Vol. LXXI, No. 4
November 2, 2019
No, We are Not the Same Student (of Color) opinion: Nikhil Vootkur '21 Students of color at St. Paul’s School are frequently confused for other students of color, regardless of their likenesses. Misnaming dehumanizes students of color by stripping them of their identities. Simultaneously, it reminds them about the realities of being a person of color at SPS: that they are not the default in the eyes of the community, and that the burden of defending themselves from microaggressions, like misnaming,
is theirs to bear. Through a series of interviews with students on campus, the detriment of misnaming students of color — especially when juxtaposed against the effects of misnaming white students — is explicitly evident. To preface, white students at SPS are all but exempt from being misnamed on our campus. When they are misnamed, however, it affects them less than it does students of color.
First, white students interviewed for this article noted being misnamed significantly fewer times on campus and reported being less affected than students of color. More importantly, some white students like Blair Belford ’21 and Anna Samel ‘22 attributed being misnamed to being new to the school or to a particular faculty member. Other white students, like Anna Smith-Moser ‘21 and Cat Dewey ‘21
Continued on page 7
Graphic by Nikhil Vootkur '21
Seikei's 70th Anniversary First Last 'XY
During Chapel has been relatively low and, on Thursday, October 17, St. the program is, unfortunately, Paul’s School celebrated the coming to a close after the 2019seventieth anniversary of the 2020 school year. Adia Burrows Seikei-SPS relationship with a ‘19, a recent SPS graduate who presentation by the Japanese took Japanese 1 in her Sixth Form society. The students taking year, commented that “the class Japanese presented the long is very animated.” When asked history between Sekei and SPS, about her learning experience and the Seikei scholars, Mako with the Japanese language, Irrisumi ’22 and Kotaro Yabe Burrows said it allowed her to ‘19, described their lives at Sekei build a “different mindset.” This School. Although the Japanese was echoed in Mr. Shimano’s program will be ending after words when he said that learning this school year, the exchange a foreign language gives you program and the special a chance to “look at the world relationship with Seikei school through a new perspective,” and will continue to exist at SPS. “helps you to be more sensitive to “It’s coming to an end, other people’s culture and life.” but it has been a good ride,” said Mr. Shimano said that it has been Mr. Masatoshi Shimano, the “hard to engage new students current Japanese teacher. The into the Japanese program,” number of students enrolled because many students “tend to in the Japanese language class continue with the language they
Not Pot P. 2
Mushrooms P. 3
were studying in their previous school.” As the Japanese society’s presentation stated, the Japanese program is one of the only programs in SPS that was started by a student. A Seiki student first started the program in 1979 as an ISP project, but the relationship between Sekei and SPS started 30 years earlier in 1949. The rector at the time, Mr. Henry Kittredge, wanted to “explore internationality after WWII,” so he invited Minoru ‘Ben’ Makihara to study at SPS for a year. According to the book A Generous Idea — St.Paul's School and Seikei Gakuen, written by SPS alumnus David T. Dana III ‘55, Mr. Makihara was the first student from the exchange program between Sekei and SPS to arrive at
campus in 1949. During his year here, Mr. Makihara won the Hugh Camp Cup with a speech that “reminded everyone...that the habits of one culture are not necessarily the best for another,” according to Mr. Dana. In the 1950s, Caucasian males made up the majority of the SPS student body. Mr. Makihara was a “trend-breaker who brought diversity.” As more Japanese students arrived on campus in the late 1970s, students at SPS appealed for American students to go to Japan and study at Seikei, and an exchange program between Sekei and SPS began. Although the Japanese language will no longer be offered as a course, the association with Sekei and Japan will continue and Mr. Shimano hopes that these programs
will continue to “thrive and be cherished,” as more Japanese students bring more cultural diversity to the SPS community. As part of the celebration for the 70th anniversary of the relationship between Seikei and SPS, the school welcomed a delegation from Seikei including the Seikei school principal, Ms. Sayaka Atobe, during the week of October 21. SPS Rector Mrs. Kathy Giles will be visiting Seikei in the spring.
