March 2017 Issue

CHRONICLE THE HARVARD-WESTLAKE

DIVERSITY ISSUE

Los Angeles • Volume 26 • Issue 6 • March 29, 2017 • hwchronicle.com

A look at diversity Diversity has been on everyone’s minds the past couple months. This issue, the Chronicle examines the different ways diversity manifests itself in the community and how it can improve.

A2 NEWS

THE CHRONICLE DIVERSITY ISSUE

Meetings regarding racial slur controversy address diversity issues

By DANIELLE SPITZ

Students have raised questions about freedom of speech, curriculum and discussion of current events in ongoing meetings hosted by administrators, faculty and Prefect Council to continue discussions about diversity on campus. Prompted by the recent controversy over students using racial and homophobic slurs on social media, these meetings have provided students with the opportunity to start a dialogue about how to create a more thoughtful and inclusive institution.

After social media posts from two years ago containing offensive language resurfaced through a Facebook post shared by alumni, President Rick Commons sent an email to students and parents Feb. 17 condemning the language and behavior and promising administrative action. The posts, which were originally shared on students’ private Instagram accounts, included repeated use of the n-word and homophobic slurs.

In the email, Commons said the students would undergo the school’s disciplinary process, and that he would be involved in that process due to the “profound impact” the situation had on the school.

Noting that the language of the

school’s mission statement attempts to “enable every member of the community to feel an equal sense of belonging,” Commons said, “the fact that these words are among us represents a failure of our mission, and it is an urgent call to action.”

Commons and Interim Head of Upper School Liz Resnick conducted a meeting with Black Leadership, Awareness and Culture Club, Gender-Sexuality Awareness Club, La Femme Club and Latin-American Students Organizations on Feb. 22 to focus on how to improve diversity on campus and offer concrete suggestions such as changing curricula and hiring more diverse faculty. Attendees also brought up addressing the homophobic slurs specifically to ensure that the administration acknowledged all aspects of the issue.

At the meeting, administrators told attendees that the Honor Board was conducting a hearing. Besides mentioning that five out of the 12 people sitting on this case were people of color, Commons and Resnick were unable to give students more specific details about how the case was being run but welcomed student suggestions.

They also discussed hiring a director of diversity,

something that BLACC member Courtney Nunley ’17 said the club discussed at length with Commons last year. On March 20, Commons announced that current associate director of admissions Janine Jones will assume the position of Interim Director of Diversity, Equity and Inclusion while the school searches for someone to permanently take on that role by July 2018.

“Because we have a need to identify new curricula, new programming and new ways of making sure we are taking care of each other, the school has been thinking for some time that we need a director of diversity and inclusion,” Commons said.

As for curriculum changes, students advocated greater diversity in subjects studied, particularly in English and history classes, in terms of race as well as other areas including sexuality. Nunley said that one specific change they suggested was for the history curriculum to include greater study of countries outside of Europe and to focus on their histories independent of Europe. They also urged the administration to begin such changes from seventh grade on, not just at the Upper School.

“That’s the least amount of distance I’ve seen between

Janine Jones named Director of Diversity

By EMORY KIM

At the school’s second Moving Forward meeting, President Rick Commons announced that Associate Director of Admission Janine Jones will be immediately taking the position of Interim Directory of Diversity, Equity and Inclusion in addition to her current position.

“The HW community should expect more tangible and visible efforts surrounding DEI,” Jones said. “Some changes will be immediate, but others will be more long term.”

As Director of DEI, Jones

will assess the school’s needs based off of the February DEI climate assessment and conversations with students, faculty and staff as the school initiates a search to find a permanent person for the position.

“I should add that the original intention in waiting until 2018-2019 for a Director of DEI was to make sure that our DEI work would be fully supported by the community before bringing in a Director,” President Rick Commons said in an email to faculty. “However, the many conversations taking place at school these days (DEI lunches, community

In the issue

News

forums, discussions of recent disciplinary events, to name a few) have convinced me that we are ready for leadership now.”

Commons said that Jones has already been performing much of the duties of her new position.

“She’s the one who orchestrated the hiring education conference on how to hire a more diverse faculty,” Commons said. “She’s been doing this kind of work, despite the fact that she hasn’t had the title.”

Jones, married to Upper School Dean Christopher Jones and mother of Taylor

Consulting the Handbook...

Absolute respect for the rights of others is expected of all school members.

Harassment is a form of discrimination on the basis of a protected characteristic, such as race.

faculty and students,” Nunley said. “A lot of the time, it feels like we’re very separate groups, but I really liked that we were encouraged to have this dialogue. We were bouncing ideas off each other, and that felt good and like we were being listened to for the first time in a long time.”

Head Prefects Cate Wolfen ’17 and Matt Thomas ’17 welcomed student suggestions regarding improvement in diversity and inclusivity in the first Moving Forward meeting on March 6, which was designed to start an open dialogue in the community about ways to enact change rather than simply move on from the controversy.

Students expressed their concerns about the adminis-

“

Jones ’18, is also a member of Parents of African American Harvard Westlake Students.

After graduating from Spelman College with a B.A. in French and a J.D. from Howard University School of Law, Jones became a lawyer, specializing in labor law and human resources, and she served as an adviser for former

tration responding in a reactionary manner rather than taking proactive steps to ensure this kind of incident never occurs in the first place.

After a video surfaced last May of some white students from Brentwood School singing a rap song that included the n-word, 91 percent of students who responded to a Chronicle poll at the time said that they believed something like this could happen at Harvard-Westlake.

“I feel like the takeaway from the administration is ‘Don’t do this. Don’t be public,’” Audrey Kotick ’17 said.

“I don’t think the administration has addressed why kids shouldn’t be allowed to say • Continued on page A6

WHITES’S

Ohio Governor Ted Strickland.

“My hope is that the changes will not only be lasting but also far reaching,” Jones said.

“It will also be interesting to see what the results would be should be school decide to do another assessment in 10 years as that would be a metric by which to measure success.”

Arts & Entertainment

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COLOR BLIND CASTING: An examination into the performing arts department’s policies regarding how an actor’s ethnicity factors into his or her casting.

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Features ALL SIDES OF THE STORY: The English and history departments discuss approaches of presenting a curriculum that represents a diverse array of cultures and perspectives.

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conducted a social experiment where she documented her experienece of wearing a hijab around campus for a week.

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Justin Carr ’14 emulates “Theme for English B” by Langston Hughes, highlighting the importance of diversity.

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Violations of these expectations are regarded as serious breaches of conduct and may result in expulsion.

[Jones is] the one who orchestrated the hiring education conference on how to hire a more diverse faculty. She’s been doing this kind of work, despite the fact that she hasn’t had the title.”

—Rick Commons President

RAISING THE BAHAR: Nicole Bahar ’18

CARR(YING) ON DIVERSITY: The late

Harassment, whether verbal, physical or psychological, is strictly prohibited.

GRAPHIC BY ANTHONY WEINRAUB SOURCE: UPPER SCHOOL STUDENT/PARENT HANDBOOK

DIVERSE PERSPECTIVES: A recounting of speakers in past years summarizes past talks regarding diversity.

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Opinion

MARCH 29, 2017

PHOTO ILLUSTRATION BY JOSIE ABUGOV AND ALENA RUBIN

LEADING THE WAY: BLACC and GSA club leaders explain and discuss the role their clubs fill on campus and their stance on the homophobic and racial comments made online by current students.

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THE CHRONICLE, the student newspaper of Harvard-Westlake School, is published eight times per year and distributed free on both the upper and middle school campuses.

There are 727 students at the Middle School and 869 students at the Upper School.

Subscriptions may be purchased for $20 a year for delivery by mail. Unsigned editorials represent the majority opinion of the seniors on the Editorial Board. Letters to the

Sports

LGBTQIA(THLETES): Athletes identifying with different sexualities recount and reflect on their experiences as LGBTQIA athletes.

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editor may be submitted to chronicle@hw.com or mailed to 3700 Coldwater Canyon Ave., Studio City, CA 91604. Letters must be signed and may be edited for space and to conform to Chronicle style and format. Advertising questions may be directed to Oliver Richards at orichards1@hwemail.com. Publication of an advertisement does not imply endorsement of the product or service by the newspaper or the school.

MARCH 29, 2017

HWCHRONICLE.COM/NEWS

NEWS A3

PHOTO ILLUSTRATION BY JOSIE ABUGOV

By JOSIE ABUGOV

Words unspoken: the N-word

word as their own remains controversial within the black community.

Robinson attributed the nCourtney Nunley ’17 nervously drove through the Inglewood and word’s predominance in pop culture Culver City area. It was winter to misconceptions about the word break of her junior year and one of and its connotations.

“I understand the fact that we’re her first lessons with her driving instructor. The windows were rolled not completely united on the use of down when a voice outside the car the n-word in our own community, and that ambiguity confuses other caught her attention.

“Hey you, n*****,” a stranger races,” Robinson said. “It being in mainstream culture can kind of shouted.

“After that, I was pretty dis- make people think that it’s okay.”

Whereas Robinson and Nunley tracted and disoriented,” Nunley said. “My instructor was trying to are not comfortable with anyone be nice and didn’t say anything, saying the n-word or its use in pop but he rolled up the windows and culture, Brandon Brown ’18 said it mumbled something negative about can be used as a term of endearwhoever said it to me. For the rest ment in certain contexts.

Nevertheless, Brown does not of the day, it stayed in the back of condone non-black people saying my mind.”

Following last month’s racist the n-word.

“I say it, but that’s just because and homophobic slur controversy, the administration held meetings to it’s in my vernacular,” Brown said.

“I don’t say it in front of anybody discuss the event’s implications.

Affinity group club leaders said but people I know will be okay with that, following the incident, there it.”

He agrees with the notion of rehave been more school-wide discussions about diversity and inclusion. claiming the n-word — taking the Similarly, Black Leadership, historical racial slur and turning Awareness and Culture Club leader it into a positive term. However, Phaedra Robinson ’17 does not con- he believes there is a difference between what is called the done the use of the n-word “hard r” and “soft a,” endby anyone. For Robinson, ing the word. the racial slur elicits nega“The soft a I think is tive emotions and experiused as a term of endearences. ment. But the hard r, even She recalled being if a black person were to called the n-word repeatsay it, it’s just weird. It edly during a game of tag seems more rooted in opat her middle school. pression.”

“I remember being re’ In contrast, Nunley ally upset but not having Phaedra said that the ending variformed an opinion on the Robinson ’17 ants of the n-word do not word and just being young change the word’s negaand really confused about what it meant to me,” Robinson tive connotation. However, Nunley said. “I was really mad and didn’t said she is less inclined to call out know how to express that. I didn’t another black person for using the n-word. react how I would react now.”

“I feel like it’s hard to call someDespite its predominance in pop culture and colloquial use by some one else out, especially when [the nblack people, Robinson and Nunley word] should hold the same weight do not condone the n-word in non- to you as the other person,” Nunley said. “There’s a wide array of opineducational settings.

“I don’t think that someone of ions on it within the black comany race should say it,” Robinson munity itself, so something that ofsaid. “I don’t condone it in rap mu- fends me might not offend another sic. I don’t say it myself. I don’t real- black person.” ly think it’s okay in a casual sense.”

In addition to affinity group Originating from the Spanish meetings and discussions with the and Portuguese word for black, “ne- administration, the week after the gro,” the word was Anglicized dur- slur controversy, Upper School ing colonial America to “neggar” and Dean Chris Jones addressed class “neger.” Initially used as a neutral meetings and shared his personal descriptor of slaves and black peo- experiences with the n-word. ple, by the Civil War era, the word “[Jones’ statements] were en“n****r” had become a derogatory lightening,” Keller Maloney ’18 said. and demeaning term for black peo- “I had no idea of the gravity that the ple. word itself carries. I think it only reHowever, the frequent use of the inforced my opinion that the word n-word in rap music and informally should be banned on campus in by some black people has resulted any context and by any person.” in its pop culture relevance. The Maloney said he does not connotion of black people taking the n- done the use of the n-word by anyNATHANSON S

one, especially in a school setting.

“I just think that in no way in a community that’s trying to be inclusive and make sure that all members feel protected and safe, should such a hateful word, even being carried in non-hateful contexts, be used by anyone of any skin color,” Maloney said.

According to a March Chronicle Poll of 335 students, 85 percent have heard the n-word said on campus. Ninety-three percent think it should not be said on campus.

“When I think about basic profane language, it fits into that same umbrella as the rest of those words in some senses,” Jones said. “Now there’s obviously a big historical piece to it, too that vaults it into a category on its own, but it still fits into that same sort of realm.”

Outside of school, however, Jones said the use of the n-word in a social setting is a choice that black people can decide upon.

“I would say that whether it’s this word or it’s other words for people who are coming from groups who have been historically disenfranchised, if they want to reappropriate those words and use them in a positive sense, I don’t think someone can be outside of the groups and tell them what the rules are and whether or not they should use it,” Jones said.

Similarly, Liam Douglass ’18 said that, as someone not originating from a black background, he does not believe he has the authority to determine whethChris er or not black people can use the n-word. He also said that the n-word’s significance in American pop culture reduces its weighty history.

“I think [seeing the word frequently in pop culture] normalizes the word almost as a comical thing,” Douglass said. “With my upbringing, I’ve always been told never to say it, no matter what the context.”

Maloney said he understands how the n-word can be used as a term of endearment in rap music, but hearing it used positively feels strange since it goes against what he has always been taught about the word itself. “[The fact that] a word that you’ve been taught since at least early adolescence can never be said and is so bad is all of a sudden being used randomly and almost happily is a shock,” Maloney said.

Although Douglass does not condone the n-word when said by people who are not black, he also said reading “The Adventures of Huckleberry Finn” during his sophomore year was an informative educational experience. According to a

Chronicle poll of 335 students, 66 percent said that the school does not educate students on the history of the n-word.

The novel includes the n-word in 219 instances, often in reference to Jim, an escaped slave who accompanies Huck throughout the text, but is not a part of the tenth grade English curriculum this year.

English teacher Darcy Buck said the department made this decision because of the novel’s length, as well as to reassess the best way to present the issue of race in a classroom discussion.

“One [reason for not teaching the novel this school year] was definitely that we had been hearing that the emotional impact of the language of the text and the context of the text had been difficult for a lot of students, in particular our students of color, and in particular for our black students,” Buck said.

While Buck believes teaching Huck Finn allows students to discuss race in a classroom setting, she also said that the depiction of Jim can be viewed as stereotypical, despite Mark Twain’s intent.

Buck said discussing both Jim’s stereotypical image and the antiracist purpose of Twain’s text can be difficult to convey to students with limited knowledge on issues of race.

“We can argue that there are ways in which Jim is depicted as the most human, the most kind, the most brave, the ’ most generous of all the Jones characters,” Buck said.

“Yet I also feel like the ways in which Jim is valorized have to do with the way in which this black man takes care of and serves to this white boy, and I feel like those are problematic parameters for heroism.”

Nunley agreed that the portrayal of Jim in “The Adventures of Huckleberry Finn” caricatured him as a stereotype of a black person. Additionally, she said the English and history courses could have done a better job of highlighting the accomplishments of black people.

In terms of moving forward from last month’s racial and homophobic slur incident, Buck said the responsibility for change falls to faculty and administration and should not feel like an obligation for students of color to try to fix.

“Part of what we have to do as an institution is educate one another,” Buck said. “We’re the grown-ups, the teachers, the administrators.

It’s not the job of students, and it’s especially not the job of black students, to be the ones to have to take on that burden.”

NATHANSON S

A4 News

La Femme chats with Temple

The Chronicle Diversity Issue

March 29, 2017

By Sophie Haber

Actress Juno Temple discussed the importance of confidence and self-acceptance as a means of promoting female power with members of Le Femme on March 20, while talking about her experience as a woman in the entertainment industry.

In films including “Atonement,” “Maleficent” and “The Dark Knight Rises,” Temple said she chooses to play strong female characters with complexities that interest her and with whom she can identify.

“I think it’s so important to play characters that are going through things that you’ve been through, your friends have told you about those experiences,” Temple said.

“Maybe someone somewhere will see that and be like ‘Wow, I’m going through that, too.’”

She said her favorite characters are those who are comfortable in their personality so she can learn from them.

“A lot of women can just get cast as accessories to men, so I was interested to hear how she dealt with that, because she does have a lot of interesting roles,” La Femme leader Sohni Kaur ’17 said.

SOPHIE HABER/CHRONICLE

TEMPLE OF WISDOM: Actress Juno Temple speaks to members of La Femme on March 20. Temple discussed the importance of personal confidence and self-acceptance as a way of promoting female empowerment. Temple also discussed her experiences in the media industry.

Temple said that she has battled with body image issues since a young age, but found it liberating to deal with and resolve them on the movie and television camera.

She encouraged students to work toward achieving what motivates them, rather than the conception of perfection and beauty that society places on them.

“You can have the most perfect body in the world but still really hate being in your own skin,” Temple said. “I’m

a strong believer that you should do one thing every day that makes you happy.”

Despite the inherent judgment in the industry, Temple credited her confidence to her experiences as an actress working with other inspirational actresses and female directors, and she urged students to find a similar confidence within themselves.

“As a woman you do get told, ‘you’re not this enough,’ ‘you’re not that enough,’ ‘you’re too short,’ ‘you’re too

blonde,’” Temple said. “It can be incredibly unimaginative, but then there are also amazing women in this industry that so believe in female power and so encourage you to be honest as a woman.”

Temple spoke as a part of a speaker series organized

by La Femme to promote female empowerment during Women’s History Month.

Disability activist, musician and public speaker Gaelynn Lea also spoke to Le Femme on March 27

about her experience as a women in the music industry with Brittle Bone Disease.

Lea’s music has classical, Celtic and folk influences.

In 2016, Lea won the NPR Tiny Desk Contest, in which a jury of musicians choose an artist to play a concert that are aired on NPR. In January, Lea delivered a TedxTalk devoted to discussing sexuality, the power of art to help overcome obstacles and the difficulties that people with disabilities face.

Diversity, equity main topics at faculty lunch

By Alex Goldstein

PRINTED WITH PERMISSION OF SUSAN CARR

HIGH SPIRITS: Daria Arzy ’18 and Taylor Jones ’18 high-five Darrell Carr (Justin ’14) as they run during a jog-a-thon in honor of Justin Carr. The run was held before the Justin Carr Swim Relay meet.

Jogging for Justin: students raise money, run in first ever Jog-A-Thon

By Eshanika Chaudhary

Justin Carr’s Dare to Dream Workshops and Black Leadership, Awareness and Culture Club held the first ever jog-a-thon on March 10 honoring Justin Carr ‘14 to raise money for the Justin Carr Wants World Peace Foundation.

