Issue 5 - March 2022

THE COST OF CENSORSHIP The harms of book censorship and what it would mean for students pg. 12 INVESTIGATIONS Anti-Racism at CHS pg. 16

LIFESTYLES

Manic Pixie Dream Girl pg. 20

NEWS

ISSUE 5, VOL 64

New San Jose Gun Law pg. 6

IN THIS ISSUE

news

Cupertino’s Road Safety Plan..... 04 New San Jose Gun Law............. 06

features

Quinceaneras.............................. 08 featuring Heidi Aguilar, Jovannah Uribe and Diana Villalobos

opinions

The Cost of Censorship...............12 Update to the Senior AVID Curriculum..............................................14

investigations

Anti-Racism at CHS....................16

lifestyles

Manic Pixie Dream Girl............... 20 Societal Inclination to Post-Apocalyptic Media........................................ 22

sports

postscript

Letter to my Lab Members............... 28 Times I’ve Been Greatly Humbled: Staffer Edition.................................. 29 Column: Washed Away.................... 30

AOTM: Sasha Ivashkevich......... 24 Tino Sneakerheads................... 26

26:

Cost of Cen14: The sorship

COVER DESIGNED BY THERESA NGUYEN, RAJASI LADDHA, KEVIN JIA

26: Tino Sneakerheads

THE PROSPECTOR

STAFF 2021-2022

editors-in-chief Rajasi Laddha Theresa Nguyen Kevin Jia

photo editor Soha Roy online editors Tanvee Sai Rishita Shah Jolie Han Olivia Hwang

news editor Caroline Cheng opinions editor Natalie Chen features editor Sania Mehta lifestyles editor Prithika Sundar investigations editor Taruna Anil sports editor Lisa Zivanic postscript editor Evan Lu copy editors Saniya Laungani Meghana Vinjamury Katelyn Chu

business manager Norman Chow writers Jenny Wu, Henry Ma, Avi Pandit, Anand Ashar, Arnav Vishwakarma, Arushi Arora, Jun Kim, Joan Thyagarajan, Juliet Shearin, Kavya Kaushal, Kriti Kaushal, Megumi Ondo, Dhruv Kerai, Raissa Ji, Sonia Patil, Vishal Shenoy, Slava Miroshnichenko

advisor Ann Shriver-Peck

Editorial Policy

“The Prospector” is an open forum of expression for student editors to inform and educate their readers. It will not be reviewed by or restrained by school officials prior to publication or distribution. Advisors may and should coach and discuss content during the writing process.

The staff of “The Prospector” seeks to recognize individuals, events and ideas and bring news to the Cupertino community in an accurate, professional and unbiased manner. “The Prospector” will not avoid publishing a story solely on the basis of possible dissent or controversy.

If you believe an error has been made or wish to have your opinion expressed in “The Prospector,” please contact us via mail or email. Letters sent become the sole property of “The Prospector” and can be edited for length, clarity or accuracy.

“The Prospector” editorial board reserves the right to accept or reject any ad in accordance with its advertising policy.

Contact Us: chsprospector@gmail.com The Prospector 10100 Finch Avenue Cupertino, CA 95014

A LETTER FROM THE EDITORS-IN-CHIEF Dear Reader, Two years of the pandemic has uncovered the willpower and flexibility we have as a community to combat a plethora of societal issues that affect our families and us- to empower others and ourselves to speak about the various forms of discrimination that still afflict our communities. On page 16, Jun Kim, Joan Thyagarajan and Soha Roy share the struggles and vision of BIPOC students at Cupertino High, providing insight into the treatment of Black students in FUHSD. They investigate how their experiences with racism and discrimination within the school have impacted them and the steps FUHSD has undertaken to combat the mistreatment of Black students in the district.

The issues impacting our community cause our literature curriculum to constantly change. On page 12, Tanvee Sai and Natalie Chen reveal the impact of censorship on students and how censorship of content related to identities can stunt their ability to discover their full potential.

Birthdays are a noteworthy yearly tradition, but the unique celebration of quinceañeras, a coming-of-age ceremony for young women on their 15th birthday, is even more special. On page 8, Katelyn Chu, Kavya Kaushal and Arushi Arora dive into the quinceañera experiences of three CHS students during the pandemic and its implications on their personal journeys.

While we slowly recover from these hard times and open our doors to a new world, we expect to utilize the willpower and flexibility within our staffers to keep producing content for readers and hope for the best for all as we face new challenges that may lie ahead of us in the future.

Signing out, Kevin Jia, Rajasi Laddha, Theresa Nguyen

NEWS

CUPERTINO’S ROAD SAFETY PLAN Exploring the decision, process of implementation and controversies SANIA MEHTA

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4 | DESIGNED BY CAROLINE CHENG

features editor

othing is more broadly impactful to our region than the air we breathe and the environment in which we reside.

The transportation sector produces approximately 36% of greenhouse gases in the Bay Area. The City of Cupertino is developing a comprehensive Local Road Safety Plan (LRSP) to combat these rising numbers. The LRSP will enable the city to enhance traffic safety for all modes of transportation for all ages and abilities. The current proposal is to construct a bicycle lane along Pruneridge, encouraging more individuals to use alternative forms of transit for intra-community travels.

According to Gary Richards of Silicon Valley Mercury News, installing bike lanes is not unknown to the Bay Area; neighboring cities have already established sets of green bike lanes in the past five

years. The development succeed- of this street note that the traffic ed in assuring the safety of bikers is significantly affected for the in these areas — Richards states right turn lane – no right on red. that “87% of drivers now slow Said Sangeeta Patel, mother of a down [near the green bike lanes] student at CHS, “Bike lanes take compared with 71% before.” four-lane streets and change Cupertino has previously en- them into two-lane streets. This countered an identical situation not only removes parking spacthrough the construction of the es, but it also creates congestion Stevens Creek when driving my Class IV Bike child to school.”

BIKE LANES BENLanes. They were EFIT THE ECONOMY, Much of Cupertibuilt to be a safer SUPPORT THE ENVIRON- no High’s student biking connector MENT AND INCREASE population reside to Cupertino High PUBLIC SAFETY FOR around this genand to shops, work ALL ROAD USERS. eral area, and and destinations. the bike lane sigClass IV lanes are the most se- nificantly affects their commute cure type of biking infrastructure hours. after trails, as they are physically Said Carol Shariat, Principal divided from vehicles.

Transportation Planner at the City As a public amenity, bike lanes of Santa Clara, “I think the biggest benefit the economy, support the challenges – city council will have environment and increase public to make the ultimate decision – safety for all road users. Yet, one but in order to be able to put in major drawback of bike lanes in- the bike lane, we either have to cludes the loss of parking. Users remove parking on one side of

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the street or remove a travel lane.

So, either way, residents will get upset if you remove parking in front of their houses. Because it’s all residential along Pruneridge.

On the flip side, commuters will be upset because you’re taking a travel lane away from them…I believe those are the two biggest challenges as of now. To add in a bike lane, it’s either you remove parking or remove a travel lane.”

To guide redistricting within Santa Clara County, the Advisory Redistricting Commission holds public hearings related to mapping plans, gains valuable insight from community members and helps them draw their own versions of district maps. They have used advanced District mapping software to create and submit their ideal maps to weekly commission meetings.

Although ongoing, even minuscule community input is advantageous to the community. Said Shariat, “We have taken a poll along the way for the project. We’ve designed three concepts and asked the community to rank their preference. At the mo-

ment, we actually have an online survey going on until May in order to get a better understanding of what the community desires.”

The ideal outcome of this project is to be a beneficial asset to the Cupertino community by considerably improving safety for the many students, families and staff members who utilize bike transportation on their way to school and work. Every individual who rides to work or to stores means one fewer car on the road adding to traffic. Making it more accessible to bike in Cupertino means that more residents will be likely to get on their bikes or use alternate modes of transportation, reducing pollution

22.5%

increase in drivers slowing down near green bike lanes

150

cyclist accidents reported in Cupertino from 2014-18

43%

of cyclist accidents happened at intersections in Cupertino from 2014-18 *According to the City of Cupertino

NEWS | 5

NEW SAN JOSE

GUN LAW Examining the pros and cons of the new gun legislation SONIA PATIL

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6 | THE PROSPECTOR

writer

ith the rise of gun violence in local areas, San Jose Mayor Sam Liccardo has implemented some of the nation’s strongest gun-ownership requirements. Most notably, in January 2022, Liccardo put a liability insurance and fee requirement in place, stirring up a variety of responses– both opposed and in favor of the law.

