The Mark Spring 2021 Vol. XII Issue I by The Mark

the mark

Volume XII Issue I | Spring 2021

ABOUT THIS ISSUE

In this issue, The Mark explores the theme of “Against the Current” to celebrate how the M-A community has adapted to change. Our community is in a time of flux. While many of our routines have changed because to the public health crisis, many in the community have also used this time to implement changes they feel are long overdue. Looking back on a year of online learning, The Mark celebrates both our community’s persistence in maintaining a sense of normalcy and those efforts to subvert the status quo. When our school reopens, we look forward to reporting on those attending in person as well as those who continue to learn from home.

POLICY

The Mark, a feature magazine published by the students in MenloAtherton’s journalism class, is an open forum for student expression and the discussion of issues of concern to its readership. The Mark is distributed to its readers and the students at no cost. The staff welcomes letters to the editor, but reserves the right to edit all submissions for length, grammar, potential libel, invasion of privacy, and obscenity.

Submissions do not necessarily reflect the opinions of all M-A students or the staff of The Mark. Send all submissions to submittothemark@gmail.com. To contact us directly, email us at themachronicle@gmail.com.

STAFF

Brynn Baker

Izzy Leake

Sathvik Nori

Violet Taylor

Cole Trigg

Chloe Hsy

Amelia Wu

Ashley Trail

Kari Trail

Brianna Aguayo

Marlene Arroyo

Anoushka Bhow

Sheryl Chen

Amelie Chwu

Kai Doran

Grace Hinshaw

Ellie Hultgren

Ally Mediratta

Mae Richman

Isabelle Stid

Tiffany Valencia

Annie Wagner

David Wagstaff

Katherine Welander

Jane White

Emily Xi

John McBlair

Editor-In-Chief

Managing Editor

Layout Editor

Journalism Advisor

Cartoon Caption Contest

The Winning Captions

“Second semester senior.”

Stella

Kaval, Senior

“When

the teacher says you have to turn on your camera.”

Serena Peters,

Senior

Vaccine

gh Mark

Time for hobbies

Record high voter turnout

Pet adoptions skyrocket

School events cancelled

Supply shortages

California wildfires

Low Mark

designed by Chloe Hsy illustrated by Ashley Trail H

Ethnic

Healthcare Workers’ Experiences on the Frontline

Does Quarantine Affect Our Body Image?

Virtual Gallery Promotes Equity in the Arts

Community Reacts: Black Lives Matter Signs

Por Qué El Término Latinx No Está Popularizado

El término neutral de género, ‘Latinx,’ utilizado para describir a personas de ascendencia Latinoamericana, se enseña comúnmente en las clases de español en M-A y se considera un término políticamente progresivo y respetuoso. Aunque el término se ha acuñado, con las primeras búsquedas en línea de la palabra en 2004, se utiliza principalmente en aulas, universidades, empresas y entretenimiento. A pesar de su alta visibilidad, el término no es tan comúnmente utilizado por la comunidad Latina como uno podría pensar.

La palabra ‘Latinx,’ reemplaza la ‘a’ o ‘o’ de ‘Latino/a’ con una ‘x,’ con el propósito de combatir el binario de género sexista percibido en la asignación de un tenso masculino o femenino a un grupo. Adriana Garcia de grado 11 explicó, “‘Latinx’ es un término importante de tener porque no solo representa a la comunidad Latino/a, sino que acepta a aquellos no son binarios o fluidos de género, y hace que sus vidas sean un poco más fáciles.”

Durante el año escolar 2019-2020, el M-A Chronicle encuestó a estudiantes de ascendencia Latinoamericana sobre los términos con los que se identifican más. Las opciones de la encuesta incluyeron ‘Latina/o,’ ‘Latinx,’ ‘Chicano/a,’ país de origen [es decir, Mexicano], país de origen+Americano [es decir, Mexicano-Americano], o ninguno. De las 112 respuestas, menos de 9.5% de los estudiantes Latinoamericanos prefirieron el término ‘Latinx.’ La opción más popular fue ‘Latino/a’ con 25.7%.

Paulina Gutierrez, presidenta de LUMA (Latinos Unidos de MenloAtherton), un club que tiene el objetivo de extender la cultura Latina a través de la escuela, desafía la idea de que muchos estudiantes no son conscientes de la palabra ‘Latinx,’ explicando, “Los estudiantes están familiarizados con el término pero deciden no usarlo porque

sienten que están siendo demasiado políticos.”

Garcia dijo que prefiere ‘Latina’ porque, “eso es lo que me han llamado desde que era niña.” Otros entrevistados tenían experiencias semejantes de estando menos cómodos con un término con el cual no escucharon creciendo.

Entrevistas con padres mostraron puntos de vista similares. Margarita Castrillon, madre de un estudiante de M-A dijo, “‘Latinx’ no es muy común; lo he oído muy poco. Ya estamos identificados como ‘Latinos,’ y es muy difícil cambiar.”

Otra madre de un estudiante de M-A, Estela Garcia, agregó, “Estoy familiarizada con el término ‘Latinx,’” y “entiendo que las personas quieren ser inclusivas, pero no veo cómo el término ‘Latinos’ estaba excluyendo a cualquiera [persona.]”

Jehilen Ayala del grado 11 dijo, “Yo primero aprendí sobre el término ‘Latinx’ en mi clase de español el grado 10.” De hecho, la mayoría de los estudiantes encuestados no habían oído el término antes que se les enseñara sobre él en M-A. Quienes ya estaban familiarizados con el término ‘Latinx’ tendían aprender sobre él a través de los medios de comunicación populares. Gaby Martinez, del grado 11, dijo que escuchó el término por primera vez a través de un programa de televisión.

La maestra de español Maribel Maldonado enseña ‘Latinx’ en sus clases de nivel cuatro de Español para hablantes nativos. Ella explicó, “Creo que mis estudiantes deben ser educados en el uso de la palabra y por qué es tan controvertido. Al educarlos sobre ‘Latinx,’ continuarán a educar a otros. Esperamos que más gente pueda aceptar el término.”

A pesar de estar presente por cerca de 16 años, el término nunca ganó popularidad dentro de la comunidad

Latina. Según el Pew Research Center, quien ejecutó una encuesta nacional, esto se debe a la connotación inglesa y al origen de la palabra. El 12% de las respuestas a las preguntas abiertas expresaron el disgusto del término como un ‘anglicismo’—una palabra prestada del inglés e incorporada en un idioma diferente. Muchas de las respuestas de la encuesta de Pew declararon que la palabra deforma el significado cultural del idioma Español al no incluir el género, con un encuestado diciendo “no representa una parte más grande de la comunidad Latina,” según una respuesta específica.

Aun así, Brenda Rivera del grado

escrito por Brianna Aguayo y Marlene Arroyo diseño por Brianna Aguayo y Kari Trail ilustrado por Ashley Trail

Why The Term Latinx Isn’t Catching On

The gender-neutral term, ‘Latinx,’ used to describe people of LatinAmerican descent, is commonly taught in M-A’s Spanish classes and is considered a politically progressive and respectful term. Although the term has only recently been coined, with the earliest online searches of the word occurring in 2004, it is mainly used within classrooms, universities, companies, and entertainment. In spite of its high visibility, the term is not as commonly used by the Latino community as one may think.

The word ‘Latinx,’ replaces the ‘a’ or ‘o’ from ‘Latino/a’ with an ‘x,’ with the purpose of combating the sexist gender binary perceived in assigning either a masculine or feminine tense to a group. Junior Adriana Garcia said, “‘Latinx’ is an important term to have because it not only represents the Latino/a community, but it accepts those who are non-binary [or] gender fluid, and it makes their lives slightly easier.”

