping times for teenagers after puberty, which makes it harder for some teenagers to get enough sleep with a demanding school schedule and early waking time. Fairfax took the lead, and delayed high school starting times by a half-an hour in 2014. Should Mason follow their lead? Some benefits to a later school starting time include: -Increased alertness, memory, learning skills and attention -Reduced tardiness -More sleep per night and less fatigue

- Maddy Dubois

However, starting school later would also mean less time in the afternoon for students to do sports, extracurriculars, and spend time relaxing at home. After releasing a twitter poll, it seems like the majority of twitter users who responded to the poll thought that delaying school starting times by half-an hour is a good idea.

“School should start later. Science says adolescents body clocks operate best at a later time. In an ideal world, I think school should start around nine, so we should look at it [school starting time].” -Mr. Stewart Lasso Magazine // Winter 2019

Studies have shown many negative effects associated with sleep deprivation, including:

• increased risk for automobile accidents • decline in academic performance • decreased creativity • increased stress • irritability

• increased heart rate variability • increased blood pressure • weakened immunity • depression • moodiness

By Anna Tarter

“If I’m not in bed by 4am, I don’t go to bed at all.”

Despite sophomore Becky Rasmussen’s likely drowsiness, she is articulate and easy to talk to. “On a typical school night, I’ll go to bed at the earliest midnight but I’ve pulled all-nighters as well...I absolutely crash by the end of the week,” Rasmussen said. Whether you walk into the library at the beginning of the school day, or your math class at the end, you are practically guaranteed to find someone slouched against their chair, deadasleep. If you’re like Becky, and squeeze by with a measly three hours of sleep per night, then you understand the struggles of sleep deprivation.

“I absolutely crash by the end of the week” - Sophomore, Becky Rasmussen To get a better look at the broader picture of student sleep habits, The Lasso conducted 8

A look into the silent struggle of sleep deprivation at Mason a survey, asking students how much sleep they get on an average school night. With around 36% of the students at Mason participating in the poll, the results were clear: Mason has a sleep problem. According to the Nationwide Children’s Hospital, teenagers need between nine and nine and a half hours of sleep per night, suggested through the results of a study. This is due to a biological sleep pattern shift of about two hours towards later waking and sleeping times after puberty. Failure to get those essential nine hours results in sleep deprivation, which comes with a whole list of possible side-effects. And yet, an overwhelming percentage of the student body - 93% - reported getting less than the recommended 9 hours of sleep. The Lasso poll results showed that 10% of students reported getting less than two hours of sleep on an average school night, and 27% reported

getting only four to six hours. Only 7% of students reported getting more than eight hours. According to Benicia Palmer-Laski, “I get more sleep than most high schoolers...I usually

An overwhelming percentage of the student body 93% - reported getting less than the recommended 9 hours of sleep. get around 7 hours of sleep.” To understand why so many students aren’t meeting the recommended nine hours, the Lasso posted a follow-up survey, asking students the primary reason they do not get 8+ hours of sleep on an average school night. Well over half of the poll participants (63%) selected Lasso Magazine // Winter 2019

“Homework” as the primary cause. The fact that homework is the leading reason for students not meeting the nine hour sleep recommendation led me to wonder what could be done, and see how some manage it. “A lot of times, big things will be due on the same day, so that’s stressful,” said sophomore Natalie Boldt. To my surprise, however, when I went to a table of freshmen in the cafeteria, and asked them whether or not they felt like they got an adequate amount of sleep on an average school night, I was answered by all “yes”s and only one no, by a girl who called herself a “procrastinator.” “I think as a society, we spend too much time being busy, and not enough time listening to our bodies,” said Mr. Richard Visna, who teaches psychology and World Civilizations. “If you’re a student, and stay up all night studying, and don’t get any sleep, none of the information will get included into a long term memory, which can affect academic performance. I think we stretch ourselves too thin, especially in this area where everyone has to be above average,” he added. “I’m not anti-homework, but I think homework should be used wisely, conveying and reinforcing material taught in class...I think it’s essential to have that rapport between classes.”

(Cartoon by Tessa Boneau)

Senior Nick Spencer falls asleep in the school library. When asked how much sleep he gets at night, Spencer said: “On a good night, probably about six hours, but on average maybe four to five.” (Photo by George Price)

Advertise with us lassoads@gmail.com Lasso Magazine // Winter 2019

Results of Lasso Web Poll (November 27, 2018 - 284 respondents)

How many hours of sleep per night sleep do Mason students get?

What causes Mason students to lose sleep at night?

Lasso Magazine // Winter 2019

How much sleep do you get? Level of organization Hours of productivity/day Hours of sleep/night Why do you go to bed as late as you do?

Tony Tomljanovich Freshman

Arianna Turner

Malina Krotzer Senior

Kelly Fischer Junior

Low

Medium

7-8

5-6

Social Homework, media and stress, time responsibilities constraints

Homework and stress

Compiled by Izabella Sisson

Lasso Magazine // Winter 2019

Students vs Teachers How Much Homework?

Ranked #2 in the state, and #157 in the

nation, it’s no secret that Mason is a high achieving school. These rankings take into account test scores and IB courses, but don’t take into account all the late hours that students spend doing what seems to be the most dreaded aspect of school: homework.

Although this experience was voiced by sophomore Megan Boesen, it’s all too familiar for the rest of the student population. With a high academic standard at Mason, students often feel that homework can rule their life, and it appears that students across the nation agree. According the Washington Post, 83% of U.S. students derive a somewhat to significant amount of stress from school, and 27% of students reported feeling “extremely stressed.”

“

Hana Ghaderi

We go to school all day, then we get home and have to do homework all afternoon, get no sleep, and then wake up cranky to do it all again.

Elisabeth Snyder

Elisabeth Snyder is a sophomore who takes as many honors classes as she can, including: AP US Government, Honors Algebra II/Trig, French IV, Honors Chemistry, Honors Language & Literature 10, Wind Ensemble and Journalism.

“If I have a significant amount of work/activities sometimes I need to sacrifice the quality of my work and that’s never a good thing.”