According to NBC Bay Area, “ B e tween 50,000 and 55,000 San Jose households own at least one gun.”

The 2019 Gilroy Garlic Festival mass shooting was what first prompted Liccardo to develop stricter gun laws. The goal was to reduce gun violence and shift the financial burden of emergency response and victim services caused by firearms away from the general taxpayer and onto gun owners. As of 2021, San Jose residents pay an estimated $442 million in gun-related costs per year. Liccardo’s plans slowed with the COVID-19 pandemic, but the idea came back into full force after the mass shooting at the VTA light rail in May 2021.

On January 25, 2022, Silicon Valley City Council approved the

insurance policy with a 10-1 vote, and the fee policy voted 8-3. The ordinance requires gun owners to carry liability insurance that covers damage caused by their weapons, and the fee requirement will be charged per household, not per gun.

The ordinance has gained much support locally, said Shannon Watts, founder of Moms Demand Action, “Following unthinkable tragedies from gun violence, San José has taken action that will save lives.”

However, despite local support, the law’s fee requirements have also faced much opposition. Said Sam Paredes in an interview with NPR, “Any way you put the lipstick on this pig, it is still a pig. It’s still wrong-headed. It is unconstitutional…the fee requirement will only create financial and bureaucratic burdens for legal gun owners.”

Responding to such concerns in a separate interview, said Liccardo, “While the Second Amendment protects the right to bear arms, it does not require taxpayers to subsidize gun ownership. We won’t magically end gun violence, but we will stop paying for it.

We can also better care for its victims, and reduce gun-related injuries and death through sensible interventions.”

The proceeds from the fee requirement will fund a non-profit organization, yet to be established, that will focus on gun crime prevention and provide aid to victims of gun violence.

The insurance requirement of the law has been met with dispute as well,

with some questioning the overall efit is still too early to determine the true fectiveness of the plan. Gun owners effectiveness of San Jose’s stricter gun are required to carry liability insurance requirements. While the ordinance has covering accidenfaced both approval tal firearm-relatand resistance, general WE CAN BETTER ed death, injury, public attitudes may or property dam- CARE FOR [GUN VIOLENCE] shift in the future. The age.

According VICTIMS, AND REDUCE outcome of the law to the law, it covfrom years to follow, if GUN-RELATED INJURIES ers deaths and with successful results, damages of “any AND DEATH THROUGH SENcould prompt other citnegligent or acci- SIBLE INTERVENTIONS. ies to implement simidental use of the lar ordinances or even SAM LICCARDO firearm” according have a statewide adopto the law. Yet this tion. implementation is not new. A number Liccardo still emphasizes the of people have had this coverage with importance of the steps taktheir homeowner or umbrella liabilen by this law against ity policies already in the past. Thus, gun violence. Said questions arise on the viability of the Mayor Liccarnew insurance requirement. do, “[the ordiWhile some question the effecnance] won’t tiveness of the insurance policy, lowstop mass er premiums for those with gun safes, shootings trigger locks and completed gun safeand keep ty classes are expected to incentivize bad people safer behavior. Many have compared from comthis similar to auto insurer’s risk-adjustmitting vioed premiums rewarding good driving lent crime, and incentivizing the use of car safety but most features. A similar approach can “limit gun deaths gun accident risk, since 4.6 million chilnationally dren live in a household where a gun are from is kept unlocked and loaded, and 72 suicide, *According to the Pacific Institute of Research and Evaluation percent of gun injuries occur at home,” accidental according to the City of San Jose. shootings Additionally, the insurance requireor other ment ensures care for victims of “uncauses intentional shootings—which are genand even erally insurable—[and] comprise more many hothan a third of all gun-related injuries. micides An insurance mandate will ensure stem from proper medical care and rehabilitation domestic for many of the 26,000 injured victims violence” of unintentional shootings annually.”

Despite this, many gun rights activists feel the ordinance does not do the job of addressing the root cause *According to the Pacific Institute of Research and Evaluation of gun violence, and urge lawmakers to focus on enforcing existing laws, to fund more mental health services and police officer training instead. Overall,

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$1.4 B

in costs absorbed by CA taxpayers for gunshot-related responses in 2018

55.3%

increase in gun ownership in San Jose over the past 5 years

NEWS | 7

quinceaneras q u inceane

8 | DESIGNED BY SANIA MEHTA

FEATURES

heidi aguilar KAVYA KAUSHAL writer

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IT WAS DEFINITELY SAD BECAUSE IT IS A ONCEIN-A-LIFETIME EVENT. I JUST FELT HELPLESS.

HEIDI AGUILAR

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quinceañera holds in their family, said Aguilar, “My mom has a lot of sisters, so they weren’t all able to have quinces. Because my mom didn’t have [a quince], she wanted me to have one, and then COVID happened.”

Reflecting on their feelings, said Aguilar, “I tried to stay optimistic about it because you never know, but, deep down, I knew the celebration wasn’t going to happen. It was definitely sad because it is a once-in-alifetime event. I just felt helpless.”

Although they felt slightly envious of their older sister, who had a quinceañera, Aguilar acknowledged that unprecedented situations occur and many, like themself, were affected.

“Just be-

cause I didn’t have [a quince] doesn’t mean that other people shouldn’t because it is a big deal to families like mine,” Aguilar said.

On their fifteenth birthday, in place of their quinceañera, Aguilar celebrated with their parents and siblings at their residence with a family meal and homemade cake. The thousands of dollars that would have gone into their dress, venue, food and decorations were repurposed, and Aguilar was gifted a car instead. Aguilar would have loved to have their own quince celebration to honor their Mexican American roots. To Aguilar, their culture is their happiness and family. They find ways in their daily life to stay connected with their heritage, whether through their active involvement in the Latinx Student Union on campus to celebrating other cultural holidays like Día de Los Muertos. Aguilar hopes that despite their unfortunate situation, the tradition of the quinceañera is kept alive in their family

FEATURES | 9

hile most teenagers excitedly await an extravagant sweet sixteen or turning legal at eighteen, junior Heidi Aguilar was looking forward to the day they turned fifteen. Celebrated in Latin America, Mexico, the place of Aguilar’s roots and other Latinx communities everywhere, the quinceañera (shortened form: quince) is a momentous occasion that celebrates a teen’s fifteenth birthday. There are many unique customs involved in a quince. The popular elaborate dress to the special doll that matches garments with the teen are just some practices one might see when attending a quince. Each custom defines a quince as both a religious and a social event that marks a teen’s transition from childhood to adulthood.

Said Aguilar, “There’s a special time known as the transition part where different family members are in charge of different items such as the cake, the shoes, the rings, the crowns, and the doll. My favorite part is when [the teenager] will switch from ordinary sneakers like Converse to high heels or fancy shoes, indicating their entrance to adulthood.”

The tradition-filled quinceañera carries immense significance as more than a simple birthday party. The quinceañera has been practiced in Latin families years before sweet sixteen parties grew in popularity. Today, people celebrate quinceañeras

as a connection to their religion and heritage and are expected to be more mature, responsible people following their ceremony.

Like countless others, Aguilar scheduled and dreamt up detailed plans for a lavish party. However, following the COVID-19 shut down in March 2020 and the recommended guidelines, Aguilar and their family made the difficult decision to cancel their celebration.

About the significance the

jovannah uribe

KATELYN CHU copy-editor

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10 | THE PROSPECTOR

y dress was big and poofy. It was red with a white corset that had flowers embroidered on it.

It was super cute, and I felt like a princess. My favorite color was red at the time. The people were all my cousins, friends, aunts, uncles, grandparents, literally everyone I knew. I felt very loved on the day of my quinceañera.

The fact that so many people came to see my coming of age was endearing,” Jovannah Uribe said, reminiscing on her quinceañera experience A culturally significant ceremony with roots in indigenous Latin American cultures, quinceañeras are a coming-of-age tradition symbolizing a girl turning into a woman at the age of 15, showing that she is ready for marriage. However, as Uribe points out, “In America [...] 15 is way too young to make any life decisions on your own, let alone get married,” so the ceremony is slightly modified.

