T H E
C O D E Examining high school dress codes // page 16
Volume 51 - Issue 1 October, 2017
Inside the recent DACA repeal // page 4
Adlai E. Stevenson High School 1 Stevenson Drive Lincolnshire, IL 60069
MASTHEAD
2017-2018 STATESMAN STAFF STATESMAN POLICY Bella Greenspan Editor-In-Chief
Karaj Singh Maxwell Cohn Managing Editors of Production Yogin Patel Chloe Myers Managing Editors of Design Olivia Lamberti News Editor Kendall Roberts Opinions Editor Ellie Baden Features Editor Lawrence Kreymer Sports Editor Grace Westphal Copy Editor Adele Lee Michael Levitt Web Editors Sivakami Ramakrishnan Ashley Mandel Graphics Team Aniket Nuthalapati Business Manager Alisa Mufti Social Media Manager Vicky Kolotov Staff Photographer Dean Bradshaw Advisor
STAFF REPORTERS
Rebecca Azevedo Ben Bowler Yana Bushuyeva Cheryl Chen Braeden Forman Ariana Gassel Anjini Grover Dylan Hu Ryan Johnson Christie Lee Raj Mullick Maya Parekh Trisha Patel Adam Rosen Brare Thompson
Purpose
Statesman is first and foremost a student-run publication with six annual issues distributed to students, faculty, staff and community members of Adlai E. Stevenson High School with a press run of 2,800. The primary goal is to serve as a public forum that delivers the news and provides content deemed to be newsworthy and timely to the Stevenson community. The opinions expressed in Statesman do not necessarily reflect the opinions of the administration, school board, faculty, student body or community members.
Affiliation
Statesman belongs to the Northern Illinois Scholastic Press Association, the Kettle Moraine Press Assiciation, the Columbia Scholastic Press Association and the National Scholastic Press Association.
Responding to Statesman
Letters to the editor may be e-mailed to shsstatesman.business@gmail.com, placed in the mailbox of Dean Bradshaw or submitted to Room 2712. All letters must be signed. Letters must not contain personal attacks and may be edited.
Advertising
Businesses may advertise in Statesman. Ad content is subject to the discretion of the editorial board and will contain information that is appropriate.
Contact
Mailing Address: One Stevenson Drive, Lincolnshire, IL 60069 Phone: 847-415-4000, ext 4354 Website: www.statesmanshs.org Email: shsstatesman.business@gmail.com
LOCKER CHOICES 06 300 CLUB ENDS 07 NEWS BRIEFS 08 PHOTOJOURNALISM 09
EDITORIAL 11 FALL TRENDS 12 HALLOWEEN TRENDS 13
OPINIONS
PRO/CON 10
OPINIONS IN CLASS 14 DRESS CODES 16 TEACHING STYLES 19 FREE/REDUCED 20 LUNCH DJ PROFILE 21
FEATURES
“I think Stevenson’s dress code makes people feel confident in what they want to wear and it helps them express themselves.” -Thendral Veerasekar ’20
INDEPENDENT 23 STUDIES
UNDERARMOUR 27 CLUB VS SCHOOL 29 HOCKEY PROFILE 30 “BUCKET BOYS” 31 BOYS VS GIRLS 32
SPORTS
SPORTS INJURIES 24
CONTENTS
MENU CHANGES 05
NEWS
DACA REPEAL 04
4 NEWS
DACA DEFERRED INDEFINITELY
Legislation protecting undocumented immigrants rescinded, deportation fears resurface for students
E
arly September found most students busy with schoolwork, sports and social outings. Yet Melissa Elsner ’18 was concerned about something more serious: her family’s right to stay in the United States. Elsner’s cousin is one of 800,000 people affected by the rescission of the Deferred Action for Childhood Arrivals (DACA) program, which allowed those who entered the United States illegally under the age of 16 to study and work without fear of deportation. President Donald Trump’s repeal of DACA has already changed the lives of many immigrants. “People have their opinions on it,” Elsner said. “But I know that it’s a way to help us study and not be terrified that we’re going to get deported.” DACA did not solely affect students. Because it addressed undocumented immigrants up to the age of 31, DACA also simplified obtaining work permits
Information compiled from www.congress.gov
and social security numbers. Dhenu Savla, a Chicago immigration attorney, fears that the DACA repeal will force many undocumented workers to seek less conspicuous and less desirable employment. “They’re working at positions that use their skill set and education,” Savla said. “The problem with having to go under the table, so to speak, is that they really won’t be able to use their skills in the way they have been.” Detractors of DACA worry that the program is a detriment for natural born citizens seeking job opportunities. They also question the constitutionality of the legislation, which was passed through presidential memorandum, a form of executive action. “It’s wrong that this was ever created in the first place,” Belle Tseitlin ’18 said. Tseitlin sympathizes with undocumented immigrants, but holds that federal power shouldn’t be a deciding
factor in such important reform. The Illinois State Board of Education enrollment procedures dictate that immigration status plays no part in attending public schools. Because of this, there is no official tally of undocumented students at Stevenson. Regardless, Stevenson administration is working to support those affected by the DACA repeal. In anticipation of these students’ needs, counselor Hector Vazquez and Donte Wilkins, Stevenson to College program manager, are forming a support group for those who identify with the undocumented immigrant community. Vazquez hopes that this and other forms of assistance at Stevenson will ease the transition for those affected by changes to DACA. “We’re going to take the lead from students to see what they need,” Vazquez said. “It’s new ground for all of us.” BY OLIVIA LAMBERTI
NEWS 5
MINDFUL MEALS, MINDFUL CHOICES
Stevenson’s cafeteria changes encourage healthier eating habits for students
A
s the bell rings and students gather around Stevenson’s newly renovated cafeteria, Sean De Asis ’20 stands behind a long line of students waiting for the school’s salad bar. On the first day of this school year, the school debuted the newly renovated East Building cafeteria, equipped with healthier food options for students. With the success of the renovated West Cafeteria and its Mindful Menu, Stevenson officials decided to pursue renovations for the East Building as well. “The participation rate last year went from 70 percent to 85 percent,” Habib Osman, food services general manager, said. “And we increased transaction counts by almost 800 transactions a day.” The healthier food options introduced in the last school year encouraged more students to buy school lunch. Despite the increased availability of the Mindful Menu and last year’s successes, some students still prefer the regular options. “I don’t really eat the Mindful Menu options because I think they’re more expensive than the other meals,” Julia Blazejewski ’20 said. The average Mindful Menu option can range from $1-3 dollars
Regular Meal $6.00
Mindful Meal $10.00 Prices calculated by Trisha Patel
more than the regular options and may prevent students from choosing the healthier meals. Some students say that the price increase is the only thing keeping them from choosing the healthier options. “If [the Mindful Menu] was cheaper I would definitely buy off of it,” De Asis said. “It would provide me with more healthy eating options, and I would probably save more money at the same time.” Osman says the staff have set reasonable prices for the meals in order to encourage healthy eating. In addition, the fresh ingredients that keep the meals healthy are more expensive than the those used for typical lunch food. “We are already discounting [healthy options] so that we can
introduce these things to the students,” Osman said. “We are keeping [prices] as low as possible in order to have that available.” Despite the fact that more students buy off of the Mindful Menu during lunch, the average lunch price per student has not increased. Although the Mindful meals themselves are more expensive, the total money spent on a day of lunch may not be as different as students perceive. With the renovation of the East cafeteria, sales of unhealthier food choices reduced drastically. French fry sales decreased by almost 100 pounds last year. “Mindful is not just a concept. It’s more of a lifestyle. It gives you the power of choice and a balanced menu,” Osman said. BY TRISHA PATEL
6 NEWS
LOCKED IN THE PAST