During the 2019-2020 school year, the M-A Chronicle surveyed Latino students about which terms they most identify with. The survey options included ‘Latina/o,’ ’Latinx, ‘Chicano/a,’ country of origin [i.e., Mexican], country of origin+American [i.e., MexicanAmerican], or none. Of 112 responses, fewer than 9.5% of Latino students preferred the term ‘Latinx.’ The most popular option was ‘Latino/a’ with 25.7%.

Junior Paulina Gutierrez, president of LUMA (Latinos Unidos de MenloAtherton), a club that aims to spread Latino culture throughout the school, challenged the idea that many students aren’t aware of ‘Latinx,’ explaining, “Students are familiar with the term but choose not to use it because they feel they are being too political.”

Garcia said she prefers ‘Latina’ because, “that’s what I have been called

since I was a child.” Other interviewees had similar experiences of being less comfortable with a term they didn’t grow up hearing.

Parent interviews showed similar views. M-A parent Margarita Castrillon said, “‘Latinx’ is not very common; I have heard [it] very little. We are already identified as ‘Latino,’ and it is very difficult to change.”

Another M-A parent, Estela Garcia, added, “I am familiar with the term Latinx… [and] I understand that people want to be inclusive, but I don’t see how the term ‘Latinos’ was excluding anyone.”

Junior Jehilen Ayala said, “I first learned about the term ‘Latinx’ in my Spanish class sophomore year.” In fact, most of the students interviewed had not heard of the term before they were taught about it at M-A. Those already familiar with ‘Latinx’ tended to learn about it through popular media. Junior Gaby Martinez said she first heard the term through a television show.

Spanish teacher Maribel Maldonado teaches ‘Latinx’ in her Spanish 4 for Native Speakers class. She explained, “I believe my students should be educated in the use of the word and why it is so controversial. By educating them on [‘Latinx’], they will continue to educate others. Hopefully, more people can accept the term.”

Despite being around for nearly 16 years, the term never gained popularity within the Latino community. According to the Pew Research Center, who conducted a nationwide survey, this is due to the English based connotation and origin of the word. With 12% of responses for the open-ended questions expressing dislike of the term, participants in the survey describe the term as an ‘Anglicism’—a word borrowed from English and incorporated into a different language. Many of the Pew

survey’s responses stated that the word detracts from the Spanish language’s cultural meaning by not including gender, with one respondent saying, “[it] doesn’t represent a larger part of the Latino community.”

Even so, Junior Brenda Rivera chose to identify with the term ‘Latinx’ “because it makes me feel like I really belong.”

Chicano/Chicana

I don’t prefer any of these Latinx

Your Country of Origin + American (ex. Mexican-American, Cuban-American)

Hispanic

Your Country of Origin (ex. Mexican, Salvadorian, etc.)

written by Brianna Aguayo and Marlene Arroyo designed by Brianna Aguayo and Kari Trail illustrated by Ashley Trail

My High School Medical Leave

In the summer before my junior year, I hit an all-time low with anorexia, a mental illness that I have struggled with since eighth grade. I had spent my summer vacation in treatment for eight hours a day, but the school year was starting. It was becoming clear that I would need to choose one or the other: recovery or my education.

I was adamant about wanting to return to school, but my doctor and treatment team were concerned, knowing that an early discharge from treatment would most likely lead to another relapse, landing me in the hospital again. I felt like I was stuck in an impossible bind: how was I supposed to continue with the level of care I needed, while also attending school?

My school counselor, Karina Escobar, introduced a third option—taking medical leave from school to focus on anorexia recovery and my general mental health. I did not realize that this was an option at M-A; I had never heard of anyone doing this.

Part of the reason why I wasn’t aware of the option to take a leave of absence is due to the stigma that still surrounds mental health issues. Few students will speak openly about taking time off for mental health, out of shame and fear of judgement. Even with supportive

the truth. Jennifer Medina, a therapist specializing in adolescents and young adults with eating disorders, estimated that “about 60-65% of [her] clients have had to take some kind of break [from school], whether it is a semester or a year.” In the general school population, she expects that for mental health specifically, “more than 1%, but probably no more than 5%” of students would take a leave of absence.

According to Jonathan Avila, a Stanford doctor specializing in eating disorders, there’s “no specific criteria” regarding when one should take a leave of absence due to their mental illness. Rather, he said that “when students are having a hard time keeping up with the demands of high school or college, to the point that they’re medical or mental health condition is worsening, we should step back and start talking about medical leave or leave of absence”.

Medina agreed, “[Someone’s] mental illness is interfering with their daily lives

and they’re not able to perform the way they know that they could in a more stable, healthy mindset. They need to take time off, they need treatment, they need help. And they need to save their own lives by getting treatment. So the best way to do it is to put school on hold, and take care of themselves. So they can come back and actually really thrive on the campus as opposed to surviving or potentially just needing to fail out.”

Many students object to the idea of a leave of absence, believing that their school will not be accommodating or supportive. However, Dr. Avila said, “I find the schools very, very, very, very accommodating. I haven’t had a problem with any high school or college. In my experience, the school has the student’s best interests in mind. Schools do not want students to be dropping out. The schools do not want students to be failing, they want the students to be successful, and they will do what it takes.”

According to guidance counselor Jason Kubo, “Students and families should work directly with their counselor and our intervention counselor to come up with a plan to meet the student’s needs. It’s truly a case-by-case situation.”

Shana Levine, a current senior at Stanford University, took a leave of absence to address her eating disorder

during her sophomore year in college. Before leaving school to seek help, she was really struggling. “I was hospitalized three times within the span of a month and a half. It was at the point where my eating disorder was going to kill me. I was given three months to live. And I didn’t care.”

From my own experience in treatment, I’ve seen that many people who opt to take a leave of absence struggle with this decision. During my time in treatment, I’ve watched a range of reactions when students were told to take medical leave, from hysterically crying to smashing a coffee table against a wall. But however difficult taking medical leave may be, doing so can be life-changing, if not life-saving.

After being forced by Stanford’s dean to take a leave of absence, Levine entered treatment for her eating disorder. “I was livid. My entire life has been geared towards college. I was just genuinely angry, because it felt like this thing that was my entire identity was suddenly stripped away. ”

Despite her initial anger, Levine began to recover. “I realized how lucky I was to have this time off. Like, I never experienced a time where there was so little stress on me. And it was quite remarkable.”

Levine said, “There are going to be times when it sucks. And you’re going to regret your decision, and you’re going to watch all your friends do things that you wish you could do. You feel like you’re missing out on something, or feel like this is now going to f*ck with your future.” Ultimately, she said that though “this journey wasn’t by any means easy, I can honestly say I’ve never been happier in my life.”

psychoeducation around their mental illness, which helps increase insight. With eating disorders, [patients] get meal support throughout the day.” All of this is done with the intent to promote mental illness recovery.

Keanna, a high school senior at Inspire School of Arts and Sciences, also took medical leave to seek treatment due to a mental illness. Though she ultimately recovered, it wasn’t treatment that helped her. “[Treatment] helped me get out of the structure I was in, it helped me break the habits of my eating disorder, but it did not help me recover.” However, her time in treatment “provided me with a lot of insight. When I got out, I was able to use those tools to help me as I recovered at home.”

time off. The experience is powerful. In a society that prioritizes productivity over health, goals over needs, it is a forcible statement to take time away, and to simply focus on yourself. And it is necessary.

In the process of getting better, you will miss school. But there is so much to learn while you’re away.

Levine described her experience as “painfully enlightening.” She said, “[Taking time off] puts school back in its place. Watching myself panic over these assignments and watching other people panic, it was this dissonance, like wow, none of this matters. There’s bigger problems in the world.”

Levine said, “I know people in their 50s and 60s who still have whatever mental health struggle they were dealing with. And they always tell you, deal with it now. As someone who’s had mental health struggles for over a decade, you do slowly start to realize...if I don’t deal with this, it just doesn’t magically go away.”

