Odyssey Vol. 19, Issue 1

ODYSSEY

Volume 19 Issue 1 November 2021 $5.00

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CONVEYING CULTURE THROUGH CUISINE

In addition to preparing delicious food, local restaurant Rashe’s Cuisine is active in both educating and supporting the Athens community.

GAPS BETWEEN GLADS

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The continued use of the term "Lady Gladiators" to differentiate between male and female athletics is one of the many divides in CCHS sports.

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CCSD veteran and CCHS Assistant Principal Summer Smith has never backed down from a challenge throughout her 20-year career.

SUMMER'S SHINE

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odysseynewsmagazine.net

VIEWPOINTS 6-13

TABLE OF CONTENTS

MO KNOWS 10 Viewpoints Editor Molly Harwell describes her

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freshman year experience with virtual learning in 2020, and how it impacted her going into sophomore year.

Featured: SUPPORTIVE ENVIRONMENTS: University of Georgia doctoral student Damaris Dunn, a research assistant, speaks to Clarke Central High School English department teacher Jennifer Tesler’s class on Oct. 20.

Dunn has studied the concept of Black joy, and hopes to help schools inspire the concept among their students and faculty. "(Black) students deserve to have joy, and teachers do too. And so, cultivating space for teachers and students to experience joy in school is very important," Dunn said. “Some schools are doing a really good job at that and I think that others need a little bit more support, and that's where my work will kind of come in." Photo by Lucas Donnelly

BY MOLLY HARWELL

NEWS 14-21 SCHOLARS IN SCAPE 18 Students of Color Achieving and Pursuing Excellence (SCAPE) club was founded at CCHS in 2019 with a mission to academically and socially support students of color in rigorous classes.

BY MAYA CLEMENT AND TEAM

FEATURES 22-25 SHINE 22 SUMMER'S CCSD veteran and CCHS Assistant Principal Summer Smith prizes relationships with students and has never backed down from a challenge throughout her 20-year career.

BY NICO WILLMAN

VARIETY 26-37

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Featured: BRINGING JAMAICA TO ATHENS: Rashe’s Cuisine owner Rashe Malcolm stands in front of her restaurant on Sept. 3. Rashe strives to bring unique dishes from her culture to Athens. “A lot of times, people want to do something different," Malcolm said. “They want their birthday party to be different, or their wedding to be different, and so they really do depend on us and trust us to be able to give them a very authentic flavor.

But we do still do everything with a Caribbean flair." Photo

by Lucas Donnelly

QUEST FOR ATHENS' BEST 34 After sampling burritos from a variety of fast

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food Mexican restaurants across Athens, members of the Variety Staff conclude that The Taco Stand and Barberitos offer the best affordable burritos in town.

BY THE VARIETY STAFF

SPORTs 38-48 POWER 44 RECLAIMING When addressing sexual abuse cases, national sports organizations must focus on public awareness and transparency in order to make women’s sports safer.

Featured: UNEQUAL FACILITIES: The door to the Clarke Central High School girls locker room in the James M. Crawford Memorial Arena is shown.

Many of the CCHS girls’ bathrooms in the athletic buildings have not been expanded to account for increased female participation since the school’s construction. “I have trouble imagining how it got designed that way, like seeing the boys bathroom and then after seeing what we change in every day, it's hard to imagine," CCHS weightlifting student Kenzie Howell, a senior, said. “They just didn't plan for an actual girls bathroom and weightlifting zone." Photo by Lucas Donnelly

BY GRETCHEN HINGER Cover photo by Aza Khan Cover design by Eva Orbock

November 2021

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odysseynewsmagazine.com GALLERY: CCHS VS MAYNARD JACKSON VARSITY FOOTBALL The CCHS varsity football team played against Maynard Jackson on Nov. 12 at Billy Henderson Stadium. The game, ending with a 46-6 Gladiator victory, was the first round of the state AAAAAA playoffs.

BY LUCAS DONNELLY

REVIEW: “EQUALS” BY ED SHEERAN Don’t get excited! After four years of releasing no new music, Ed Sheeran has created a new album that sounds exactly like his last one (and the one before that).

BY CHLOE SEARS

THIS I BELIEVE: ANTONIO STARKS Variety Staffer Antonio Starks discusses his struggle coming to terms with his religious upbringing and his faith plays into his life.

BY ANTONIO STARKS

SAFE SANCTUARY At the beginning of the 2021-22 school year, CCHS hired new social worker Ashley Simpson-Haley within the counseling department to give students and families a helping hand with social and financial instability.

BY AZA KHAN

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Odyssey

The ODYSSEY is a student-run news publication, published with the intent to inform, entertain and give voice to the Clarke Central High School community, as well as to educate student journalists.

Established in 2003, the ODYSSEY is published four times a year, and each issue is an open public forum for student expression under the guidance of a faculty adviser.

Student journalists are provided with opportunities to investigate, inform, interpret and to evaluate: all traditionally accepted functions of the press in America. Published opinions do not necessarily reflect the views of anyone other than the staff.

The ODYSSEY staff is committed to reflect the mission statement set forth by Clarke Central High School. The goals of the staff are to provide fair, accurate news and commentaries, as well as to serve the interests of the school and Athens’ community.

Advertising must conform to the guidelines set forth for editorials. Publication of advertisements does not indicate an endorsement by CCHS or the ODYSSEY staff.

Students pictured in advertisements are not given monetary compensation. All advertising rates are available upon request from any ODYSSEY staff member.

The ODYSSEY is a member of the Quill and Scroll Honor Society, Georgia Scholastic Press Association, Columbia Scholastic Press Association, National Scholastic Press Association and Southern Interscholastic Press Association.

Corrections of errors and omissions will appear in the next issue.