Stress at SPS P. 6
Racial Misnaming P. 1/8
New Logo P. 6
T he P elican
P.2
Not Pot
The Vol. lxxi Editorial Board
Anne Mester '21
Editor in Chief Isabel Maney '21 Layout & Design Editor Nikhil Vootkur '21 Assistant Print Editors Alexander Rowley '21 Daniel Choi '20 Assistant Online Editor Khuan-yu Hall '21 Copy Editors Victoria Chen'21 Ellie LaVoie'21 Nina Parker '20 Photo & Graphics Editor Isabella Pargiolas '21
Walking into the Crumpacker Wendy Sun '22
The Crumpacker Gallery, which opened in September 2018, has served as a teaching gallery for St. Paul’s School community. The School’s art gallery had once been in Hargate, or what is now known as the Friedman Community Center. After the renovation, it moved to its current location near the other art buildings and the academic quad. Crumpacker does not just exhibit works from different artists, but is essentially a “teaching gallery.” Mr. Colin Callahan, chair of the Arts Department, said, “A lot of galleries have artists come and exhibit their works. The difference with the Crumpacker is that we bring in artists from the outside, and the purpose of the artwork is to be used in classes. It is meant to be a teaching tool for the classes.” For instance, the ab-
stract artist Alfredo Gisholt, whose paintings and drawings are on exhibition in the gallery now, came into the Advanced Portfolio class and led the students to practice abstraction. In addition, students in nonart classes, such as Creative Writing, may have class in the gallery as well to find inspiration from artworks for their writing exercises. Most importantly, to fulfill the teaching purpose, “the gallery does not just show artists, but also shows how they do things,” said Mr. Callahan. The Crumpacker’s exhibitions include works that are usually not displayed in art shows, allowing students to learn the thinking and process behind the pieces. Sometimes, the exhibitions include unfinished pieces, from which students get the chance to see the process of how the artists create
November 2, 2019
Not Pot’s branding, put in the simplest of terms, is clever. The vegan CBD gummy company, which proudly boasts its product’s legality in all 50 states, knows how to market. From its tongue-in-cheek name, to the vibrant, sticker-adorned bottle, one gets the sense that they care. As a frequenter of health stores and an avid fan of self-care practices, I have been intrigued by the brand since it was introduced to me through a cleverly sponsored YouTube video last year. After all, CBD has been touted as a miracle product by medical professionals and lifestyle gurus alike. For example, Kourtney Kardashian and Gwyneth Paltrow, who I can proudly say are the first sources I turn to for my selfcare advice, are big fans. I remember looking up the brand later that evening, and holding back the urge to add myself to the waiting list for the constantly sold out gummies. What held me back was not simply the cost, though definitely not a non-issue at 40 dollars per 30 gummy bottle, but instead, the one, the only St. Paul’s School Handbook. As I searched through the current edition, 2018-2019 at the time, I found no evidence of a definitive school policy on CBD, but, being the often over-cautious person that I am, I decided to play it safe, and not order the trendy pseudo-vitamins. Soon, after accepting my self-care dreams could not yet be fulfilled, I forgot about the brand and its alluring marketing schemes.
As the prefects announced the new handbook policies during house meetings, the product was called to my attention once again. Among the new major school rules, much to my chagrin, was a new no-tolerance policy towards any goods containing CBD. I, accepting that a Thursday afternoon meeting with a group of people who likely did find the new rule troublesome was probably not the best place to launch my pro-CBD tirade, quietly held my tongue and let my anger and disbelief fester—until now that is. At this point, I feel the need to clarify my stance on the school’s drug policy, as I can foresee a possible misconstruing of my motivations. I am not in favor of a change in the school’s rules regarding marijuana, as I can appreciate the necessity of relatively harsh consequences for its consumption. What I am opposing is instead the ban on CBD products, which, while derived from the same source as THC (the drug present in marijuana), is in no way a “drug.” Even the FDA, whose standards tend to be rather high, support the product’s non-drug status. In an article published in 2018 surrounding the recent approval of a medication containing the substance, the FDA agreed with claims that CBD does not produce a “high” or cause disorientation. Therefore, it should not be treated with the same disciplinary gravity as a substance that does.
