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The matador
friday, February 15, 2019
NEWS
French class bids adieu to SGHS BY VINCENT MARESCA
Enrollment decline has eliminated the possibility of first-year French as a course for the next school year. The drop in student enrollment in recent years has given the administration reason to begin cutting classes that are unable to reach the 36 -st ud e n t m a rk . T h i s m e t h od o f termination, known as sunsetting, phases out a program over a period of time until everyone involved satisfies their requirements. According to French teacher Susan Rose, language classes overall have suffered the most with enrollment decline. Out of all the choices available, French appears to be struggling the most: it reaches the numbers of firstyear classes as easily as the other languages, but shrinks in population as second- and third-year French classes roll around. Rose shared her concerns on the removal of the French curriculum. “It’s just a question of how many students are in the language classes,” Rose said. “There’s more students in Spanish and more students in Mandarin than there are in French. Also, Spanish and Mandarin are languages spoken in our local community.” Although explanations were given for the removal of the French program, Rose and French students still express their worry. Sophomore Fabian Lua
PHOTO BY KATHERINE HUANG
French teacher Susan Rose corrects homework with her second-year French students. Next year, despite the termination of first-year French classes, second- and third-year French will remain for students to finish their foreign language program.
said his grievances on the manner. “It’s unfortunate that future students won’t be able to learn and explore the language of French and what it has to offer,” Lua said. Junior Julieann Truong said that it was heartbreaking to see the course go, as French has been with SG since the
beginning. “It’s not just me, but many others as well that are saddened by the news,” Truong said. “I mean French class is a lot of people’s latibule—it’s our abditory. It’s my home.” Rose is saddened to see “the end of an era” but has accepted the
administration’s decision. “As the French say, c’est la vie [that’s life],” Rose said. Incoming freshmen will no longer have the option for French; however, students who are already in the program will be able to complete their studies in second- and third-year French.
Vinh shares refugee experience during Vietnam War with students
PHOTO BY ENRICO GONZALEZ
School Community Coordinator Hoi Vinh talks to students about living conditions during his time in Vietnam, including receiving only one cup of rice per day in re-education camps. BY WALLY LAN
School Community Coordinator Hoi Vinh visited English teacher Scott Myers’ classes to speak about his experiences in the Vietnam War on Tuesday and Wednesday. Myers had contacted Vinh to share his journey after reading Vinh’s story in the Jan. 24 issue of The Matador. During his visit, Vinh spoke about his experiences in re-education camps in Vietnam, which were eventually revealed to be labor camps. “I had to go to re-education camps for two and a half years,” Vinh said, “but they [didn’t] teach me anything. I lived [there for] two and a half years, and my brother [lived there] for 17 years.” Vinh also spoke about his multiple attempts to escape the communist country.
“We tried to escape three times,” Vinh said. “The first time, we failed because when we went to [the] apartment place [and] there was a police over there. And the second time, we [went] with a boat [over] the sea, but the boat leaked.” During his third attempted escape, a police officer also put the plan nearly to a halt. “The third time, we had another apartment at [a] workstation,” Vinh said. “At that time, we all squeezed in a small van to wait for a [small] boy. But at the same time, one police asked us to go to [a city] by the sea, so the driver just [ran] away about 80 kilometers.” Hearing Vinh’s speech intrigued Myers, who had never heard first-person perspective stories of re-education camps, especially from a colleague. Myers’s classes had also just recently finished a unit on Animal Farm by George Orwell, a book reflecting the events leading to the Russian Revolution in 1917. “I just thought it was ironic that so many of the things that happened in communist Russia under Stalin happened under Vietnam under Ho Chi Minh, [such as] the reeducation camps and the confiscating of personal property,” Myers said. Sophomore Angel Galicia-Cooper found Vinh’s experiences eye-opening and felt that it showed her more realities than she was usually used to. “As young adults, we’re so used to everything being nice and perfect,” GaliciaCooper said. “We don’t know how it was before or how other countries are. We’re so used to everything being sugar-coated.” Galicia-Cooper said that Vinh’s experiences were connectable to her family. “My grandparents came from Mexico to America, so I know how that’s like with their experiences,” Galicia-Cooper said, “so I could kind of relate to him.”
The matador
NEWS
SG places fourth at FBLA Sectionals, advances to State
THE MATADOR Editors-in-Chief, Print Editor-in-Chief, Digital Managing Editor News Editors Opinions Editors Focus Editors Life and Art Editors Sports Editors Features Editors Copy Editors
Photo Editors Business Managers Media Manager Community Editor Video Managers Adviser
Kenny Lam Eileen Ong Selina Han Shawn Ho Elsie Wang Melody Zhang Donna Hernandez Sally Pham Angela Lu Chelsea Nguyen Ivy Ho Vivian Zheng Chelsea Li Eric Mai Henry Chow Qilin Li Echo Dieu Lucas Jorgensen Wally Lan Amanda Lerma Katherine Huang Megan Tieu Lu June Lin Katie Phan Kimberly Quiocho Clara Quach Brianna Huynh-Tong Enrico Gonzalez Jennifer Kim
Reporters: Lauren Ballesteros, Wendy Chau, Aaron Lu, Vincent Maresca, Jocelyn Montelon, Tiffany Nguygen, Winnefer Wu, Zhou Ye Xin
The Matador is published monthly by the journalism class of San Gabriel High School. 1,600 copies per issue are published at CA WEB PRINT Inc. The Matador is a public forum for student expression and highly encourages responses in reaction to issues discussed in the paper. The opinions expressed are those of the writers, not the faculty or administration. Articles without bylines are the opinion of the staff. Submit comments as a letter to the editor, signed (anonymity is guaranteed if requested), to H-2, or Ms. Kim’s mailbox.
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briefs France trip set for 2020 spring break BY MEGAN TIEU
French teacher Susan Rose recently announced a trip to France that is available to all SG students; the trip will place during spring break in 2020. This 10-day tour will take students to see Paris, Biarritz, Provence, Nimes, and the French Riviera in France, and San Sebastian in Spain. During the trip, students will be immersed in French life, including the fashion, culture, architecture, and language. The trip is all-inclusive and costs $3,545. Rose encourages all SG students to consider signing up, because “international travel is so mind broadening.”
BY SELINA HAN
Decked out in business suits and dresses, members of SG’s Future Business Leaders of America (FBLA) competed at South Pasadena High School on Feb. 9 for the annual Gold Coast Section Conference. Students competed in over 30 events, including Management Decision Making, Cyber Security, and Personal Finance. SG placed fourth in Chapter Sweepstakes at the competition. Of over 60 SG students who competed at sectionals, 25 placed top 10 in their events, including seniors Adeline Cheng, Jamie Fong, Selina Han, Shawn Ho, Sonam Huang, Yin Fang Huang, Caitlin Kan, Jacwa Lei, Irene Lu, Cynthia Ly, Chau Phong, and Roger Tran; juniors Tina Chuong, Celine Fung, Amanda Huang, Delane Ly, Katie Phan, Emily San, and Leyna Tran; sophomores Ryan Fung, Jason Phung, David Thai, and Brandon Tran; and freshmen Justin Fang and Andrew Lam. “Overall I had a very fun and memorable experience with the competition,” senior Roger Tran, who placed second in Word Processing, said. “I didn’t think that competing in FBLA would be that much fun since the last two years I have gone, it felt like a normal competition. This time around I had more friends to talk to in between testing which made it very memorable and enjoyable.” In between the different testing periods, students were able to attend the different workshops hosted by the Gold Coast board until it was time for the awards ceremony. “I attended ‘How To Be An Interview MVP,’” senior Christopher Ta, Vice President of Membership, said. “I learned common things interviewers do and what the interviewer is looking for. There are multiple parts of the process like how to greet someone, what they’re looking for, what you should share, and how to close.” Students from chapters across California who qualified for the state competition in their events will be competing at the 2019 State Leadership Conference at the Sacramento Convention Center from April 25-28.
thematadorsghs.us
friday, FEBRUARY 15, 2019
Sweetheart Cafe today after school BY VIVIAN ZHENG
Students and faculty will be able to dine at the Sweetheart Cafe hosted by Anime Anonymous today from 3:30 p.m. to 5 p.m. at the Multi-Purpose Room. From a selection of 12 menu items, diners will be able to enjoy a threecourse meal of Asian and American cuisines for $5. The cafe is also offering 16 ounces of boba milk tea and Polaroids for an addition of $2 each, along with the introduction of a surprise appetizer. Services will be provided by studentvolunteers who are dressed in butler and maid attire. Diners can request favors from their servers ranging from talent displays to hugs. Tickets are on pre-sale until the end of lunch at the Quad and will also be sold at the door for the same price. Attendance is limited to 125 people. Parents and alumni are invited to join the dining experience.