Stevenson sends out locker survey amidst growing questions of usefulness
W
alking down the hallways of any modern high school, an often unnoticed, invariable fixture are the metal coffins that line the walls. To many, lockers are merely a reminder of an era when students used textbooks in place of iPads. But to some, they still serve a valuable purpose. According to Gwen Zimmermann, assistant principal for teaching and learning, Stevenson officials came to the consensus that students were not getting much use out of their lockers. “We had heard anecdotally that kids weren't using their lockers,” Zimmermann said. From there, Zimmermann’s department decided to interview freshman and FMPs in advisories. Common responses to why students weren’t using their lockers were, “it's not convenient” or “don't know where it is,” Zimmermann said. Whenever I think of school, I think of lockers being in the hallways it would be odd to get rid of them.” -Jenna Moy '19
Zimmermann said surveying students benefits both students who get use out of their lockers and those who find them irksome as it provides more choices. Out of the 1,900 students who requested a locker, everybody was able to get a locker in their first choice hallway, Zimmermann said. This includes Jenna Moy ’19, who mostly uses her locker for winter accessories and Give-a-thon donations. Although she received a lock-
er in her requested hallway, it is still an inconvenience. “Even though they let you choose, they don’t give you exactly where you want in the hallway,” Moy said. Moy, who has yet to open her locker this year, thinks that lockers are impractical and fall short of keeping up with today’s Stevenson student, who often barely has time to get from class to class. Courtney Shub ’18, who uses her locker for storing a winter coat and
after school materials, confirms she has a locker in her desired location. Shub speculates that the decline in locker use could be the result of Stevenson introducing iPads. “The fact that we all carry our iPads with us means there is no reason to use it like we did in middle school,” Shub said. Zimmerman has no data correlating iPads with abandoned lockers but said she surmises from her interviews with students that locker use has declined because of Stevenson’s size. It is simply too hard to travel while at the same time attempting to open and close a locker in a crowded hallway. Moy agrees. “Middle school is smaller and you are given more time to use your locker in between classes,” she said. As for the future of Stevenson’s lockers, Zimmerman is certain the locker survey will be sent out one more year and at least for now, lockers will remain a permanent fixture in the hallways. Shub and Moy are not ready to forgo lockers all together. “Whenever, I think of school I think of lockers being in the hallways it would be odd to get rid of them,” Moy said. BY ASHLEY MANDEL
NEWS 7
THE SERVICE SWITCH
From humdrum hours to altruistic activities, requirements for service recognition change
O
n August 3rd, 2017, Stevenson announced via Facebook that there would be major changes to their community service program. Among these include a switch in their service-tracking platform from UGIVE to the profile-oriented InnerView and the replacment of the 300 Club with a Senior Service Recognition. According to community service coordinator Brett Erdmann, administrators from both InnerView and Stevenson claim that the new service-logging system, which requires students to post a photo and description of their service, will be a way to reduce the artifice of volunteering. “The reason why we want to collect the stories is because we want to use those students as examples to inspire others to do community service,” Erdmann said. “Part of the rationale behind the photos is to inspire other kids.” Purposeful Networks, parent company of InnerView views their platform similarly. Jennifer Mozen, vice president of delivery at Purposeful Networks, cited InnerView as a tool to create meaningful experiences and to empower students. According to Mozen, one of the drawbacks with UGIVE was the limited opportunities students had
to contribute to their community. “[With InnerView], you can do any of those things that aren’t organized events,” Mozen said. “It lets you explore more opportunities and support causes that you’re passionate about.” In addition to the change in platform, Stevenson is replacing its 300 Club, which recognized students who participated in over 300 hours of service throughout their Stevenson career, with a Senior Service Recogntion. Some seniors in particular worried about what the switch may mean for them in terms of eligibility for the award.
One student, Samantha Fleishman ’18 sees the Senior Service Recognition as meaningful, but also views it as more challenging than the 300 Club. “I think that the [qualifying] seniors should’ve been added into the 300 Club because we’ve been working for [it for]three years,” she said. However, there are some who believe that the award will be beneficial to seniors. One of these students is Andrew Kwon ’18, president of the National Honor Society. “I think that we should recognize those [seniors] who were able to reflect on experiences they’ve had [throughout] their life and what they got from [them],” Kwon said. Additionally, despite the controvesial transition, Kwon believes that it was necessary for the school to encourage students to change their attitudes towards volunteering in order to make it more meaningful. “Too many people nowadays are too caught up in hours and not [in] what they’re doing,” he said. Like Kwon, Erdmann is optomistic for the future. “Having students really understand on a personal level why they’re doing what they’re doing, being able to communicate it to other people, it’s going to serve them better into the future,” Erdmann said. BY ARIANA GASSEL
8 NEWS BRIEFS
NEWS BRIEFS Stevenson’s Streetfest
Photo from d125.org
The National Honor Society held its annual Streetfest on Saturday, Sept. 9. The charity bash raised money for the Leukemia Research Foundation, Willow Hose and Zacharias Sexual Abuse Center. Streetfest promoted community service and good citizenship. Many Stevenson students and their families came to Stevenson for the food, face paint and annual fireworks. The annual charity event has helped raise over $10,000 yearly. “Streetfest was an amazing event that celebrated the importance of volunteering and community, while allowing us to work with our closest friends.” Manar Masood ’18, National Honor Society Member, said.
All About World’s Fair
Who - Stevenson students are encouraged by Diversity Club to join together Why - To learn and appreciate other cultures and traditions while celebrating diversity What - Fashion, food, singing and dancing Where - SHS Forum and Wood Commons When - Saturday and Sunday, Oct. 14 and 15; 11 a.m. to 3 p.m.
World’s Fair brings students of all cultural backgrounds together. These students participated in last year’s fair. Photo from d125.org
Photo from d125.org
Recap of RecordBreaking Homecoming
Over 2,600 students poured into Stevenson’s field house for Homecoming on Sept.16, making it the largest Homecoming Stevenson has ever had. The dance was held from 7:30 p.m. to 10:30 p.m. and was the grand finale of Spirit Week, in which the Student Council encouraged students to participate in displaying Stevenson pride. Students wore USA clothing Monday, followed by Tie-Dye Tuesday, Pajama Day Wednesday, Throwback Thursday and Stevenson colors on Friday. “I think Spirit Week is really fun, and I love how much school spirit it brings out of students,” Jessie Keane ’19 said. The dance itself had many features, such as a DJ, bright lights and booming music. BOOM Entertainment had a brand new set up, including a new introduction specialized for Stevenson. Beauty and the Beast decor magically lit up the hallways, with gold trimmings, lavish posters and signs. “Homecoming is a great time to have fun and show school spirit,” Lauren Appell ’18, Student Council President, said. BY RYAN JOHNSON
NEWS 9
ORCHESTRA IS BACH
School year kicks off with fall performance featuring senior soloist Julia Nagel
BY VICKY KOLOTOV
10 OPINIONS
PRESTIGIOUS COLLEGES: WORTH IT?