Print Editor-in-Chief: Audrey Enghauser Digital Editor-in-Chief: Ireland McCage Print Managing Editor: Chloe Sears Digital Managing Editor: Natalie Schliekelman Viewpoints Editor: Molly Harwell News Editor: Nico Willman Variety Editor: Isaac Ramirez Sports Editor: Natasha Williams Editors-at-Large: Gretchen Hinger Eva Orbock Luna Reichert Business Manager: Isaac Ramirez Beat Editor: Maya Clement Menu Editor: Kalliope Samaltanos Webmaster: Anna Shaikun Photographers: Lucas Donnelly Staff Members: Sofia Balsamo Lukas Cornish Emily Couch Aza Khan Jane Ripps Eleanor Robinson Cadence Schapker Antonio Starks Audrey St.Onge Isabella Westrich Adviser: David A. Ragsdale ODYSSEY Newsmagazine Clarke Central High School 350 S. Milledge Avenue Athens, Georgia 30605

LETTERS TO THE EDITOR STUDENTS, CULTURE, PRIDE

Our April 2021 issue featured a story about how CCHS students and staff have begun to rebuild school spirit after returning for in-person learning in March.

>> SPORTS

>> VIEWPOINTS

COMMITTING DURING COVID // Audrey Enghauser

BOILING POINT // Elena Webber

I really like this article because while everyone struggled during the COVID-19 pandemic, it helps shine a light on people that you might overlook. It helps show you the struggles of what it is like to be a high school athlete during COVID and (why) college recruitment is difficult. Although it shows the struggles of getting through this pandemic, it also shows how innovation can come from the most unlikely places, as well as showing that you can’t give up and that you need a fighting spirit.

I enjoyed reading the Boiling Point because it talks about having patience, which I think we could all use more of in the world. She talks about how when she finds herself overwhelmed by her school work or personal battles she plays instruments. This can inspire or catch the interest of some readers inside and outside of Clarke Central that also may feel overwhelmed, (and) it might inspire them to find things to do that make them happy when they are struggling and need to take a step back from the world. As someone who, at one point, was in need of healthy habits and hobbies that could help me get through a rocky point in my life, I also enjoyed playing instruments and also doing sports. If I were to be able to read this at an earlier point in my life, it definitely would have helped and inspired me to do something new.

-- Beck Wolf-Hardy, CCHS sophomore

Page 6, in the caption, “above” should be in bold Page 6, in the caption, “Illustration by Lillian Sams” should be “Illustration by Olivia Hendershot” Page 7, in the pull quote, “educational administrations” should be “school administrators” Page 8, in Fresh voice, in the caption “above” should be “left” Page 9, in The Cornish critique, in the last column, “newar” should be “near” Page 10, in Power to the people, in the first column, “discrimminates” should be “discriminates” Page 12, in Careful with cancel culture, in the caption, “celebriies’" should be “celebrities’" Page 14, in Carrying the community, in the headline, the small “c” should be omitted Page 21, in East Clayton improvement project, in the caption, there should be a comma after “complicated” Page 24, in The GadFly column, in the second column, the period should come after the parenthesis Page 28 and 29, in Q&A: CCSD food assistant Luis Hernández-López, in the captions, the trends should differentiate Page 29, in Q&A: CCSD food assistant Luis Hernández-López, under the third question, “Food Assistant” should be “food assistant” Page 30, in Students culture pride, the caption should include a trend Page 30, in Students culture pride, in the caption, “some” should be “so” Page 33, in Students culture pride, in the last column, the second “not just” should be omitted Page 33, in Students culture pride, the caption, should include a trend Page 35, in Students culture pride, in the caption, “Yearbook” should be “Yearbooks” Page 38, in Committing during COVID, “varsity football coach David Perno” should be “head varsity football coach David Perno” Page 39, in Committing during COVID, in the caption, “skilli” should be “skill” Page 40, in Committing during COVID, in the caption, “experiences” should be “experienced” Page 40, in Committing during COVID, in the caption, the attribution “Mack said." should be inserted Page 41, in Committing during COVID, in the first column, the comma after “you” should be omitted Page 41, in Committing during COVID, in the second column, “Division 1” should be “Division I” Page 45, in 5 things to know about head baseball coach Nick Wegmann’s baseball philosophy, under 5. Relating to players, there should be a space between “to” and “15” Page 46, in Star players, for Jocelyn Ray under role model, the quotation marks should be omitted

"

Corrections/Omissions April 2021

-- Aidan Williams, CCHS freshman

‘P ‘P

ower to the People’ is good because the writer recognized (an issue) that slips people's minds and reminds people that dis-

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crimination still exists.

-- CCHS freshman Sterling Clark on "Power to the People" by Viewpoints Staffer Daniel Garcia-Pozo

Contact ODYSSEY Newsmagazine

>> NEWS ESSENTIAL EXTRACURRICULARS // Eliza Ingle I greatly enjoyed this article as it highlighted some of the struggles that we as a school community had to overcome last year in the face of the pandemic. Extracurriculars did struggle last year and I know that a lot of the responsibility for making them continue fell onto the shoulders of the students. Stepping in to help with Philosophy Club in the fall, I saw firsthand the amazing work done by students who truly cared about their clubs and wanted to make sure they did not fade out because of CCHS not being in person for the first several months of the year. I think that highlights of specific clubs might be something that ODYSSEY could consider including in the future.

-- Caitlin Mozzo, CCHS English department teacher

Letters: Email us at editors@odysseynewsmagazine.net, or drop off in the Main Office, in care of the ODYSSEY. We ask that all letters be under 250 words and signed. We reserve the right to omit or edit any letters received. Insulting, unsigned or libelous statements will not be considered for publication. All letters may be edited for clarity and space.

Advertising: For ad rates email us at business@odysseynewsmagazine.net.

Online: Message us on Instagram at @odysseynewsmag.

November 2021

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LETTER FROM THE EDITOR CCSD community members should direct their efforts to overcome the bus driver shortage to district leaders instead of targeting the drivers.

"P

ardon the interruption. Teachers, please do not mark students absent, we have a few buses coming in late today,"

BY AUDREY ENGHAUSER Clarke Central High Print Editor-in-Chief School Front Office secretary Linda Glenn announces over the intercom at the beginning of first period.

These bus riders will have missed a significant amount of instructional time when they finally arrive at school due to the shortage of bus drivers in the district.

According to an August 2021 National Association for Pupil Transportation (NAPT) survey, 78% of respondents reported that the national bus driver shortage is getting "much worse" or "a little worse", and 51% further reported a "severe" or "desperate" shortage. Of surveyed Southerners, 66% reported altered bus services due to COVID-19.