Students explore jobs at Career Fair
PHOTOS COURTESY OF EL CAMINO REAL, DELANE LY
(Top) FBLA members pose for a group picture before the awards ceremony. (Bottom) Seniors Chau Phong and Irene Lu with teammates Sonam Huang and Cynthia Ly (not pictured) accept their awards for placing third in their team event Parliamentary Procedure.
SGHS pilots district’s first SAT School Day BY KENNY LAM
The district’s first SAT School Day will be piloted to Pursuing Our Dreams through Education and Responsibility (PODER) and Latino Academic Alliance (LAA) students at SGHS on March 6. At the SAT School Day, participating students will take an official SAT from first to fourth periods in the auditorium. Currently, the SAT School Day is limited to PODER and LAA students. Counselor a n d S AT S c h o o l D a y C o o r d i n a t o r Elaine Jong said that this was due to the school wanting to target the PODER and LAA student population’s academic achievement. In addition, Jong said that the school wanted to use the pilot to assess student reaction before fully expanding the program. “If all goes well in March, we can fully implement the [SAT School Day] in October 2019 for all those interested in taking the SAT at SGHS,” Jong said. “In the future we hope to have SAT school day twice a year [in October and March].” An SAT School Day differs from a typical SAT testing day in that the testing is done during a school day at San Gabriel, rather than on a weekend at a different
high school. According to other students, this provides numerous benefits, such as convenience and familiarity. “It’s problematic when I have to figure out a way to get to school on the weekends since my parents are really busy,” junior and PODER student Rashell Zamarripa said. “Having [the SAT] within school hours allows me to feel more at ease.” To junior and PODER student Kristine Chan, the familiarity of SGHS’s campus compared to the unknown of other schools helps decrease testing anxiety. “I would not have to worry about getting lost in another school when trying to find where I will take the test,” Chan said.
BY ZHOU YE XIN
Hundreds of high school students gathered at Mark Keppel High School to attend workshops, practice mock interviews, and learn about a wide variety of careers at the fourth annual District Career Fair on Feb. 9. Representatives of 50 occupations including hairstylists, store managers, translators, and police officers offered information about their careers and answered questions. The fair also offered workshops and the ability to participate in mock interviews. The College and Career Center (CCC) will notify students of next year’s fair and job presentations in the CCC through the Remind app.
To read more articles, visit www.thematadorsghs.us.
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The matador
FRIDAY, FEBRUARY 15, 2019
“Winn”ing the internal war
Winnefer Wu
Loving myself
A
t the age of three, my father left my mother and I, leaving her to raise me on her own. My mother was rarely around because of her work, so my grandmother took over to care for me. As an only child, I was left mostly isolated in my room, playing with dolls by myself, doodling, or just sitting there and imagining things. The feeling of loneliness did not bother me because I was alone for as long as I could remember. Having a kid’s mindset meant not caring about almost anything in life. I was able to easily make friends and talk to many people without being afraid to speak. When I got older, I became more reserved and preferred to spend my time in solitude. I also developed a certain mentality—if I think horribly about myself, then I would think that people around me also think the same way. To push that mentality from my mind, I tried to help my friends to the best of my ability, even going as far as sacrificing my own time to help them. I thought that if my friends asked me for help or favors and I declined them, they would think of me as being useless or selfish, so I acted unnecessarily. My friends considered me a humble person. No one taught me to be nice to myself, only to be generous to others, courtesy of my mother. I once thought that being nice to yourself was like being narcissistic, and it would make me a horrible person if I did so. That is why I discourage myself and treating myself with things like food or items. When I make my friends happy, it makes me happy, but deep inside I still feel sad. I hide the sadness away with the fake happiness I created. I buy people stuff they want and food if they are hungry when we go out. I kept hiding my true feelings for so long that I did not know what to feel anymore. I started getting stressed and developed anxiety, because I just wanted people to be happy even when I was occupied with my own worries. Once my mother picked me up from school, she noticed that I was getting more frustrated and easily annoyed. She asked me what was wrong, but I just ignored her concern for me. My mother was worried, so when she got off from work, she immediately came to my room and asked me again. She saw me crying, and I told her about how I felt. She held my hand and told me that what I was doing is good, but doing too much of it will hurt me. She wanted me to put myself first sometimes, but it took me long time to be brave enough to do it. Now, I force myself to say no to others when I do not have time so that I can have some alone time and buy myself things little by little. After doing this, I felt truly happy, and I felt less stress and anxiety. Even so, I still discourage myself and try my best to help others. That mentality is still there, but I’m trying my best to love myself.
opinions
Editorial
Current sex education fails to inform
A
lthough the school is mandated by state law to provide “comprehensive sexual health education and HIV prevention education,” it is insufficient in its implementation of the program. Sex education that is comprehensive and medically accurate is essential to students’ understanding of themselves and their bodies. Currently, physical education teachers only have a seven-hour workshop for sex education training. Without thorough understanding of the material at hand, teachers will not be able to learn how to teach adolescents about such a key aspect of their lives. In addition, the school does not provide the information in other languages, so for English learners, they may have trouble understanding complex terms. California Education Code 51933, under the California Healthy Youth Act, requires that “instruction must be made available on an equal basis to pupils who are English learners.” The program is under-supported and and lacking in quality, which ultimately reflects the school’s attitude on sex education—they are not prioritizing it as much as they should.
It is important to note that sex education does not just teach bodily development, sexually transmitted infections, and contraceptives—it also covers relationships, sexuality, and sexual behavior. In doing so, it addresses a range of topics that is imperative to students’ understanding of safe and healthy sexual relations. Some may argue that sex education is solely the responsibility of the parents and that schools have no business in teaching a sensitive and personal topic. However, some parents do not bring up the topic of sex, whether because of cultural barriers or plain awkwardness. For parents who do breach the threshold of sex education, the information they provide is often lacking. With the lack of adequate education from home and school, teens tend to turn to other sources. According to a study from PubMed Central, 57 percent of teens reported learning about sex from media, including television, the internet, and pornography. While these sources have plenty of information, teens can also find inaccurate information. Students should have reliable sources, including a well-taught class, to refer to
for accurate knowledge. Schools permit guest speakers onto campus for educational purposes, allowing for an opportunity for the school to bring in outreach programs, such as Planned Parenthood, that offer educational services for free. Trained professionals may be a reasonable alternative to under-resourced physical education teachers. Some parents may have concerns about Planned Parenthood because of its stance on abortion. However, the Sexual Health Education Accountability Act requires that a sexual health education program “conducted by an outside agency, such as a community-based organization at a publicly funded school, shall comply with the requirements of Section 51934 … [and] Section 51933 of the Education Code.” This can reassure parents that students will be taught only the essentials without bias. The school says their top priority is to keep students safe. Safety entails not only protection from violence and disasters but also from health and sex risks. An adequate curriculum taught by experts ensures that students are educated to make responsible choices going forth.
