WHS Paw Print (May 2023) - Students Speaking for Change

Cover by CHLOE DE LEON

Letter from the editors Dear readers, As student journalists, our job is to cover local events, highlight the good and the bad of our community, and to share important voices. This issue, the first-ever print-magazine version of the Woodside Paw Print, revolves around the idea of social justice and speaking for change. Ranging in scale from national abortion access to gender equality in our STEM classrooms, we have spent the year learning about the events and conditions that shape the world around us, and shared them on our platform with the hope of sparking interest and change.

As we considered the focus of this magazine, we found ourselves contemplating what makes us journalists. What common threads within our articles represent the authentic job of a student reporter? As we observed students working to better our community, we worked to elevate their words, as well as put forth a few of our own. As representatives of our school, the Paw Print has found great pride and purpose in highlighting and amplifying the messages from students, teachers, and community members with a passion for what they believe in.

We are incredibly grateful and excited to finally hand out the first issue of the Woodside Paw Print Magazine, and we hope that students will enjoy reading just as much as we did writing it. We cannot thank our readers enough for engaging with our content throughout the year. Our peers, teachers, and readers have helped us so much to keep us going through so many months of writing articles, making podcasts, and meeting endless deadlines.

Signing off, Cebelli Pfeifer and Winnie Einhorn Editors-in-Chief

Staff Editors-in-Chief Cebelli Pfeifer and Winnie Einhorn Online Editor Xamara Carrillo

Managing Editor Conrad Berke

Beat Editors Chloe de Leon, Kailyn Holty, Patrick Van Hoven Staff Writers Albert Cruz, Gaudy Vasquez Manchame, Jaiedenn Dolan, Logan Marrow Maggie Mein, Mary Keile, Ollie O’Toole, Rana Abuirbaileh Advisor Gwen Sidley

Web Exclusives

Access these podcasts, photo galleries, and more at woodsidepawprint.com Podcast Episode: Climate Change Education

By Chloe de Leon

Podcast Episode: Beauty Standards

By Jaiedenn Dolan, Patrick Van Hoven, and Gaudy Vasquez Manchame

Table of Contents Current Events 4 5 6 8 9 10 12

We! Want! Change!

Abortion access Rainbow fentanyl: What are we doing about it?

Active shooter threat causes anxiety on College Day Florida bans AP African American Studies from schools Black History Month Where are all the girls?

Campus/Culture 14 15 16 17 18

Rizz culture Do Woodside creators get the appreciation they deserve?

Student imigrants find a place in the community Estudiantes internacionales en Woodside Behind the scenes homecoming

Opinion/Review 19 20 22

“The Strange 80s Limbo World” of Dawn FM The Lie of American Merit Right Idea, Wrong Execution

Sports 24 25 26 27

National Signing Day Football team suffers from the injury bug Dance team “jazzes” it up at competition Competitive cheer team shines beyond the sidelines

We! Want!

Change!

T

he force of political, social, and interpersonal conflict weighs heavy on the shoulders of today’s teens.

their audience.

“I would like to see more real world scenarios and movies that cover controversial topics,” senior Hiro Mukai said.

Over the course of 2022, crucially memorable historical events occurred. During this exceptional year, the Supreme Court overturned Roe v. Wade, which guaranteed Social issues have also been brought to attention by teens a constitutional right to abortion. The Russo-Ukrainian in 2022. The wage gap between men and women currentWar, which has resulted in 41,295 dead and 15,000 missly stands at 17%, which is equivalent to women earning ing, began in 2022, and has yet $20 less with every $100 a male to cease. These monumental Women have lost the makes. events, along with many others have clouded the visions of right to choose what “Even in the twenty-first centuteens and dampened their hope they want to do with ry, women can feel insecure and for the future. unheard,” Gutierrez said. “Women their own bodies. have lost the right to choose what It’s difficult to imagine how - Alessandra gutierrez, 11 they want to do with their own to improve our world when it bodies.” feels like it’s stuck in an unproductive cycle. Opening up the conversation to types of change the world seeks is the The rights of marginalized communities have long been starting point for improvements. butchered through history and continue to be so despite more people voicing their concerns.

“Life could be improved in 2023 by passing a law such that media that feeds false or misinformation to the pub- “[2023 could be improved by] equal rights for queer lic be banned,” freshman Alon Doitel said. “So that people people, people of color, the working class,” junior Diego may stay informed of the absolute truth.”

Jaime said. “I wish people would stop hiding under a veil of ignorance and accept that some The media easily influences the people lead different lifestyles than ideas and beliefs of consumers. them, and that is what makes life The world is fighting an invisible beautiful.” enemy that leaves people vulnerable to believing social media The call for change is loud. Young posts whether it’s credible or not. people are yearning for positive adaptations to 2023 and they won’t “Racism, sexism, and anti-semstop until action is taken. itism [is] displayed through social media which can influence “We are the problem, and unyounger audiences,” junior Alesless we take action, nothing will sandra Gutierrez said. change,” Gutierrez said. “Future generations will suffer as a result of what we have left Controversial topics tend to be avoided in the media as behind.” content producers often want show topics that will please

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4 • Current Events

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Text by MAGGIE MEIN • Photo by CEBELLI PFEIFER • Design by KAILYN HOLTY

P

Abortion Access Under Threat

opular abortion drug Mifepristone could be made illegal nationwide by the result of a court case in Texas.

The ruling of federal judge Matthew Kacsmaryk of the Northern District of Texas on this case is expected to come out in the next few days. If he sides with the anti-abortion groups against the FDA, the pill used in more than 50% of abortions in the United States could be banned across the country.

“I don’t think it’s anyone else’s place to decide medically what they should do with their bodies,” junior Maya Wiksaid.

The lawsuit alleges that the FDA did not adequately study the safety of the drug. The drug, Mifepristone, is most often taken with another drug called

Misoprostol, which can be taken on its own.

“It’s embarrassing for the US [to be] putting these laws into civilian bodies,” Wik said.

The banning of this drug would make mail-in abortions, which have become more popular in states where abortion is now illegal, much more difficult.

However, it is likely that this case would end up in the Supreme Court as many abortion advocacy groups are already looking into overturning the results of this case if the pill is banned. Even though 61% of Americans believe abortion should be legal, it looks likely that this judge will rule to ban this drug.

“Get your laws of my body, keep them away from me,” Wik said.

Map of Abortion Access in the U.S.

Text by OLLIE O’TOOLE • Design by KAILYN HOLTY https://www.abortionfinder. org/ : Find the closest abortion clinic and check the abortion status in different states with this resource Reproductive Health Clinics IN the Bay Area: Planned Parenthood - Redwood City Health Center

TRIGGER BAN

LEGAL WITH NO LIMITS

ILLEGAL

LEGAL UNTILL FETUS VIABILITY LEGAL BUT AWAITING BAN

ILLEGAL AFTER 20 WEEKS OR LESS ILLEGAL AFTER 22 TO 26 WEEKS

Trigger Ban: States with laws that would automatically ban abortion in the first and second trimester following the overturning of Roe v. Wade Fetus Viability: A human fetus being able to suvive outside of the womb (around 24-26 weeks)

Planned Parenthood - San Mateo Health Center Planned Parenthood - Mountain View Health Center

Menlo Medical Clinic Sequoia Wellness Center : Abortion is not offered, however, various birth controls (IUD, birth control pill, emergency contraception, etc.) and STD testing are provided

Current Events • 5

RAINBOW FENTANYL

THE RISE OF THE DEADLY DISGUISED DRUG IN SCHOOLS

A

s evocative stories of fentanyl overdoses and deadly disguised pills flood news sources, school leaders are getting involved at a more local level, working to bring awareness and keep students safe.

about it,” sophomore Maxwell Tienken said. “Not every kid reads their emails… So they [should] have adults talk about it, just to spread awareness about it, [and] to make sure kids aren’t falling victim.

