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Adlai E. Stevenson High School 1 Stevenson Drive, Lincolnshire, IL 60069

Solve the 7

on page 13

STATESMAN

down to earth 10 Disguised by Green 14 Changing the Classroom Climate 16 War in Ukraine Hits Home

Volume 55 - Issue 6 May 2022

STATESMAN Volume 55 - Issue 6 May 2022

In this issue

Staff

Disguised by Green Statesman’s editorial revolves around climate change responsibility, taking into account both individual actions and institutional policies.

Collin Fan

Editor-in-Chief

Anika Krishnaswamy & Kelly Liu Managing Editors of Magazine

Surya Sethi & Aayushi Wadhawan Managing Editors of Production

Featured web story

Lance Locker & Vivian Zhu Managing Editors of Web

Jennifer Huang & Shannon Moser

CODA Review

Managing Editors of Design

Staffer Alison Wade reviews Oscarwinning film CODA, diving into its message and impact on the Deaf community. Read more stories at statesmanshs.org

Helen Oriatti-Bruns In-Depth Coordinator

Angela Guo News Editor

Ava Winber

Opinions Editor

Multimedia

Sarah Zhang Features Editor

Nick Corso

Senior Advice

Sports Editor

In the second edition of Statesman on the Street, staffers Greycen Ren and Raghav Khosla ask seniors for their parting advice on topics ranging from college applications to lunch options.

Dayna Roberts Web Editor

Sriya Mamidanna & Nicole Yao Copy Editors

Elizabeth Yuan Graphics Editor

Policy The Statesman is a student-run publication published monthly for the benefit of the Adlai E. Stevenson High School community. With a print run of 2,800 and a regularly updated web page, the Statesman provides high quality journalistic content in the areas of news, opinions, features, and sports. The opinions expressed in the Statesman do not necessarily represent the opinions of the administration, school board, faculty, or student body. Advertising inquiries should be submitted to shsstatesman.business@gmail.com. All advertisements are subject to the discretion of the editorial board and will contain information and imagery appropriate for the Stevenson community. Statesman belongs to the Northern Illinois Scholastic Press Association, the Kettle Moraine Press Association, the Columbia Scholastic Press Association, and the National Scholastic Press Association.

Contact 1 Stevenson Drive, Lincolnshire, IL 60069 www.statesmanshs.org shsstatesman.business@gmail.com

Gaurish Lakhanpal Multimedia Director

Kyla Smith

Marketing Director

Dean Bradshaw Adviser

Staff Reporters Dylan Barbee Bayarmaa Bat-erdene Griffin Brown Victoria Feng Ally Flynn Matt McGowan Sophia Ismail Vaasu Kakuturu Raghav Khosla

Natalie King Malini Pillai Humza Qazi Dwija Ramesh Greycen Ren Jasmine Sun Thea Surya Alison Wade Sabrina Xue

CONTENTS 04

News 04

Green is Gold

Breaking Down Food Waste

Creativity StARTs Here

Opinions 09

That’s a Wrap

Disguised by Green

Work Hard, Play(list) Hard

Features

Changing the Classroom Climate

16 18

War in Ukraine Hits Home Respecting Ramadan

Sports 20

Embodying Perfection

Sporting Sustainability

On the Right Track

Green Team spearheads student environmental activism with Earth Week By Vaasu Kakuturu (byline) By Sophia Ismail, Kyla Smith and Sabrina Xue

hroughout the week of April 18, multiple Stevenson clubs organized a series of events in celebration of Earth Day. This program, dubbed “Earth Week,” allowed Stevenson students to participate in activities aimed at promoting environment-based service, as well as educating

students on how they could become more environmentally conscious. Earth Week was organized by Green Team, Stevenson’s environmental club, but some events throughout the week included collaboration with other groups. Along with Green Team, Art from the Heart co-hosted an event to create chalk art with messages about environmental justice, and Horticulture Club co-hosted a tour of Stevenson’s greenhouse during the week. Additionally, students who weren’t members of Green Team could volunteer by running lunchtime activities to educate the student body about how their lives affect the planet. One of those volunteers was Yoni Mann ’22, who ran a recycling activity in the school’s common areas where students sorted what trash could and couldn’t be recycled. According to Mann, both he and students who stopped by at the table during lunch learned more too. “I think the students that participated in the activities learned that it is hard to differentiate between what you can and can’t recycle, and it’s not really black and white,” Srinidhi Senapathi ’22, Kavya Puranam ’22, Jenna Balaban ’23 and Harley Mann said. Schwarz ’23 advertise for the vegan bake sale. All proceeds were donated Mann chose to volunteer after to the Chicago Region Trees Initiative. National Honor Society promoted the opportunity, but the event was