Miscon-sex-tions BY ZHOU YE XIN
CSF: a shallow validation of achievement BY ECHO DIEU
T
here is hardly anything as gilded and dubious than the California Scholarship Federation (CSF) on this campus. CSF has the potential to allow students to rack up merits, but because it does not require any volunteer hours from students, it is no better than paying for a forty-dollar string of nylon that will end up in a yard sale after graduation. Students flock to pay for CSF without truly realizing what they are getting in return. The most opportune time to begin membership is in freshman year. Ninth graders, with their relative lack of experience in high school, are especially susceptible to these pressures, thinking they might miss out on an opportunity of a lifetime. Teachers and peers encourage them to join with vague promises of CSF getting colleges to acknowledge them, so students naturally follow suit like sheep. The sheer brilliance of the materialistic benefits offered by CSF clouds students’ foresight and prevents them from realizing the blatant pointlessness of this program. CSF does not offer any meritorious value and practical experience, and
consequently has little value on college applications. What is especially noteworthy of CSF is its underhanded method of making students pay for it through installments rather than a single payment. They pay five dollars each semester, hoping to see a return by their senior year. With
installments, students are locked into a virtual commitment to continue paying until the very end lest their initial investment goes to void. If students are offered the opportunity to do a single payment at the end of senior year instead, they would be offered ample
time to evaluate the relative worth of CSF and make wiser choices. Others can argue that CSF is a proof of their academic successes and thus consider it an esteemed honor to flaunt the trophies that they painstakingly paid for over the course of four years. Nevertheless, CSF is only a shallow validation of grades that have already been earned; an A or a B will not look any better because of a paid membership. The true value of a student’s academic fruition lies in the opportunities to colleges or jobs the grades have afforded them, not in a commercial award. Those forty dollars would be better spent preparing for and taking the SAT or ACT, as they have significant impact on college admissions. It would be best to re-establish CSF as a service club to save students from needless hassle and wasted money and allow them an opportunity to earn authentic merit. For now, it would be prudent to avoid this organization, otherwise the school will consider students’ continued interest in CSF as it being satisfactory. In that case, its structure in the school will never change and students will only continue to waste money. ILLUSTRATION BY ANGELA LU
DISCLAIMER: THE OPINIONS EXPRESSED ARE THOSE OF THE ATTRIBUTED WRITER. ARTICLES WITHOUT BYLINES ARE THE OPINION OF THE STAFF.
The matador
OPINIONS
thematadorsghs.us
FRIDAY, FEBRUARY 15, 2019
Group projects rewarding yet dreadful at times PRO
H
W
hen group projects are not designed in a way that stimulates meaningful teamwork, they essentially serve no purpose. Although teachers assign them hoping that projects will encourage collaboration, it is easy for them to go wrong. When it comes to the planning and organization of a project, many scheduling issues arise for students. They have prior obligations such as church, practice, and work that restricts students’ availability. This is problematic as many projects require meeting up outside of class to be completed. In addition, many communication problems occur when group members are unresponsive and missing in action. This quickly leads to agitation and annoyance when proactive group members are ghosted by their partners. Group projects are already inconvenient, but when groups are assigned, not chosen, students are deprived of choosing compatible partners with similar schedules. More often than not, a majority of the work is done by one or two people who pick up the slack of other group members. Sometimes, teachers look past individual efforts and give everyone the same grade for the project. Unwilling to risk their own grade, one person usually pulls the weight of the group in fear of receiving a bad grade. This is unfair as others take advantage of the situation, knowing that the person will do the most as to not receive a bad grade, even if it means doing the entire project. Many times, students will divide up the work and delegate roles. While this is efficient, it does not promote group learning or strengthen social skills. There is no point in making the project a group project if students are not going to be working together and benefiting from it. When students only complete a small part of the project, they only learn the contents of their section and not the other aspects of the project. Thus, partitioning the work does not contribute to students’ learning. This method is also risky as the quality and completeness of other students’ work is out of each other’s control, making it easy for the project to go astray. Group projects are unrealistic. In the work force, everyone is held accountable in collaborative efforts and projects. Every employee and their work is evaluated, meaning if someone is not meeting the standard, they could be terminated or demoted. This cannot be said for group projects since many students leech off of the work of others and earn the same grade with minimal effort. Even if teachers did give individuals grades for the project, students do not accomplish a full understanding of the material through them. ILLUSTRATION BY ECHO DIEU
The Matador Bullring
Should sex education at SGHS be improved?
“ I think that [the course is] good the way it is. We learn all the general things that we need to know about sexual activities.”
Chelsea Nguyen
BY KATIE PHAN
earing the term “group project” often evokes an instinctive groan from students. Much of the disdain of group projects comes from the inability to trust one’s peers to pull their own weight and place an equal amount of time and effort into the project. When working on group projects, students mainly care about the grade that they will receive for themselves. They worry that the other members will not put in the same effort, which leads to one person being in charge and doing all the work. As a result, students miss the key points of working together in groups—they are so focused on the negative thoughts that they do not recall what the benefits of working together in a group are. From a teacher’s perspective, the whole purpose of group projects is to prepare the students for their future. Whether students decide to go to college or directly enter the workforce, they will have to collaborate with others. Almost every job in the world requires working with other people. Group projects help develop teamwork skills such as communicating with people who have different personalities and abilities. Being able to communicate and compromise is something that is crucial in the real world. In taking into account other people’s perspectives, group work is meant to allow each individual to shine and learn from different opinions and styles. Everyone has their own strengths and weaknesses, so being in a group project allows students to distribute the various components of a project and work in tandem using one another’s strengths to accomplish assigned tasks. Trying to understand other people’s work is also a skill that is needed in becoming an adult. It teaches students how to be responsible and accountable for anything they do, whether it be lastminute work or neatly accomplished assignments. Not only that, working in groups builds selfconfidence by allowing students to have their own voice within a discussion. With all the different parts of a project, students are able to bring out their best self for their part of the assignment. The objective of group projects is to work in compartmentalized tasks while learning and adjusting to new and different workflows. Without group work, there would be no communication between individuals or ideas being shared and learned from one another. So, group projects are not bad—they are beneficial when looking at it from the other perspective.
“
“Sea” of thoughts
CON
BY LU JUNE LIN
When I was a freshman, [the teacher] didn’t really elaborate on the diseases that [could] be transmitted. Maybe the teachers can improve on that.” -Victoria Huynh, 10th grade
-Matthew Hernandez, 9th grade
INTERVIEWS BY AMANDA LERMA, AARON LU, AND VIVIAN ZHENG
“ “
I think [the course] is enough for people. They provide enough information and give us examples and things like that.”