Fentanyl is an extremely potent opioid, measured to be about fifty times more powerful than heroin, a similarly dangerous substance. With this potency also comes a highly lethal aspect, with only two milligrams of consumption proving fatal. Many find concerns with rainbow-colored adaptation of the drug, as the pills pose an appearance hauntingly similar to that of a small candy. As this highly deadly drug continues to circulate, Woodside officials are working to get the word out and spread awareness.

While more could be done to bring awareness to the larger student body, Woodside has been sure to expose younger students to related information regarding drug addiction.

“We’ve known about fentanyl for years,” Vice Principal Charles Velschow said. “But specific to the rainbow fentanyl, we received the bulletin from the district… about a day before it was sent out to the general community… [they said] we’re sending this out just so you know [to be] looking for Skittles, things that look like chalk, etcetera. So be aware of that.”

A short informational message was sent to all students and parents in the district, providing details on how to look out for rainbow fentanyl. While bringing awareness to the issue certainly proved beneficial, some wonder if more could be done to keep students informed on the epidemic.

“I think teachers should talk

6 • Current Events

“[Drug awareness is taught in] life skills class as a ninth grader,” Velschow said.

Obtaining information and awareness through reliable sources, rather than false or misleading origins, remains an important part of the issue. With the spread of this drug comes much discussion through social media, which often results in the spreading of misinformation.

“I learned [about] it first on Tik Tok,” sophomore Abigail Edwards said. “[It] came up on my ‘For You’ page, [saying that] people were dying… I’ve even heard [that] if you touch it, it can make you sick.”

Rumors of fatal doses of fentanyl accidentally contracted through skin contact are, in reality, only rumors.

According to the Tennessee Department of Mental Health and Substance Abuse Services, accidental skin contact is not a legitimate threat.

“Illicit fentanyl cannot be absorbed through the skin or by touching an item or surface where it is present,” the department wrote.

“When in powder form, fentanyl and its analogs (including carfentanil and fluorofentanyl) cannot be absorbed through the skin.”

Admin has also made a point to inform teachers of the issue. Behind the scenes, educators are more cognizant of potential fentanyl cases around the school.

“In terms of sharing the district bulletin, [the information] was also put out by Miss Van Putten in her S’more announcement,” Velschow said. “It was shared with all staff members, so they’re aware… When [we] get a call and there’s a kid in the class [and] they seem to have passed out, that’s [when we] get really nervous. We are always ready to call 911 if we have to.”

Additionally, some teachers are interested in taking action independently to ensure the safety of students, should there be a fentanyl overdose incident.

“I had a teacher ask about NARCAN,” Velschow said. “A teacher was willing to get trained, and I brought that to the district level. I think they may be talking about… at a minimum, having the nurse trained on NARCAN, and having that available. But that’s all speculation right now.”

NARCAN is a fast-acting and highly effective injected antidote, possessing the ability to fully block a fentanyl overdose. Easy access to NARCAN on campus could easily be

the difference between life and death should a student suffer from an overdose. It is often easy to view overdose threats as rare occurrences, while in reality, schools in the Sequoia Union High School District (SUHSD) have not been left untouched. The use of NARCAN in the future could prevent the repetition of other tragic losses within the community.

“My daughter had a classmate at Carlmont that died of an overdose,” Velschow said. “It was very upsetting to the wider community. It’s devastating to the family, and to students, and so forth…

It’s really scary, [and] it’s much more lethal than heroin… And it seems to be able to be snuck into drugs. And so people may not even realize that they’re taking it. So it’s super dangerous.”

Ultimately, the community’s power to end the spread of dangerous narcotics is somewhat limited. While drugs such as fentanyl will still be out there, the school will continue to spread awareness and provide safety. Students are also encouraged to play their part when it comes to ensuring the safety of their peers on campus.

“Oftentimes, it’s kids who walk their friends into the nurse’s office,” Velschow said. “[So it’s important to be] watching out for each other, and making sure you guys are making good decisions.”

Text by WINNIE EINHORN • Design by KAILYN HOLTY Current Events • 7

A

ACTIVE SHOOTER THREAT CAUSES ANXIETY ON COLLEGE DAY potential safety threat caused a forty-five minute lockdown on the morning of October 12 as over half the students on campus took the PSAT or SAT.

mandated breaks to alleviate the confusion and anxiety surrounding the situation by allowing them to use their devices under certain circumstances.

At 10:53 a.m, Principal Karen Van Putten’s email to all students and teachers described the threat as a rumor with no substantial proof, but for safety reasons, declared Woodside as “in Secure Campus.”

This meant that students and staff on campus were to remain inside but continue taking the tests until law enforcement declared the campus safe. Teachers locked classroom doors and rolled down surrounding window curtains as the San Mateo County Sheriff ’s department patrolled and surrounded the campus.

“During the break, the [SAT] proctors allowed for students to contact parents with their supervision,” Meade said. “I think that putting the test on pause would have messed with the time, so offering support during the breaks was a good idea.”

Students taking the exams were challenged with balancing thoughts and worries of family and friends while simultaneously bubbling in answers ‘a’ through ‘d.’

“I remember looking at some people who were taking the test, and they were rocking back and forth,” junior Jessie Lin said. “It was a lot of nervous laughing during the first break we had, but the moment the announcement went on, and then the cops interrupted, everybody couldn’t believe what was happening.”

PSAT proctors did not allow students to use their phones under any circumstances.

However, in an attempt to calm down students, SAT proctors lent support during the

8 • Current Events

Campus shootings like Sandy Hook and the Uval de Texas Massacre from earlier this year, along with hundreds of other mass shootings in America over the years have made students accustomed to the procedures that align with an active shooter threat, preparing students to be attentive in similar situations.

“I stood up, and I immediately started telling people to shut the blinds and stuff like that,” Lin said.

“I think that was a very visceral reaction because we see stuff like this on the news [almost] every single month.”

Living through an active shooter alert greatly differs from practicing a lockdown drill once a year. Although students might think they know what to expect in case of an emergency, there is no way to fully grasp the severity of the situation until you live through it.

“Growing up, we’ve had experiences where we do these drills and shelter in place, but when we actually get to the point of a threat, where the sheriff ’s department is walking around with guns on campus, the tone definitely changes,” Lin said.

Text by CEBELLI PFEIFER and JAIEDENN DOLAN • Photos by JOSEPHINE MEADE and ANONYMOUS STUDENT • Design by KAILYN HOLTY

Florida bans AP African American Studies from schools F lorida’s Department of Education (FDOE) recently announced the rejection of a proposed Advanced Placement African American Studies class by the College Board, with Florida press secretary Bryan Griffin citing that “the course is a vehicle for political agenda.”

After Florida’s rejection, the College Board revised the original class curriculum, removing sections such as “Black Live Matters”, “reparations”, or “queer black studies”. A series of blowbacks between the College Board and the state of Florida have occurred over the past month, including the College Board’s statement to the New York Times that the FDOE displayed “ignorance and derision for the field of African American studies.”