The Foundation, started

by Carr’s parents after Carr’s death in 2013, will use the money to fund scholarships, arts programs and grants as well as heart screenings.

The event was held on the track directly before the fourth annual Justin Carr Swim Relay meet. Heart screenings were also offered by the Student Athlete Fitness Evaluation organization in order to combat circumstances similar to Carr’s, who died from an

undiagnosed heart condition.

Carr’s father Darrell Carr initially came up with the idea of a peace march.

“I took the idea Mr. Carr had to [Upper School Dean Chris Jones] after a BLACC meeting, and we both thought it was a little too unfocused to try to bring to the school, so we had a meeting later,” Justin Carr’s Dare to Dream Workshops leader and BLACC member Courtney Nunley ’17 said, adding that the meeting also included BLACC leaders Taylor Jones ’18 and Phaedra Robinson ’17.

To raise the money, attendees were encouraged to reach out to others to sponsor their laps via checks. Individuals could also donate to the foundation directly by making out checks to the Pasadena Community Foundation and in-

dicating that their donation is for the Justin Carr Memorial Fund. Students received an hour of community service credit for participating, and the Parents of African-American Harvard-Westlake Students association served ice cream to all participants.

“We are grateful that Justin’s legacy will continue in the days and years to come at H-W,” Carr said before the event. “This event will bring people together. They can talk as they walk or run. Martin Luther King said “if you can’t run then walk, if you can’t walk than crawl if you can’t crawl just move.”

In addition to raising money, the event also aimed to raise awareness about idiopathic cardiomyopathy, the condition from which Carr suffered.

the faculty,” visual arts teacher Gustavo Godoy said.

Following recent reports of Faculty members attended the Upper School’s first Di- students using homophobic versity, Equity and Inclusion and racial slurs in social meLunch on March 16 to discuss dia posts, discussion regardand share how those topics af- ing diversity on campus and fect them and the school as a the use of derogatory language increased. whole.

The administration has “The purpose of this introductory DEI lunch for the held a similar style lunch sevUpper School is just to come eral times before at the Middle together and see where we are School. Due to the lunches’ in relation to diversity, equity, success there, faculty meminclusion at the school,” Upper bers decided to hold one at the School Dean Chris Jones said. Upper School.

Some teachers felt the deAll members of the faculty, staff and administration were cision to hold a lunch meeting at the Upper School invited to attend the was a good way to lunch. address issues of diThe administraversity on campus. tion designed the “There was a lunch to give faculty fairly decent amount members a chance to as far as a turnout share how the themes of faculty who atof diversity, equity tended the meeting and inclusion impact so that is a step in them and the experi’ the right direction as ences they have had Gustavo far as faculty being regarding these isGodoy interested in talking sues. Jones said the about these issues first lunch was a combination of a support group and hopefully taking steps to and an action-oriented meet- make changes in our school,” upper school testing coordinaing.

Attendees could bring up tor Candris Madison said.

Godoy said he felt that the a specific theme or thought to discuss in detail with the other lunch was a good way to adattendees or just talk in very dress issues of diversity, equigeneral terms about the three ty and inclusion on the camtopics that were the main fo- pus.

“I got a sense that a lot of cus of the meeting, Jones said.

“I feel like I represent the the faculty care, that I’m surdiversity in this school since rounded by thoughtful, carwe don’t have a ton of super ing people and I feel like the diverse faculty, and so be- school is very good at being cause I tend to talk to kids reflective and trying to be as about issues in my classes, I good as we could possibly be,” feel like its good to represent Godoy said. nathanson s

MARCH 29, 2017

HWCHRONICLE.COM/NEWS

NEWS A5

in brief

Alumnus launches new app with a BOOM

JOSIE ABUGOV/CHRONICLE

CULTURAL EXPOSURE: Bahar wore a hijab for a week to demonstrate that dressing differently did not change her identity. She said she was pleased with the mainly positive responses that she received, but suspects that some were a result of response bias.

Junior conducts social experiment on campus

By JOSIE ABUGOV

in Islamophobia and xenophobia.

“I’m trying to bring awareWith butterflies in her stomach, Nicole Bahar ’18 ness to the fact that this repaused for a moment before ligion does not change somestepping out of her car in the ju- one’s character,” Bahar said.

Prior to her social experinior lot last Monday. Although ment, Bahar the week said she expectahead was a ed students to typical one, I’m trying to laugh or make filled with bring awareness to insulting comtests, quizzes ments toward and assignthe fact that this her and about ments, it was religion does not the Islamic relialso different. change someone’s gion.

For the next “I was surfive days of character.” prised by the school, Ba—Nicole Bahar ’18 reactions that I har would be wearing got. [They were] a hijab, long mostly positive,” pants and manteau, tradition- Bahar said. “I really did think al garments worn by women in I would get a lot more snide Iran. comments and judgmental Bahar said she was in- stares, but it was mostly just spired to take action because curiosity.” of President Donald Trump’s President Rick Commons proposed Muslim Immigration said he hoped the student Ban and the resulting increase body supported Bahar during

“

her social experiment.

“I hope that people are noticing and asking [questions] in ways that are respectful or even complementary,” Commons said.

While Bahar received a primarily positive response from the community, she also heard a few comments that were not respectful. She said she was told she “looked so Persian” and asked sarcastically, “Have you recently discovered Allah?”

Bahar also said that she felt a growing sense of empathy for women throughout Iran, who are required by law to cover their hair, arms and legs.

“No matter rain or shine, women in Iran have to wear a hijab, due to the Islamic regime,” Bahar said. “If anyone looks down upon the Islamic religion, that’s their choice, but Iranian women don’t have that choice.”

Bahar described herself as more “culturally Muslim” than religiously Muslim.

However, she said has experienced Islamophobia, through both negative comments and unfair treatment in airports.

“When I was younger, I didn’t really understand why I had to go through so much screening,” Bahar said. “As I got older, I noticed that it’s because of our names and the way we look.”

In reflecting on her weeklong social experiment, Bahar noted that while she did not receive the negative reaction she expected, she often felt self-conscious.

“All minorities experience some form of [unfair treatment],” Bahar said. “If I’m able to show that the religion of Islam isn’t dangerous and inherently violent, I think I’ve done my job.”

Garcetti wins, Melvoin advances in local elections

By NOA SCHWARTZ AND ANTHONY WEINRAUB

In an election marked by low voter turnout and “election fatigue,” incumbent Los Angeles Mayor Eric Garcetti ’88 won reelection and LAUSD board candidate Nick Melvoin ’04 advanced to a runoff March 7.

Garcetti decisively defeated his 10 challengers, earning roughly 81 percent of the vote.

He campaigned on his record as mayor, which included raising the minimum wage and lowering business taxes.

Garcetti was endorsed by former President Barack Obama and the Los Angeles Times.

Garcetti said in 2013 that his time at Harvard School taught him the importance of education, which was also a focus of his campaign.

“Without question, I would not be mayor today of the largest city in the largest state of the greatest nation on the face of the Earth if it wasn’t for what I learned on this campus,” Garcetti said at an all-school assembly in March

2015.

Garcetti also said that history teacher Dave Waterhouse’s AP United States Government and Politics class was where he became interested in politics. Garcetti was involved in Junior State of America, a national civic engagement organization where members debate current political issues.

Prior to becoming mayor, Garcetti served as a member of the Los Angeles City Council from 2001 to 2013. He was president of the council from 2006 to 2012.

Melvoin, who campaigned promising to increase local control over schooling and improve fiscal transparency, garnered 31 percent of the vote, beating opponents Allison Holdorff Polhill and Gregory Martayan. Incumbent LAUSD Board President Steve Zimmer won 47 percent of the vote.

A runoff is required if no candidate receives more than 50 percent of the vote in the primary election.

Melvoin was endorsed by the Los Angeles Times and

NOA SCHWARTZ/CHRONICLE

I SEE THE LIGHT: Melvoin outlines his campaign slogan, L.I.G.H.T, which describes his goals for the LAUSD school board. former Los Angeles Mayors Antonio Villaraigosa and Richard Riordan.

Intern for Melvoin’s campaign Shelby Weiss ’16 said she is honored to be part of Melvoin’s team because her experience has made her part of something larger than herself.

“I am so proud of what [Melvoin] has accomplished so far, and I am very excited about what he has yet to do,” Weiss said. “In the next few months, we will be focused on

getting the word out about the runoff, trying to garner support from those who supported [Polhill] this time around and continuing to get [Melvoin’s] message out.”

Due the fact that many members of the district were uninformed about the election, Melvoin said he worked for months in advance to make his candidacy known with frequent speaking appearances and fundraising.

The runoff for Melvoin’s race will take place May 16.

Noah Pompan ’14 launched BOOM, a social media platform designed to provide college students information about events on or near their campuses.

BOOM delivers news to students about local business promotions, parties and lectures that occur on campus.

The app is location-based and limits the content to the designated campus.

Pompan’s goal was to create a community-oriented version of social media apps.

Pompan and his friend Tyler Peterson launched BOOM at their schools, Gettysburg College and the University of California, Santa Barbara.

—Meera Sastry

Model United Nations awarded at conference Twelve students from the Model United Nations Club attended the Marymount United Nations conference on March 18 at Marymount High School.

Nicky Belgrad ’19 and Princie Kim ’18, both delegates, received an Outstanding Speaker Award and an Accommodation Award respectively in their individual committees.

The delegations were involved in a range of issues, from child marriages to ethics in drones, as characterized by the Marymount MUN conference’s theme of the year, “Cracking Controversy.”

—Saba Nia

Students to host drive for literacy organization Book Club will collect new and gently used books for The Book Truck, which provides under served teenagers in Los Angeles with young adult books, starting March 27.

Club members will collect donations of books from the Book Truck’s wish list, which includes “Thirteen Reasons Why,” “The Hunger Games” and “Divergent,” in the library.

Students can also donate through Didax or with money.

The mobile literacy program works to improve literacy rates and empower teens by supplying them with books that interest them, according to its website.

—Sophie Haber

‘The Za’ breaks world records at fundraiser Big Red Editor-in-Chief Joe Levin ’17, Andrew Berg ’17 and Justin Ciccone ’17 hosted the Tel-Za-Thon, a 12-hour broadcast on KHWS, to fundraise for Pizza 4 Patriots, breaking two Guinness World Records in the process.

They raised $2,100 for the charity, which provides pizza to active service members, veterans and first responders.

Levin broke the record ofmost pies to the face in one minute and the broadcast itself broke a record being the longest single broadcast of a high school student internet radio show.

—Alexandra So

A6 News

The Chronicle

Diversity Issue

Ma

NEWS ANALYSIS: diversit

Two editors evaluate ho

Breaking down the Climate Assessment

The school received reports from an outside facilitator that evaluated four different categories regarding diverstiy and inclusion.

Cultural Divide

Socioeconimic Status

• Split between middle • Less privileged students school and upper school experience a different faculty sense of belonging • No compromise between • Expensive tutors and exathletics and academics tracurriculars are restrictfor student-athletes ed to certain students

Teacher Freedom

Differing Goals

• Discrepancies when han- • Students, teachers and dling racially sensitive coaches all have different material priorities • Lack of training among • Transactional approach teachers before introducto communication rather ing certain topics than relationship based

Chronicle article encourages the admittance of Muslim students

2010

2009

2007

GRAPHIC BY DANIELLE SPITZ SOURCE: HR MATRIX CLIMATE ASSESSMENT

On March 13, 2007, the administration suspended two sophomores who sent an email with a “diss tape” they had made that threatened violence and aimed homosexual slurs at other students.

Ten years later, the conversation about students using offensive language on campus and on the Internet remains, most recently seen in the hiring of an Interim Director of Diversity, Equity and Inclusion, Janine Jones, as well as the recent controversy over students using homophobic and racial slurs on social media accounts. When President Rick Commons rewrote the school’s mission statement, he made a conscious effort to include that the school “strives to be a diverse and inclusive community.”

Now, after the February release of the Diversity, Equity and Inclusion Climate Assessment, the school has begun to participate in hiring fairs to help increase diversity among the faculty. Commons went to Philadelphia and Head of Athletics Terry Barnum travelled to Atlanta to attend events with people of color interested in independent schools.

Commons hopes that Harvard-Westlake will be the first school in Los Angeles to host one of these fairs, run by an organization called Nemnet Minority Recruitment.

In 2010, according to a Chronicle article, the Western Association of Schools and Colleges/California Association for Independent Schools

Athletic department recalls offensive sweatshirts

released a comprehensive self-study detailing examinations of the curriculum, students, faculty, finances and facilities at Harvard-Westlake.

The last chapter of the report gave the school an “action plan” for improving five areas between 2010 and 2016, including diversity.

Though, in 2009, the athletics department recalled cross country jackets after people realized they featured an image commonly known as “the illegal alien sign.”

In 2014, Commons and Head of School Jeanne Huybrechts met with the parent group Parents of African-American Harvard-Westlake School after they heard of some incidents of insensitivity. He said that meeting was one of the factors in deciding to conduct the most recent climate assessment.

“I think the climate assessment is the most — as far as I’m aware — it’s the most thorough investigation of how we as an institution and as a community can be more diverse and inclusive,” Commons said. “I think that change may be more accessible to us now because we’re more aware than we ever have been.”

In 2012, the Chronicle released an article describing faculty demographics that said that the percentages of minority teachers were half that of minority students, and that, at the time, middle school history teacher George Gaskin was the only black full-time classroom teacher. The article also said that the faculty was just under two percent African-Amer-

2012

By Sammi Handler Katie Plotkin

and

Hateful note left in gay student’s backpack

Report sh demograp representa minorities

Administration listens to student suggestions, concerns in s • Continued from page A2

[the n-word] and why it hurts people emotionally and how people are afected by it. I think they’re just touching the surface, and they don’t want to go below because they know there’s a much bigger problem.”

Jake Broder ’17 said the school was more concerned with preserving its public image than teaching the students why this language is offensive.

“We only have these discussions after something has gone wrong,” Broder said.

“Specifically talking about social media, it definitely is different than saying [racial slurs] just with other people.

It’s projected to a wider audience. But I think how the punishments are handled with the difference between something said on social media versus something that’s not said on social media is because the school tries to save itself.”

When a student asked if there was a formal speech code instituted on what words are or are not allowed to be said on campus, Chaplain James Young, who advises the Honor Board, nor any other faculty or administrator present, was able to speak specifically on the matter but said, in his experience, any speech that was hurtful to others was considered punishable.

According to the Upper

School Student and Parent Handbook, absolute respect for the rights of others is expected of all school members, and violations of these expectations may result in expulsion. The handbook prohibits profanity or socially offensive language and verbal abuse on campus.

“Some of the black students feel like they know more about the history of the n-word than the teachers do, and that in and of itself is a problem,” Black Leadership, Awareness and Culture Club leader Anya Andrews ’17 said. “It shouldn’t be our responsibility to teach other students.”

Commons, Head of Athletics Terry Barnum, Upper

School Dean Chris Jones, Upper School Deans Department Head Beth Slattery, and Science Teacher and Gender and Sexuality Awareness Club Adviser Nate Cardin attended the second meeting of the Moving Forward series on March 20.

Because members of the Prefect Council hosted the first meeting, this meeting differed in that it allowed students to hear from some of the adults on campus and offer suggestions for ways to improve school policy and student behavior.

Students began the discussion by questioning free speech on campus, the presence of a speech code, and what merits the school’s inter-

vention in student affairs offcampus.

“When your desire for free speech comes in conflict with our community’s priority to take care of one another, then your individual liberty is not as strong as our community’s value,” Barnum said. “We are not okay with any students using the [n-word]. When we are faced with students using the word, we are going to look at it case-by-case and use the context of that individual case to determine what our official reaction will be, but in terms of a blanket statement, that is not the kind of word that should be used on campus.”

Some students wanted the administration to provide a

arch

hwchronicle.com/news

29, 2017

News A7

ty throughout the past decade

ow the school has previously dealt with diversity issues

white s

Commons addresses concerns of parents of African-American students

on both Jewish and Christian holidays.

While the school has produced competing political influences and figures such as Breitbart Editor-in-Chief Alexander Marlow ’04 and Mayor Eric Garcetti ’88, some students have raised concerns over how open the campus is to all types of political ideologies, specifically conservative views.

In a March Chronicle poll of 347 respondents, 13 percent of students said they are Republicans, 54 percent said Democrats and roughly 22 percent said they do not have a political affiliation.

Last year in an April Feature, students of different political orientations discussed that they sometimes feel that they need to suppress their political opinions at school.

Both liberal and conservative students voiced concerns, and in November of this year, the Chronicle wrote about alumni’s experiences going to colleges in more conservative atmospheres and the differing reactions to the election in those environments.

Some students were disappointed that their teachers did not address the tension surrounding the election. Other students felt that some teachers’ actions were politically charged.

Commons sent an email to students and parents on Nov. 11 reaffirming the school’s commitment to diversity and inclusion. Interim Head of Upper School Liz Resnick also sent a letter to faculty Nov. 9 to assure all students felt safe, regardless of politics.

2017

hows faculty phic lacks ation for

student responsible for his or balance in STEM classes.

“Part of the reason that I her actions online.

After the most recent slur dropped out of computer scicontroversy, GSA Adviser and ence this year after taking DeChemistry Teacher Nate Car- sign & Data Structures Hondin said that the club does not ors last year was because I felt necessarily want the adminis- so overwhelmed by the male — tration to implement a speech female ratio in the class, and it caused a lot of problems for code.

“We don’t want word po- me in terms of my confidence licing,” Cardin said. “We want in the class and how comforteducation. We want people to able I felt talking,” a senior girl know that there are conse- said.

Adam Sieff ’07 wrote a stoquences to certain things that ry in 2007 urging the Islamic you say.”

A 2016 Chronicle article elementary school New Horialso described some students zons School to consider Harwho identify as asexual feel- vard-Westlake as a secondary ing that there is a lack of ac- school option to help combat ceptance of their sexuality on the small amount of Muslims campus. In 2015, GSA’s ini- at the school.

By the end of that tiative to create an year, Director of Adall-gender restroom missions Elizabeth caused some backGregory announced lash from students, the first New Horiwith a Chronicle poll zons student would at the time saying 33 attend as a seventh percent of students grader the next year, opposed the change. though the then prinA Big Red opincipal Nahid Ansari ion written in 2014 ’ told the Chronicle outlined the stigma Nate Cardin that Harvard-Westaround female athlake’s large Jewish letes, citing an incident when an assistant foot- population had previously deball coach made a derogatory terred applicants.

Last November, the Chroncomment about the field hockey team, which was standing icle published a story about student and faculty atheists. just a few feet away.

