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The Daily Northwestern Thursday, May 12, 2022
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ETHS, NU continue class parternships Even as school leaders depart, the programs prevail By AVIVA BECHKY
the daily northwestern @avivabechky
Illustration by Olivia Abeyta
Graduate students on NU’s Chicago Campus have said administrators have not followed up on ongoing demands for a dedicated lounge space.
Graduate students call for space
TGS students continue to advocate for accessible lounge areas By PAVAN ACHARYA
the daily northwestern @pavanacharya02
When sixth-year Driskill Graduate Program in Life Sciences student Patrick Madden arrived at Northwestern in 2016, students in The Graduate School could access two lounges in NU’s Chicago Campus. Just a few years later, they could not access any. These lounges have been
opened up to the broader Chicago Campus or allocated specifically to Feinberg School of Medicine students. Since 2018, Madden and others have attempted to increase access to lounges for TGS students, with little success. “This is not a burden on really anyone because it would literally take (the University) five minutes to give us access,” Madden said. “All they need to do is tell the facilities people to activate our Wildcards.”
Students report disadvantages of lacking a space The only spaces on the Chicago Campus TGS manages are a conference room in Abbott Hall and a few adjacent office spaces, according to University spokesperson Hilary Hurd Anyaso. However, this conference room is not a dedicated lounge space — though TGS students can reserve it for meetings and small group
events, Anyaso said in an email to The Daily. Second-year DGP student Carla Patricia Reyes Flores said the lack of a TGS lounge space contributes to a lack of community among graduate students. “If you don’t purposely seek out your community and your people, you — in the most literal sense — won’t see them,” Flores said.
» See GRAD SPACE, page 6
Every week, Northwestern and Evanston Township High School students sit and study side by side during School of Education and Social Policy 251: Community Based Research Methods. The class, which switches location this spring between NU and ETHS, is co-taught by staff from both schools. “It’s really innovative,” said Kristen Perkins-LaFollette, the NU/ETHS partnership coordinator. “I feel like Northwestern students are learning every bit as much from ETHS as the ETHS folks — students and staff members — are learning from Northwestern.” The class is one of many partnerships between ETHS and NU overseen by the NU/ ETHS Partnership Office. Perkins-LaFollette said the office manages between about 85 and 100 partnership programs each year with the intent to facilitate mutually-beneficial relationships between the high school and University.
Following a 2012 event recognizing a successful collaboration that placed University graduate students in Evanston classrooms, Perkins-LaFollette said University President Morton Schapiro and District 202 Superintendent Eric Witherspoon wanted to take the partnership further. Schapiro and Witherspoon, both of whom will depart their roles this year, led the creation of the partnership office. “The mayor, the superintendent and the president talked about, ‘How do we grow this partnership in that way, intentionally looking for opportunities for that synergy and that mutual benefit?’” Perkins-LaFollette said. Longstanding disputes over student housing and University taxes have strained the relationship between NU and the city. The NU/ETHS Partnership Office is tied to the University’s Good Neighbor initiative, which aims to improve the University’s relationships with Evanston. While Perkins-LaFollette works for the University, her office — complete with a purple wall and Northwestern seal — is at ETHS. “President Schapiro had a vision early on that he wanted to formalize partnerships between NU and the high school. And
» See ETHS/NU, page 6
Sex Week event Project shows ASAPIA experience covers education The Kitchen Table Stories Project ‘holds space’ in history for residents Tanner discusses expansive sexuality, role in education By YIMING FU
daily senior staffer @yimingfuu
You may want to throw out everything you know about sex. As part of a Tuesday NU Sex Week event, licensed sex therapist Casey Tanner presented a discussion titled “Expansive Sexuality: Brave sexuality in a world that’s afraid of sex.” They discussed how people learn about sex, the limitations of traditional sex education and more holistic ways of teaching and learning about sex. They said learning about sex should always center pleasure and joy. “My work is based on my core belief, which is that we are all born expansive, and we are all born with the ability to fantasize and to play and to imagine,” Tanner said. Everyone has an intrinsic sense of who they are and what they like, but the general public
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may shame, deny or neglect these preferences, they said. Tanner asked participants to reflect on where they learned what they know about sex. Sex education goes beyond what is taught in schools, they said, and includes learning from friends, from text and videos on the internet and from observing family dynamics. Tanner said most of the sex education they received focused on what could go wrong, like teenage pregnancy and sexually transmitted infections. A 2010 Centers for Disease Control and Prevention study on sex education for teenagers surveyed participants on whether their curriculum covered four categories — birth control, STDs, HIV/ AIDS and saying no to sex. “Although the impact of formal sex education on teenagers’ behavior is harder to assess and depends on its content, studies show it can be effective at reducing risk behaviors,” the study said. Tanner said the emphasis on fear in sex education is “strange,” as most other classes are meant to
» See EXPANSIVE, page 6
By NIXIE STRAZZA
the daily northwestern @nixiestrazza
Signed by Gov. J.B. Pritzker in July, the Teaching Equitable Asian American Community History Act made Illinois the first state to mandate Asian American history be taught in public schools. Following the passage of the bill, the Kitchen Table Stories Project teamed up with the Evanston History Center to create an archive of Asian, South Asian and Pacific Islander American histories from the Evanston community. Established in light of the legislation and increased violence against Asians during the COVID-19 pandemic, the Kitchen Table Stories Project is a multimedia healing- and justicebased art project meant to foster collective power and “claim space” by showcasing ASAPIA stories in a creative fashion. The ongoing archive project — a combination of oral history and historical data — can be used as a resource by teachers looking to bolster ASAPIA
representation in K-12 curricula by spotlighting overlooked identities in American history, Founder Melissa Raman Molitor said. Molitor said she wanted to give others the opportunity to combat the feeling of unbelonging, which she has experienced herself. After struggling with her inability to share personal experiences based on her Filipino and Indian heritage, Molitor saw a gap in historical resources related to her identity. She said this lack of representation in academia and the arts amplified her feelings of “perpetual foreigness” and “outsider” stereotypes used to uphold systemic racism. “The ASAPIA community have been considered foreigners in the U.S. regardless of how long they’ve been here,” Molitor said. “This placemaking project is one way for us to disrupt that narrative.” The curriculum requirements under the TEAACH Act will go into effect for the 2022-23 school year with curriculum guidelines left largely up to the individual districts. Molitor said the archive is a way to help ASAPIA-identifying
Daily file illustration by Jordan Mangi
In response the TEAACH Act, the Kitchen Table Stories Project and the Evanston Historical Society teamed up to create an archive of ASAPIA histories in Evanston to combat cultural erasure and “perpetual foreigness.”
students and community members feel seen in a learning environment often dominated by the stories of white figures. She said emphasizing the diversity of the Evanston community to students from an early age is a vital aspect of creating a culture of equitable and anti-racist education within the city’s schools. English Prof. Michelle Huang said the TEAACH Act emphasizes the integral role ASAPIA
contributions played in the formation of the nation’s art, culture and history — which she’s excited to see translated into the classroom. Accurately depicting the experiences of Asian Americans at a time when children are developing their understanding of cultural identity helps combat bias and feelings of exclusion
» See ASAPIA HISTORY, page 6
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