Now, those that know me can corroborate the fact that I am not one who is quick to dismiss school policies simply because they are, well, school policies. I fancy myself to be a fair and tolerant critic, even when I probably should not be. But this policy does not sit well with me, to say the least. As a school that fancies itself a welcoming, understanding, and nurturing environment, their seemingly uncompassionate and antiquated approach towards the burgeoning self-care/holistic mental health scene is surprising to me. The school has made many positive steps on the path to inclusivity in the past couple of years, and I hope an alteration to the CBD policy is one of the next to be taken.
T he P elican
November 2, 2019
P.3
For Mushroom Lovers: A Spotlight on Local Fungi Populations Margaret MacMillan '21
Mycologists: those who study fungi. Mycophagists: those who eat fungi. Mycophiles: those who love fungi. Are you a mushroom enthusiast, a myco-triple-threat looking for an outlet for all of that FUNGI energy? You may not realize what a variety of mushroom species Millville has to offer. Ever since I was little, mushrooms have fascinated me. Though it wasn’t until recently that I discovered how much I loved eating them, mushrooms, with their fantastical colors, shapes, and structures, always had a magical element. Many others clearly feel the same way, as mushroom hunting is a popular pastime around the world, and fungi folklore is common across continents and cultures. In England, circles of toadstools were called fairy rings, and it was said that fairies came there to dance during the night and then sit and rest on the mushrooms after the festivities. According to the legends of Holland, mushroom circles were the marks from where the devil left his milk churn. In parts of Africa, fungi were sometimes regarded as souls of the dead, or as symbols of the human soul. Though in most cases it was believed that tragedy would befall
anyone so foolish as to enter a mushroom ring, they were also sometimes said to bring good luck or be the site of buried mystical treasure. Mushrooms clearly invoke human imagination as well as appetite. St. Paul’s School’s very own Mr. Rick Pacelli, teacher of physics and astronomy, is an avid mushroom forager, and he does much of his picking in the woods that surround SPS. Unsurprisingly, he also possesses a wealth of knowledge on the topic of mycology, much of which he has gathered from a friend who is a professor in the field at SUNY College of Environmental Science and Forestry in Syracuse, New York. Mr. Pacelli says that the grounds of SPS are home to many delicious species of fungi. However, poisonous mushrooms are also common. One of the most deadly species to look out for here in Millville belongs to the genus Amanita. It is a beautiful, ordinary white mushroom that Mr. Pacelli describes as growing delicately out of the soil. However, beware its apparent purity, as just a few bites will send you off to Concord Hospital! One of the first species Mr. Pacelli reports being introduced to was Chicken of the Woods, a delicious, beauti-
ful, and edible mushroom that typically grows like a shelf on birch and oak stumps. Some people call this variety Sulfur Shelf, and its bright yellow and orange hues make it easily distinguishable. It is therefore a great place to start for aspiring mushroom pickers, though Mr. Pacelli cautions against picking even these without consulting an expert. Much like birders, many mushroom foragers keep journals to catalog their discoveries and record the locations of the mushrooms they collect for future reference. Mr. Pacelli also reports finding Morel mushrooms on the SPS campus, as well as Black Trumpets. Morels thrive in sandy soil, while Black Trumpets do best in marshy areas. These fungi are not only delicious, but also play important roles in our ecosystem. Mushrooms are decomposers, and therefore consume dead matter such as leaves, twigs, and occasionally animals. However, the growths that we call mushrooms are actually the reproductive bodies of the fungus. Mr. Pacelli explained, “Most of mushroom we don’t see, because it is underground. This part of the mushroom is called the mycelial mat, and is a network of string-like fibers
that make up the permanent living organism. The purpose of the mushrooms is to spread mushroom spore. The spore is like a powder that can be blown and distributed by the wind.” Interestingly, mycelial mats are also used by trees as a network with which to communicate, almost like dendrites in the brain. Mr. Pacelli recommends The Hidden Life of Trees by Peter Wohlleben for further reading on this fascinating topic. Maybe you just started reading this article because you are a mushroom lover and your stomach was grumbling. Are you dying to get your hands on some wild fungi of your own? Mr. Pacelli graciously offers to take any interested students on walks around campus to collect mushrooms. Simply send him an email! Additionally, there is a famous mushroom farm in Tamworth, New Hampshire, and the SPS farm team has even cultivated a few species of fungi in the past. Peak mushroom season varies by species, but while other decomposers shut down at low winter temperatures, fungi remain active because their metabolic processes generate heat. Some can continue growing at temperatures as low as -7 C, so they are generally available