”

-- Megan Boesen, sophomore After speaking to a number of Mason students, we found that the majority admitted to feeling stress, with the leading factor for this stress being work that must be done outside of school. But are teachers aware of the amount of homework, and stress, they assign their students? To find out, the Lasso spoke in detail with two students and compared the amount of homework they receive from each of their classes with the amount that their teachers say they give. Our investigation was dependent on student and teacher feedback. The numbers we collected, therefore, may not be precise, since

Hana Ghaderi is a sophomore who takes a balanced schedule, with one honors course (Chemistry) and otherwise regular courses, including: Language and Literature 10, Spanish II, Algebra II, CP Government, and Art II.

“Even with a balanced schedule, it’s still difficult [to manage homework] because of other obligations like eating dinner and going to sports practice.”

we were asking for estimates. However, we believe the conclusions we draw from our investigation are a strong representation of reality. We chose two sophomores because most sophomores generally have the same course requirements (e.g., every student will take one math, one science, PE class, etc,). This makes it easier to compare two students who take the same class, but in a different level (honors vs. regular). However, it must be noted that these are still individual schedules, and this information cannot be applied to everyone’s experiences. Lasso Magazine // Winter 2019

Students Teachers

“Honors” Schedule

3 Number of Hours

2 1 0

“Balanced“ Schedule

Number of Hours

1 0

According to the data, teachers and students had relatively similar perceptions of homework time across the board, and in some instances, teachers even overestimated students’ homework load. In these instances, the teachers actually insisted that they try to limit the amount of homework, such as history and government teacher Mr. Chris Pikrallidas: “My general philosophy is to give as little homework as possible, but it’s inevitable that I give some.” In the honors classes, though, there was a steep increase in homework given, averaging 50 minutes of homework given per class. Snyder, whose schedule is mostly honors classes, said that homework isn’t always helpful. “When it has a purpose, it’s fair,” she said. “But sometimes, it seems to be busy work and assigning that much busy work does not feel fair.” And on average, teachers were even more empathetic to the challenging schedules Mason students often have when it came to the amount of homework done per night; the honors schedule estimation was the same for both teachers and students, and teachers of the regular schedule actually overestimated how long students spend per night.

Students

Number of Hours

Teachers

Lasso Magazine // Winter 2019

Both students and teachers recognize that balancing classes, one of the greatest struggles of school, is not easy. “Balancing classes can sometimes be a tough road to travel,” said math teacher Ms. Maureen Smith. Sophomore CC Meade agreed: “We do the homework to learn... but it just diminishes your soul when you can’t sleep and be balanced enough to take care of your mental health because of how much work we have to do.” Students often feel overwhelmed by homework on top of extracurriculars and a social life. “Even with a balanced schedule, it’s still difficult [to manage the homework],” Ghaderi said. “[I have] other obligations like eating dinner and going to sports like volleyball practice.” On the other hand, teachers feel that if students don’t think they have the time to commit three to four hours for homework a night, they shouldn’t take honors classes. Mrs. Sara Dudley, math teacher, stressed the importance of knowing how much work you can commit to, especially with Mason’s open enrollment system. “We used to have prerequisites to take certain honors classes [which managed how much work students received],” she said. “But with open enrollment, students can challenge themselves more and must work harder to master the content.” Going to a high achieving school like Mason means that classes are harder and the workload is heavier, so it’s important to stay balanced and value mental health as well as your grades.

Cartoon by Tessa Boneau, @shine.tree on Instagram

Lasso Magazine // Winter 2019

Our favorite rooms Despite the bland cinder block walls, the blinding fluorescent lights, and the moldy ceiling tiles that make up Mason’s classrooms, some teachers have been able to make their rooms so great that students actually look forward to their class. The Lasso explored which classrooms at Mason are most inviting and we put together the best ones.

1. Ms. Frisbie’s room

2. Mr. Northrip’s room

If you ever happen to go into Ms. Frisbies’s room during Mustang Block, you will find it filled with many freshmen girls and the occasional upperclassmen. Ms. Frisbie makes it as welcoming as possible by hanging lights around the perimeter of the room, as well as hanging decorations above the door,

“The theater room is an open space to create and also there are a ton of posters on the wall that represent inside jokes,” said senior Shannon Rodgers, who has spent four years coming to this room. “There’s a ton of show memorabilia and it’s a really nice feeling being in there, especially when you know the stuff on the wall. It’s always a welcome place for everyone to be in.”

3. The Library When you walk into the library one of the first things you see are the smiling faces of the librarians. Our librarians are always creating ways to make the library even more inviting; many students choose to spend their Mustang Block or their lunch in the library, either curling up on the couches and chairs or recharging their laptops. The library is one of the most inviting and comfortable places in GM.

4. The art room The art room is always filled with students creating and hanging out. Whether it is painting, drawing, or photography, the art room has it all. “I’ve spent four years of my high school career in there. The tables are rustic and the room is very open. There’s lots of space for people to walk around and showcase the art that we’re working on,” senior Lara Riyad said.

5. HyC

HyC is a great place to hang out, even though many are unaware of its location or even its existence. HyC is located in a hallway that is off to your right when you come down the stairs by the band room. HyC has many comfortable chairs and couches, along with the welcoming and fun HyC teachers. “[In] freshman and sophomore year [the HyC room] had bean bag chairs so when I would want to relax I Compiled by Eleanor Kay would just go in there and chill in the bean bag chairs,” senior TiKa Wallace said. and Olaiya Lewis

To see the full list, visit gmhslasso.org

Lasso Magazine // Winter 2019

Opinion

Chill out: there is no such thing as a dream school By Evan Jones George Mason is infamous for its high pressure academic environment, which is especially pronounced for juniors and seniors, as they wrap up their high school tenure. With such a rigorous environment, it is understandable why so many juniors and rising

“Finding the right college is an extremely hard thing; it is one of the most stressful things I’ve had to deal with.” - Cole Davies, junior