A
s the school year starts again, Stevenson seniors begin to worry about the impending deadlines of college applications. Given that the right school makes a big difference that concern is justified. Prestige isn’t a title that’s simply plastered onto any random school since universities get these reputations from their advantages. Each school has its own speciality suited for each student; Ivy league does not always mean best for all. However, distinguished schools are generally better than their less notable counterparts. There are many qualities of prestigious universities that make a difference. Big name universities often
CON
M
any seniors feel a level of stress about choosing where to apply to school. Unfortunately, this stress is unwarranted since a college’s prestige shouldn’t affect where a student goes to school. Prestigious colleges shouldn’t be thought of so highly to the point
offer experts on every topic imaginable giving students more opportunities to find the right career choice. This opens up valuable connections, networking opportunities, training and internships that can jumpstart an otherwise unattainable career choice. Students who attend prestigious schools tend to be surrounded by other gifted peers. From collaboration on a difficult problem set to just the motivation to succeed in a demanding setting, students perform better in a competitive environment. Undeniably, college tuition is a lot to pay for. But according to The Princeton Review, six of the eight Ivy League schools are ranked in the top 20 best financial aid programs.
Since prestigious schools have a lot more capital to work with, more students can receive need-based financial aid that is critical for many to attend a university at all. Getting into a prestigious university isn’t a make or break situation, but there are certainly qualities of the best schools that warrant an application. BY DYLAN HU
that a student would apply there just because of its ranking and awards. A student should choose the school that best suits their needs, and if that happens to be an Ivy League school, great! If students feel pressure to apply to prestigious schools, there is a limited number of schools that fulfill their specific preferences. Prestigious colleges are often more expensive than colleges that are “lower-ranked.” These schools aren’t housing all of the best students in the country but rather those who are wealthy enough to pay tuition. Simply going to a prestigious college will not innately make an experience during and after college that much better; each student has to make the most of it. Students can go
to many different schools and gain similar experiences if they are willing to work hard enough. Many factors that make students desirable in the workplace cannot be displayed on an application. According to Rosemary Haefner, chief Human Resources officer at the website CareerBuilder, “corporate hiring this year would prize [emotional] skills to a greater degree.” There is growing emphasis on social abilities which colleges can’t detect on an application, meaning colleges aren’t accepting students based on all their potential skill-sets. For the best experience, students should apply to the schools that suit their needs and not heavily weigh a college’s ranking while applying.
PRO
BY BEN BOWLER
OPINIONS 11
STATESMAN EDITORIAL: DACA
Discussions about immigration policy continue, all Stevenson students should have equal opportunities
A
fter an election full of impassioned rhetoric, the future of American politics continues to be shaped daily. The repeal of the Consideration of Deferred Action for Childhood Arrivals (DACA) has become a topic of contention in increasingly partisan politics. The rescission may have a broad-sweeping impact, and whether or not another bill is passed, it is important to understand immigration as a whole and not just the singular bill. Statesman believes that the program did a lot of good; students that have lived in America for a long period of time should be able to get a
good education. It is understandable why students would want to stay in America for better education, and the DACA program had achieved a great deal. It created job opportunities and allowed for around half of the dreamers to attend school, while those working with the two-year work permit had seen their wages rise from $10.29 per hour to $17.46 according to the Center of American Progress. Statesman believes we should forget the national debate and focus on the effects the rescission will have on student body and how Stevenson must respond. While a number of Stevenson
Designed by Grace Westphal
students may be affected, recent legislation indicates that llinois seems to be heading towards becoming a sanctuary state, relieving some pressure on those affected. Opponents of the bill often use negative stereotypes of illegal immigrants. However, DACA applicants needed to have essentially spotless records, with no felony charges or misdemeanors. According to the Social Security Administration, over half of all undocumented immigrants pay their taxes. Simply put, many DACA recipients try to be assets to their communities. Although Statesman understands the reservations people may have towards undocumented immigrants, we believe that this is not an excuse for discrimination. We support the creation of support groups for these students by Counselor Hector Vazquez and Donte Wilkins, Stevenson to College program manager. The continuation of programs, such as the Stevenson to College fund, would help these students have an equal opportunity in lieu of the repeal as well, allowing students to receive help if needed. Immigration is a polarizing issue, however Statesman believes it is these people’s time of need. It is time for Stevenson to continue fulfilling its mission: success for every student.
12 OPINIONS
FALL FADS
Almost everyone knows about Taylor Swift’s new song: “Look What You Made Me Do,” or “LWYMMD.” When people first saw the video, they were shocked. Because many people know Swift as a singer who makes cute songs like “You Belong With Me,” her new style was very unexpected. Many memes have been created using lines from her song, including, “the old Taylor can’t come to the phone right now. Why? Oh, ‘cause she’s dead!” It’s amazing how quickly the song became popular, whether because people genuinely like it or they just enjoy creating memes.
Designed by Olivia Lamberti
Pumpkin seems to be everywhere now. Pumpkin farms, pumpkin pie, the Pumpkin Spice Latte from Starbucks and even pumpkin spice flavored coffee creamers. The Pumpkin Spice Latte from Starbucks is a drink that is very popular in the fall, which is the only time of the year it is available. This drink can be served hot or cold. People may think that the amount of pumpkin flavored food is too much, but fall is the only time these exist, so it's best to enjoy them while we can.
Fall is the best time to wear scarves, sweaters and fuzzy socks. Boys and girls enjoy the comfort and warmth of these classics. Sweaters are especially popular because they’re the perfect clothes to wear. They protect people from the fall chill and they're also extremely comfortable to wear in school when it's cold. One popular type of fabric used for sweaters is cashmere.
Stranger Things and Riverdale are two extremely popular TV shows that are releasing their second seasons in October. Both of these ended off on cliffhangers so many fans are eagerly awaiting season two. While Riverdale involves the mysterious murder of a student, Stranger Things is a supernatural show. Many people like Riverdale because of the fascinating plot. Stranger Things is popular because people love its young actors. Season two of both shows will surely be as big of a hit as the first seasons of both shows.
Designed by Kendall Roberts
BY SIVAKAMI RAMAKRISHNAN
OPINIONS 13
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14 OPINIONS
RED AND BLUE CLASSROOMS Should teachers share political views in class?