NEWS

MAY 2022 publicized elsewhere as well. Student Council members helped put up Earth Day decorations around the school, and some science teachers promoted Earth Day events to their students during class. Green Team also utilized themed days, such as “Meatless Monday” and “Thrifty Thursday,” similar to Stevenson spirit weeks, in order to grab students’ attention. According to Green Team member Kavya Puranam ’22, getting so many people involved was important to the success of Earth Week. Not only were they able to educate more people about environmental issues, they also promoted Green Team as a club, which will hopefully help them spread their message in the future, according to Puranam. “It was really interesting to see how many people were really dedicated to the cause, helping out for Earth Week when they weren’t part of Green Team,” Puranam said. “A lot of people heard about the activities that we’re doing, and I feel like we got a lot of outreach, which hasn’t been common for Green Team.” In addition to the information tables that Mann volunteered at, Green Team made efforts to inform their peers through hands-on activities, such as a field trip to cut down buckthorn, an invasive species of plant in a local forest preserve. Students were also given the opportunity to try environmentally-friendly vegan sweets at Green Team’s Vegan Bake Sale, which donated proceeds to the Chicago Region Trees Initiative. Green Team leaders collaborated with teachers as well to organize some events. On Wednesday, science teacher Jill Lisius showcased her vermicompost bin, which uses living worms to break down organic waste. “When I share my vermicompost bin, I tell students that [creating a compost bin] isn’t something that they have to do, but that they should find something else out of their own comfort zone to take action on,” Lisius said. “If we each add little changes, they will make a difference.” While actions such as composting are often viewed as voluntary, Lisius believes that society will revolve more closely around the climate in the future. A 2021 Intergovernmental Panel on Climate Change report found that the Earth will likely warm by 1.5 degrees Celsius or more by 2044. “There is not a single job that is going to exist in the next ten years that isn’t going to have to take into account something related to the environment and the impact that that job is having on the environment,” Lisius said. “Now, I think certain jobs will ignore that impact, but there’s just so many different ways that we are changing our world.” Puranam feels that because humans are affecting the environment in so many ways, it is difficult to address the full depth of these problems in just one week. However, she is optimistic that Earth Week helped students build small habits to create positive change. “To make a bigger impact, there should be more specific topics to address and we should go in more depth into things, but within Stevenson and our facilities, I feel like Green Team did a pretty good job addressing things like composting and recycling—things that students can do on an everyday basis to make a small but good environmental impact.”

Plants grow in Stevenson’s greenhouse. Students were given the opportunity to tour the greenhouse as part of Earth Week.

Jill Lisius shows students a vermicompost bin. The worms grown in the bin decompose organic waste to create new soil.

Breaking Down Food Waste Sodexo, student clubs initiate composting, food waste awareness programs By Collin Fan and Lance Locker

tudents from National Honor Society (NHS) and Green Team have recently worked with Sodexo, Stevenson’s main food supplier and facility manager, to foster more eco-friendly practices around the school. The implementation of compost bins in March was followed by waste management activities and vegetarian lunch options in April during Stevenson’s first-ever Earth Week celebration. By managing the school’s facilities and cafeterias, Sodexo is directly involved in Stevenson’s efforts toward sustainability. Habib Osman, Stevenson’s Director of Facilities and Food Services, said that Sodexo plays an important role in the school’s eco-friendly practices, which have been recognized by multiple Leadership in Energy and Environmental Design certifications. “From composting to the cleaning products we use to just overall building

management... we’re way ahead of the curve,” Osman said. “With the net-zero building… the number one thing that’s kept in mind is, how can we continue to make it more sustainable in terms of using it?” Osman said that the recent introduction of compost bins in common areas—a joint effort with NHS’s Climate Global Goals committee—has been one such move toward sustainability. In light of reports from the United Nations estimating that 1.3 billion tons of food are wasted globally each year, NHS member Nikhita Sathiyan ’23 saw the necessity of introducing a composting option to Stevenson students. “[During] lunch, there’s a lot of food that could be used as compost, such as vegetables—even the bowls are compostable,” Sathiyan said. “By taking small steps within our school, that’s one way to work towards [sustainability].” Along with setting up the compost bins themselves, NHS collaborated with Green Team to help spread general awareness of food waste and composting options. Through ads in the Student News Network and “Compost Trivia” activities during lunch periods, Akhil Ramidi ’23 and other NHS volunteers worked to inform students of the importance of these new resources. “I think in general, just raising awareness and changing the overall mesSodexo staff prepare food in the West Kitchen. Much of sage towards taking benefithe food is cooked from scratch and trimmings of raw cial actions for the planet is ingredients are often composted. 6

what we should be focusing on since it’s currently not valued that much,” Ramidi said. “The best way of doing that is taking individual actions.” With input from Sodexo and assistance from the district administration, Stevenson has become more eco-friendly. Despite growing cafeteria sales, the school has not seen significant increases in food waste in part due to the several hundred pounds of food scraps being composted in the kitchens every day. Ramidi has confidence in ultimately reducing food waste within the greater Stevenson community. “Unlike pollution from cars or other problems that lead to climate change, food waste can be solved at the consumer level,” Ramidi said. “It’s definitely possible to eliminate this problem at Stevenson.”

