The Lowell Newsmagazine October 2023

October 2023

SHORT VIDEOS, SHORTER ATTENTION ##

The Lowell March 2023

ONLINE

thelowell.org KATHARINE KASPERSKI

A Look into Lowell’s first AP african-American studies Course by roman fong

EXCLUSIVES

SFUSD TEACHERS RALLY FOR FAIR CONTRACTS AMID DISCTRICT NEGOTIATIONS by hayden miller

KYLIE CHAU

Rising Star: How Underclassman Reggie Fong solidified his spot in varsity baseball KYLIE CHAU

Lowell 2023 TheThe Lowell OctoberOctober 2023

by kai lyddan

@thelowell

CONTENTS 2 Editorial MAKE PE INDEPENDENT STUDY PROGRAMS AN OPTION

4 Cover

Short Videos, Shorter Attention

10 Multimedia 12 Feature

The Race for Equality in College Admissions

PRONOUN INTRODUCTIONS AREN’T NECESSARY

20 Media Reviews Bottoms Oppenheimer Zach Bryan No One is Talking About This

Opinions Editor Tatum Himelstein Columns Editor Ramona Jacobson Brooke Laur Sports Editor Roman Fong

Illustrators Mika Catangay Joey He Charon Kong Yue Yi Peng Emily Yee

Business Managers Multimedia Editors Isabella Chan Kylie Chau Primo Pelczynski Lauren Kim Ava Rosoff Web Manager Katharine Kasperski Art Manager Danica Yee Social Media Managers Maya Murakami Reporters Miyabi Yoshida Thomas Harrison Alisa Kozmin Researchers Kai Lyddan Maren Brooks Alina Mei Anita Luo Hayden Miller Sia Terplan Advisor Eric Gustafson

SPREAD DESIGN BY PRIMO PELCZYNSKI

18 Opinion

News Editors Isadore Diamond Sierra Sun

Photographers Imaan Ansari Danah Aroonchaipirom Katharine Kasperski Garvin Kwong Lucas Larson Sydney Lee Alex Mangot Dahlia Myers Ryan Njuguna

SPREAD DESIGN BY PRIMO PELCYNSKI

A Journey Through Barbieland

Editors-In-Chief Kylie Chau Roman Fong Sierra Sun

FRONT COVER GRAPHICS: PHOTO BY RYAN NJUGUNA ILLUSTRATION BY DANICA YEE

The Lowell 2023 TheOctober Lowell October 2023

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Editorial

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MAKE PE INDEPENDENT STUDY PROGRAMS AN OPTION

rmy Junior Reserve Officers’ Training Corps (JROTC) may be known for its color guard and drum corps, but a less talked about element of the program is the opportunity to take a Physical Education (PE) Independent Study course in lieu of a traditional PE class. Students not in JROTC are required to take two years of PE classes at school without the option for independent study. For many Lowell students, they are not involved and do not intend to be involved in JROTC, leaving them without options to independently fulfill these PE requirements. The PE Independent Study program should be made available to all students as the program allows students to take other classes they are passionate about, focus on PE activities that interest them, and supports students who may not feel comfortable participating in group PE classes or using PE locker rooms.

According to the San Francisco Unified School District (SFUSD) Student and Family Handbook, PE Independent Study is available to students in JROTC programs, students enrolled in SFUSD career pathway programs three years or longer (which are not offered at Lowell), and for those enrolled in alternative or county school programs. But these specific requirements are those of the San Francisco Board of Education not the California Education Code which only requires that students participate in 400 minutes of physical activity every two weeks and complete FitnessGram testing in 9th Grade.

PE class can be an uncomfortable experience for students who feel judged by their classmates or teachers when performing physical activity in a group setting. Changing in the locker room where privacy is limited can be uncomfortable, especially for students with disabilities and nonbinary students.

Lowell has made some efforts to be inclusive by establishing a changing space for nonbinary students. However, because it is

a closet under the stairs next to the locker room, it has limited physical space and only accommodates one student at a time.

This puts students at risk of being late to PE or other classes. Although it is still critical that Lowell provides adequate space for all students to change safely, giving students an option to enroll in PE Independent Study could alleviate some of these issues altogether.

For academically inclined students, PE class is a burden in their schedule that prevents them from taking courses they are more passionate about. To meet the PE minute requirements, some students would rather fulfill the requirment through PE Independent Study. PE Independent Study allows students to complete physical activity on their own time while checking in with a teacher who ensures their completion of the course. This flexibility allows students to take more academic courses and to participate in physical activity that caters to their interests. Students should be afforded the benefits of PE Independent Study without having to participate in a military sponsored program.

Additionally, many other school districts already offer PE credits for existing student participation in physical activities. For example, the San Ramon Valley Unified School District allows students to earn 10 credits from school athletic teams and five credits from marching band participation. Many private schools in San Francisco still do require a physical education component that may be fulfilled by independent study, although they are not required to meet state requirements. SFUSD could implement similar options.

To ensure that all students feel comfortable in their personal fitness and have the time to pursue their passions, the San Francisco Board of Education must act now to expand the PE Independent Study program beyond JROTC students.

Students should be afforded the benefits of PE Independent Study without having to participate in a military sponsored program.

The Lowell is published by the journalism classes of Lowell High School. All contents copyright Lowell High School journalism classes. All rights reserved. The Lowell strives to inform the public and to use its opinion sections as open forums for debate. All unsigned editorials are opinions of the staff. The Lowell welcomes comments on school-related issues from students, faculty and community members. Send letters to the editors to thelowellnews@gmail.com. Names will be withheld upon request. We reserve the right to edit letters before publication.

