Reflections ofUs- Volume 53, Issue 4, February 2020

Diversity in Literature //4-5 Diversity at Stevenson // 15-17 Statesman’s Take //10-11

s n o i t c e l f e R f Us O Volume 53-Issue 4 February 2020

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TABLE OF CONTENTS

NEWS

OPINIONS

04

Diverse Curriculum

09

Rom-Com Reviews

06

Odyssey: Behind the Scenes

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Statesman Editorial

07

Odyssey Photojournalism

12

Oscars Diversity: Our Take

FEATURES

SPORTS

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Mr. Sikora Profile

20

School Spirit

15

Stevenson Representation

22

Athletic Expansion

18

Meet Mr. SHS Candidates

23

At a Glance: Boys Hockey

DIVER

English department launches initiativ

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he Stevenson English department plans to implement a change in which 51% of its books will be written by authors of color. As education boards across the nation are integrating more diversity into their studies, Stevenson’s English department is beginning to use new books starting this year.

By having students read more novels set within a variety of cultural backgrounds, the school aims to reflect the student body more closely by ensuring that at least half of the books that students analyze are dedicated to learning more about new perspectives.

The Freshman Accelerated English classes provide one example of the new guideline: “A Tale of Two Cities” will be replaced by “The House on Mango Street” at the end of this year. Traditionally, English curriculums have included many works written by white male authors. However, as Stevenson’s population continues to grow, the diversity in its student body has also increased. Instead of the once mostly white demographic, Asians make up 32.1% of the student body, and there has been a larger representation

of the black and Hispanic communities. nglish teacher yan Aronoff voiced his support for the administration’s effort to provide diverse selections of stories.

In his perspective, the new structure of the curriculum encourages students to step out of their comfort zones and challenges them to learn from new environments.

“It’s about expanding worldviews — both students’ and teachers,” Aronoff said. “I think all of us tend to be drawn to what we are most comfortable with. It’s daunting. I see the necessity in it, the value in it, but I also understand why a lot of teachers, including myself, feel like it’s a lot to take on. But that doesn’t mean you don’t do it.”

Stevenson has already begun to implement this new policy by integrating a handful of new novels into various classes across the English curriculum. Doug Lillydahl, Director of Communication Arts, stresses that the formation of curriculum is an ever-changing process.

Teachers continuously collaborate to select books that are both engaging and challenging for students of all class levels and also work

I think that’s one the things I really like about Stevenson is that you’re really able to connect with people from all different types of backgrounds.

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ve, incorporates more diverse voices to create new study materials for these novels.

Helena Ebeling ’21, an AP Language and Composition student, believes these new books have significantly changed the types of discussions she experiences in class.

“I feel like this class is very writing focused, and these books have a very political basis,” Ebeling said. “I don’t think these books are trying to enforce a political agenda, but I feel like it’s bringing up more political conversations than literary conversations.”

As well as creating new conversations inside the classroom, the impacts of Stevenson’s diversity are being seen even beyond the classroom. Adriana Flores ’20, a Latina American student and the president of Spanish Club, said that throughout her high school experience, she has been able to rely on Stevenson’s strong ability to integrate students of all ethnic backgrounds so that everyone can come together in a shared community.

“I think the way that SHS is bringing together its new 51% rule in the curriculum along with the advertisement of its diverse clubs helps create that sense of community in the school, and it really helps us understand where other students are coming from,” Flores said. “One of the things I

really like about Stevenson is that you’re really able to connect with people from all different types of backgrounds.”

Students like Flores and Ebeling have been able to explore Stevenson’s diversity through multiple means, such as the new curriculum and through clubs, in order to keep the students interconnected with one another.

The English Department hopes to further accommodate the diversity in their student body by reflecting all students in their teachings. The long-term goal, as stated by Lillydahl, is to keep adapting to the student body and reflect Stevenson’s vision and values: celebrating diversity.