The athletic department in In a Chronicle poll for that response worked to make fe- story, 32 percent of 370 stumale athletes feel more com- dents said they do not believe fortable at the school, Barnum in God, 38 percent do, and 30 said at the time, and the foot- percent are undecided.

There are two chaplains ball coaches formally apologized to the field hockey team. faculty members, Rabbi FeiLast year, the Fanatics were genson and James Young, under criticism for not equally who represent different faiths promoting both genders. This on campus. Each department year a Chronicle article fea- has also made conscious eftured the apparent gender im- forts to not give homework

2015

ment to financial aid. He also created the Thomas C. Hudnut Scholar Endowed Fund that allows six students to attend each year.

In this year’s February issue, a feature story highlighted the extensive costs pertaining to specific extracurriculars and trips at Harvard-Westlake, which are not covered under financial aid for some students. Concerns were also brought up in the DEI assessment that students with a lower socioeconomic background may feel out of place at the school.

Back in 2010, a homophobic and threatening note left in a gay student’s backpack prompted Huybrechts and then Head of Upper School Harry Salamandra to discuss the incident in class meetings, 100 students to attend a Gay Straight Alliance — now called Gender Sexuality Awareness — meeting, and some to call for more inclusive history and English curricula.

Ten years ago, Andrew Schein ’07 wrote an opinion piece urging the Fanatics to stop chanting “Brokeback Mountain.” That same year, some senior boys created a Facebook group called “Students Against Skinny Jeans” in which some members posted derogatory comments concerning the sexuality of sophomore boys who wore skinny jeans. The school ultimately decided to not punish anyone, according to a Chronicle story, though the Educational Technology Committee formed a policy a few months later that said the school can hold an identifiable Harvard-Westlake

2014

ican, 10 percent Asian and five percent Hispanic. The Chronicle could not obtain the demographic statistics for this year, but Commons said that he doubts how accurate the numbers would be today. The DEI assessment did say that the diversity of the deans department was one area that the school did well.

“It’s hard to make [the demographic numbers] precise because they depend, of course, on making sure that we are not identifying people but allowing them to identify themselves,” Commons said.

Also in the 2010 accreditation report was a section describing the possibility that if tuition kept increasing at the same rate, fewer families would be able to afford Harvard-Westlake. In the Chronicle article at the time, former Chief Financial Officer and current Business of Life teacher Rob Levin said that the school’s tuition must be adjusted for inflation and that tuition has remained under the local median. Tuition for the 2017-18 school year is $37,100, a 3.3 percent increase from last year.

Roughly 20 percent of students are on financial aid, according to the admissions website. The average grant is around $27,000, though the website said that they can range from a few thousand dollars to almost all of the tuition.

The school does not offer merit or athletic scholarships.

In 2013, former President Thomas C. Hudnut attributed an increase in student diversity to an increased commit-

All-gender bathroom stirs opposition

Janine Jones named Interim Director of Diversity, Equity and Inclusion GRAPHIC BY EMORY KIM

series of ‘Moving Forward’ meetings outtakes clearer speech code while others were concerned that this would inhibit freedom of speech on campus.

According to the Leonard Law, all private and public high schools, colleges and universities in California must protect their students’ rights to freedom of speech and other communication that the government protects for all of its citizens.

“We need to think about the right to free speech, but we also need to think about how we take care of each other and that the latter is more important, that it’s more important to me,” Commons said. “Of course we have the [Leonard Law] to contend with and the

value that exists in our country and in our school where we want to have a freedom of ideas and expression.”

Regarding the removal of “The Adventures of Huckleberry Finn” from the sophomore English curriculum, Chris Jones said he was approached by teachers of students, particularly black students, who had been traumatized by the way the book was taught.

“Unless we’re at the point where we can teach the book responsibly, it was really difficult to continue to see these students struggle the way that they did,” Chris Jones said.

To ensure sensitivity on the topic of racism, Slattery said the teachers must be-

come more comfortable having difficult conversations and must be trained well enough to teach the topic professionally.

Students also asked what a teacher’s obligation is to address current events or prevalent issues on campus in the classroom, mentioning that it can be difficult to concentrate on learning a new lesson if there is a troubling social issue on people’s minds.

“The response can’t be nothing,” Cardin said. “If you’re my student now, a year from now, how much chemistry are you really going to remember versus a real life discussion that we are having as people and as humans who are taking care of each other?”

“Every day, we hear our friends and our colleagues say derogatory or hurtful things to each other, and we don’t say anything about it and completely let it fly.”

—Jillian Sanders ’17 “We want to try on ideas and see how they feel to us, and that’s an important part of this intellectual community and academic life that we have here.”

—Rick Commns President

white’s

white’s

A8 News

The Chronicle Diversity Issue

March 29, 2017

Let’s talk about it

Speakers at all-school assemblies have discussed the value of diversity and inclusion in the past as well as urged students to have a greater awareness and respect for others’ cultures.

NIKTA MANSOURI/CHRONICLE

TERESA SUH/CHRONICLE

Ange-Marie Hancock

Wes Moore

When it comes to making a mark on the world, who one chooses to fight for matters more than any transcript or diploma, author and Rhodes Scholar Wes Moore advised in his speech Feb. 19, 2014.

Moore’s speech discussed the discoveries that formed his New York Times bestselling book, “The Other Wes Moore,” at this year’s Black History Month assembly.

—Jacob Goodman

Feb. 2014

PAVAN TAUH/CHRONICLE

Bakari Sellers

CNN political commentator and former South Carolina Representative Bakari Sellers urged students to reflect on the progress made toward achieving racial equality and how to best continue that progress Feb. 13.

The Black Leadership Awareness and Culture Club invited Sellers in honor of Black History Month.

BLACC co-leader Phaedra Robinson ’17 introduced Sellers.

“We feel Mr. Sellers’ life mission in pursuit

Nov. 2015

of justice reflects BLACC’s values in desiring equality within the community regardless of political beliefs, gender or race,” Robinson said.

Sellers also encouraged audience members to strive for excellence as individuals.

“Yes we’ve made progress, but now it’s about recognizing that we’ve still got a ways to go,” Sellers said. “That’s when you see more change.”

—Noa Schwartz and Anthony Weinraub

Feb. 2017

DANIELLE SPITZ/CHRONICLE

Andrew Goldstein

Openly gay athlete and LGBT activist Andrew Goldstein encouraged students and faculty to be mindful of their language and to accept differences in his speech to the school Nov. 16, 2015.

“Let’s try not to make assumptions about other people,” Goldstein said. “Be thoughtful about the words you use, and know that something you say can have a significant impact on a person you would least suspect. But also recognize that you have the power to create a positive environment where people feel free to be themselves.”

Goldstein spoke about how hearing his friends and family using gay slurs and homophobic language heightened his fear of coming out and made him feel like being gay was wrong.

—Layla Moghavem and Jesse Nadel

Feb. 2013

University of Southern California professor AngeMarie Hancock discussed implicit bias, stereotypes and deep political solidarity Feb. 29, 2016.

The Black Leadership, Awareness and Culture Club invited her in honor of Black History Month.

Hancock discussed the impact of implicit bias to people of different races.

—Maddy Daum and Danielle Spitz

Feb. 2016

MAZELLE ETESSAMI/CHRONICLE

Samuel L. Jackson

Actor Samuel L. Jackson told students during his Black History Assembly on Feb. 5, 2013 about his willingness to play any role including the villainous Stephen in “Django Unchained” as long as the character he portrays is as “honest to the story as possible.”

Jackson has played iconic characters in more than 100 films in his career such as Jules Winnfield in “Pulp Fiction” and Mace Windu in the “Star Wars” prequels.

“A lot of people think I act too much,” Jackson said.

“But writers get up and write every day, painters get up and paint every day and actors only have so many acting opportunities.”

“I do this because it feeds me. It feeds my artistic sense,” he added.

—David Lim

C HRONICLE THE HARVARD-WESTLAKE

EDITORS-IN-CHIEF: SAMMI HANDLER, JESSE NADEL MANAGING EDITORS: LAYLA MOGHAVEM, KATIE PLOTKIN, JEAN SANDERS EXECUTIVE EDITORS: HANNAH CHO, CARINA MARX, RIAN RATNAVALE PRESENTATIONS EDITORS: ESHANIKA CHAUDHARY, SABRINA BRITO, EMILY RAHHAL

OPINION The Chronicle • March 29, 2017

Los Angeles • Volume 26• Issue 6 • March 29, 2017 • hwchronicle.com

editorial

DE

NEWS EDITORS: TERESA SUH, CLAUDIA WONG NEWS COPY EDITOR: JACKSON NOVICK ASSISTANT NEWS EDITORS: MADDY DAUM, NOA SCHWARTZ, DANIELLE SPITZ, ANTHONY WEINRAUB NEWS ASSOCIATES: EMORY KIM, INDU PANDEY OPINION EDITOR: KAMI DURAIRAJ ASSISTANT OPINION EDITOR: BRITTANY HONG OPINION ASSOCIATE: CLAIRE KELLER FEATURES EDITORS: SOPHIE COHEN, DANIELLE KAYE FEATURES COPY EDITOR: KATIE PERRIN ASSISTANT FEATURES EDITORS: JOSIE ABUGOV, NICOLE KIM, ALENA RUBIN FEATURES ASSOCIATES: KRISTIN KUWADA, KITTY LUO A&E EDITOR: LAUREN KIM ASSISTANT A&E EDITORS: GABI BERCHTOLD, SARAH LEE, KATE SCHRAGE ASSISTANT MULTIMEDIA EDITOR: ISABELLE ESHRAGHI A&E ASSOCIATE: CATY SZETO SPORTS EDITORS: JULIANA BERGER, JAKE LIKER SPORTS ONLINE EDITORS: DARIO MADYOON, CONNOR REESE ASSISTANT SPORTS EDITORS: ELI ADLER, OLIVER AKHTARZAD, ELLY CHOI SPORTS ASSOCIATES:

ELLIS BECKER, SAM MCCABE, AARON PARK, ZACH SWARTZ, MATTHEW YAM, ADAM YU

ONLINE EDITORS: CAM STINE, BRYANT WU ADS

AND BUSINESS MANAGER: OLIVER RICHARDS

ASSISTANT ADS AND BUSINESS MANAGER: JIWON PARK ARTS DIRECTOR: TIFFANY KIM FREELANCE CARTOONISTS: ANNA GONG, MADY MADISON ASSISTANT PHOTOGRAPHY EDITOR: PAVAN TAUH LAYOUT ASSISTANTS AND STAFF WRITERS: RYAN ALBERT, KAELYN BOWERS, VISHAN CHAUDHARY, JAKE DAVIDSON, KENDALL DEES, MATTHEW DRUYANOFF, LUCAS GELFOND, ALEX GOLDSTEIN, KELLY GOURIER, JACKIE GREENBERG, SOPHIE HABER, SOFIA HELLER, RYAN KIM, SAMANTHA KO, JENNY LI, SAM LINGARD, KAITLIN MUSANTE, SABA NIA, ALISON OH, JIWON PARK, NICK PLATT, NICK REECE, ASA SAPERSTEIN, MEERA SASTRY, ALEXANDRA SO, CAMERON STOKES, ANGELA TAN, BEN TENZER, JENNY YOON LAYOUT ASSISTANT ADVISER:

JULIET SUESS ADVISER: JIM BURNS

THE CHRONICLE is the student newspaper of Harvard-Westlake School. It is published eight times per year. Unsigned editorials represent the majority opinion of the seniors on the Editorial Board. Letters to the editor may be submitted to chronicle@hw.com or mailed to 3700 Coldwater Canyon, Studio City, CA 91604. Letters must be signed and may be edited for space and to conform to Chronicle style and format. Advertising questions may be directed to Oliver Richards at orichards1@hwemail.com. Publication of an advertisement does not imply endorsement of the product or service by the newspaper or school.

An Informed Decision

In light of the recent resurgence in discussions of diversity on campus, questions like “Where do we go from here?” and “How can our school improve?” seem to be everywhere. We as a staff find these questions to be of the utmost importance if, in fact, we want to shape a stronger school for the future.

In order to effectively answer these questions, it is essential to first understand the school’s current state of diversity.

For this reason, we decided to break the norm, overhauling our March issue in an effort to continue these productive conversations.

Though we are devoting more pages than ever strictly to different types of diversity on campus, we decided to focus most heavily on diversity of race and sexuality in light of recent events.

Additionally, throughout the issue, we’ve placed various QR codes that will lead you to online stories we’ve written in past issues pertaining to a wider range of diversity.

Each section of the paper still stands as it usually does — News, Opinion, Arts and Entertainment, Features and Sports — but hones in on subsets of diversity on campus.

Readers can find some of our regular coverage in News, A&E and Sports, but the majority of each section is dedicated to diversity as it pertains to the respective section’s focus.

In A&E, for example, we have a story that takes a look at diversity in casting of school productions (see B3 for the full story). The Features section puts a spotlight on the affinity groups Black Leadership, Awareness and Culture Club and Gender-Sexuality Awareness club, detailing the goals and efforts of the groups and the impact they have

ANNA GONG/CHRONICLE

on their respective members (see C4-5 for the profiles).

Additionally, on D6-7, a piece examines the usage of the n-word in sports locker rooms.

We are especially excited about this issue’s Opinion section, where, instead of our regular staff-written opinion pieces, we feature solely letters to the editor written by various students and faculty.

We recognize that as a primarily white, non-diverse staff, we cannot do certain perspectives justice. We therefore decided to reach out to members of our school community and have them write about their personal experiences and beliefs.

Ultimately, there are myriad differences that enrich our community and are entirely worthy of discussion.

We feel that our duty as the school’s news source is to provide the school community with the unbridled truth on relevant, prominent issues so that readers have all the information necessary to form their own opinions on such matters.

Everything we do is for our readers and our community, for their benefit and enjoyment, and this issue is no different.

We seek no personal gain from writing about hot topics; we only seek to promote the truth and encourage honest discussion.

That said, we hope our readers will use the information found in this issue to engage in more balanced, critical discussions.

No matter your personal views on how to best effect change, there is no denying that the topic of diversity has taken our school by storm. The articles in this issue will hopefully provide readers with the information needed to develop informed opinions and make informed decisions.

A10 Opinion

D

ue to the recent events concerning racial diversity on campus, I am glad to find that our community has finally shown interest in addressing the already existing problem.

As a leader of the Latin American Student Organization, I try to encourage acceptance, compassion and camaraderie among our members through our events and meetings; however, it is very difficult to do the same on a much larger scale.

For this reason, cultural clubs are essential because they provide a safe haven for students to connect with others similar to them; however, it shouldn’t be limited to a minority.

After the microaggression assembly, we had a LASO meeting where we sat down and shared our initial thoughts.

Someone mentioned that, unfortunately, these issues are never brought to our attention unless there is an incident or if it happened to be Black History Month or Cinco de Mayo.

On the other hand, there were some members that did not have much to say because their classes did not address

I

n my three years at Harvard-Westlake, I have been consistently disheartened by the lack of education and empathy in the school’s community.

Fully grasping the multifaceted issue of discrimination requires the attention of all individuals.

Intersectionality for me holds true with my experiences as a multicultural male who comes from a lower socioeconomic status.

Inclusivity for all of my identifiers is required for one to understand my situation.

My multiracial identity has its own intersection with me being Latino, Black and Indian American all at once.

I cannot choose to be one race for one day and one for another.

I have to carry the weight of all them at once.

For instance, if I conduct conversations on only one identity such as race without incorporating the different experiences and perspectives of my gender, religious affiliation and socio-economic status, then I have failed to truly encompass the whole spectrum of my life.

Inclusivity requires the attention of intersectionality.

The safe places we are trying to create must involve all people of all backgrounds.

I sometimes have felt a sense of invisibility and lack of acknowledgement during these conversations because speaking about my perspective will disintegrate the larger category.

The Chronicle Diversity Issue

the assembly at all.

After attending the first Moving Forward meeting, I was pleased to find that our student body has not only many ideas on how to battle the lack of cultural awareness on campus but also the will to make a change.

We realize that affinity groups such as LASO, BLACC and the Asian-American Club have an important role in providing cultural knowledge, but they cannot do it alone for it is also the responsibility of Student Council and faculty leaders to spread our message of acceptance.

By reading works by people of color, spending more time studying about non-European cultures or even highlighting differences in culture among students, the classroom can foster cultural awareness.

Thankfully, we are talking about these issues and are inviting everyone to attend regular meetings with Student Council.

Looking forward, affinity groups and the student body will definitely continue to support HW in its goal to create “a diverse and inclusive community.”

—Kelly Lopez ’18

For the sake of making things clean and simple, I try to allow others to speak. I try to listen to the voices of others in order to internally process the bigger picture of our community.

We as a community must take responsibility and accountability for one another.

We must do this to promote inclusion and equity in a safe environment. How? We must cooperate together, as one coalition that strives to create a new cultural change in this community.

It will require us to immerse ourselves into the uncomfortable in order to be comfortable.

We are at the perfect time to not only create a social shift in this school but also to educate ourselves by the many perspectives, experiences and identities we embody.

My biggest hope moving forward is to encourage Harvard-Westlake to not just focus on the race issue, or the LGBTQIA+ issue, but the identity issue.

Empowerment will come once we see others in their totality. This is especially important for those who have felt marginalized, [discriminated against] and underrepresented.

We are capable of beginning an amazing movement, and all it takes is the effort to hear everyone out.

Listen to the voices who share their diverse experiences that shape Harvard-Westlake.

—Daniel Varela ’18

T

he recent election and the cultural ripples it created have catalyzed our community to confront the realities of inequality present in our school.

While student groups and the administration have made significant progress in addressing bigotry, there’s an aspect of change that is rarely acknowledged.

Harvard Westlake is, for the most part, a liberal echo chamber.

We hold assembly after assembly about the importance of diversity. We invite influential people of color to speak on campus. We emphasize the importance of our mission statement time and time again, and yet seemingly

T

he HW community strives to be diverse and inclusive, but it also creates an environment where the identities we come from suddenly become even more prominent.

I’ve always identified as a Latina, and it’s always been a part of me.

But it was background information, equivalent to my favorite movie or what TV show I was currently watching.

It was never something I really had to think about or explain.

I never became more

M

ost Harvard-Westlake students are both too sensitive and too ignorant to be able to thrive in a community other than the one that we already know and love.

This is a lethal combination because it puts us in a precarious position that probably will not manifest itself until well after we leave high school.

I often hear people decry “microaggressions” and “safe spaces” as ridiculous, yet students are still outraged when their sensibilities are offended.

The majority of students does not understand that much of the country and the world do not share their values or their views on particular subjects.

I

am encouraged by the attention that our community is giving to diversity and inclusiveness.

My hope is that we recognize that our commitment to inclusiveness is just as important as that to diversity.