In the Clarke County School District, students are missing instructional time and having to stay at school later due to the number of bus drivers available to work.

"In the mornings, we've had a couple buses continue to be late because of (the shortage)," CCHS Assistant Principal Summer Smith said. “Then in the afternoons, we have one bus that definitely leaves and comes back to do a double route, and then other buses are full. And then we also have a lot of bus changes, given (drivers) being out."

In the CCSD, this shortage of bus drivers has forced drivers to work longer hours when picking up more routes. A typical work week for CCSD bus drivers is 20 hours, but as employees of the district under certain overtime resrtrictions, they won't receive additional compensation.

"The time and a half laws are that you have to work 40 hours, not 20 hours so even though their position was a 20-hour-week position, if they worked 21 hours, that didn't count as overtime," District 4 CCSD Board of

Education Member Dr. Patricia Yager said.

Considering that drivers’ overtime pay is restricted, according to Yager, the CCSD Human Resources department has employed a retention bonus for this school year, raising drivers’ current pay from $16.26 to $19.00 per hour, and will officially raise their salary at the beginning of next year.

According to CCSD Chief Academic Officer Brannon Gaskins, the district is looking to employ drivers in another capacity.

While this is an reasonable solution to compensate driver, the district has yet to address the conditions that they will continue to endure until these ideas are put into full effect.

For now, buses remain severely overcrowded, bus drivers are still taking on multiple routes, and the pressure put on drivers is high.

"We deal with a lot! A lot of the schools show no support with conduct and bus issues. Bus drivers' appreciation is taken very light at some schools.

Everyone is burned out." a CCSD bus driver, who wished to remain anonymous*, said.

Parents are often at the receiving end of these issues, as well, if drivers are unable to cover all of their routes. While it may be frustrating for a parent for their child’s bus to skip their stop, parents should consider how the shortage is affecting the drivers themselves.

There is no doubt that this shortage is impacting students greatly, but if CCSD parents wish to create change and improve the condition of school buses, they should hold the CCSD leaders accountable for the lack of support they’ve given to drivers to improve the accessibility and conditions of school buses.

"We have no support from the head. Seems kinda like we be out there alone sometimes. They keep (saying) every day it gets better.

Nope, it's getting worse!" the bus driver said. " Instead of seeing themselves in opposition to bus drivers, parents should support community efforts coming from bus drivers that target CCSD Superintendent cabinet members in order to fill the bus driver shortage and equity gaps, which will ultimately benefit both students and drivers. O

While it may be frustrating for a parent for their child’s bus to skip their stop, parents should consider how the shortage is affecting the drivers themselves.

"Our district is really working hard to recruit more bus drivers so bus drivers don't have double routes," Gaskins said. “We are looking at providing additional hours for our existing bus drivers to work at our schools -- to work as Hall Monitors, to work as Lunch Monitors, to work as (substitute teachers)."

*A Clarke County School District bus driver agreed to interview on the basis of confidentiality due to the sensitivity of the issue.

Above: An illustrated Clarke County School District bus driver deals with a crowded bus and an angry parent while the CCSD grabs hold of the vehicle. CCSD parents and guardians should direct their concerns about the bus driver shortage to CCSD cabinet members who can help implement changes. Illustration by Antonio Starks

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Viewpoints

BOILING POINT The negative impact of COVID-19 on students’ mental health and social interactions is especially apparent now that CCHS students have returned to higher academic standards for a semester of traditional in-person learning.

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fter the quarantine that caused a one year hiatus from typical social environments, the abrupt return to in-person

BY CHLOE SEARS learning in March Print Managing Editor 2021 forced students to meet the pre-pandemic social and academic standards that they were no longer used to.

Because of the social barriers that COVID-19 created and students’ adjustment to lower academic standards during digital learning, this transition back to in-person learning has not been easy.

Sitting at a computer screen for hours upon end was draining, but CCHS acknowledged that openly and created accommodations that would help students succeed, such as extended deadlines and flexibility for late work submissions. These were necessary steps to ease the pressure on students at the time, but this lowered expectations for students academically.

My sophomore year, my last year of high school before the pandemic, feels like another lifetime ago. I blinked, and suddenly I’m a senior getting

The physical return to school doesn’t mean the pre-pandemic mentality and approach to learning has remained the same.

ready to graduate.

Returning to school as an upperclassman has meant returning to the pressures I’m no longer used to.

Yes, students are getting the necessary social support from peers and teachers with full in-person learning. However, it hasn’t erased the effects of digital learning. If anything, being held to pre-pandemic standards of academia has only made mental health worse for many students.

"We see the impacts of (COVID-19) on behavior and learning how to do school, or not learning how to do school, and then mental health has definitely taken a hit through COVID-19," Assistant Principal Summer Smith said. "I see that across the board (in) ninth through 12th graders. We’ve got kids who are struggling."

The transition back to in-person learning during junior year made me doubt my abilities as a student. Just like freshman and sophomore year, I had a large amount of homework and small amounts of free time, but this time, I wasn’t used to the pressure.

More drastically, pandemic has had a particularly devastating effect on the developmental learning of

minorities and low-income families, worsening the effects in CCHS, a majority-minority school.

"Students who attended schools that were majority Black or Hispanic were six months behind where they normally would have been in math, compared with four months for white students," a July 21 New York Times article stated. “Similarly, students who attended a low-income school ended the year seven months behind their typical performance in math, compared with four months for schools where families were financially better off."

Ultimately, teachers and administrators should remain mindful of the fact that the physical return to school doesn’t mean the pre-pandemic mentality and approach to learning has remained the same.

As a student, I can say that adapting to this change hasn’t been easy. Students are carrying the weight of an almost two-year pandemic, but we’re trying our best. O

Above: A UNIQUE CASE OF SENIORITIS: An illustration shows one student as a studious freshman and sophomore, a depressed junior and a hopeless senior. The COVID-19 pandemic has disrupted the social dynamics and mental health of the Class of 2022, as the pandemic forced a break in essential years of their high school experience. Illustration by Antonio Starks

Viewpoints

November 2021

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Temprince Battle

FRESH VOICE

Journalism I student Temprince Battle reflects on their love for visual arts.