Educators can exercise First Amendment rights provided they follow concerns of the school district:
Maintain the integrity of the educational program
Meet state education requirements
Focus on educational principles and intend to enhance student's ability to learn
Restrain personal or unprofessional hostility toward a controversial, or disfavored idea, or enforce students to conform to particular ideological, political, or religious viewpoints Information compiled from ncac.org
“I don’t really think it’s appropriate for teachers to share their political views because in my experience I’ve had teachers that end up teaching their perspectives only and not really even addressing the other viewpoints. They teach their opinions as facts. Especially during the election, I had teachers that shared their opinions and incorporated them in the curriculum and the way they graded papers. Being the minority viewpoint most of the time, I’ve had to deal with harsher criticisms merely because I didn’t have the same political standings as my teachers.” - Hope Havenhill ’18
“It’s fine as long as the teachers don’t try to force their views on students. It can change the views of students by either making their original beliefs stronger after they heard the teacher’s political opinion or by changing the students’ view altogether because of what they heard. Considering that this is a competitive school and all students are under pressure, a teacher sharing a political view may put pressure on the students to think in a specific way, but it could also influence discussions about the real world.” - Anna Fridman ’19
“I think it’s okay for teachers to share their own views in class if it is relevant. People are entitled to their own opinions, and regardless of what that opinion is, there is always going to be someone who doesn’t like it. Students have to be aware of political bias of course and make their own judgements, but we shouldn’t silence educators for being willing to discuss their own political views in class as it pertains to the lesson at hand.” - Matt Benjamin ’18
BY YANA BUSHUYEVA
16 FEATURES
DRIFTING FROM DRESS CODES? Do you think dress codes are important to the functioning of a school? 51% Yes 49% No
A
sk any female student, and it’s likely that they’ve been approached for dress code violations in middle school. Middle school dress codes are often complained about for being overly restrictive. Skylar Waldron ’19 said that it was hard to shop for shorts that would be long enough while attending Fremont Middle School. “[The dress code] controlled so many decisions,” she said. While the sentiment is shared among several feeder schools, students have started to voice their disagreement with the rules at Aptakisic Junior High School. According to Tiffany Lee ’21, former Aptakisic student, her friends were often asked to change shorts for technical reasons, including being within an inch short of the necessary length. She thought it was unfair because she didn’t see boys approached for revealing clothing, such as muscle tanks. Another past Aptakisic student, Sonya Ayar ’18, said some girls complained about it being hard for them to find shorts to fit the required length, but it didn’t seem to be an issue that affected the boys.
Data compiled by Statesman survey of 104 students
In contrast, Sunny Gandhi ’20 said that he thought the dress code at Aptakisic was fairly lenient. He said he didn’t give much thought to it because he and his friends were never approached for any dress code violations. Aptakisic Principal Eli Rogers Do you believe dress codes unfairly target any group?
said that the school is committed to re-examining its dress code policies to ensure that all students receive equitable treatment and that the policies are not biased against any groups or individuals. Here at Stevenson High School, students are given more freedom with what they wear. “Stevenson has dress guidelines, not a code,” Dean Daryl Wallace said. “We are not looking to be the clothing police, but if something is offensive or inappropriate that distracts someone, then we have to talk to that person.”
Dress Codes at SHS
52%
Unfairly target girls
40%
Are not unfair
8%
Other
Data compiled by Statesman survey of 104 students
The crowded hallways are occupied with hundreds of people in tight leggings, baggy sweatshirts, midriff-bearing tops and denim shorts. When it comes to the dress code, administrators intentionally adopt flexible policies. Stevenson’s guidebook states: “Vulgar, lewd or obscene language, gestures, and clothing/hats, including but not limited to clothing where one of the messages of meanings relates to alcohol, drugs, or sex, have no place in an educational environment.”
FEATURES 17 Sara Tolva ’18 said that she thinks Stevenson is doing a good job of not limiting students with a strict dress code, especially considering the size of the school. “I think it’s very progressive of the administration to not enforce much,” Tolva said. “It’s fitting for a place like this.” Wallace said that it is important for the administration to ensure that students are comfortable at school. He thinks that the administration’s main motive is to create an amicable environment for kids. I think it’s very progressive of the administration to not enforce much.” -Sara Tolva ’18 “It’s really up to the parents to determine what their kids wear to school, but if it becomes a disruption to the school environment, then we’ll need to address the issue,” Wallace said. Tolva agrees with Stevenson’s necessity of having dress guidelines to enforce an appropriate and friendly atmosphere. Tolva said that it is crucial for a positive message to be spread towards everyone in school, which might not happen without any rules.
McHenry Students Drive Change
Issues over dress codes erupted at McHenry High School last year. Both the east and west campuses did not allow students to wear clothes that revealed their shoulders, a policy much stricter than Stevenson’s. The rule caused extra tension
McHenry students expose their shoulders in objection to the school dresscode. The students organized a “Show Your Shoulders” protest group over facebook. Photo provided by Alyssa Moeller
when the air conditioning of the school broke during part of the summer, leaving the classrooms at about 90 degrees. “We were wearing tank tops and shorts to dress for the hot weather, but McHenry West staff didn’t care,” McHenry senior Alyssa Moeller said. “They would interrupt a class and tell a student to cover their shoulders or to leave the classroom.” Moeller said the policies, during the hot weather or not, left students feeling embarrassed and angry. She and some of her peers felt it was unfair to call students out during class and distract everyone from the lesson. The students planned a strike to show their shoulders, but many did not follow through with it. “The school found out and they threatened us by saying there will be a $600 fine from the police for anyone who showed their shoulders on that Friday,” Moeller said. “That scared people. Many families would not have been able to afford it.” Eventually, the McHenry High School dress code changed. Students can wear tank tops and show their shoulders, as long as they do
not wear spaghetti straps, which Moeller said the students find “perfectly acceptable.” Jeff Prickett, the new principal of the McHenry East Campus, initiated the change in dress code. He said he wanted to change the culture of the school to a stronger focus on academics and the fun of high school, so he shifted the focus away from worrying about clothing as much. Similar to Stevenson, the school now has a more fluid dress code, which has lead to a calmer environment. “We have to focus on what is really a distraction,” Prickett said. “Unfortunately, a lot of dress codes end up geared towards girls. My answer is always to teach our young men to approach things from a more respectful angle so that we can’t say what someone chooses to wear is a distraction.”