SUSTAINABILITY IN THE KITCHEN Sourcing seasonal ingredients from local vendors Cooking to order to avoid excess food Composting almost 100% of food waste NEWS

MAY 2022

1 4

2 1. Art student Martina Platero ’22 appreciates the displays at the AP and Advanced Art Show. This show featured various works of AP Art, AP Photography and Digital Design students. 2. Dancers from Mrs. Dauphin’s 7th period Dance 1 class perform the piece “Between Two Worlds,” telling the story of Persephone and Hades. Day of Dance, which took place on April 8, showcased the students in Stevenson’s dance program as they performed the dances they worked together to create. 3. Five dancers from Ms. Criglar’s 7th period Dance 2 class perform their piece, “The Rough Amethyst.” The theme of this year’s Day of Dance was Fairy Tales, and this group told the story of the Ugly Duckling through their performance.

5 4. Joseph Chan ’24 gets his makeup done before he strikes a pose at the Stevenson Styler Fashion Show. The show took place on April 14 in the Performing Arts Center. 5. Katarina Quiroz ’24 shows off her stylish outift at Stenvenson’s 9th annual Fashion Show. This event showcased student-designed collections and outfits from local boutiques.

CREATIVITY STARTS HERE

Natalie King Sriya Mamidanna

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MAY 2022

THAT'S A WRAP Statesman staffers explore the pressures of prom By Ally Flynn and Malini Pillai

ach year, Stevenson hosts significant events that define the quintessential senior experience. From Senior Sunrise to a graduation party on a boat, there are many opportunities for seniors to celebrate their final year of high school. However, prom is arguably the most well-known event, even though it entails many issues. When it comes to dress shopping, the prices themselves cause enough drama. Many girls from Stevenson shop from expensive boutiques, with dresses ranging anywhere from $200 to $600. Particularly distinguished stores, such as Peaches and Gipper, even have a strict policy of not selling the same dress to people from the same school. A Facebook prom dress group ensures no dress is repeated. Yet, this raises the question of whether or not having the same dress as someone really matters, especially if the girls are in separate picture groups. In the end, it comes down to how much you adore the dress and if you feel confident while wearing it. After all, you shouldn’t

spend $600 on a dress you don’t absolutely love—and if you love it, you shouldn’t have to worry about other people wearing the same thing. Many girls also allocate money towards getting their hair done in a glamorous updo and purchasing new jewelry, shoes and nails to accentuate their dress. The most necessary items, such as the tickets, bouquets and boutonnieres, also factor into the cost. For example, the ticket to prom itself is $95, which brings into question whether or not that is a fair price. However, a student can definitely get their money’s worth. The dance is two hours long with a DJ and a large dance floor. It also includes a ride on a coach bus to and from the hotel where prom is held as well as dinner, which makes the overall cost of the ticket worth the price. On the other hand, only 10 people are allowed at each table. Many groups have more than 10 people in them and separating people from their friends only leads to people feeling left out. Prom is supposed

to be a night dedicated to spending time with friends and the division created by tables eliminates the ability for large groups to do so. After prom, it’s common for many students to go to family-owned lake houses or even rent their own through Airbnb. While renting is another added cost, the memories that follow are entirely worth it. Usually, students stay at these prom houses for two nights to then participate in Senior Ditch Day, another tradition that seniors participate in during their last two months. Prom houses are a fun way for friends to hang out in a larger group and continue their festivities. However, even students who don’t go the extra mile to rent prom houses tend to find that their prom experiences were enjoyable in the long run. Overall, the pressures of prom can be overlooked; it is one of the last celebrations that seniors partake in before they depart for college. This makes prom the bittersweet, quintessential high school experience that many seniors cherish. Photo courtesy of @stevensonhs on Instagram.

Stevenson students gather to dance and take pictures in celebration of prom night. Despite the costs, the activities and food make the ordeal worth it for many.

Disguised by Green Statesman calls for Stevenson community to readjust attitudes on environmental sustainability

ven though humans only make up about 0.01 percent of life on Earth, over 65 percent of pollution is man-made, according to the United States Environmental Protection Agency. However, whether individuals or institutions are more at fault is debatable. According to 2014 data from World Resource Institute’s Climate Watch, each person in the United States emits roughly 19 tons of greenhouse gasses per year. While these statistics may be alarming to many, the waste emitted by institutions challenges that of the average

person. In fact, the Business and Human Rights Resource Center reports that only 100 companies are responsible for 71 percent of global emissions. In response to these jarring statistics, calls for sustainability are on the rise. As such, Statesman believes that both individuals and larger institutions must recognize the urgency of this pressing situation and act on initiatives that produce tangible results.