S

ince the age of 10, I’ve admired the way that artists express emotion through film and photos.

I started my own journey as with visual arts by taking a lot of self-portraits in my free time at the beginning of quarantine. With nothing but myself and a camera, I took advantage of that time in isolation to learn the basics of my camera. I played around with the ISO, aperture and shutter speed until I could understand how the settings affect a picture.

Aside from YouTube experts, nobody actually taught me how to be a photographer. It took me a while to fully understand how to use all of the settings, but I worked through it on my own and gained mastery over my camera.

My favorite self-portrait is one I took after long day of school one day. Feeling exhausted from everything, I took advantage of that moment. I went home, grabbed my camera and shot self-portraits under blue light to signify feeling blue. In the photo, I'm leaning and my eyes are low with bold bags under them, purposely posed to represent exhaustion.

I posted the picture on Instagram to share my work, and people admired it, but I don’t know if they understood it. I'm most proud of that self-portrait because it expressed a lot of emotion. A lot of people don’t know that art is more than just a visual, and sometimes you have to read between the lines.

My goal is to be a visual artist at a professional level and to tell stories within my projects. I want to continue to learn and explore new skills and techniques to better my projects, and to master emotion in my pieces in the best way possible. O

Question of the month

What are you excited for, now that we are back in person?

"I’m looking forward to having the high school experience that I’ve always thought of: going to homecoming and going to football games, and I’m excited to really connect with my teachers."

-- VIVIAN CARABELLO,

CCHS freshman “Now that we’re back in person, I’m really feeling the connection.

Last year, I didn't get to meet a lot of my friends and the friends that I do know, I didn't see very often."

-- TROY SMITH, CCHS sophomore

"I'm excited to not fail my classes. Online (school) is hard and when you are online, you have no motivation to do anything, so it is hard to get good grades in classes.

-- JOSIE GREEN, CCHS junior

"(I'm excited for) the hands-on learning and getting to see my friends, (and) exploring different things."

-- ANDREA HITCHCOCK, CCHS senior

"There is also a new emphasis on mental health that I think we’re taking the proper steps in doing with that, so I think that’s really cool. Also, everybody just missed their friends and I think the kids learn best when they’re in the classroom."

-- BENJAMIN PHILLIPS, CCHS English department teacher Above: FEELING BLUE: Journalism I Student Temprince Battle poses in a self-portrait under blue light on Sept. 9. Battle enjoys taking portraits in their freetime, and in the future hopes to go to college to pursue their dream of becoming a filmmaker and photographer. Photo by Temprince Battle

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Viewpoints

THUMBS

Eleanor Robinson HOLDING ONTO HEARTBREAK

The ODYSSEY staff’s opinions on this month’s issues.

Viewpoints Staffer Eleanor Robinson writes about the risk of online dating and how she herself fell victim.

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DATING DISASTERS

SUMMER'S SUCCESS

The world of online dating can be dangerous.

Knowing how to navigate the internet safely and seek support from adults will help prevent disasters.

CCHS Assistant Principal Summer Smith has consistently connected with students throughout her journey to becoming an administrator.

MINDING MENTAL HEALTH Blaming video games for violent behavior in players takes away attention from other more relevant contributing factors.

BLISSFUL BAKING Southern restaurant environments often focus on comfort, but Athens staple Mama’s Boy takes the cake -- or in this case, biscuit.

ACCESS TO AID

COMMUNITY CUISINE

Counselors should be more active in connecting students with supportive plans available for students with learning disabilities.

Rashe Malcolm, owner of local Jamaican restaurant Rashe’s Cuisine, has a passion for connecting with Athens residents through her cooking.

DRIVER DEFICIENCY CCSD community members should direct their complaints about bus driver shortages to district leaders instead of the drivers themselves.

magine climbing a mountain, each step heavier than the last, carrying the weight of a broken heart in the form of a boulder. All it takes is one misstep to fall into the depths of the online dating downfall.

I had first heard about online dating when I was around 13 years old. At the time, I didn’t realize that what I was getting into would affect me for years to come.

According to a study published in the Journal of Interpersonal Violence, 28% of surveyed students nationally have been a victim of digital dating abuse.

For many young people, it can be hard to see the signs because of how subtle this kind of abuse can be. It’s easy for someone to hide who they really are if they don’t have to risk showing themselves online, almost creating a new identity.

In my relationship, I was emotionally abused to the point where I couldn’t go anywhere without my phone for too long or seem to have a single thought that was not of him. I talked my troubles through with people that could help me and finally, I gained the courage to unfriend and block this person. Once I let go, I did it for good. This isn’t always as easy for others, though.

For those in an abusive online relationship, there are educated voices on the matter that will better inform them on how to deal with the situation such as Betterhelp, Mental Health America and PsychToGo. I wish I never experienced what I went through, but I grew from that situation and have more experience to help me in moving further through life.

Even though the negative effects of online dating can seem like an impossible climb to conquer, spreading the right information and listening with a kind ear to those who have been affected can do so much to help these victims. O

SUCCESS THROUGH SCAPE The Students of Color Achieving and Pursuing Excellence (SCAPE) club aims to help minority students succeed in rigorous CCHS classes.

Above: CHAINED IN CHATS: A teenage girl looks down at her phone while being cuffed in chains by a mysterious figure who represents her emotional abuser. The world of online dating has been a dark and dangerous place for young people who are not careful, but having the right information could help them navigate the internet safely. Illustration by Eleanor Robinson

Viewpoints

November 2021

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MO KNOWS Viewpoints Editor Molly Harwell describes her freshman year experience with virtual learning in 2020, and how it impacted her going into sophomore year.

R

ecently, one of my freshman friends asked me how to get to a classroom, and I couldn’t give them an answer.

“I’m not sure," I told them. “I’m basically a freshman like you."

It’s true -- even though I’m a sophomore, I am one of the newest students to the building.

Going into high school, I had a very clear

BY MOLLY HARWELL set of expectations for myself. I was going to Viewpoints Editor get good grades, I was going to dress and act a certain way and I was going to get into the top colleges in the nation. I was prepared to do my best to achieve those goals.

However, I was not prepared for COVID-19 and the lasting effects it would have on me going into my sophomore year.