Students should consider the size, location, and that they can get the most out of their experienvironment of their ideal college, and apply ence when it actually comes time to attend colbased on these qualities. But, too often, high lege. schoolers obsess over unimportant details of This doesn’t mean you don’t research or their potential colleges. even tour colleges that seem interesting, but Many focus on the nalimiting the amount of time tional rankings, attempting you spend on the college to get into the best universi- “I am scared of the application process can help ties. This pressures students possibility of being re- alleviate this stress. to produce the best possible jected from my favorite Moreover, the intense application in order to be focus on college applicaschools.” accepted to the most selections (that high schools oftive schools, often setting - Keenan Hom, junior ten stress) seems to exclude students up for failure and the possibility of engaging disappointment. in gap year programs or not Others focus on more detailed things, such attending college, which may be more fit for as the architecture or the legacy of a college. certain students. These are often afterthoughts These may be minor things to notice in a school, for students who are already caught up in the but giving any more focus to small details is college admissions process. more than likely a waste of time and effort. As you begin to prepare applications for You should approach their applications dif- your favorite schools, consider taking a deep ferently. breath. You will likely end up at a great school Students should quickly identify schools to and enjoy the friends, classes, and activities that apply to. This way, students can enjoy their final the university has to offer, regardless of whether years of high school and prepare themselves so or not it has gothic or renaissance architecture.

seniors feel overwhelmed by the college admissions process, which adds another layer of stress to students’ cluttered minds. But maybe it shouldn’t be this stressful. While students should explore what they might do following high school, this process does not need to become a time consuming and stressful activity. For students like Cole, the college application process marks one of the biggest decisions in their high school career - one that influences the his success and enjoyment of the upcoming years. While it is certainly important, many exaggerate how influential college is in their success. The college experience is more dependent on the student and their use of a school’s resources than the minute differences which often decide to which school a student applies. There are roughly 5,300 colleges and universities in the United States, creating one of the best higher education systems across the globe. This is not to say that College and Career Coordinator Bob Palermo is a valuable resource for students who are concerned about all of these colleges are the same. college applications. These flyers, kept outside his office, are frequented by students looking to learn about life after high school (Photo by Maggie Traverse).

Lasso Magazine // Winter 2019

5 College Resume Tips Tip #2

Tip #1 Do not mention that you started a satanic cult in high school, even if you held a leadership position

Tip #1 Tip #3

Highlight activities in which you have excelled, although, do not dwell on the fact that you’ve been voted the “school’s best plagiarist”

Tip #4

Do not emphasize your charitable work sharing homework with classmates, even if you earned lots of volunteer hours

Tip #5 Do emphasize how being the Ugandan delegate to the weekend model UN conference changed your perspective on life

Do not boast about the fact that you are your high school’s resident drug dealer, even though it has allowed you to develop highly sought after business and communication skills. Lasso Magazine // Winter 2019

Review:

"Pride" v. "Pride & Prejudice" Ibi Zoboi puts a new and appealing spin on an iconic Mason book By Olaiya Lewis

The Mason freshman honor classes read “Pride and Prejudice” this year, however, few have read the exciting new version of it: “Pride.” Jane Austen’s “Pride and Prejudice,” published in 1813, takes place around the same time in England. It tells the story of a family of five girls who live in Longborn and face an exciting turn in their lives when a handsome eligible rich bachelor moves into their town. Ibi Zoboi’s “Pride,” written in 2018, takes place in Brooklyn, and it too describes the teenage life of a girl and her four sisters and how things begin to change too soon too fast when a rich family with two teenage sons moves in across the street. While Austen’s original is a beloved classic, the dialect is quite confusing; due to it being

“Pride and Prejudice” by Jane Austen. The book was written in 1813 and is commonly read in freshmen English classes at Mason more than 200 years later. (Photos by Olaiya Lewis) 18

set in the 19th century England many of the passages are hard to understand. “Mr. Collins was not left long to the silent contemplation of his successful love; for Mrs. Bennet, having dawdled about in the vestibule to watch for the end of the conference, no sooner saw Elizabeth open the door The book “Pride” by Ibi Zoboi. Students can check out Zoboi’s new take on and with quick the classic “Pride and Prejudice” from the Mason library (photo by Olaiya step pass her Lewis) towards the staircase, then “I liked ‘Pride and Prejudice’ better beshe entered the breakfast-room and congratu- cause I felt that it was more put together than lated both him and herself in warm terms on the ‘Pride’,” freshman Savannah Walker said. happy prospect of their nearer connection.” “However it was easier for me to understand These types of sentences cause many to need ‘Pride’ because the language was more what to read the book twice before they can begin to we are used to, as were the social aspects. understand the complicated dialect and plot. Their issues were also much more relatable to The book “Pride” is from a 17-year-old ours because they are also in high school.” girls point of view, making it much more unWhile many feel that “Pride and Prejudice” derstandable and also much more relatable is more put together and better written, they for teen audiences. The sentence structure is can identify with “Pride” much better. When much easier to understand: “Sometimes love the freshmen classes read “Pride and Prejuis not enough to keep a community together. dice” some students read “Pride” first and There needs to be something more tangible, then read “Pride and Prejudice,” so that they like fair housing, opportunities, and access to can understand the classic better. The English resources. Lifeboats and lifelines are not sup- Department could consider including both posed to just be a way for us to get out. They these books in the curriculum for the upcomshould be ways to let us stay in and survive. ing year to further the students’ understanding And thrive.” This kind of sentence structure of the novel. allows for an easier read. Lasso Magazine // Winter 2019

Opinion

Toxic femininity: It’s not what you think By Sierra Sulc Many of you have probably heard of the term “toxic masculinity,” but for those of you that haven’t, according to tolerance.org, it is defined as a “narrow and repressive description of manhood, designating manhood as defined by violence, sex, status, and aggression.” Basically, it’s the stereotypical ideas about masculinity that have negative effects on society. An example is the idea that men are not allowed to have feelings and express their emotions. Yes, the idea that men need to be tough, can’t have emotions, and are sex-driven fiends, is problematic and, for lack of a better term, toxic to society. But let’s take a minute to talk about the female equivalent: “toxic femininity.” I would like to say right off the bat that I do not view this term in the same way that many other writers have written about it. I had actually never heard this term before and was really excited to look into it. However, the results of a quick Google search of “Toxic Femininity” was really upsetting. I read articles like “#MeToo Will Not Survive Unless We Recognize Toxic Femininity” by Meghan Daum posted on medium.com and I was shocked. Daum accuses women of using their femininity to take advantage of men rather than to address the negative effects that feminine stereotypes can have. If toxic masculinity is the negative effects of masculine stereotypes, I would expect toxic femininity to have the same premise. For both toxic masculinity and toxic femininity, the problem is within the stereotypes, not the men and women. The idea of the “perfect woman” is one that has been terrorizing our society for years. According to an article written in 2014 on mavericktraveler.com, the perfect woman must be beautiful, confident, intelligent, “feminine,” semi-independent (whatever that means), and loyal, just to name a few. Unfortunately, this sounds a little too similar to how the post World War II’s definition of the “ideal woman” was described in Betty Friedan’s “The Feminine Mystique.” This definition describes the ideal women strictly in terms of traditional marriage and motherhood, saying that the ideal feminine woman is passive, selfless, and completely devoted to her family, happily fulfilling her household duties. And the opposite of this “ideal