“Diversity and perspective offers us windows and mirrors,” Aronoff said. “Windows into other worlds, other cultures, other lives that we cannot experience on our own. We can imagine ourselves in the heads of others tangentially. Mirrors, in that, we all need validation from the world saying ‘your story matters.’”

WRITTEN BY: JANICE LEE , LILA MAIOLO & POOJA JAIN DESIGNED BY: LILY JIANG & SERENA MEHTA

February 2020 - News

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ONE FINE FESTIVAL Behind the scenes of Odyssey; students, new coordinator focused on fostering an exploration of the arts

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tudents recently participated in the Odyssey festival on Feb. 4 and 5, a biennial event aimed towards exploring the fine arts. For two days, students attended workshops and performances taught by experts, ranging from visual arts to theatre arts to music.

With approximately 560 handson classes and 240 professional artists in attendance, Odyssey required months of planning in advance.

Alexis Lee ’20 is a member of Odyssey Club, both to continue her interests in the fine arts and to contribute to Odyssey’s preparation.

“I’ve participated in a lot of fine arts events at school, and Odyssey is a really fun way to learn from artists who teach during these two days,” Lee said. “It’s really nice to help plan an event that brings people closer to fine arts.”

This year, Stevenson hired a new Odyssey Coordinator, Amanda Long, to lead the festival’s preparation and curate the exhibits available throughout the event. Long hopes that students are more exposed to the fine arts to consider possible personal interests or careers in the fine arts.

“Given Odyssey’s tagline of ‘an adventure in the arts,’ we’ve got visual arts, music, theater arts, dance and a miscellaneous crafts for students to explore,” Long said. “I hope that as

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Odyssey was a renewed emphasis on hands-on experiences, based on feedback from two years ago. With some students expressing disinterest in Odyssey because students are not guaranteed any classes, Long focused on selecting professionals that matched what students wanted.

Students also worked extensively to ensure both days ran smoothly.

For instance, Odyssey Club played an important role in publicizing the event and organizing the day-of setup.

“Through my first year in setting up Odyssey, I’ve gotten a greater perspective of the scope of the entire event,” Lee said. “We have from 60-90 volunteers since Odyssey requires a lot of student effort to make sure the rooms are set up and advertisements are sent out to the student body.”

The Fine Arts Department, Long and Odyssey Club worked closely together to organize Odyssey. Ultimately, all of the work was directed towards fostering a larger appreciation for the fine arts.

“All students will go out into the art forms and careers available,” Grice said. “When world as consumers of art,” Long students enroll in a Fine Arts class, said. “The absolute dream would be students develop skills such as cre- to help students become literate arativity, artistic literacy, technique, tistic citizens.” expression, perseverance and confidence.”

WRITTEN BY: DYLAN HU One major change at this year’s DESIGNED BY: ELYSSA GAVENDA students grow into their adult lives [...] they find the right place for art in their lives.”

Director of Fine Arts Jon Grice believes that Odyssey signifies Stevenson’s commitment to ensuring all students engage in artistic experiences. Some students even select fine arts courses because of their Odyssey experiences.

“Through Odyssey, it is my hope that students gain exposure and appreciation for the variety o f

(Ody (s!)

Allie Stevens ’22 shuffles a deck of cards she received from the magic class. Students had the chance to learn tricks from a magician.

it in Action

A group of singer-songwriters perform for students in the Sports Center. They each played an individual song, and at the end sang a cover of “Ohio” together.

Brayden Libman ’22 draws a gag cartoon in creative cartooning. Professional cartoonists from the National Cartoonist Society encouraged imaginative sketches.

Greg Geffrard delivers a spoken word performance about being black in America. He and his partner, Heather ‘Byrd’ Roberts, presented along with dance and background music.