The Lowell is a student-run publication distributed to thousands of readers including students, parents, teachers, and alumni. All advertisement profits fund our newsmagazine issues. To advertise online or in print, email thelowellmanagement@gmail.com.

Contact us: Lowell High School 1101 Eucalyptus Drive San Francisco, CA 94132, 415-759-2730, or at thelowellnews@gmail.com.

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The Lowell October 2023

Cartoon

THE CHROMEBOOK CONUNDRUM

ILLUSTRATION BY JOEY HE

From the editor Dear readers of The Lowell,

Editors-in-Chief, Kylie Chau, Roman Fong, and Sierra Sun

ACCOLADES NSPA Pacemaker Top 100 2018 NSPA Pacemaker Finalist 2011 & 2014 NSPA Online Pacemaker 2012 NSPA Print Pacemaker

2007 & 2011 NSPA All-American 2009 NSPA First Class Honors 2007 NSPA Web Pacemaker 2007 CPSA Gold Crown The Lowell October 2023

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SPREAD DESIGN BY KYLIE CHAU

Hello and welcome back! The beginning of the year always comes with changes and challenges, but we are excited to share the first magazine of the school year with you.

In our original editorial, we argued in support of the United Educators of San Francisco union (UESF) as they sought to provide teachers and paraprofessionals with fair wages while retaining AP funding. On the morning of submitting this edition of The Lowell to our printer, UESF and the district came to a tentative agreement that satisfied both of UESF’s demands. While we had to scrap and start a new editorial with five hours left on the clock, we are pleased that teachers are getting the pay raises they deserve. In our new editorial, we argue for the expansion of Physical Education (PE) Independent Study, which allows students outside of the JROTC program to fulfill their PE requirements without taking Fit for Life.

As newly elected editors-in-chief, the pressure to fill the shoes of our graduated editors was high. Despite this, we’re extremely proud of our staff, many of which are entering their first semester on the publication.

We hope you enjoy the first magazine of the year!

SHORT

VIDEOS,

GRAPHICS BY LUCAS LARSON, KATHARINE KASPERSKI, AND CHARON KONG

Short-form social media increases screen addiction and decreases attention span.

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The Lowell March 2023

The Lowell October 2023

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SHORTER

ATTENTION

By Thomas Harrison and Tatum Himelstein

SPREAD DESIGN BY RAMONA JACOBSON

SPREAD DESIGN BY

The Lowell March 2023

The Lowell October 2023

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cover

SHORT VIDEOS, SHORTER ATTENTION

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By Thomas Harrison and Tatum Himelstein

ILLUSTRATIONS BY YUE YI PENG

s the exhaustion of the day sets in, sophomore Viollete Walenne collapses onto her bed. The clock is already ticking 6 p.m., but every time she attempts to tackle the mountain of assignments due the next day, she can’t seem to focus past the first few words.

Although she knows that she shouldn’t, Walenne instinctively reaches for her phone. She knows as soon as she opens a social media app, she’ll be distracted for hours. Yet, with one decisive click, Instagram Reels fills her phone screen and a flurry of bright colors and eye-catching videos illuminates her field of vision, taking hold of her mind more easily than her assignments ever could.

With her untouched schoolwork by her side, Walenne spends the next two hours scrolling mindlessly through video after video.

Walenne is among many Lowell students whose attention spans have been negatively affected by their increased consumption of social media content.

The rapid rise of short-form content has been detrimental to Lowell students. Because of the addictive dopamine feedback loop that social media provides, students are finding it difficult to focus on their life outside of social media, including keeping up with schoolwork, and even their own hobbies. This has led many students to scroll on their mobile devices mindlessly, instead of participating in the activities they once cared about. As a result, social media addiction among students has skyrocketed, as attention spans have plummeted.

While many students like Walenne hope to distance themselves from social media and its harmful effects, they believe 6 The Lowell October 2023

it is nearly impossible to end their dependance on such applications.

The impact of social media on human dopamine levels is causing widespread social media addiction. According to a 2021 study from the Bulletin of Integrated Psychiatry, widespread usage is making social media addiction more prevalent than ever. Social media addiction, defined as excessive or compulsive use of social media platforms, activates the brain’s production of dopamine, a neurotransmitter that allows for feelings of pleasure, satisfaction, and motivation.

In The Chaos Machine, New York Times reporter Max Fisher writes, “Dopamine creates a positive association with what-

ever behaviors prompted its release, training you to repeat them…. When that dopamine reward system gets hijacked, it can compel you to repeat self-destructive behaviors.” Acknowledging how human addiction to particular social media content forms, many software producers take advantage of such behaviors to increase consumers’ dopamine levels.

Producers of social media apps have successfully utilized shorter length content and algorithms to reel consumers in. Short-form video content is fueling problematic social media use, as stated by

a 2021 study published by the National Library of Medicine. These media platforms, such as Instagram Reels, TikTok and Youtube Shorts, feed users content based on an analysis of their preferences, continuously providing them with personalized videos. This constant consumption of quick and easily digestible content increases the risk of developing a dependence on social media, as stated

just need to keep watching,” Phan said.

Walenne says that although she rarely enjoys using social media anymore, she continues to use it because of how convenient it is to access when she wants to fill time. Walenne describes her interactions with short-form content as “brainrot” habits. “[Brainrot] is stuff that you watch and you watch and you watch and nothing about it is particularly entertaining

ond decline from 2004. Phan believes consuming short-form content has propelled this decline. “[Social media] has decreased my attention span so if a video isn’t less than a minute, I’ve got to skip it,” Phan said. “It’s too long. I don’t think I can focus on that.” Therefore, Phan finds it easier to divert his attention to easily digestible, short-form social media content.