Currently, some corporate initiatives may appear to be environmentally friendly, but they are often forms of performative sustainability. While these promising notions of increasing sustainable practices appeal to consumers, in actuality these shifts in campaigns are focused on improving reputation as opposed to becoming climate-friendly. In fact, a study conducted by

MAY 2022

the Changing Markets Foundation found that H&M’s Conscious Collection used even more fossil fuel-derived synthetics than their regular clothing, with one in five pieces being 100 percent fossil fuel-based. Although these corporations may seem distant from the Stevenson community, Stevenson as an institution itself is also responsible for practicing sustainability. While there have been many efforts made by the administration to move towards further sustainability, some of these efforts have proved to be mainly performative. For example, in the construction of the East building extension, the Living Wall adds green and aesthetics but has an unclear climate change impact. Many students see it as more of a show-piece than an eco-friendly construction project. True sustainability shouldn’t be sacrificed for the sole image of being environmentally friendly. In order to make the Stevenson community more environmentally friendly using concrete steps, collaboration between clubs and administration becomes vital. Seeing as the school administration should not be the only entity responsible to operate sustainably, collaboration is encouraged between these clubs and the

administration. Statesman believes it is increasingly important to raise environmental awareness among the student body. With the support of Stevenson’s administration, the ability to collaborate via pathways like the morning announcements, lunchtime activities and student-led contests is essential. Constant student interaction with clubs like Green Team would not only make students more aware of how to engage in environmentally friendly practices but would also make applying these principles into daily life more realistic. However, recognizing the limits of student clubs’ abilities to change the ideals of the school community is critical when undertaking the fight against climate change. Clubs like Green Team are currently organizing activities to educate students about the potential dangers of climate change, but sustainability cannot be realized without active student participation. Rather than leave all the responsibility of sustainable action to select clubs and the

SAVE THE TREES

STOP B

U RN I N G O U R F U T U R

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administration, students must adjust their attitude toward climate change on an individual level. Students must stop ignoring the dangers of climate change and seek out information to educate themselves. While Statesman respects and understands that not all people are in a situational or economic standing to live entirely sustainably, we encourage those who have the means to live more sustainable do so. For example, Statesman recommends that individuals purchase household items made of recycled or other sustainable materials, shop at second hand companies and take advantage of Stevenson’s composting bins. Even if these changes may seem minute or insignificant, the combined effort of a large community like Stevenson can make a big difference. While the task of mediating climate change may seem incredibly daunting, we only need to put in little effort to create lasting change. A simple change of global attitude towards climate change may be the difference that decides our future.

ANET, ONE CHANCE

Cartoon by Sarah Zhang

Work Hard, Play(list) Hard A study playlist to help prepare for final exams

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OPINIONS

MAY 2022

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Turn in completed crosswords to 2514 on distribution day for the chance to win a prize!

2 3

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17 18 19

Across:

3. Riding the pipeline 4. Wet air 6. Natural bowling ball 7. Summer party 10. Puffy plant you blow on 16. Man-made bird 17. Pail cap 18. Easier volleyball 19. Bucket-made building

Down:

1. Really windy storm 2. Hawaiian party 5. Little vampires 8. Spongebob’s boss 9. Shades 11. Take me out! 12. Where the ocean meets the land 13. Pretend adult drink 14. Popular summer fruit 15. Crests and troughs

By Vaasu Kakuturu, Raghav Khosla and Greycen Ren

Changing the classroom

CLIMATE

Students, teachers share environmental perspectives; weigh responsibilities of curriculum in educating student body about climate change By Helen Oriatti-Bruns, Dwija Ramesh and Vivian Zhu

n April 4, the United Nations released a climate change report, warning that harmful carbon emissions released from 2010 to 2019 are putting the world on a “fast track” to disaster. The report detailed unprecedented natural disasters, ecological damage and the eventual destruction of major cities. The Chicagoland area has already seen the adverse effects of climate change. Heavier rainfall and droughts have caused Lake Michigan’s water levels to rise rapidly, testing the limits of the city’s infrastructure. As these effects of climate change increase near Stevenson, greater action has been taken by students and faculty to address environmentalism in the school setting.