In a society that prioritizes productivity over health, goals over needs, it is a forcible statement to take time away, and to simply focus on yourself. “ ”

Like Levine, Keanna said that the choice was difficult at first. “My feelings were really negative in the beginning. And then they progressively got a little better as I was able to tolerate more, because I knew it was for the best. I was doing it for me, for my health. And it was important that I took that time off.”

Finally, to someone considering taking time off due to their mental health challenges, Levine said, “do it.” She admitted, “It’s not going to be fun, there are going to be a lot of challenges, there are going to be times when it sucks. You’re going to regret your decision, and you’re going to watch all your friends do things that you wish you could do. But it is really important to learn the coping skills to get whatever you need to get under control, under control sooner, because you don’t want to be doing this in college.”

While there are many ways a person can spend time off school, taking medical leave for mental health reasons usually entails attending treatment. Medina described treatment as providing “individual therapy, group therapy to teach [patients] different types of coping skills, different modalities, and different

I spent eight months in treatment. During that time, patients came and went. I stayed stuck for a long time, fuming over all the school and life I was missing. But ultimately, I knew that I made the right choice in accepting the help that was offered. For what it’s worth, of the people I know, no one ends up regretting taking

Keanna echoed Levine’s sentiment. “No matter how long you try to suppress whatever it is you’re struggling with, or how well you hide it, it’s going to emerge and affect different aspects of your life. And the longer you try to hide it, it’s just going to get worse.”

After nearly eight months, I left treatment in January of my junior year, and began taking a reduced course load of four classes. Like Levine and Keanna both described, there was this sense of seeing

written by Kai Doran designed and illustrated by Kari Trail

Ethnic Studies Course to Begin Next Year

Last fall, a group of teachers from M-A and other Sequoia Union High School District (SUHSD) schools, proposed an Ethnic Studies course to be implemented into the history curriculum. Following the national reckoning with racial injustice last summer, calls for the course grew, but community members have also expressed their concerns over possible ties to the state’s controversial Ethnic Studies Model Curriculum.

Beginning next year, Ethnic Studies will replace the current ninth grade World Studies class, which will instead be taught sophomore year. A unit on European history will be included in the World Studies curriculum, while junior and senior year history requirements will remain the same.

This plan comes not long after the Ethnic Studies Model Curriculum (ESMC), a bill that would have made Ethnic Studies a statewide highschool graduation requirement, was vetoed on

September 30th, 2020, by Governor Gavin Newsom. In his message to the California State Legislature, Newsom avoided listing specific issues he had with the bill, but did point to the need for revisions when there is “much uncertainty about the appropriate K-12 model curriculum for ethnic studies.”

As a whole, the SUHSD Ethnic Studies curriculum does not selectively teach about specific ethnic groups and instead centers around more loosely defined units like Migration and Movement and Systems of Power. Diana Nguyen, a World Studies and Modern European History teacher at Sequoia High School, explained that Migration and Movement aims to look at “how ethnic communities have changed the world around them, how they have been a place of support for each other, and how they have built a community,” while a Systems of Power unit would analyze “how history has shaped your own experience today.” This

differs from the ESMC, which instead specifically highlights the histories of four ethnic groups: African Americans, Chicano and Latino people, Native American and Indigenous people, and Asian Americans.

Stephanie Cuff-Alvarado, an Economics teacher at M-A and one of the teachers that led the Ethnic Studies course proposal, explained that this is because, “when we talk about race and power, we want to acknowledge that we’re not talking about groups as monoliths.”

“When we talk about race and power, we want to acknowledge that we’re not talking about groups as monoliths.”

An excerpt from the District’s Ethnic Studies course proposal explains this concept when it says, “Intersectionality and the critical skills of Ethnic Studies are key in our framework and in all our units, departing from a traditional ‘Ethnic Studies’ model that divides each unit into racial categories.” Unlike the current World Studies course, which M-A history teacher Anne Olson said “gives students an opportunity to learn about non-western cultures and histories,” Ethnic Studies aims to give students the “necessary skills and contexts to make sense of local, national, and global histories through a lens of race, gender, and class.”

Ronald Sanchez, who is a first year teacher at M-A and is currently teaching Modern European History said that the purpose of Ethnic Studies is not “just learning about African American History, Chicano History, or Asian American History,” but that “Ethnic Studies is

meant to help students understand what their place in the world actually is and to help them explore their identities, what they have meant historically within this country, and how they fit in today’s society.”

“Ethnic

Studies

is meant to help students understand what their place in the world actually is and to help them explore their identities, what they have meant historically within this country, and how they fit in today’s society.”

At a SUHSD Board meeting in midOctober, members of the community expressed both their concerns and their hopes for the Ethnic Studies proposal.

“I urge that the board not base the curriculum on the ESMC,” said M-A parent Rachael Barasch. “The ESMC was so problematic and riddled with divisiveness.”

The second proposal of the ESMC created controversy in August of last year, only a few months after the first proposed version also faced backlash for the way it misrepresented many ethnic groups. The central cause of controversy over the second ESMC stemmed from concerns of Jewish groups over the way the curriculum discussed relations between Israel and Palestine and claims that the curriculum fails to clearly define antisemitism.

Because of the controversy caused by the ESMC, a significant number of public comments, like those of M-A parent Devin Prouty, addressed concerns that the plan proposed to the Board would share similar ideas. Prouty said that although he supports the “broad aims of this proposal” he has “some concerns over the implementation.” He asked the Board, “What assurances can you give anxious

2021-2022 History Courses

parents and families that this curriculum will not promote antisemitism, either overtly or covertly?”

Alan Fisher, the parent of a former M-A student, also shared his concerns about possible antisemitism in the proposed Ethnic Studies curriculum and “the way in which this curriculum was constructed.” He said that the proposal “had antisemitic underpinnings; it is written by a group with heavy ideology and jargon…[which] you can see in the curriculum.”

Cuff-Alvarado and Olson have pioneered the development of the new curriculum. In response to the concerns about this course’s connections to the ESMC, Olson said, “We’ve already done the work ourselves to create a curriculum that is not xenophobic, that is not antisemitic, that features unheard voices, and that is local. I think that there was some confusion about the connection between our proposal and what was happening in Sacramento. They are two completely separate things.”

Former SUHSD Board President Allen Weiner also addressed these concerns during the Board meeting, saying, “There is no suggestion that we adopt the state’s Ethinc Studies Model Curriculum, so that is a straw man that people are expressing concerns about.” Weiner emphasized, “This curriculum is not the ESMC and so I don’t think we have to be worried about those concerns or objections.”

While some people expressed their concerns over the implementation of an Ethnic Studies course, others, like Carlmont alum Marjan Moshiri, shared their support for the proposal. Moshiri, who took a similar course in her senior year at Carlmont, said, “It is vital that everyone be exposed to Ethnic Studies. If it was not for this course, I would not know so many of the important things I know today.”

“Of course people will want to say ‘our current moment in history’ and whatever, but I kind of hate that honestly. Ethnic Studies is something that people have always wanted.”

M-A alumni Mara Cavallaro and Ella Missan, two of the creators of the original petition that called for the addition of Ethnic Studies to the SUHSD’s curriculum requirements, also spoke at the Board meeting. Cuff-Alvarado explained that the “conversation about Ethnic Studies as a course requirement informally started among teachers a couple years ago.”

However, she said that the growth of the Black Lives Matter movement last year and the petition created by Cavallaro, Missan, and two other M-A alumni, Danae Brister and Alex Chang, “launched the

Carlmont Woodside M-A Sequoia

conversation to real action.”

Olson said, “We initially started this movement to propose an Ethnic Studies course before we knew that the Board and the District were interested in it. So planning this was like an outside grassroots organizing movement in an effort to get an Ethnic Studies course.”