In Uribe’s case, “[her] parents treated it more like a celebration of their daughter in general. [Her] quinceañera was more casual than most, [they] really just wanted to get the whole family together and have fun,” Uribe said.

Describing the planning process, “It’s like planning any other h u g e party, wedding or a baby shower. You have to make sure all the decorations are taken care of: the food, DJ, outfits, makeup, hair, and professiona l

pictures. A really fancy quinceañera can take anywhere from 10-12 months to plan [...] mine was more on the casual side, we only took about six months to plan it,” Uribe said.

One aspect of planning Uribe points out is how quinceañeras are “not attainable for everyone.” “They’re very expensive parties,” Uribe said. The cost of a quinceañera can be anywhere from $5,000 to $20,000, according to Uribe.

When the day of the celebration finally arrived – May 4, 2019 – said Uribe, “I remember being stressed. I woke up super early. My makeup appointment was probably at 6:30 a.m.

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I REMEMBER BEING STRESSED. I WOKE UP SUPER EARLY. MY MAKEUP APPOINTMENT WAS PROBABLY AT 6:30 A.M.

JOVANNAH URIBE

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Mind you – the party started at 4 p.m.

I remember how much of a struggle it was to get into my dress with my hair and makeup done. It took three people to get me in and out of it.”

To start the day, she visited the Japanese friendship garden to take pictures with her best friends and immediate family. “Then we made our way to the party, and my entrance was really nerve-wracking,” Uribe said, as it is customary for the birthday girl to make a grand entrance, announced by a DJ. However, after overcoming her initial bout of nervousness, Uribe recalls how she devoured tacos with beans and rice. Said Uribe, “It was delicious.”

Often, quinceañeras also have religious ties, with traditional ceremonies at Catholic Churches followed by reception parties where relatives and friends are invited. At these celebrations, the birthday girl is surrounded by her “court of honor” while participating in a dance – anything from a waltz to a more casual dance. Similar to the American concept of bridesmaids and groomsmen, courts of honor

consist of friends, cousins and siblings who wear coordinated special outfits.

Speaking about her dance, “My cousins and I choreographed a dance, months ahead of time [...] I just did a casual hip-hop kind of dance. We wore army pants and everything,” Uribe said.

For her father-daughter dance, said Uribe, “[Mine] started out as a slow dance, but we remixed a Pitbull song into it because we thought it would represent our relationship more accurately. We like to have fun.”

With everyone dancing and having fun, the party lasted for 11 hours, starting at 4p.m. and continuing until the after-party died down at around 3 a.m.

Uribe recalls her favorite part as dancing with her friends and family. “Everyone was dancing and having fun [...] the DJ had us turning up,” Uribe said.

In contrast to Uribe’s glowing experience, however, a considerable number of quinceañeras have been postponed or canceled in recent years due to COVID-19. When asked about her thoughts on if this caused a significant impact, said Uribe, “They just got pushed back. They turned into sixteenth or seventeenth birthday extravaganzas, but in general, quinceañeras don’t look any different now than they did before COVID.” Speaking personally, said Uribe, “One of my cousins [had her quinceañera postponed and] she was sad. It sucks, but she had it this year, so all is well.”

Reflecting on her own experience, “I’m really grateful that I got to have a quinceañera [...] Not having one wouldn’t have been the end of the world, but I’m glad I did get to experience it”

diana&alejandra

ARUSHI ARORA writer

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I WAS SURROUNDED WITH THE PEOPLE I CARED ABOUT, AND [SPENDING QUALITY TIME WITH THEM WAS] WHAT MATTERED TO ME.

DIANA VILLALOBOS

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It was like money gone to waste with a deposit on the limo. So, I’m using that for prom. It’s kind of disappointing, but we’re trying to make the most of the stuff we have.”

On the other hand, Villalobos had the opportunity to host her own quinceañera; however, with adjustments to account for the circumstances concerning COVID. Said Villalobos, “In my case, because it was the peak of COVID, I decided to go on the simpler side of quince celebrations resulting in not much planning […] it was such short notice if it were to happen because we didn’t know if COVID would get worse during the time.”

She had planned to spend the day at San Francisco Golden Gate Park with her family, opting for an intimate yet meaningful birthday celebra-

tion. Said Villalobos, “To me personally, it was simple. The quince was small, but I was surrounded with the people I cared about, and [spending quality time with them was] what mattered to me the most.”

Looking back on her quinceañera, Villalobos shared that even if she got the chance to, she would not want to change anything. Although she had to modify her initial ideas for her quince along the way, the unique experiences with her loved ones made it all worth it.

Said Villalobos, “I would consider my quince a success because I have pictures that capture priceless memories I experienced even if I didn’t have a huge party like others may have imagined.”

As quinceañera celebrations slowly diverge from their traditional structure, so are people’s perspectives on orthodox models and ideals. Guerra shares her perspective on the father-daughter dances and how she would have liked to dance with her mother for her quince.

Said Guerra, “I think the father-daughter dance is kind of dumb sometimes. Because you expect a man to come in and dance with the girl, and some girls don’t have dads, and for some girls, they’re not there […]

I’ve seen videos of daughters performing with their moms, and I think that’s really sweet because [the quinceañera] doesn’t have to be traditional all the time”

FEATURES | 11

magine you are turning 15, wearing a gorgeous dress in your favorite color, getting ready to perform on the dance floor with your selected chambelanes (selected males in the court of honor).

Looking around, you are surrounded by all your friends and family in a large room with a DJ playing your favorite music, a massive cake on your right and all your gifts stacked up to your left.

This image is what usually encompasses quinceañeras in the current decade; however, with unexpected changes and questions that arise with the pandemic, many young girls had to change or even cancel their plans for the biggest celebration of their teenage years.

This is an experience that many students at Tino relate to, including junior Alejandra Alvarez Guerra and sophomore Diana Villalobos. For example, Guerra ended up canceling her quinceañera altogether, an event she intended to celebrate during the summer of 2020, right after quarantine began.

Said Guerra, “I started planning in 2019 […] you usually start a year before your birthday, and so I started August 2019.” Once the planning begins, there are countless tasks to get done.

Thinking a b o u t what they want, young women like Guerra ask themselves endless

questions: What venue do I want? Do I want a photo booth? What kinds of decoration should I have? What colors do I want to wear?

In terms of her plans, Guerra had several ideas set in place. Said Guerra, “The theme of [my quinceañera] was supposed to be roses, and I was going to have two dresses, one for church.

I’ve always wanted a red dress.”

Yet, as stores and businesses started to shut down, things quickly took a turn for the worst, resulting in Guerra’s decision to cancel her quinceañera.

Said Guerra, “It was such a waste, when COVID happened because I didn’t get to have my party in the end.

OPINIONS

THE COST OF CENSORSHIP Examining the detrimental effects of the absence of literature

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opinions editor | social media manager

hen used in the context of pedagogy, the word ‘censorship’ often conjures up visions of book-fueled bonfires: mountains of novels, textbooks and newspapers enveloped in ritualistic flames as crowds gather to watch.

From the demolition of Aztec codices by King Itzcoatl in the 1430s to the Nazi Book Burnings of 1933, the practice dates back to the great civilizations of antiquity and prior. This incandescent association with censorship, while outdated, still holds weight, even as book banning has evolved throughout the centuries: There is no place for censorship in education. It will only lead to a lack of proper development and self-expression during a pivotal time for youth.

12 | DESIGNED BY NATALIE CHEN

Implications in Education

The primary justifications for book banning center around explicit content deemed inappropriate for younger audiences. Although parental protection is reasonable, removing books from curriculums only prevents students from properly understanding complex subjects in literature. This argument rests on two premises: the impossibility of banning books and that attempting to “protect” children only deprives them

of professional instruction.

Due to the infinite nature of the internet, book banning today holds purely symbolic meaning. Rather than a literal attempt to destroy writing, it serves as an outspoken opposition to the teachings of themes present in writing. In truth, challenging books only increases perusal, seen in the surge of popularity nationwide following the removal of Art Spiegelman’s Holocaust memoir, Maus, from McMinn County’s district curriculum.

If it is insurmountable to censor a book, the notion of limiting a child’s mind should be entirely out of the

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DEPRIVING STUDENTS OF LITERATURE ONLY HINDERS THEM FROM KNOWLEDGE, NOT WRITING ITSELF.