Dress Code Differences
While Waldron agrees with the regular dress code, she disapproved of the dress code in her freshman fitness class, which mandated that girls wear a one-piece swimsuit and (Continued on page 18)
18 FEATURES (Continued from page 17) boys wear swim trunks or a speedo. “I think it is ridiculous that boys are allowed and even encouraged to wear something as a little as a speedo, while girls aren’t allowed to wear a two piece,” Waldron said. “The rule oversexualizes teen girls’ bodies and it needs to be changed.” According to Waldron, many of the girls in her class had to buy another swimsuit for the test, as they only had two-piece suits at home and thought it would be uncomfortable to swim with a t-shirt on top, even though that was an option presented to them. Waldron said she was confused since she had seen girls wear cropped shirts to school. Out of frustration, she complained about the rule. She was told that she could abstain from the test if she felt unsafe and instead discuss the rule with Eric Ramos, the Physical Education Director, but would be enrolled in swim class for the following term pending the results of the conversation. Ramos said that he tries to avoid double standards in swim classes by setting the expectation of athletic wear for all students. Because he believes bikinis would not be appropriate for swimming laps, they are not allowed. He remains open to discussion and would advise anyone uncomfortable with the rules to speak with him or their teacher. The girls’ track team has also experienced issues with perceived dress code inequality. Male runners are allowed to run shirtless at times, but female runners are not allowed to run in sports bras. Natalie Sparreo ’18, varsity cross-country runner, said that she
was told by her coach that the athletic department would not allow girls to run in sports bras because it could distract the boys and would be inappropriate. “A lot of the girls on the team are very frustrated because we don’t think we’d be distracting, and if we were, then the school or coaches need to discipline the boys to respect the girls and focus on their workout,” Sparreo said. Caiyi Xi ’18, varsity cross-country runner, said that many of the boys run with the girls during the summer, a time when they are able to run in sports bras. It does not distract him or his fellow runners. Athletic Director Tricia Betthauser said, “I am not aware of any athletic dress code that relates specifically to this situation. I do know that coaches sometimes ask athletes not to wear certain items of clothing that could prevent them from executing the activities of the sport, i.e. leggings versus uniform pants for softball or baseball, etc. If girls I think Stevenson’s dress code makes people feel confident in what they want to wear and it helps them express themselves.” -Thendral Veerasekar ’20
wear their underwear for practice.” Cross Country coaches declined to comment.
The Impact of Dress Codes on Individuality
During her years at Stevenson High School, Tolva has noticed the positive effects the lenient dress code had on her peers, including the ability for them to express themselves, resulting in increased levels of confidence. Do you think having a dress code is fair?
Data compiled by Statesman survey of 104 students
“Since we go to such a diverse school, you have to accommodate for different genders, races and ethnicities,” Tolva said. “Making a dress code extremely stringent would be difficult.” She said that students at Stevenson are incredibly creative, and enforcing a strict dress code could make them feel attacked or as if they couldn’t showcase who they are. Thendral Veerasekar ’20 also agreed with Stevenson having a tolerant dress code. “I think Stevenson’s dress code makes people feel confident in what they want to wear and it helps them express themselves,” Veerasekar said.
are being asked to wear a shirt for track practice, I would assume this is because, according to at least one dictionary source (dictionary.com), a sports bra is considered an undergarment (underwear). I’m not sure we would allow our other athletes to BY CHRISTIE LEE & MAYA PAREKH
FEATURES 19
COMMON DIFFERENCES
Students, teachers look at differences between AP Euro classes
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s the bell rings three times signifying the ending of a passing period, Anand Vadlamani ’20 sits patiently in his eighth period history class. The class Advanced Placement European History, commonly referred to as AP Euro, is one that Vadlamani most looks forward to during the school day. He stares at the door and can’t help but wonder what’s going on in the other AP Euro class across the hall. “AP Euro is my favorite class,” Vadlamani said. Knowing that there are different teachers instructing the course doesn’t change this fact. “Even if we learn differently, we’re all learning and that’s important.” As with every AP class, the College Board dictates much of the curriculum. “There are a lot of curriculum decisions that are made for us,” AP Euro teacher Clayton Duba said. Due to this, AP Euro students are held to the same standard. All of the classes will be taking the same test come the end of the year. “[As teachers], we may bring our particular perspectives to questions of interpretation,” AP Euro teacher Keith Hannigan, said. “History is an interpretive discipline; [teachers] are asking the students to form their own interpretations.” While students may personally interpret ideas differently, much of
Data complied by a Statesman survey of 129 responses
the curriculum is not left to interpretation. Certain topics are more factually-based. “There are a lot of things you just have to memorize and know to get ready for tests and the AP,” Vadlamani said. He questions how this could vary by class. Duba compared the differences to country stars and the way they sing their songs. “There’s certain songs that everybody sings but everyone has their own spin on it,” he said. “The words are the same, the music is the same, but there might be a slightly different arrangement.” AP Euro teacher Janessa Gerber agreed with this and said that teachers do have the flexibility to spend more time on a certain topic that might spark their students’ interest. This will deliberately increase the emphasis that a teacher puts on one topic over another. “The bottom line is that my stu-
dents benefit from my expertise while still being held to the same standards as [other teachers’ students],” Gerber said. Annabel Panayotov ’20 agrees with this. She feels that her teacher’s expertise has inspired her as a student. “Because my teacher Mr. Hannigan is a graduate from Stanford Law School, I feel as if he holds his students to a higher standard,” Panayotov said. “But this is good because this motivates us to work harder in order to meet his ideals.” There are commonalities between assessments and material. Therefore, it is important that students feel that they are getting the instruction necessary for success. “Even beyond that, the students have the right to have teachers who care deeply about the material and I hope that they all feel that that’s what they get,” Hannigan said. BY ANJINI GROVER
20 FEATURES
SUPPORTING SUCCESS
Administration strives to accommodate needs of low-income students, maintain privacy
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ince its founding, Stevenson’s mission has been to provide “success for every student.” Recent steps to achieve this include a later start time to promote healthy sleeping habits and the use of podshaped desks to encourage collaboration in the classroom. However, for the 5.1 percent of students who live in low-income households, success may require different support from the school in order to succeed. “Stevenson is just like any other school in that we have some low-income families,” school information coordinator Jim Conrey said. “We talk to and work with them as they come forward and ask us.” One challenge low-income families face is affording food for lunch. This has been a concern for the administration as reports from the Harvard Business Review in 2014 indicate that a lack of quality nutrition can cause cognitive impairments, hinder decision-making processes and create changes in mood and behavior, all of which contribute to poor academic performance. One anonymous low-income student has experience with these issues. “Later [in] the day, I’ll start to get hungry,” he said. “I need to eat something, or I can’t concentrate.” In order to combat this issue, Stevenson’s free and reduced lunch
Students are able to swipe their ID card to pay for their lunch. This system makes it impossible to identify participants of the free and reduced lunch program.
program provides more than what Additional programs have been the state requires in the form of implemented to further help stuhealthy lunch options. dents. The Kids In Need (KIN) Fund “No matter what kind of dietary helps students overcome financoncerns families and students cial constraints for opportunities have, we try to go above and beyond at school. This year, pantries were in meeting them,” the program co- placed in the nurse’s office in each ordinator said. building. They contain necessities To join the program, low-income such as snacks, school supplies and families must work with the school clothing. to determine how much the family “We work to help provide everycan afford to pay for each meal and thing a student needs for success,” how much aid the school provides. KIN facilitator Jennifer Polisky said. Stevenson’s cafeterias have options The program coordinator also for every dietary concern, and steps said the core of the programs is are taken to ensure anonymity for providing opportunities for the participating students. students. “Every time a decision is “It’s kind of nice to be able to made, all of the students are considchoose not to tell someone about it,” ered. We just want everyone to be the student said. He appreciates that comfortable.” he can control who knows about his BY BRARE THOMPSON & family’s socioeconomic status. ELLIE BADEN Due to the sensitive nature of this program, Statesman has decided to keep the program coordinator and the student interviewed anonymous.