This semester, it has been difficult to find the motivation to complete work. During virtual learning, it was easy to turn off my camera and stop listening, but I can’t do that when I’m in person.

I was pushed into 10th grade -- a year when so much is expected of me -- having little to no previous experience with the realities of high school.

Suddenly, I'm thrown into advanced and AP classes full of rigorous learning that I wasn't prepared for after freshman year. My extracurricular and academic roles demand the maturity of a sophomore, when I only have the experience of a freshman.

I was pushed into 10th grade -- a year when so much is expected of me -- having little to no experience with the realities of high school previously.

A couple of months ago, I had to be checked out early for a dentist appointment. My heart was pounding as I brought the note to the Attendance Office, and I was shaking with fear and anticipation throughout the rest of the day.

I had never been checked out early before, so I was nervous the entire day that I was doing something wrong.

I often find myself asking the question, “Will I ever feel like I belong here?"

While the few weeks in person last spring helped me transition into high school, I still had no idea where I was supposed to go or what was expected of me when I started this year.

Despite the difficult circumstances of my introduction to high school, I have found a wonderful group of friends who have made the transition easier and make me feel like I am starting to belong here. My teachers have been kind and welcoming, and I have become comfortable with my schedule.

The work is still hard, of course, but at least I have an excuse.

“Sorry I didn’t complete that assignment, I started high school a year late." O

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Above: UNCHANGED: An illustration shows Viewpoints Editor Molly Harwell looking in a mirror, but instead of seeing herself as a sophomore, she still sees herself as a freshman. Because of virtual learning last year, it was difficult for Harwell to adjust to high school and the expectations of being a sophomore. Illustration

by Antonio Starks

Viewpoints

EQUITABLE EDUCATION Schools should make federal learning plans more accessible to students in order to help reach those who struggle with learning disorders or mental health.

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ederally-mandated resources such as the Individualized Education Program and 504 plans aim to help students get the learning accommodations they need.

However, schools are not advocating for these resources to many students who qualify.

While both plans are individualized, a 504 plan is a more attainable option as students do not need a doctor’s diagnosis to qualify, but rather an evaluation from a teacher, according to Section

BY AUDREY ST. ONGE 504 of the Rehabilitation Act of Viewpoints Staffer 1973.

According to the Georgia Department of Education, IEPs offer a more extensive approach to accommodating curricula for students that have are defined as having a disability under the Individuals with Disabilities Education Act, while 504 plans aim to adjust a student's learning experience within set curricula through adjustments for a wider range of conditions that inhibit academic success, such as ADHD. These plans provide resources for students to overcome learning differences in the classroom through extended time for testing, changed seating, and other more general support that can help make education more attainable. However, these accommodations won’t help many students unless they are made aware of available accommodations that can support their success in school..

When the plans that are available go unknown to the people who need them, there is a gap between a teacher’s curriculum and the student’s understanding of it, which puts some students at a disadvantage in the classroom.

According to Understood For All Inc.,

A lack of education about these options can prevent students from getting the help they need. one in five children in the United States have a learning disorder. However, only one in six have an IEP, and one in 42 have a 504 plan.

A lack of accessible information about these options can prevent students from getting the help they need. Instead of offering these resources to students only when they see them struggling, teachers and counselors should inform students should be knowledgeable about these options in order to seek help on their own when they need it.

According to Advocacy Institute, White students comprise 65% of students with 504 plans, but 51.7% of total student enrollment in the U.S. In comparison, Black and Hispanic students make up 39.5% of student enrollment and 29.7% of students with 504 plans. This inequity proves that schools have more work to do in providing not only more accessible, but more equitable academic resources.

Students will not be able to get the help they need without proper understanding of support systems that may be available to them.

Counselors should send informational materials to parents and encourage teachers to reach out to students they see struggling.

If more access and information is provided to families about these supportive resources, schools could help a broader number of students succeed in the classroom. O

Featured: A HIDDEN WEB OF SUPPORT: A neurodivergent student sits at a desk, supported by hands that represent 504 plans and Individualized Education Plans. Counselors and teachers should work to make these resources more widely understood and accessible to students and families. Illustration by Antonio Starks

Viewpoints

November 2021

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OUR TAKE Because the COVID-19 vaccine is a crucial element to moving past the pandemic, the CCSD community must work together to overcome vaccine hesitancy.

N

o, the vaccine won’t give you COVID-19. It won’t implant a microchip in your bloodstream and it won’t alter your DNA. It will, fortunately, help the Clarke County School District return to pre-pandemic normalcy.

On Dec. 11, 2020, the Food and Drug Administration approved the Pfizer COVID-19 vaccine for Emergency Use Authorization (EUA) for people ages 16 and up, and later extended access too all children under 16. Though the vaccine will not make its recipients completely immune to the virus, it will significantly reduce their transmission potential and reduce their chance of serious illness should they test positive.

“COVID-19 vaccines are effective and are a critical tool to bring the pandemic under control; however, no vaccine is 100% effective at preventing illness," the Centers for Disease Control and Prevention (CDC) website stated. “The risk of infection, hospitalization, and death are all much lower in vaccinated people compared to unvaccinated."

Despite these benefits, according to the Georgia Department of Public Health, only 46% of Clarke

Though the vaccine will not make its recipients completely immune to the virus, it will increase their chance of survival, should they test positive.

County residents are fully vaccinated. The county hit 40% at the end of May, showing that new vaccinations mostly levelled out months ago. Those who aren’t currently vaccinated aren’t likely to make large strides on their own.

The impact of such a large unvaccinated population extends beyond those infected with the virus. According to Commercial Appeal, pressure on healthcare workers at Piedmont Athens Regional Hospital rose to a recent high on Oct. 8 with 98.2% of ICU beds full. While this number has since decreased to 86% as of Dec. 3, this is still only 8.4 empty beds. This dangerous shortage of space is preventable through vaccination, seeing as 96% of hospitalized COVID-19 patients are unvaccinated,

according to Piedmont Healthcare.

This high capacity in hospitals makes it difficult for Athenians with other health issues to receive care, strains the work of healthcare workers, and inflicts high costs on patients. Health System Tracker reports that from June through August, COVID-19 hospitalizations among unvaccinated adults cumulated in a $5 billion cost.