Datangel feels his dependence on social media has harmed his work ethic and the caliber of his academics. “I can’t seem to not pick up my phone when I’m studying, even when I’m in school.

I’d rather just be scrolling than focusing on my [schoolwork] and stuff,” Datangel said. “It’s affecting my grades, definitely.”

However, Datangel is not alone in this. In an anonymous survey administered to 173 students by The Lowell on Sep. 22, nearly half of survey respondents reported a decline in school-related attention span over time as a result of their social media consumption.

Lowell students are also facing the effects of social media beyond the classroom, feeling as though the time they spend on social media is detracting from their hobbies. Ever since senior Leo Needleman began spending more time on sites like Youtube, he notes spending much less time engaging in his favorite activities, such as creative writing and model rocketry, despite him finding

in the study. Students like junior Ronin Datangel are experiencing this compulsion firsthand. “Short, 15-second videos [are] just so easy to watch and laugh at and then find another one to do that same thing with,” Datangel said. “It gets really addicting, even just after one scroll.”

For junior Isaac Phan, the accessibility of short-form content makes it difficult to avoid. “You could be scrolling through pictures on Instagram, and all of a sudden you come across Reels and you

but it’s just so addictive. It’s like rotting your brain, it’s stupid and you know that it’s stupid but you still watch it.”

Short-form social media content has plummeted the attention spans of their consumers. As found in a study conducted between 2016 and 2021 by Dr. Gloria Mark, author of Attention Span: A Groundbreaking Way to Restore Balance, Happiness and Productivity, the average person can only pay attention to one screen for 47 seconds. This is a 103-sec-

those activities more enjoyable. “Instead of focusing down a big chunk of time on something, I focus a small amount of time and then I’ll go to a social media site to watch a video or read a post,” he said. Similarly, Walenne noticed that she no longer has the attention span to do the things that she loves. “I used to be a really avid reader, I read like 20 books in one summer. Now I can’t even get 10 pages into a book without getting bored, and same thing with movies and TV shows,” The Lowell October 2023 7

INFOGRAPHICS BY MAREN BROOKS

“[Brainrot] is stuff that you watch and you watch and you watch and nothing about it is particularly entertaining but it’s just so addictive.“

“When my friends started noticing, it made me feel more insecure about how bad my attention span was,” Walenne said. “I just lose attention so quickly that I’ll stop watching them altogether.”

Professor Mark defines these addictive tendencies as a lack of meta-awareness. “Meta-awareness means knowing what you are experiencing as it is unfolding, like when you are conscious of your choice to switch screens from work to read The New York Times,” she said. Without a good sense of meta-awareness, it’s hard to realize just how much time is passing while you scroll.

This can cause users to fall into the “sunk cost attention trap,” which Mark describes as a state where it’s psychologically difficult to pull yourself out of the cycle of videos you’re in.

Datangel, who has admittedly fallen into this “sunk cost attention trap,” realized the severity of his depleting attention span when others began to confront him about it. Datangel, who enjoys playing video games in his spare time, says that his friends started calling him out for his inability to stop scrolling through Instagram Reels during their gaming sessions. “When my friends started noticing, it made me feel more insecure about how bad my attention span was,” Datangel said. “I went to a therapist to see if there was anything I could do to fix it. Nothing really worked, and I’m still afraid of the long term effects.”

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The Lowell October 2023

Educators, including computer science teacher Samantha Yu, believe student’s increased technology usage during distance learning exacerbated their declining attention spans. Since the pandemic, Yu and other teachers have noticed a substantial shift in the way students engage with the material being taught. “Even though the curriculum probably hasn’t changed that much, [student’s] ability to tune in, redirect focus, and lock into what they’re doing has been very obviously weakened from pre-pandemic times,” Yu said. In some cases she needs to repeat

apps inhibits her capacity to delete them.

“I keep scrolling but I hate it. I wish I could be more productive, but it’s so hard to stop,” an anonymous survey respondent said. “Sometimes it feels physically painful to stop.”

After realizing the power social media had over her, Walenne made an attempt to delete all the apps she frequented most. Anticipating its difficulty, she decided to start small. “I’m gonna try [for] like a week,” Walenne said, before announcing on her story that she was deleting Instagram “for real this time.” However, she returned to the app in just four days. In the days following, she began deleting Instagram multiple times a day, but could never go more than a few hours without reinstalling it. “I think I’ve deleted it, like, five times today,” she said.

She cites the need for stimulation as a major cause for this. Although she was more productive without Instagram, she was so used to Instagram’s constant gratification loop that she felt dependent on it to feel “fine.”

Some students, like Walenne, worry about losing the connections social media apps afford. However, since there is currently no way to disable short-form content

lessons because some students were not able to focus the way they could years prior.

Although Lowell students acknowledge the negative effects of social media, many find it difficult to distance themselves from these platforms.

Walenne, who spends between two and 10 hours on social media every day, wishes she could use the time spent on her phone more effectively. “I feel like I could be doing so much more during the time I am scrolling on social media. Five hours, it’s so much…. I could read an entire book during that time,” she said. Yet for Walenne, among other students, the instant gratification she garners from these

“I went to a therapist to see if there was anything I could do to fix it.

Nothing really worked, and I’m still afraid of the long term effects.”

from apps like Instagram, Walenne is unable to avoid this content while still using the more communicative features. Similarly, Phan worries that young people might feel forced to stay active on social media, despite the negative effects. “Without [social media], you fall out of touch with the

the six-year-old children he frequently sees watching nothing but short-form content in public. Since his life and attention span have already been so severely impacted by social media, he fears the impact it could have on a generation who’s grown up with it.