Diversity enriches and strengthens our community only when everyone in that community genuinely feels included and empowered to contribute.

Those contributions are not likely to be forthcoming

March 29, 2017

little changes.

It occurs to me that we may be preaching to the choir.

We are an almost entirely progressive campus, yet we often treat our student body as if we need to be convinced that racism actually exists and should be prevented.

Our priority should be getting the minority of students who don’t care about diversity or willfully oppose it to identify with our cause.

It’s going to take time, but it’s not impossible. In order for this to work, two things need to change first: our culture and our curriculum.

Racism on campus is often not a problem of malicious intent but rather of apathy and ignorance.

For example, if we don’t

want people telling racist jokes, we have to normalize a culture in which we let people know they aren’t okay.

It is our responsibility to tell our friends when they are out of line, and if you laugh or stay silent in those situations, you cannot continue to bemoan the propagation of racism on campus.

On the other hand, it is the administration’s job to stamp out racism that occurs due to ignorance.

English and history classes need to have open discussions about race and culture in the US Difficult discussions about the N-word and structural violence need to occur.

aware of how Latina I was until I came to Harvard-Westlake.

Suddenly, every conversation about immigration or César Chávez, or even about nannies, made me tense.

The anxiety felt in class whenever a related topic arose was new, as well as the fear of having all eyes automatically directed at me (although they weren’t, most of the time).

This supposed diverse community that we boast has, instead of making us think “Yeah I have this identity and…,” forced us to come to terms with an identity we

shouldn’t have to think twice about.

It’s created situations where we must second-guess our answers to questions and hesitate because our answers might be too inflammatory and push us into a square or under a label.

Yet at the same time, we have become burdened with being associated with everything involving our specific identities and what that’s supposed to imply about us as people and what we believe.

Furthermore, most Harvard-Westlake students are chronically unable to put things in perspective, for they have none.

Most of us grew up in environments in which we were sheltered from the true depravity of this world.

We understand family dynamic issues, we’ve experienced mental illnesses, but how many of us really have a sense of how others live?

How many of our families have lived from paycheck to paycheck?

How many of us have had to take after school jobs just to help pay the bills?

Do we know what it’s like to live in constant fear of abuse?

Have we seen the world for what it truly is, beyond

our Sugarfish and our Coachella tickets and our diversity discourse?

We don’t know the real issues in this world, and for that reason we are unable to overcome even simple adversity. Racism, sexism and lack of diversity are real and prevalent in our community, yes, but conditions and offenses could be far worse.

We must learn to embrace conflict and to learn from it.

We cannot continue to whine about having our feelings hurt because the world will not coddle us in the way that we are used to.

We need to adapt, but we cannot learn to do so while we live in this bubble of overprotection.

unless we have created a culture of tolerance and acceptance; a culture where diversity of thought is celebrated and nurtured.

We otherwise lose the opportunity to learn from one another and grow together.

We should also define “diversity” as broadly as possible. Our commitment to diversity should include those of diverse socioeconomic and political backgrounds.

My sense is that there is some room for growth in these

areas as well as in others.

Again, if we are not openly and genuinely accepting to those whose backgrounds differ from our own, we miss the opportunity to improve ourselves, even if it is just learning to tolerantly listen to those whose views differ from our own. Our commitment to diversity and inclusiveness also supports a commitment to the important virtue of tolerance.

—Math Teacher Kent Nealis

—Connor Engel ’17

—Angie Navarro ’18

—Mason Rodriguez ’18

March 29, 2017

T

hese are difficult times. Every day I wonder what I can do, as an educator, to do my share and help my students to embrace diversity, rather than be fearful about it.

I am fortunate in that, at our school, we can design creative curricula and expose our kids to situations and contexts that are quite delicate to handle.

With this in mind, for my French V: Contemporary Culture and Communication course, I have designed a unit called Difficult Love.

It is about developing curiosity and appreciation toward realities that do not resemble what people generally consider as familiar or “normal.”

In this unit, through various sources (cinema, press, literature), my students can reflect [on] urgent issues and debate on how to approach

T

he work at HW is a positive start towards an on-going and much-needed dialogue surrounding diversity, equality and inclusion.

There have been steps made to discuss the important subject that words do matter; the intentions vs. impact of casual comments and jokes on campus and at grade-level parties can have a lasting impressions.

If you can imagine, there have been situations where we can all learn to do or say it better. We are a diverse community and there are times when we do need to hit the pause button.

I

am mixed. I’ve got a multitude of cultures in my blood that are constantly in motion, constantly refreshed and renewed by that vital machinery we call a heart.

But the SAT proctor doesn’t care about that. He wants me to move on to the next section already. But I’m stuck. And I can’t help letting my eyes lull over the same gray-scaled section — bitter and stone-faced in its request for my bloodline.

Race or Ethnicity Description. Check all that apply.

I drag my eyes along the empty bubbles, scowling at the limited choices. The test doesn’t even have “ethnicities,” only basic racial labels.

How are they supposed to understand me from checkmarks in boxes labeled “White,” “African-American,” and “Other?” But I guess that’s just it. They won’t.

The SAT wants to place me within a demographic to make me a statistic. When the Admissions Director looks at those boxes I have yet to check, they’ll think, “Okay.

Another Black female, thinking that they know what ‘Black’ means.”

Black is unlimited. Black is all my dark brothers and sisters, running around sunkissed and blonde-tipped, raising their fists in power, saying “WE ARE WORTH IT.” Black isn’t just a collection of people. It’s a culture without restrictions, a culture in a continuous metamorphosisconstantly growing generation by generation as distinct and profound as the blood tunneling through my body.

My blackness should not decide how a boy will treat me when I go over to his house or

hwchronicle.com/opinion them with constructive empathy.

Together, we explore the challenges of physical handicap, gender identities; we observe encounters between different ethnicities, opposite political views and religious beliefs.

We try to “live” the struggle of refugees and immigrants by watching or reading their true stories and talking about them. I do not know whether I am succeeding at making a difference in my students’ minds, but in order to give true meaning and dignity to my teaching, this is the only way that I know.

Someone said that, when you save one person, you save the world. If I can just touch one student’s heart, I hope that, sooner or later, I will touch them all.

— World Languages Teacher Simona Ghirlanda

We are grateful that the school provides ways for us to come together so we may continue to grow and have those teachable moments.

I am often reminded of the television show: “What would you say or what would you do?”

I firmly believe that words matter. Please remember that you cannot teach what you do not know. We all must make an attempt to enlighten others as we talk to each other with civility, compassion and patience surrounding this important subject.

H

arvard-Westlake boasts diversity and definitely takes active steps to make HW a more inclusive and diverse environment, but there is no denying that the students at HW live in a bubble of privilege.

This bubble enables the students to see the real world but never really experience it and therefore makes it easy for

D

iversity is one of the most important aspects of life. Los Angeles is filled with people from all different ethnicities, economic situations, and each with a different story.

So why should our community be any less than diverse?

Having different people gives everyone in the community the opportunity to hear their story and to share their own story.

Not only that, but being able to understand the way other people struggle leads people to be more compassionate human beings.

Our school is very privileged, there is no doubt about it, but there is a way to diversify our community such that everyone can understand what types of things people are going through.

The first step to solving the enormous problem that is dis-

—Portia Collins (Jarron Collins ’97 and Jason Collins ’97)

how I am viewed by a police officer when I’m driving through Downtown. “Black” should not limit me from anything.

“Black” should not shift the first impression made by my test scores.

African-American. White.

American Indian? Latino or Hispanic? Yes. Yes. Yes. Yes. I set down my pencil. The test proctor hovers over my desk and watches me check the boxes. Then he flips to the front of the class and rushes to the next part of the script.

A script repeated by analogous proctors, with voices like flight attendants that bounce airily through the vents of the under-funded public school classrooms.

I picked up my pencil and mundanely complete each section of the exam contently on autopilot.

I had finished the hardest part. That swish of a pencil to tell the world what’s in my blood.

But this wasn’t going to the world. It was going in a file.

The world won’t know how, no matter how many different cultures are in me, I care about every single one and all of their complex racial histories.

I’ve since realized as humans we shove each other over these feeble walls of cardboard boxes we declare to be race or ethnicity just to get statistics down on the page.

No, they don’t know who I am yet, but I don’t need any flimsy cardboard box labeled “Black” in dry Sharpie to define me. I know who I am without their definitions.

So, I answered their question. I checked all that apply.

—Anya Andrews ’17

Opinion A11

students to say things and do things without ever really considering the consequences.

It is hard for many of us to see how our words and actions can make people feel.

The HW bubble disillusions students into thinking that diversity is not a prevalent problem because it does not appear to be a problem within the HW community.

Many of the students at the school do not recognize their own privilege, which makes it difficult for them to understand why those who do not live in privilege take offense to many of the events that have occurred recently concerning race, sexual orientation and the election.

crimination is education, and in order to be educated, there must be interaction.

Interacting and understanding those who are less privileged can make every single person in our community a better one.

With the recent hire of our Interim Director of Diversity and frequent DEI meetings, our school is finally taking those first steps to making our community as diverse and inclusive as possible.

While it would be unreasonable to expect any major changes immediately, such as adjustments in our history curriculum, it is reassuring to see the administration working with students, particularly members and leaders of advocacy clubs, to head in the right direction.

Harvard-Westlake’s advocacy clubs are now playing a much larger role on campus,

not just by having continuous discussions with faculty but by collaborating with each other.

As leaders of these clubs, we’ve realized that we are at our strongest when we work together.

At La Femme, we know that feminism would not actually be feminism if it did not include everybody of all races, genders, sexual orientations and religions, and there is no better way to convey that message than by working alongside BLACC, LASO and GSA. Communicating with teachers and deans as well as our fellow students is a good first step, but diversity will continue to elude Harvard-Westlake unless we persist on this path.

—Haunani Bautista ’17

—Sohni Kaur ’17 and Kate Von Mende ’18

The Instructor said, “Go home and write a page tonight.

And let that page come out of you Then, it will be true.”

I am an only child.

Not one of three, Just me.

I go to a school where I feel like a fly in a bowl of milk.

Alone.

Walking down halls where I am one of three… or at least one of the few with dark skin like me.

The kinks in my hair and the dark skin I wear connects me to the trailblazers Who struggled to clear paths in order to make my journey easier As I walk through the white halls with the white walls, I see the footsteps of Martin, Malcolm and Coretta before me.

Their pain and suffering endured just so I can be me.

Free.

In my classroom, I don’t sit in the back waiting to be called on Because the sea of seats are all available to me.

It’s hard for me to Imagine Being stationed in the back just like my mother and father were, Where they couldn’t even see, That they were lacking opportunity.

I turn on the TV to see faces with brown tones Sing through microphones, Not of yesterday’s sorrows, As the wounds have healed leaving scars of remembrance.

Then I look back at me and what do I see?

Not a rapper or a ball player, But a boy with dreams, Goals, Promise.

Opportunity.

—Justin Carr ’14

Justin was my art student in 10th and 11th grade until March 22, 2013. On that afternoon, Justin passed away while practicing for his HW swim meet. His parents gave me the poem after Justin died. He had written it just three weeks before his death.

This past Saturday, Justin’s mother, Susan Carr, read the poem at a fourth year Anniversary Memorial for Justin. The theme of the event was working for World Peace, which had been a goal of Justin’s since he was a child. Throughout his short life, Justin worked for Peace which he believed could only come about through kindness and love for all people.

—Visual Arts Teacher Marianne Hall

Arts & Entertainment The Chronicle • March 29, 2016

A12

Diversity matters to me because...

spotlight

March 29, 2017

Students reflected on the importance of the school’s mission to be a “diverse and inclusive community” after discussions about race and sexuality sparked on campus by sharing why diversity matters to them.

DANIELLE SPITZ/CHRONICLE

INTEGRITY: Leader of Black Leadership, Awareness and Culture Club Taylor Redmond ’18 said diversity is a priority because “everyone deserves to feel represented.” Besides BLACC, some of the other affinity groups on campus include Latin American Student Organization and Gender Sexuality Awareness.

NOA SCHWARTZ/CHRONICLE

EMORY KIM/CHRONICLE

INCLUSIVE COMMUNITY: Jarett Malouf ’18 (left) said he values diversity because it widens his “cultural lens” while Calvin Koo ’18 (right) said diversity “promotes an inclusive community” on campus.

DANIELLE SPITZ/CHRONICLE

JOYFUL PURSUIT: Andie Cook ’19 said diversity is important to her because “everyone should be treated

equally.” To improve diversity on campus, students have suggested making changes to the current curriculum.

NOA SCHWARTZ/CHRONICLE

PURPOSE: Nick Smith ’17 said he cares about diversity because he feels frustrated by racism.

DANIELLE SPITZ/CHRONICLE

EDUCATIONAL EXCELLENCE: Annabelle Heisel ’19 and Ava Payman ’19 said they appreciate diversity

among the student body and the administration because it provides them with “different perspectives.”

B2 A&E

THE CHRONICLE DIVERSITY ISSUE

Outcast

By MADDY DAUM ANTHONY WEINRAUB

As the school takes steps towards increasing diversity in our community, students reflect on the theater department’s colorblind casting policy and the representation of minorities in various performing arts productions.

look at our productions to see all our casting is color-blind. I did cast one play this year with In the school’s production multi-ethnic ‘sisters,’ but that of “West Side Story” last year, was only after the auditions Elizabeth Edel ’16, a white — I did not go into the casting student, played the role of Ma- with that preconceived plan. ria, the lead female character, We always cast whom we feel is best for the role, regardless and a Latina.

“The hardest part about of the color of one’s skin.”

In a Chronicle poll of 373 Maria specifically was that her nationality was such a big part students, approximately 69 of her storyline, so it wasn’t percent of students said that just an aside that didn’t have they think the casting of the importance,” Edel said. “So school productions are diverse.

I had to kind “In genof maneuver eral, I believe truthfully beI think the that the deing the characpartment tries audition process at ter and being follow color respectful of a Harvard-Westlake is fair. to blind casting,” culture that I’m The issues with diversity Sakura Price not actually a ‘18 said. “I’m part of.” probably stems more a person of Only when from less minorities color, and I’ve the performing been in mulauditioning than from arts departtiple producment put on casting based on race.” tions at school “Hairspray” did other Performing Arts —Sakura Price ’18 with people of colDepartment or.”

Head Rees Price’s play “Subway StoPugh say he took into account race when casting the show, ries” will be featured in this saying that using race-blind year’s Playwrights Festival, casting would contradict the and she will also perform in message of the play, according “Expulsion from Paradise” to a Chronicle article the year by Sophie Kim ’19. Last year, Price wrote “The Kimono,” “Hairspray” was performed.

“All the casting I have done a play discussing the Japahas always been color-blind,” nese-American experience.

“I wasn’t really a part of the performing arts teacher Christopher Moore casting process, but Mr. Moore said. “You wanted to ensure that the part n e e d of the Japanese mom was only played by a Japanese girl,” Price said. “Though he has a policy not to cast the playwrights in their own plays, he broke the rule so as to be sensitive to issues of whitewashing in casting.”

Moore says that the process of choosing actors is never determined by nationality but instead the quality of their performance.

“The only AND

“

MARCH 29, 2017

time the casting of a role is based on nationality is if it is specifically referenced by the playwright, essential to the storytelling and called for in the text that it must be a person of a definite ethnicity,” Moore said. “In my experience, I can only think of one such occasion where this was the case.”

Last year, the popular musical “Hamilton” sparked controversy when it issued a casting call looking specifically for non-white actors. Critics of the action said it was reverse racism, a term used to describe prejudice against members of a majority ethnic group, and argued it hurt efforts to foster diversity. Some theater critics specifically praised “Hamilton” for its casting of people of color to portray America’s Founding Fathers.

“Regarding the nationality of leads, white people might have a slight advantage in that area since the roles portray white people a lot of the time,” Jacob Tucker ’17 said. “But ultimately, a lot more of the people who even audition for theater are white, so if there’s an imbalance in the kids auditioning, then that same imbalance isn’t unreasonable in terms of casting.”

Actors believe that the main factor in who is cast for each role is their ability level.

“I really don’t think it’s an issue,” Henry Platt ‘17 said. “It really is just a matter of who really deserves each individual role, based on a combination of the audition and previous participation or commitment.

Mostly the audition itself, but in borderline situations, they tend to verge on those who have been in productions in the past.”

The performing arts department has not shied away from productions focused on issues of racial and economic diversity in the past. “West Side Story” has a plot centered

program, Carmen around racial and ethnic ten- theater sions between groups of Puerto Levine ’17, a Hispanic stuRicans and whites in New York dent, said she perceives the City. “Hairspray,” performed lack of diversity in the theater in 2013, addresses controver- department as a result of the sies over segregation and civil lack of diversity at our school.

“Less non-white students rights, and “Les Misérables,” performed last year, depicts a are cast for roles because group of poor French citizens there are less non-white stufighting to overthrow their re- dents at Harvard-Westlake,” Levine said. “For example, the pressive monarchy.

Pugh and Moore typically chances of finding a Latino choose the plays and musicals student who will fit a particuthat will be performed during lar role will be much less likely the school year, and togeth- than finding a white student er they hold auditions for the who will fit that same role, not because they’re less talented performances. but because white “It’s not about students severely getting every techoutnumber Latino nical aspect of the students.” show perfect, such Price also says as the era in which that she does not it takes place or asthink the theater designing someone to a partment is to blame certain role because but rather the systhey are the ‘fitting’ temic limited nationrace for that role,” ’ al diversity at the Natalie Kroh ’18 said.

Carmen school.

“We are telling a stoLevine ’17 “Though the ry, and that’s all that matters. And with that being shows may be predominantly said, I’ve just also seen from white, I don’t fault the theater personal experience that roles department,” Price said. “It’s are assigned to people based probably more about social on their ability to portray the stigmas and limited diversity at the school in general.” role.”

Students say that the perWhile the department has taken steps in encouraging forming arts department still greater diversity in school pro- actively draws students from ductions, Pugh says that some different races, genders and factors still remain roadblocks social groups to participate in in an attempt to foster racial di- their productions.

“In each production I’ve versity. When “Hairspray” was performed, Pugh said that he been a part of, the cast has encouraged black students to been full of students from try out but said that, although different grades, from differthere were some students who ent friend groups, of different were talented enough to be in genders, and from different the show, they could not take backgrounds that are all able part in the musical due to ath- to take their own experiences and contribute them to the letic commitments.

“I think the audition pro- larger, memorable pictures cess at Harvard-Westlake is and meaningful messages of fair. The issues with diversity each show,” Caroline Cook ’19 probably stem more from less said. “I love that every producminorities auditioning than tion attracts new faces from from any casting based on all over Harvard-Westlake, and I think I love being a part race,” Price said.