Climate Change Inside the Classroom Sitting in an AP Environmental Science (APES) classroom, Landis Varughese ’22 finishes bubbling in the last question on a green Scantron sheet. Despite the academic rigor of the class, Varughese looks forward to APES because of the emphasis placed on global issues like climate change. “In APES, we have multiple units dedicated to talking about [climate change],” Varughese said. “My teacher is open to talking about the science be14

hind it, [which] has helped me realize that it really is caused [by humans].” In addition, APES teachers discuss the importance of drawing connections between class material and current events. When integrated with students’ lives, the course curriculum helps students live sustainably and mitigate the impacts of climate change. “We’re teaching about energies and the impact of energy use, so hopefully it will allow [students] to be able to make smart, educated decisions as they go through their lives,” APES teacher Jason Carlson said. In APES, students learn that renewable energy sources present a solution to pressing environmental issues. However, according to the International Renewable Energy Agency, renewable sources must be uniformly implemented to accomplish significant change, causing some students to believe that individual change leads to minimal improvement. However, Varughese believes individual change is critical and can be best implemented through environmental education from a young age. “High schoolers will understand the science behind it,” Varughese said. “When you are younger, it is really beneficial to learn the small things you can

do and practice them, so it doesn’t become a huge change later [on in life].” In the hopes of developing ecologically responsible students, many courses integrate climate-related themes into their curricula. Outside of

MAY 2022 Varughese’s APES class, climate change According to AP Human Geography is discussed in AP Human Geography, teacher Kolleen Madeck, developing economics and every modern World countries often experience climate Languages course. By guiding students change in a much more severe way than through investigations of internation- developed countries; for example, one al responses to of the reasons climate change, that the popuWhat we know about the language courses lation of Dacca, allow students Bangladesh, has environment, how it to delve into grown disprofunctions and our impact on environmental portionately is it is changing all the time. themes through due to climate a multicultural migrants fleeing Jason Carlson, APES teacher lens. floods. “If you’re lookAlthough this ing at how a particular country is div- disparity is addressed in classrooms, ing into climate change, you have to many students believe that learning look into the context of what’s going about climate issues is only sufficient on there,” Justin Fisk, Director of World when coupled with a responsibility Languages, said. “We empower students to adapt their lifestyles outside of the to not just focus on their perspectives classroom. but also to understand the perspectives of other students and societies.” Climate Change Outside In addition to exploring various perspectives on climate the Classroom change, students also learn After learning about the disproporabout the ways countries tionate impacts of climate change, Anexperience cligela Wang ’24 joined Green Team to mate change. help combat global warming. Since most Stevenson students have not personally experienced extreme effects of climate change, Wang believes that they are less likely to take action against global warming. “Experience encourages action, so that’s part of the reason why many developed countries are choosing not to act as urgently on climate change,” Wang said. Although many students learn about environmental topics in their classes, some students believe that knowledge does not always translate into action. Wang believes that many individual students attempt to relinquish their environmental responsibility partially due to the perceived inconvenience of ecologically conscious actions. “I feel like climate change is the sort of topic that people generally agree is a problem, but a lot of people don’t actually take the initiative,” Wang said. “A bunch of people see climate change as the responsibility of legislators or people with more power in the government and not really focusing on changing their lifestyles in order to combat climate change.” Many teenagers echo similar senti-

ments of fear and anxiety toward environmental issues. According to a 2020 survey conducted by Cambridge International, 39 percent of American students believe that climate change is the single biggest issue facing the world, causing students like Wang to believe that environmental literacy is essential. “I learned much of what I know through reading the news and various informational articles online, and I think it’s important for students from more privileged countries to do the same,” Wang said. “I think education and awareness are the major driving forces behind making sustainable personal lifestyle changes which do end up accumulating over time.” Wang believes that students should develop individual responsibility regarding the environment. To mitigate a sense of fear toward climate change and contribute toward tangible environmental improvement, Varughese emphasizes the importance of taking initiative through educational and extracurricular opportunities. “The biggest thing for me is educating myself because fear comes from uncertainty,” Varughese said. “What’s helped me is knowing where [climate change] comes from and things we can do to combat it, which is a lot less scary than being scared about the world ending.”

WAR IN UKRAINE HITS HOME Victoria Feng

Jennifer Huang Anika Krishnaswamy

Students, teachers share insights on Ukraine-Russia conflict

par

t m e nt

in Ukraine, these individuals engage in conversations about the safety of their families and the politics 280 of war. Eastern EuropeRussian-speaking an Club (EEC), formerfamilies in SHS ly Russian Club, is one 51 such support space at Ukrainian-speaking Stevenson. families in SHS “Even though this was originally Russian Club, a lot of people here La [in EEC] actually do have ties to Ukraine rld Wo : e c like myself [and] the people that are acSour tually in Russia,” Etman said. “To have According to Etman, one of the most people [who] are like me [in the club] important things to remember is sepais uplifting and positive, and definitely rating the people of Russia from its leaddoes help with my perception of day to ership, something the members of the day life.” EEC have been helpful with. Fellow EEC member Jane Smith ’25* is one of many students from the Stevenson community who have expressed outrage at the conflict and solidarity with Ukrainian students. “I think it’s really devastating that so many people are getting hurt at the will of one man,” Smith said. “In the modern age, I never thought there could be [a situation] where there were bombs being dropped on people.” Even though Etman and Smith direct their frustrations at the regime rather than the Russian people, many Americans have not. According to NBC News, multiple Russian businesses in the United States have recently been vandalized and received anti-Russian messages. Bass Fishing Club sponsor Christopher Mural organizes a This makes communities like EEC, and drive for essentials. Supplies such as bandages and athletic Stevenson as a whole, especially importtape will be sent to areas affected by the conﬂict in Ukraine. ant for the sense of safety they provide. ng