Students’ quality of learning is also impacted by the low vaccination rate. In August through October, there were 881 COVID cases in the CCSD, according to the CCSD COVID-19 Case Reporting Dashboard. If cases rise, the CCSD may transition students to online learning for at least a portion of the year, a step backward to the infamous “Zoom school” that disconnected students from so many learning resources they need to succeed.

The consequences of remaining unvaccinated are not limited to one person’s health or that of a single school community -- they ripple out into the Athens community.

“It’s kind of the most foundational question of life or death," Athens Clarke-County Mayor Kelly Girtz said in an interview with The Red and Black. “We’ve been heavily incentivizing vaccination, and every person who gets vaccinated becomes less of a factor for COVID spread."

With under half of the city vaccinated, the effects of a low vaccination rate are becoming more apparent in our school district and across Georgia.

A collective effort in the CCSD and Athens toward getting vaccinated is crucial to eliminating the COVID-19 virus and returning to normalcy without the threat of another spike. O

Above: GETTING ON BOARD: An illustration ahows the Clarke County School District community being overtaken by the coronavirus while vaccinated individuals encourage others to join them in overcoming the pandemic.

Vaccine hesitancy in the CCSD is negatively affecting students academically and straining many other sectors of Athens. Illustration by Eleanor Robinson

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Viewpoints

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neutral necessities

Some students at CCHS feel uncomfortable using exclusively gendered restrooms, but the administration has limited space in the school to implement a gender-neutral option.

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t is second block and Clarke Central High School senior Mick Bothe, a nonbinary student, needs to use the restroom.

As they walk into the women’s bathroom swarming with teenage girls, they take one look around and feel out of place.

“When I do feel my most androgynous or even masculine, I sometimes don't feel comfortable going into the women's bathroom," Mick said. “The bathroom is actually a really small part of people's day, but it can be very significant."

In 2016, the Obama administration issued guidance to educational institutions to allow trangender students the opportunity to use restrooms and locker rooms that correspond with their gender identities. However, according to National Public Radio, this protection has since been reversed by the Trump administration, leaving transgender and nonbinary students in public schools vulnerable to discrimination.

“Every person should be treated with respect and dignity and should be able to live without fear, no matter who they are or whom they love.

Children should be able to learn without worrying about whether they will be denied access to the restroom, the locker rooms, or school sports," President Joe Biden stated in the Jan. 20 Executive Order on Preventing and Combating Discrimination on the Basis of Gender Identity or Sexual Orientation.

BY SOFIA BALSAMO News Staffer

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After extending Title IX’s protections to include transgender students in June, the Biden administration plans to continue advancing transgender people’s rights through the Interagency Working Group on Safety, Opportunity, and Inclusion for Transgender and Gender Diverse Individuals.

a school, take some of the pressure off of gender," senior Mel Bothe, who identifies as genderqueer, said. "(It’s) both a thing for the general community of making gender matter less in (Athens-Clarke County) and the immediate comfort of some of the students here (at CCHS)."

Currently, CCHS offers exclusively-gendered bathrooms, and those who wish to use a faculty gender-neutral bathroom, must request a pass from their counselor or adviser in advance. "(The counselor or adviser will) look at the student’s schedule and come up with a plan," CCHS Associate Principal Linda Boza said. “We would tell them which (faculty) restrooms are closest to their classes (and) which ones are available."

CCHS senior, a nonbinary student CCHS visual arts department teacher Amanda Price believes that more accessible gender-neutral bathrooms are necessary.

“I think that we need to provide inclusive “In October, the Biden administration issued the first-ever national gender strategy to advance the bathroom options for our students and recognize full participation of all people -- including transthat not all of our students (and) not every person in the world would fit into a category of male or gender and gender diverse people -- in the United female," Price said. “They, just as much as everyone, States and around the world," the White House website stated in its Memorializing Transgender Day deserve to have a place where they feel safe to go to the bathroom and free from judgment." of Rememberance report on Nov. 20.

While the Biden administration continues to Without easily accessible gender-neutral bathadvance the rights of transgender and gender rooms at CCHS, Mick has experienced difficulties with members of the school community not diverse Americans nationwide, changes still need to be made at CCHS. respecting their gender identity. "(Having a gender-neutral bathroom) helps us, as “I don’t feel pushed to the side, but I also don’t

“I don’t feel pushed to the side, but I also don’t feel particularly seen."

-- Mick bothe,

News

Left and below: BATHROOMS BEYOND THE BINARY: Clarke Central High School seniors and twins Mick (left) and Mel Bothe (right) stand in front of the East Wing bathrooms on Sept. 14. Mel identifies as nonbinary and feels it is important to provide a gender neutral bathroom option to students. “Nonbinary and trans people should be allowed (into and) should feel chill (and) comfortable in the bathroom that's assigned to the gender that they identify with," Mel said. Photo by Lucas Donnelly

feel particularly seen," Mick said. “I see most students and some teachers not caring about how honestly deep the experience of just going to the bathroom can be for some students because of their gender identity."

According to Boza, accommodating the needs of CCHS students is a top priority for the administration, but implementing gender-neutral bathrooms is not feasible for CCHS due to a lack of space.

“When students present themselves, we become solution-oriented, and we work out a plan to make the students feel comfortable. Our goal is always for students to feel safe at school. I mean, if you can't feel safe here, where can you feel safe?" Boza said. "(But) we're landlocked, so we can't add those bathrooms. We don't have any space to add them."

CCHS Assistant Principal Summer Smith feels that if these bathrooms were multi-stalled, they may present safety concerns in the high school setting.

“Would you want a 14-year-old girl in a restroom with an 18-year-old male? I would not. So (we’ve) got to keep everybody safe, transgender students and (cisgendered students)," Smith said. “You have to keep everybody in consideration, and so I think that single stall (restrooms) would be more appropriate to help people stay safe."

CCHS counseling department member Lynn Butler worked with LGBTQ students during his time as a practicum student, connecting them to community resources and student organizations.

Butler feels an implementation of a gender-neutral bathroom can be beneficial, but may ultimately

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"I think that we need to provide inclusive bathroom options for our students and recognize that not all of our students (and) not every person in the world would fit into a category of male or female."