Although she doesn’t find of them so much because of that the problem is only in how diverse the casts are in t h e their talents, interests, backgrounds, beliefs and personalities.”

NATHANSON S

PAVAN TAUH/ CHRONICLE

THE CHRONICLE

B3 A&E

MARCH 29, 2017

Dance Dance Revolution This year’s Upper School Dance Concert centered on themes of love and hope in light of recent issues in our community and the world.

By ESHANIKA CHAUDHARY AND JENNY LI Advanced Dance II students, guest performers and faculty danced in response to recent global events at the Upper School Dance Concert from March 3 to 5 in the Rugby Theater.

“In difficult times, we need one another,” director and Performing Arts Teacher Cyndy Winter said. “This is our way of giving back to our community. Our means is dance, and our goal is to provoke thought.”

The show is inspired

by Fred Rogers’ part in the ‘90s television show “Mister Rogers’ Neighborhood” and follows the dancers as they face pertinent issues and themes, ranging from optimism to cynicism.

“Having big themes like love, hatred and fear were important to have in the dance concert because they’re topics that people don’t talk enough about,” company member Princie Kim ’18 said. “We really wanted to make something that carried a real message to the audience. I think the show targeted the reality of how widespread these issues are and that we as students can actually make a change in the community if we tried.”

Like Rogers, who changes into a cardigan and sneakers in his theme song while speaking about love and honesty, dancers also put on red sweaters and sneakers as the scenes evolve during the performance.

“I think Mr. Rogers, especially right now, just teaches us important things about human decency and overall kindness that we should all take with us,” guest performer Maija Wainwright ’19 said.

“It’s basically inspired by what’s going on in the world now and our take on what we need as people in response.”

The dancers in the show found that the theme was both per-

sonal and relevant to cur- through the graffiti on the rent events. walls.”

“The theme definitely Demonstrating their hit really close to home, ideas through these variespecially due to all the re- ous forms provided audicent events in the world,” ence members a unique Anneliese Breidsprech- and emotional experience, er ’18 said. “To me, love guest performer and Upper translated to community School Dean Celso Cardeand what we needed to do nas said. to come together to over“Dance is an incredcome all the hate we are ible art form that has the constantly faced with. It ability to express so many became a rallying cry for emotions, and I felt it was me, it opened my eyes and the perfect vehicle to emote allowed me to truly see what many people are how much work needed to thinking and feeling at the be done.” moment,” Cardenas said.

Performing arts teach- “The message of this year’s ers chose this theme show is very much in line to start a conversation with my own outlook on and responded to recent society. It is about leaning events, Performing Arts on one another and keepteacher Erica Jansson ’08 ing hope alive.”

T h e said. showcase “ T h e extended show is a I felt that the diversity response to in all asthe divides message of our show pects of the that are was a pertinent showcase, occurring reminder not only of the i n c l u d throughout dance our country strength and resolution ing genres, and world,” we can supply as a music and Jansson cast memsaid. “Mr. unified people but bers, Erick Rogers’ also a reminder of the words reinGredonia ’17 emotions and ideas that said. forced the message “The enlink us all universally.” that we are tire theme all neigh—Eden Fincher ’17 of the show bors, and was diverthe world is sity and our neighborhood.” acceptance for others, and The goal for the show we really tried to embrace was to spread a message of that for all different ashope to all. pects of the performance,” “Our hope was to cre- Gredonia said. “There were ate a show that spoke to performances that dealt both sides of aisle. We with different cultures and may have different back- dances that involved difgrounds, faiths, skin col- ferent types of genres of or, experiences, ideologies, dance, which is really awebut love, compassion and some.” hope are themes that unite The program’s intent us all,” Jansson said. to diversify reflects cast The show utilized vari- members’ hopes for future ous forms of expression to change in the community. promote these messages, “Having [increased genJansson said. der diversity] as our goal “We wanted the show throughout the entire proto represent the feelings cess really displays what of our students,” Jansson we want to achieve as a said. “Not only did they school and achieve in this have a voice through their world.” choreography and perforThe dancers began mance, they also commu- their work on the show at nicated to the audience the be-

“

ginning of the school year and weekend rehearsals after winter break. Students had the opportunity the week of the performances to purchase roses and write a note for the dances for their work.

The show also demonstrated a united response towards not only global events but also recent events on campus, Eden Fincher ’17 said. “ A l l the performances went wonderfully, and it is so rewarding that our message was well-perc e i v e d , ” Fincher said. “In t h e context of the current events, I felt that the message of our show was a pertinent reminder not only of the strength and resolution we can supply as a unified people but also a reminder of the emotions and ideas that link us all universally.”

The performance is not only timely but also conveyed a message of love and respect, Davis Cook ’19 said.

“It is a timeless concept, the concept of empathy and love and trying to forward it,” Cook said.

PHOTO ILLUSTRATION BY CATY SZETO ROSES COURTESY OF CREATIVE COMMONS

B4 A&E

THE CHRONICLE DIVERSITY ISSUE

MARCH 29, 2017

Descriptions by Kitty Luo The Westflix Film Festival selected six Harvard-Westlake original short films alongside 10 other student films to be screened in a film festival held at the Hollywood Arclight Theater on March 24.

The HW Short Films

August Beach

Graveyard for Goldfish

The Party

Justin and August spend the day together, biking and hanging out at a park. Justin reveals that that he has never been to the beach. August insists on taking him to the beach the next day, and Justin kisses August tenderly on the cheek. On their way home, Justin challenges August to a race. A police car soon begins to chase them, and a gunshot is heard followed by Justin screaming August’s name. After August’s death, Justin visits her home where he is given a letter confessing her love for Justin, who then decides to go to the beach for the first time.

Ava is strolling down a neighborhood street as her little brother skateboards beside her when the two notice their neighbor Ms. Riley’s mailbox overflowing with unopened letters. With his arms full of mail, Ava’s brother rings the doorbell and engages in a conversation about the importance of appreciating loved ones with Ms. Riley, who had recently lost her sister. The siblings leave Ms. Riley’s and return home to find that their beloved goldfish Goldy has passed away. Ava then takes her brother to a goldfish graveyard, where they bury Goldy.

A group of teens excitedly prepare for a party they have been looking forward to all week.

They take long showers, primp, and put on their special party outfits and accessories, leaving behind all their worries and thinking about how the promise of the party had almost made the stress and pain of the past few days bearable. As the party approaches, however, the teens become increasingly hesitant about attending as each begins to doubt the quality of the party experience. In the end, all of the kids lose faith in the party, and no one shows up.

Peace by Piece: The Story of Harry Davids

Puget Sound

The Test

A boy and his younger brother dive into the art of filmmaking while exploring Puget Sound with their friends. They make the best of the little resources that they have; for example, they use red colored jam as fake blood. The boys gather their inspiration from and imitate movies such as “The Warriors” by creating their own short films about gang violence and drug deals, educating themselves and enjoying each other’s company.

A classroom of students nervously take a test comprised of blatantly racist questions such as asking them to identify which race are criminals and which race are terrorists.

After glancing around at the multicultural and diverse group of their peers, the students decide to cross out the words on their test to change every question to “Which race is beautiful?” in response to which they circle all of the races.

Through paper cutouts, Holocaust survivor Harry Davids tells his story. At a young age, Davids learned that the parents he had been raised by were not his birth parents. He had been a baby when Germany invaded Holland during World War II and was given to the Dutch resistance to be safely smuggled to a family in Dokkum. Later, he reunited with the survivors of his original family.

ALL PHOTOS PRINTED WITH PERMISSION OF CHERI GAULKE

Features The Chronicle • March 29, 2017

C2 FEATURES

THE CHRONICLE DIVERSITY ISSUE

MARCH 29, 2017

Positive Affirmation Students discuss the impact that Affirmative Action policies can have on the college application process.

By NICOLE KIM AND NOA SCHWARTZ

aims to promote diversity and increase access to education for applicants of historically disadvantaged After her PSAT, Nicole Bahar ’18 minorities, such as African, Latino marched directly to her dean’s of- and Native-Americans. The term fice and burst through the door, not “Affirmative Action” was coined by stopping to talk to friends or send a President John F. Kennedy in Execbrief text to her parents letting them utive Order 10925, which included a know she had finished. She was provision for the government’s “Affirfrustrated, confused and angry, she mative Action” to guarantee fair emsaid, but not due to concerns about ployment without consideration of “race, creed, color or the test. national origin”.

“On the PSAT, I reAlthough the member I had checked On the PSAT, Supreme Court has off the box that said prohibited the use of I remember I had ‘white (of Middle Eastquotas, it has ern descent),’” Bahar checked off the box that racial maintained the consaid. “It’s just not fair. said ‘white (of Middle stitutionality of conI asked, ‘Why am I being generalized and Eastern descent).’ It’s just sidering race as a factor in college adput in a parenthetinot fair.” missions. In 2013, cal?’ It was a mixture of feeling offended and —Nicole Bahar ’18 Fisher v. University of Texas challenged also feeling like it’s Affirmative Action unfair that I don’t get policies as a violation of the Equal this advantage.”

Bahar said she was referring to Protection Clause, but the policies the policy adopted by colleges known were upheld as constitutional.

“At the core, Affirmative Action as Affirmative Action, a race-based is a way to make things selection process that more equitable, but beyond that it’s also a way to enrich the collegiate experience and ensure that people can mix and mingle and learn from one another,” Upper School Dean Celso Cardenas said.

“A lot of the learning that you do in college is beyond the textbook, and I think Affirmative Action lends itself to that.”

Bahar said that she believes Persians should be included in those who benefit from Affirmative Action. In not providing the opportunity to differentiate her race from white students for standardized testing and college applications, colleges don’t seem to recognize the diversity of the student body that her culture could contribute to, she said.

“Persians 100 percent make colleges more diverse. I’ve done a little research, and within the United States, P e r sians are

“

less than 1 percent of the popula- stitutions. It all depends on who’s tion,” Bahar said. “By definition, we going to college,” Cardenas said. are one of the greatest minorities “The Asian community is not one of there are, so by not having our own them but not necessarily all over the racial category like ‘Middle Eastern,’ United States. There are still a lot of we are grouped with either white or schools that actively recruit Asian Asian students. I don’t think it’s fair students because they want them on because a Middle Eastern individual their campus.”

Phillip* said that college admisbrings a certain cultural diversity.”

On the other hand, some stu- sions should be a process based endents, such as Oceania Eshraghi tirely on merit.

“I think [Affirmative Action] is an ’18, said they recognize how they absolute tragedy and violacould potentially benefit tion of American values of from Affirmative Action in equal protection under the the college admissions prolaw, and it’s a direct step cess as a member of a miback from a colorblind sonority group. ciety because the state is “Because I’m Cuban sanctioning discrimination and Persian, I’ve heard a by skin color,” Phillip said. lot about how my ethnicity “Even though it’s benefitallows me to check a lot of ing most people of color, it boxes and how I could use doesn’t benefit all people of that to my advantage,” Esh’ color. It’s two tiers of disraghi said. “My dean told Oceania crimination.” me that that would be benEshraghi ’18 On the other hand, eficial to be able to check as many boxes as I can. I check ‘white Courtney Nunley ’17 said she be(of Middle Eastern descent),’ ‘His- lieves Affirmative Action to be a fair compensation from institutions that panic’ and ‘Afro-Caribbean’.”

Eshraghi said Affirmative Action historically have given an advantage also helps determine the aspects of to white males.

“I support Affirmative Action beher identity that she plans on highcause I think it makes up for many lighting in her college applications.

“I think it is a strategy in appli- years of schools not wanting to let in cations,” Eshraghi said. “I also think students of color,” Nunley said. “I get that my race is a big part of my life, that’s not what’s going on right now, and if I didn’t associate closely with but it makes up for years of systemmy culture, I don’t know if I’d use it ic oppression against people of colas much as I plan to. But for me, it’s or. It’s making up for wrongdoings not just a strategy but also just an in the past. Saying that I got into a college just because I’m black only honest way of presenting myself.”

Upper School Dean Jamie Chan invalidates everything else that I do.”

Out of 338 students polled, 60 said that emphasizing one’s culture on a college application can only be percent said they believed Affirmabeneficial if the student has an hon- tive Action was necessary and fair, but only 20 percent said they felt est connection to it.

“Admissions people are really personally benefited by the policy.

Although a student’s race is congood at seeing through kids playing certain things up,” Chan said. sidered in the college admissions “When parents think they can game process, a common misconception is that students are accepted solely the system, they really can’t.”

While some students plan on because of their race, Cardenas said.

“Affirmative Action was never highlighting their connection to their culture in the college process, Nick about giving access to someone who Witham ’17 said he chose to apply to doesn’t deserve it. Institutions don’t colleges as a white male, despite the ever say, ‘Oh, here’s a Latino with a fact that he is half Chinese, because 2.3 GPA. Let’s take them.’ It’ll always he was told that applying as an Asian be a qualified individual,” Cardenas male would place him within a more said. “It’s to give that little piece of equity to people that are deserving of competitive pool of applicants.

“I feel like [applying as a white it. It’s never ever because of race.”

A merit-based college admissions male] makes me just a generic case.

I’m not a special case, and there are process would create a system more plenty of other people just like me — unfair than the current one, Cardejust like a normal guy,” Witham said. nas said.

“The greatest advantage in the “I don’t have a hook, and I’m not a recruited athlete or anything. I’m college process is being able to afford college,” Cardenas said. “What we’re just on a neutral playing field.”

Cardenas said, however, that the saying if we were to make it just on racial groups underrepresented on merit alone is that those people that college campuses can vary regional- have access to the best high schools and test prep are gonna be the one’s ly.

“We still have areas in the going to college, and all that does is U.S. where certain demo- take us back to back in the day when graphics are very un- only those people had access to colderrepresented lege.” in certain *Names have been changed. i n WHITE S

ILLUSTRATION BY ANNA GONG

MARCH 29, 2017

HWCHRONICLE.COM/FEATURES

THE

FEATURES C3

RACE

DEBATE Connor Engel ‘17 and Evan Engel ‘17 speak out about the racial discrimination that they have experienced throughout high school debate.

PAVAN TAUH/CHRONICLE

“In the past few years, arguments centered around race After Connor Engel ’17 won a have moved from the fringe and round at a debate tournament, into mainstream debate as we’re one of the coaches judging the seeing a larger influx of black dedebate told him that he had won baters, which is due to a lot more the round on a technical level programs that help minority debut that the judge disagreed with baters like the Urban Debate everything he had said.

League,” Connor Engel said.

Engel had argued a position The Urban Debate League is that both advocated for black a organization that establishes debaters to gain recognition and and supports debate teams in outlined the structures in place urban public schools across the that allow for racism in debate. country. According to its website, The judge told Engel that, if he 63 percent of debaters involved had so many issues with debate, in its organization are African he should just quit and American or Latino. that Engel couldn’t reAlthough they have ally face discriminabeen met with some retion as a black debater sistance from judges and because he was wearfellow debaters when ing a nice jacket. it comes to running This judge’s opinthese positions, it hasn’t ion is not an unusual stopped Connor Engel or one, Engel said. Often, Evan Engel from achiev’ he said, when black ing national success in Evan Engel ’17 debaters attempt to the field of high school combat discrimination debate. in debate by increasing the disOn the Los Angeles Debate course about race, white coach- Intensive’s list of the best 200 es, judges and fellow debaters high school debaters in the countell them that, if they have such try, Evan Engel is ranked seca problem with debate, they ond and Connor Engel is ranked should leave it and not be a part nineteenth. of the community that they take They both qualified for and issue with. had positive records at the TourBoth Engel and his brother nament of Champions last year, Evan Engel ’17, who is also on which is seen as the most diffithe debate team, try to run pol- cult debate tournament of the icies related to race when they year. This year, Connor finished are relevant to further the con- as a semifinalist and Evan won versation about these issues in the Glenbrooks speech and dedebate. bate tournament, earning them Historically, black debaters both bids for this year’s Tournahave been met with this backlash ment of Champions. ever since entering the world of “There are more programs debate and speaking about is- that are teaching progressive sues of race in debate, Connor styles of debate and are teaching Engel said. engagement in these styles of arBy JEAN SANDERS

NATHANSON S

gument, so it’s becoming more of We’ve all heard people use racial a normal thing to hear these ar- slurs, make jokes or say negaguments, and you can expect to tive things about people in dehear them in every debate tour- bate, and if you haven’t, you’re nament now, especially since fortunate. I’ve also heard many this year a lot of the top debaters of these comments directed toare black,” Connor Engel said. wards black people in debate.”

Evan Engel said that others Smith also said that school can be quick to box him into a debate programs need to include certain category of debater be- more minority students and accause of some of the positions he tively work to make them feel runs. comfortable in order to increase “What I’ve noticed is that, no diversity and fight against dismatter how far right I go, I have crimination. never really shook the mantle “Many schools do have haof ‘race debater,’ which I think rassment policies, but I think speaks to some it’s important that amount of steeach squad makes reotyping or bias it clear what they Our coaches in our communithink about how are amazing. They’re ty,” Evan Engel we treat peoa constant source of said. ple in debate,” Elijah Smith, support and intelligence Smith said. “I also a nationally recthink that debate and hard work.” ognized former coaches who are collegiate debat—Connor Engel ’17 teachers should er and a current actively try to reassistant debate cruit black and coach at Stanford University, Latino students. There is no way who was member of the first Af- to resolve the disproportionate rican American team to win the exclusion of black and Latino championship title at the Nation- students unless coaches take al Debate Tournament, said that disproportionate action to respeaking up about issues of race solve that exclusion.” during debate rounds is importConnor Engel said that the ant, but that there is also more school debate team has provided work that can be done. him with the support he needs to “I think African American de- successfully run progressive arbaters are doing great work when guments. they run positions that deal with “I think the debate program race in competition rounds, but I at Harvard-Westlake is fantasdon’t think that we can allow the tic,” Connor said. “Our coaches work to stop there,” Smith said. are amazing. They’re a constant “Students of color have to engage source of support and intellitheir teammates, their families, gence and hard work. We have their friends and random people really hardworking and commitin the cafeteria whenever they ted coaches who love the craft hear or see things occurring that and are very committed to expropagate structural violence. panding the program.”

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C4 FEATURES

THE CHRONICLE

Proud to be BLACC

By SABRINA DE BRITO

said.

Through reaching out to other On any given Monday morning, on-campus affinity groups such as LASO, La Femme and the Gender-SexChalmers 307 is buzzing.

The room is packed with more than uality Alliance, BLACC strives to show 30 students and faculty members, ea- solidarity among minorities while siger to debate and discuss race-relat- multaneously communicating their ed issues. The noise level climbs as messages of awareness to a greater friends catch up and the student lead- audience, BLACC leader Anya Andrews ’17 said. ers prepare to begin.