“This district owes an educational debt to all students of color who have passed through it.”

When talking about why the proposal for Ethnic Studies has come about now, Alex Chang said, “Of course people will want to say ‘our current moment in history’ and whatever, but I kind of hate that honestly.” Chang explained that to her, “Ethnic Studies is something that people have always wanted.” Those in power, she said, did not understand “the value that Ethnic Studies has to students of color and how it can really transform a student’s high school experience.”

Brister said, “Personally, I grew up in the Menlo Park District my whole life, so I went to Encinal and Hillview. I always felt like there was a lack of understanding for me, especially me as a Black person in a predominantly white district.”

At the Board meeting, Missan said she supports the Ethnic Studies course and as a Jewish American student she said she believes the course is “extremely important. Learning about other oppressed groups does not minimize the reality of oppression of Jewish people in America and in reality, an ethnic studies course will allow students to explore their Jewish identity in a way they weren’t able to prior.”

written by Jane White and Katherine Welander designed by Katherine Welander

Frontline on the Healthcare Workers’ Experiences

As COVID-19 continues to spread, doctors, nurses, and technicians are finding that they are being asked to take on the emotional turmoil of a mentally taxing job.

Kimberly Dalal, a general surgeon with a specialization in cancer surgery, recalled her experience dealing with the initial outbreak of COVID-19. Dalal described that when news of the outbreak was first surfacing, and the shelter in place order was first instituted, she was “on general surgery call.” That day, she was asked to see a high risk patient, for whom the doctors were attempting to rule out COVID-19, but were still unsure. She described that the hospital wanted her to “become more involved since they may have needed surgery.” Dalal continued, “I was scared, I was very anxious, because at that point I hadn’t yet been taught how to wear the proper PPE [personal protective equipment]: the special masks or a hood, needed for potential exposure. There is a very specific way to put it on and take it off without infecting yourself, and nobody had really been trained yet.”

“I was scared, I was very anxious, because at that point I hadn’t yet been taught how to wear the proper PPE [personal protective equipment]: the special masks or a hood, needed for potential exposure.”

“That first weekend I started out so scared and concerned, thinking ‘oh my god I’m going to become infected and I’m going to die.’ I was calling my sister and crying, but then by the end of that weekend, I felt very comfortable that I could safely take care of someone with COVID-19.” Dalal added that she feels that the camaraderie within the surgical team increased in the early stages of the pandemic, as her and her colleagues would “talk, every night for an hour. We would share information, anything we had learned from research, and so it’s

really brought us together as a group.”

Dalal said that “it’s very stressful because you really don’t want to infect your family, so it has been important to come right home, go straight to the shower, think about what to do with your shoes and clothes, and just try to make sure that your hands are always clean.”

Department physician, said that the largest change in his workplace routine is “the constant fluidity and the uncertainty.” White explained that toward the beginning of the pandemic, “our days off weren’t really days off; we were still working, we just weren’t seeing patients. We would be setting up [triage] tents and getting patient flow ironed out, and waking up in the middle of the night thinking, ‘have we thought of everything?’” White explained that in the Emergency Department, they act as if “everyone is potentially infected, from my perspective, and my personal health.”

Jenny Wan, an interventional and diagnostic radiologist, said that the most notable difference in her personal life is “definitely a lot more meticulous care in hygiene.” She said, “There’s part of my time where I can be safely in a reading room with minimal patient contact, but the other half of the time, I’m doing procedures on patients back to back throughout the day. On a normal day-to day basis I’m normally pretty cognizant of protection because of my experience doing procedures. But now, I’d say the difference is from just leaving the house to coming home there’s so much thought about what I’m touching, that’s not something I would have to think about as much when we’re talking about bloodborne pathogens.” Wan said that she is “thankful that she has a medical

background and knows what a sterile technique [for performing everyday tasks is].” She continued, saying that a certain amount of “low level anxiety” is routine in the medical field and “something that’s always in the back of [her] mind.”

Ultrasound technician Carrie Azzopardi said, “At work we wear a mask and goggles if we are helping patients, N-95 masks if we are working with any patients who are COVID positive or POIs [person under investigation].” Azzopardi explained, “Of course my family is worried since I go to work every day. They worry about my safety, but for me, although I’m afraid to get the virus myself, this is my job, this is my career, and what I chose to do for a living and it’s important to me. No matter what, I need to be there taking care of patients, even if I’m afraid.”

She continued, “The biggest change is probably the fear. When I come home, I go from working in this medical environment to watching the news for a couple more hours.” Azzopardi explained that her biggest fear is “definitely the fear of the unknown.”

“According to The New York Times, there have been a confirmed 39,305 COVID-19 cases in San Mateo County as of March, 2021. There have been 525 fatalities due to the virus.”

According to The New York Times, there have been a confirmed 39,305 COVID-19 cases in San Mateo County as of March, 2021. There have been 525 fatalities due to the virus. Azzopardi concluded, “I think it’s just important to recognize the people who go to work every day, not because they’re getting a paycheck, but because they truly are in it to help people; they want to be there, and be part of the whole system that is helping people who are sick and afraid.”

written by Brynn Baker designed by Jane White illustrated by Kari Trail

The Things We Leave Behind

About 14 million pounds of trash finds its way into the ocean every year. This waste doesn’t go anywhere, either. Plastic takes 1,000 years to decompose, and glass takes 1 million years. It starts with trash left on the beach and discarded into rivers that lead to bigger bodies of water.

Trash collected in 30 minutes on the beach

We can all make an effort—let’s preserve this beautiful scenery and keep it trash-free.

written and photographed by Cole Trigg designed by Ashley Trail

Does Quarantine BO DY IMAGE? AFFECT our

“I have been more unhappy with my body because I’ve had more time to pick myself apart after seeing a ‘perfect’ body on social media,” said one M-A student.

“I did the Chloe Ting workouts because it felt like if I didn’t do any of the exercise challenges, then I wouldn’t be up to society’s standards,” added freshman Lily Nielson.

Since shelter-in-place orders went into effect last March, teenagers were forced to remain inside, with little to no in-person contact with peers and more time to focus on their appearance.

Quarantine also marked the rise of Chloe Ting workouts, a series of exercise videos that claim to result in “flat abs,” and content that could mislead users maintaining a healthy lifestyle on the video platform, TikTok. “‘Quarantine 15’ became a viral social media trend that portrays weight gain and not being able to keep the expected body standard as the worst thing that can happen to an individual,” said Dr. Sara Gonzalez, a pediatric psychologist at Children’s Minnesota, who discussed the harmful effects of social media on self-image during the pandemic.

“‘Quarantine 15’ became a viral social media trend that portrays weight gain and not being able to keep the expected body standard as the worst thing that can happen to an individual.”

As noted, while excessive exposure to this content was harmful to many teens, some students, like junior Callista Mille, were able to explore their image in more positive ways as a result of quarantineera social media and extra free time.

She said, “Overall my time in quarantine has really helped me realize that I’m awesome and I’m not as insecure about taking pictures of myself or even not wearing makeup outside. Resources like TikTok and Instagram have guided me to find what makes me confident and to form my personal style. I think part of my

confidence also came from spending so much time by myself that I was the only thing I focused on, helping me to accept the insecurities I have.”

The stay-at-home orders also prompted the cancellation of extracurricular activities and events, which threw off many students’ schedules and confidence.

“I think part of my confidence also came from spending so much time by myself that I was the only thing I focused on, helping me to accept the insecurities I have.”

Junior Cate Whittaker added, “During in-person school I was very confident in my physical appearance and felt a lot better about myself as a whole than I do now. This could have been because I was so busy before lockdown that I didn’t spend as much time thinking about myself as I do now. As a result of my set schedule, I also used to have many more healthy habits and this was evident in my body image and appearance.”