Barbie has become an international symbol for femininity. There are many stereotypes about femininity that have a negative effect on our society. Photo via Tracheotomy Bob via Flickr.

woman” would be a powerful, career-oriented, and one that would never be happy or fulfilled. What’s the problem with this similarity? “The Feminine Mystique” was written in 1964 and is credited for triggering the second wave of feminism by outlining these unrealistic and harmful standards. Well, welcome to my 2019 version of “The Feminine Mystique.” Although we have come a long way from the narrow view of women that existed in the 60s, women are still fighting these stereotypes of what it means to be a “feminine woman.” Even today, women are under pressure to be soft and submissive. They get into a habit of apologizing for everything they do and say: “I’m sorry, I have a question,” “I’m sorry, but could I please get your report?” “Sorry.” Women are under the impression that they should apologize for simply existing and going about their day. They are expected to accommodate everyone else’s needs. This frame of mind is toxic to women. This stereotype can cause them to put everyone before themselves, leading to their decline in status. After all, using the word “sorry” usual-

Lasso Magazine // Winter 2019

ly implies that you’ve done something wrong. Using it when you haven’t simply lowers your credibility and authority. Similarly, women are still expected to be passive, as described by Friedan in 1964. We, as a society, still view a powerful woman who stands up for what she believes in a negative manner. It’s supposedly “unappealing” for a woman to be outspoken and as soon as she stands up for something, she is considered rude and overly opinionated, even masculine. “For me, it’s come to a point where I’m aware that a lot of people think I’m mean because I stand up for what I believe in. I’m okay with it because I would rather take that title instead of people trying to push me over or consider me a less important part of the conversation,” senior Raquel Dod said. “I really don’t want to be mean, but it’s the only way I’ll be taken seriously.” This practice is detrimental to women because it removes their voice from the conversation. In attempt to adhere to this unwritten social rule, women are much less likely to advoContinued on the next page 19

HOPE for pregnant teens By Maeve Keating Ama Richardson, the Executive Director of the HOPE House, was warm and welcoming as she brought me into what appeared to be a regular Falls Church home. Yet upon entrance, I noticed there were bins filled with diapers, a floor to ceiling shelf of brochures on mothering, and posters of smiling women with their babies. The HOPE House was founded in 1971, and it works to, “offer physical and emotional help to pregnant women for free, to provide an alternative to abortion.” The nonprofit gets all of its funding from donations, which I was surprised at due to the plethora of supplies displayed in the first room alone. Once I entered, Richardson showed me around the building. It is laid out like a regular house with a kitchen, garage, and basement, but almost every room has some form of storage for the substantial amount of donations that they receive on a daily basis, which Richardson said was about seven full trash bags. By far the most shocking room was the main storage room - the basement. There are shelves upon shelves of full bins. Each bin is a kit that every woman receives a

(Continued from previous page)

cate for themselves and what they believe in. As a result, their voices aren’t heard and they lose their say in what’s going on around them. Another characteristic that is often attributed to women is that they’re overly emotional. This stereotype is one that is often discussed, yet continues to be an issue. The idea that women are overly emotional actually works to invalidate their emotions. Because of this stereotype, when women express their emotions or discontent, it is written off as them being too sensitive. One of the prime examples of this is anger. When men express anger, it is taken seriously, but when women express anger, it’s either viewed as “cute” or “erratic”. It’s either, “aw, you’re so cute when you’re mad” or “stop being so crazy”. This struggle is even depicted in the new movie about Supreme Justice Ruth 20

The front of the HOPE House located at 611 Park Ave. in Falls Church. Although it looks like a normal house from the outside, this house contains resources for pregnant teenagers. (Lasso photo)

week before her due date consisting of a car seat, breast pump, baby clothes, diapers, etc. Again, these are all provided by donation. Based on the gender of the baby, they also get clothes for the first three months of the child’s life. After that, they can come in and swap out the clothes for an older baby.

Bader Ginsburg, “On the Basis of Sex,” released this past December. As she fights against gender discrimination, she must play down her passion in order to avoid being labeled as “over-emotional.” Once again, women lose their voice and are invalidated by unwritten social rules. There are many more obvious negative stereotypes that plague women: unattainable beauty standards, occupational stereotypes, and gender roles in family dynamics. But, these more discrete stereotypes may actually be more toxic. Because they aren’t as daunting, these stereotypes are often overlooked and, therefore, left unaddressed. Each of these stereotypes has something in common; they give women less authority. Even when women do attempt to speak out, they often aren’t taken as seriously and they aren’t heard. Being apolo-

When a woman comes in suspecting she is pregnant, the first thing that the HOPE House does is conduct a pregnancy test. If it comes back positive, the woman is paired with a volunteer who will help her figure out her options. If the client chooses to adopt, they have plenty of resources to connect the

getic and passive don’t usually get you what you want or need. And when expressing anger and frustration also gets you nowhere, it’s sometimes difficult to be heard. One thing that I would like to make clear is that there is undoubtedly value in femininity. Defining yourself as a “feminine woman” is not the problem. Femininity is powerful and beautiful and should be embraced. The issue is within these preconceived notions about femininity. These stereotypes make being feminine seem negative. The goal is to eradicate these toxic stereotypes so that women don’t feel the need to “act masculine” in order to be successful and powerful. We need to accept that being a woman doesn’t mean that you have to be passive and ignored. Being a woman means whatever you want it to mean. Lasso Magazine // Winter 2019

woman to a positive adoption agency. Whatever she chooses, the volunteer will be there throughout her pregnancy to help with everything. If the mother chooses parenthood, the HOPE House will offer supplies for the first two years of the child’s life. The HOPE House has very little requirements in order to register with them. They just need the woman to be in her first two trimesters of pregnancy when she registers. “They do not need to show proof of identification or citizenship,” which Richardson suggested was a reason why Hope House appeals to undocumented immigrants. “Confidentiality is crucial to our organization because we want to build trust with our clients,” said Richardson. Because of this, HOPE is a great resource for pregnant teenagers, who are estimated to make up about 30% of their clients. The organization does not report anyone who is undocumented or underage to any authorities. And the price? Absolutely nothing. The HOPE House covers all expenses, from the pregnancy test to the maternity clothes. However, they do require that clients who are not in school to complete a certain amount of hours per week taking classes on parenthood or pregnancy.