“I feel like there’s a lot of pressure A single guiding question, posed by one of the five student leaders, may that lies upon affinity groups to stand lead to a lively discussion that runs up for themselves,” Andrews said. “I until the activities period ends. Or the think that it’s been really great to have group may run through three or four this coalition, who are all standing up relevant topics and use the remainder and saying ‘It’s not just our job.’ We of the time allotted to plan upcoming are so glad to be in this coalition, but awareness events. The students check we need [the rest of the school commuin with one another, finding support nity’s] help, too, because, again, we’re among the large group of peers, faculty still in the minority. Even together, we’re still in the minority.” leaders and faculty members.

The first of these collaborations The Black Leadership, Awareness and Culture Club draws people be- was the creation of a video that listed cause of its passion, group member anonymous, derogatory quotes heard Courtney Nunley ’17 said. But more on campus, which was presented to than this, she said, it draws people upper school students Nov. 2 during in for the community that it offers on an assembly. “[The video] was the perfect temcampus.

“Almost every time we meet, it feels plate to reveal how Harvard-Westlake so much like a big family,” Nunley said. has its imperfections, which are okay, “I remember after our first sleepover, but reflects the lack of education we we were up talking until maybe 1 a.m. have in terms of knowing right from about issues pertaining to black stu- wrong,” Varela said. “We were proud dents in private schools and at Har- of [the video] and knew this [wouldn’t vard-Westlake, specifically. It felt so be] the last time our coalition would be doing a project like this.” nice to have all our internalBLACC also participated ized, negative feelings validatin the Jan. 30 student-led ed by people going through the multicultural brunch at the same experiences. We got exUpper School, which hosted tremely close after that.” members from all campus This was the first year that affinity groups, further emBLACC implemented clubphasizing how the groups wide sleepovers, BLACC leader have sought to find strength Taylor Jones ’18 said.

W ’ in one another.

“Club members know each Chris Jones The efforts to reach out other much better now, so evto other groups on campus eryone says hi to each other around campus, and during our meet- have, been in part, a response to the ings, the conversation is much more recent race-related controversies on open and honest because of the net- campus. Specifically, the response has work of trust we’ve created,” Taylor been prompted by students using racial and homophobic slurs on social Jones said.

Along these lines, BLACC also host- media and messaging platforms.

“After the texts came out, I think ed their first annual retreat at the Middle School last year, where the middle the whole club, and especially the and upper school factions of the orga- girls in the club, were at a big turning nization met and interacted with one point,” Nunley said. “We really needed another. Members said that these type support.”

BLACC has also led efforts in inof activities have worked to bond the viting the school community to pargroup even further.

“For me, it’s really just the club ticipate in their events and offering becoming more of a community rath- students a spot in the “family” that er than something you just do during BLACC houses. The student leaders your free time, during break,” BLACC have been stressing the idea of a safe leader and the Latino-American Stu- space this year and have been encourdent Organization leader Daniel Varela aging students of all races to come and join the discussion, Andrews said. ’18 said.

“These unfortunate incidents have This year of BLACC been focused allowed more people to feel welcome on strengthening the community to come to these meetings within the club and broadenand be a part of the discusing the support system outsion,” BLACC leader Taylor side of BLACC. Redmond ’18 said.

“We have collaborated “They get to with other clubs a lot more feel how [this year] in an effort to show that we are allies to many other affinity groups,” T a y l o r Jones HITE S

DIVERSITY ISSUE

Members of Black Leadership, Awareness and Culture Club have bonded through club events and a shared sense of community while working alongside other affinity groups.

[BLACC] meetings are actually run, Maude Bond, Benefits Administrator as opposed to how they thought they Yutopia Essex and Upper School Liwere run.” brarian and Testing Coordinator CanRedmond said that overall, she feels dris Madison. that the school has been constructive BLACC reaches beyond students in responding to the controversies with and faculty who see each other on the open-door Moving Forward meet- campus every day. It works closeings. She said, however, that there still ly with three partner organizations: are other steps that need to be taken Harvard-Westlake African-Ameriin order for the school to progress fur- can Alumni Network, Parents of Afther, particularly in facilitating a more rican-American Harvard-Westlake open dialogue between affinity groups Students and the Justin Carr Wants and the rest of the school.

World Peace Foundation, creating a Aside from actively participating wider network of support than meets in the Moving Forward meetings and the eye. inviting a black history month speak“We’re in awe,” PAAHWS leader er who would elaborate on the mean- Kym Begel (Carter ’17, Marie ’17) said. ing of racial equality, overall, this has “We’re proud of BLACC, and we’re just been a year of taking action, BLACC happy to be able to support them.” faculty leader and Upper School Dean HWAAAN and PAAHWS communiChris Jones said. cate with BLACC to help bring speak“We have more students this year ers to campus and offer resources for who are interested, realizing the com- events such as speaker receptions. monalities in the issues that we face, When the JCWWPF reached out and saying, ‘Wow, this isn’t just a to BLACC to help promote the Jog-Ablack student issue, or a gay student Thon earlier this year, HWAAAN also issue, or a woman’s issue, or a His- participated, bringing ice cream and panic/Latino student issue, or even treats for runners after the event. This a white student’s issue,’” Chris Jones is one of many examples of the three said. “There’s more interaction and organization’s cooperation. conversation around that, which I “There is just more energy surthink has elevated the platforms of all rounding what the group wants to do the different groups. It has made them this year,” Chris Jones said. “There is feel more emboldened to do things that more of a global focus in terms of what are more action-oriented.” we’re doing.”

The tensions on campus have also Aside from being one of the largencouraged BLACC est student-run orgamembers to work espenizations on campus, cially hard in spreading BLACC is also one of Almost every awareness of their prestime we meet, it feels so the oldest. ence at school. They The club began in much like a big family.” have striven to find new the early 90s at the ways of introducing di—Courtney Nunley ‘17 Middle School, Midverse perspectives on dle School Attendance the matter to the school and Health Coordinacommunity, BLACC leader Phaedra tor and middle school BLACC faculty Robinson ’17 said. leader Brenda Simon said.

“The silver lining of all that has hap“This club has changed so much pened in the past few weeks is having [since it began],” Simon said. “It’s gone a platform to invite other prominent from being a handful of students to a figures on campus to our events and room full of students.” our meetings,” Robinson said. “I think BLACC appears to be a family that it’s fostered a lot of good conversation, continues long after high school ends, with a lot of different viewpoints.” as evident by the active alumni netChris Jones also said that a lot of work which nearly all BLACC memthe changes that BLACC has enforced bers move into after graduation, Chris this year have come from the initiative Jones said. of the students, rather than the faculty “There’s a reason for progression, advisors. Faculty members are present for us to continue moving forward,” at each meeting, though the students Andrews said. “It’s part of our mislead the discussions and run the club, sion statement — it’s a part of who he said. Other faculty sponsors and we’re trying to be as a community. We members include Head of shouldn’t be focusing on Athletics Terry the past. I feel like right Barnum, Upnow, so many people per School are backtracking D e a n and trying to apologize for the past.

We appreciate that, b u t let’s move f o r ward now.”

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MA

ARCH

29, 2017

HWCHRONICLE.COM/NEWS

Proud to be LGBT

By ALENA RUBIN B

FEATURES C5 Members of the LGBT community on campus reflect on national and on-campus issues pertaining to sexuality. Gender-Sexuality Awareness Club and Project 10 provide support to LGBT students.

helpful and valuable to the kids, but it’s also really helpful and valuable to On the night of the election, upper me because it’s a place where I feel like school science teacher Nate Cardin I can be accepted as well.”

Another group dedicated to helpand his husband looked solemnly at each other. Their searching eyes asked ing LGBT students is Project 10, a each other the same question: “Will we confidential support group for LGBT students, where students can share be able to stay married?”

After finding out that the new gov- personal experiences and give advice ernment housed leaders who had re- to each other. Unlike GSA, P10 is only scinding marriage equality on their open to students who identify on the agendas, to Cardin, the question had LGBT spectrum in order to allow stuno immediate answer. They would dents who are not completely out of the closet to talk about their own ishave to wait and see. sues without fear of be“When I told that ing outed to the rest of to my students, it was the school. overwhelmingly heartFor me, it’s “P10 has helped warming to see their [GSA] something I many people at the response,” Cardin said. school realize that they wish that I had when I His students reasare not alone,” P10 sured their chemistry was younger. It would member Frank Wells teacher that the anhave helped me out ’17 said. “It gives them swer to the question the opportunity to say tremendously.” was: “Yes. Of course things about themyou’ll be able to stay —Nate Cardin selves that they may married. They can’t science teacher not be comfortable do that.” He shared telling everyone, and his skepticism: “They it makes it possible for might.” them to get advice from The following day, his students came into class armed people who are going through similar with research they had done on the experiences.”

Upper School Visual Arts DepartInternet the night before.

They listed all the reasons why ment Head Cheri Gaulke started both they thought it wouldn’t be possible to GSA and P10 in 1993, a time when, rescind gay marriage. They told their Gaulke said, the environment was chemistry teacher all the reasons why much more homophobic and potentially dangerous to LGBT students. his love would still be legal.

“The fact that they cared enough Gaulke consulted a lawyer before comeven though it didn’t apply to them, ing out as a lesbian to the school earthat it was meaningful to me so it lier that year. She then founded both was meaningful to them, is something groups and made herself a mentor to that I don’t think my 15 year old self LGBT students.

Despite the availability of these would have ever believed, so I think groups, Axel Rivera de León ’18, who that’s just one example of why Harvard-Westlake’s been such a great en- identifies as gay and is a leader of GSA, said that there is still work to be vironment,” Cardin said.

Along with teaching science, Car- done to make LGBT students feel more din heads the Gender-Sexuality accepted. Rivera de León said that the Awareness Club on campus, a group recent social media post that used hodedicated to discussing issues na- mophobic and racist language which tionally and in the school community circulated on social media brought to regarding the LGBT community and light the insensitivity that still exists organizing events to raise awareness in the community towards LGBT stufor specific issues. Cardin said that he dents.

“Up until this point I really thought grew up in an environment that wasn’t accepting of the LGBT community, so that Harvard-Westlake as a commuhe decided to lead GSA to ensure that nity was such a great place for LGBT students at Harvard-Westlake would people,” Rivera de León siad. “And it have a place where they could feel ac- still is. I’m not saying that this is a terrible place to be. I’m just saying that cepted during high school.

“For me, it’s something I wish that it’s a reminder that we still have moves I had when I was younger,” Cardin to make and work we have to do.”

Cardin said that he encouragsaid. “It would have helped me out trees students to see the social media mendously. Even though I know times scandal as an opportunity have changed, and we’re in the Los to learn about the effect Angeles bubble where people that words can have on are generally more acceptothers instead of ing of people who aren’t avoiding certain straight, I think it can words without fulstill be really scary, rely knowing why. ally confusing and re“I would ally isolating, as a kid hope that the and as a person, trying result of this to figure yourself out isn’t that people in a society that might just get blacknot accept you for who listed from sayyou are. Just having any words,” ing that community Cardin said. “We there, I know, is really

“

don’t want word policing. We want away their right to use the bathroom education. We want people to know they identify with, you’re really saying that you can say whatever you want that they’re not welcome to these pubbut there are consequences to certain lic spaces, and that’s the bigger issue things that you say.” at hand, rather than just bathrooms,” Some students are concerned that Izzy Reiff ’18, who identifies as bisexthe school has been heavily focused on ual, said. the racist slur, and as a result, there The government order has made has been less discussion about the ho- some students feel rejected by their mophobic slur used in the post. government. Harper said that her face “I think, frankly, more people were was wet with tears after she found more offended by [the racist slur],” out about Trump’s action and started Harper*, who identifies as female and talking about it with her father. has a girlfriend, said. “However, I do “I was just frustrated that their prithink that the homophobic orities right now are removing [slur], maybe it shouldn’t the rights from transgender be addressed to the same kids,” Harper said. “That just degree, but it should be adis absurd to me that that is dressed more than it has what’s on their list of things been because it really hasn’t to do in the first couple been that much at all, and I months.” think the weight of the hoCardin said that there mophobic slur that was used is more work the school can is heavy. People can say hodo to make transgender kids W ’ mophobic things that aren’t feel comfortable on campus.

Izzy Reiff‘18 so heavy like ‘that’s so gay,’ Although GSA created a genwhich is still offensive, but der-neutral bathroom on the word that was used is a charged campus two years ago, Cardin said word.” that it is oftentimes inaccessible or Cardin said that he believes that transgender students don’t feel comthe discussion has been geared more fortable using it. toward addressing the racial slur be“I know that we have many trans cause Black Leadership, Awareness students on campus who don’t feel and Culture Club and students of col- comfortable coming out,” Cardin said. or were able to organize and engage in “We have one gender-neutral bathconversation with the administration room, but it’s often closed or under more quickly, not because the school repair or locked on purpose so that values certain groups more than oth- people can’t use it. It’s also in a very ers. public area where people feel self con“I don’t think the administration is scious going to use it.” necessarily saying that one is more imCardin said that he encourages the portant than the other,” Cardin said. administration to release a statement “I think it’s just how it all unfolded. that clarifies that students on camCertain conversations happened be- pus can safely use the bathroom that fore other conversations, but all of the they are comfortable using. Crossconversations will happen. I will make roads school released a statement of sure of it because I want everyone to the sort following Trump’s action that feel safe, to feel like they belong, to feel reaffirmed their school’s commitment like they’re a part of the community.” to transgender students.

Rivera de León urges students to Although Cardin said that there not let the effects of this event dissi- is still work to be done to make LGBT pate. students feel more welcome, many “There’s probably the strongest students, like Rivera de León, affirm community reaction that I’ve ever seen that overall they have had positive at Harvard-Westlake, and I think it’s experiences coming out on campus. important to keep that going and to Rivera de León said that between his couple that with making a change,” friends and teachers, specifically Bek Rivera de León said. and Cardin constantly checking up on Another issue that GSA has been him and outlets like Peer Support, he discussing which affected the LGBT felt supported in his coming out expecommunity on a national level is the rience.

Trump Administration’s withdrawal of “I’ve never explicitly made a huge the protection of transgender students’ coming out announcement on social right to use the bathroom correspond- media or anything, but I think at this ing to their identity in point, everyone knows,” Rivera de public schools.

León said. “I think it’s really cool that even if it was spread, it “ T h e message was spread more in a ‘Woah, r i g h t I didn’t know that’ way as n o w opposed to a in a derogathat’s tory way. That’s why I being felt really good about sent the community. I still i s do. My friends and that the teachers, I forgot b y to mention the teachtakers, are all so incrediing bly supportive.”

HITE S

PHOTO BY PAVAN TAUH PHOTO ILLUSTRATION BY JOSIE ABUGOV AND ALENA RUBIN

C6 Features

The Chronicle Diversity Issue

March 29, 2017

The West is History History teachers discuss the Eurocentric quality of the Harvard-Westlake history curriculum and their efforts to address historical biases.

By Danielle Kaye and Layla Moghavem

European nations throughout modern history.

“History in general, on the As Upper School Histo- generic level, was dominated ry Department Head Greg by developments that emaGonzalez and history teacher nated from Europe,” Yaron Francine Werner discuss the said. “We’re talking about age-old debate in the history social, cultural, political, community about teaching economic, technological and a Eurocentric world history, military developments. This other teachers in the history is not to say that we need to office can’t help but chime shy away from studying the histories of Asia and its difin.

“Is this the ‘all-west ver- ferent regions or the African sus the rest’ discussion?” continent but from a purely asks one teacher passing by. practical matter, the history As the topic of re- from 1500 on, the focal point gion-specific courses offered of that history is issues that at Harvard-Westlake comes have evolved from Europe up, another teacher adds that have impacted the rest that an East Asian Studies of the world.”

This debate extends becourse used to be offered as well, but was removed from yond the walls of the history department in the curriculum due Seaver. In Black to lack of student Leadership Awareparticipation. ness and Culture “I’ve been having Club meetings, the this discussion with history curriculum colleagues for well is a hot topic as over forty years,” well. In recent meetWerner said. “But ings with adminisit’s not solvable. trators to discuss You make a choice.”

W ’ how the school can On the one Francine better address dihand, Gonzalez said Werner versity, changes to that an understanding of European history is the history curriculum have necessary as a foundation been proposed and met with upon which students can a receptive administration.

Yaron, who teaches Midbuild later in their academic dle East Studies, one of the careers.

“A lot of people think that few region-specific courses if you teach modern Europe- offered at Harvard-Westlake, an history, you’re teaching said that the time period the glories of European cul- studied in ninth grade histoture and people wearing cu- ry courses has some room for lottes and stockings,” Gon- a focus outside of Europe.

“In ninth grade, there is zalez said. “But it’s not that.

It’s the European culture a very robust Islamic civilithat’s been imprinted upon zation that from the ninth to tenth century up until the the world.”

History teacher Dror twelfth century is superior to Yaron also said that Euro- the west,” Yaron said. “There pean history is fundamental, is a robust Chinese civilizagiven the global presence and tion as well. Islam had spread far and wide, all the way to impact of Southeast Asia, all the way to East Africa and parts of South, West and North Africa as well, and at the core in Southwest Asia.

That needs to be emphasized much more in ninth grade.”

Still, he said that before studying specific regions, students’ historical educations should focus on Europe because many movements in the modern Middle East, for example, were reactions to develhite s

opments in Europe. He said al courses, we change our he believes some suggestions sources every year [and] our for curriculum change to be topics.” politically or emotionally moTeachers try to offer a tivated. balanced perspective in ev“This is about aggrieved eryday lectures and readgroups in America who em- ings, Gonzalez said. For exbrace identity politics and ample, Advanced Placement who want to reignite a cer- United States History stutain controversy or conten- dents read both consensus tion so they can empower and revisionist accounts of themselves in the process by the history they read in their re-appropriating the past,” textbooks and discuss the Yaron said. “It’s going to different viewpoints in class. backfire on them when they “It’s a dangerous falsity to go into the nitty gritty, into suggest that in eleventh grade the concrete elements of the other groups in eleventh ‘what exactly do you want to grade besides the dead white gain from studying history?’ man are not getting a voice,” because feel-good history is Yaron said. “On the connot history at all.” trary, Harvard-Westlake has Werner acknowledged the done a very good job in the criticism and assumption of texts and readings that they moral judghave used ment that and even the often comes teachers’ moIn a narrative along with a tivations here history, it’s important to have been to Eurocentric history curconfront the bias, which give voice to riculum, parother we do every single day.” those ticularly in groups.” terms of priFurther—Greg Gonzalez oritization of more, Werner Upper School History said, the Harcertain countries over Department Head v a r d - W e s t others.