-- Amanda price,

CCHS visual arts department teacher create more divides betweeen cisgender and nonbinary students.

“I think there are definitely pros and cons to it.

I think it would be good in the sense that it would make everyone feel more comfortable as if the bathroom is actually theirs and designed for them. But I do think it could also present some bigger issues," Butler said. “A lot of transgender individuals are private about that part of their life, and they don't want people to know, or to be able to spot them different than what they present."

With school buildings on the CCHS campus at capacity sparking conversations between administrators and faculty about expansions, Price feels now is the time to prioritize gender-neutral bathrooms.

“If (this) was something that students were wanting to move forward with advocating for, now is the

time to do it knowing that Clarke Central is in need of more space, like in thinking about that being included in administrative conversations about the additions," Price said.

Ultimately, Mick doesn’t feel that placing a gender-neutral bathroom in the school will resolve the persistent issues of negative remarks toward non-cisgendered students.

“I don't think that the problem that they're trying to address would be solved by creating gender-neutral bathrooms and kind of leaving it there," Mick said. “I think you would have to change the students' attitudes about gender before you change the bathrooms." O

News

leveling the learning field For students who need additional support in the classroom, IEPs and 504 plans work to provide them with accommodations. With the pandemic and virtual schooling, CCHS counselors and the special education department team have been forced to adapt.

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larke Central High School, as a U.S. public high school, provides additional support for students through Individualized Education Plans and 504 plans -- a function that was complicated by COVID-19.

IEPs and 504 plans both provide different accommodations and help for students who need additional support in the classroom, and are federally mandated. IEPs offer more specialized and intensive accommodations for those defined as having a disability according to the Individuals with Disabilities Education Act, and are handled by the special education department. The counseling department handles 504 plans.

"Last year was really interesting because we had to think of accommodations that would work in a virtual setting. So (the question was) how can we support students with any number of diagnoses learning successfully through Zoom?" CCHS counseling department chair Catherine Melton, who handles 504 plans, said. "How do we accommodate them in class so that they can still learn and access all of their

BY NATALIE SCHLIEKELMAN Digital Managing Editor

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instruction, but also be safe and healthy?"

For students with IEPs, the special education department teachers had to create alternative accommodations that could continue to support their students.

"We (worked to) provide supports for students with IEPs, but it was a struggle for teachers, (and) it was a struggle for the students, themselves, to stay engaged with learning," CCHS special education department teacher Steve Hardwick said.

"Specifically with IEPs, we had to come up with new ways to provide supports for students.

Some of that was through the virtual study halls, or Read Aloud programs like Read&Write for Google Chrome."

According to Melton, with the impact of COVID-19, counseling department personnel also experienced challenges due to an increase in the number of students with mental health concerns, many of whom could be eligible for a 504 plan.

"Especially in the last two years, we've had a high uptake on the number of 504s because you can get a 504 for mental health purposes," CCHS English department teacher Caitlyn Mozzo chair said. "When we were online, there were a lot of kids who were filing for 504s because they were suffering from seasonal depression or anxiety, or they had already had these things and they were just aggravated by quarantine to where it became

"If there's things that we can be doing in the classroom that can help you to be the best that you can be then, then that should be available to those students."

-- Catherine melton, CCHS counseling department

News

necessary to document it."

If a student needs more support in the classroom, there are several avenues through which the school can be alerted.

"We hear about it a number of different ways.

Sometimes it's (parents or students, or) a teacher who sees a student who's really struggling in class and wants to reach out to other teachers or their counselor to see how we can help the student and that's when we discover there might be some sort of documented condition that would warrant a 504 plan," Melton said.

Any student can get a 504 plan, but only students served in the special education department can get an IEP. When mental health is involved, a 504 plan will usually be the best option. "(A 504 plan) has that huge umbrella of different medical or mental health diagnoses that students might have that would make them eligible for accommodations," Melton said. "An IEP is more specific to the intellectual or learning disability. It's a similar process, but it's also more specific. There are different requirements for documentation and testing."

According to CCHS special education department chair Dr. David Sells, one of the biggest considerations when deciding whether a student will get an IEP or 504 plan is what the accommodations will look like in the classroom.

"Level of support needed is usually a strong indicator (of whether a student will get an IEP or 504 plan)," Sells said. “You think about how it can be quantified in terms of action needed on the staff side. If we can put that in one to two pages that we can provide to the teachers, (it’s going to be a 504 plan)."

Ultimately, the aim with any IEP or 504 plan is to help students gain academic support and success in the most effective way possible.

"The goal is academic success and increased levels of enthusiasm. ( We) put in some accommodations and supports and maybe even some goals and objectives we specifically (work with the student on)," Sells said. “Then on the flip side of that, hopefully, this student experiences more success, and that'll be evidenced through the student’s grades and stress levels."

Despite the disruption from COVID-19, Melton and Sells hope to still be able to provide support so that students can learn to their full potential.

"After this last year all of us need some sort of support at school. Receiving extra help and support is really common," Melton said. "Our number one goal is to make sure our students are safe and healthy and successful. If there's things that we can be doing in the classroom that can help you to be the best that you can be then, then that should be available to those students." O Left: Clarke Central High School special education department teacher Brittany Carter teaches a push-in model class that she shares with CCHS English department teacher Jennifer Tesler. CCHS special education department teacher Brad Williford has taught push-in model classrooms, where a special education department teacher and a general education teacher work together to teach a class with IEP and general education students, as part of his work with students with IEPs. “I work collaboratively with a general education teacher to help deliver instruction, support students, all those things like that. When we do lesson planning (we try) to think of ways that things can be adjusted to accommodate more students," CCHS special education department teacher Brad Williford said. Photo by Aza Khan Above: An infographic displays the different steps of qualifying for and maintaining an Individualized Education Plan and a 504 plan. One key difference is that IEPs targets students with disabilities as defined in the Individuals With Disabilities Education Act. Infographic by Eva Orbock and sourced from CCHS counseling department chair Catherine Melton, who handles 504 plans, CCHS special education department chair Dr. David Sells and Understood For All Inc.

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ScHolars In scapE

Students of Color Achieving and Pursuing Excellence (SCAPE) club was founded at CCHS in 2019 with a mission to academically and socially support students of color in rigorous classes.