Experts are beginning to find ways for people to address this addiction, and prevent its subsequent impact on attention span. In order to adapt to the impact of social media, people must learn how to take agency over their attention spans, according to Mark. “If you know you are a person with a trait of high impulsivity and you respond automatically to the sight of your phone, then make a personalized routine to create friction to make it harder to be distracted by your phone,” she said. Mark recommends setting “hooks” to pull yourself out of social media. “For example, plan a social media break ten minutes before a scheduled phone call.

The appointment becomes the hook, and you know you will have to stop browsing

I’ve even seen people [showing off] how many hours a day they spend on their phone,” said Datangel. “I don’t think it’s really something that companies want to fix. But, I think as their audience, we need to control our time better.”

Other people feel that media companies need to be held accountable for causing these social media addictions. Multiple school districts around the country are forming lawsuits against social media giants like Meta and Bytedance, parent companies of Instagram and TikTok. For instance, the District of Maryland alleges that Bytedance, the creator of TikTok, “markets and designs its TikTok to addict young users.” The District claims that TikTok profits off targeting young people and engages them in a way where it’s hard for them to discontinue use of the app, and should be held accountable as such. In addition, several Seattle public schools have filed a lawsuit against the companies behind TikTok, Instagram, Facebook, Snapchat and YouTube in a federal district court, “alleging

“In an ideal world, I wouldn’t have social media. I would optimize that time to do what I actually want to.” social media and take that call.” Mark knows that it’s nearly impossible to detach from social media entirely, but she believes that learning how to take agency over your social media usage will help you break free of its effects.

Students and educators are also hopeful that the issue can be resolved.

“The good news is that I think that people’s attention spans can be re-trained,” Yu said. “As long as they’re in school, and are asked to do challenging material that requires more focus… they could easily rebuild that skill.” Mark backs this up in her book. “We can become aware of our conditioning and circumstances,” she wrote, “and while we may not be able to control our desires, we can control our behaviors.” Datangel believes that it’s up to the users of social media to make a change. “I feel like it’s so normal for people to be on their phones all the time, and

that students are being recommended harmful content online, exacerbating a mental health crisis, and social media companies are allowing it to happen.”

As student addictions to social media continually rise, attention spans subsequently drop, making it increasingly difficult for students to address their own habits. Students like Walenne and Datangel know that they need to change their behaviors, but the deeper they sink into their addictions, the more distant a solution seems. Walenne desperately wishes that she was capable of spending her time doing the things she loves instead of scrolling through videos she doesn’t care about, yet she can’t help re-downloading the apps she uses every time she tries to quit. “In an ideal world, I wouldn’t have social media,” said Walenne. “I would optimize that time to do what I actually want to.”

The Lowell October 2023 9

SPREAD DESIGN BY ROMAN FONG

rest of society,” he said. Datangel agrees, saying that the virality of social media’s content forces him to continue using the apps if he wants to stay connected. “ I feel that if I’m not up to date with what’s funny, and my friends make a reference to it, then I’ll feel out of touch,” said Datangel.

Concerns are being raised by both Lowell students and teachers about the long-term effects that social media can have on young people. Despite having a similar increase in social media usage over the pandemic, Yu believes that she can distance herself from these platforms in a way that members of younger generations cannot. “I’m able to break away from social media because I didn’t grow up with it,” Yu said. “As an adult, it’s easier to [quit] cold turkey than if you used social media in elementary and middle school.” Similarly, Datangel is worried by

MULTIMEDIA

A JOURNEY THROUGH BARBIE LAND

PHOTO ILLUSTRATION BY SYDNEY LEE & DANICA YEE

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The Lowell October 2023

PHOTO ILLUSTRATION BY ALEX MANGOT & EMILY YEE

PHOTO ILLUSTRATION BY DANAH AROONCHAIPIROM & DANICA YEE

The Lowell October 2023

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BACKGROUND ILLUSTRATION BY CHARON KONG

SPREAD DESIGN BY

PHOTO ILLUSTRATION BY IMAAN ANSARI & EMILY YEE

SPREAD DESIGN BY AVA ROSOFF

Inspired by the recent release of Barbie, we had our photographers collaborate with our illustrators to create photo illustrations emulating specific Barbies in history. Our photographers captured people embodying the iconic Barbie look, while illustrators drew inspiration from Barbie’s rich history to create outfits for our models, offering a fresh perspective on this beloved doll.

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The Lowell October 2023

SPREAD DESIGN BY KYLIE CHAU

THE RACE FOR EQUALITY IN COLLEGE ADMISSIONS The removal of affirmative action in college admissions sparks a broader debate on its impact on equal opportunities in higher education.

By Ramona Jacobson and Sierra Sun

IILLUSTRATION BY MIKA CATANGAY

The Lowell October 2023

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FEATURE

THE RACE FOR EQUALITY IN COLLEGE ADMISSIONS

By Sierra Sun and Ramona Jacobson

W

hen senior Reem Rahmaoui heard that the Supreme Court overturned affirmative action in colleges, her relaxing summer day quickly faded into one filled with panic.

Rahmaoui, who considers her North African and Arab descent to be a compelling component of her self-expression and identity, was flooded with frustration.

Why should college admissions be “race-blind” in a society that’s not?

Rahmoui wondered, echoing Supreme Court Justice Ketanji Brown Jackson’s dissent to the court case that overturned the policy. On June 29, 2023, the Supreme Court struck down the use of race-based affirmative action in college admissions through the Students for Fair Admissions v. Harvard ruling.