“Now who would say that an important part of Black history is ‘Queer Theory?’ That is somebody pushing an agenda on our kids,” Florida Governor Ron DeSantis said.

Some aspects of the AP African American studies have triggered debate due to their political prevalence today, such as the Black Lives Matter movement.

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including those teaching other AP classes, expressed similar sentiments and reactions to the banning of AP African American Studies in Florida.

“I think that [the banning] reveals more about the political climate in Florida than it does about the AP African American studies course,” AP World History teacher Patrick McDevitt said. “It’s really hard not to see that as a sign of some kind of hatred or fear.”

Florida is a red state, with both senators and the governor belonging to the Republican party, as well as the majority of the representatives of Florida. Governor DeSantis has released semi-similar legislation previously, such as the “Stop W.O.K.E” Act (Wrong to Our Kids and Employees), which banned K-12 schools from teaching critical race theory and curriculum which teaches that “an individual, by virtue of his or her race, color, sex, or national origin, is inherently racist, sexist, or oppressive, whether consciously or unconsciously.”

“We’ve looked at, as a departIt makes me angry that we ment, just what’s been in the live in a country where there news recently with the reactions to the unveiling of what are still people that would the course would consist of, and then what [was] edited or ban a course like this. made optional [by the College - Jenny Ortez, teacher Board], but that’s kind of the

“As a woman of color in leadership here at Woodside, it makes me angry that we live in a country where there are still people that would ban a course like this,” history department chair Jenny Ortez said. “I think it’s disgusting that there are topics such as Black Lives Matter and Queer Black Lives that are not being discussed and are being banned in the state [of Florida].”

Ortez teaches both mainstream and Limited English Placement (LEP) Life Skills and Ethnic Studies, which was recently implemented in the 2021-2022 school year for freshman students. Several other history teachers,

Text by CONRAD BERKE • Design by KAILYN HOLTY

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extent of where we are with it,” McDevitt said.

Much of the news about AP African American Studies in Florida has prompted the question of whether or not Woodside should offer the course in future years.

“I see no downsides to an implementation of an AP African American Studies class, only benefits,” Ortez said.

“Some of those benefits would include, I think, more awareness of the culture, of celebration, of joy, [and] of the historical oppression that’s been faced by [African Americans].”

Current Events • 9

BLACK HISTORY MONTH

A debrief on this year’s theme: BLACK RESISTANCE

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s Black History Month has come to a close, many students may not be aware that “Black Resistance” was this year’s theme with the purpose of recognizing how far the African American community has come through their resilience to the many adversities they have faced. Through “Black resistance” the African American community has been able to accomplish many critical events worth remembering.

Even though there are many challenges that African Americans face in our current society, many are hopeful that their power to stand up will bring positive change their way.

“Over the past few decades, we have overcome so much,” Mariah Standford, a junior at Del Mar high school, said. “We’ve done things that before would’ve been impossible. We fought back like we always do.”

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Even with the significance of the African American community obtaining a month dedicated to them, it’s important to remember to not limit the remembrance of African American history to a single month.

“My family and I don’t just celebrate Black history in the month of February, but we honor our heritage all year around,” Woodside high school junior Kamyrn Fort said.

Fort emphasized the importance of not relying on the African American community to educate everyone about Black history because Black history is a part of American history.

“I think it’s important to understand that Black history is American history and that it’s not the Black community’s responsibility to bring awareness,” Fort said.

Jadyn Ammons, a senior at Nease High School further expanded on this concept as she witnessed her sister not knowing important Black historical figures while doing her homework.

Telling many different stories of those who accomplished meaningful changes for the African American community is a popular way to celebrate Black History Month. Telling these stories can not only be an act of remembrance but can also provide opportunities to learn from our past.

“She had to go through and match [Black historical figures], and my sister had no clue who the majority of them were,” Ammons said.

“I just want people to continue to share their stories about those of MLK, Malcolm X, etcetera because those who forget the past are doomed to repeat it,” Standford said.

Many students during this month hoped to address the idea of “forced representation”, in which they believe media portrayal of African Americans is an attempt at forced diversity.

We’ve done things that before would’ve been impossible. We fought back like we always do.

- Mariah Standford, 11

10 • Current Events

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“When you take a character and you change it just for the sake of not being racist, that’s not a real representation,” Ammons said.

Many other African American students believe that an important part of remembering Black history is to remember how different figures have overcome racial difficulties.

“I think it’s important that people are resisting,” Ammons said. “I think sometimes when we think about [racial disparities], we don’t think about how hard it was to take a stand against [racial disparities].”

To remember this resilience, students acknowledge the courage that was taken by several of these figures when they took a stand against these injustices.

“I just try to remember and appreciate the opportunities I now have because of those brave enough to pave the way,” Standford said.

Black history month also allows people to take the time to remember African Americans’ impact on America’s development.

“This month to me is a celebration of African Americans’ achievements and contributions, but also about the huge role Black people played in US history,” Fort stated.

Malcolm X

Along with this, Black history month encourages the African American community to celebrate their accomplishments.

“I think it means coming together and uniting as one,” Standford said.

Many celebrate this important month in different ways in order to honor those who came before them.

“What we usually do is we would watch a movie that was based on a true story that happened to a Black icon,” freshman C’nia Brown said. “To me, it’s a month to appreciate all the major Black icons and also the smaller and unrecognized icons.”

Even though there are still many problems faced by the African American community today, many believe that there are still people out there willing to fight for change, who are still willing to show their “Black resistance” in order to take a step forward for their community.

“Generation after generation I see our African American youth getting stronger and stronger,” Standford said. “With that, I see an even stronger, resilient, and influential community.”

Martin Luther King Jr Text and photo by JAIEDENN DOLAN • Design by KAILYN HOLTY Current Events • 11

WHERE ARE ALL THE GIRLS? A

s sophomore and Robotics club member Abigail Brown enters the engineering classroom, she is instantly greeted by the harmony of tinkering and clicking sounds bouncing off the walls. These noises, yet, fail to drown out the overwhelming lack of girls in the club.

“You honestly feel so stupid,” Brown said. “And they don’t do it on purpose. Basically all the student leaders and everybody in there are men. It sucks because you’re supposed to look up and be like, ‘Yay, these are the people who are leading me’ and instead they are all a bunch of old white men.”

In other words, girls experience imposter syndrome: feeling like a fraud among skilled individuals. At Woodside, this common narrative is reflected with the lack of female students in STEM electives such as Computer Science, Animation, Engineering, and Audio/Music Production. Currently, females make up 21.6% of these classes, a notable issue for many teachers. So, what causes this skewed gender gap in STEM classes?

Reasons for Gender Gap: When girls reach high school, often interest and motivation to enroll in STEM classes decreases as a result of societal pressures. “[During the transition from] middle school to high school, you start to be like, ‘Oh, are there other people

12 • Current Events

A LOOK AT THE LACK OF FEMALE STUDENTS IN STEM CLASSES

around?’” engineering and physics teacher Philip Hopkins said. “[Then you start to think,] ‘Oh, there aren’t as many [women], maybe I shouldn’t be here.’ That unfortunately leads some people to leave the fields.”

When girls reach high school, they become more conscious of societal perceptions towards them, often in the form of targeted advertisement. Gender specific advertisements reinforce gender stereotypes through portraying a product aimed to appeal to a certain gender. These advertisements often target females with a survey by Spiceworks sharing that 57% of people surveyed believe advertisements target women. “[Girls] start to reflect, even if it’s not consciously, [that] advertisements are more targeted to one demographic versus the other,” Hopkins said. “I think that starts to reinforce some of these unfortunate trends that we’re seeing.”