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NATALIE CHEN | TANVEE SAI

question. Banning books does not remove them from the hands of students—it displaces them from classroom environments and strips students of professional guidance by educators. When dealing with complex topics, students are left vulnerable to misconceptions on societal issues such as racism and inequality.

In The Catcher in the Rye, J.D. Salinger’s unorthodox interpretation of adolescent innocence perfectly captures the moral dilemma present in parental jurisdiction. Should

the pristine naivety of youth remain unshattered, even at the expense of freedom? The answer is clear in Salinger’s writing: Towards the novel’s end, after attempting to protect his younger sister from the horrors of reality, Holden Caulfield, the protagonist, realizes that she will inevitably be submerged into the harshness of adulthood and that his interventions might only traumatize her more, after living under excess protection bordering on falsity.

With the established vanity of banning books comes the condemnation of the action itself. In all human beings are natural rights, defined in discourse by John Locke as the “law of nature” and in writing by the First Amendment. If perfect protection is inevitable, there is no excuse as to why literature should be redacted. To do so would simultaneously be fruitless and a violation of civil liberties.

PHOTO | STEVEN ERRICO

Implications in Identity

Being a student means learning about the real world and oneself.

If students are shielded from content about the LGBTQ+ community and race, it stunts their awareness of these topics in relation to themselves.

When books like Aristot-

le and Dante Discover the Secrets of the Universe (Aristotle and Dante)

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OPINIONS | 13

are not accessible in classrooms, students lack guidance concerning these experiences.

Teen literature containing

content that relates to sexuality/ comfortable, ask the question, gender/racial identities motivates but then be prepared to [...] think students to learn more about them- through that question.” selves and who they are. When One concept concerning readreaders see themselves through ing about identity that is taught in a character, they can learn similar Filice’s VMC class is the concept lessons as them. If students cannot of ‘Mirrors, Windows and Sliding read about characters with similar Glass Doors.’ identities, they cannot understand Coined by Dr. Rudine Sims Bishthese lessons about themselves. op, the concept of mirrors, winTheresa Filice, a Literature/Writ- dows, and sliding glass doors is ing and Voices of Modern Culture about reading books about identity teacher at Cupertino High School, and what they teach readers. When stated that books are like win“[The Lit/Writ dows, they open team] thought up a view of reit was importalities that have WHEN READant to have a been unexplored ERS SEE THEMtext that was by readers. They SELVES THROUGH A reflective of an can become CHARACTER, THEY identity that a sliding glass CAN LEARN SIMILAR lot of students doors that allow LESSONS AS THEM. either personreaders to partically can identiipate in this realify with or have ty. They can also friends and family that can identify be mirrors, in which they contain with.” discussions about experiences that Many students have been reluc- are then reflected onto the reader’s tant to read the novel due to rumors own experiences. they had heard. Said Filice, “What’s Wrote Bishop, “When there are tricky [about] any book that does enough books available that can center around aspects of identity, act as both mirrors and windows is students hear one thing and then for all our children, they will see that it quickly spins out of control.” we can celebrate both our differWhen given books about identi- ences and our similarities because ty,students tend to shift their focus together they are what makes us all onto the heavier or more mature human.” concepts and focus on those inWhen students are directed stead of the overall lesson. Rumors away from content related to idenlike this cause stigmatization of the tities, it stunts their knowledge and novel, which can then reach par- ability to reach their full potential ents, who may have their own com- and resonate with their own idenplaints. tities. Having access to books like In the case of Aristotle and Dan- Aristotle and Dante helps students te, the amount of parent backlash view novels about identity as winreceived has been small and de- dows, mirrors and sliding glass creases each year. However, stu- doors, which provide questioning dent discomfort has also existed in and curious students with the guidthe classroom, and Filice has tried ance they may need and provide her best to combat that feeling and them with a community and an open up discussions about it. environment that encourages disSaid Filice, “We set the prece- cussions and transparency about dent that we want to have thought- identity ful conversations, and if you’re un-

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“[W]ho kills a man kills a reasonable creature… but he who destroys a good book, kills reason itself…” wrote John Milton in his book Areopagitica, a direct response to the Licensing Order of 1643 and an impassioned defense for freedom of speech. Milton’s words, alongside those of Rousseau, Ray Bradbury and Ruth Bader Ginsberg, continue to be uttered by defenders of self-expression as book banning efforts intersperse throughout history. Depriving students of literature only hinders them from knowledge, not writing itself.

The rigidity of censorship alienates it from the ever-fluid development of society and should be reconsidered, at the very least, among parents concerned with the acerbity of school literature.

OPINIONS

UPDATE TO THE SENIOR AVID CURRICULUM How the addition of Stamped provides far-reaching yet lasting benefits

T writer

14 | THE PROSPECTOR

his year, the Fremont Union High School District updated the senior AVID curriculum to tackle racism and anti-racism by having students read the book Stamped by Jason Reynolds and Ibram X. Kendi. AVID, the Advancement Via Individual Determination program, has been implemented in schools across the country. It prepares students for college by establishing strong academic habits such as taking notes, researching colleges, scheduling workloads and building stronger relationships with their peers. In addition to these skills, senior AVID students spend their time applying for colleges and learning about general life skills. The update to the curriculum, although a departure from previous senior experiences, offers AVID students a vital chance to reflect on race in an ac-

cessible and education-oriented depth. It dives deeper into certain way. moments of American history to As menanalyze how tioned frewhat hapquently pened in the throughout past affects [STAMPED ] IS DEFIthe book, people’s NITELY MORE ACCESSIBLE the novel privileges AND IS WRITTEN IN A STYLE does not today and THAT I THINK IS EASIER FOR aim for the in the future.

HIGH SCHOOL STUDENTS TO same forThe remixed GRASP. mal style Stamped is MICHELE AVVAKUMOVITZ as a tradifaster-paced tional histoas it quickly ry book. Inglosses over stead, as the novel’s tagline says, the events in the original book with the novel is meant to “help us bet- straight-to-the-point analysis. ter understand why we are where Adding Stamped to the senior we are” by combing through AVID curriculum was a surprise for America’s racist past the 2022 senior AVID class. The and pointexpansion was led by the decision ing out the flaws of previous AVID teacher, Ms. Roand institu- bison, and current teacher Mr. Fitztionalized rules in- patrick, according to current AVID tended to oppress, teacher Mrs. Avvakumovitz. all with an energized Said Avvakumovitz, “I got the narrative. Stamped is senior lesson plans from Ms. Roa “remix” of the non-fic- bison and Fitzpatrick and saw tion book Stamped from that it was in [the FUHSD AVID the Beginning by one digital curriculum folders].” Given of Stamped’s co-au- its ubiquity throughout the Disthors, Ibram X. Ken- trict, Stamped or another book di. The main differ- focused on anti-racism will likely ence between the stay in the curriculum, although two texts is that there may not be many other apStamped from proved options. Stamped was one the Beginning of the only school board-approved is more in- books dedicated to teaching racial

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SLAVA MIROSHNICHENKO

awareness and anti-racist think- discussion about the topics mening, even in alternative readings. tioned in the book, such as miAcross the country, Stamped and croaggressions, unrecognized other books focused on race have privilege and living life as an been frequently banned, possibly anti-racist. Although a book contributing to there being only on racism may seem misaligned with AVID’s goals limited choices available.

With recent controversy sur- for senior students, thinking rounding critical race theory taught deeply about racism and how to opin schools w pose it and the may frequent THE UPDATE [...] OFFERS banning of AVID STUDENTS A VITAL books on CHANCE TO REFLECT ON racial topRACE IN AN ACCESSIBLE AND ics,

EDUCATION-ORIENTED WAY.

turn out to be the most important way they prepare for college and the world beyond Cupertino

OPINIONS OPINIONS || 13 15

i m plementing Stamped in the AVID curriculum is a step towards a more racially-aware future. Among other books talking about racism, such as So You Want to Talk About Race by Ijeoma Oluo or White Fragility: Why It’s So Hard for White People to Talk About Racism by Robin DiAngelo, Stamped stood out as an easier read for such a complex topic, making it a good choice for high school students.