Whether it’s applying for a job, college, or the military, affirmative action policies are an attempt to ensure equal opportunities by highlighting underrepresented applicants. In higher education, affirmative action is the practice of considering students’ race as a factor when deciding whether to admit an applicant or not. These policies date back to the 14 The Lowell October 2023

Civil Rights Act of 1964 and an executive order in 1965. According to the Economic Policy Institute, these programs were established to amend America’s “history of race-based exclusion, legally enforced segregation, and quota systems”, which had prevented minority students from attending colleges. However, many are critical of affirmative action for doing the opposite – unfairly using race in considering student admissions. Until the ruling of Students for Fair Admissions v.

Harvard this past summer, the Supreme Court held a standing precedent that race may be considered in a holistic admissions process. However, the ruling means

that applicants can no longer directly list their race on their applications. Students can discuss their race through essays, but schools cannot use race in their decision-making process.

Lowell students have expressed mixed opinions about the overturning of this policy. Some, like Rahmoui, are left to anxiously wonder if the removal of affirmative action policies is a step back for equity in American higher education. However, many others are satisfied, believing this decision benefits students who wish to have their merits accounted for and not hindered by any mention of race. As many seniors approach this fresh

"I think that race is not a perfect gauge of disadvantage. If there is to be real equality, race shouldn't be considered."

dozen — that they can find a million people like me, but maybe slightly better.”

Liu agrees with Daniel, voicing concerns that affirmative action perpetuates higher academic standards for Asian applicants compared to their non-Asian counter-

believes that policies providing historically disadvantaged groups with equal opportunities to access higher education should remain in effect. She argues that since its implementation, affirmative action’s purpose has stayed true: leveling

“[Affirmative action] is a way to remedy the real differences in our society and the way it treats different groups.”

the recent r u l i ng as a beneficial step t ow ard s a non-disc r i m i nat ive, merit-based process “purely based on who is the most fit for [admission],” said Daniel.

On the other hand, 25.8 percent of Lowell students support affirmative action, feeling that it is beneficial and should remain in practice. Rahmaoui

the playing field for marginalized communities. “Colleges want more diversity in their campuses, but also to create more opportunities for people who aren't as represented, like African-Americans and other groups,” Rahmoui said. Additionally, senior Asa Metzel champions affirmative action as a way of reconciling disparities in student backgrounds by providing historically disadvantaged communities with a fair chance at admission. “Not giving these certain groups more of a preference for getting into college ignores the fact that more privileged groups already do have a preference of getting into college because of the way they're raised,” he said. “[Affirmative action] is a way to remedy the real differences in our so- ciety and the way it treats different groups.”

Among these advocates, many students of color believe that having colleges acknowledge students’ races on their application files is not only important, but also beneficial. As a Latina, junior Maren Boigon believes that mentioning her Latinx roots in her application would be advantageous to her. Though she recognizes that applications continue to be holistically reviewed, she believes that acknowledging her race means acknowledging her difference in society and 15 The Lowell October 2023

SPREAD DESIGN BY TATUM HIMELSTEIN

parts. Data from Princeton sociologists Thomas Espenshade and Alexandra Radford’s book A National Study of College Experience quantifies that a student who self-identifies as Asian will need 140 SAT points higher than white students, 320 SAT points higher than Hispanic students, and 450 SAT points higher than African-American students.

“That's directly disadvantageous to me,” Liu said.

Thus, Liu and Daniel see

ILLUSTRATIONS BY EMILY YEE, INFOGRAPHICS BY ANITA LUO

application cycle with a new lens, they are left to sort through a swamp of conflicting opinions and guidance.

According to an anonymous survey of 132 students that was administered

by The Lowell on Sep. 20, a large portion — 40.9 percent of students — stated that they do not support affirmative action.

Of these students, junior Maxwell Liu believes that the use of race as a measure of disadvantage is not an effective method of leveraging aid to underprivileged students. “I think that race is not a perfect gauge of disadvantage,” he said. “If there is to be real equality, race shouldn’t be considered.” Similarly, senior Win Neubarth agrees that however idealistic they may sound, race-conscious policies are ultimately not beneficial for all students. “While I agree with the premise that disadvantaged people should have a better option for college, if that means that it ends up putting other people down – which affirmative action does – then it should not be a policy,” he said. Neubarth believes that including an applicant’s race strips applicants of their actual merits. “It can deny a lot of people admission to the college of their choice, even after working so hard. So a lot of qualified people just don't get in,” he said. “That alone can be devastating.”

For many of these students, there is a shared sentiment that affirmative action discriminates against Asians and Asian-Americans in admissions to top colleges and universities. Daniel, a senior under a pseudonym, fears how college admissions would perceive his application if he were to tick a race check-box. “I'm Asian. I’m a male.

I'm not a first-generation college student, and both my parents make above the poverty line,” Daniel said. “[Admissions officers] would think that I'm a dime a

FEATURE

"[Affirmative action] can deny a lot of people admission to the college of their choice, even after working so hard."

what she may contribute to colleges. “I would have listed that I am Latina because it is important that colleges consider diversity and consider the background of each applicant,” she said. Rahmoui, who described being “pissed” at the Supreme Court ruling, has a similar thought process. “I am a minority here in the States. For most of the campuses that I'm interested in, they all promote diversity and inclusion,” Rahmoui said. “If race still played a role in the application, I

think mentioning that I'm actually different would have definitely helped, maybe even given me a higher chance of getting in.”

Altogether, both students in support and opposition of the ruling continue to believe the current state of higher education admissions is flawed.