WRITTEN AND DESIGNED BY: ANJINI GROVER & BAYARMAA BAT-ERDENE

February 2020 - News

7

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LAUGHTER AND LOVE I know what you’re thinking, “Paul Blart: Mall Cop” is not a rom-com. But hear me out. I know Paul Blart may not be your typical knight in shining armor: he’s awkward, clumsy and his flirting skills are a little rusty. Yet he remains admirably optimistic trying to win the heart of his crush Amy, despite being the scapegoat of blame and the butt of jokes. Until criminals take over the mall he’s sworn to protect, and it quickly escalates into a hostage situation. With the lives of his love and daughter hanging in the balance, Blart jumps into action, defying the odds and emerging as an unlikely hero. While surprisingly wholesome, the entire plot is fueled by Blart’s passionate love, making it in no way bland. “Paul Blart: Mall Cop” is both hilarious and heartfelt, and this movie is sure to find the (seg)way to your heart.

Today’s Hollywood movies are all about glamorizing love with the same repetitive cliche plots, yet they often fail to capture the whimsical fairy-tale delicacy that “The Princess Bride” brings to life. Buttercup, one of the fairest maidens in the land, is set to marry Prince Humperdinck, a man she does not love. However, she gets kidnapped by a band of three strange men, leaving her fate in the hands of a mysterious man in black chasing the criminals. With its witty script and over-thetop declarations of passion, this classic is filled with memorable laughs.

While modest in special effects, the old-school charm in this timeless love story is bound to captivate the entire audience.

There’s a saying that coaches don’t play, but Alex “Hitch” Hitchens, a dating coach, is about to sweep you off your feet. In the midst of helping a shy client find love with the celebrity Allegra Cole, Hitch himself happens to fall for a reporter digging up gossip on Allegra. When their tangled lives reveal Hitch’s profession and the lengths his client went to attain his woman, Hitch must fight to make everything right and restore his promises. While a tad unrealistic (as most rom-coms are) with the ‘I love you’s’ after three dates, “Hitch” is a perfect balance of smooth remarks and endearing moments. It will make you wish that you could hire a ‘date doctor’ like Hitch to find you someone WRITTEN BY: JASMINE SUN to watch this movie with.

DESIGNED BY: NELLIE MALONEY

February 2020 - Opinions

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DIVERSIty IN Statesman comments on importance of inclusivity at

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iversity. Equity. Inclusivity. As social progress accelerates, these values are becoming the cornerstone of modern society — and nowhere is this more evident than in schools.

A diverse educational environment is of utmost importance, and it’s clear that Stevenson is making an effort to actively nurture such an environment. These efforts are great first steps towards a more inclusive academic world; yet, stereotypes and social stigmas which exist in Stevenson risk marginalizing minority groups—especially those already underrepresented at Stevenson.

It’s also important to note that Statesman itself lacks such diverse voices, as our staff is predominantly white and Asian.

Such a demographic within our own staff may limit our view of Stevenson’s diversity, but this is not to say that we don’t see the value of such diversity in academic settings.

Cultural, ethnic, gender and other forms of diversity are extremely beneficial, allowing students to work with perspectives they may not even know. This can prevent students from falling into a trend of “confirmation bias”, consuming only informa-

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February 2020 - Opinions

tion of preexisting beliefs.

As such, many activities that Stevenson offers are specifically aimed towards promoting inclusivity and diversity: Girls in STEAM promotes female empowerment within STEAM fields. Gay-Straight Alliance aims to create a safe space for students of all sexual orientations. FIRE’s mission is to increase meaningful discussion about race. In addition to extracurriculars, Stevenson also offers many classes aimed to improve students’ understanding of different cultures, from Chinese to World Masterpieces.

However, these academic and extracurricular efforts that push towards more inclusivity don’t diminish the fact that there is a larger problem at hand: Stevenson’s social sphere tends to exclude certain minority communities such as its black and Hispanic populations.

According to Illinois Report Card, Stevenson’s student body is 54.7% White, 32.1% Asian, 8.1% Hispanic and 2% Black. Stevenson’s Hispanic and black populations are significantly smaller than their White and Asian counterparts.