The shift to online school has also prompted excess concerns about body image for some students. Nielson commented, “It almost feels like I am more insecure on Zoom. I don’t want to turn my camera on because I’m worried about what people might think about my room or what I look like.”

In contrast, some students have felt more confident because they are able to turn off their cameras. One student said, “I think it’s pretty difficult to look great over a computer front camera, but you have more control over what people see. It’s nice that even if I have a new pimple, I don’t have to show it during online school, and I can turn my camera off.”

Despite the fact that many students’ perceptions of their own looks have changed during the pandemic, there are also many teens who have not experienced any change. For example, one student said, “I have seen content on TikTok that talks about getting a ‘better body’ and it usually ends up being clickbait, so I find these things pointless

and I think they shouldn’t influence someone’s habits.”

While the students at M-A have varying levels of confidence regarding their appearance after quarantine, many have also formed positive coping mechanisms to help them feel more confident.

Mille suggested, “Getting off social media, listening to podcasts and classical music, as well as avoiding mirrors if possible allows me to feel more confident as I am not comparing myself to others or constantly picking at something I hate about myself. Going on walks, doing things that you enjoy that maybe others don’t find as interesting can help you resonate with yourself and allow you to feel comfortable in your skin.”

Junior Tess Statkiewicz added, “I would tell people struggling with body image issues to understand that everybody is different in their own way and that’s what makes people special. Food is fuel and you should nourish your body and yourself.”

“It’s nice that even if I have a new pimple, I don’t have to show it during online school, and I can turn my camera off.”

Whitattaker finally said, “No one is exempt from the hate and negative stereotypes and expectations about body image that are pushed through the media. I think the first step to achieving body confidence is recognizing that you are never alone and knowing that since most people do go through similar things there is always someone you can turn to for support.”

written

Jane

White designed by Jane White and Amelia Wu photographed by Eli Kry

DEFENSE IN OF PUBLIC SCHOOLS

Free public education is something often taken for granted. It is remarkable that our society has decided that regardless of a child’s socioeconomic background they have a right to a free K-12 education. The system is not perfect; across the country there remain inequities in public education, and the coronavirus pandemic has exacerbated existing inequalities in public schools both in access to quality distance-learning and in opportunities to resume in-person education.

Throughout the country, public schools are seeing a decrease in enrollment and many parents with the financial means choose to enroll their kids in private schools. According to the Wall Street Journal, California’s K-12 public schools have already lost 155,000 students, and are expecting to endure a decline in enrollment over the next ten years, making it appealing for some public-school parents to move their kids to a private school, many of which have resumed some in-person instruction. In doing so, these parents, though from a privileged group who can afford to choose between private and public education, are depriving their children of one of the most valuable educational experiences: being a public school kid.

We believe that it is more important than ever to reaffirm the value of a public education and the unique benefits it gives its students from wide ranging community support, First Amendment rights, and an environment focused on equity and diversity.

When public school enrollments decline as dramatically as in California, districts generally fail to make up for lost revenue. As a result, these districts will be forced to scale back their operations. The reduction of public school programs limits the beneficial services that aid not only individual students, but surrounding communities.

The Sequoia Union High School District only recently decided that students could return to campus for hybrid learning before the end of this school year. However, the plan has been met with some complaints from community members. Many complaints with the plan and a central challenge to returning to in person learning is that COVID-19 has hit people of color and lower income groups far harder than wealthier white citizens. As a result, some areas in the M-A community have been more affected than others.

For some students and parents, the unlikelihood

of public schools returning to in-person learning this year has made public education less appealing in comparison to private schools that have gone back to in-person learning.

The spirited energy public schools bring to the community is unlike any other. School spirit highlights the best aspects of community pride, with generations of families going to the same schools, sometimes with the same teachers. Local communities take pride in their public schools and come together to celebrate them; two years ago the city of Menlo Park threw a parade for M-A’s football team when they won the state championship.

Public school students reap many benefits in comparison to their private school counterparts. Private schools retain the ability to censor students, even affecting what student-led journalism can print. California has laws in place that protect students’ free speech and freedom of press, and the M-A Chronicle and The Mark are both “open forums,” meaning in most cases the school cannot censor what is printed. In California, these laws only apply to public schools. Lack of censorship fosters more academic freedom and discussion. It is these freedoms that show a clear benefit to public schools. In not being censored, public school students are more able to discuss and share their opinions on controversial subjects.

Private schools retain the ability to censor students, even affecting what student-led journalism can print.

If you attend a private school in the area you will likely have a uniform, take part in religious services at school, and have mandatory volunteer hours. M-A and many other public schools do not have uniforms, and none promote one religion over others. Rather, M-A is a welcoming place that embraces the qualities that make students unique. Students are free to make their own religious choices, making these choices all the more worthwhile as they show the students’ own beliefs and not the schools’. Moreover, volunteering is a personal choice that shows the students’ own altruism when it is not mandated by the school. Public schools, by their very nature, cater to a wider range of students whereas private schools usually have a more rigid vision of student citizenship.

No Child Left Behind mandates that all public school teachers must be “highly qualified” in the subject that they teach while private schools do not have such requirements. Public school teachers are also more experienced: on average nationally, only 13% of public school teachers are in their first year of teaching compared with 24% for private schools. Furthermore, public school teachers are paid more at

an average of $50,000 a year nationally versus $36,000 for private school teachers. This means that public school teachers are more likely to be teachers for their entire career. Public school teachers are less likely to be fired since many teachers enjoy the protection of tenure. The greater job security means that teachers can teach more controversial subjects without the fear of being fired.

Public school teachers are also more experienced: on average nationally, only 13% of public school teachers are in their first year of teaching compared with 24% for private schools.

Although public schools may face their own difficulties, we would argue that public education is more rewarding for students because they experience a wider array of people. One student described their experience at M-A as “learning how to be independent.” The senior mentioned that they “didn’t have the skills to succeed until a couple years” of experiencing what M-A has to offer. Everyone knows M-A’s motto is “Strength in Diversity,” and despite qualms some may have with the motto, it is correct. Not only does M-A have a racially diverse student body (43% of students are Latino, 5% Native Hawaiin or Pacific Islander, 7% Asian, 38% white), but the school is also economically diverse. 41% of students are economically disadvantaged and 38% qualify for free lunches, whereas Atherton is one of the wealthiest zip codes in the country. Students come to M-A and are thrown into a fusion of cultures and identities. The way M-A and other public schools embrace this is what makes them valuable; the diversity they offer allows students to expand their sense of community and become more emotionally intelligent and empathetic people by getting to know fellow students with different backgrounds than themselves. More importantly, public school students learn to appreciate the qualities people from diverse backgrounds have in common. This sense of awareness enables students to expand their sense of community and refine their moral consciousness.

Free public education should be celebrated as a valuable attribute to students and communities. Public schools attract the most well-rounded teachers and students who are willing to empathize. By losing faith in the public school system, we stray away from the noble contributions within our society that promote goodwill and compassion.

written

by The Editorial Board designed by Amelia Wu

Should Standardized Testing Be a Thing of the Past?

The Case for Standardized Testing

The COVID-19 pandemic has caused many colleges and universities to go test-blind or test-optional in the admissions process. This decision was the culmination of recent movements that sought to end standardized testing because they are viewed as racist, classist, and unnecessary. While the modern-day versions of the ACT and the SAT are no doubt imperfect, both in the questions they ask and the preparation available for them, they are often a fairer indicator of college readiness and merit than the multitude of other factors used under holistic admissions criteria.

Firstly, it is important to note that the United States is one of the only countries whose colleges use “holistic admissions,” criteria that look beyond grades and standardized test scores to letters of recommendation, extra curricular activities, essays, and community factors. In countries like India, the United Kingdom, China, and most of Europe, a single standardized test determines an individual’s admission to elite universities.