throughout all seasons of the year—though snow prevents collection in winter. Already have your mushrooms and wondering how to prepare them? Mushrooms pair beautifully with eggs, and have a distinct umami flavor. For the local species that Mr. Pacelli discusses, he recommends switching up your method of preparation based on the kind you have gathered. When he collects Hen of the Woods, he likes to make a stew with beans and tomatoes. Morels are best purely sauteéd with oil and garlic, while Black Trumpets are very good on pizza. If you weren’t hungry before, you probably are now. However, Mr. Pacelli makes sure to caution students against going foraging for fungi without the help of an expert, as edible varieties may have deadly doppelgangers. “There are old mushroom hunters and there are bold mushroom hunters,” he says, “but there are no old, bold mushroom hunters.”
T he P elican
P.4
November 2, 2019
Walking into the Crumpacker Wendy Sun '22
Graphic by Sophia Joerger '21 the works. Last year, an illustrator who had worked on a movie for Disney displayed his notebooks from high school along with his professional works, showing how his interest developed into a career.
After the first exhibition of the school year from Alfredo Gisholt, there will be another show this fall from the permanent collection of photography. In the winter, the Crumpacker will display paintings and
monotypes from the painter Scott Gellatly, who, in addition to painting, also mixes colors for an oil paint company. Gellatly will come into classes and demonstrate how different ingredients are used in oil
color paintings. Afterward, the gallery will exhibit works from Advanced Studios students. In the spring, the final exhibition of the year will be from the fashion craftwork artists Kathleen Dustin, Annette Frye, and
Patricia Palson. With these upcoming exhibitions, SPS students will have great opportunities to learn from the artists, their works, and their experiences.
Technology Services at St. Paul's School Rocco Burdge '22
With around 800 computers, 400 phones, 260 Wifi access points, 132 printers, and several miles of fiber optic cable that connects all 90 buildings on the Saint Paul’s School grounds, the Information Technology (IT) department is one of the most complex systems here on campus. From fixing broken Macbooks to creating plans that will shape technology use at SPS for the next ten years, the IT department is always looking for ways to provide its services to the SPS community. The SPS IT department is Apple-certified, which means that if a student breaks their device, the IT department will most often be able to fix the device on campus within a day or
several days. Unless there are certain parts that are needed that are not covered in the student’s warranty plan, they will not be billed. According to Mr. Scott Morin, the director of IT, “It’s a service we offer to the whole community: faculty, staff and students.” The IT department also loans out equipment, specifically “different types of connectors/adapters, power supplies, video cameras, tripods and microphones,” according to Mr. Morin. One of the most important loaner items for the majority SPS students would be laptops. Mr. Morin explained, “We have ... loaner laptops, which means if someone doesn't have a laptop they can come in here and sign one
out during the day”. One of the more touchy subjects when dealing with technology today is the idea of privacy. When Mr. Morin was asked about this matter, he made it clear that SPS does not watch what you do on your device: “We do not monitor your laptop or your connected device on the Wifi.” The only time when IT would ever do this is at the request of the Dean of Students office or the Rector. Mr. Morin also mentioned that all the filtered/blocked sites are done automatically by the firewall, “It's not us watching and blocking those sites.” Since technology is a field that seems to never stop evolving and coming up with new ways to improve our efficiency
and ability to get things done, SPS IT is constantly planning for the future. The IT department has a yearly, five-year, and ten-year plan in which they replace old technology or strive for something new. Mr. Morin said, “We propose things that are interesting like the bus tracker, which I found over the summer.” The IT department, however, mostly takes ideas from the faculty and academic departments, leading them to pilot certain ideas such as the smart boards and iPads in the classroom. Even though, every once in a while, the Wifi seems to drop or something seems to lag, it should be noted that back in the early 2000s, when Mr. Morin joined the IT team, there
were only two hours of internet access per night. The general internet coverage on campus was 1/1000th of what it is today. SPS used to be a dead zone for cellular connection until an antenna was placed on campus, giving the community cell service. Because of the IT department students and faculty alike now have a magnitude of resources and constant support on whatever technology problems they may face.