Neubarth and senior Fiona Ma argue that the overturned policy gives rise to several issues, including the fact that upper class applicants continue to have an advantage

within the system. “It still gives people like white people and people who have access to tutors — people with a higher socio-economic background — a better chance to get into college,” Neubarth said.

According to Ma, taking away affirmative action draws attention to whether applicants of color are qualified, rather than addressing the fact that privileged applicants remain at the top of the ladder. “This should not be an issue of whether people of color are qualified to be on campus,” Ma said. “The system is just making [people of color] go against [people of color].

This is not okay.” Students who strongly disagree with the ruling, like Ma, view it as another obstacle in achieving an equitable American higher education system.

For Lowell seniors, the removal of affirmative action has altered their approach to the college application process. Students like Neubarth and Daniel believe that the removal will ease their application process, as they no longer find themselves concerned about wheth-

Do you agree with the following statement: Colleges should have affirmative action (race-conscious admissions practices)?

6.2% 19.5% Strongly disagree

17.7%

Disagree Neutral 23% 33.6%

Agree Strongly agree

Data from a random sample of 132 students who responded to a September 2023 survey conducted by The Lowell.

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The Lowell October 2023

er their qualifications are being discounted on the basis of their race. According to Neubarth, he feels less worried about his college applications now compared to when affirmative action w standing. was

After affirmative action was overturned, Chief Justice John Roberts warned students against thinking that the application essay could be used as a surreptitious means of including race on applications,

Anonymous responses selected from a September 2023 survey conducted by The Lowell.

Affirmative action could lead to more tension and resentment between people of different races, as one may feel the other got into college “easier” than others. It seems like a small fix to a much larger problem.

Affirmative action levels the playing field.

If [colleges] want to make more diversity in their schools, they should look at people’s income rather than race.

Affirmative Action is a way of undoing some institutionalized racism that has prevented people of color from attending college for hundreds of years in this country.

The Lowell October 2023

SPREAD DESIGN BY TATUM HIMELSTEIN

"I've had my own circumstancs and my own experiences due to my skin color, and I feel like that's worth noting because those experiences did affect me."

STUDENT VOICES

ILLUSTRATIONS BY EMILY YEE, INFOGRAPHICS BY ANITA LUO

“I know that I'm not going to be disadvantaged because [my race] is something outside of my control,” he said. Similarly, Daniel expressed feelings of increased optimism about his college acceptance prospects now that race is no longer considered.

“It makes me feel more confident in applying,” he said.

However, for students like Rahmoui, the decision has required her to create a new roadmap for the application process, presenting an additional challenge to navigating applications.

stating, “What cannot be done directly cannot be done indirectly.” Taking a route that many students may not, Rahmoui will disclose her experiences with her racial identity through college essays. “I do consider it a part of my background that can't just go unnoticed.

I've had my own circumstances and my own experiences due to my skin color, and I feel like that's worth noting because those experiences did affect me,” she said. “I think the admissions off i c e rs should know that because it may tell them the type of person I am.”

The Supreme Court’s removal of all affirmative action policies in higher education has provoked strong emotions among Lowell students. For Rahmoui, she recognizes the controversial nature of affirmative action, and remains discontent, worrying about its consequences. “What if universities just keep admitting the same students, like white people? How are they also going to create equal opportunities for people of all races if they don't know their race?” she said. Neubarth, who acknowledges all sides of the argument, encourages students to be open-minded during discussions regarding affirmative action, whether to gain perspective or to learn about their own stance. “Talking to people can be helpful for developing your own position, as it did help develop mine, but it's important for people to be open-minded about this stuff,” Neubarth said. “There's not really one solid answer to what is in question.”

17

PRONOUN INTRODUCTIONS AREN’T NECESSARY

PHOTO BY GARVIN KWONG

BY BROOKE LAUR

18

The Lowell October 2023

OPINION

“I

’m Ted Cruz, and my pronoun is… “Kiss my ass!”

Fall classes have started, and with that comes the inevitable sharing of pronouns during introductions with our new classmates. It has become customary when breaking the ice to state your name, favorite ice cream flavor, and… your preferred pronouns. Like Ted Cruz, I have often wondered what would happen if I just said something mockingly untrue, like, “I identify as cookie/cookieself.” Sometimes, sharing pronouns seems unnecessary.

Although I may wish to jokingly identify this way, I realize that my issue with sharing pronouns comes from a serious place of frustration with the process. I recognize the hardship that nonbinary and transgender students may endure to feel comfortable at school.

Sharing pronouns is riddled with the pressures and complexity of outness, so it can be problematic when teachers have students go around and announce pronouns as a mandatory class exercise.

More care needs to be taken. A deeper commitment needs to be made.

For many, correctly identifying people’s pronouns is a crucial way to recognize their self-identity. “Pronouns are

If teachers’ goals are to create a more inclusive environment in their classroom, they need to do more than just pronoun introductions in August. can undermine respect for students and lead to feelings of exclusion and invalidation. It can be emotionally distressing for those whose gender identity is marginalized or misunderstood.

If teachers’ goals are to create a more inclusive environment in their classroom, they need to do more than pronoun introductions in August. They should integrating queer history or queer material into their curriculum. It would be better to have teachers teach a unit on LGBTQ+ history, gender and sexuality studies, or incorporate more queer perspective, rather than to doing the pronoun introduction and then continuing the rest of the year with zero mention of any queer material whatsoever. Whether I choose to identify as cookie/cookieself or not, teachers are clearly using this exercise as a surface-level method of their allyship for the LGBTQ+. In reality, there are more effective ways to demonstrate this allyship through their actual teaching and open discussions. Ultimately, allyship should go beyond a pronoun exercise.