I think sex education should be improved because my first year [of] having sex ed, a lot of students had questions on the safety and protection of it.” -Clarissa Vasquez, 12th grade
-Khang Sun, 11th grade
PHOTOS BY KATHERINE HUANG AND MEGAN TIEU
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Comes and goes
S
ometimes I feel like I am never allowed to speak my thoughts. Excitement and pride that would usually follow after the thought of an achievement or just a genuinely good day only last for seconds. The spiraling thoughts in my head never seem to stop. I start a sentence and end it with apprehension because I am afraid. I am not afraid of people or of the contents of my words, but of the realization that the weight of my words can implicate others. I realize that I tend to doubt myself. Whenever people ask me for my opinion, I am afraid that my words, whether right or wrong, will lead them astray. This mentality probably first manifested during the times I spent with my older cousin. Being the older and wiser of the two of us, she was the only one capable of speaking in my stead when I could not. She was one of the few people who I admired because of her overflowing confidence. Her spontaneous reactions to a question or a topic of any sort always led to good conversations. My cousin taught me that answering a question based on your gut, can actually benefit more than hurt you. Before I even realized it, I was using that advice and started to frequently participate in class. My voice seemed to be able to clearly reach out to an audience just the way I imagined it to. Due to issues between families, I saw her a few times in the week rather than everyday. After that, she did not show up at all. The gap between us affected me mentally. I felt like there was no one else that I could hold random conversations and joke with once I came home from school. From that point on, words that would usually spill out of me without boundaries were now being suppressed by a boulder of self-doubt. I felt lost in a sense and did not know what to do next without her guidance. Whether it be the words that I speak or the thoughts in my head, I gradually lost the confidence I used to have. Things would suddenly take a wrong turn, smiles would shift into disappointed frowns, and whatever grasp I had on my confidence had slipped away almost instantly. As time progressed, I gave myself less and less permission to speak my thoughts; I was afraid of what my words may lead to. It would feel as if I had committed a crime, and I didn’t want to hold the pressure of being at fault. With my pessimistic way of thinking, I always underestimated my decision-making and speaking abilities. Recently, I have been actively voicing out my opinions without those silly thoughts restraining me, and I have been fully enjoying those moments. Even as I do not think I will get rid of of this mentality entirely anytime soon, I hope starting from now, I will be able to follow my cousin’s advice even without her nearby and allow myself to loosen up just a little bit more.
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The matador
FRIDAY, FEBRUARY 15, 2019
FOCUS
50.
schoo sex ed
What is consent? When regarding the topic of sex, consent is one of the basic issues that must be discussed. Although playing a significant role in sexual relations, the subject of consent is widely overlooked and thereby some do not understand exactly what consent is. Consent is typically given through verbal communication, agreeing or disagreeing with the invitation of sexual activity. That means talking to the person before and throughout any form of sexual activity to ensure that both partners feel secure. Without communication neither person will know the other’s boundaries, potentially resulting in an uncomfortable environment for both partners. Communication can occur in questions such as, “Can I kiss you?” “Are you okay with this?” and “Does this feel good?” It is important to understand that people have the right to change their minds in the aforementioned situations. The Rape, Abuse and Incest National Network states,
40.5% o sex edu 8.4% of s not cove
“You can change your mind at any time. You can withdraw consent at any point if you feel uncomfortable.” The usage of simple phrases like, “Do you want to go further?” and “Are you comfortable?” can help ensure both partners feel safe. If a person feels unsure and changes their mind, as of that point they are no longer giving consent. Even if the two are dating, just being in a relationship and having past sexual engagements does not equal consent. Just because someone agrees to have sex once does not mean that they are required to have sex with the same partner again. For some, the lines of consent blur when one of the partners is unconscious. Tea Consent, a Blue Seat Studios video that goes over the basics of consent, states that an unconscious person is not able to consent to sexual activities due to their inability to say no while in an unconscious state. Understanding the definition of consent and exactly what qualifies as consent, will help to further create a healthy relationship.
%
355 STUDENTS SURVEYED %
%
Sexually tran diseases am adolescents
%
%
356 STUDENTS SURVEYED
%
%
Male Condom
Spermicide
Birth Control Pill
Cervical Cap
Birth Control Patch
Intrauterine Device (IUD)
Pouch that covers the penis and prevents sperm from reaching eggs. No prescription required. - Use each time
Chemical that kills sperm before it can reach the eggs. Should be used with a condom, diaphragm, or cervical cap. No prescription required. - Use each time
Pill containing estrogen and progestin that prevents ovaries from producing eggs. Prescription required. - Take daily
Silicone cup inserted into vagina that blocks sperm from reaching uterus and needs spermicide to work effectively. Insert up to 6 hours prior to sex. Prescription required. - Use each time
Plastic patch applied to skin that emits estrogen and progestin to prevent ovaries from releasing eggs. Prescription required. - Replace weekly
T-shaped plastic inserted into uterus that emits progestin to prevent sperm from fertilizing eggs. Clinic visit required. - Lasts up to 3-12 years
TYPES OF CONTRACEPTIVES Pouch inserted into vagina that blocks sperm from reaching eggs. No prescription required. - Use each time
Female Condom
Plastic foam inserted into vagina that blocks sperm from reaching uterus. Releases spermicide. Insert up to 24 hours prior to sex. No prescription required. - Use each time
Birth Control Sponge
Sources: Planned Parenthood, WebMD
Slicone cup inserted into vagina that blocks sperm from reaching uterus. Needs spermicide. Insert up to 18 hour before sex. Leave in for 6 hours after sex. Prescription required. - Use each time
Injection of progestin that prevents ovaries from producing eggs. Prescription required. - Get every 3 months
Flexible plastic inserted into vagina that emits estrogen and progestin to prevent ovaries from releasing eggs. Prescription required. - Replace monthly
Diaphragm
Birth Control Shot
Vaginal Ring
0.3% of students sex education.
Rod inserted under arm skin that emits progestin and thickens internal mucus to prevent ovaries from releasing eggs. Clinic visit required. - Lasts up to 4-5 years Birth Control Implant
Adolescents account fo of the reported cases of se diseases (STD) worldwide 20 million new cases of ST United States, 50 percent between the ages of 15 an the Centers for Disease Co The high statistics may be as young people lacking t testing locations, feeling e tested, having a schedule test dates, and not having a result, one in four teena every year, an estimation Social Health Association Department of Health. There are more than 20 which are also known as s infections. The most comm chlamydia, genital herpes hepatitis B, human immu acquired immunodeficien papillomavirus, syphilis, STDs can commonly caus uncomfortableness aroun intercourse, genital rashes of appetite, and other sym depending on the specific Individuals can contra sexual contact and the tra as a result of the transmis parasites, viruses, and yea to the next. Correctly usin reduces the chance of rece not completely eliminate Symptoms may not alw those who are sexually ac STDs regularly. Individua should visit a local STD te for additional information STD testing locations incl Health Center and Kaiser Montebello Medical Offic initial test may cost up to be financial assistance if r School Nurse Louise T regarding STDs in the nur talk individually with stu have questions or concern
FOCUS
The matador
thematadorsghs.us
FRIDAY, FEBRUARY 15, 2019
7
SEX EDUCATION explores the importance of safe sex: safety, health, relationships, consent, laws, and consequences.
.8%
of students think the ol should cover more on ducation.
California state laws regarding sexual health education
of students think the school’s ucation is fine how it is. students think the school should er more on sex education. have no opinion on the school’s
nsmitted mong
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358 STUDENTS SURVEYED
Options for pregnancy What sex education can There are many ways of dealing with a pregnancy, including parenthood, adoption, and abortion. No matter what decision is made, being informed of all possible options may help one make the choice best suited to them. Parenthood can be pursued if a decision is made to keep the baby. Taking into account financial, educational, and family circumstances, raising a child may be the decision for some. Another option is allowing a child to be adopted by another family. A closed adoption keeps the birth parents’ information confidential, while an open adoption may keep the birth parents in touch with the child. These options can be further explored and discussed with professionals. Another option is abortion. The WebMD site describes different types of abortions as follows. In the first trimester--conception up until week 12 of pregnancy--options of terminating a pregnancy include medical or surgical abortion. Medical procedures commonly involve the intake of two separate drugs and are usually only available within the first seven weeks of pregnancy. Vacuum aspiration is a surgical procedure that is also available up until the early second trimester, consisting of a suction removing the fetus and placenta. In the second trimester—13 to 27 weeks of pregnancy—options are solely surgical and become more complicated. This includes dilation and evacuation (D&E), a process similar to vacuum aspiration but with the additional use of forceps and other medical tools. Abortions in the third trimester—from 28 weeks to birth—are considered late-term abortions and consist of dilation and extraction, which takes a similar procedure as D&E. In California, abortions on viable pregnancies (pregnancies where the baby can be born and have a reasonable chance of survival) are limited unless the life or health of the mother is endangered. California law states that minors can consent to an abortion and pregnancy diagnosis, treatment, and inpatient care without parent or guardian consent. Procedures often differ depending on what is best for the individual. It is vital to get help right away to prioritize one’s health. Consulting with parents, a doctor, school nurse, guidance counselor, or trusted adult is advised in deciding the next step. Seek professional advice for detailed information based on your situation. Mental health services may also be helpful.