In a perfect world, all cultures would be honored regardless of their prevalence, or lack thereof, in classrooms and hallways. But

DEVELOPMENT Stevenson, improvements school can make this is not yet true at Stevenson, as there seems to be a culture dominated by more “American” practices — likely because of the aforementioned disparity in Stevenson’s student demographics.

As a result, some students may feel the need to diminish their own cultures in order to fit in. This trend, dubbed as “whitewashing,” reveals a sad truth: Stevenson’s diverse student body has not all yet been accepted in its entirety.

This social stigma isn’t limited to specifically racial minorities. Another type of diversity, socioeconomic diversity, can fall victim to stereotyping and marginalization as well.

According to Illinois Report Card, 5.3% of Stevenson’s student body is

Cartoon created by Emily Kang

low income, whereas Illinois’ average percentage of low income students is 48.8%.

While Stevenson’s geographic location is largely the reason for its lack of variation in income level, Stevenson should still aim to make these students feel included to the best of its ability. This isn’t always achieved, though. For example, teachers might assume that students have easy access to technology and Wi-Fi at home, which may not always be the case for everyone.

In addition, there is an unspoken — and untrue — assumption at Stevenson in which everyone is expected to be well-off, which may cause some students to feel ashamed about their wealth level or pressured

to hide aspects of themselves in order to fit in.

Overall, Stevenson is working towards developing the diverse cultures, experiences and perspectives within its student body. Yet, while these efforts are worthwhile, there still remain some underlying problems, including an exclusive and pressure filled social environment.

Moving forward, Statesman urges the Stevenson administration, staff and student body to continue promoting awareness, inclusivity and representation for people from all walks of life. Because every single individual – no matter what economic status, political belief or identity — deserves to feel seen, heard and respected.

February 2020 - Opinions

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Advancing the Academy

Staffer discusses diversity of the Oscar nominations, questions representation in Hollywood our years after the #OscarsSoWhite movement brought attention to the lack of racial diversity at the Academy Awards, the Academy announced their nominations for the 2020 Oscars to swift backlash against an all-male nominee directing category. However, it’s Hollywood that is the one with a representation

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problem, not t h e Academy. This leaves the Academy little room for highlighting diversity, yet they’re often too busy fumbling over themselves and rewarding mediocrity regardless of race or gender to begin with.

Before we get to the Oscars specifically, it’s

important to look at female representation in Hollywood as a whole. According to the 2019 Celluloid Ceiling Report, women made up a mere 14 percent of directors working on the top 500 domestic grossing films in 2019. While it’s unreasonable for statistics like these to directly mirror the makeup of our population, the reality is that 14 percent is drastically low given that

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February 2020 - Opinions

over half of the United States is female. This number also needs to be taken within the context of the fairly recent Harvey Weinstein #MeToo revelations that show Hollywood is no stranger to being systematically sexist.

With few opportunities behind the camera, female directors have a statistically smaller chance at achieving breakout success both critically and commercially, which in turn makes it harder for the Academy to consistently recognize a female director as one of the five best of the year. The Academy’s job isn’t to fulfill a diversity quota, but rather to look at the hand Hollywood has dealt them and pick what they think are the year’s best movies, which can result in different demographics for nominees each year.

However, the Academy often makes baffling choices for nominees of any color or gender. When somebody like Lulu Wang isn’t nominated, how are we supposed to know whether the Oscars are being exclusionary or just simply picking the wrong movies? This year was full of snubs ranging from Willem Dafoe to Lupita Nyong’o, and this only continues the trend of the Oscars recognizing movies that we’ll forget about weeks after the ceremony as opposed to more unconvention-

al, qualified picks. When it comes to this year’s director category, I and many others would have put numerous filmmakers both male and female over the likes of Todd Phillips, making it hard to distinguish between when the Academy is racist, sexist or simply inept.