Peer pressure and feeling isolated in male-dominated classes can create an uncomfortable environment.

“It might be awkward because there are a lot of guys in our class,” freshman Danica Chandler said. “None of the girls except for three in the front are next to each other. So all of us are just next to guys, and that can be really uncomfortable.”

This uncomfortable feeling is perpetuated with continuously pairing girls together instead of with boys. Girls find this to be a reflection of their inability to work with males.

“I notice they don’t tend to pair guys with girls,” Chandler said. “So it’s a lot of girls working with girls, [and] guys working with guys.

Why are there no co-ed partners?”

These reasons lead to girls making up one third of audio/music production and computer science classes.

Engineering classes show a similar trend with a limited number of female students.

“In one of my engineering classes I have 10 percent [female students],” Hopkins said. “I think it’s three girls to 35 boys. So not even 10 percent [girls].”

The real answer to the pushback against STEM classes may not have started in high school, but at a younger age with the way females are raised.

Gender Stereotypes: Girls find that they are constantly pushed towards more creative subjects rather than STEM classes.

“I think there is definitely more of a push on girls to do art,” freshman Katherine Jasinskyj said. “I think when it comes to engineering, computer science, or mathematics, it’s definitely [geared] towards men.”

Most STEM industries aren’t as welcoming of females as they often prioritize the interests of males over women. This is apparent in the production side of the music industry. Despite organizations like the Women’s Audio Mission in San Francisco, Audio/Music Production teacher Raphael Kauffmann finds that women in the industry are still scarce.

more National Lab,” Hopkins said. “Earlier this week, Ana Ruiz came in and [she talked] to one of my engineering classes about being a pilot [and] being a woman in aviation.”

In the end, finding ways to grow a female community in the STEM program is an uphill battle that Woodside continues to climb with each passing day.

“We just have to keep on working even harder to try to make sure that students feel safe and comfortable in these spaces that historically have not treated these groups well,” Hopkins said.

Text, design, and photos by KAILYN HOLTY

“[There is a certain] shroud on the STEM classes that makes those careers or those interests more geared towards males,” Kauffmann said. “Music production has traditionally been male dominated. We’re having to reflect on why that is, and what we can do to change it.”

Solutions to increasing females in STEM: To increase female students in STEM classes, teachers are highlighting female guest speakers and promoting career options in STEM fields.

“We’ve had Dr. Lauren Abrams and Mr. Filerman’s wife who came in and talked about her work as an engineer at Lawrence Liver-

Current Events • 13

W

Rizz Culture

hether pertaining to elementary school crushes or long-term high school relationships, romantic connections between people start with “rizz.”

terms of promoting positivity, having While these slang terms are positive in the a shared joke among teenagers across way that they promote connections, they also borders does promote community. can hinder the confidence of teens who have The popularization of rizz has nur“L rizz” or “loser rizz.” tured a shared knowledge of certain similar terms. “[Rizz] can undermine someone’s confidence The slang term “rizz” derives when they go to flirt,” Aggarwal said. “Their “[I teach] people about spoken and from the word charisma. Its use friends are like, ‘Oh, you have no rizz.’” has spread like a wildfire on so- unspoken rizz,” Aggarwal said. “As cial media platforms, especially well as the respect that you have to Many students echoed this same theme of TikTok. Since its popularization, have for somebody to rizz them up.” jargon putting people down. it has been spun off into other While Aggarwal talked about this, terms. Although rizz can be a “It’s a really stupid term and it doesn’t need funny term for teenagers to use, surrounding peers broke into laughto be used,” Farrell-Straight said. “It ter.

Without context, someone not it also marks a cultural shift in lowers the quality of discussions the use of language in romantic as present on social media may that you might have with have not understood the interactions. someone you like. humor of her stateThroughout the rapid spread of ment.

The increasing use of the term, not all teenages have the same definitions of rizz.

“[Rizz is] how you're able to interact with someone you like and find attractive,” sophomore Lucas Farrell-Straight said. “It's just like, ‘oh, you can flirt.’”

such terms coincides with phrases like “pull,” which describes someone being able to attract another person.

This shift in language is reflected They asked me in community to Prom! linguistics.

What a Rizzard!!

“Spo- “[Slang] changes The popularken rizz the culture ization of is what you around [the] these terms would say to internet and mecontributes somebody, ” Aggar- dia,” junior Tai to a common wal said. “Unspoken rizz is how you Vutnam said. language between would carry yourself and how you teens. It establishes “[It impacts] would approach talking to the perfamiliarity between people meethow people speak and son and what you would do to make ing for the first time. It can also how they form sentences.” tell someone whether a stranger them even more attracted to you is in the same generational com- with the subtleties versus what you're While an abundance of slang in day-to-day saying.” munity. language may have some negative impacts, it “[Rizz] started as a more positive culture,” sophomore Asha Aggarwal said. “Now it's kind of a joke culture.”

Despite losing meaning in

14 • Campus/Culture

overall offers a fun colloquial way for young Similarly, Farrell-Straight got laughs people to interact with each other. around the classroom as he explained “It’s just another word,” Woo said. “Is it hurtexpressions developed from rizz. ing anyone?” “[Teens form words like] rizz into Text and design by CHLOE DE LEON some way to describe someone,” Farrell-Straight said.

Do Woodside creators get the appreciation they deserve? oodside creators get recognition around campus, but they could always use more.

The marching band benefits from recognition as they perform at pep rallies and sporting events.

Band members, Paw Print staff members, and students in video production work hard. They create and produce art and media to entertain and inform students. In fact, Woodside’s CTE digital communications and CTE advanced digital filmmaking is the only school program in the district that live streams announcements every day.

“I would say the band plays more for themselves because it is something that we are passionate about, rather than for other,” Engel said. “[On] school days after football games, we often hear people humming songs we were playing at the football game, which at least makes me feel somewhat appreciated.”

“People text me or say, ‘I saw you on the announcements today’ or ‘You did really well on that video,’ and it makes all the work worth it,” senior Nia Nau stated. “It definitely feels like we are appreciated.”

The Paw Print is a student-run news publication that is available to all students. Senior James Gilbrand checks in with the Paw Print around two to three times a week.

A big part of both these programs is the school’s film festival. Later in the school year, student projects are displayed in the PAC, where other classes go to watch.

“I like stories about school sports, because I like looking for my friends names and keeping up with our teams,” Gilbrand stated.

“I feel people think it’s going to be bad, but the attendance is usually pretty good,” Nau says. “I think people will be surprised because we have some talented filmmakers this year.”

The Paw Print is linked to the school’s website and is often highlighted in weekly announcements, but is not heavily promoted aside from that.

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Another important group of Woodside creators is the members of the music department. The orchestra, jazz band, and marching band put in a lot of hard work to bring students enjoyment and pump us up at games and events.

“Besides class time spent learning music, we practice over the summer as well as sometimes after-school and Saturdays,” senior marching band member Conner Engel stated.

“I think the Paw Print is a little underground, [because] I don’t know that many people who read it as much as I do,” Gilbrand said.

It’s important for students to recognize the hard work Woodside creators put into their projects.

“For the most part, the band always puts the music first,” Engel Says. “We put a large amount of work learning music and practicing.”