s Mark Etman ’22 checks the news for updates on the war in Ukraine, he isn’t just worried about the general violence but rather concerned for the safety of his family, five members of which live in Ukraine. Although the three women in his family were able to escape a few weeks ago, some of Etman’s male relatives remained trapped in the country. Etman isn’t alone: Stevenson has a large Eastern European community— of students who reported speaking a second language at home, 13 percent of students speak Russian and 2.4 percent speak Ukrainian—many members of which have relatives or close friends near the conflict. As the war rages on

FEATURES

MAY 2022 “[Although] within Stevenson I haven’t heard anything, where I live there has definitely been strong anti-Russian [sentiment],” Etman said. “You can see it everywhere. I was on a phone call once, and when I informed them that I was Russian, they instantly said ‘who needs more of those right now?’” Students aren’t the only ones worried: Latin teacher and Bass Fishing Club coach Christopher Mural also has family in Ukraine, including his 84-year-old great aunt who has lived there all her life. Mural has been receiving updates about his great aunt via communication from his father and cousins. “It was really upsetting the first night when we heard about it,” Mural said. “We didn’t sleep very much. I was kind of surprised how upsetting it was considering I was raised here.” Mural is inspired by his cousin, who set up a $40,000 relief fund that recently shipped $4,000 worth of tourniquets and compression bandages to medics in Rovary, Ukraine. Mural has reached out to fellow bass fishing coaches across Illinois to organize a drive of essentials like canned food, bandages and sanitary items. He and his father have also attended a number of local protests since the start of the conflict. “I’ve just been trying to support my family in whatever way I can,” Mural said. Students have also participated in relief efforts. For example, Etman attended a few local protests, and fellow EEC member Sophia Privin ’24 joined the organization Not Just Math, which supplies displaced Ukrainian students with teachers and lesson materials. She hopes to volunteer with the organization as a translator and English tutor. “It’s messy right now because the war just started,” Privin said. “So far, I haven’t been able to do as much as I was hoping with English tutoring because towns are losing WiFi.” Since the conflict is ongoing, the “messiness,” as described by Privin, is commonplace in relief efforts. For Etman, who has only been able to participate in one in-person protest, communication with family overseas is key in

Eastern European Club sponsor Anna Gorbikoff and students Michelle Kishinevsky ’25 and Riley Berkovich ’25 collect food and other supplies. Eastern European Club hosted a supply drive,with goods sent to Ukraine.

helping them. Still, Etman wishes he could do more for his family and others living in Ukraine. For now, he’s focused on continuing to hope for the best and that the situation doesn’t get worse. “It really hurts that they’re undergoing stress that I can’t relate to because I wasn’t born in a period of war,” Etman said. “I can’t actually go and help them, and it’s really sad.” *Pseudonym upon request

used

DONATE TO UKRAINE RELIEF EFFORTS:

Respecting Ramadan

Faculty, administration take steps for greater cultural understanding as students observe Ramadan.

By Jasmine Sun and Aayushi Wadhawan

ong before the first hints of the sun are in the sky, Minal Mohammed ’22 wakes up and eats breakfast with her family. The next time Mohammed will be able to eat or drink water will be after dusk. Through their observance, the Mohammed family practices one of the five pillars of Islam: fasting during the daylight hours of Ramadan. Ramadan, the Islamic holy month focused on spiritual connection and self-reflection, occurs at various times each year due to its basis on the Lunar calendar. While previous years’ observances of Ramadan have been largely during the summer months, Ramadan this year began on April 2, 2022, spurring new conversations centered around accommodating students who may observe the month-long fast during the school year. “A challenge is getting enough sleep because we’re already struggling to do that as students and making it through the day is also a bit difficult when you’re tired and hungry,” Mohammed said. “But these things help us practice self-discipline, self-control, sacrifice and just humbling yourself by developing that empathy for those who are less fortunate.” Mohammed has found that earlier wake-ups and a lack of food often results in difficulty focusing in class. Despite the hindrances she faces, Mohammed remains committed to balancing academics along with her faith, especially as the Advanced Placement exams draw near. Conscious of this commitment, the administration hopes to encourage balance and provide ample flexibility to help students. LeViis Haney, Director of Equity, Diversity and Inclusion, has utilized his role to promote intercultural awareness among faculty, which he believes is especially important in creating an inclusive environment for fasting students. “We sent out a communication for all of our faculty and staff members to make sure they are cognizant of Ramadan, what