Said Avvakumovitz, “I think [Stamped] is definitely more accessible and is written in a style that I think is easier for high school students to grasp.” Having Stamped available to students allows hard conversations about race. Avvakumovits’ AVID classroom has already participated in a Socratic

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INVESTIGATIONS

ANTI-RACISM AT CHS

16 | DESIGNED BY TARUNA ANIL

Contrasting the CHS approach to Anti-Racism with students’ experiences

Student Perspectives Black students share their experiences with racism and the change they anticipate

T writer

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INVETIGATIONS | 17

he Black Student Union at Cupertino High was recently formed to promote Black voices and provide a safe place for students of all races, genders, and sexual orientations.

Co-presidents of the BSU--juniors Rochelle Awuah and Liza Thorpe --use this platform to foster inclusivity and a greater awareness of how racism is still prevalent in the Bay Area. However, Awuah and Thorpe both feel that their peers fail to recognize the difficulties of being a minority in this community and the microaggressions that Black students face.

Said Awuah, “The feeling is you’re walking alone, and it feels dark. No matter where you turn, it feels like you’re always going to be alone. When you stand up for an issue that means a lot to you it feels like you’re causing a problem even when the problem is the issue at hand, not you saying the problem.”

According to Awuah and Thorpe, members of the FUHSD community often do not realize the severity of the racism their peers can face. Said Awuah, “People say the N-word to me, or people tell me to say the N-word in place for them. This happens on campus [...] it feels like I’m a zoo animal, especially when the Black population is very low.

It just feels like you’re lonely, and it feels like you’re like a spectacle.”

Additionally, black students on campus are often subject to harmful stereotypes, which can impact students and their families significantly.

Said Awuah, “They made fun of my dad, calling him a drug dealer. They don’t even know him […] it was really hurtful because my dad is a man of integrity, and he’s honest and kind. He’s honest and kind and so respectful.

He would give his shirt off the back to an excuse. You don’t get to say that you somebody.” don’t have anything planned for WomSaid Thorpe, “[One of my class- en’s History Month, but we will promote mates] was calling me a monkey, that and support whatever WEA decides to I was uncultured, that I had no home.” do. No, they’re a club. [ASB is] an orgaNonetheless, both noted that the ad- nization of the school, [they] control evministration’s efforts to make Cuperti- erything. It’s [their] job. It’s not a Club’s no a more inclusive campus had been job.” somewhat successful. Said Thorpe, “I Both Awuah and Thorpe explained think that advisories can be extremely that regardless of the school’s numerous helpful. It just depends on the material, approaches to amplify minority voices— who it’s coming from, who’s teaching, whether successful or not—there is little and how open and receptive you are to that can be done to curb the isolation hearing and learning about it.”

Black students feel while being part of a According to Thorpe, teachers, in minority at CHS. addition to students, need to be recepSaid Thorpe, “You see all of your tive to learning. “If the teacher doesn’t teachers, and not a single one of them care, if the teacher is just getting looks like you, how can they possibly rethrough it because it’s part of her pay, late to you? […] When I go to a teacher, it’s not gonna work. The teacher has and I’m like, I’m getting bullied because to believe in it. Even if he, she, or they I’m Black, or I’m getting bullied because don’t believe in it, it’s still their job to ed- of this feature that I have no control over. ucate,” said Your teacher Thorpe. doesn’t unB o t h derstand that THE FEELING IS YOU’RE Awuah and hasn’t been WALKING ALONE, AND IT Thorpe bethrough that FEELS DARK. NO MATTER lieve that the and hasn’t WHERE YOU TURN IT FEELS primary issue experienced LIKE YOU’RE ALWAYS GOING has been prithat. That is exTO BE ALONE. oritizing reptremely lonely.”

ROCHELLE AWUAH resentation This loneliand placing it ness, while can on the same level as other school ac- never be truly erased, can be eased by tivities. One instance that showcased an empathetic community. Said Awuah, the need to emphasize black voices “Being empathetic is really important. was how the Associated Student Body Sometimes you can’t make parallels to (ASB) did not acknowledge Black His- your life to a Black person’s problems. tory Month until mid-February. ASB later [...] We do have problems, especially posted a public apology on Instagram when it comes to different factors like explaining that they would postpone class and socio-economic status, and their celebration in order to make sure that does play a role in how we live our that they were adequately prepared. lives. However, it’s not the same strugSaid Thorpe, “You don’t get to sit gles as a Black person” there and tell me that you’re going to extend Black History Month just because you forgot about it. That’s not

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JOAN THYAGARAJAN

Task Force Members Officers of the Anti-Racism Task Force offer persepective on anti-racist initiatives

HYUNJUN KIM

A writer

t Cupertino High, the Anti-Racism Task Force is a team of high school students who work with teachers and admin to provide better learning environments. Through consistent virtual meetings and gathered student incentives, students expand the organization with hopes of listening to those who feel underrepresented in our school and taking actions to abate racial and ethnic bias students experience.

Said Gauri Chawla, the president of Anti-Racism Task Force Team, “There is a lack of representation of minorities at Cupertino High School.” By planning member meetings and collaborating with other established student unions on campus, Chawla wants to raise awareness about the everyday racism that many minorities undergo.

Said Chawla, “We prepared open-ended discussion questions for students and had joint meetings with other student unions. Through advisories and member meetings that will mainly focus on student voices, we want to spread awareness on the struggles of

the underrepresented and better the student environment for all.”

Vice President Jenny Chen and Secretary Sania Khadye of the Anti-Racism Task Force team also agree with Chawla, believing that there are often overlooked sectors, especially the minority communities, in the school community.

In terms of the education curriculum, the team had taken measures to amplify student voices. Shared Chawla, “Many BIPOC [Black, Indigenous, People of Color] students believed that To Kill A Mockingbird was not constructive [for] their learning about anti-racism due to its lack of providing insight to them as a student and understanding in the systemic racism that is rampant throughout America.” Numerous students’ voices had a substantial impact as the team set up meetings with the English Literature team to discuss the topic and concerns. As a result of the task force’s efforts, the team is now aware that the literature teachers have a plan in removing To Kill A Mockingbird from the curriculum, hoping their efforts reflect the curriculum changes in the next school year.

Said Chen, “To address the ongoing problem, I have taken part in the Anti-Racism Task Force team to spread changes through advisories and panels that give students an opportunity to voice themselves.” With the officer team, Chen shared her vision and communicated with Principal Kami Tomberlain to modify the freshman literature curriculum and demonstrate changes in response to the minority community.

Recently, many students also shared disappointment and frustration from ASB’s absence in celebrating Black History Month in a timely manner.

Although ASB created a spirit week, highlighted notable Black figures and acknowledged the Black Student Union

(BSU), still, minority students felt disregarded within the school community.

Said Chawla, “Many feel the daily microaggressive behaviors are frequent on the school campus. Therefore, developing safe spaces where students can share their voices on campus is important when trying to foster inclusivity and education throughout Cupertino High.”

Stated Khadye, “I believe collaborating with different student unions, such as GSA (Gender & Sexuality Alliance) and MSA (Muslim Student Association), helps students understand how they can assist in creating a more inclusive campusa.” Additionally, by inviting guest speakers as means of offering new perspectives and breaking up the routine aspects that students experience, the Anti-Racism Task Force Team worked towards creating solidarity across different ethnic groups.

“Personally, the student panel and guest speaker sessions were effective in highlighting the voices of the underrepresented,” said Khadye.

Added Chawla, “Our team’s long term goal is to provide members with information and resources to take action on campus through guest speakers. We would like to have a national advocate for student voices to speak on how racial equality can be fought for and preserved in school. We also want to expand the taskforce by sharing our goals with the Teacher Equity Task force and implementing strategies with administrators more. Communicating with other task forces is crucial in maintaining racial equity both inside and outside of the classroom.”

Ultimately, the Anti-Racism Task Force Team strives to establish an outlet for students and faculty, acknowledging the struggles of minorities and creating resources to aid them

Administration

Principal Kami Tomberlain shares insight regarding the district’s involvement in ABAR learning SOHA ROY

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continue to learn. And share that learning with others.”

CHS also supports a staff equity task force to keep staff engaged in learning about effective anti-racist practices.

Said Tomberlain, “We were looking at ways to develop our confidence and skill as teachers in addressing racism and bias. And it would be all of our responsibilities, not just the responsibilities of the administrators or a handful of teachers who felt comfortable doing it–– that we were trying to build everyone’s capacity.”

Over the past few years, CHS has dealt with concerns about the English and History curriculum by working with a group of students called Diversify Our Narrative to bring change to what students read and learn. Another group of students who took initiative is the Anti Racism Task Force, who met with different groups on campus to consolidate learning and find intersectionality and solidarity.