FEATURES 21
BECOMING AN IKON
Student DJ passes along passion through club leadership, school performances
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ichael Ikon ’19 has a trunk filled with thousands of dollars worth of fragile equipment. Every time he gets a gig, he loads it into his car, drives to the venue and unloads. He jumps up and down for four hours, music blasting in his ear. He then takes apart the equipment, puts it back in his trunk, drives home and unloads again. Waiting for him at home are a few hours worth of homework. Despite being paid less than one tenth the amount of a professional, Ikon would DJ at more events if he could. “Even when I was an opener last year at Project Dance, and I had a crowd of 10 people, I was going crazy.” Ikon said. “I felt like I had a crowd of 1,000 people”. Ikon’s passion for DJing originated from a broader passion for music. Discovering electronic music in 2013, Ikon began to frequent EDM concerts. “It all started with the electronic music,” Ikon said. “I went to North Coast Music Festival. A bunch of DJs get together there and play music. I was like, ‘Woah, this is really cool, I want to do this’”. Intent on making his own music, Ikon searched for opportunities to learn how to DJ. At Stevenson, Ikon found the SHS DJ Club. “We had a club here. I came and one of the kids that gradu-
ated taught me how to DJ,” Ikon said. “Two weeks later I bought my own equipment and started getting gigs.” Learning how to be a DJ is not always limited to creating and playing the music. A DJ is, as Ryan Foster ’19 puts it, “someone to get the party started.” Even at smaller gigs, audiences can reach the hundreds. The ability to effectively engage a crowd can define a performance. “There’s a lot of knowing what to say,” Ikon said. “Half the time I don’t know what to yell through the microphone, like ‘everybody jump.’ You gotta know what will hype the crowd up.” Crowd reading is often the most difficult skill to master. It may separate the opener of an event from the headliner. The competition between DJs for the prime spot can often be fierce. “Everyone’s trying to compete
and say ‘I’m more qualified than you to be the headliner for this.’” Ikon said. However, all the intense competition doesn’t necessarily mean tearing others down. Many of the more experienced members of the club involve themselves in teaching newer members how to DJ. “I’ve found a lot of the students, ones who see the value in helping their peers, are typically the ones that become the most solid members of the club and the most solid on stage because of their confidence,” SHS DJ Club sponsor Joe Pine said. Beyond the struggle to be number one, the foundational passion for mixing and playing music for crowds remains the greatest attraction for Ikon. “I love the music, I love mixing,” Ikon said. “I love the lights, I love the energy.” BY RAJ MULLICK
Photo provided by Michael Ikon
FEATURES 23
STUDYING BEYOND THE CLASSROOM
Stevenson offers indiviual interests opportunities, prepares for future careers
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he sounds of papers shuffling and backpacks hitting the floor fill the classroom as students begin taking their spots among the food lab tables. Students are still walking into class as conversation dies down with the start of fourth period approaching, but at a table all by herself, Harini Shanmugasundaram ’18 is already typing away on her laptop. For Shanmugasundaram, the solitude that she receives in her independent studies class is almost comforting to her. With daily check-ins during fourth period with her sponsor, Sara Lohrmann, who had taught Shanmugasundaram’s first food class, and time to work on projects alone, her independent study is still structured while also giving her the freedom she needs to explore her interests in culinary arts. Shanm u g -
asundaram first considered taking an independent study class (an educational activity undertaken by an individual with less supervision) junior year after completing all offered food courses. By filling out an application and obtaining the needed signatures from her parents and counselor, Shanmugasundaram was given the reigns to design the curriculum for her independent study. “I want to be a nutritionist when I grow up, so my independent study follows through with those interests,” Shanmugasundaram said. Besides the benefits of personal control, independent studies also have advantageous benefits in regards to college applications. With an average of 23 students participating in an independent study in Stevenson per semester, taking the initiative to apply shows that they have a genuine interest in the topic, according to Lohrmann. “It’s great for their college applications to have this experience inspired by their own interests,” Lohrmann said. Some guidance counselors share similar views about the messages taking an independent study gives to colleges. Some
counselors even highly suggest for their students to take one. “I think that if someone is applying to a specific program, taking an independent study would definitely make the student stand out, as it just shows their desire to further their knowledge in that certain subject,” counselor Jorie Walton said. While taking an independent study course has benefits in regards to the college applications, the ultimate factor that pushed Shanmugasundaram to apply for an independent study was ultimately personal interest. “Perhaps college admissions will look and consider the fact that I took an independent studies class, but to me, it’s just a class that I’m taking for myself on a topic that I am passionate about,” Shanmugasundaram said. BY CHERYL CHEN
24 SPORTS
PLAYING THROUGH PAIN
Student athletes continue to perform with minor injuries, leads to increased risk of further injury
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he Patriots are marching down the field with ease against the Waukegan Bulldogs. Terrence Fisher ’18 comes in motion across the screen and takes the handoff on the jet sweep. Fisher finds an open hole to the outside. But he stumbles on his own and goes down, grasping his knee, unable to bend it and limps to the sideline, on one foot, a grimace on his face. “[The injury] occurred during the Waukegan game on a run where I tore [my meniscus] without being tackled oddly,” Fisher said. “[The meniscus tore] because I had a lot of fluid in my knee the whole week, but I didn’t really say anything because I just wanted to play.” Many athletes despise being sidelined by an injury, but some players do not think about the consequences of hiding injuries. According to Fisher, trainers recommend talking with them regarding any existing injuries to avoid this type of
scenario. “I would say [the trainers] do well to prevent injuries, and they do a lot where the trainers say ‘if you are hurt, to talk to us’, but at the same time, not a lot of people want to do that because they want to play,” Fisher said. While there are no school specific consequences for hiding injuries, it is best to inform somebody, according to Thomas Loew, head ath-
letic trainer. Loew says that it is difficult for some athletes to come in to the training room. “It’s great to see that students are courageous enough to admit the truth about when they’re hurt,” Loew said. “Obviously no athlete wants to be injured, let alone tell someone about it because they want to play but getting hurt is an undeniable possibility.” When an athlete gets
Designed by Adam Rosen & Lawrence Kreymer
injured they are advised to visit an athletic trainer or their physician to get their injury checked out. However, if the injury is severe, like a knee injury, then the trainer will refer them to a surgeon. “We don’t suggest surgery, only surgeons do,” Loew said. “So we refer to specialists based on how the condition presents itself.” A local sports medicine specialist, Dr. Mark Neault, has performed knee and shoulder reconstructions on many student athletes. But surgical operations are rarely done immediately, even if a student is recommended to see any specialist, according to Neault. “Before we do surgical operations, we have to make sure they need it,” Neault said. “That may take some two or three visits of physical therapy and X-rays.” If necessary, surgery is performed. After the operation, the athlete is not done with medical procedures. According to Neault, athletes wear
SPORTS 25 shoulder slings or knee braces for about six weeks, and will not get back on the field immediately, often for six months. “After surgery, the time in between checkups grows exponentially, three days then three weeks and so on,” Neault said. “We continuously are checking and clarifying to the trainers often.” In any situation, surgery prevents an athlete from performing on the field. According to Loew, the player is still involved with their team. “Despite being injured, being at practice is a non-negotiable, you can always study film or watch your team,” Loew said. “[Unless you are] concussed or have some other [legitimate] reason to miss practice, attendance is undebatable. [Also] checking with trainers, other medical staff and the coach is definitely crucial.” Additionally, the process of recovery demands that athletes attend rehabilitation. In some cases, like with Fisher, working through rehab assignments is a difficult task. “With my knee, [recovery was harder because] I had to regain the move-