teach young adults
A comprehensive sex education can provide adolescents with the knowledge and information needed to make safe and healthy choices about sex, create healthy relationships, prevent sexually transmitted infections (STIs), and understand adolescent growth as something normal. Under the California Healthy Youth Act, school districts are required to provide students with sex education once in middle school and once in high school. According to the California Department of Education, the instructional criteria must include subjects such as all federal Food and Drug Administration approved methods of preventing and reducing the risk of transmission of human immunodeficiency viruses and other STIs, sexual harassment, sexual assault, abusive relationships, and human trafficking. It must also be inclusive of LGBTQ+ students, students with disabilities, and English learners. There is widespread support for a comprehensive sex education, as indicated in a poll by Planned Parenthood, where 93 percent of parents supported having sex education taught in middle school, and 96 percent supported having sex education taught in high school. A similar poll by the Sexuality Information and Education Council of the United States shows that, as of 2018, 89 percent of voters supported sex education in middle school, and 98 percent supported sex education in high school. However, what students receive instead often lacks much of what the Centers for Disease Control and Prevention recommends to be taught. In a study by the Guttmacher Institute, in 2011–13, 43 percent of adolescent females and 57 percent of adolescent males did not learn about birth control before they had sex for the first time. By teaching adolescents how to make healthy and important decisions about relationships and behavior that they will be responsible for in the future. They will be able to protect their sexual health and learn that it is okay to talk about issues concerning them, whether it be their sexuality, their bodies, or their choices.
Although often considered the same, statutes, laws, acts, bills and education codes are different. California Statutes are bills chaptered by the Secretary of State. Chaptered bills are passed by both Legislative houses, with or without the governor’s signature. The California Law consists of 29 codes which organize these statutes. A bill is a proposed legislation that has not been passed. The California Healthy Youth Act requires school districts in the state to expose their students to both sexual health and human immunodeficiency viruses (HIV) prevention at least once in middle school and once in high school, for a total of two years. Effective since Jan. 1, 2016, the California Healthy Youth Act altered the previous Education Code (EC) regarding these two topics. The California Department of Education states that the California Healthy Youth Act’s purpose is to enlighten students on the topics of sexual health and HIV prevention in order for students to “develop healthy attitudes concerning adolescent growth and development, body image, gender, sexual orientation, relationships, marriage, and family.” Students of all genders and sexual orientations, as well as English learners and students with disabilities, will also learn how to prevent undesired pregnancies, protect themselves from sexually transmitted diseases, about sexual assault, and intimate partner violence. The EC gives students access to sensitive products on school campus and the ability to leave campus to attain these products for reproductive health care, without parental notice or consent. However, parents and guardians must be notified about the curriculum at the beginning of the school year and are able to opt-out their children from the course with a written request from the parent or guardian. Following EC 51938, San Gabriel High School must provide “comprehensive sexual health education, HIV/AIDS prevention education, and/or will conduct assessments on pupil health behaviors and risks in the coming school year.” This information is taught by students’ physical education teachers. When outside consultants are invited to teach, the date and name of the organization must be provided to parents and guardians. Senior Russell Ly wishes the volume of sex education taught to freshmen to increase. “You’re taught very little sex education, especially if you have a theory class,” Ly said. “You’re learning more about your sport and practicing that over general [sexual] education. I think there should be a little bit more [information] about safe sex [taught] in the freshman year because it’s high school. You can’t exactly prevent it, but you can teach how it’s safe.”
DISCLAIMER: These articles do not and cannot constitute medical advice. If you have a medical emergency, call your doctor or 911 immediately. Please seek a doctor or medical professional for guidance.
DIAGRAM BY TIFFANY NGUYGEN GRAPHIC DESIGN BY ANGELA LU ARTICLES BY WENDY CHAU, AMANDA LERMA, QILIN LI, TIFFANY NGUYGEN, AND MELODY ZHANG
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LIfe and art
Landeros finds inspiration in Broadway musicals BY DONNA HERNANDEZ
PHOTO COURTESY OF GENESIS LANDEROS
Senior Genesis Landeros attends the show for Broadway hit Hamilton that was held at the Pantages Theatre late last year in Downtown Los Angeles.
For senior Genesis Landeros, her passion for theater extends past what she is provided in a classroom setting. In addition to acting in plays at school, Landeros takes every opportunity to go see productions both on and off Broadway. Landeros has watched a total of 25 shows within the past three years. Some productions were viewed locally in theaters such as the Ahmanson in Los Angeles, and others on Broadway in New York and overseas in London. Courtesy of school field trips to theaters during high school, the thespian was able to further her interest in performing arts and learn more through the eyes of the audience. “When I first came to San Gabriel, I had always been interested in acting, but I never really knew too much about the theater world,” Landeros said. “[From watching shows], I think I’ve just subconsciously taken [certain] characteristics from each actor I’ve seen.” Landeros was taken to her first play, The Fantasticks, in her sophomore year at the Pasadena Playhouse. Right from the start, Landeros noticed the distinction between the live dramatization and televised screenplays, starting with the effect of the audience’s energy on the performing cast. “[With] movies, you don’t develop a personal connection with [the cast] or with the show,” Landeros said. “With
theater, you’re so involved and the audience is the one that shapes the show.” Despite her love for the art, Landeros is often unable to find individuals within her social circle who share the same passion. “A lot of these musicals I go watch alone, and I don’t mind it,” Landeros said. “I get to meet so many people who are theater lovers just like me, and I feel so comfortable.” Furthermore, Landeros does more than just watch the shows. She regularly participates in “stage-dooring,” where she waits by the stage door for performers to come out, sign her playbill, and engage in brief conversation. “I always have such a fond memory of a show, and the actors share that because although they have [to perform several times], we share that one performance,” Landeros said. Landeros relishes the opportunity to learn from live theater performers who assume a character on a nightly basis. “I feel like when you’re portraying a character, no matter who it is, fictional or real, you have to make that person come alive,” Landeros said. “In order to do that you have to be vulnerable not only as the character but as yourself, and scariest of all, to the audience.” Landeros expects to continue watching theater performances in order to foster more of the skills of the professional cast. Her most recent attendance was to see Wicked at the Hollywood Pantages Theatre in late January.