it means for our Muslim students and the fasting component,” Haney said. “Cultural understanding is very, very important in order to be accommodating of the fact that we have a group of students in our building whose energy levels may not be as high as they were prior to Ramadan.” Under the Johnson Law, a state policy passed in 2021, students fasting for religious purposes can be exempt from physical education activities—at Stevenson, students are able to take a study hall in the meantime. Stevenson’s Multipurpose Room provides students of all faiths with a space to pray during the school day. While Mohammed appreciates the accommodations that Stevenson provides, she feels that the most important aspect of a supportive environment comes from the open-mindedness and willingness to learn of those around her. In order to gain a greater empathy for the experiences of his students, English teacher William Fritz has attempted to adhere to the strict fasting rules of Ramadan before. Fritz believes initiatives like these are critical to increase a sense of connection within the classroom.. “I think every teacher should get to know the communities that live within Stevenson,” Fritz said. “When you understand what students are going through, their lived experiences, they’re honored that you care.” For Mohammed, these efforts made from both the administration and individuals are an uplifting sign of increasing understanding of diverse cultures. She feels extremely grateful for those around her who take steps to broaden their own awareness of other cultures. “When you’re surrounded by people who are diverse and more understanding of other cultures, they see your practice as just something you do and accept you for it,” Mohammed said. “Especially when some of them are considering joining along with you, it definitely comes easier [to practice your own].”

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EMBODYING PERFECTION Athletes, coaches discuss intersection of body image, sports

MAY 2022

urrounded by mirrors, Maggie Liu ’23 performs chassé en tournants across the floor of the dance studio, pausing in front of one of the mirrors to check her posture. Adjusting her arms, Liu stares at her herself: tight leotard, exposed legs, toned physique. In this mirror, however, she appears three sizes smaller. Unintentionally placed yet still common in ballet studios, the skinny mirror warps dancers’ bodies to appear thinner than they actually are. Though mirrors constitute an important part of the dance curriculum, Liu finds the skinny mirror destructive, exacerbating the body image issues she experienced over quarantine. “I have struggled with body image issues, especially in quarantine because I was spending more time with myself and I wasn’t as physically active,” Liu said. “I think it was normal to gain weight but that really caused me to feel bad about myself especially when I went back to dancing. I didn’t look the same as I did pre-quarantine—it’s hard to look at yourself when you don’t like what you see.” Liu is not alone in experiencing struggles with body image. The National Library of Medicine (NLM) reports that dancers suffer from higher rates of body dysmorphia, with approximately 16 percent of all ballet dancers having struggled with eating disorders. According to Liu, this is a result of beauty standards, repeated exposure to mirrors and an industry that idealizes a certain body type. “I primarily dance ballet, and there’s such a conflicting concept of [beauty] standards,” Liu said. “It definitely takes a toll on your mental health because you’re paying people to tell you what’s wrong with your body and how to fix it. A lot of dancers have eating disorders or really bad body image issues because we’re expected to look as flat as possible.” According to NLM, body image issues are also common in gymnastics as nearly 30 percent of gymnasts have struggled with the same difficulty. Gymnast Lillian Davis ’22* has experienced body image insecurities in the past but now feels more comfortable being herself after entering high school gymnastics. “Growing up, I always was insecure about my shoulders because I had very broad, muscular shoulders for a thir-

21 teen-year-old,” Davis said. “When I got into high school, I felt happy to be with a group of people that were supportive no matter what you looked like or how strong you were. It’s easier to be more confident and have more self-love.” Though Davis has thrived with her team’s support, she still acknowledges that many gymnasts fall into the trap of comparing themself to other athletes. For example, during competitions, it is difficult to detach appearance from final score when athletes are judged on their performance. “[There is] a stigma that just because someone is larger than you, they can’t do better than you,” Davis said. “Most of the people I’ve competed with are built differently than me, but they can tumble really well [and] hit the floor with a lot of power.” Like Davis, Liu has also struggled with comparing herself to other dancers in a studio where discussion often includes body image. Although she feels reassured that others are going through the same ordeal, it taps into a sense of jealousy and, at times, inadequacy.

“If we are intentional about how we approach body image, we can create a supportive environment that fosters self-love and a better outlook on who we are as individuals within a team.” JOAN MCDONALD, SPORTS PSYCHOLOGIST “Whenever [my friends] share their story, I’m always wondering why they think that way,” Liu said. “Look at you—I would love to have your body, your legs, your arms. When you’re comparing yourself to others, and you don’t like what you’ve seen [about] yourself, there is envy.” In gymnastics, Davis is similarly frustrated by the lack of body inclusivity as several companies mostly sell small or medium size leotards. To counteract these harmful beauty standards that are also apparent in the dance world, Liu’s studio hosted a webinar about nutrition with special emphasis placed on healthy