Designed by Lawrence Kreymer & Maxwell Cohn
ment in my knee, therefore heightening the time it took just to get back into normal workouts,” Fisher said. After an injured athlete is fully recovered from physical discomfort, presumably the athlete can go back to playing. It takes a long time to get back from an injury, as an injury doesn’t only impact an athlete physically but can hurt an athlete mentally. “Injuries are both physical and mental,” Neault said. “After surgery, obviously the athletes feel
bummed out. When physical therapy ends, the athletes can begin full workouts; however confidence may lack. Yet over time, their confidence improves while becoming healthier. ” Though injuries often wipe out the opportunity of an athlete’s season continuing, there are many things athletes can do to lower the risk of getting injured. Fisher and his fellow athletes are specifically guided into certain exercises. “We do dynamic stretches before the game
Injuries really expose an athlete’s character - if they’re college bound and really inclined to continue, they will likely be very compliant with the treatment recommendations, even surgery.” -Dr. Mark Neault
so our body is prepared for intense movements,” Fisher said. “I do some static stretches after the games so my legs don’t get too stiff. I use ice a lot on my knees as well.” However, the injury process is actually important in the foundation of athletics. Neault said he believes that despite the harsh reality of injuries, it can really show the true courage of any athlete. “Injuries really expose an athlete’s character - if they’re college bound and really inclined to continue, they will be very compliant with the treatment recommendations, even surgery,” Neault said. “If they’re reluctant to treatment, it may be due to lack of desire to continue on with a sport.” Though injuries and the process that adds to it are difficult, Fisher says that it’s crucial for an athlete to comply. “It’s a pain because you never want to be on the sidelines,” Fisher said. “It’s also a lengthy process because you undergo tests until you’re cleared, but [in the long-run] it’s worth it.” BY MAXWELL COHN & ADAM ROSEN
SPORTS 27
PATRIOTS SPORT NEW ARMOUR
Athletic department partners with leading brand to outfit varsity teams with uniforms and spiritwear
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tevenson’s athletic department recently partnered with Under Armour as the official outfitter for varsity game uniforms and spirit wear. In order to implement this agreement, BSN Sports has been named Stevenson’s designated provider. According to athletic director Trish Betthauser, Under Armour does not directly distribute to high schools or universities. Instead, BSN Sports is a licensed dealer that can distribute Under Armour products to Stevenson. “There were several companies that wanted to work with [Stevenson], but BSN sports was the company that we felt provided us with the most extensive line of equipment, apparel, accessories and spirit wear,” Betthauser said. One aspect of the agreement is Stevenson’s ability to collect rebates from both Under Armour and BSN Sports. Betthauser says this will allow Stevenson to use these rebates to further benefit the athletic department by purchasing new
equipment or facilities. Other aspects of the agreement include discounts for Under Armour products. On the flipside, Under Armour representative Marc Calabretta said that this agreement allows Under Armour to familiarize their products to the Chicago suburban area. “Under Armour benefits because we are able to have a premier school in the state, region and country represent our brand at the highest level of high school
Under Armour is working on a lot of heart rate monitor technology so I think there is potential to benefit from some of that. I also think that in the future, we may be able to bring in some individuals to be a resource for our programs who have a relationship with Under Armour, such as individuals with expertise in nutrition or sports psychology.” -Tricia Betthauser
competition,” Calabretta said. “Stevenson provides us an incredible platform to help bring brand awareness to consumers that we have the best product in the market.” The varsity girls field hockey team is the only sport that will receive new uniforms this season. Although all sports will have their own Under Armour spirit wear, it may take several years before other teams receive Under Armour uniforms as well. “We’re not going out and making a lot of Under Armour purchases right away; it’s really not changing our budget habits much at all,” Betthauser said. “I tend to replace team uniforms every three to four years depending on how they’ve held out over time and so when the time comes up for a varsity team uniform to be replaced, I’m going to replace them with Under Armour items.” For Hannah Friedman ’18, captain of the varsity field hockey team, Under Armour is one of her favorite brands when it comes to athletic gear. After hearing about the partnership, she was more inclined to buy team spirit wear due to the quality of Under Armour’s items. “I don’t have a lot of field hockey clothes, so I think the fact that Under Armour was supplying a bunch definitely made me want to buy more,” Friedman said. Coaches and athletes can cre-
28 SPORTS ate a ‘My Team Shop’ online store where spirit wear designs have the option to be placed as an Under Armour and non-Under Armour product at different price points. While athletes are not restricted to wearing only Under Armour products, the school believes it is nice if they do so. “I think it’s more about the mutual respect for the Under Armour and BSN individuals we are working with,” Betthauser said. “We definitely think that Under Armour provides a high quality product. As far as team purchases that the athletic department makes, we’ll choose Under Armour in most cases–unless there is a big financial difference.” Looking to the future, Betthaus-
er intends to extend this agreement to further benefit the athletic department in multiple areas. While the Under Armour agreement only affects Stevenson’s varsity team attire, the partnership could potentially spur agreements in utilizing other aspects of Under Armour’s resources. “[Under Armour] is working on a lot of heart rate monitor technology so I think there is potential to benefit from some of that,” Betthauser said. “I also think that in the future, we may be able to bring in some individuals to be a resource for our programs who have a relationship with Under Armour, such as individuals with expertise in nutrition or sports psychology.” All in all, Friedman feels that the
partnership between Under Armour and Stevenson allows varsity sports to reach a certain level of professionalism as a whole. Additionally, when reflecting upon past JV and varsity uniforms, Friedman said she finds this year’s Under Armour uniforms to be the best she’s ever worn. “You could tell mostly from the skirt because it feels so much better to run in and it’s made out of a better material,” Friedman said. “I think that when it comes to uniforms, [the athletic department] needs to get the best that they can, especially for the varsity team. This will make sure that [athletes] are comfortable in what they’re wearing and can perform their best.” BY ADELE LEE
SPORTS 29
THE WAY TO VARSITY
Club teams prepare, train student athletes for competitive Stevenson sports teams
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mily Grimes ’18 holds a volleyball in hand, throws it up and spikes it, sending it flying. It’s second nature for an athlete who has been playing for more than five years. Starting her volleyball career at Stevenson on the freshman A team and making varsity her sophomore year, Grimes attributes her success to club volleyball. For the third year, she has made the varsity team. Athletes often play club sports before high school to better their chances at making school teams. Club seasons also provide student athletes with a chance of practicing during their sport’s off-season. “One hundred and ten percent-it made me so much better of a player,” Grimes said. Club taught her about managing school work and practice three times a week. Students and coaches agree that playing an extra season prepares students athletically and even academically as students learn to balance studies and sports. “The fact that school and club seasons are at different times only
Marc Mills ’19 played for CC Baseball Club this past June. Mills plays during the summer season to prepare for the spring Stevenson season. Photo by Marc Mills
Emily Grimes ’18 high-fiving opposing team after the Oct. 4 game against Lake Zurich. The senior attributes some of her skills to her time in club.