Tran knits for loved ones BY TIFFANY NGUYGEN
Strands of yarn dangle over two needles as sophomore Cindy Tran loops them over and under to weave a pattern. After hours of work and sore hands, it will become a scarf, hat, or glove that will be in someone else’s hands. Starting in eighth grade, Tran watched videos on YouTube to learn the basic patterns and techniques of knitting. She finds that giving her knitted creations to her friends and family is more rewarding than buying a pre-made gift from a store. She prefers to knit with standard 10 needles and yarn, using the English style of knitting, a style of Western knitting where the yarn that will be knit into the creation is carried in the right hand. “Knitting has more emotion [and] passion to it [than buying a gift],” Tran said. When knitting gifts, Tran selects materials and a design based on the person receiving it. Once she finishes a project, Tran gives the item to a friend or family member as a gift for a holiday or birthday. Their reactions are a large reason why Tran continues the hobby of knitting. “[My friends and family] appreciate it, and they’re surprised because not a lot of people knit,” Tran said. “I feel happy when they’re happy.” Due to her busy schedule, Tran prefers to knit during long holiday breaks while watching Korean dramas. One item can take up to two days to complete if she knits for several hours each day. The “tedious” process tests Tran’s dedication every time. “I feel like a variety of skills is necessary when it comes to knitting, [like] patience, passion, [and] willpower,” Tran said. Originally picking up knitting as a hobby, Tran experiments with different stitching patterns and designs. However, she prefers to use knit and purl stitches
because they are the easiest for her to do. The knit stitch is done by pulling a loop of yarn from the back of the fabric to the front through a previous stitch. The purl stitch is the inverse of the knit stitch in which a loop of yarn from the front is pulled to the back of the fabric. “My mission is to learn something new everyday,” Tran said. Although Tran did not originally plan to pursue knitting, seeing her cousins engage in various arts and craft activities compelled her to try this new hobby. “I got inspired by my cousins because they used to knit a lot, make lanyards, and [other creations],” Tran said, “so I [followed] their paths.” Tran finds knitting to be a peaceful and calming way to spend time giving back to people close to her. She plans to become a better knitter with each piece she creates. PHOTO ILLUSTRATION BY MEGAN TIEU
Sophomore Cindy Tran knits a silver headband using size 10 standard needles and silver yarn. Tran knits using a repeating alternate pattern of knit and purl stitches.
PHOTO ILLUSTRATION BY MEGAN TIEU
Sophomore Cindy Tran wears her finished silver headband.
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life and art
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FRIDAY, FEBRUARY 15, 2019
9
AirPods ring in new craze at school BY KIMBERLY QUIOCHO
Apple AirPods were first released in 2016 when wireless headphones were becoming mainstream in the tech world. They recently became a hot talking point amongst social media users with their various memes and references. AirPods have also become a satirical indication of wealth as they sell at a retail price of $159. “My favorite [feature] is obviously how they are 100 percent Bluetooth and wireless,” sophomore Ryan Fung said. “Sometimes I have them in my ear without music playing, and I’ll forget I have them on.” The school has a growing population of AirPods users listening to audio wirelessly. Their Bluetooth connection reaches far distances and allows friends to listen to music with each other even if they are on opposite sides of a room. “I would recommend AirPods to my peers,” senior Summer Macias said, “especially if they love to listen to music or just watch videos. [They’re] very reliable and convenient in most situations.” AirPods have the ability to be tracked when lost and are marketed to stay put in the ears, even during a fast-pace workout. While this may hold true, some students are not keen on this feature. “I definitely do not [exercise with them], because I have a bad history of
dropping them, but I know you can solve that by paying for silicone ear covers,” Fung said. There are some flaws that come with owning AirPods. According to the Los Angeles Times article, “No, Apple’s new AirPods won’t give you cancer, experts say,” they are known to emit a larger amount of electromagnetic frequencies than the usual wireless headphones. The article states that this is harmful for students as it causes a lack of focus and an impairment of sleeping schedules if they use AirPods for long periods of time. There are other alternatives to listening to music wirelessly that do not have the same effects. “I got wireless Bluetooth earphones that are way more high-quality for half the price,” junior Vincent To said. “It’s easier to conceal, and they look less stupid. It’s literally not worth it to even buy [AirPods].” Although they were initially ridiculed, AirPods are currently booming in the market and can be found on campus almost everywhere. This brings up a concern among some teachers who see it as a discreet way to listen to music during class. However, for math teacher Ronnie Woo, it does not pose as a problem in his class as hoods and caps are not allowed during instructional time. “Teachers have to be checking up on students [and] be more attentive and alert,” Woo said.
Matador Muse
PHOTO ILLUSTRATION BY ENRICO GONZALEZ
Sophomore Ryan Fung shows off his Apple AirPods that he frequently uses to listen to music.
Grande reflects on personal turmoil in Thank U, Next
PHOTO COURTESY OF REPUBLIC RECORDS
The acclaimed album Thank U, Next was released on Feb. 8 and shows Ariana Grande on the cover with her album title painted on her chest. The font imitates that of her cover art for her single “7 Rings.” BY SALLY PHAM
“RAIN,” A CHARCOAL DRAWING BY CHLOE YU, 11 If you would like to submit a poem or artwork to The Matador, visit H2 or email sghsthematador@gmail.com
Ariana Grande’s fifth studio album, Thank U, Next, was released on Feb. 8, and it reveals to the world how she dealt with the turmoils in her personal life. The album is an absolute standout compared to Grande’s previous albums because of the candor shown in her lyrics. Grande is known for previously compromising depth in her songs for the opportunity to show off her wide vocal range, which often results in wishy washy, non-specific lyrics. When we last heard from Grande on her fourth studio album, Sweetener, she was on the verge of building her own happy ending. Although Grande seemed to have emotionally recuperated from the bombing at her Manchester concert in her previous album, everything came to
a screeching halt on Sept. 7. That day, her ex-boyfriend Mac Miller was found dead from an accidental overdose, and her much publicized engagement to “Saturday Night Live” star Pete Davidson began to deteriorate. Late-in-album entries such as “ghostin” and “in my head” are underpinned by mournings of grief from Grande’s failed relationships. Grande does not specifically mention any of her exes’ names, but many fans assume that “ghostin” explores how her doubts in her relationship with Davidson was heavily affected by Miller’s death. Although she commends Davidson for his strength, she is unable to keep her unfinished business with a late lover from resurfacing. While Sweetener was relentless in spreading positivity, Thank U, Next finds Grande leaning into the emotional wreckage of those tumultuous months in an effort to cope, grieve, heal, and let go. Although Sweetener is, as Grande described, a “dreamier” and “mature” pop vocal album, Thank U, Next deviates from her previous sound. The album combines her pop music roots with her recent R&B leanings to create an entry that echoes questions and answers about love, sex, loss, and material wealth. Grande puts forth a vision of a “simple, beautiful love that is now (and forever) unattainable” in the opening track “Imagine,” which serves as a bridge between the two albums. Many fans have speculated that “Imagine” is inspired by the singer’s relationship with Miller because of the correlation between Miller’s song, “Cinderella,” and his tattoo that says “Imagine.” The singer has presented herself as the most relatable artist in pop culture. While other artists tend to be more obscure about their inner turmoil, Grande has repeatedly laid herself bare and has been unabashedly herself through the good and bad times. By intertwining these struggles into her music, Grande has redefined what it means to be an artist today.
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Friday, February 15, 2019
sports
2018-19 Spring Sports Scoreboard Final Standings BASKETBALL
VARSITY
5TH PLACE
(B) 3 - 7
2ND PLACE
(G) 7 - 3
5TH PLACE
(B) 3 - 7
4TH PLACE
(G) 4 - 6
JV
SOCCER
VARSITY
5TH PLACE
(B) 1 - 8 - 1
6TH PLACE
(G) 1 - 9
5TH PLACE
(B) 3 - 7
5TH PLACE
(G) 2 - 8
JV
WRESTLING
VARSITY
4TH PLACE
(B) 1 - 4
5TH PLACE
(G) 1 - 3
4TH PLACE
(B) 2 - 3
JV
PHOTOS COURTESY OF DONDI TERAN AND ASHLEY LEPE
(Top, from left to right) Athletic Director Dondi Teran, Coach Marcelo Lopez, seniors David Clemente and Jacob Sandoval, freshman Jacob Resendez, Coach Adrian Guevara, and freshman Adryan Lopez pose for a group photo after CIF. (Left) Clemente pins Luis Ramirez from Indian Springs High School as the referee counts down. (Right) Senior Wendy Zamora pushes her upper body weight onto Miryan Gomez from Oxnard High School into a locked position during her CIF match.