Text and photo by LOGAN MARROW • Design by WINNIE EINHORN

Campus/Culture • 15

Student-immigrants find a place in the Woodside community Rana Abuirbaileh, a new student from Jordan, is learning English with the Paw Print staff this year. She interviewed two of her classmates who are also new immigrants. Her interviews have been edited for clarity.

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hree of the immigrant students studying at Woodside this school year are hoping to find more opportunities to learn. I have spoken with Veronika Zubko from Ukraine, and Yarely Espinoza Lara from Mexico.

I am also sharing my own story.

My name is Rana Abuirbaileh. I’m 16 years old. My country is Jordan where I lived since childhood, where I have many beautiful memories. I really miss Jordan. I miss the tasty food, which reminds me of my mother’s tenderness and warmth. I remember the days when the sun went down, and we all went outside to play ball with our friends. I miss my teachers, who made an effort to teach us even when they were working with too many students.

I have two nationalities: Jordanian and Palestinian. Now, I’m in America. I came here to study and work.

I came to the country in February.

My father, brother, and sister have been here for seven years. My mother is still in Jordan.

Life here is very pleasant as well, with the school, the teachers, and the students. I enjoy the English Language Development (ELD) leadership team meetings.

It encourages us to participate in other activities, such as the sports club, which l love a lot. I also have fun in the drawing club.

When you waste time, you will regret it. If you dream of reaching something, strive and study to reach it.

16 • Campus/Culture

Rana interviewed two immigrant Woodside students who are adjusting to life in the Woodside community.

Veronica Zubko arrived in May from Ukraine. She plans to stay until May or June, and this will be her last year here.

“I don’t know if I will get scholarships from competitive programs or not, but I know my friends will,” Zubko said. “I think it will require… an English level test, but I trust them very much that they will pass. We never got scholarships from our country.”

While the transition has been difficult, Zubko found a silver lining along her adjustment to life at Woodside.

“I love the beautiful life here,” Zubko said. “We can work, and there is money here.

Also… I miss [my country] a lot, because many of my friends and some of my family are there.

[There] is food that I love a lot… [And by] coming here, I get to [make] new and very good friends.”

Yarely Espinoza Lara, a student who immigrated from Mexico, also shared her story.

“I am a student from Mexico,” Espinoza Lara said. “I like to be here a lot. I have been here for more than a year, but I miss some of my friends who are in Mexico.

Some of them are here, and I can go to them when I want. The school here is very good, and I even go to the gym here in the school with my friends.”

Text by RANA ABUIRBAILEH • Design by CEBELLI PFEIFER

Estudiantes Internacionales en Woodside

estudiantes de Woodside high school toman M lauchos decisión de dejar su país en busca de un futuro

mejor y con la esperanza de que su futuro sea mejor. Ya que en sus países la economía, la delincuencia y la educación no está bien. En Woodside muchos estudiantes que se encuentran en los niveles de aprendizaje de inglés han luchado no solamente por aprender ingles si no por que el resto de sus grados esten bien y luchan con el idioma dia a dia. David Andrade, Nicole Barrios y Rene Soto, son tres estudiantes de primer año en Woodside. Los estudiantes llegaron a los Estados Unidos en diferentes fechas y han luchando por aprender inglés, aunque nos comentan que se les hacen un poco difíciles las clases al no poder entender el idioma.

Barrios es de Guatemala, Andrade es de Venezuela y Soto es de Mexico. Todos los estudiantes se encuentran aún en el nivel uno de enseñanza de inglés. Los estudiantes todos tienen metas distintas.

“Espero que mi educación y mi futuro sea mejor,” dijo Barrios, una estudiante de primer año de Woodside.

En estos momentos se encuentra en el Nivel uno de aprendizaje en inglés y tiene metas para su futuro.

“La economía de mi país es un poco difícil,” dijo Barrios.

“Espero al terminar la escuela secundaria y la universidad, regresar a mi país y vivir una vida mejor.”

Barrios está lejos de sus padres y se siente triste por no poder estar cerca de ellos.

“Yo tomé la decisión de venirme para acá y ahora vivo con mi hermano y su familia,” dijo Barrios. “Mi familia vive en Guatemala y los extraño un poco al igual que la cultura de mi país.”

Barrios tiene 15 años de edad y aunque es joven, una de sus metas más deseadas es aprender inglés.

El siguiente estudiante es David Andrade, es un estudiante que recientemente llegó a Woodside. El vino a los Estados Unidos en Abril, 22.

Text and photos by GAUDY VASQUEZ MANCHAME • Design by KAILYN HOLTY

“Soy Venezolano, pero últimamente antes de mudarme para acá vivía en Panamá Colón y no fue una experiencia muy agradable [alla],” dijo Andrade. “Lo que motivó a mi familia a salir fueron los problemas económicos.”

Andrade ahora vive en Redwood City, junto a sus padres y su hermana.

“Me siento ansioso,” dijo Andrade. “Espero que la vida aquí sea mejor que donde vivía, aunque extraño la comida de mi país. Espero al terminar mis estudios y ser un jugador de Basquetbol.”

Los tres estudiantes nunca antes habían vivido en los Estados unidos y realmente esperan que sea una vida mejor. Ellos esperan aprovechar las oportunidades que esta escuela secundaria les ofrece.

Nicole Barrios David Andrade Rene Soto Nicole Barrios

Soto, es otro estudiante nuevo en Woodside. El vino a los Estados Unidos en Diciembre 12, 2021.

Rene Soto

“Soy de Michoacán, México,” dijo Soto. “Allá vivíamos muy bien. Pero teníamos muchas ganas de conocer a mi mamá, así que mis hermanos y yo decidimos venir a Estado Unidos para poder estar todos juntos.”

Nicole Barrios

Soto vive con toda su familia acá en Estados Unidos y su felicidad es muy grande.

David Andrade

David Andrade Rene Soto

“Lo que más extraño de mi país es mi moto,” dijo Soto “Espero que la vida acá sea mejor y pueda llegar a tener mucho dinero, al terminar la secundaria y universidad realmente solo pienso en trabajar y trabajar.”

Campus/Culture • 17

Behind the Scenes of Homecoming “[The dance] is going to be Many improvements are being outdoors like last year since, made for this year’s homecoming people really enjoyed it being events but the process of planning outdoors,” Xu said. “It’s going school wide events is not easy. to be a similar setup. From the setup, hopefully people will be “It’s extremely hard,” Mendoza-CeWith spirit week wrapping up and the able to have a lot of fun and free ron said. “I wouldn’t have expected homecoming dance a couple days away, it to be that hard. I [just thought] range.” here’s a behind-the-scenes sneak peek we have to make the script, but of what can be expected at the rally and no, we actually have to email Last year’s dance. The people in charge of this year’s everyone.” homecoming rally were Victoria Mendoza-Ceron, and Jessie Lin as the leads. Addie Durrett, Josie recieved posiPlanning a rally is very tive feedback, Hussussian, and Georgia Skarakis were challenging but students also major helpers when planning the rally. so most of the often dismiss how hard stage set up their peers actually work on will stay the Mendoza-Ceron, a sophomore and one them. same. However, of the two Homecoming rally committee leads, began planning homecoming at the while there will “I’d tell people to acbe many similar end of September and is excited to bring knowledge the work that aspects, there will interactive activities to the rally. goes through,” Mendobe big changes as za-Ceron said. “Honestwell.