T he P elican
November 2, 2019
P.5
Rediscovering Ohrstrom Author Last ‘XY
Graphic by Isabella Pargiolas '21 The Ohrstrom Library lies at the heart of St. Paul’s school and offers students a space to study and relax with its immense resources and diverse community events. “I was drawn to Ohrstrom Library at St. Paul’s School, as it encompasses all types of libraries,” said Ms. Karla Kittler, Ohrstrom Library’s Head of Programming and User Experience. With 52 digital collections, ranging from eBooks, eReferences, newspapers, Ohrstrom indeed provides the community with an incredible array of resources to develop academic scholarship. New librarian Ms.
Christie Cho also expressed that “one thing that has consistently amazed me is the vast array of educational support, academic resources, and social learning opportunities which our community has access to.” With over 200,000 academic eBooks, references such as Britannica Online, and full access to newspapers such as the NewYork Times, Ohrstrom’s comprehensive collection often offers more academic support than what most students would imagine. Linda Pang ’21 said, “I found out we subscribe to the New York Times last week.” Even though Pang goes to the
library frequently to study or Considering student com- tion Librarian, met with all inwork on projects with friends, ments, there may still be a long coming Third Form students she wasn’t fully aware of all of way until the resources in Ohr- in their LINC classes to introstrom will become as popular duce the newest community the library’s resources. Moreover, the library’s col- as the studying environment members to the library's serlection extends the academic it provides. According to Mei, vices. According to Ms. Kittler, realm, with many other enter- “The library prefects should it “has been a huge success” in taining items. Ms. Cho com- find a way, for example the cur- promoting deeper engagement mented “Also, have you seen rent Chapel announcement, to with Ohrstrom at SPS. our DVD, vinyl, and graphic make the student body aware Ms. Kittler’s hopes, however, novel collections? They're of the amount of resources extend past education. She said, “I like to treat the planning and amazing!” The community, Ohrstrom holds.” however, do not frequent Besides Chapel announce- hosting of library events each these often. “I have never used ments, the librarians are try- as an opportunity to educate the library's database other ing to inform the commu- as well as entertain.” than for my Hum IV research nity about Ohrstrom through paper,”said Tim Mei '21, “ other programs. This year, Ms. However, to be fair, I should Kittler, along with Ms. Lura Sanborn, Ohrstrom’s Instrucprobably use it more often.”
Eco-Friendly SPS Lynn Kang '22
Notice the heat coming from towards being on a renewable your radiators: have you ever energy plan and becoming a wondered where it comes from? carbon neutral campus, which How is it generated? What foot- means the school will rely priprint will its production leave marily, if not completely, on on the environment? renewable energy sources and work to release zero net carbon According to discussions at dioxide into the atmosphere EcoAction, a club at St. Paul’s with its lighting, heating, and School dedicated to advocat- transportation. Further action ing for climate-related issues is currently being planned by and raising awareness of the student enthusiasts and it will SPS environmental footprint, mark a direction in which the the school is currently working SPS community is looking to-
wards and shows that it is aware toria Chen ‘21 expresses similar worries that “being eco-friendly of its carbon footprint. is an inconvenience in people’s Student leaders from EcoAc- lives. Even though there is tion commented on the current definitely an effort being made, eco-awareness at SPS. Club dorms can all still do better, as head Emily Barker ‘20 says, “I we still see plastic bottles in the feel the need to take an ac- trash can and lights are still left tive part in standing up for our on.” planet since the Earth cannot stand up for itself… We could On a further note, according be better at keeping dorms to Chen ‘21, SPS is also striveco-friendly. We are definitely ing to get composting into the working on it.” Junior head Vic- dorms. Despite the fact that
New Hampshire suffers from long winters that affects the efficiency of composting process, student and faculty leaders are working to get this proposal implemented. Should composting become part of the responsibility of each and every dorm in the future, it would be a “step in the right direction” according to the Eco- Action student leaders.