Her lake U.S. response to history curthis criticism relates to the riculum is already liberal in fundamental goal of the his- comparison to other parts of tory department, which is to the country. provide students with skills “What we may think that allow them to think crit- is traditional is under atically and continue their his- tack, not from the point of tory studies after graduation. view you’re thinking of but “This is just the begin- from the point of view that ning – a foundation of skills, we spend too much time on an understanding of cause non-white groups, too much and effect, why groups of time on Marcus Garvey and people behave a certain way, Frederick Douglass, and not what causes groups of peo- enough time on Thomas Edple to rebel,” Werner said. ison and the Wright broth“Those lessons get applied in ers,” she said. “This has various parts of the world.” come under massive attack Similarly, Gonzalez said in many parts of the country he recognizes the need to to the point where Oklahoma consider criticism of the tra- has outlawed AP U.S. History ditional history curriculum. in public schools.”

“The department focuses This debate, along with on narrative histories, which many others, is ongoing.

I know are easily attacked,” But underneath all the disGonzalez said. “In a narrative cussion lies a department history, it’s important to con- dedicated to imparting their front the bias, which we do passion for history upon stuevery single day.” dents and to encouraging Biases against minority them to look at the present groups, he said, are found critically through the lens of throughout history.

The the past. history department aims “If anything, we want our to bring these biases to the students to question authorforefront of class discussions ity,” Gonzalez said. “We want by relating historical preju- our students to ask, ‘why dices to current events. don’t we have this course?’

“We are historians, so These are all good questions. we’re constantly examining We want our students to be our own sources and bias- aggressively skeptical and es and our own methods of understand the complex nateaching,” Gonzalez said. ture of the world by rigorous “Even within these tradition- examination of the past.”

“

March 29, 2017

hwchronicle.com/features

Features C7

A Novel Approach

Through literature, the English department hopes to foster diverse perspectives, but they come across roadbocks in teaching controversial subjects.

By Sophie Cohen and Jesse Nadel

and AP Language: Writing a Life includes and extends beyond race, gender and class, In eighth grade at Har- she said. Rado presents stuvard-Westlake, there is one dents with characters who quote that every student will have varying sexual experiread in Harper Lee’s “To Kill ences, mental illnesses and backgrounds. a Mockingbird.” It is Atticus geographical Finch telling his daughter Through her selection of this Scout, “You never really un- course material, Rado said, derstand a person until you she is able to organically faconsider things from his point cilitate in-class conversations of view […] until you climb into about inclusivity and the tolhis skin and walk around in erance and acknowledgment of varying cultures. it.”

Conversation about this English teachers Lisa Rado, Jocelyn Medawar and type of diversity within the EnEnglish Department Head Lar- glish department’s curriculum ry Weber all teach different became particularly promireading lists, with different fo- nent recently with the decision cuses for different classes. But to temporarily remove “The Adthe one thing they all search ventures of Huckleberry Finn” for is diversity, agreeing that from the sophomore classes reading varied literature is a due to its use of the n-word and representations of way in which stuAfrican-Americans. dents can step into “I’d call it a hiatus,” other people’s shoes Weber said. “It’s ceras they were taught tainly not a judgment to in eighth grade. of the greatness of that According to its work. We weren’t compage on hw.com, fortable with how we the English Departwere teaching it. We ment seeks to incordid what we could. I porate works into W ’ feel we made earnest its curriculum that Larry Weber efforts to build a conexpose readers to a versation around the multitude of cultural perspectives in an effort to uses of a language that can provide students with an un- offend and create a context for derstanding of themselves and use of the n-word.”

To start a conversation empathy for others.

The manner with which about the use of the n-word each teacher works towards in Mark Twain’s satire, the accomplishing this goal, how- teachers would often prefever, is not always easy and ace the work with a New York varies based on the class and Times article detailing various perspectives regarding a prograde level.

Rado said this philosophy fessor’s controversial decision of incorporating more per- to publish the book, replacspectives into the English cur- ing the n-word with the word riculum was well articulated slave.

“Teachers have to be willby Jacqueline Woodson, the Keynote Speaker at the 2016 ing to take that leap [to have “Wider than the Sky: A Young tough conversations],” Black Leadership, Awareness and People’s Poetry Festival.”

“She argued in her speech Culture Club Leader Anya Anthat everyone needs two things drews ’17 said. “They can’t when they read, mirrors and be afraid to make mistakes - teachers make miswindows,” Rado said.

Rado explained this idea takes, and we recto mean that while readers ognize that. What feel a sense of validation when can go wrong with they read about characters having a discuswho share their own life ex- sion and opening perience, it is also imperative up to people? Stuto increase one’s own under- dents may have standing of the world outside knowledge that the of themselves by reading sto- teachers may not ries presented through various have. This is high school. This is perspectives. for “I have many jobs, but one preparation of them is to provide both of college – what’s better than havthose things,” Rado added.

The diversity Rado seeks to ing a discussion expose students to in AP Lit- that’s going to erature: Outsiders and Aliens be really sighite s

nificant for us later in life?” the classroom,” Medawar said.

Teachers agree that having Despite the benefits of excontroversial dialogue is nec- ploring a broad spectrum of essary for growth. literature, Weber acknowledg“Sometimes, I think the es limitations to what his debest conversations can hap- partment can achieve. One ispen when we force ourselves sue is that the school schedule to look at those contradic- only allows students to study tions and talk about them approximately five works per in a setting like a classroom year. that is a lot more productive “We don’t expect that to be and constructive than out on a lifetime of reading but to be the street or in other venues,” representative of some great Rado said. literature that touches on and These conversations could brings different voices into also extend to the eleventh the classroom,” Weber said. grade English curriculum. “It represents some kind of This, according to the English grounding that students can department website, focuses then take to college or explore on the American experience more finely in college if they’re through literature written inclined.” by authors of diverse backAnother challenge in congrounds, structing a representacourse curtive of the riculum, WeSometimes, I think vast array ber said, is of voices the balance the best conversations can that have required happen when we force been woto present ven into works that ourselves to look at those the cultural broaden percontradictions and talk fabric of the spectives, about them.” nation. while still Through being age-ap— Lisa Rado propriate and the English III: Living English Teacher sensitive to in America individuals and English of all backIII Honors: American Studies grounds. courses, according to Weber, In an effort to improve the students are able to engage efficacy of the curriculum, the in “conversations that become department allows for “teachricher, deeper, clearer by vir- er’s choice units” at the end of tue of the juxtaposition of dif- the school year, in which each ferent voices, different experi- teacher is able to teach a book ences.” of his or her choosing. If the Medawar said she sees piece of literature promotes a merits in the diversification positive classroom experience of the reading list. Medawar for both the students and the believes that students need to teacher, the work may eventube open minded, as it is often ally become an official part of difficult to anticipate which the curriculum. work of literature will most “We are no use to ourselves resonate, as it is sometimes or our students if we have the texts that are farthest re- a course with a theme and moved from a student’s per- say ‘well these are the only sonal experience. books we know that fit this “The more we play out our curiosity and our need to understand and connect with other viewpoints and find ourselves in them and find ourselves challenged in them, the better we are equipped to deal with the world outside of

“

theme,’ so it is a really good idea to keep adding to our library of texts that will work,” Medawar said.

As the list of approved texts grows, teachers experiment with different combinations, often swapping books from year-to-year in an effort to produce the most effective curriculum.

Yet, some students say this is a work in progress.

“I think that the school is very set on showing us the classics, which unfortunately are mostly written by white males,” Naomi Barlava ’17 said. “And because of that, we are rarely shown other perspectives in literature. In my time at Harvard-Westlake, I have only read about three books written by women and next to nothing by people of color, other than one book in junior year.”

Weber said that changes are constantly being implemented to diversify these curricula. The AP Literature: Good Grief curriculum, for example, was changed this year to now incorporate more works by women, such as the recently added “H is for Hawk”

by Helen MacDonald, Weber said. Similarly, the AP English Literature: Same House Different Worlds course is currently applying for a grant this summer to allow the teachers to explore works, in hopes of diversifying the curriculum.

“We are definitely on track to stop, take stock, and give the theme more play, give it more scope, and have more diverse voices included in the curriculum,” Medawar said.

Weber said the English department is constantly working toward increased recognition of diversity and its curriculum is ever-changing to provide students with more diverse subject matters and perspectives.

“It’s really important to understand this as an evolving conversation over generations not just year-toyear,” Weber said.

ALL ILLUSTRATIONS BY NICOLE KIM AND KITTY LUO

C8 FEATURES

THE CHRONICLE DIVERSITY ISSUE

MARCH 29, 2017

Diversity is complex...

So let’s put the pieces of the puzzle together. Here’s a look into diversity on campus throughout the last decade. Scan the QR codes to find old Chronicle articles pertaining to a few of many different types of diversity on campus.

On economics

On gender On race

“With the economy sinking, some students have begun to modify their spending habits in the cafeteria while other students have made no change at all.”

- Jordan Freisleben ’11 and Daniel Rothberg ’11

“It’s amazing how attitudes toward people like me, people with brown skin, change after a terrorist attack.

- Indu Pandey ’18 “It’s moments that are so small, you’re not sure they’re worth mentioning: when someone says a boy is playing ‘like a girl,’ or makes a rape joke or decides a girl is ‘bossy’ instead of ‘a leader.’”

- Chronicle Editorial Staff of 2015

On sexuality On Religion On politics “Like many other students, she has taken up the habit of swapping her actual religion for another, made-up religion.”

- Billy Goulston ’08

“In a mock election conducted by AP government students, 72.19 percent of 543 Harvard-Westlake students polled voted for Hillary Clinton, while 14.73 percent of 543 HW students polled voted for Donald Trump.”

- Emily Rahhal ’17 and Sammi Handler ’17

“Bigotry on campus is usually displayed in a subtler and seemingly less harmful manner. Students whisper and stare when two gay boys or girls walk through the quad together.”

- Daniel Rothberg ’11

Miscellaneous “We ought to make our school a place where the best young minds of the diverse Los Angeles population come together not only to learn from textbooks, but also from each other.”

- Chronicle Editorial Staff of 2007

PHOTO ILLUSTRATION BY ESHANIKA CHAUDHARY AND EMILY RAHHAL

Sports The Chronicle • March 29, 2016

D2 SPORTS

THE CHRONICLE DIVERSITY ISSUE

Game to watch MARCH 29

Boys’ Tennis vs. Loyola

And the award goes to...

Not one, not two, not three, but six members of the boys' and girls' basketball programs received individual honors from CIF Southern Section.

Cheviot Hills Park Boys’ tennis will compete against Loyola for the first time this season on March 29. The Wolverines were 2-0 against the Cubs last year with wins of 13-5 and 144. The squad has started off the season undefeated with a record of 12-0. Loyola has gone 7-2 this season.

KEY PLAYER

COACH OF THE YEAR CIF-SOUTHERN SECTION OPEN DIVISION

Melissa Hearlihy

"The fact that I was named this year as the runner-up coach shows this team is incredibly special. Coaching this season has been an honor and a blessing. This team gives a whole new meaning to a dream team."

David Rebibo

"This honor is a testament to our players and staff. I am honored to receive it, but they deserve the credit for buying into each other, working so hard and believing in our staff and myself."

GIRLS’ BASKETBALL WHITE’S

Adam Sraberg ’17 The Wolverines are led

by Vanderbilt commit Adam Sraberg. Sraberg is a 5-star recruit and is ranked 16 in California and 61 nationally.

MARCH 29, 2017

COACH OF THE YEAR CIF-SOUTHERN SECTION DIVISION 1A BOYS’ BASKETBALL

& Figures Facts

22

Boys' lacrosse national ranking, according to MaxPreps

1

Girls' swimming place in Justin Carr Friday Night Lights

0

Losses by boys' tennis this year in league

5-0

Boys' basketball record against Loyola last two years

Junior Varsity Boys' Volleyball Next Game: March 29 @ Loyola

Baseball Next Game: March 29 @ Notre-Dame

Lacrosse Next Game: April 1 @ Crespi

Swimming and Diving Next Game: March 30 @ Harvard-Westlake

Boys' Tennis Next Game: March 29 @ Harvard-Westlake

Track and Field Next Game: March 29 @ Loyola

WHITE’S

CO-PLAYER OF THE YEAR

Jayla

CIF-SOUTHERN SECTION OPEN DIVISION

Ruffus-Milner

GIRLS’ BASKETBALL

"Winning co-player of the year means a tremendous lot to me. It validates all the hard work and time I've put into becoming a better basketball player, but this award also pushes me to improve even more."

WHITE’S

PLAYER OF THE YEAR CIF-SOUTHERN SECTION DIVISION 1A

Cassius Stanley

Stanley finished his sophomore campaign averaging 17.9 points per game, 6.8 rebounds per game, 3.5 assists per game, 1.5 steals per game, and 1.1 blocks per game over 30 games.

Justine Barraza

"It shows me that all my hard work and determination really paid off in the end. I was able to represent my team and school at the highest level and I take a lot of pride in that."

Johnny Juzang

"It is nice to be recognized, but it does not mean very much. I don't worry about awards I just focus on winning and improving my game."

BOYS’ BASKETBALL WHITE’S

1ST TEAM ALL DIVISION CIF-SOUTHERN SECTION OPEN DIVISION GIRLS’ BASKETBALL WHITE’S

1ST TEAM ALL DIVISION CIF-SOUTHERN SECTION DIVISION 1A BOYS’ BASKETBALL WHITE’S

Spring Updates

Scan the QR Code below to get the latest on all the spring squads.

March 29, 2017

Winter Roundup

hwchronicle.com/sports

Sports D3

The winter season is over, and spring has arrived. Here are the final fates and accomplishments of the winter teams.

Girls’ Basketball v (25-5) v CIF-SS Open Division runner-up

By Oliver Akhtarzad and Adam Yu

PAVAN TAUH/CHRONICLE

The girls’ varsity basketball team finished its season with an overall record of 25-5 and a league record of 6-2 despite ending with two consecutive losses.

Even though the team did not win the CIF-Southern Section Open Divsion, the players still said they are happy with the their performance.

The squad reached the

championship game, but lost to Long Beach Poly 68-52 and went on to lose to Bishop’s 63-60 in the first round of the CIF-State Open Division Playoffs.

The Wolverines will have four returning juniors next year which the players hope will bring leadership and experience to the team.

“I hope that next year, we will achieve a league title, CIF and state title,” Wong said. “I know we have all the potential to reach [this].”

Boys’ Basketball v (23-12) v CIF-SS Division 1A Champions

By Jake Liker

AARON PARK/CHRONICLE

Another season, another banner (albeit a bit smaller this year), for boys’ basketball under Head Coach David Rebibo.

The Wolverines just missed out on making Open Division in sectionals, but instead were the top seed in the Division 1A bracket. In the process of winning a CIFSouthern Section Division 1A title, Harvard-Westlake de-

feated Loyola for a third time this season in the semifinals, and then triumphed in the title game over Pasadena.

As a finalist, the Wolverines qualified for the State Division 2 tournament.

As a nine seed, the Wolverines won in the opening round, then knocked off the one seed, Alemany, on the road to advance to the quarterfinals, where they again met Pasadena. This time around, the Bulldogs were victorious.

Girls’ Soccer v (13-4-1) v Won sixth consecutive mission league title

By Elly Choi The girls’ soccer team fell in the first round of the CIF Southern Section playoffs to Huntington Beach 3-0.

“It was definitely very disappointing to not make it far in playoffs because we commit so much time to the program and put in so much work throughout the year,” center midfielder Whitney El-

son ’19 said.

The team plans to work on its skills and teamwork in the offseason.

“Our goal is to keep on working hard during the off season and through our next season to come back as a stronger and better team,” center midfielder Denise Shkurovich ’18 said. “We still have a really solid group of girls.”

ELLIS BECKER/CHRONICLE

in brief Tennis players make All-American list

Tennis captains Jed Kronenberg ’17 and Adam Sraberg ’17 earned AllAmerican honors at the National High School Tournament from March 24 to 25.

“Both of us have worked really hard to get to where we are and we did the best Harvard-Westlake tennis has ever done at the All-American tournament, so it all feels really good and rewarding,” Kronenberg said.

Kronenberg and Sraberg have led the tennis team to a hot start, compiling an undefeated 12-0 record this season.

—Aaron Park

Varsity basketballers meet Kyrie Irving Nike invited the varsity boys’ and girls’ basketball programs to visit Cleveland Cavaliers point guard Kyrie Irving at the Nike store at the Grove on March 20.

Players in the program along with players from Fairfax High School participated in workout, dribbling and footwork stations.

After the workshops, players sat together while Irving spoke about his career and shoe line.

“It was really cool to hear about the process he went through to come up with the concepts and also listen to him describe his mentality when he plays,” Co-captain Sydney Tsutsui ’17 said.

—Jackie Greenberg

Boys' Soccerv (11-9-4) v Qualified for playoffs under new head coach Barraza, Iken win

By Eli Adler and Aaron Park

AARON PARK/CHRONICLE

The Wolverines were knocked out of the CIF-Southern Section Division 1 playoffs after conceding the winning goal in stoppage time against 2-seed Redondo Beach.

Despite losing or tying the first five games of the season, the squad finished strong, losing only one of the final seven

games.

With only two starting seniors, the team leaned heavily on underclassmen like forwards Langston Holly ’20 and Alec Katz ’19.

“The future is extremely bright,” Ward said. “Most teams we played were very heavy with upperclassmen, so I have large expectations for the group next year and in the years following.”

Girls' Water Polo v (15-10) v Won 21st consecutive Mission League Title

By Ellis Becker and Matthew Yam The girls’ water polo team ended its season on a 10-6 loss in the CIF-SS quarterfinals to Righetti Feb. 18.

“We really all believed we could have gone further to win the championship,” Princeton commit Paige Thompson ’17 said.

The squad won the Mission League for the twentyfirst consecutive season after

going undefeated in league play, but lost in the CIF playoffs.

The girls were also able to build lasting relationships that extend beyond high school water polo.

“We had an unforgettable season, and this team and program are both incredibly special,” Thompson said. “I’m very sad to be leaving the program as a senior but couldn’t more excited for the future of the program.”

By Sam McCabe Zachary Swartz

The wrestling team sent six wrestlers to the CIFSouthern Section Individual Championships in Hesperia on Feb. 17. Captain Russell Davis ’17 went 1-2, Liam Douglass ’18 went 1-2, Justin Butler ’19 was 2-2 and Calvin Kaleel ’18 was 2-2. Freshmen John Cahill ’20 and Riley

Ruiz ’20 both went 0-2.

“It was awesome competing with some of the best wrestlers in California and we were able to elevate our game to match [our opponents],” Douglass said.