P r o g - ress in representation is an admirable goal, as is recognizing quality work.

When it comes to Hollywood and the Oscars, both need to get better at their respective job so that we can get the best movies possible and recognize them as such, with a person’s race or gender hopefully one day becoming irrelevant as to who gets to sit behind a camera and yell “action!” or claim a statuette.

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SINES OF SIKORA After teaching math for nearly 30 years, Todd Sikora returns in new role as security substitute

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s students struggle with the last problem of their math homework, frantically rushing to get it done before school begins, they are met by a familiar face in an unfamiliar place. A tall man with glasses and a Cubs baseball cap approaches them and asks if they need any help.

Former Stevenson math teacher and current Table Tennis Club spnsor Todd Sikora is ready to help. After teaching math for nearly 30 years and retiring in 2019, he has decided to return to school this year working as a security substitute.

“Simply put, I really like Stevenson High School, and I really missed coming to school,” Sikora said. “It has been like home for me. I missed the ‘Hey Mr. Sikora, how’s it going?’ in the hallways. So two weeks after I retired, I went to reapply to work security after being here for almost 30 years.”

This sentiment is not surprising to his former student Phil Edat ’22.

Edat, Sikora’s former Algebra 2 student, witnessed his connection with the school community firsthand last year.

“When he was teaching us, I got a sense that it’s not just that he likes teaching math, but that he likes connecting with students,” Edat said. “I think that’s the key element of why

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he likes Stevenson so much, and especially why he came back as a security guard.”

As a security substitute, Sikora roams the hallways at Stevenson, which allows him to continue to interact with former students even after his formal retirement. He goes further by often encouraging a more inclusive environment.

“Sometimes I will see a kid sitting by himself, and I’ll talk to some other people at another table and say, ‘How about tomorrow, why don’t you guys ask that kid to sit at your table?’”

Sikora said.

Though they can be easily overlooked, small things such as this can go a long way in fostering a supportive community at Stevenson. However, students notice Sikora’s actions.

“As a security guard, it’s not his job to check up on all the students, but he does it anyway,” Edat said.

“It’s not only math though. He asks how I am doing with school in general, with life in general, and even asks me about my family sometimes.”

This connection to Sikora is not unique to Edat. Darshan Jain, the Director of Mathematics, had the opportunity to work alongside Sikora. As a colleague, he was also able to experience Sikora’s commitment to the Stevenson community for many years.

Sikora returns an opponent’s shot during a Table Tennis Club meeting after school. He has managed to stay involved in Table Tennis Club after retirement.

“[Mr. Sikora] is green and gold through and through,” Jain said. “He loves Stevenson, he loves the students and [he loves] this community. He was a mentor to many students and a great friend to many colleagues.”

In the end, Sikora’s passion has brought him back to school where he is able to maintain these kinds of relationships after retirement. No matter how much he seems to have given this community, Sikora feels that Stevenson has given him so much more.

“Stevenson is a professional learning community,” Sikora said. “But more than that, it’s a family where you have people that really care.”

WRITTEN BY: VAASU KAKUTURU DESIGNED BY: MYLES WOODMAN

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At Stevenson, diversity flourishes with help of students, staff, clubs

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s Akshita Cheruku ’20 strolls through lunchtime in the Wood Commons, she encounters phrases of different languages and diverse groups of friends assimilating under a medley of unique flags from the United Nations swaying above their heads.

As a leader of Fostering Intercultural Respect and Empowerment (FIRE) Club, Cheruku carries a distinct appreciation for the cultures

represented at Stevenson.

“Compared to other neighboring schools, I think Stevenson is more diverse in numbers,” Cheruku said.

“In a school with over 4,000 students, we might not see this diversity from time to time due to our tendency to isolate ourselves. However, slowly, Stevenson is becoming more and more diverse, and this provides us with a greater opportunity to get to know each other and build ourselves into more aware individuals.”