The Lowell October 2023

19

SPREAD DESIGN BY LAUREN KIM

The idea that pronoun introductions help the gender queer isn’t as true as we make ourselves believe.

basically how we identify ourselves apart from our name. It’s how someone refers to you in conversation,” said Mary Emily O’Hara, a journalist and former communications officer at GLAAD, an LGBTQ+ advocacy organization. The practice of encouraging individuals to share their pronouns in educational settings might be perceived as a positive step towards fostering inclusivity and understanding.

However, when teachers ask students to go around and do these introductions in class, this pronoun sharing exercise may not be as helpful as they appear to students who identify as neither male nor female. For students who are transgender, questioning their identity, or nonbinary, being required to share these pronouns in front of a crowd of people they don’t know yet can actually be terrifying. Sometimes, these students are met with a very physical reaction by their peers, as the shock that someone identifies as something beyond the binary is a real thing people embody.

While withholding one’s pronouns can lead to others unintentionally misgendering people, self-inflicted dysphoria may actually be more harmful than being misgendered. This can happen when students feel like they have to label themselves as their birth-assigned pronouns due to societal pressures, despite not feeling it matches their identity. Students who are unsure of how they might identify or are in the beginning of transitioning are at risk of feeling extremely dysphoric for purposely misgendering themselves in their introductions. For these students, having to share pronouns with the rest of the class can perpetuate a sense of confusion.

The idea that pronoun introductions help the gender queer isn’t as true as we make ourselves believe. Is it possible that sharing pronouns is just a way for teachers to appear more ‘’woke,’’ to make students think that, yes, they are an ally, when in actuality they are not being sincere? There are teachers who make everyone share their pronouns at the beginning of the school, then fail to call those specific gender queer people by their preferred pronouns. When teachers fail to uphold the commitment of using pronouns of gender queer or non-binary students, it

Photo Courtesy of HBO Films

Film

MEDIA REVIEWS

LITERATURE: NO ONE IS TALKING ABOUT THIS MUSIC: ZACH BRYAN

BY KATHARINE KASPERSKI

N

o One is Talking About This by Patricia Lockwood follows an unnamed woman famous for her posts on social media, or what she terms “the portal.” In the first half of the book, the woman is chronically online. From videos of someone applying their foundation with a hard-boiled egg or posts enlightening people about the powers of socialism, the woman is bombarded with an absurd amount of information and left wondering, “What did it mean that she was allowed to see this?” When problems arise with her sister’s pregnancy, her endless scroll online is interrupted. The woman is forced to withdraw from “the portal,” but she gains an entirely new perspective on love and human connection.

Lockwood writes a strikingly accurate portrayal of online culture, describing the internet as a single, potent entity. While the internet has millions of sub-communities, there are norms and unwritten rules everyone follows, like certain emojis you should never text your family members. As the woman spirals further down the rabbit hole, she catches on to the unquestionable nature of “the portal,” and also discovers a strange sense of community within it.

All of this encompasses the collective consciousness — a set of shared beliefs and attitudes on the internet that informs our sense of belonging. Isn’t that why people log onto social media in the first place? Yet when the woman disengages from being online, she must confront a heart-breaking reality that cannot be subdued by scrolling. It’s in the second half of the book where she learns to truly connect with the people in her life, something she tried replacing with the internet before.

The woman’s experience online is extremely relatable, almost embarrassingly so. Indeed it is a portal; an escape to a world not far from ours, but one that feels somehow closer and PHOTO COURTESY OF GOODREADS more accessible. Lockwood doesn’t implore readers to ditch the internet, but she does however raise the question: To what extent can we search for human connection on the internet, and find it? Both hilarious and deeply moving, this book is something everyone should definitely be talking about. .

22 The Lowell October 2023

BY ROMAN FONG

“C

. sucks.” Not PHOTO COURTESY OF ZACHBRYAN.COM ountry music a hot take to many, but an incorrect statement nonetheless. Because country music is historically associated with southern states and right-wing politics, it is commonly referred to as “redneck” music – a stereotype which fosters hate towards it. While some artists and songs do align with these values, this narrow view of country music takes away from its legitimacy as an art form, devaluing country artists and musicians – such as Zach Bryan.

At first glance, one may discard Bryan’s August 2023 self-titled release as just another ode to America, God, and whiskey. But Bryan shares deeper messages beyond those ideas.

Zach Bryan serves as a perfect example of country music that extends past the preconceived “redneck” stereotype, tying country motifs like drinking, patriotism, and small towns with universal messages about longing, regret, and individuality.

The first song, “Overtime,” its intro being an interpolation of “The Star-Spangled Banner,” seems to reinforce negative patriotic stereotypes of country music. But later in the song, Bryan reflects on his grandfather’s encouragement to stay true to his own opinions as he sorts through a swamp of controversy. Alluding to his rejection of the classic Nashville country music scene and his defense of the transgender community following Bud Light’s partnership with LGBTQ+ activist Dylan Mulvaney, Bryan reinforces his values despite hate from his own audience that say “Your songs sound the same, you’ll never make a name for yourself,” showing a resiliency that reappears consistently throughout in the album.

In “East Side of Sorrow”, Bryan delves into his upbringing, which was filled with despondency . He projects resentment in the first two verses, describing his trauma from losing many friends during his eight years in the Navy, singing, “I lost friends in the August heat/ At night it was God I’d always meet/ I said, “Lord, won’t you bring me home?” Bryan returns home and soon loses his mother, bitterly asking “God where He’d been.”