Brochures from hundreds of agencies that the Hope House collaborates with. (Photo by Maeve Keating)

HOPE In NOVA Phone: (703) 536-2020 Address: 610 Park Ave, Falls Church, VA 22046 Website: hopeinnova.org Rows of diapers in storage at HOPE House. (Photo by Maeve Keating)

Lasso Magazine // Winter 2019

Opinion

Sex ed is broken We need to be a little more realistic and a little less afraid By Sarah Lambert Frank discussions about one of our most natural human interactions remain incredibly taboo in today’s society, especially with regards to minors. And although it is true that most Americans will have sex before marriage -- with the average male losing his virginity at age 16.9 and female at 17.4 -- abstinence (the act of waiting for sex till marriage) is still a prominent feature in American public schools’ sex education courses. American Sex-Ed programs are flawed, if the subject is even taught. According to the Henry J. Kaiser Family Foundation, only 24 states mandate sex education for youth (Virginia not being one of them), with only 13 states requiring that the information taught in it be “medically accurate.” 37 states require that, when taught, sex education must include abstinence, and 26 require that it be stressed. Only 18 states require that information on contraception be provided. Legislators are apparently so afraid of underage sex that they

would rather prohibit discussions, than have useful information on safe intercourse provided, leaving adolescents confused and curious. Virginia’s Sex-Ed programs, in particular, fall short. According to the Virginia Department of Education, Virginia’s family life education aims to teach “age-appropriate instruction in family living and community relationships, abstinence education, the value of postponing sexual activity, the benefits of adoption as a positive choice in the event of an unwanted pregnancy, human sexuality and human reproduction.” Although FCCPS incorporates topics such as contraception education, this is the core curriculum for us as well. This curriculum summary raises several questions such as: how does the state of Virginia define “age appropriate”? The state curriculum states that we all develop physically and mentally at different speeds, so should we start teaching Sex-Ed earlier, in order to capture those that develop faster? And how wise is the focus on abstinence, or as the state curriculum words it, “the value of postponing sexual activity?”

As freshman Ricardo Quiroz put it, “teenagers are teenagers; they are going to do what they want. Teaching students to be protected is better than not teaching them anything at all.” When someone is told not to do something, its attractiveness increases significantly, especially among high schoolers. So when educators only tell high schoolers “don’t have sex,” they are not preventing sexual activities. However, they are increasing the likelihood that sex could result in STDs or pregnancies. Studies have repeatedly shown that in areas with abstinence-only education, there is a higher rate of teen pregnancies. Abstinence-only education also contributes to sexist ideas associated with virginity and sex. When reading the curriculum one line, in particular, stood out to me: “content focuses on the need to consider lifelong goals in relation to pressures for present sexual activity. Topics include the impact on reputation...” Reputation in terms of sexual activity is a double standard. Boys are often congratulated about their sexual advances, whereas girls

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often gain a negative reputation, and are called derogatory names. Much of the curriculum indirectly focuses on the idea of keeping your “virginity” intact. This focus on “reputation” feeds into a social construct that shames women. We should be taught that, in having sex, a person doesn’t actually “lose” anything, and it should not affect self-worth. More worrisome, the family life guidelines fail to address rape culture. The standards say: “the student will describe strategies for saying ‘no’ to premarital sexual relations. The emphasis is on strengthening self‑confidence and reinforcing assertive skills and decision‑making skills. Students learn why and how to say ‘no’ to premarital sexual relations and to situations that challenge their own values, how to manage peer pressure, and how to manage their own sexual feelings.” This is important. Telling students to say “no” is important. But a crucial part of the lessons need to teach people to understand “no.” I remember the conversation in eighth grade (which, to my earlier point, was directed towards the girls.) We were told different ways to say “no,” including ridiculous excuses such as saying “sorry, my mom needs me to come home.” We should have been taught that“no means no” and how to understand consent. This shouldn’t have been an attempt to make sure kids don’t have sex, but to make sure kids aren’t raped. It is also interesting that the curriculum only teaches how to “say ‘no’ to premarital sexual relations,” not how to “say ‘no’ to unwanted sexual relations.” Other topics, such as abortion, are still overlooked. Adoption is specifically encouraged, teaching “the benefits of adoption as a positive choice in the event of an unwanted pregnancy,” whereas abortion is explicitly discouraged: “Abortion is not presented as a method of birth control, but spontaneous abortion or miscarriage is explained and the risks of induced abortion are analyzed.” The risks of pregnancy on a young body are not disclosed, nor the impact on a minor’s mental and physical state. Abstinence is technically the only method that is 100 percent effective in preventing pregnancy and sexually transmitted infections. I just believe necessary sex education, such as HIV education, is also important. I spoke to many Mason students for this article, and many who admitted to practicing abstinence off the record didn’t feel comfortable speaking about it.