Looking towards the future, said Tomberlain, “I need more of our students to have the opportunities to do that and to feel confident that they can share their ideas for improvement. And that they’re going to be listened to”

INVESTIGATIONS | 19

CHS website, but a similar educational session was not held this February. ollowing the murder of George The decline in advisories concerning Floyd and the surge in anti-black ABAR learning is due to the District speech and violence, the Board settling on 10 advisories, five of which of Trustees of the Fremont Union High were arranged by the District and the School District adopted a resolution rest unique to each school.

Said Tomberlain, “The [advisory] denouncing racial discrimination and vowing to improve the public education for February was a District one. And experience for Black students. The res- it was less about Black history and olution, as published on FUHSD’s Anti more about diversifying your media outlets so that Racism Resources, you’re taking in specifically aims to, [...]

ALL OF US HAVE the multiple per“create a platform spectives and for Black students THE RIGHT AND THE being deliberate and students of RESPONSIBILITY TO about following color to share their CONTINUE TO LEARN. folks that aren’t voices and experiKAMI TOMBERLAIN like yourself so ences in an effort to that you’re getbetter educate the District and its community regarding ting that multiplicity of voices.”

CHS Admin released a BHM calsystemic racism and social injustice.”

The District has since incorporat- endar with topics relating to this year’s ed advisory lessons across FUHSD theme of Black Health and Wellness. schools, focusing on anti-bias and an- The Associated Student Body (ASB) and the Black Student Union (BSU) ti-racist language.

Advisories concerning anti-bias, published informative posts on Instaanti-racist (ABAR) learning have been gram and organized a BHM Celebracustomary to Cupertino High School tion Week for the first week of March (CHS) since 2015, according to CHS to celebrate Black culture. Activities included Music in the Quad, a BSU principal Kami Tomberlain.

“We decided that we were going meeting, a dance party and BHM trivia. to teach our community, our students, There were some initial setbacks with our families, our staff, how to interrupt the establishment of BSU as it was deor speak back when that kind of hateful nied due to club applications occurring language is going on,” said Tomber- in September.

Said Tomberlain, “[The policy] lain. “We began a series of advisory didn’t have the intention of preventing lessons around vocabulary of anti-racism and anti-bias––we’re looking at ste- particular groups of people from formreotypes, we’re looking at unconscious ing a club, but it had that impact. It’s bias, we’re looking at slurs and why an example of how you look at not just the intent of a policy or practice, but they’re hurtful.”

In the 2020-2021 academic year, also the impact of a policy or practhe District sustained weekly advisories tice. [ASB] did some learning—it was teaching ABAR principles and behav- very uncomfortable for a little bit. And iors with the asynchronous day built they eventually came to the idea that into the schedule. CHS held two advi- you collaborate, you work together sories on Black History in America to with others. And I think, from that celebrate Black History Month (BHM) perspective, all of us have the 2021. The resource remains on the right and the responsibility to

photo editor

LIFESTYLES

THE MANIC PIX

The different portrayals for the ‘Manic Pixie

female was captivated by Daisy, she is famous perfect: flirty, carefree and has a character in n a reader’s fevered imagi- “voice full of money.” On impres- m e d i a nation, they will come across sion, Daisy is a delightfully beautia bubbly, shallow, cinematic ful woman, and men cannot seem creature that writers and directors to resist her charm, though, becreate to teach men to embrace hind all the glamour, there is a lack life and its mysteries. She is im- of substance. Her carefree perpulsive; she is eccentric, and she sonality blocks all consequences has a troubled past. Whatever the an average person would have as situation, she opens a chapter for she continually travels out of repa male protagonist, but she ex- aration because of her privilege. ists solely for him and has little to To Gatsby, Daisy performs as the no agency of her own. Often re- paragon of perfection; he longs ferred to as a Manic Pixie Dream for her. What about her, though?

Girl or MPDG —a term coined by She attains this aura of charm film critic Nathan Rabin after view- and sophistication, though, uning Elizabethtown —we know this der that, her character is merecharacter in all different types of ly selfish and shallow. Gatsby media. In books fed to us in class- needs Daisy to complete him, rooms such as The Great Gatsby he built himself up for her, and Fahrenheit 451, or popular in- but readers cannot seem ternational media to find what like the Bollywood makes her so film, Jab We Met. worthy of his [...] MEN CANNOT In the famildevotion. This SEEM TO RESIST iarized novel, The trope is known HER CHARM. Great Gatsby, never to grow written by F. Scott past their youth, Fitzgerald and taught at CHS, and Daisy appears to be perthe female lead, Daisy Buchan- petually stuck in her naive youth an, is a beautiful feminine flapper and cannot seem to grow up. girl who comes from and marries This 2D character is money, the male antagonist Tom not only present in novBuchanan. Through the eyes of els or films in the US, Gatsby, the male protagonist who as it seems to be a

SANIYA LAUNGANI

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copy editor

20 | DESIGNED BY PRITHIKA SUNDAR

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XIE DREAM GIRL

e Dream Girl’ trope in local and international media worldwide. In the Bollywood c u l t class i c , Jab We

Met, the female lead, Geet, is shown Montag’s character; her questions as bubbly, brave and friendly, but is awaken him from his spiritual and afraid to wear her heart on her sleeve intellectual shortcomings. In the in a world that is so afraid of com- end, Clarisse’s inquisitive and mitment. Male protagonist, Aditiya, unjaded nature subsists to spark starts as an unsatisfied businessman Montag’s awakening. and later meets Geet who shows him It is essential to give female life through a different lens. As the characters depth and flaws in the plot progresses, it is revealed that future. While high schoolers read Geet’s boyfriend had left her, leav- this material in schools, they see ing her broken and that every aspect of depressed, unlike this trope’s life solely the bubbly persona SHE IS IMPULSIVE, exists to benefit the she is introduced dominant male charSHE IS ECCENTRIC, as at the start of the SHE HAS A TROUBLED acter. These female film. Through this, characters may cataPAST. it is shown that she lyze male transformaseemingly uproottion, a decoy in the ed the lives journey of male exof both males but remains ploration. British Journalist Laurie dissatisfied with her own. Penny writes, “Men grow up exFamiliar, right? Clarisse pecting to be the hero of their own McClellan from Fahren- story. Women grow up expecting heit 451, written by Ray to be the supporting actress in Bradbury, describes somebody else’s.” By allowing the herself as “seventeen female character to develop and and crazy,” examples live on a separate timeline, the include hiking, rain danc- character gains power and digniing and playing with dan- ty. This captivating and unrealistic delions. Much like Gatsby, the portrayal of modern women is outmale protagonist, Montag, is mes- dated and in need of renovation merized by this character. Montag is intrigued by Clarisse’s shallow curiosity and is captivated by her. Clarisse played a role in developing

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LIFESTYLES | 21

SOCIETAL INCLINATION TO MEDIA

22| THE PROSPECTOR

Exploring the human gravitation towards relatable and jarring media ia

RAJASI LADDHA print editor-in-chief

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...A GLOBAL PANDEMIC STOLE THAT ELEMENT OF SOCIAL CONNECTION FROM SOCIETY...

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bation period of the virus. However, the lack of communication between the students and the government left the students disoriented and frantic. Humanity struggled to grasp the actual severity of the virus with the minimal information provided and uncovered to the general population due to mishandling of the situation by governments across the globe. The beginning of the pandemic near mimicked that scenario. Moreover, in the K-drama, the adults rescued from Hyosan High were brought into a military-run quarantine camp and immediately isolated from those not infected. Hyosan High students and teachers faced massive discrimination; multiple towns staged protests

demanding that no one from Hyosan be allowed to reside inside. Thousands of refugees throughout the pandemic fled to seek asylum in first-world countries yet were faced with closed borders and discrimination. It is a human inclination to consume media they relate to, connect with others, and feel associated with people who understand and relate to us. Seeing similar situations in media may provide means of catharsis to the general population, allowing them to accept their circumstances and confront their fears through another medium. According to Anthony Tobia in an interview with Invasive, Tobia says: “This process is “usually referred to as [a] counterphobic attitude, where an individual basically runs towards their fear.” With the world experiencing an unprecedented event, people tend to seek reprieve in media like All of Us are Dead. The characters are placed in worse conditions than the current reality of the pandemic, providing one an outlet to process their current reality surrounding COVID-19 and reduce their fears of the rapidly changing world

LIFESTYLES | 23

either the scientists or the media could have predicted the events that followed March 2020.