Although the song carries a strong religious theme with the title alluding to the Biblical story of Cain and Abel, Bryan subverts conservative Christian stereotypes that country music is often mocked for. Reflecting on his anger with God about the tragedies in his early life, Bryan realizes that in order to move on from pain, he has to be willing to forgive those he blames for causing it.

Overall, Bryan’s recent album uses stereotypical country motifs to explore more universal themes, setting Zach Bryan apart from the common, one-dimensional perception of country music.

FILM: OPPENHEIMER

FILM: BOTTOMS

W

“C

BY AVA ROSOFF

ould the ugly, untalented gays please report to the Principal’s office?’’

Bottoms is the best teen comedy of the year. Writer-director Emma Seligman’s sophomore feature, Bottoms, is a chaotic, raunchy, and hilariously horny exploration of queer expression and girlhood.

Ayo Edebiri and co-writer Rachel Sennot play two lesbian best friends, PJ and Josie, who go to extreme lengths to win the attention of two cheerleaders at their high school.

Bottoms’ bizarre premise and niche humor provides a fresh and unusual addition to the comedy genre, while managing to entertain a wide-ranging audience. Bottoms’ plotline is extremely witty, with a script that borders on the classic high school comedy but has its own absurdist twist on humor.

Throughout the movie, Bottoms utilizes “stupid’’ humor to the maximum. From Avril Lavigne needle drops, to Marshawn Lynch clearly reading a magazine titled “Divorced and Happy’’, to Josie going into an unbroken monologue about being trapped in a loveless marriage with a closeted man, the jokes in Bottoms are absurd and ridiculous. Yet, the fact that the audience is still laughing signals that the movie is doing something right.

Unlike many other queer movies, Bottoms allows these characters to be real teenagers who aren’t ostracized for their queerness or debilitated by societal expectations. There is no coming out scene. No one struggles with their sexuality. In this way, Bottoms offers a unique representation of queerness that isn’t seen in most movies. The characters’ sexualities are not used as an obstacle that the entire plot revolves around, unlike other mainstream queer films. Essentially, Bottoms takes queerness for granted. It doesn’t apologize for it, laud it, or even comment on it. This perspective is amazingly refreshing. The normalization of queerness within the movie allows all audience members, queer or straight, to better relate to the characters.

Ultimately, Bottoms succeeds by skillfully tapping into both the comedy and absurdity of the teen horniness that plagues queer and straight people alike.

This combination of bizarre humor and relatability allows the movie to be widely entertaining, while remaining .

PHOTOS COURTESY OF MGM STUDIOS unique. Where other movies fail, Bottoms ironically punches its way to the very top. ......................... .......................

The Lowell October 2023

SPREAD DESIGN BY SIERRA SUN

atchi n g O p penheimer in the theater with my family was uncomfortable, to say the least. As a lover of historical .

PHOTO COURTESY OF IMDb films, I had high expectations for a film about the development of the atomic bomb. Unfortunately, it was not worth the hype. The nude scenes were unnecessary and awkward, especially with my parents and brother watching next to me. From Oppenheimer’s prominent oversexualization of women to its lack of female character development, the threehour film was the agonizing embodiment of the male gaze.

I have to admit, the overall cinematography was beautiful. The horseback riding scenes in the New Mexico landscape were captivating, and the scene where the atomic bomb exploded caused my jaw to drop. Additionally, the star-studded cast brought life to the film through their skillful performances.

However, the cast and visuals did not make up for the film’s harmful portrayal of women. Throughout the film, female characters were pushed to the side and lost in the shuffle. I was disappointed by the lack of exploration of female characters like Kitty Oppenheimer, as it led to the film’s absence of depth and nuance. She seemed to be a complex person, but was quickly overshadowed by her husband’s large personality. It would have been more interesting if Christopher Nolan had delved deeper into her story, and portrayed her as her own person — separate from Robert Oppenheimer.

Instead, she was merely a side character with some, but not nearly enough, significance to be completely vital to the plot.

Additionally, the lengthy intimate scenes with Oppenheimer’s lover, Jean Tatlock, added discomfort that distracted from the actual plot of the film. The filmmakers should have given Tatlock a voice and explored her perspective rather than reducing her presence to a plot device. She disappeared halfway through the film, reappearing only twice: when her death was announced, which sent Oppenheimer into a self-centered frenzy, and in an unnecessarily sexual hallucination towards the end of the film. The spicy sex scenes felt like a money-grab, with little impact to the plot.

Overall, Oppenheimer had so much potential, but its degrading portrayal of women made me uncomfortable, causing me to question the priorities of the filmmakers and the messages they chose to emphasize.

BY BROOKE LAUR

23

A TRICKY TREAT

Down 1. Killer toy 2. Axe chaser of the Overlook Hotel 3. Creator of scrappy monster 5. They’ll send shivers down your spine 7. Daughter of haunted hotel owner 9. Scary exclamation 10. Playboi Carti’s anthem 12. Popular Netflix show; exciting day for Lowell students 13. Conical sugar 15. Lunar canis lupus 16. Blud got dumped; Stephen King movie 18. Deadly puzzle (maker)

Will gets taken here

Illustrations by Mika Catangay

CROSSWORD AND SPREAD DESIGNBY ISADORE DIAMOND AND PRIMO PELCZYNSKI

Across 4. Stops murders on a farm 6. Not a (8-across) 8. Not a trick 11. Clash royale building (spawns 5-down) 13. Trick-or-treating drip 14.

17. Directed Nightmare Before Christmas; last name 19. Sewer balloon connoisseur 20. Clash Royale spell (spawns 5-down) 21. “I’m a ___, duh!!!”

22. The Cranberries say these are “in your head” 23. Bubble bubble toil and trouble

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