“This year, we’re going to [play] are you ly, a lot of people don’t smarter than a teacher,” Mendoza-Ceron pay attention at rallies, “We’re going to said. “Students and teachers [are] going and I’m one of those against each other [and answering] riddles. input lighting, up people. It can get pretty the decorations, and Then we’ve been working with Mrs. Van boring, but this year, Putten- she wanted to [play] can you pass pretty much improve me and Jessie are reupon what people farther than a principal with the football ally working to make game on Friday, so we’re going to throw a liked last year,” Xu it interactive. So we said. football to see who can pass farthest.” hope people enjoy it.” oodside’s leadership students often aren’t credited enough for the effort they put into homecoming and other school events.

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The focus of this year’s rally was to make the event more interactive, as entertaining the audience is often difficult.

“A big takeaway is interactions because you’re interacting with not only students to find participants, but also staff and band,” Mendoza-Ceron said.

With the feedback Leadership received from the last year, they are focusing on making changes that can allow people to have a more fun experience.

“The theme is different,” Xu said. “We’ve upgraded to two photo booths instead of one, since last year we knew the lines were long. [We’re] defiAlthough the all-school rally is an imnitely improving lighting, since portant event for homecoming week, the dance is an event a lot of people are eager that was an issue on the field to experience. Megan Xu, a junior and lead last year, and we’re trying to of the homecoming dance committee, has work with other committees to make it as eco-friendly as worked really hard to make the dance a possible.” fun experience for everyone.

18 • Campus/Culture

The focus this year was to build on the previous homecoming. Even though it’s a ton of work, it’s all worth it in the end.

“Just being able to watch something come together like that, and work with other people to [make] all of your ideas… reality is very cool to me,” Xu said. “That’s why I love Leadership so much.”

Text by XAMARA CARRILLO • Photo by TIFFANY SANEZ RUBIO • Design by CHLOE DE LEON

The Strange 80s Limbo World of T

he Weeknd’s newest album “Dawn FM” debuted at number 1 on Billboard’s Top Album sales, with 24,000 copies sold in the first week of its release making it one of his best-selling albums.

“Dawn FM” was released on January 7, 2022, being The Weeknd’s fifth studio album. It was produced by Calvin Harris, along with others. The album is also narrated by Jim Carrey and guest vocals by Tyler the Creator, Quincy Jones, Josh Safdie, and Lil Wayne.

He went on the After Hours til Dawn Tour on July 14, 2022, to promote the album.

Dawn FM is an exploration of The Weeknd’s struggles with love hidden behind a funky ’80s synthesized beat that teleports you to the oblivion of Dawn FM. With the top songs, “Sacrifice”, “Out of time”, and “Is There Someone Else?”, The Weeknd conveys his journey to finding love.

The hit song “Sacrifice” on the album is the most listened to and, in my opinion, the best song in the album. The meaning of this piece is very different from the beat of it with its funky tone. The rhythm of the song makes you want to dance and bop your head despite the actual meaning of it being vastly different.

This song portrays the Weeknd as a man who would go out and party rather than be in a relationship. In this song, he repeatedly says how he tries to love his love interest, but he would sacrifice her love for more time to himself.

Weeknd is struggling with what he truly wants. However, he contradicts himself by saying, “I try,” indicating he doesn’t know what he wants.

“Out of time” is a beautiful, slow song compared to the others on the album and a good change of pace.

In this song, The Weeknd reflects and finally understands that he’s been cold to the people he’s loved most.

He finally accepts that he loves this girl but can’t keep her from loving other people because he has run out of time with her. He mentions how if the person she’s with messes up, he will always be there waiting for her.

The Weeknd is begging her to return to him since he knows what he did wrong. The song also samples the 1983 song “Midnight Pretenders” by Japanese artist Tomoko Aran.

“Is There Someone Else?” is a song with a simple message of suspected cheating behind a lover’s back. The Weeknd seems to be in a relationship with someone he suspects is cheating on him. In the song, he talks about how he has changed for his lover. Changing himself for this girl is his desperate attempt to keep this girl with him, and only him.

Overall this album was great, with excellent lyrics, fantastic production, and storytelling. Mostly every song will get you bumping your head up and down because “Sacrifice” also makes him seem very toxic with the of its ’80s synth beat that sends you into the strange, lyric, “I can break you down and pick you up,” insincaptivating 80s world of Dawn FM. However, if you uating that he’s not a good person and would gladly look into the lyrics, it’s mainly about a hurting man break this girl down. At the song’s end, it seems like the that struggles with love and accepting it.

Text by ALBERT CRUZ • Design by PATRICK VAN HOVEN

Opinion/Review • 19

The Lie of American MERIT

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he idea of the American dream is widely canonized in our society. It is embedded in literature (The Great Gatsby), in film (The Pursuit of Happiness), and even in public opinion. According to studies as recent as 2017, American citizens continue to perceive America as more socioeconomically progressive than it actually is. Under closer examination, however, this visage of enduring, universally accessible potential begins to crack.

Particularly in regard to higher education access, there has been a cultural movement in recent years to foster equity of outcome across racial, economic, and geographical distinctions. There has been a significant prevalence of colleges and universities adopting test-optional policies, or even test-blind policies; affirmative action is widely practiced (though under attack); and, even at Woodside, decisions like the de-tracking of AS English I have been made to increase educational equity.

To accept a system in which merit alone determines success is to fall into willing ignorance of the scope of circumstances from which people come.

English teacher Kathleen Coughlin has been teaching at Woodside for over 30 years. She has taught all levels of English, including AP English Literature, and has even been a national AP test grader. According to her, the move to de-track freshman English was crucial.

“Our primary concern was access overall,” Coughlin said. “We noticed that the demographics in those AS English classes didn’t reflect closely enough the demographics of the school.”

The reasoning behind the change was simple: with

20 • Opinion/Review

students coming from so many feeder middle schools, and with 30% of students on free or reduced–lunch plans, combining all freshmen into one English track grants all students the same educational foundation moving into high school.

“Some students have studied irony, some students have studied more complex forms of characterization, and some haven’t,” Coughlin said. “We get them all on the same page and move forward from there.”

The AS English situation exemplifies how different backgrounds create different results. Another example of how differing backgrounds influence results is standardized testing.

As of 2022, more than 900 colleges and universities are test-optional, meaning students do not have to submit test scores as a part of their applications. Guidance counselor Francisco Negri believes that these policies are a step in the right direction, but more needs to be done.

“I am a huge fan of test blind,” Negri said. “Test optional makes it a difficult field to navigate… I wish that colleges would say that they are absolutely test blind.”

Negri’s belief, similar to Coughlin’s, once again comes down to the difference in student backgrounds.

“These tests have proven that there are so many inequities built into the standardized test system,” Negri said. “I wish [colleges] would look at other factors…

Socioeconomic advantages or disadvantages play a big role… on the exam.”

There is a problem in America. So many of our institutions ostensibly reward merit, ability, and test scores, and access to those institutions is based on those merit factors. And yet, if you look at what is happening, it is clear that there is more to determining success in a fair, equitable way than pure merit. It is clear that the problems surrounding American equity are systemic.

“The problem is so huge,” Coughlin said. “I am not sure we can handle it here at Woodside, because the reality of the pressure on students… feels like a topdown kind of pressure. “

access to social, economic, educational, and cultural resources based on merit alone, because to accept meritocracy is to ignore the humanity of the American people. That we cannot do.

Predetermined Merit

Coughlin and Negri both touched on something important: background. That is the problem with many of America’s social institutions. Institutions like higher education—which is an important vehicle of social mobility—are ostensibly meritocratic, yet every stage of the process is biased towards those with highly educated families, financial stability, and other advantageous factors.