Critics of standardized testing often argue they favor the wealthy, whose vast resources allow them to pay for elite test preparations services designed to boost scores. Yet numerous studies have proven that tests like the SAT and ACT are decent predictors of college readiness and that, contrary to the claims of test preparation centers, scores tend to be relatively stable over time. Numerous free resources are available online through programs like Khan Academy, which gives everyone access to the tools necessary to do well on these tests. If anything, standardized testing is more meritocratic than other factors such as extracurricular involvement and essays which often require intense investment of time and money from a young age or the services of expensive college counselors. A study of over 180 liberal arts colleges found that schools going test-optional—

standardized test scores could be submitted, but were not mandatory— did more for a school’s selectivity and ranking than its diversity.

Standardized tests also are an important criteria in leveling the playing field across the vast differences in high schools across the United States. Rampant grade inflation in private schools means that an A- in one school could be very different than the same grade at another. Tests like the SAT and ACT provide a national benchmark that shows college readiness and also a relatively unbiased metric for an individual’s math and reading skills. If standardized testing were removed from college admission criteria completely, it is doubtful that there would be any meaningful increase in diversity.

For a first-generation or low income college student, it is a much simpler task focusing on studying for a good SAT score than it is navigating the process of developing strong extracurriculars, letters of recommendation, and essays, all of which skew even more in favor of wealthy applicants.

While standardized tests do serve a benefit in the college admissions process, there are some legitimate criticisms against them. Certain people might, for whatever reason, be simply unable to perform well on these exams and that should be taken into account in the admissions process. Yet in an imperfect system, testing is still the most fair and unbiased way of measuring one’s college readiness.

written by Sathvik Nori

Test-Blind: The Lesser of Two Evils

Though some students have traveled thousands of miles and across state borders to take their exams, standardized tests are quickly becoming obsolete in many college applications. In a recent court ruling, Californian judge Brad Seligman ordered the entirety of the University of California system to go testblind for the upcoming 2020-2021 school year. The ruling was met with objection and a spokesperson for the UC released a statement saying, “An injunction may interfere with the university’s efforts to implement an appropriate and comprehensive admissions policies and its ability to attract and enroll students of diverse backgrounds and experiences.” With the majority of testing centers closed and those with the means to travel placing communities at risk of COVID-19, including standardized tests during this admission cycle is both inequitable and potentially hazardous.

While neither system requires standardized test scores, test-blind colleges don’t allow admission officers to view the tests at any point whereas testoptional colleges can and will use any scores that a student submits. Initially these two systems seem similar, but in practice they have drastically different implications throughout the application process. While colleges may be testoptional, many schools still encourage and place strong value on standardized test scores.

When 85 M-A students were polled on which system they prefer, 55% of the respondents thought colleges should use the test-blind system. With everdecreasing access to testing centers, it is understandable to want standardized tests off the table entirely. Senior Neeraj Rattehalli said that “by adding the optional choice, it’s inherently disadvantageous. It leads to the presumption of a bad score and shows a lack of care for not potentially traveling significant distances to take it.” For many

who don’t have the resources or support to travel hours out of state, a testoptional system could unfairly impact their application and negatively reflect on that student.

Admissions offices maintain that it will not have any impact. According to the Harvard Admissions Office, “Students who do not submit standardized testing this coming year will not be disadvantaged in the application process.” However, they also state that “the COVID-19 pandemic has created insurmountable challenges in scheduling tests for all students, particularly those from modest economic backgrounds.” The school’s acknowledgement that applicants from higher economic status are most likely to submit a test score highlights the inequity that the test-optional policy creates. Similarly revealing statements are echoed in the policies of many of the test-optional schools across the nation.

Sophomore Jayna Chua said, “The moment colleges are test-optional, the admissions officers will favor those who take the test.” Colleges can never know each individual student’s circumstances beyond what is shared in essays, and there is a certain connotation for an application lacking a test score. While colleges claim that their test-optional policy will not harm a student’s chance for admission, when some have an ACT or SAT test score to show, others are inherently at a disadvantage.

Additionally, the option to potentially improve their application chances through test scores places pressure for students to travel unnecessary distances during the pandemic. With travel holding a high risk for contracting and spreading COVID-19, colleges that continue to accept scores are placing both families and communities at risk.

However, standardized test scores are only one of the many areas in college applications where some students have

an unfair edge. Virtually every aspect of an application is influenced by the student’s resources, district, and socioeconomic status. Here in Silicon Valley, it’s common for students to seek a private tutor or hire a college admissions counselor. Many extracurriculars require money for equipment or favors students who could afford lessons from an early age. Even attending a private versus a public school has the potential to favor wealthier students and provide higher GPA’s and more rigorous class availability. Standardized tests can be less biased than curriculum-based measures that vary wildly between each school. However, even the SAT traditionally favors the wealthy since students who can afford tutors and purchase tickets to an SAT out of state have an unfair advantage.

The educational system as a whole being inherently inequitable, and with the current state of the world, test blind is the way to go. While in many cases the SAT can serve as a valuable indicator of potential, including the SAT as a metric during a global pandemic is ultimately a discriminatory policy. There are grave disparities in who is able to access testing centers and not submitting a score has a certain connotation despite many not having the opportunity to even take the test. Considering how likely there is to be an extenuating circumstance, standardized tests should not be considered in this admissions cycle. If the goal is equity—and it should be—testblind is the lesser of the two evils.

written by Chloe Hsy designed and illustrated

by Kari Trail

Art has often been considered a universal form of expression, fostering a venue for diverse experimentation. However, claims to representation are easily disproved. The artist collections showcased in 18 major U.S. art museums are 87% male and 85% white. This Eurocentric narrative is evident in art history, education, and gallery work— by only highlighting art through such a narrow lens, many marginalized voices are left out and ignored.

Michael Granville, the exhibition director of the virtual art gallery Illustrative Voices, hopes to change that narrative through his non-profit gallery.

“We wanted to be able to find a spot where people can communicate and where themes of social justice are not so tabooed, where we can all come to the table from our diverse backgrounds and meet as artists and community leaders, youth and older people,” said Granville.

creative and find ways of connecting, of creating community and still being able to show their art.”

In addition to the interactive gallery, they host a Zoom reception where the different artists can come together and talk about their artwork. This emphasis on interdisciplinary discussion regarding content and societal relevance is a key pillar of the gallery’s mission. “We want to bring artists together to have that conversation… art has a way of reflecting

We want to promote advocacy, recruiting allies from different walks of life to bring everyone together through art.

elitist nature of the art industry, explaining that socioeconomic status should never take away from an individual’s artistic opportunities.

Traditional art galleries tend to be rooted in their experience and physical environment, and a virtual gallery can potentially lose the interactive aspects that make many galleries so appealing. Even so, Granville thinks that the benefits to the virtual setting outweigh its drawbacks by existing solely in a digital landscape. He said, “One thing I’ve noticed from this is that the virtual experience expands outwards, [giving] people the chance to view it at their own time and in their own space.”

The mission statement of Illustrative Voices explains how the gallery hopes to foster art creativity, education, and advocacy by empowering diverse voices to visually express stories of social justice. Granville and his colleague Jordan Fong created the gallery in light of the global pandemic as a way to promote accessibility and inclusivity during these times.

Granville explained, “It’s actually evolved from the pandemic because a lot of artists haven’t had a space, platform, or a place with four walls where they can show [their work.] It seems like the pandemic has allowed people to really be

the times and lifestyle, acting as a method to bring people together visually,” said Granville.

Illustrative Voices’ diverse exhibitions cover topics surrounding social justice, such as bullying, identity, Black liberation, and equality. “This is not trying to isolate [any] group; we want to bring everyone into Illustrative Voices. And that’s what it is—illustrative. We can show our art through film, photography, fine arts, sculpting, and just inclusion,” Granville added.