portions. Liu believes that educating all dancers about the importance of fueling their body is powerful for achieving high self-esteem. In addition to self-esteem, Stevenson boys’ wrestling coach Shane Cook also advocates for maintaining a well-balanced diet, proper hydration and high-quality sleep. By ensuring all wrestlers understand the importance of healthy foods and appropriate portion sizes, Cook reinforces the mindset of weight management, not weight cutting. “We try to instill into our wrestlers that food is fuel and food is medicine,” Cook said. “They need to make sure they’re eating the right things in order to optimize their performance, both athletically and cognitively.” Cook acknowledges that some wrestlers don’t feel like they’re strong enough, which may lead to dissatisfaction with their appearance. To help athletes achieve their goals, Cook and the rest of the coaching staff work individually with wrestlers. “We recognize that everyone is an individual and everyone’s body type is different; everyone is born with different characteristics,” Cook said. “We encourage all of our wrestlers to become the best, most fit versions of themselves so that they are the strongest they can possibly be, the fastest they can possibly be and achieve the highest level of cardiorespiratory fitness possible.” To minimize the influence of beauty standards in gymnastics, Davis supports an approach that focuses on personal skill in fostering acceptance too. Liu also strives to expand her artistry while continuing to take care of herself in combating the beauty standards imposed on athletes, specifically dancers. “There’s definitely been times where I just didn’t want to look at myself, but that’s what the whole concept of dance is—to create art within,” Liu said. “It’s so difficult to draw the line between performing to the best of your abilities and going the opposite way, where you’re destroying yourself to fit the perfect body type. Everyone looks different; no one should be trying to confine themselves.” *Pseudoynm used to protect identity Photo courtesy of Maggie Liu

lthough Stevenson highlights its new plant walls, abundant recycling bins and revolutionary compostable plates as evidence of being eco-friendly, the school has often turned a blind eye to the environmental impact of athletics. We believe that every part of the school—including sports— has a responsibility to take small steps towards preserving the environment. From employing more mindful eating habits to reusing equipment, there are many ways for athletes to take part in sustainable efforts without sacrificing their athletic endeavors.

Equipment:

Nutrition:

Another essential element of an athlete’s lifestyle is nutrition. Often, people turn to meat products when looking for protein sources, but they frequently overlook many plant-based alternatives. Cattle release greenhouse gasses like carbon dioxide and methane, so replacing meat with lentils, tofu and other protein-rich plant sources can help reduce one’s environmental footprint. Athletes should also consider using vegan protein powders as whey powder contains milk derived from the same cows that release methane and carbon dioxide. Some plantbased protein powder companies to check out include Garden of Life, Gainful and LADDER.

Many sports, like the poms and tennis teams, purchase new uniforms for their athletes each year. Though there may be no such thing as “too much spirit wear,” much of this clothing Transportation: is only used once or not at all. One of the largest anthropoAccording to a study from the genic causes of global warming European Parliament, producing is from transportation, specifone cotton t-shirt requires about ically gasoline and diesel autoBY MATT MCGOWAN AND THEA 3,000 liters of water, the equivamobiles. Buying an electric car lent of 2.5 years worth of drinkis a significant and costly choice, SURYA ing water for a single person. so carpooling is a much easier Given the environmental conoption for many athletes. Consequences, Stevenson should restrict the number of uniforms for sider driving a teammate—who lives close to you—to and each team. Only a home and away uniform are truly necessary— from practices. For coaches looking to build team chemistry, these teams aren’t playing on ESPN. As for buying new uniforms, requiring athletes to take bus transportation to and from it should be done when uniforms wear out rather than for an games increases morale while lowering emissions. aesthetic upgrade. While these steps are going to deviate from the norm Similar choices can be made for athletic wear during practices for some, athletes should approach the adjustment as they and off-season training. If the need to buy new clothes arises, would when playing a new position—in both cases, the unlook to sustainable brands like Tentree and prAna. While these comfortability can only lead to better results. brands may be expensive, buying them less often than cheaper, non-sustainable brands will balance out the cost.

Advice on how athletes can support a greener lifestyle

SPORTS

On the Right

TRACK

By Elizabeth Yuan and Surya Sethi

“The coaches want everyone to get better, so they push you in practices AND help you throughout the experience.” Alex Xie ’24

“I am most proud of the commitment of our kids and their motivation to stay healthy and perform their best.” Emma Degen, Head Girls’ Track and Field coach

Current standings in conference Boys:

11-1-1 Girls: 5-2 *As of 4/25/22

“It’s bigger than just you and your event, there’s a lot to it and the more you put into it, the more you’re going to get out of it.” Ella O’Neall ’22

“When you think of climate change and try to fix it, there are ways we can make it more approachable. Taking small steps within our school is one way to work towards it.” Nikhita Sathiyan ’23, NHS Climate Global Goals Committee “I don’t have to convince students that global warming is happening; they’re understanding the problem. There’s just so many different ways that we are changing our world.” Jill Lisuis, AP Environmental Science teacher