The squad will now turn its attention to attacking the offseason.

“We are focusing on the small details and working on fundamentals,” Kaleel said.

The Student Athlete Advisory Council selected basketball players Ali Iken ’17 and Justine Barraza ’17 as the March student athletes of the month.

Senior leader Iken led boys’ varsity basketball to win the CIF-Southern Section Division 1A title and the third round of the CIF State Division II Playoffs Barraza captained the girls’ squad to the CIF-SS Open Division final and the first round of the CIF State Open Division Playoff.

—Ben Tenzer

Soccer standout earns all-star MVP nod

ELLIS BECKER/CHRONICLE

Wrestling v (2-2) v Sent program-record six wrestlers to CIF-SS Playoffs and

SAAC Awards

PRINTED WITH PERMISSION OF CALVIN KALEEL

Paige Howard ’17 earned MVP honors in the Ventura County-LA County Senior All Star Game.

Howard recorded a goal and an assist in LA County’s 3-2 victory.

Howard set up Brentwood’s Jessie Lewis with an assist, then scored the equalizer seven minutes later.

“The whole game meant a lot to me because it was a great way to finish my last high school season and I got to play with all of my club teammates from outside of school,” Howard said. “To win the game and be able to score and win MVP just made it even better and more memorable.”

—Nick Reece

The Chronicle

D4 Sports

Diversity

Varsity Letters: LGBT Though there has been controversy surrounding issues of diversity at Harvard-Westlake, some LGBT athletes say that the athletics program is a place in which they feel accepted.

ELLY CHOI/CHRONICLE

iSSue

MArCh 29, 2017

hWChroniCle.CoM/SportS

By ELLIS BECKER

would be for any other sport.

I think when people say ‘locker In May 2013, Jason Col- room talk’ there’s an assumplins ’97 became the first pro- tion that it’s very hateful, and fessional player from one of it definitely can be, but in my the four major North Ameri- team’s specific case it was recan professional team sports ally just ‘dirty’ humor.

At no point did I feel like to come out as gay, right on the cover of Sports Illustrated. my racial or sexual identity Collins was 34 years old, mak- was being attacked, they were ing it 16 years since he was a pretty good about keeping student at Harvard-Westlake. things safe.”

Izzy Reiff ’18, who identifies Now, many current athletes that age or younger have come as bisexual, also said her idenout and are open about their tity did not influence her time identity, but some faculty can on the basketball team.

“In the beginning it was remember when that wasn’t definitely something I was conthe case.

Director of Alumni Ath- scious of and worried about letics and former Boys’ Bas- for a period of time, but when ketball Program Head Greg I came out to my friends on Hilliard said that in his early the team they were always reyears at the school, there was ally supportive, and it probably brought us closer together less acceptance.

Hilliard, who coached the as a whole,” Reiff said. “I think boys’ basketball team for 30 that for my teammates, knowing I trusted them with someyears, also coached Collins.

“In the early years at Har- thing so important to me, and vard School, it was a subject for me, knowing that it didn’t that was not ever, ever talked make a difference to them and about because they were boys that they were on my side no at a boys’ school,” Hilliard said. matter what, really helped “The language around the de- build and solidify the feeling of rogatory terms were prevalent being like family on the team, in an all boys school, especial- because I knew I could count ly when calling somebody a on them for anything, basketderogatory term for gay. And ball related or not.”

Flynn Klace ’19, who curnobody discussed the subject straight out, there was nobody rently plays soccer and idenI knew at the time who would tifies as bisexual, also said even be receptive to a discus- that coming out to some of her teammates allowed her to feel sion at that time.”

Despite early discrimi- more comfortable and supnation, Hilliard said Har- ported on the team, but overall vard-Westlake has blossomed didn’t impact her experience.

“The teammates I have and become much more accepting, especially since Col- come out to have been really supportive and nothing has lins came out.

“One of the reasons I re- changed for me in the way I ally love Harvard-Westlake is am treated or anything,” Klace said. “The group of because as soon as girls are all really someone finds out genuinely kind and someone is standopen-minded peoing up for something ple, so my experience and stepping out as an athlete hasn’t and sharing and bebeen changed much ing sensitive, people by the fact that I’m rally around them,” on the LGBTQ+ specHilliard said. “I know trum.” in our recent DEI W ’ Although some survey, we were very Izzy Reiff ’18 athletes said they advanced in our unfelt accepted during derstanding and acceptance, while we weren’t so their time with the athletics much in others. I think other program, it is not always the schools are often still strug- same case in other areas. Field Hockey Program Head and gling.”

Some athletes agree with English teacher Erin Creznic, Hilliard in that Harvard-West- who identifies as lesbian, said lake today is accepting of their that people are generally very supportive when it comes to respective identities.

Axel Rivera de Leon ’18 athletics, but it can be very said his experience on the vol- different in other scenarios.

“The girls and parents in leyball team was not at all inmy field hockey program have fluenced by his sexuality.

“I wouldn’t say my sexual- always been very welcoming ity influenced my experience to my wife, my sons and me,” on the team, and I mean that Creznic said. “But as a teacher, in a good way,” Rivera de Leon one learns that teachers and said. “It didn’t necessarily im- parents often see what a stuprove or worsen my experi- dent wants them to see. While ence, which I think is optimal.” I feel like our student body and Rivera de Leon also said school are very welcoming, I’m that locker rooms and ‘locker sure in our large school there room talk,’ was not a problem are times in which students’ actions and words send a very for him.

“Locker rooms and chang- different message to LGBTQ+ ing were never an issue for me students.”

LGBT students can also be or my team,” Rivera de Leon said. “The team was pretty impacted by hateful language close so it was never a prob- at sport games themselves, lem. Locker room talk was also especially in chants and writno different or worse than it ten on banners. Specifically HITE S

SportS D5

“

One of the reasons I really love Harvard-Westlake is because as soon as someone finds out someone is standing up for something and stepping out and sharing and being sensitive, people rally around them.”

—Greg Hilliard Director of Alumni Athletics

WHITE’S

during games against Loyola, scribed stem not from a place there have been many instanc- of homophobia or hate, but es in which homophobic lan- one of stereotyping. DeSoto guage has been used to make said that in some cases, these fun of the fact that Loyola is an stereotypes can actually be all boys school. true.

“I usually only hear any“Stereotypically, a lot of thing offensive at Loyola girls who play basketball and games, but it’s nothing too softball are pretty not straight, bad,” Rivera de Leon said. but it’s not something super “Personally, I handle things serious like people don’t go very well and don’t get offend- around assuming you’re gay ed easily but I can definite- or anything because you play ly see how that could make softball or basketball or both,” someone uncomfortable at- DeSoto said. “I make jokes tending a sports event.” around that stereotype too and Other athletes have also it’s nothing that I’ve ever found noticed a difference in accep- offensive and, to my knowltance outside of the athletics edge, it’s nothing that any of program and outside of their my other friends who are gay own teams. or bisexual or anything else Although some LGBT stu- find offensive either. It’s just dents do not experience hate- something that’s funny beful language in locker rooms, cause of how true it is.” others have overheard things DeSoto said she has had said by other teams. issues however, specifically on “I don’t remember any the basketball team. times when I heard hateful or Earlier this season, DeSoto offensive things said directly decided to leave the team due in the girls locker room,” Reiff to personal reasons relating to said. “But I can think of a few her identity. However, DeSoto times when I’ve heard boys go- does not attribute her decision ing into or coming out of their at all to the team, coaches or locker room and the hall below program itself, but instead to a the gym using ‘gay’ as an in- situation she was put in while sult.” on the team.

Stephanie DeSoto ’17, who “My sexuality was nevidentifies as bier something sexual, plays that I was conI wouldn’t say my cerned about softball and played bassexuality influenced my during my time ketball up unthe team experience on the team, on til earlier this other than and I mean that in a season. DeSoto when that sitsaid she has uation arose, good way. also had good but like I said, —Axel Rivera de Leon ’18 that was enexperiences with the athtirely personal letics program and has not and not related to the program experienced much hateful lan- at all,” DeSoto said. “Overall, guage in locker rooms. it did not really affect any of “All of my teammates that my playing because my teamI’ve ever had have always been mates were all super accepting super accepting and open, so and so were the coaches.”

I’ve never had them use any Like DeSoto, Rivera de negative language towards me Leon also said that his team in any situation,” DeSoto said. was very accepting, and feels “Beyond just my teammates, that his experiences reflect no athlete that I’ve ever met well on the athletics program. has ever disrespected me due “I think the lack of disto my sexual orientation be- crimination in my experienccause, in my experience, it’s es as an athlete reflect on just not something that people the Harvard-Westlake athletreally care about. Although, ics program very well,” Rivewhile there haven’t been any ra de Leon said. “Despite the ’hurtful’ things said, I have recent events on campus, I heard some pretty absurd still strongly believe that Harthings along the lines of ‘Oh vard-Westlake is a strong and that’s totally chill just don’t supportive emotional commulike me because you know, nity, and that includes the I’m straight,’ and then like the athletic program. Obviously I classic assumption that I am can’t speak for everyone’s exsexualizing every girl I see. But periences, but I at least know those kinds of comments and that the coaches have had ideas come more from igno- some meetings on LGBT isrance rather than homophobia sues before and responded or anything like that.” well, so they are at least trying DeSoto, said that com- to make progress and further ments like the ones she de- themselves even more.”

“

D6 Sports

The Chronicle Diversity Issue

March 29, 2017

Word Search After a recent incident involving a team singing the n-word in the locker room, students and faculty discuss the use of racial epithets in pop culture.

PAVAN TAUH/CHRONICLE

hWchronicle.coM/SportS

March 29, 2017

By J ULIANA B ERGER AND R IAN R ATNAVALE

made it clearer, is that the music needs to be clean, and those lyrics that have words that should not be When girls’ soccer player used on our campus, those Anya Andrews ’17 enters the lyrics need to be removed locker room, she expects to from the song. I think that’s find a relaxing space where where we are now, and we’re she can bond with her team moving forward in a positive and get pumped up with direction.” music before a game or Upper School Dean and practice, a safe space where Boys’ Basketball Assistant student athletes can enjoy Coach Chris Jones acknowlthemselves without worry. edged that the word is part However, this image of everyday life. was immediately tarnished “Pop culture has gotten when she saw members of increasingly profane in lots the girls’ soccer team were of different ways and sports playing and singing along to is part of that,” Jones said. songs that use the n-word.

“The n-word is usually used This occurrence was not as a non-derogatory term.... brought to the atI think it really tention of the adis difficult to tell ministration immewhere that line is, diately, according and as a result, to Andrews. the easiest way to “A lot of people probably deal with were uncomfortthat is to probable with the nably outlaw it in word being sung general.

There along in the songs are lots of words W ’ that were played in that I think fall the locker room,” into similar catTerry Andrews said. “But egories, where, in Barnum I think at first eva school setting, eryone was hoping there are things that the people doing this that shouldn’t be said or would recognize how un- tolerated.” comfortable we were.”

While Andrews is pleased When the use of the with how the situation word continued, a meet- turned out in this case, she ing was organized between is unsure of whether this some of the members of the change will last. team, the Black Leadership, “I think everyone was Awareness and Culture very understanding and acClub and Head of Athletics commodating and I think Terry Barnum, where they the biggest lesson that discussed the context of the came out of it was that we situation, what to do about can’t be afraid to communiit and how to prevent fur- cate as a team about things, ther occurrences going for- regardless of the sensitivity ward. of the topic,” Andrews said.

The meeting ended with “We’re a team and a family a reinforcement of the rule and that’s really important. banning music using ex- But I also know that you plicit slurs, such as the n- can’t necessarily tell people word. what they can or can’t say “There was no ill intent, and have it be effective. So that was sure, but there this, unfortunately, may were inappropriate lyrics happen again regardless of that were offensive to some our efforts.” people,” Barnum said. “So However, girls’ soccer where we’ve gone to now, co-captain Lindsay Avant HITE S

Language Barrier 40%

Think that the use of the n-word when singing along to songs in the locker room is not appropriate.

SportS D7

’17, who said that use of meeting on the subject. the word made her uncom“It’s very rare, and fortable, believes that this they’re teachable moments, case was not handled prop- and the kids respond very erly by the administration, well to it.” Hilliard said. who should have used this “They realize they’ve made as an opportunity to teach a mistake and were not [poplayers about the meaning litically correct], and we’re of the n-word. trying to learn what is okay Instead, she claimed, the to say and what isn’t, and ban on music punished all the kids here are phenomthe students on the team, enal. They stop and listen regardless of their feelings and give back their ideas about the word. and share them with each “In a meeting with other and then come to a PAAHWS and Mr. Commons better place.” and some black faculty and These issues have tradistaff on March 16, Mr. Bar- tionally been handled within num claimed he banned the their specific sport and on music before our game be- a case-by-case basis, withcause he didn’t have time out any larger organization to speak with or procedure both sides of for how each the story,” individual Avant said. coach should He most “This is not handle a situdefinitely could have true. He spoke ation involvbrought a white with two black ing racial members of slurs. member of the team the team with The only into the meeting.” different views lasting rule, on the n-word, —Lindsay Avant ’17 one that exone who is before Senior Co-Captain isted okay with evthis most reeryone saying cent occurit and one who thinks no rence, is a decree banning one should, about the situ- music with such slurs from ation so he most definitely being played. could have brought a white According to Avant, this member of the team into the rule was never made clear meeting.” to the soccer team before This most recent case the situation occurred. can be seen as another event Barnum acknowledges, in a long history of student- however, that most stuathletes singing along to the dents continue to play this n-word in songs. music but shut it off the According to Director of moment an adult enters the Alumni Athletics and former locker room.

Boys’ Basketball Program “There should have been Head Greg Hilliard, there no ban on all music of any was an incident in 2007 kind because this not only in which a white student punishes the kids who were rapped along to the n-word saying the n-word, but also on the bus to an away game punishes the kids who had and was called out for it by a problem with it,” Avant several black teammates. said. “Also, the soccer team When the athlete tried to was never educated on why justify his actions by claim- the n-word was so hurtful. ing that he was just singing This incident could have the words of the song, the been a teaching moment others stated that it meant about the n-word to the socmore than that. cer team, but it was comThis lead to a full team pletely botched.”

“

In a Chronicle poll of 354 students on March 25, respondents expressed their views on the use of offensive language in locker rooms and the potential effectiveness of regulation.

65%

Think that the use of the n-word in locker rooms is common.

88%

Think that a ban on music with the n-word in locker rooms would not be effective.

D8 SPORTS

THE CHRONICLE DIVERSITY ISSUE

MARCH 29, 2017

Q & A: Terry Barnum Head of Athletics

By JAKE LIKER What is the job of Head of Athletics?

I am responsible for the athletic programs seventh through 12th grade. That includes the coaches. That includes staff. That includes the kids when they’re playing sports. In addition, I am the division head for the athletic department at Harvard-Westlake. Furthermore, I spend a good amount of my time interacting with people outside the athletic department, whether that’s teachers or administrators, or CIF, or other schools.

In your last five years, what has been your favorite moment?

I think there are a couple that stand out to me. Winning the national championship in baseball in 2013 was pretty cool. This year, having both our boys’ and girls’ basketball programs, and particularly our girls’ basketball program, playing in the Open Division Championship Game, down at the Honda Center, against Long Beach Poly [were my favorite moments]. A team of nine girls doing that, that’s pretty special, and the fact that our girls’ basketball team made back-to-back open division runs, again, for a school of our size, in a sport like girls’ basketball, for us to do that is pretty remarkable — that doesn’t happen very often. Watching my son run and being a CIF champion and making it to State in the 200 meters — that’s a special thing. That’s more of a dad thing, but the fact that I work here as well made it special.

The growth of ISSSM [Institute for Scholastic Sports Science and Medicine] and how that has really become a real bridge between the academic and athletic parts of our school has been special. The construction underneath Taper has been great, and how the locker rooms look now is a sense of pride that our athletes have that they haven’t had in the past. One of the first things I did as Head of Athletics was I was part of the ceremony to open Copses’ family pool in literally my first year, which was really sweet. And really getting a chance to look at almost a million gallons of water, in one place, in a 50 meter pool on a high school campus, that was sweet.

Finally, boys’ water polo going undefeated in 2014 and winning a national title was incredible. We rolled people. I don’t know that there has been a team in Harvard-Westlake history that’s been as dominant as that water polo team. We just crushed people, and that was pretty special to be a part of and watch. Those were some of the highlights where I think, ‘This is pretty special.’

Do you think having a son that was an athlete at HarvardWestlake helps you with your job?

There is no question that being a parent has helped me be a better administrator. This is because I understand more clearly what the kids are going through, as I’ve seen that kid come home for the six

years he was here. He did sports at every different level we have, and I’ve seen what is important to him. I understand the challenges that families have when their kid doesn’t have a good performance, and you [as the parent] are feeling bad and are not quite sure how to console him or her. I think I have a level of empathy that I would not have had had I not had a son go through here.

What is your favorite aspect of your job?

The games [are my favorite aspect], the fact that, on any given day, at 3 p.m., my job duties include some kind of watching high school kids play sports. I’m getting paid to go and watch the football game, or the baseball game, or the tennis match or the track meet, and that’s awesome.

What’s the furthest you’ve ever had to travel for a HarvardWestlake game?

I have to say it would be this year when I went with girls’ basketball to watch their games in Washington, D.C. It was an outstanding trip.

And it’s the quintessential Harvard-Westlake trip, right? It’s high level basketball on a national stage combined with a trip to Nancy Pelosi’s office, visiting the monuments, and getting a behind the scenes tour of the National African American Museum. It’s quintessential Harvard-Westlake, the marriage of sports and academics at a high level, and it was all encompassed in the D.C. trip.

Who’s in your Final Four this year?

I didn’t fill out a bracket this year. I’m so competitive that I get so angry when I bomb every single year, and I can’t put myself through it. And here’s the other reason: I’m a die-hard [USC] Trojan. I can’t bring myself to fill out a bracket that at some point has USC losing.

From a logical standpoint, of course, they’re an 11th seed. They’re not winning the national championship in basketball, and I know that logically. But when I have to go down on a piece of paper and choose between Baylor and USC, I can’t bring myself to say “Baylor’s going to beat USC.” I end up busting my own bracket with my own loyalty and emotional attachment to my teams. And I know Georgetown didn’t make the tournament this year, but when they have made it in the past, I always root for Georgetown. So I’d have Georgetown going further than other teams. I’m too emotional with sports. I have too much loyalty and allegiances, so I can’t be open minded about it, and I end up *To see the rest of this having a horrible bracket every year, so interview, use the QR I saved myself the agony this year. code above.

PAVAN TAUH/CHRONICLE