Oftentimes larger, revered art galleries tend to highlight Western art which in turn pushes a predominantly white, male, and straight narrative. Granville believes that accessibility can eventually replace the

Currently, Illustrative Voices uses Kunstmatrix to host their art exhibitions where the viewer can easily scroll through a threedimensional gallery, clicking on each piece to learn more about the artist, medium, and statement behind the artwork. “It’s very interactive, like a video game,” Granville noted.

Granville concluded, “We want to make the topic open for discussion in a non-threatening way. Through knowledge and understanding each other, it will help with being a more inclusive, equitable community, and then branch out from there. We want to promote advocacy, [recruiting] allies from different walks of life to bring everyone together through art. Being more diverse, more inclusive, and adding knowledge from across the whole spectrum is our goal, especially in this homogenous world.”

written, designed, and illustrated by Kari Trail

IMPOSTER Recognizing

At my middle school, East Palo Alto Phoenix Academy, I felt at home since the majority of students were Latinos, like me, and were from EPA. Despite the comfort of being in a school in my neighborhood, I felt it was necessary to leave for high school in order to get a higher quality education and greater opportunities.

Starting freshman year of high school, I was excited to learn and meet new people. The differences between my classmates and I hadn’t occurred to me until the first day of school when I entered my AS English I class. As I heard my peers mention their middle schools, I felt like I was hearing a broken record player repeating “La Entrada” and

“Hillview.” I automatically felt different. I was one of the only students of color in the class who came from East Palo Alto. The group of EPA peers who I could relate to only grew smaller as the year continued. This made my transition into an uncomfortable setting even more difficult as I no longer had peers to talk to before class started or friends to ask questions to. I lacked a support system in class.

At M-A, many factors made me feel like the “other” and inadequate from my peers in honors and AP classes: the differences in our communities, socioeconomic backgrounds, and academic preparation prior to high school. The inadequate feeling stemmed

from comments like, “You should have learned this in middle school.” There were occasions when my peers made plans to work on essays together at Coffee Bar in Menlo Park, a collaborative system I was never introduced to. One specific instance I occasionally think about is when one of my peers called my writing “bad.”

“The inadequate feeling stemmed from comments like, ‘You should have learned this in middle school.’”

I always felt like there was an invisible division in the room in which I did not feel comfortable talking to my peers from other communities and they did not feel comfortable talking to students from EPA. I once took this division from the two groups personally, but, looking back on it now, I believe it was natural for this division to form. It was the first time in my life that I and my few EPA peers were in a classroom setting with students from Menlo Park or Atherton, and it was our other peers’ first time being in an environment with students from EPA. We didn’t know how to interact with one another so we naturally distanced ourselves. This accumulation of differences and isolation from others ultimately led to an imposter syndrome in which I felt academically inadequate and did not feel like I belonged in honors classes because of our cultural differences.

Although I struggled with the cultural shock and doubtful thoughts that came with being a student of color in rigorous courses at M-A, I was determined to get the most out of my classes now that I finally had access to quality education.

SYNDROME

My previous school had discrepancies in resources, did not offer advanced tracks, and offered limited extracurriculars. In order to take advantage of these new opportunities, it was necessary that I overcome my battle with imposter syndrome as it was inhibiting my success.

I decided to approach this struggle by embracing my community and educating my peers about issues in EPA. I believe that a lot of the sense of feeling like the “other” stemmed from my peers not really knowing me. By helping others gain a greater insight on my community, I felt like they were getting to know me. I fulfilled this by using events in EPA as examples in AP classes and in Socratic seminars.

Beside helping my peers learn more about me and my background, I felt it was necessary to prove myself academically in order for my peers to truly accept me. Performing well in my honors classes made me feel validated by my peers. Beyond feeling accepted by my peers, my motive for performing well in my honors classes came from my strong desire to represent EPA students at M-A who didn’t feel adequate enough to enroll in honors classes or felt intimidated by the thought of being a minority among affluent students. After pursuing this approach, I continued to serve as a learning tool for my peers to learn more about East Palo Alto.

The summer before junior year my internship at Facebook Academy introduced us to panelists who were people of color with leading roles at Facebook. The panelists shared their

experiences with imposter syndrome in the workforce. From the panelist’s experiences, I realized that imposter syndrome will not miraculously fade away and is something I will continue to deal with despite the exposure I’ve had thus far in environments where I feel out of place.

“Students from low-income communities have

outlook

a unique

because of their experiences that can enrich class discussions and help their peers understand the issues occurring on the other side of the 101 freeway.”

Growing aware of the long-term struggle I will have with imposter syndrome helped me understand that I can’t wait until I’m comfortable enough to be involved on campus because it would take long. I became involved at M-A by speaking at faculty and school events, being a student representative on district and school based committees, participating in a musical production, and being President of the AVID Club. I intend to continue embracing my background and community, even in environments where those factors make me different from others.

Although the transition to M-A was difficult, I am incredibly grateful for the opportunity to be in honors and

AP courses. I am especially grateful for being exposed to environments that trigger imposter syndrome as this is a feeling I will continue to experience, but am learning to endure. Throughout my years in honors and AP classes, I have been able to build friendships with peers from different backgrounds. It only took one or two friendships to make me feel welcomed in the classroom.

I strongly hope that students from low-income communities like East Palo Alto realize their potential and overcome the intimidation of entering a classroom with students from affluent backgrounds. Students from low-income communities have a unique outlook because of their experiences that can enrich class discussions and help their peers understand the issues occurring on the other side of the 101 freeway. I hope that students currently battling with imposter syndrome realize their value and the path they are paving for future M-A students from underserved communities. It is long overdue that we live up to M-A’s motto, Strength in Diversity.

written

by Tiffany Valencia designed by Katherine Welander illustrated by Ashley Trail

Why AS English I Won’t Be Offered Next Year

According to M-A English teacher Lara Gill, the need to combine the two ninth grade English classes, English I and Advanced Standing (AS) English I, became clear at an open house for eighth grade parents.

“It hurt my heart to such a profound level at how much anxiety and stress this [decision between English classes] was causing students and their families, when the reality is that there’s no GPA incentive for taking an honors class in their freshman year,” she said.

According to Gill, the new class will teach texts from AS English I, and the option to take AS English II will still be available to sophomores. Vice Principal Karl Losekoot said that the change to only offering one level of freshman English, support classes notwithstanding, will likely occur beginning in the 20212022 school year. M-A is combining these classes to combat the effects of academic ‘tracking,’ a term used to describe the separation of honors and non-honors classes throughout high school. While intended to challenge students with higher academic skills, critics of tracking argue that it ultimately separates students of different socioeconomic and racial backgrounds.

Formerly, the two ninth grade English classes emerged to account for a discrepancy in skills between students. Now, students report that the English classes reflect the middle school a student came from–whether it be one in Menlo Park and Atherton, or one in East Palo Alto and Belle Haven. Sophomore Ella Dauskardt started her freshman year in English I and switched to AS I, stating it was “super obvious” that most students came from Hillview or La Entrada Middle School in the advanced class.

Demographic data from this year comparing AS I to English I showed

that 89% of students in AS I came from Hillview or La Entrada Middle School. In contrast, students from Ravenswood Middle School made up 5% of those taking AS I.

“ ” Typically, we have anywhere from 10 to 20 students drop AS English I every year at the semester.

Academic tracking is a phenomenon that has been widely studied in K-12 education. Throughout the US, feeder schools serving Black and brown neighborhoods tend to have less funding and fewer resources than those serving white neighborhoods, as a result of redlining housing practices. Students from well-funded feeder schools are placed in honors high school classes, while those from poorly-funded feeder schools often have not had the opportunity to prepare fwor honorslevel courses. This trend holds true locally; it is the reason why, at a school as diverse as M-A, many students spend most of their class time surrounded by people from their same neighborhoods, socioeconomic backgrounds, and demographic groups.