Wrestling pins down end of season BY ENRICO GONZALEZ
San Gabriel’s wrestling team made an appearance at CIF for the first time in over three years. The boys played at Temecula Valley High School on Feb. 8; the girls, on Feb. 9 at Camarillo High School. A total of six students qualified for and competed at CIF: seniors Jacob Sandoval (2-2), David Clemente (1-2), Wendy Zamora (1-2), sophomore Lily Cam (0-2), and freshmen Jacob Resendez (0-2) and Adryan Lopez (1-2). They fought their hardest despite their lack of experience compared to other schools.
“[The most memorable moment] was getting to experience CIF,” Clemente said. “I felt like I could’ve been better but I hyperextended my knee.” Cam said that although there was great success by the team, there was room for improvement. “As a team, I feel like we could’ve improved on our attendance,” Cam said. “We had some members that would attend practice irregularly and this might’ve taken a toll on them, especially since we started practicing a little later than the other schools in our league.”
The team said they put up a good fight considering the fact that they were up against wrestlers with more than three years of experience while they each had roughly three months. Unfortunately, a large portion of the team will be gone at the end of the year; however, there is only room for improvement for the remaining members after the season. “I mean overall I couldn’t have asked for anything more,” Sandoval said. “We all put in so much work and made so many things happen out of it. The fact that six people in total went to CIF is a big thing itself. We all passed our expectations.”
The matador
FEATURES TELL ME
BY QILIN LI
FAMOUS HALLWAY PICKUP LINES
“Are you a banana? Because I find you a-peeling.”
“I had a fear of falling but got over it because I fell for you.” “Are you a pop quiz? Because you give me a heart attack whenever I see you.” “Are you a bank loan? Because you’ve got my interest.” “Are you a second derivative? Because I want to inspect all of your curves.” “If there wasn’t gravity, I’d still fall for you.” ALL QUOTES OVERHEARD BY THE MATADOR STAFF
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Barrios, Rios redefine values of love, friendship
WHAT’S THE WORD?
“You’re hot, I’m Asian, and that’s a pretty good equation.”
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FRIDAY, february 15, 2019
PHOTO COURTESY OF CHRISTIAN RIOS
Sophomores Maria Barrios and Christian Rios try on silly clothing pieces at a store. The longevity of their relationship can be credited to their dynamic of acting “like best friends,” Rios said.
“Honestly, she’s my everything,” sophomore Christian Rios said. Sophomore Maria Barrios and Rios have been dating for nearly a year, and their relationship has been nothing short of love and support for each other. The romance began with a yellow blouse that Barrios was wearing. The bright color caught Rios’ eye, and he was immediately drawn to her. Rios was encouraged by friends and initially wanted to compliment her, but when she approached, he did not react as planned. “I was walking to my tutoring class,” Barrios said. “I heard someone call for a girl in a yellow sweater. I ignored it because I wasn’t wearing a sweater. When he said it again, I was like ‘what if it’s me?’ and I walked over. He just told me to have a good day.” After their initial interaction, a friendship slowly sprouted as they began to text each other. They both thought that the other was very social, allowing for effortless conversations. “She was really easy to talk to and really nice to be around,” Rios said. “When we first became friends, we had a conversation for
three hours straight, and it didn’t even seem that long.” From this friendship slowly stemmed a relationship, and the two eventually made things official between them. Rios had impulsively confessed his feelings for her one day during a phone call, and though Barrios was unsure of how she felt, her feelings became clear on Valentine’s Day, when she told him the feeling was mutual. “Valentine’s Day is one of the most memorable days,” Barrios said. “I thought it was super cute that he got me roses and chocolates. I felt lucky to have effort be put into me.” As their connection deepened, their appreciation for one another grew as they supported each other unconditionally. “Back then, I was going through stuff,” Barrios said. “Now, I feel more confident and open because I have someone to lean on and someone to actually talk to.” Finding immense support within each other, the two definitely see each other in their futures. “I want to be together as long as possible,” Barrios said. “I know there are going to be a few more disagreements on the way, but we’ll still be together. He’s my future.”
Enriquez, Luc thrive through disapproval BY SALLY PHAM
“I enjoyed the small conversations I had with her but I never thought it would lead up to a relationship,” junior Jerry Enriquez said. Junior Jackie Luc and Enriquez met in band during their last year of middle school. The couple performed in the same clarinet section, and a friendship eventually blossomed between them. “We talked for days and came to trust each other,” Enriquez said. “A mutual bond formed between us and it grew as we continued talking to each other.” Enriquez became aware of his feelings for Luc when he noticed that simply messaging her would brighten his entire day. “The fact that I started to look forward to talking to her when I wake up made me realize I saw her more than just a friend,” Enriquez said. The transition from friendship to relationship was not smooth for Enriquez. Unlike most relationships that begin immediately after a confession of feelings, Enriquez patiently waited three months before starting a relationship with Luc.
“He confessed that he liked me during the summer, and I told him I wasn’t ready for a relationship,” Luc said. “He gave me an understanding response, and we kept talking until I was fully ready to dive in.” The time in between the confession and the relationship strengthened the bond between Enriquez and Luc by further developing their friendship. The couple credits the trust gained from initially being friends as the foundation of their relationship. “I have been at the peak of my happiness since I have gotten with him,” Luc said. “Although I do have highs and lows, he has always managed to make things better.” As their relationship reached the stage of introducing their partner to their parents, Enriquez and Luc faced the barrier that often comes with interracial relationships. “My parents have been suspicious of Jerry because of his race, which has led to lectures being thrown at me saying that I should probably date somebody who’s Asian,” Luc said. “I just wish they would be more accepting because I don’t think I’d come to love anybody else, let alone come to stop loving him.”
PHOTO COURTESY OF JACKIE LUC
Juniors Jerry Enriquez and Jackie Luc spend quality time at an arcade. “The guy that worked there rigged a few of the machines for us because he saw us struggling and that’s how we got those cute little animals,” Enriquez said. Despite her parents’ disapproval, Luc plans to continue her relationship with Enriquez. The racial differences of the couple may bother other people, but they said that they will not allow it to hinder their relationship.
Sandercock: from bridesmaid to bride BY MELODY ZHANG
PHOTO COURTESY OF JESSICA SANDERCOCK
Jessica Sandercock (left) and her fiance Dain Wilkerson (right) took engagement photos in Santiago Oaks Regional Park during the summer. “We were sweating profusely,” Sandercock said.
Three years ago, English teacher Jessica Sandercock met her fiance, Dain Wilkerson, at a friend’s wedding, where they fell in love at first sight. She was a bridesmaid, he was a groomsman. “The next day, [we went through the reception and] they had us paired up to walk into the wedding together to be announced,” Sandercock said. “He was so embarrassed, because he didn’t know anybody, [and] then he dragged me basically across the floor, and there’s this picture of him just taking my hand across the dance floor, because he didn’t want to be noticed.” The two had an instant connection as they then talked the night away. Memories of their first date brought laughter as she reminisced about it. “It was really awkward—he tried to sit in the same booth as me and I was like, yeah just sit across from me, ‘cause I wanna see you,” Sandercock said. It was also through their meeting that she found another love: their pet cat Scout. “At the wedding, I gave a speech and I made a joke about men liking cats more
than dogs, and on our first date he told us that he liked cats more than dogs, and I didn’t think it was gonna work out,” Sandercock said. “As a joke, he took me to look at cats, and I fell in love with one, and now we have our pet cat Scout.” Later, they added another cat, Sully, to the family. Even with an awkward start to their relationship, the couple eventually settled into a comfortable lifestyle. The two enjoy traveling around the states and have gone to Hawaii and Minnesota. They keep track of the places they have been to with a map of the U.S. “I feel like kind of more comfortable; we don’t have to create this huge big life in order to have it be special,” Sandercock said. “We’ve created like our own little life that makes sense to us, and I think that that’s kind of important, you know.” The proposal came out of the blue on Wilkerson’s birthday. What Sandercock thought initially was a disappointing gift she had given him, later turned into an amazing proposal to her. “He says, ‘I want you to marry me,’ and he got down on one knee in our kitchen with our cats scratching on the couch, and it was perfect,” Sandercock said.