At Stevenson, diversit y lies in every corner of students’ lives. With m o r e than 1 0 0 clubs

av a i l ab l e , there are lots of cultural,

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academic and social outlets for students to get exposed to people from various cultural and ethnic backgrounds.

Like Cheruku, Dylan Chae ’20 appreciates the myriad of cultures that grace the halls of Stevenson day in and day out. As Diversity Council’s World’s Fair Director, he feels it is imperative to preserve cultural respect as well as reduce stereotypes against ethnic groups.

“Certain groups of people at Stevenson may be dealing with different things,” Chae said. “For example, in my Asian-American community, mental health is way overlooked, so it’s something to keep in mind.”

Additionally, Chae explained that Diversity Council helps foster connections via events such as Fast-AThon and The Forum, an event that allows students to voice their political concerns through discussion. Chae feels that Stevenson’s efforts in unifying students and faculty are “good enough” yet he hopes that the Stevenson community can further embrace all of its diverse groups without offending any specific group.

As part of FIRE, Cheruku has been working towards the goal of recognizing and minimizing the occurrences of microaggressions, or passively discriminatory behaviors based on prejudiced mindsets, that often impact targeted subjects. Examples include associating certain groups with superior skills in a subject or even mocking others’ accents and dialects.

“Microaggressors don’t explicitly state their prejudice, but rather say

their hurtful opinions in a more passive manner,” Cheruku said. “This can be tricky to deal with since we can get judged for feeling offended and become discouraged to speak up for ourselves.”

Teachers may also microagress, such as mispronouncing names without consideration, causing students to feel as though their culture was misrepresented or even disrespected.

Still, instructors play a role in students’ experiences within the classroom settings. Their very ethnicities can allow students to forge a sense of belonging and connection.

Ken Latka, Stevenson’s assistant principal and Diversity Council sponsor, said the administration tries to ensure that the demographics of Stevenson’s vast student body are reflected in the teachers that many students look up to.

“Our entire administration is working hard on equity, race, and diversity issues as we try to hire staff that represents our students,” Latka said, citing the efforts of Stevenson’s human resources department.

However, Stevenson’s teacher demographics have not changed significantly. According to the Illinois Report Card, the white teacher population at Stevenson has dropped 4% in the last 9 years, from 95.6% in 2010 to 91.6% in 2019, in comparison to the black teacher population remaining around the same level at 1% and the Asian teacher population growing by 2%, to 4%.

Nonetheless, Stevenson’s administration is taking steps towards a more diverse staff. As a new Steven-

son counselor with a childhood upbringing rooted in India, Jaison Va r ghese feels that d i versity for both facult y and s t u de nt s is strongly considered by the administration.

“I think the administration does a great job of keeping in mind the diversity of our student population when hiring new staff,” Varghese said. “For example, when I joined the school this past year and came for my orientation, I was very impressed and excited to see the diversity of the new staff. This is definitely encouraging and assuring, especially for someone like me who grew up in a multicultural community in India.”

Ultimately, those who make up both the Stevenson student body and faculty aspire for it to be a place where different groups come together and coexist—a concept that is continually pursued despite the more than 5,000 different identities that inter-

mingle at campus each and every day.

“In the end, we’re all very similar,” Cheruku said. “When it comes to diversity, it’s important to notice the differences that exist between us all, but it’s even more important to find our similarities and embrace each other’s differences during our time at Stevenson. In order to get to this spot, we all need to be brave enough to express who we are and continue to be curious of others’ views and personalities.”

WRITTEN BY: OLIVIA HAN , BRADLEY LOCKER, PAULINA ORNATSKY DESIGNED BY: GREYCEN REN, OJASVI SAXENA, CAIMIN XI

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MR. SHS CANDIDATES

Steve Yoo Talent: Ukelele Q: Why did you decide to do Mr. SHS? A: I think there’s no better way to end your high school career than embarrassing yourself in front of all your friends on a Friday night in the PAC

Krish Shah

Varun Mallampati

Talent: Dance Q: Why should you be Mr. SHS? A: I’m charismatic, and I feel like I can energize a crowd well. In general, though, I’m just doing this to have a good time with my friends

Talent: Guitar and singing Q: What has been your favorite part of Mr. SHS so far?