T he P elican
P.6
November 2, 2019
The Pelican's New Logo Nikhil Vootkur '21
old logo The Pelican as we know it today is effectively a brand new publication.Because of this, when the Pelican Staff worked on making the physical Pelican newspaper a reality this summer, we focused the majority of our energy on perfecting the logistics and modular design of the paper. As a result, we invested very little energy into the logo that has been used for the past three issues of
new logo
the 71st volume of the Pelican. The old logo was temporary and had two core components, the official St. Paul’s School shield and a wordmark set in Monotype’s Castellar — both of which are listed in the SPS brand and media guidelines. As we continue to work through the growing pains of (re)starting this paper, we’ve come to a place where we
can invest time and energy into the message we send via our logo. In the past three issues, the fact that our logo was comprised of official St. Paul’s School brand components portrayed the Pelican as a school newspaper as opposed to a student newspaper. It could be interpreted as an extension of the School’s Communications Office,but a news organization and a
communications office are and should be two separate and distinct entities. Through our refresh, we seek to make this distinction clear. In the Pelican’s new logo, the two components are a wordmark set in a revision of Castellar, in which the counters are filled, and the Pelican insignia that can be found in the School’s shield. When combined, the logo aims to send the message
that the Pelican, as a student newspaper, shares parts of the School’s brand while being unafraid to depart from it. We are excited to share many more issues full of articles designed to inform, entertain, and amuse the School’s student body and continue the Pelican’s record of being a regularly published newspaper.
A Guide to StresSPS Bristol Fales-Hill '21
As students return from Family Weekend, well-rested and well-fed, they enter into the second half of the Fall Term, and the ever-impending exam week seems closer every day. Here the true nature of St. Paul’s School begins to show itself: one that students fear. No, it is not a terrifying dragon or brutal winter storm but instead the monster of stress. High school students around the world are subject to the dictatorship that is stress; it rules everything around them including their grades, moods, and sleep schedules. However, there is no need to fear: brave Pelicans from all forms have found ways to “de-stress.” Ashley Davidson ’20 manages
the stress of Sixth Form by solution: “sleep.” taking the time, whenever she Another way to manage stress can, to just sit and breathe: “I is to practice mindfulness. Acusually put on my string lights cording to Mrs. Kate Daniels, and my essential oil diffuser Director of Academic Support, and I’ll just lay on my couch.” “Mindfulness is the ability to Davidson also mentioned that pay attention, to focus on the she keeps two journals that she moment and what is happenwrites in every night before ing in the moment.” Mrs. Danbed. One is for acknowledging iels remarked that students the highlights of her day and often think about the past one is for answering a question. and future instead of focusing By reflecting on the past 24 on the present, which leads hours, Davidson is able to put to a lot of stress and anxiety. things in perspective. Annie She continued by stating that Xiong ’20 relies on calls to her mindfulness can be practiced mom and spending time with throughout the day, in a variety her friends in Friedman. Grace of ways—one of them being, Bassi ’21 enjoys listening to “In waking up in the morning music and doing art, when she and taking a breath and just acis stressed out. Marco Loren- knowledging the fact that it’s a zo-Giguere ’21 has a simple new day.” Mrs. Daniels added
that being caught up in social media and thinking about events later in the day, students lose sight of what is important in the “here and now.” Clark House is also available to all students as a resource when they feel stressed. Director of Counseling Services Ms. Lisa Eberhart said that the four well-trained, full-time counselors are very good at identifying when students are stressed. Students, their advisors, or their parents can call or email a Clark House counselor to set up a meeting or just come in for walk-in appointment when they have time. The counselors are available from 8:30 a.m. to 5:00 p.m. and are on call every night and every weekend.