Tiffany Valencia, a senior who attended middle school in East Palo Alto stated, “My freshman year English class was very different compared to my middle school English class. In my middle school English class I never wrote an analytical essay and only occasionally had English homework.”

Gill stated, “I cannot control the fact that I have students who have never had an English teacher in middle school that stayed more than a couple months. I can’t control that they’re going to have a different educational experience than a student who has a tenured teacher for three years straight, but what I can control is the access and the opportunity that I give them at M-A. Honoring the complexity of their intellect, but then giving them supports within it so that they can have those high level conversations, is our goal.”

To address the division among students from different middle schools, M-A has detracked several other classes. For one, the school united all biology students in a common class and then offered an ‘Advanced Biology’ option within the class, which requires a different grading scale and supplementary projects. Similarly, M-A does not offer AP Government or AP Economics, standard courses at many high schools, instead choosing for all seniors to take the grade-level class–save for those who take these classes at an online school outside of M-A.

Attempts to break the pattern of academic tracking by placing students from underserved districts in honors classes has proven how pervasive the problem is.

Gill stated, “What we have noticed historically in our department is that we can get students from a variety of different schools interested in taking AS English I, but then they do not continue in AS English II–something happens.”

According to Vice Principal Karl Losekoot, many of these students who

stop pursuing AS English tend to be students of color, further stratifying the AS and grade-level classes. “Typically we have anywhere from 10 to 20 students drop AS English I every year at the semester. Anecdotally, I would say that a large portion of these students are students of color or students from middle schools that are underrepresented in our AS classes,” he said.

Losekoot continued, “We understand from students of color who take AS and AP classes that one of the biggest challenges is feeling isolated in an environment where they do not know other students and feel different than the rest of the students in the class.”

“ ” It’s the right thing to do. It’s going to provide opportunities to a lot of kids who need that opportunity.

According to Gill, the skill levels between AS and regular English classes at the ninth grade level have come closer together in recent years. “We’ve had experiences where we’ve given the same assignment, brought in the students samples, and realized that the disparity in skills is not nearly to the level that people assumed that it was,” Gill said, adding, “the skill focus [between AS and English I] is almost identical.”

Sherinda Bryant, an English I teacher, elaborated, “The fact of the matter is, there are some students in AS that are struggling to meet the standards. I do get some [students] that come down from AS. I think, what does that do to that student’s motivation and confidence, if they were placed in the higher class and they couldn’t meet the standards or

needed some more work, and they had to come back down to English I? I worry about those students.”

The Atlantic article “The Upside to Academic Tracking” explains that not only is the curriculum important to consider when comparing advanced and regular classes, but the attitude of the classroom can shape a student’s perception of their own ability. Since less is demanded, typically students in regular classes can be indifferent towards classwork. In turn, this can be internalized and students may feel unequipped to take advanced classes. Additionally, teachers of regular classes may overlook potentially high achieving students and not challenge them to reach their full potential.

Dauskardt stated, “I think the learning level from regular to AS English is very different. Although AS English was very challenging for me, it provided me with many skills that have helped me [in AS 2].”

When asked if next year’s English I class will be more rigorous than this year’s, making it harder for a student struggling in English I to pass, Bryant said, “I anticipate that we are going to be moving to standards-based grading. Grades now become trying a standard a few times until you get it right, and that’s real learning to me anyways. Not that you just can crank it out, but you see a mistake and you fix it. That levels the playing field a bit.”

Racheal Wan, who teaches AS English I and English I added that resources like the writing center are also available to help students with English; their success is not dependent on class time alone.

Losekoot said, “We want all students to come to M-A and experience high expectations. We want all students to come to M-A and read as well as discuss some common texts. And we want all students to be able to engage with each other, learning from each other’s experience and ideas.”

David Babington, an English teacher at Hillview Middle School said, “It’s the right thing to do. It’s going to provide opportunities to a lot of kids who need that opportunity. The kids who traditionally go to AS English are not

Losekoot stated, “We view this change as helping us address a number of challenges at M-A. How do we help the students who come to M-A from a variety of different communities come together and form an M-A community? How do we address systems that perpetuate inequality? How do we provide appropriate rigor to all students? How do we increase access to our AS and AP classes in the sophomore, junior, and senior years?”

“ I think that we’re moving in the right direction for us to live up to our motto.” going to be harmed by it.”

“M-A carries a stereotype that it serves one community more so than the other. Many educators are trying to disrupt that. One way we do that is by addressing the curriculum and the classes that we offer. This is an intentional move to create a more diverse and supportive environment and mental aptitude. I asked students, and I don’t think that too many of them are going to be upset about that. So I think that we’re moving in the right direction for us to live up to our motto,” said Bryant.

written by Izzy Leake and Violet Taylor designed by Amelia Wu

Student Submissions

Nicole Bouthillier | Grade 12

Lara Smarandoiu | Grade 11

Nicole Bouthillier | Grade 12

Tess Buckley | Grade 11

Austen Dollente | Grade 12

designed by Grace Hinshaw illustrated by Ashley Trail

From The Desktop

Flicks and Flops: 2020’s Top Movies

In a year of social distancing and stay-at-home orders, both film studios and moviegoers alike adapted to a new entertainment norm—one where streaming services and sofas became the new cinemas. From high-action hits to fantasy flops, here’s a look back on some of 2020’s most noteworthy (and at-time disappointing) releases, ordered by critical review and box office ranking.

n Action/Adventure n Animation n Comedy n Documentary n Family n Horror/Thriller n Romance n Sci-Fi/Fantasy n Drama

Bears Campus On

designed by Chloe Hsy

photos by Isabelle Stid, Amelie Chwu, and Tracy Shields Williams

The We Missed Things

fromthevendingmach

being startled by (andignoring)th e f i re a l a r m

seeing friends between

classesandatlunch

congratulating the playersaftersports games

waiting for the bathroompass

designed by Chloe Hsy illustrated by Ashley Trail

Community Reacts: Black Lives Matter Signs

Derek Pecson

“I expected that there would be people that disagree with our sign. And it was interesting. I’ve learned that there are a lot of people who don’t like this sign. I sort of expected that to be the case because the whole reason that that sign needs to go up is because people don’t all agree with it. I expected there to be confrontation, but I certainly didn’t expect anyone to leave dog poop [in front of our sign]. That was the disappointing thing.”

Kat Dy

“We displayed a BLM sign primarily because no one else in our neighborhood was, and the insulation of our lives from BLM was painful. So many people are hurting and for many of us here, what’s going on might as well be a million miles away. [Because of the pandemic] many people aren’t leaving the community radius, [so] it seems wrong not to show visible support.”

Heather Descollonges

“In our neighborhood and in the Bay Area, we live in a bit of a bubble, so it is easy to assume that everyone knows we support BLM and that everyone else does as well. But that can also lead to a sort of complacency.”

Gina Hart

“I was feeling really sad for our country and our neighborhood, so I wrote on Nextdoor about my experiences. I got three or four hundred comments, some in private messages. Somebody said, ‘We should just get more of these signs and put them all over Menlo Park.’ And then the next thing you know I was organizing this big order of 30 signs for people I’ve never met before.”

written and photographed by Violet Taylor designed by Annie Wagner and Chloe Hsy

Student written. Student managed. Student designed. Student voices.

Opinion: The Race Riots Article, One Year Later

Computer Science Teacher Cynthia Donaldson Reflects on Being a Woman in STEM

Opinion: The Soft Bigotry of Low Expectations: Why Eliminating AS One is the Wrong Move

Ravenswood Middle School Stuck in Virtual Learning, Exacerbates Systemic Racism at M-A

In Person Return Planned for April 5th

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