Society descended into chaotic disarray as COVID-19 began plaguing the world over two years ago, leaving no person or corner of the world untouched. Unemployment rates and the housing crisis skyrocketed as the world shut its doors to the public, leaving everyone confined within the boundaries of their homes with little to no in-person social interaction.

Humans are inherently social creatures - they crave constant collaboration and cooperation, a trait that studies reveal stemmed from early evolution. Yet, a global pandemic stole that element of social connection from society, leaving many exposed to feelings of loneliness, depression, and anxiety. To combat the plethora of rising negative emotions, we, humans, turned to the only connection left with society, the media, for comfort and support during these trying times. All of Us Are Dead, a Korean apocalyptic drama released in late January of 2022, offers a jarring social commentary on the vulgarity of human character and the COVID-19 pandemic’s lasting effects on society through the impact of a zombie virus that plagues Hyosan High, a Korean high school. This drama, however, does not put forward any groundbreaking critique in the apocalyptic genre yet, garnered the attention of millions in different countries and communities.

No one experienced the global

pandemic the same way; however, apocalyptic media prevails relevant to all no matter where one lives on this Earth due to our apocalyptic COVID nightmare.

This fictional world plagued with a zombie virus draws many parallels to ours, a world infected by the coronavirus. The Korean government in All of Us Are Dead left the students in a quarantined camp for an extended period as they attempted to prevent the spread of the virus. At the same time, they deciphered the incu-

24 | DESIGNED BY LISA ZIVANIC

SPORTS

SASHA IVASHKEVICH

ATHLETE OF THE M NTH

2021 National Bronze Champion shares her trials and tribulations with the sport

JOLIE HAN

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podcast editor

asha Ivashkevich, a sophomore at Cupertino High School, is one of the nation’s most extraordinary rhythmic gymnasts, having earned 3rd place in a national competition.

She was first introduced to the sport after realizing ballet was not the right fit. Said Ivashkevich, “I felt that it wasn’t challenging enough, and it wasn’t really interesting. [Ballet] uses no equipment.”

She recalls being around 7 years old and not feeling as much pressure when competing in her first rhythmic gymnastics tourna-

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MAKE SURE YOU HAVE A BALANCE BETWEEN WORKLOAD AND HAVING FUN IN YOUR SPORTS. YOU’LL DO GREAT.

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find windows of time to do work, and I’m never really resting until the weekend on Sunday [...] you have to have a [tremendously] good work ethic and time management.”

In the future, Ivashekvich hopes to get into an Ivy League university and continue both rhythmic gymnastics and marching band.

However, she believes that the U.S. should pay more attention to rhythmic gymnastics. Said Ivashkevich, “I think we should definitely spread more awareness about rhythmic gymnastics in the U.S. [...] When I talk about it, [essentially] no one knows [what it is].” Despite its low

[RYTHMIC GYMNASTICS] BUILDS CHARACTER [...] THERE’S A LOT OF DETERMINATION AND PUSHING PAST YOUR LIMITS.

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recognition, rhythmic gymnastics is still an extremely competitive sport, and her accomplishments are far from easy.

Said Ivashkevich, “Make sure you have a balance between workload and having fun in your sports. You’ll do great”

SPORTS | 25

ment, mentioning, “I wasn’t [very] nervous because it was my first time doing it, so I didn’t really care how I did.”

Now, she looks up to Ukrainian rhythmic gymnast Vlada Nikolchenko and sees the sport as one that is “fun, builds character […], and pushes [her] past [her] limits.” Said Ivashkevich, “a Ukrainian national team member [once] joined us for coaching and had us do intense conditioning

for hours on end. You had to be [extremely] determined.”

When recalling her hardships with the sport, Ivashkevich added, “I think the only thing is sometimes you might not want to go to practice and that’s understandable. But then you have to remember that you [need] to keep pushing because otherwise you’re gonna [fall] behind.”

Despite this, she still spends hours practicing. Said Ivashkevich, “It used to be [20 hours] a week. And during the summer, there are camps that are 12 hours a day, every day.” However, because of marching band, she practices 6 hours a week during the season. The effort she put into her rhythmic gymnastics career has led her to win 3rd place in a national tournament in 2021, place 1st in multiple local and international tournaments and win the 2020 Northern California State Championships.

Outside of rhythmic gymnastics, Ivashkevich participates in marching band and debate. She is a highly skilled trumpet player, being the youngest member of the Santa Clara Vanguard Cadets, a professional marching band, and spends over 14 hours a week practicing during the season. In regards to whether she has had a positive experience with band, she answered, “For sure [I enjoy band]. I don’t think I could [partake in] this much band without liking it.” In order to juggle all her activities, she said, “I always

TINO

SNEAKERHEADS

Sneakerhead [snee-ker-hed]: A sneaker enthusiast LISA ZIVANIC

rush that comes with the chase.

In this article, two sneakerheads neakers have long been an reminisce on their collections. integral aspect of basketball culture, with prevalent Kent Paris figures such as Michael Jordan, Kent Paris, a chemistry teachLebron James and Steph Cur- er here at Cupertino High School, ry setting trends each time they is much more than the Bill Nye step outside with a new pair. type that meets the eye, havHowever, despite prevalence in ing collected roughly 20 pairs of pop culture, Tino has been slow- shoes. With about 65 percent er to these trends, with very few of his shoe collection sneakers seeking out the hottest, most and the remainder dress shoes, sought after shoes a n d Paris’ taste is far from that exthe ensupected of the average i n g teacher.

Said Paris, “I have very eclectic shoes as well.

So they’re very unique.

At least I try to make it different. But I would say [my mxmtoon x Allbirds S u g a r Rovers] are super out there.”

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26 | THE PROSPECTOR

sports editor

“I rememb e r m y f i r s t p a i r

that I bought, I was in high school, and they were just a pair of dunks, high tops. And then the cool thing about it though, was that they glowed in the dark.

And I remember I was in class this [was] my sophomore year or junior year, and my teacher had to turn off the lights for a presentation. And then my shoes were glowing and then all my peers next to me were like, ‘Whoa,’ they were all freaking out,” Paris said.

Despite buying a few pairs as an adolescent, Paris added that he did not get serious about collecting sneakers until the end of college when he was able to work more.

At the moment, Paris’ favorite shoes are the Jordan Paris Saint-Germain 4s, as they are a gift from his wife and include ‘Paris’ in the name. Despite the Jordan PSG 4s being his favorite, Paris mentioned, “The one pair of shoes that I want but it’d be impossible to get is the Nike Air Mags. They’re the shoes that are in Back to the Future.”

Although Paris’ pet peeve is the judging of others for how they treat their sneakers, as a seasoned sneaker collector himself, he emphasized a few pieces of advice to anyone looking to start their own collection: “Storage and cleaning are usually the

[most important]. And then other than that, enjoy them [...] Yeah, you can have the drippiest shoes in the world. But, if you’re not willing to walk in them or enjoy them, what’s the point?” said Paris.

Avery Garcia Manzo Freshman Avery Garcia Manzo began collecting shoes back in December 2021.

In an interview conducted

by Rishita Shah, Garcia Manzo said, “What made sneakers so interesting to collect is the people behind it and culture. What made me want to continue buying sneakers is the feeling of new shoes and the hype of it all.”

He currently owns four shoes, with his most expensive pair of shoes being the Air Jordan 4 Fire Reds which are sold for around $580. However, he added that despite being the most exclusive, they are not his favorite pair. Said Garcia Manzo, “My favorite shoe has to be the [Nike Dunk Low Michigan State]. I got them just randomly at a resale store and

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that’s where I started to buy more [sneakers].”

Since a total of four pairs is considered a smaller collection amongst sneakerheads, Garcia Manzo mentioned, “I’ve really just started to collect shoes. There’s really no point where you think you have a big enough collection.

There’s always more sneakers to collect [...] My dream collection list would be too long, but I’m looking to have up to 20 pairs of sneakers by the end of high school.”