Although many of these tips and tricks are not perfect remedies for stress, they could make your days at SPS more enjoyable. If not, know that Thanksgiving break is only 23 days away—but who’s counting?
T he P elican
P.7
November 2, 2019
No, We Are Not the Same Student (of Color) opinion: Nikhil Vootkur '21
Graphic by Nikhil Vootkur '21 Continued from page 1 attributed it to visual likeness and proximity to the person they were confused with. These two groups of white students shared a common response to the question, “How did it make you feel?” Each of them responded along the lines of “It did not phase me,” or “I did not think about it that much,” and also shared that the misnaming tapered off with their time at the School.
"Misnaming dehumanizes students of color by stripping them of their identities."
cile with these microaggressions by giving those who commit them a host of undeserved excuses. These include attributing the microaggressions with being new to the school or not being well-known, which Purvis cited as a potential reason for her misnaming in her Third Form year. However, for these same students, it becomes increasingly hard to associate being misnamed with being new; especially for Purvis, who says she was misnamed more in her Fifth Form year at the School than she was during Third Form. .
"When a student of color is misnamed ... it perpetuates the idea that white is the default in the eyes of their community and anyone else is considered to be other."
Unlike white students, students of color I interviewed noted different causes and effects for their misnaming stories. Chinelo Chigozie-Nwosu ’22, a black student at the School, said that her misnaming was “definitely because [she is] a student of color” and not because she is new or because she looked like someone else. When students of color are misidentiIt is after the misnaming befied, they go through a series of comes persistent that these stuemotions. First, students of a col- dents begin to feel uncomfortable or like Michaela Purvis ‘20, who and even angry. Purvis shared identifies as a mixed race student, that after a few times, she began often force themselves to recon- “to get angry” with the situation.
Nathanael Bagonza ’20, a black student, noted that the more it occurred, the more degrading it felt to him. To him, being called the name of a student who already graduated made him feel “small.” Bagonza said,“it made me reevaluate myself, my relevance, and my relationship with the people who misnamed me.” His response is very different from those of white students, who are “not [phased]” by misnaming.”
"Purvis was misnamed more in her third year at the School than she was during her first. " There is a common result from the misnaming of students of color. Being misidentified at SPS, despite affording no tangible damage, holds the ability to ruin one’s day and dehumanize them in just a matter of seconds. It tells the student of color that they are nothing more than their race, as they are grouped into their racial cohorts and stripped of their individuality. It shows a distinct lack of effort placed toward making students of color comfortable at the School. Abbey Xu ’22, a Chinese student, noted that mis-
naming sends the message that students of color’s personalities are not worth getting to know. Varun Reddy ‘20, an Indian student, added, “I just feel like people are saying that I’m not worth the time it takes to recognize me as different from other Indian people.” Misnaming implies, despite being in the minority and therefore fewer in number, that students of color’s names and appearances are not worth remembering. When a student of color is misnamed for another student of the same race or a student that appears to be of the same race, it perpetuates the idea that white is the default in the eyes of their community and anyone else is considered to be other.
“I just feel like people are saying that I’m not worth the time it takes to recognize me as different" When misidentified, students of color are also confronted with the choice to keep their head down and compromise their identity, or bear the burden of correcting their peers and adults in the
community. Miniya Greene ’20, a black student, shares that she finds it “uncomfortable and difficult to correct” teachers as often as she needs to, especially because she fears that not everyone will understand the significance of being misnamed as a student of color. Having to confront adults and peers is a burden no student should have to bear, and it is also unfair to expect students to cope with being misnamed for the entirety of their SPS career.
"it made me reevaluate myself, my relevance, and my relationship with the people who misnamed me.” Not giving students of color our own identities via our names confirms the sentiment that the spaces we call home were never made for people like us. It is, therefore, upon us, as a community, to make our peers and students feel welcome at our school. It just so happens that the process begins by calling us by our own names.