A: Learning the choreography with the other boys

Dylan Murphy

Ben Bowler

Talent: Competitive dishwashing Q: Why should you be Mr. SHS? A: I’m only doing it for the free shirt

WRITTEN AND DESIGNED BY: GRIFFIN BROWN & CHERYL CHEN

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February 2020 - Features

Talent: Playing the Marimba Q: Why should you be Mr. SHS? A: Go to BenWatchesThings.com to find out

Not Pictured: Kenneth Yang, Tyler Sanchez, Leon Kosciak, Omer Israel, Nate Lippe, Ryan Klein, Harsh Thakkar, Dylan Chae, Tyler Valeroso, Spencer Sangg, Adam Dziaba

STANDS FULL

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espite 30 degree weather on a Friday night, the Stevenson football stadium is more alive than ever. While the team battles on the field, the bleachers are e ually filled with e citement and passion. The student section is packed full of Stevenson students donning thematic outfits and accessories. With their faces brightly painted, the fans echo each other’s cheers in an effort to will the Patriots to victory.

Stevenson’s athletic events are widely attended by students. Fans, athletes and coaches alike believe the student section’s pep and spirit contributes to the ability to succeed while on the field. arsity baseball player Drew Ruchim ’20 feels that Patriot faithfuls’ spirit definitely helps gameplay.

“I think our student section is one of the best in the area, if not the best,” Ruchim said. “We have a lot of guys who have a good connection with the team.”

With a full sized stadium, free T-shirts and recurring sport shoutouts on Stevenson’s social media pages, Stevenson prioritizes having a completely full student section at many athletic events. Many of stu-

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Student athletes, fans and coaches reflect on school dent athletes agree that it can make all the difference during a tight game.

Even coaches agree that overwhelming spirit from the student section can have an effect on the game. One such believer is head football coach Brent Becker.

“There is no question that all of these groups play an incredible role in the atmosphere of our home games,” Becker said. “There is nothing like walking out to our stadium on a Friday night with our home crowd. It gives me chills just thinking about it.”

Despite the sizable turnout at boys’ basketball and football games, not all student sections have similar audience turnouts. Weather, media attention and duration of sporting events all factor into the attendance for a game.

“I do [feel like some sports have a more popular student section], rightfully so,” Ruchim said. “Basketball games are indoor and short.

On the other hand, baseball games are more fre uent and they’re a lot longer.”

School spirit goes a lot further than just the student section.

Whether through organizing events

or wearing the Pat Riot costume, some students take it upon themselves to create new means of promoting spirit.

Mark Lozovnoy ’20 is a member of Pep Club and an e ample of school spirit. Lozovnoy finds Pep Club to be an important resource to e press the spirit of Stevenson’s students and ultimately improve athletes’ performances.

“The purpose of Pep Club is to encourage school spirit through bringing out the mascot [Pat Riot],” Lozovnoy said. “Our job is to communicate nonverbally with the student body and have them participate greatly in school spirit events alongside [Pat Riot].” any athletes feel that the efforts of Pep Club and the student section are helpful, especially during championship matches. here is often a special emphasis on student turnout for playoff games, when many see the power of the fans as a possible difference between victory and defeat.

“Last year, during the sectional championship for basketball, they played at Waukegan,” Ruchim said.

“We had 100 students there, and they won and we felt like we con-

OF SPIRIT

spirit and powerful effect of student section at games tributed from the student section.”

Although school spirit often emphasizes athletics, it goes beyond just sports. Even students who don’t participate in sporting events feel the effects of zeal.