gives players more practice to perfect their playing,” Grimes said. “This is done so that players can get year-round practice.” In fact, the school and club seasons cannot conflict. Eligibility rules on the Illinois High School Association (IHSA) cite that while on a school team athletes cannot play or compete on a non-school team in the same sport. The “vast majority” of varsity baseball players, for instance, play club or a summer season David Frantonius, assistant varsity coach, said. “Athletes get more practice, and also play against a broader spectrum of kids,” Frantonius said. Marc Mills ’19 has been playing club baseball for seven years. He has been on the boys’ team since his freshman year. “There’s a lot of competition at Stevenson, and playing club gives you playing time that you may not get at school,” Mills said. Yet, playing more can also be dis-
advantageous. Frantonius expressed concern over pitchers who may overextend themselves and end up hurting their arms. “It’s the question of ‘Are you giving yourself rest so that when the school season comes around you are ready?’” Frantonius said. In other sports, playing on a club team is not as common. Field hockey athletes don’t often seek additional practice. “Playing club is not necessary, unless the athlete really feels the need to better their playing,” said Grace Day ’18, varsity girls’ field hockey player. Although some athletes have said an additional season can be beneficial, it may not be needed. Grimes has since decided to stop playing club volleyball while still on varsity. Grimes believes that, “Practice doesn’t necessarily make you a perfect player, but it does makes you better.” BY REBECCA AZEVEDO
30 SPORTS
BREAKING HOCKEY BARRIERS
Katie Wynn ’18 challenges stereotypes playing ice hockey, hopes to popularize the game
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f you flip through the pages of your average newspaper, odds are, you will not find girls’ hockey news anywhere. Girls’ hockey is still somewhat of a niche sport, unfamiliar to the average sports fan. Katie Wynn ’18 is here to change that. Wynn plays hockey on the Lake Forest girls’ team, which includes players from high schools all over the suburban area, as well as the Team Illinois hockey club. While girls’ hockey forbids outright checking, the girls’ game still retains the physical nature that hockey is known for. “While boys’ hockey may be more physical, I think girls’ hockey still has speed, and it still has mentality to it,” said Wynn. Wynn, who has played hockey since she was six, said that something as simple as the Blackhawks winning may be the inspiration for many people to take an interest in hockey. While girls’ hockey may not get as much publicity or attention as boys’, Wynn said that may soon change. “I know hundreds of girls that play hockey and who are very tough,” said Wynn. “And the sport is growing faster than you think; I mean, girls grow up and play in college. Division I hockey is an ex-
Katie Wynn ’18 (67) celebrates with her teammates during their victory against Fenwick on March 3rd, 2016. Wynn thinks interest is growing in girls hockey. Photo provided by Katie Wynn
tremely competitive sport and girls can do it too.” Lake Forest head coach Elizabeth Zorn can also attest to the huge growth in the girls’ game. Zorn, like Wynn, played since she was a child and went on to play in high school and college. She has helped to grow the Lake Forest hockey program to where it is today. “Girls hockey is growing rapidly,” Zorn said. “The continued success of local organizations all the way up to the NHL and Olympic level promotes more and more girls to get involved.” Both Wynn and Zorn have seen a huge growth in interest in girls’ hockey. As the game grows, they hope more and more people will know about the Lake Forest program. “I think a lot of girls that come in
here that might have hockey experience, they just don’t know it’s an option,” Wynn said. Having played hockey for 12 years, Wynn has developed a love for the game that bleeds into everything she does. Her passion has not gone unnoticed by her coach. “On the ice, Katie brings a passion for the game with a team-first attitude,” Zorn said. “As a co-captain of the Scouts, Katie is identified as a leader by both her teammates and coaches.” Wynn’s leadership has proven successful for the Lake Forest girls’ hockey program, which won 11 straight games from Nov. of 2016 to Feb. of 2017. And their hard work paid off when they won the coveted Founders Cup in Feb. While accolades may highlight her illustrious career, Wynn said nothing holds more value to her than her teammates. “At the end of the day, you forget scores of games, you forget goals you’ve scored, but you remember the people that you’re there with,” Wynn said. “I’m always going to remember the people, and what it’s like to be on a team, and make compromises and sacrifices for other people, and the memories and jokes and stuff, that’s the impact it’s made on me. It’s something bigger than yourself.” BY BRAEDEN FORMAN
SPORTS 31
BUCKET BOYS BOOST MORALE
Student section leaders excite stands of students, parents during Stevenson games using props, chants Student Section leaders gather to boost morale of stu
“W
e believe that we will win, I believe that we will win.” The chant reverberates through the stadium, and the stands shake with the clapping and jumping of students. It’s soon followed by the hollow beat of a drum. Clad with a bucket and two drum sticks, students in green and gold start the chant as the rest of the students quickly follow after. These students, known as “bucket boys” are the student section leaders. Leaders don’t only affect the mind of students on both sides of the field, but they can also affect the minds of the athletes. In some cases, football players on the sidelines turn around and ask the crowd to get louder because the student section helps the football players play better. “This year there was already a group of people who wanted to [be leaders], so the leaders from last year picked us as a group,” Casey Kubow ’18 said. “It wasn’t just one person passing it down to another.” Kubow leads the student section along with Kelly Bailey ’18, Brett Peterson ’18, Klaire Steffens ’18, Olivia Hancock ’18, Evan Kiah ’18, Brett Eickenberg ’18 and Jack Housinger ’18. The group coordinates attendance through a group chat.
“Bucket Boys” gather to lead cheers They do this at most sporting events Photo provided by Olivia Hancock
They also coordinate their buckets (which serve as drums during the game), spray painting them to match the theme of the game. While the leaders are not selected by administration, they must adhere to some guidelines provided by the athletic director. “Part of the reason we are there is to make sure that the chants stay appropriate and are supportive to our team, rather than hateful to the other team,” Kubow said. In one incident, involving another school, powder was thrown during kick off causing the ventilation system of a rival school to break down. Whistle blowing is banned as well so there is no confusion among the referees.
“During the first couple of games we passed around big heads of celebrities, such as Michael Jordan and DJ Khaled,” Hancock said. “But then you’d see someone hitting someone else with the head, Student leaders definitely try to prevent that.” Some students are not as impassioned as the bucket boys. While the section leaders announce their events on Twitter and on the morning announcements, there still seem to be students they cannot reach. Bailey thinks this is due to a false expectation of football games. “Some people think that if you go to a football game, you have to be a certain type of person and you have to go with 15 friends,” Bailey said. “Everyone takes everyone in their hands, bucket boys especially.” BY ALISA MUFTI
BY MICHAEL LEVITT & CHLOE MYERS