Despite the short amount of time he has been engaged in sneakerhead culture, he has become well-versed in the various ways collectors put their sneakers to use. Said Garcia Manzo, “[My pet peeve is] people that collect sneakers, never wear them and do nothing with them, [because it] ruins the chance of another person who wanted the sneaker and would have actually worn them. I would prefer people wear them unless they are trying to sell them, by any means don’t

BUY WHAT INTERESTS YOU, NOT WHAT OTHER PEOPLE TELL YOU IS TRENDY.

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AVERY GARCIA MANZO

SPORTS | 27

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mess them up for the person buying them.”

When reflecting on other commmon aspects of sneaker culture, Garcia Manzo added, “Some resale stores [buy] them at retail and sell them at a higher price [...] but trust me, the feeling is the b e s t a n d worth the price.”

As a growing sneakerhead himself, his advice to aspiring sneakerheads is short but meaningful.

Said Garcia Manzo, “If you want to start to collect sneakers, save up money, find a good sneaker that interests you and go for it.”

POSTSCRIPT

Title: Letter To My Lab Members Lab Members: Theresa Nguyen (print editor-in-chief), P643, P623, P667 Discussion: To all the lab members I’ve worked with: thank you for making my high school lab experience such a joy (or hell) and for giving me a chance to work with such amazing people (or to get annoyed each time I step into the classroomjust kidding). Each lab member is different in their own way, but there are trends for types of lab members. Here’s what I’ve noticed…

To the one that does nothing at all: Why? I get that you might be busy with other classes, or maybe the lab just slipped your mind, but how?? I’ll try and make up excuses on your behalf, but I’m running out of answers. The peer review form is your worst enemy. Your lab members can’t find your edit icon on the lab doc, even if they scroll through the doc’s version history. It seems like you haven’t even opened the lab doc yet, and it’s due tomorrow.

To the one that does everything: Why? How? Do you not have other classes to worry about? Maybe you’re trying to get it over with as soon as possible so you can get it off your mind? Either way, you’ve already filled out the abstract, all 15 chemical descriptions and the results table. Just letting you know, Google Docs marks the last person who edits the doc, so your lab members know who to question next time you work with them in class.

To the micromanager: You’re constantly looking over your group members’ shoulders during class, pointing out minute details that the TAs probably won’t even care about. Your lab members are grateful, but it’s starting to get a little overbearing (and I say this in the nicest way possible).

To the one that does their part last minute: thanks for the unnecessary heart attacks! You’re nowhere to be found as the clock ticks closer to the deadline, and four of the reminder messages in the lab group chat are for you. That final and totally non-passive-aggressive “friendly reminder”? Definitely for you. If you’re reading this instead of working on your lab due in an hour, please put this down.

28 | DESIGNED BY EVAN LU

To the member that is a godsend: teach me your ways. Please and thank you. You know who you are. If you don’t, your lab members definitely do. You’re the type to willingly do the most laborious parts of the lab, but not take complete control and instead make sure everyone gets their fair share of work. When the teacher assigns lab groups, your members are ecstatic to see their names next to yours.

To the one that cares a bit too much about visuals: the lab doc you’re working on right now probably doesn’t look like a lab doc anymore! You’ve spent so much time fussing over fonts, font sizes and spacing that it seems like it could fit in some colorful section of a magazine (maybe one like this).

Nothing on the lab doc is left untouched by your color-coding frenzy, not even the figure captions.

And lastly, to the one that everyone nominates to ask the teacher questions: thank you. Asking the teacher questions is always intimidating, but you make it look so easy! You’re constantly making the trip to and from the teacher’s desk, with your members piling on more questions for your next round trip.

If you haven’t encountered at least four of these lab members, you most likely will in the future.

Otherwise, good luck with your lab!

When I came into class with Birkenstock Boston suede leather clogs and they got called pilgrim stepper 1’s. - Arushi

I mentioned how quick and concise brainstorming went for News and Sonia told me to take notes. -Raissa

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Staffer Edition:

Times I’ve Been Greatly Humbled

EVAN LU postscript editor PRITHIKA SUNDAR lifestyles editor

I was doing some volunteer work teaching kids and I accidentally told them a wrong answer and I was immediately corrected by them.

-Evan I went to my new piano teacher and I had been going for a good two weeks, before that I learned piano for 8 years. My piano teacher told me that I’m really good for just two weeks and that I would improve and progress fast. I quit the next day. - Rishita

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My friend asked me to take a photo, and I assumed that she wanted to take a picture with me, so I denied her request claiming I was busy. It turns out she wanted me to take a photo of her with another friend which was awkward moment. -Kavya

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My friend was talking to me about how she gets no guys and literally two seconds later someone came up to her with a winter formal proposal and I just stood there taking pictures of them. - Meghana

MEGHANA VINJAMURY

30 | THE PROSPECTOR

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Dear Reader, My story starts on the first day of sixth grade, when a new friend asked me, “Wait if you’re South Indian, does that mean you use Fair and Lovely because you’re kinda light for one?”

As I walked out of the science classroom that day, these words echoed around my head. I hadn’t encountered this stereotype in elementary school, but it seemed to be a memo I didn’t get; that a south Indian with my skin tone must be using skin bleaching products. I felt like a fraud even though I went to a school where South Asians were a majority because, from first impression, everyone assumed I was Punjabi when I wasn’t. And I felt like I had to play along with that narrative to fit in.

Fast forward to the Monday after Diwali 2016, as I shared the traditions my families followed to celebrate, I received odd looks from people all over the classroom. I was told these weren’t actual traditions since they weren’t celebrated in North India. I felt this urge to be more North Indian to feel “normal” and validated. I thought I had to lose touch with my Southern roots so I wouldn’t be ashamed anymore, so I wouldn’t have to feel out of place.

Regardless of having a closeknit community of family friends who spoke the same South Indian language as me, I attempted to hide my South Indian traits when I was around them as well. In Telugu culture, a half-saree is the typical traditional attire for a teenage girl.

Instead of wearing one to the various poojas (prayers) as I had been before, I ditched them for lehengas.

Lehengas are typically associated with North Indian culture, but I felt safer in them as thoughts of people seeing me in something different from their stereotypes filled my head.

Somehow, I made it through middle school, but I left with a more “northwashed” version of myself, losing touch with my South Indian roots. I thought presenting myself as more North Indian in high school would make me feel “normal,” but that was far from true. This time I felt like I couldn’t express anything traditional without being judged, so I attempted to whitewash myself, taking everything a step further.

From not going to poojas when I had the chance to and rarely celebrating Indian festivals, I lost connection with my culture aside from speaking the language and watching movies. At the same time,

though I was decently fluent in Telugu, lost because I wasn’t truly connected Looking back, I’m not writing this I was compared and shamed for not to my culture. And so it began; I ex- to explain my story because, in realispeaking as fluently as others around plored almost every aspect of Telugu ty, I’d rather forget the way I felt back my age and for being unable to read culture– from food, movies, and mu- then. Instead, I’m hoping that at least or write it. This left me, once again, in sic to nearly everything you can think one person can relate or be seen by a state of confusion, giving me flash- of. I cooked Indian food when I could, it. You don’t have to be South Indibacks to what I had an or Telugu like me to been told in middle relate because most school. I encountered YET I FELT BROKEN, LIKE I HAD LOST ethnicities are defined my worst fear, feelby stereotypes and are PART OF MY IDENTITY IN MY SEARCH ing out of place, neiboiled down to just one FOR COMFORT, TO FIT IN. ther cultured nor fully part of their culture. whitewashed.

Regardless, the helluMEGHANA VINJAMURY Once quarantine hit, va ride this experience all I was surrounded took me on showed me by was my family: the only people I started to wear half-sarees more of- how diverse Indian culture could be felt like I could truly be myself around. ten, and started learning more about irrespective of the limited distinctions Yet I felt broken, like I had lost part the culture from my parents. Between guided by compass directions. of my identity in my search for com- my mom telling me stories about her Yours truly, fort, to fit in. At the beginning of quar- childhood and my dad explaining the antine, I made it my primary goal to various traditions we partake in every fix how whitewashed I was. Starting year, I didn’t just learn about Telugu off, I made it a point to learn Hindi culture; I was finally immersed in it so when we went back to school, I for once. I’m happy to say that I have could assimilate with my North Indian never felt ashamed of my culture friends, and I did. I was able to un- since then, and although I still delve derstand the language through listen- a bit into North Indian culture, I make ing to Bollywood music and watching sure that some aspects of my Telugu more Bollywood movies, but I still felt or Southern culture shine through.

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