Abstinence is a choice that should be respected just as much as choosing to have sex. If someone chooses to have sex before marriage, they should know how to safely and

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shouldn’t be shamed. Sex isn’t inherently bad, and Sex Ed should educate and prepare students to make that choice on their own, not to push an agenda. 23

Get to know your budget All the money that goes into your school, explained By Acacia Wyckoff

Acacia, a senior, is the student representative to the Falls Church School Board. While the Falls Church City School Board may not be stuck in the gridlock of a shutdown, passing a $52 million school budget is no simple process. As the student representative to the School Board, I got an inside look this year at the budget process — everything from the 205-page comprehensive budget binder to school board work sessions that went as late as 10:30 at night. To start, here are the basics: 82% of the budget is funded by city taxes, and the re-

Members of the Falls Church School Board at a budget worksession. (Photo via FCCPS)

maining revenue (18%) is covered by state and federal aid. With about 2,700 students across all schools in Falls Church, that is almost $20,000 per student, one of the highest cost-per-student numbers in Northern Virginia. This year’s budget process began in December, when the city council voted to give the schools a 2% increase in their budget. Superintendent Dr. Peter Noonan announced on January 8 his proposed budget for the year, outlining how the school plans to utilize that 2% increase and balance new expenses and savings. This year’s budget priority is compensation: planning for an increase to teachers’ salaries and Cost of Living Allowance (COLA). The compensation priority also involves increasing substitute pay by $2 per hour to make FCCPS substitute salaries more competitive with other districts. Ensuring that our school staff are fairly compensated for the work they do for our school means that other parts of the budget

must be reduced in order to fit in the allowance from the city. To do this, Dr. Noonan has proposed that the new salary increases be offset by position realignments and examining non-salary parts of the budget to make cuts (logistics reductions). The proposal leaves some staff positions unfunded, including: new positions for social workers, behavioral specialists, a full time MYP coordinator, and an 11-month contract for the Dean of Students at the middle school. Unfunded areas also include more IT support and ManageBac access (an important need for any IB student). Although these needs are not included in the budget, Dr. Noonan recognizing that they exist in his presentation promises that they will be priorities in the future. The proposed budget is only one step in the process. Between now and May, leaders such as faculty and administrators get to weigh in, and the school board will spend many more late nights negotiating to make this budget the best it can be. At the January 15 work session, heads of the FCCPS PTAs and the presidents of the Athletic and Band Boosters showed their support for the budget, and highlighted the areas that they felt could use more funding (such as instruments for the band and new athletic equipment). The final budget will not be adopted until May 7, so there is plenty more time for final changes to be made. Without a budget, our school cannot run. If any student wishes to weigh in on the budget process throughout the next few weeks, there are opportunities to provide thoughts at public hearings. Lasso Magazine // Winter 2019

Review:

Ice cream + pottery in the Little City By Emma McDonald Falls Church has been growing and developing immensely over the past few years and with this growth, many regional businesses are eager to open up shop in our Little City. One of these new, unique businesses is Kiln and Co., which combines ice cream and pottery. The business, which also has locations in Reston and Vienna, has recently moved into the Lincoln at Tinner Hill apartment buildings across from Pearson Square. As I glanced at the shop’s menu, I was overwhelmed by the plethora of options. Kiln and Co. specializes in desserts, specifically scooped “Kustard”, ice cream floats, and sundaes, all topped with free, unlimited toppings. At my visit to Kiln and Co., I treated myself to one of their most popular choices, the “Nutty Nutella Krazy Kustard Shake”, which was absolutely delicious. Not only did the shake satisfy my taste

Kiln & Co. 455 S Maple Ave., Lincoln at Tinner Hill Falls Church, VA 22046 Hours: Open every day 11 a.m. 7 p.m. (closed Tuesdays)

buds, but it was also visually pleasing. A Kiln and Co. shake is made in a mason jar, and then garnished with a plethora of toppings including but not limited to marshmallows, cereal, and even cupcakes. But you can expect more than just tasty treats; Kiln and Co. also doubles as a pottery studio. They offer sessions of Paint Your Own Pottery (PYOP) or an instructional pottery class for groups of four or more. The staff is talented, caring, and inviting. There is so much to do at Kiln and Co.; whether you want a quick shake, to paint pottery, or to sculpt with your family and friends, this homey establishment is an amazing and fun business for all ages. “It really is a hidden gem in Falls Church. Not a lot of people know about it, but it has some great flavors and the pottery is so much fun [to look at],” senior Eleanor Kay said.

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Swimming under the radar By Sam Mostow George Mason’s swim team is good. Like, really good. The boys team has competed in the past five Division 2A Virginia state championships, winning four of the five (2014-16 and 2018). The girls missed the finals in 2014, but won it all in 2015 and finished as runners-up in 2016-18. Basically, the swim team has a better record of winning than the New England Patriots. Senior TJ Roche, with four first-place victories at the Bull Run District Championships, is going to swim for the University of Delaware next year. Senior Adam Janicki, won four firstplace victories at the Bull Run District Championships, along with setting two Bull Run District records. Mason swim alumni Justin Britton (Class of 2017) went to swim at Carnegie Mellon University. Britton, as a freshman in college, was a CSCAA Scholar All-America Honorable Mention. The girls are no less impressive; Sophomore Ellen Chadwick earned four first-place honors at the Bull Run District Championships. Sophomore Marie Roche achieved the same feat and set two Bull Run District records. Despite these impressive stats, the swim team seems to get very little recognition. “I don’t really know anything about the swim team,” freshman Alban Abalo said. “Some people are on it, and some people are not.” “I don’t know a whole lot about the swim team,” junior Jack Lyons said. “I know some people who are part of it, but I don’t know a whole lot about what happens.” What happens is the team wins -- a lot. The last time the team lost a meet was during the 2017-18 season. The team is undefeated yet again in 2018-19. Not only are the swimmers successful, but they’re also one of the largest varsity teams in the school. The team has 47 members, which is, with the exception of cross-country, the school’s largest team. The Mustangs’ team has more members than their opponents. Rival Clarke County High School has twenty-six members on 26

Two swimmers, one for George Mason and one opponent, dive into the water as their reflection echoes off of the water. The Mustangs have one swimmer going to swim collegiately during the 2019-20 season. (Photo by Jo Sevier)

its team. Strasburg High School also has twenty-six members. Madison County High School’s team has thirty-five members. GMHS Athletic Director Ms. Julie Bravin emphasized that the team was “very good.” “They’re dedicated and hardworking. About a third are swimming year-round and swimming is their passion,” Ms. Bravin continued. However, all great things must come to an end at some point, and the swim team’s time may come during the 2019-20 season when Mason switches to division 3A. “State cut times are more difficult, so individual swimmers will have to work much harder to reach the postseason,” said assistant coach, Mrs. Melissa Raeder. When asked about why many students were uninformed about Mason’s swim team, or even

unaware that Mason has a swim team, Bravin offered a simple answer: “They don’t practice on campus, so people don’t see them as much.” Unlike basketball or field hockey, students would have a hard time attending a home swim meet to cheer on their fellow Mustangs. The nearest meet on the schedule for 2018 is at the Manassas Park Community Center. The pool is 19.3 miles from George Mason. “Well, I didn’t really know we had a swim team until like a week ago when someone said ‘I’m on the swim team,’” freshman Truman Lapp said. “It doesn’t bother me that much because we don’t receive much recognition anyway, even though we win pretty much everything,” senior Jason Mueller said.