According to junior Arin Rudkin, the roots of meritocratic ideology itself are illogical. “[Meritocracy] was actually a term invented as a joke by sociologists,” Rudkin said. “Because if we actually live in a meritocracy, that would mean that (racially) disadvantaged people are disadvantaged because they are not good enough.”

Rudkin argues that meritocracy will never be legitimate because of one important fact: simply evaluating pure merit ignores the vastly different circumstances that students hail from. According to Rudkin, success will likely be far easier if “you have more money to get tutoring, if you have more time at home, if your home life is more stable.”

And therein lies the impossibility of American meritocracy. To accept a system in which merit alone determines success is to fall into willing ignorance of the scope of circumstances from which people come.

To accept a system in which merit determines access to social resources is to ignore the different levels of access that students have in the first place.

“It is impossible to not have unfairness on a [standardized] test just based on the resources people have access to,” Rudkin said. “Success in our world is access to resources from a young age.”

The American dream, Gatsby’s green light, the idea that anyone can ‘pull themselves up by their bootstraps’ and achieve success, is dead, and perhaps always was. It’s time to recognize that we cannot determine

The term “meritocracy was first popularized

by British sociologist Michael Dunlop Young in his satirical 1958 book The Rise of the Meritocracy. The book imagined a dystopian future in which access to social goods is determined by intelligence. (Photo credit: Russel Davies, Flickr)

Text and design by PATRICK VAN HOVEN Opinion/Review • 21

Right Idea, Wrong Execution tanford University administrators launched the Elimination of Harmful Language Initiative (EHLI) encouraging the elimination and usage of words like “American,” “Hispanic,” “grandfather” and “immigrant” from being used on campus last May. The initiative provides students and faculty with alternative phrases in lieu of words that the initiative deems ‘harmful’.

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On December 20, 2022, the group that organized the initiative officially addressed discussions going around at Stanford asserting that “the use of the term ‘American’ is not banned at Stanford, it is absolutely welcomed” and that the group failed to address their concern over the usage of the term “American” in a more “precise” and “appropriate” manner. In January of 2023, Chief Information Officer at Stanford University Steve Gallagher announced the removal of the EHLI website because their efforts “clearly missed the intended mark.”

Regardless of how this situation was handled, it sparks discussions about the dangers of language censorship, and whether it’s ethical and effective.

“As a person of color, it’s more offensive that [Stanford University is] trying to censor and ban these words instead of educating people on why they are bad,” Black Student Union President Nia Nau said. “I think it’s an education issue.”

22 • Opinion/Review

On January 9, 2023, the University of Southern California (USC) School of Social Work announced that the term “field” will be removed from their curriculum due to negative connotations regarding slaves and immigrants. The USC School of Social Work quickly faced backlash similar to Stanford in which students responded with confusion and considered the ban “a stretch.”

Senior Vice President for Academic Affairs Elizabeth Graddy addressed the situation in an interview with the Daily Trojan, “We will continue to use words — including ‘field’ — that accurately encompass and describe our work and research.”

The idea of censoring language isn’t an entirely new concept; in 2012, the NYC Department of Education censored the words “birthday” and “dinosaur” in standardized tests in order to prevent offending those who don’t believe in evolution, and those like Jehovas Witnesses’ who don’t celebrate birthdays.

Although the intent may come from a place of sincerity, the reality is that this censorship often does more harm than good.

Educating students and teachers about how to shape curriculums around tackling social issues objectively requires the direct usage of certain words. Through the restriction of words like “slave,” “African-American,” and even

The illogicality of language censoring “dinosaur,” academic discussion is limited in the classroom.

“You can’t push that stuff under the table, that’s not the right way to go about it,” Nau said.

Although Stanford University did not technically promote banning the terms completely on campus, the goal of the EHLI was to ultimately encourage replacements for terms that the organization considers harmful.

“A lot of it is euphemisms,” Government/Economics teacher Andrew Ho said. “[the EHLI includes the phrase] Instead of saying addict, consider using a person with a substance use disorder. It’s a different side of the same coin.”

The EHLI was created to prompt a more welcoming and diverse environment at Stanford, in order to avoid offending any specific groups of people.

It is arguable however that more value can be derived from understanding why a word is inappropriate to use instead of simply banning usage altogether.

“

“I think euphemisms are more socially acceptable, but it limits the ability to address a core problem,” Ho said.

“As a history department, we’ve talked about using the term enslaved person rather than slavery, and I think that just prevents the core underlying issue [from being] addressed.

Slavery was real, the slave trade was real.”

Language censoring also hinders the ability to address serious issues, which can have a regressive effect. There is nothing transformative nor progressive about making important social topics more difficult to talk about

“It’s not impactful if it’s not with the intention of true understanding as to why you can’t say [a] word,” BSU Club Advisor Brandy Williams said. “So

between a word that is subjectively offensive or in need of censorship like “American” in comparison to a deeply derogatory term like the

“You [need to] know that socio-emotional understanding of who you’re talking to and what you’re talking about,” Williams said.

When you engage in intellectual knowledge-based conversation, you run the risk of offending someone.

- Andrew Ho, teacher

”

there’s an alert, but it’s not transformative.”

The purpose of education is to spark critical thinking; by preventing students and faculty from using specific terms, critical thinking is prevented within the classroom. What is considered “offensive language” could also be considered vital for talking about social issues.

“When you engage in intellectual, knowledge-based conversations, you run the risk of offending somebody,” Ho said. “Debates [and discussions] don’t have to be inherently combative. I believe in crafting norms around real conversation and true dialogue.”

There is a dramatic difference

“N-word.” Using a deeply offensive term, such as a racial slur, brings up the discussion of intention; how something is said can deeply affect whether or not some language should be censored in a specific context.

“There are certain words that just have a deep derogatory meaning, so they shouldn’t be used,” Williams said. “It’s about the understanding of why in certain spaces, it is and can be offensive.”

The ability to comprehend why something is offensive is the proper way to address a term with a negative cultural connotation. Allowing students to fully understand the reasoning behind why something could be negatively used is subjectively more valuable than preventing students from using a specific word as a whole.

Language Censorship threatens democracy and the freedom to express personal opinions.

The ability to freely engage in academic discourse is a necessity for moving toward a transformative future in which actual progress is being made.

In regards to language censoring in the eye of the law, on July 1, 2022, The governor of Florida Robert DeSantis took advantage of the republican supermajority in the state and signed the “Don’t Say Gay” Bill into law. This law “prohibits[s] classroom discussion about sexual orientation or gender identity in certain grade levels or in a specified manner.” Other states like Indiana have followed in Florida’s footsteps, censoring students and staff. This only means that censoring is becoming more and more of an issue at the legal level.

Text and design by CEBELLI PFEIFER

Opinion/Review • 23

Football team sufers from the “injury bug”

T

he Woodside football team, coached by Coach Justin Andrew and Coach Jaime Gonzalez, has been riddled with injuries with four people currently out, including players Mason Furtado and Giordano Presotto.

Presotto is out with an Anterior Cruciate Ligament (ACL) injury on his right knee after getting tackled during the Sequoia game. Before that, Mason Furtado was out with a hip injury after taking a helmet to the hip.

Furtado turned to the sports trainer for help with his injury.

“Coach Andrew, the sports trainer, [said to] ice up,” Furtado said. “It was a bone injury so there’s not really much you can do except wait so just get some sleep especially.”