For Lozovnoy, school spirit is more than simply just a method to heighten the strength and passion of Stevenson’s athletes. Passion can also be used to unite the diverse population of Stevenson towards a common love for the school and its accomplishments.

“For me, school spirit is important because that’s how we motivate the athletes, share a love for a sport, and invest our time and life in a school community,” Lozovnoy said. “We created Pep Club because it is meant to encourage more school spirit. School spirit does motivate kids to be proud of their school and encourages them to attend as many events as they can.”

In whatever ways students show their spirit, many athletes and coaches feel the effect of student pep. Becker understands the passion a student can feel when surrounded by others who share a common love for the school.

“When the stands are filled, the entire game has a different type of energy,” Becker said. “I love looking up and seeing the student section rocking and the band in the endzone.”

WRITTEN BY: SOPHIA ISMAIL, KATIE LEE & HUMZA QAZI DESIGNED BY: VICTORIA FENG & EMILY LU

February 2020 - Sports

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EXTRA EXPANSIONS

Many athletic facilities to undergo major renovations, completed by fall of 2022

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his summer, Stevenson will begin a renovation project of multiple athletic facilities. Expected to be completed in 2022, this renovation will include the expansion of the Field House, the renovation of the track and the relocation of the Athletic Office.

This construction marks the first renovation these facilities will undergo since they were built in 1995.

Athletic Director Trish Betthauser believes these renovations are what the school’s growing population needs.

“We’re finding that with over 4,000 students, we need new spaces in the physical education department to create better learning and practice environments,” Betthauser said.

Given the wide variety of Stevenson’s sports, there is not always enough space for each sport to practice. The school wants to make it easier for multiple sports to have useful practices at the same time.

Coaches and players of sports like track are looking forward to these renovations. Head Track Coach Emma Degen believes her sport will benefit from this addition.

“For most of our workouts, the amount of rest time athletes get between reps is very important and specific,” Degen said. “So having

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February 2020 - Sports

more space will help make sure those rest times are met.”

Many Stevenson athletes are excited about the improvement of athletic facilities, including junior varsity basketball player Ashley Madeyski ’22. She is looking forward to adding two more basketball courts in the Field House, adding two more courts.

“We have many basketball teams, so it’s hard for each team to get court space,” Madeyski said. “But if new courts are added, basketball practices will become even more beneficial and we can get the most out of each practice.”

The renovations will benefit not only co-curricular sports, but also students and teachers in the physical education department. Gym classes will have space as a training center will be added to the East Building, the Athletic Office will be

relocated and a fitness center will be constructed.

Despite benefits expressed by students and staff, there are also a few concerns about the renovations. It will likely be harder for some sports to practice until after the renovations are completed.

“My only concern about the renovation is the lack of space we will have for indoor practices during the construction,” Degen said.

However, for most in the Stevenson community, the positives outweigh possible hindrances. After the renovation is over, students, teachers and coaches will benefit.

“I am looking forward to being able to run more efficient practices and hosting very high quality meets,” Degen said.

WRITTEN BY: NATALIE KING DESIGNED BY: CHRISTIE LEE

Stick together

Jeremy Riback '20

#29

GOAL SAVE PERCENTAGE: 90.5%

Brett Stokes '20

#77

Davis Jeggers '23

#6

STATS TO KNOW: 25 assists Made all conference team.

Team Stats

STAT TO KNOW: 19 goals

1 Overtime Loss 1 Shootout Loss 27 Games Played 14 Wins 11 Losses Josh Wright '20

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STATS TO KNOW: 19 assists 21 goals

Liam Jones '21

#3

STAT TO KNOW: 20 assists

Rafael Biedron '22

#64

STAT TO KNOW: 16 goals

Ben Newmark '20

#35

GOAL SAVE PERCENTAGE: 87.6%

WRITTEN AND DESIGNED BY: STEPHANIE LEVITT & TRISHA PATEL

February 2020 - Sports

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