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FRIDAY, february 15, 2019
FEAtures
SE ASON OF LOVE Developing affection through understanding BY WENDY CHAU
It was a regular, sunny day at a friend’s quinceañera practice when senior Humberto Rivera decided he wanted to change a year-long friendship into a relationship two years ago. Aware of the feelings he had for senior Summer Macias, he pulled her aside and asked if she wanted the same thing. “We already liked each other,” Rivera said. “But on that day, I made it official.” Friendship between the two first ignited during Freshman Summit when Macias approached Rivera in hopes of making a new friend. As their bond grew stronger throughout freshman year, their feelings soon flourished into something stronger: love. “He seemed like a really cool person to be around,” Macias said. “He was a very welcoming person, [and] his smile really caught my eye.” Ever since then, their two and a half
year relationship has been filled with everlasting love and support. Macias describes Rivera as her “other set of eyes,” helping her “see the positives in hardships.” “He has really brought out my true colors and motivated me to keep going on my bad days,” Macias said. “It’s as if he has a solution to every issue I come across.” However, there are inevitably bumps in relationships that must be encountered. Macias was worried about the language barrier that would inhibit fluent communication with Rivera’s parents. “I was a bit intimidated because his parents [are] more on the Spanish side, and I don’t really know much Spanish,” Macias said. “I do know the basics, but I was just scared [that] they wouldn’t like me.” However, the intimidation soon disappeared as Macias reached an understanding with Rivera’s parents about her lack of fluency in Spanish. She continues to put her best effort
in maintaining every conversation with them. “I did explain to his parents I was not confident with my Spanish skills,” Macias said. “His parents were very considerate. Till this day, I try my best to join conversations and bond with his family. I opened up to them a lot and love them.” Regardless of the difficulties, the relationship had proved to be something special for the both of them. Appreciation for each other’s company grew as they spent almost everyday together studying, playing basketball, watching movies, and eating out. “This relationship has made my life so great in many ways,” Rivera said. “She’s my best friend, and I know she will always be in my heart no matter what we go through.” Macias and Rivera say they see their relationship lasting throughout high school, blossoming with growth after every obstacle. They learned that every experience—good and bad—helps strengthen their relationship.
Seniors Summer Macias and Humberto Rivera take a trip to Mount Baldy with Macias’s family. “The drive to Mount Baldy was about an hour and a half, but her silliness kept me up and active,” Rivera said.
From close strangers to distant soulmates BY SELINA HAN
Senior Virginia Situ and alumnus Austin Tien take a picture during their hike to the famous teepee in the San Gabriel Mountains last November.
Senior Virginia Situ met alumnus Austin Tien when she was a freshman and he was a senior. What started as a simple question about their piano final turned into daily conversations and eventually, a relationship. Up until the summer between Situ’s sophomore and junior year, the two of them rarely spoke face to face. “[That summer] was the first time he asked to actually talk in real life,” Situ said. “It was just weird. You normally don’t just do that to someone, you know? You normally don’t [say] ‘Hey, I kind of want to talk to you in real life. Let’s meet at the park.’ But that kind of happened, so we met at the park a few times and that was when we actually started talking to each other.” The following summer, they began watching Korean dramas
together, starting with Weightlifting Fairy Kim Bok-joo. Situ and Tien watched the series online, with each of them messaging each other the timestamp of the episode so they could stay in sync. “There was that and then we watched the last episode together, like [physically] together,” Situ said. “He wanted to hold my hand while we were watching it so I did it, but I thought it was weird. He tried to kiss me but then he missed the first time. And then after that I got scared because I never kissed anyone before so I just jumped off the couch.” A few days later, the two of them went to a board game shop and talked about the Korean drama on the drive back. “In Weightlifting Fairy it was [asking] if you kiss someone does it mean you are together or not and I said ‘yes’ but [Tien] said ‘no,’” Situ said.
“On the way back home he was like ‘Can I change my answer?’ It was not really an asking-me-out thing but it was a mutual agreement. It was like ‘Okay, we know that we’re together now.’” Having been together for a one and a half years, Situ and Tien have developed a strong connection despite being physically apart, as Tien attends California State University, Long Beach. Tien finds time to come back to San Gabriel every weekend and picks Situ up from school on Fridays. “I look forward to every weekend [because] I know I’ll get to see her,” Tien said. “It also makes the time we’re with each other that much more meaningful because we know when the weekend’s over, it’s [more than 100] hours until we see each other again. I can’t wait until the time comes that instead of ‘See you next weekend,’ it’s ‘See you tomorrow!’”
Beginning their game of love together BY ELSIE WANG
It was four in the morning, and junior Michelle Xie’s heart was racing. Her best friend, junior Amy Eng, did not expect what was about to happen, and neither did she. Finally, Xie said it: “I think I like you.” Meeting in middle school through a mutual friend, Eng and Xie did not become close until eighth grade when they had science and band class together. There, they began sharing their love for games like “Minecraft” and “SkyWars.” The more they played together, the more Xie fell in love with her personality. When sophomore year approached, Xie decided to go for it through a Skype call. “It was a little awkward,” Xie said. “I didn’t know I was going to ask her out that night. I just did it without looking back.” A few days after Xie confessed, Eng responded with an enthusiastic “yes,” and the two began dating for more than
a year now. As a couple, Xie and Eng continue their tradition of playing games together. They also call every day, go out to eat, and take turns paying the bill. One memorable moment was during their one-year anniversary when the the couple made gifts for each other. “She got me a box with a letter, little notes, and a picture of us [while] I got her a mason jar with embarrassing pictures of her with notes on the back,” Xie said. “I was a little surprised when she gave it to me because she made it seem like she didn’t have anything yet. It was special because it wasn’t something bought from the store. It was unique.” However, their one-year anniversary fell on the day of the Preliminary SAT/ National Merit Scholarship Qualifying Test. Eng was devastated because it was a school day and she didn’t have enough time to spend with Xie. The test exhausted her, but Xie was able to uplift her mood.
PHOTO COURTESY OF SUMMER MACIAS, VIRGINIA SITU AND AMY ENG GRAPHIC BY WINNEFER WU
“Her presence made me feel at home,” Eng said. “I feel safe when I’m around her. We didn’t sit together, but [I get that] same-room vibe.” Throughout their relationship, the couple has encouraged and found the best in each other. “She’s like my best friend,” Eng said. “She is my everything. Her unconditional love is my safe haven. She laughs at my unfunny jokes.” “Her jokes are mediocre, but they are still funny,” Xie said. “She’s really caring and nice [and] won’t hesitate to do anything. She is always there for me [as] someone I can talk to about anything and someone who I can play a lot of games with.” Eng said when she thinks of cherries and lattes, she always thinks of Xie and a catchphrase they tell each other. “[I] used to always say, ‘I love you a latte,’” Eng said, “and she’d respond with, ‘with a cherry on top.’”
Juniors Amy Eng and Michelle Xie shelter under an umbrella and walk to Redondo Beach in the rain for volunteering at the Super Bowl Marathon on Feb. 3. “We were freezing together,” Eng said.