George Mason’s swim team has more state championships since 2014 than girls lacrosse and boys soccer, with the same amount of state championships as girls soccer. This is a statistic that surprised many students. (Graphic by Sam Mostow) Lasso Magazine // Winter 2019

Fish out of water

Swimmers succeed even without a pool By Alex Wallace There will be no pool in the new George Mason. Over the past few years, the details of the new campus were carefully looked at, and it was eventually decided that a pool simply could not be added. When it comes to the new pool, however, there was a group who was overlooked during planning: the swim team. As I talked to members of the swim team, along with Assistant Coach Ms. Melissa Raeder, it seemed that the general consensus is that a pool would be very valuable to Mason and its swimmers. As of now, the team practices twice a week on land and twice a week in the pool. Pool practices are held at Yorktown High School in Arlington, and are usually from 8:30 to 9:30 p.m. These times are inconvenient both for the swimmers and the coaches. It’s even more unfortunate because these times can’t be moved. The school could provide time for more practices, but all of the pool time in the surrounding areas is fully booked by other teams. In addition, having practice at these specific times can interfere with homework and jobs, and as a result, have a negative effect on the sleep and energy levels of the swimmers. “[8:30 to 9:30 pool practices] were so bad.

Photo: A Mason swimmer begins her turn at a recent swim meet. Even with a new school in the near future, a pool for one of the school’s most successful athletic teams is not in the plans. (Photo by Jo Sevier. )

I had to wait to start homework, and I had to get rides from other people because I couldn’t drive,” junior Kaleb Chan said. For his two seasons on the swim team, Chan found the late practice times difficult to manage. For him, having a pool at the school would generally be more convenient, and could give students more time to do schoolwork at home. Right now, the 8:30 to 9:30 p.m. practices leave awkward times for doing that work, and causes stress for the swimmers. The current system doesn’t only affect swimmers’ school performance, it also leads to some practices where team members simply don’t have enough energy left to swim. This is especially damaging to the team as it only has two hours of pool practice per week. Two hours of practice is insufficient already, and wasting part of that valuable time with tired athletes only worsens the issue. With two practices per week in a six week season, Coach Raeder noted that this simply isn’t enough pool time to improve. “Having a pool would help the team, because there isn’t a place for non-club swimmers to practice. The only pools in town have long wait lists and are expensive, so not everyone gets to use them,” senior Sigrid Edson said. Edson stressed that it is hard for those who don’t already have pool memberships to get pool time. Falls Church has no indoor public

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swimming pools and, therefore, leaves nowhere for swimmers to practice except private pools. Coach Raeder echoed this sentiment, and pointed out that most of the swimmers that get to compete in the postseason are in pool clubs outside of school. On top of just performance, Coach Raeder listed more ways a pool could be beneficial. For one, practices could be earlier, attendance for meets could improve, and more students could have an opportunity to try swimming. In addition to this, it could have an economic benefit if other schools paid for practices at our facilities. No matter the potential benefits, there won’t be a pool when the new school is finished. In an interview with the Lasso, Superintendent Peter Noonan said that the choice came down to two things: space and money. “[Building] a school that will ultimately accommodate 1,500 students, and [building] a pool, just isn’t doable,” Dr. Noonan said. In the end, a pool was sacrificed in place of other amenities at the school. There is space on the lot for a pool that could be developed in the future, but right now there are no plans to do that. Despite their struggle for a facility, the team still finds success. Last season, the boys placed first at states, and the girls placed second. So far this year, the team is undefeated and shows no signs of slowing down. 27

Wrestlers pinned down by injuries For the majority of Mason’s wrestling season, the team has been hindered by countless injuries. If you would have attended one of their practices a few weeks back, you would have seen lots At the start of the season, the practice room was flooded with newcomers eager to learn the demanding sport, as well as experienced wrestlers ready to help show them the ropes. But as the season has progressed, three of the six seniors on the roster have suffered serious injuries. In total, there have been five knee injuries and four shoulder injuries that have affected the confidence of the team as a whole. Senior Jack Felgar tore his meniscus during Mason’s football season and had to sit out of his senior wrestling season. Felgar received surgery on his knee and is making a steady recovery in hopes of playing intramural football at the United States Military Academy. Senior Sierra Sulc also suffered a serious knee injury, a patella subluxation and torn ligament, during a standard wrestling practice, but does not need an operation to make a full recovery. However, she will have to forfeit the remainder of her senior season as well. “ I could tell it was her knee right away. The whole team got quiet when she went down since we’ve already lost so many wrestlers to the same injuries, and knee injuries have a really long re-

Injured wrestlers (left to right), senior Jack Felgar, senior Sierra Sulc, and sophomore Carlos Shields. sit out of a warm-up due to injuries. 28

By West Hagler

Freshman Daniel Martinez is held down during a home wrestling match against Yorktown on January 30. This season has been littered with injuries from many key wrestlers (Photo by Maggie Traverse).