Furtado explained how his hip injury damaged his bone. His current recovery involves icing and resting.

After his injury, he couldn’t do many everyday things like walking or running.

“The first one or two weeks were pretty hard,” Furtado said. “It was hard for me to walk, and I couldn’t run at all. So I was kind of limping around. It was hard to get out of and into bed sometimes.”

24 • Sports

Furtado mentioned that his hip injury this year has been his biggest and most impactful injury he’s ever had. He’s had a past hip injury, but not as damaging compared to this season’s injury that forced him to rest and sit out for a couple of games. Luckily for the Woodside football team, he will come back this season after his recovery.

“I had another hip injury,” Furtado said. “This is probably the biggest injury that I’ve had, but I’ve had other minor injuries, but this was the first time I had to miss a game because of an injury or two games.”

Furtado’s life has been drastically altered as well as the many people who have also been injured this season, but Andrews believes that his team will still be okay even with all of the injuries. Andrew thinks the team’s future will still be bright and the people who have been injured will make a huge impact on their game.

“We’re really counting on them. We’re going to kind of work them in this week and see how they do, but I anticipate them making a big impact on the game,” Andrews said.

Text by ALBERT CRUZ • Photos by WOODSIDE ATHLETIC BOOSTERS • Design by WINNIE EINHORN

Competitive cheer team shines beyoind the sidelines

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hether they’re performing at a pep rally or a football game, it’s hard to miss the cheer team in action. Though it took time to recover from their COVID-mandated hiatus, the cheer team is finally ready to jump, dance, and tumble their way back into the competitive world.

Not all competitions are conducted in-person, as some are assessed by judges virtually. Regardless of the platform, however, competitions demand a significant effort. The competitive team is much more serious than mainstream cheer, as athletes perform longer and more difficult routines.

Known for their adrenaline-pumping halftime performances and peppy chants from the football, and basketball sidelines, it’s been two years since cheer has had a competitive season of their own.

Though this subsection of the sport has been a core part of the team for years, COVID-related restrictions forced a hold on cheer competitions.

“For comp, we do a big cheer,” Hockaday said.

“It’s less like our sideline cheer, [which is] a quick little thing we do three times. [Comp] is a long minute-thirty-second cheer.”

“The last time we had a competition team was my freshman year,” Cheer Captain Lauren Hockaday said. “We couldn’t go for the last two years because of COVID… This year, we get to do it again.

And we’ll be doing it again next year.”

The team has come back strong, placing fourth out of nine in their first competition.

Now, in the midst of their season, the select group of competitive cheerleaders are training hard to prepare for their next event.

“We’re doing one more virtual competition, and then nationals [this] February,” Hockaday said.

Text and design by WINNIE EINHORN • Photos by WOODSIDE ATHLETIC BOOSTERS

While preparation requires extra practices, difficult skills, and more rigorous training, the thrill of representing Woodside from the competition stage is well-worth the effort.

“We do dancing, and stunts, and jumps,” Hockaday said.

“All the fun parts in cheer get touched on more in comp. It’s more hardcore, but it’s fun.”

Woodside’s competitive dance team has a similar competitive structure. Performing complex skills and stunning choreography, the dance team can be found competing all over the Bay Area. This Saturday, the dance team will be taking on Lincoln High School at the Stars Dance Competition in San Jose. Good luck Wildcats!

Sports • 25

National signing day: four students officially sign to play sports at the collegiate-level

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our students at Woodside officially committed to play their designated sports at the collegiate level on National Signing Day, February 1.

Football player Andrew Nordgren committed to the University of Puget Sound for Football, Charlotte Hill committed to the University of California Berkeley for women’s Rowing, George Kreidler committed to Boston University for men’s rowing, and Sophia Wells committed to Columbia University for diving.

These exceptional athletes worked hard to get to where they are today, attending hours of practice, getting homework done, and balancing a social life throughout their high school years.

“I started rowing freshman year, and George [Kriedler] started rowing in eighth grade,” Hill said. “It’s not easy to balance, but I just have to spend a lot of time focusing on rowing and on school.”

Responsibility, dedication, and passion are all requirements to achieve the highest success in, and outside, the classroom.

“You have to have excellent time management skills,” Hill said. “I also have to factor in rest, recovery, and a lot of discipline.”

Whether it be messaging and scheduling meetings with college recruiters or attending four A.M. practices before school, there is no undermining the dedication it takes to be a student-athlete at the collegiate level.

“It was a pretty stressful process,” Hill said. “I’m grateful for how far I’ve come and that the hard work paid off.”

Regardless of what sport the Woodside athletes are committing to, dedication, passion, and persistence in balancing a work-hard-play-hard lifestyle are all necessary assets to fulfilling these athletes’ dreams.

“I’m excited for the next four years, and I’m proud of all the other athletic commits,” Hill said.

26 • Sports

Text and photos by CEBELLI PFEIFER• Design by KAILYN HOLTY

Dance team “jazzes” it up at competition t

he Woodside dance team won second place in the overall competition against Lincoln High School, in Fremont, California on February 18.

“This competition was a first for our team,” junior Barbara Schoenamsgruber. “A lot of us have done competitions in the past but never [represented] Woodside. We had so much fun and [we] were so excited. We did pretty good considering it was our first and we hope to do so many more in the upcoming years.”

While a variety of different dance types were performed such as hip hop, contemporary, and lyrical, the dance team competed in the jazz category at the competition.

“We are trying to be more diverse with our dance styles this year since we typically do hip hop, jazz, and street jazz,” Schoenamsgruber said.

The team’s costumes were designed to accentuate the jazz style of dance.

“Jazz is our strongest style, and we wanted our costumes to be super sleek,” Shaffer said. “So we went with a black mesh bodysuit.”

The team prepared by matching their makeup style for the dance.

“Our hair was also slicked back to continue the sleek and simple look, and our makeup was pretty simple, just normal show makeup with red lipstick,” Shaffer said.

The team promotes its events through social media to encourage support.

“We promote by posting about the event on our Dance Team Instagram and having our teammates repost them on their stories,” Schoenamsgruber said. “We also mentioned them in our school’s daily announcements on the days leading up to the event.”

To prepare for the competition, a guest choreographer came in and helped choreograph the dance routine.

“We had a guest choreographer come in and do the choreography for us which is how we got our music and made the actual dance,” Shaffer said.

After the dance, the final pose ends up being the rewarding part.

“The most rewarding part of dances is always the last move and the final pose because after we finish the dance it’s always so fun to walk off and get hyped up with your teammates,” Shaffer said.

Despite getting second place, Shaffer remained positive, as well as her teammates.

“So I’d say the most rewarding part of it was just finishing strong and being proud of ourselves for our performance, plus also placing second and getting a trophy for that,” Shaffer said. “Overall our performance was pretty solid with a few minor mess-ups and mishaps, but it definitely was one of our better performances for sure.”

Ultimately, Schoenamsgruber stated that choreographing and spending time together was one of the best aspects of competing as a team.

“The most rewarding part of our Spring show is definitely getting to learn, perform, or teach dances from teammates who normally don’t choreograph our dances,” Schoenamsgruber said. “The main [rewarding part of the season] would be spending time with everyone before closing out our season and sending off our seniors to college.”

Text by MARY KEILE • Photo by WOODSIDE DANCE TEAM • Design by CHLOE DE LEON Sports • 27

Design by WINNIE EINHORN