covery,” said Senior Nick Zaenger. The team also lost a very talented wrestler when sophomore Carlos Shields tore his meniscus during a wrestling practice before the team had even competed in a single meet. However, Shields has recovered nicely over the course of the regular season and was deemed eligible by wrestling on senior night against Yorktown High School on January 30. “I was excited to come back to the team. Since it’s the last year for so many seniors, I feel like I need to help them get to states and regionals,” said Shields. But knee injuries aren’t the only thing affecting the team. Senior Captain Connor Murray suffered a concussion on December 8 in their meet at Fauquier High School. He started practicing in small intervals with former head coach Brian Harris to test the severity of his concussion and has now made a full recovery. “I feel a lot better now. I’m happy that I was back to help the team at Districts,” said Murray. Despite their heavy losses, the Mustangs

have been working at peak efficiency. They have effectively rebuilt their roster, bringing a full team of wrestlers to the district tournament for the first time since 2002. The team received second place in the Bull Run District Tournament on February 2, only losing by a differential of six points to Strasburg High School. To phrase this for someone who is not familiar with the scoring of wrestling, that six-point difference is so small that if Mason had one a single more match of the 14 they competed in against the Rams, they would have come home with the 1st place trophy. However, eight Mason wrestlers medaled individually, four receiving first place honors and another four receiving second place. Senior Bryan Villegas also received the Most Outstanding Wrestler award, awarded to the best wrestler in the district (as voted on by coaches from all of the teams). As of this printing, the Regional Championship Tournament has not occurred yet, but Mason hopes to seize this opportunity for vengeance on Strasburg for a more serious title. Lasso Magazine // Winter 2019

4 years of being an athlete BY Jay Nesson

(Digital photos by JBG Smith Properties, WDG Properties, and City of Falls Church). Lasso Magazine // Winter 2019

Clinched

Mason wins District crown on senior night

by Sam Mostow and Megan Clinton On a snowy February evening late in the basketball season, George Mason (11-11, 8-2) defeated the Madison County Mountaineers (10-8, 5-3) in the Lady Mustangs’ senior night with a score of 60-43, clinching first place in the Bull Run District. The winning team was led by freshman Zoraida Icabalceta’s twenty-three points including fifteen in the first half. The win contributed to their 10-10 record for the season. The Lady Mustangs’ thirty-point second half was fueled by junior Emma Rollins’ seven third quarter points and Icabalceta’s five fourth-quarter points. “I felt like it was a full thirty-two minutes,” said head coach Chris Carrico. “We played really well for the entire game.” Madison County didn’t go down without a fight, however. The Mountaineers outscored Mason in the second half by a score of 29-27. This was led by senior Makenna Santinga ten points in the second half. “They made some points but we had al-

Senior Maddie LaCroix drives towards the basket as multiple Madison players surround her. LaCroix, along with senior Emma Gardner, were celebrated for their contributions to the team before the game as part of senior night festivities. (Photo by Maggie Traverse.)

The team goes in for a group hug after beating Madison County 60-43. This was their tenth win of the season. (Photo by Maggie Traverse.)

ready been winning by more than half,” said freshman Emma McDonald. “I guess they didn’t try. We really played well the entire game and we played them out.” Before the game, time was taken to honor the senior members of the team, Emma Gardner and Maddie Lacroix. The gym was decorated with posters and they were given gifts.

“I will miss [the seniors’] experience and leadership on the team, especially Maddie. She was a very good leader for the team,” McDonald said. When asked about the best moment from the season, there wasn’t a specific event, but a few stuck out for McDonald. “Definitely senior night, when we won against Central after they had previously beaten us, or our win against Strasburg. And also, our early morning practices,” McDonald said. The team begins playoff play with a first round bye and will likely play a first round game at home. “Because we have a lot of young girls that are on the team, and that we have a lot of regular season experience, but we don’t have any--or very few girls that have postseason experience, so it’s going to be a new experience for a lot of the girls on the team,” said Carrico. Lasso Magazine // Winter 2019

Heart over height

Despite shortcomings, Mustangs go 10-0 in district, ready for another playoff run

by Caleb Parnell It’s fitting that on the final regular season game of the season, in front of a large crowd, Mason’s boys basketball team put together a complete game: A 31-point win over Clarke County, a school record for points scored in a career, and the completion of an undefeated run through the Bull Run District. Senior Max Ashton set the George Mason school record for career points. He scored 23 in the game, giving him a total of 1,197. That broke the previous record held by Robert Tartt (class of 2016). “It’s been something I’ve been working towards my whole life,” Ashton said. “And it was pretty cool to get it on senior night with a big crowd there and Robert there to watch me break his record.” In addition, senior Hollman Smith scored 15 points in the win, giving him a total of 1,002 for his career and making him and Ashton two of four players in school history to score 1,000 points in their careers. (joining Tartt and Kenny Wilson, class of 2012) This year, the Mustangs were consistently dominant on offense. The team has averaged 66.8 points per game, an 8-point increase from their 58.7 ppg average of last season. “We’ve scored a ton of points this year which is a nice way to play. Grind it out kind of games are sometimes effective but we have guys who can put the ball in the hoop this season and we’re doing that” said head coach Chris Capannola. This high offensive production may be due to the strong chemistry the team has. Although the team was concerned about their on-court cohesion at the beginning of the season due to significant roster changes, the new squad has gelled very well together. This has resulted in great ball movement, a major component of their potent offense. “I like the way we’re sharing the ball and starting to figure out the winning formula. Each team is different and it takes a while to figure each other out,” Capannola said. Smith, senior guard, said that ball movement is reflective of the team’s unselfish attitude, as their focus has solely been on winning games and not on individual stats. “I like that there aren’t any big egos on the

Seniors Hollman Smith (24), Max Ashton (15) and Jay Nesson (23) celebrate a win over the Washington-Lee Generals on Dec. 20, 2018. (Photo by Maggie Traverse).

team. No one cares who’s doing the scoring, as long as we are winning games,” said Smith. Thanks to this sense of teamwork, the team has been able to excel in close games, such as their two overtime victories against Washington & Lee and Broad Run. “Even if wet make mistakes early in the game, we don’t get down on each other. We always come together as a team to finish close games,” said junior forward Johnny Goodwin. However, heading into the playoffs, the team will not be able to succeed without addressing some looming obstacles. Since the beginning of the season, the team has been faced with the challenge of height.

Lasso Magazine // Winter 2019

This year’s squad is remarkably shorter and the impact of this change can be seen particularly through rebounding. Head Coach Chris Capannola says that this could be an issue come playoffs. “We’ve had to learn to rebound as a team, which we’re still learning,” Capannola said. “Guards have to get inside and really fight for boards because we’re not very big.” “As far as playoffs, it’s always great in sports when you control your own destiny; the last two years we’ve had to rely on other teams to lose. This season if we win out we’re district champs no matter what any other team does” said Capannola. 31