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tudent-led and striving for success, the Students of Color Achieving and Pursuing Excellence (SCAPE) club provides a space where students of

BY LUCAS DONNELLY color can collaborate with and support one another Photographer socially and academically.

BY EMILY COUCH The club was founded during the 2019-20 school Variety Staffer year by 2021 CCHS alumnus Kurali Grantham, a juBY CADENCE SCHAPKER nior at the time, and 2020 CCHS alumna Rosie Sykes, News Staffer who was a senior. The club was created with the help of the club's sponsor at the time, former CCHS school counselor Dr. Ashlee Holsey, and with help from math department teacher Nicole George, who is a current co-sponsor along with math department teacher Lashanda Young.

"My reasoning behind founding SCAPE was to create a community of competition and support for students of color," Grantham said. "Especially (for) Black

BY MAYA CLEMENT Beat Editor

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students, like myself, who have the potential to take and succeed in high rigor (Advanced Placement) and advanced courses at Clarke Central High School, but didn't feel the systemic support to take that risk, to step outside of their comfort zone and enroll in those classes."

Upon Grantham’s graduation, he and Sykes reached out to current co-presidents of SCAPE, Makenna Mincey and Mckenna Ezekiel, CCHS juniors, about leading the club.

"I'm proud of (Mincey and Ezekiel) for tapping into their own excellence and being motivated with all the other stuff that they do because they're very involved students. (They are) very passionate and very intelligent," Grantham said.

SCAPE club meets on the first and fourth Thursday of every month in Young’s classroom for student-led discussions on various topics. According to George, SCAPE aims to give students of color access and support in furthering their academic achievements in advanced classes.

News

Featured: FOCUSED ON CHANGE: Clarke Central High School Students of Color Achieving and Pursuing Excellence (SCAPE) club co-president Makenna Mincey, a junior, writes goals and norms for the club members (left), and club member Jordyn Clark (right) engages in discussion during the club's second meeting of the semester in SCAPE club co-sponsor and math department teacher Lashanda Young’s classroom on Nov. 4. Mincey became the co-president of SCAPE for the 2021-22 school year, and has focused on making changes to rigorous classes at CCHS. “A lot of those students feel very overlooked in those classes, not only by their peers but by their teachers," Mincey said. “And even beyond that, just to have a platform for those voices to be heard so when something is of concern to students of color, they have a backing." Photos by Lucas Donnelly and photo illustration

by Eva Orbock

"I teach honors and on-level and I noticed that many students in our on-level "The goal is educating our students of all the opportunities that they can class could really be in honors, but because of circumstances or teachers showhave," George said. “I'm a freshman teacher, so a lot of freshmen come in not ing them that they weren’t good before, they are still (in) on-level," George said. realizing all the things that they could do and this club has done a really great "I wanted to be able to show (the students) that ‘No, you have a place in honors job of exposing them to that information."

Mincey continues to prioritize the same supportive environment and goals (and AP) classes, and it's not just to be the token colored person.' Classes that Grantham and Sykes created during the change when there's more (students of color) in there (and) I just wanted to be there for anybody club’s founding. who is pursuing that."

"For a long time, even before I got into high Mincey's plans for the future of SCAPE are school, I felt really ostracized from my own community because of the classes I took, the already in sight. teachers I had and the students I was around "We are always looking for new members and we want to reach as many students as possible. I the majority of the time," Mincey said. "(SCAPE) really want to see (SCAPE) grow to a level where really did help me to establish a community and it is being advertised by teachers (and) administo see that there were more people like me, and tration," Mincey said. "Every (AP) teacher, accelpeople who shared similar experiences. And that was important." erated teacher should be advertising (SCAPE) as According to George, it is common for something for their students. I want us to build in a way (so) that it's not hard to attract new students of color at CCHS to experience difficulty when finding support for furthering their members, because they have seen the effects (of academic achievements. In order to combat this, CCHS SCAPE co-president, a junior SCAPE) and they resonate with it." O SCAPE acts as a support system to help students feel accepted in their more rigorous classes.

"(SCAPE) really did help me to establish a community and to see that there were more people like me, and people who shared similar experiences.

-- Makenna Mincey,

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Featured: SHARING HER RESEARCH: University of Georgia doctoral student and research assistant Damaris Dunn presents to English department teacher Jennifer Tesler's senior Multicultural Literature class on Oct. 20 as it related to students' research projects. Dunn explained her research on the concept of Black joy to Tesler's and English department teacher Erin Horton's classes. “I've been working with young people for a really long time, so I have a sense of what works and what doesn't work," Dunn said. "I respect young people and I think that's what came across today. That this is (the students') space, and I'm a guest, and I want to learn from you just as much as I can offer you something as well." Photo by Lucas Donnelly

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inspiring black joy

UGA research assistant Damaris Dunn spoke with CCHS senior Multicultural Literature classes about fostering Black joy as a part of students’ research on homeplaces.

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amaris Dunn, a University of Georgia

BY AUDREY ENGHAUSER Print Editor-in-Chief doctoral student and research assistant in the Department of Educational Theory and Practice, visited Clarke Central High School English department teachers Jennifer Telser’s and Erin Horton’s senior Multicultural Literature classes on Oct. 20 to speak about her research in Black joy.

Dunn was one of many speakers that engaged with Tesler’s senior English classes as a part of her students’ individual research on an Athens figure or community and their homeplace, with a focus on flexible research processes and anchored in the essay 'Homeplace: A Site of Resistance' by bell hooks. Other speakers included local artist Broderick Flanigan and former CCHS principal and author Maxine Easom.

The idea for the project was first sparked by discussions of the Harlem Renaissance. Tesler's classes read literature about Harlem, New York -- where Dunn is originally from -- such as Langston Hughes’ poetry and 'The Poet X' by Elizabeth Acevedo. "(Dunn) is friends with (Acevedo), and so that's one of the conversations that she was able to have with the kids with the students. 'The Poet X' is set in Harlem, and Ms. Dunn has worked and has grown up in Harlem, and so that was another connection," Tesler said.

Tesler’s interest in homeplaces shifted more locally through discussions with English department co-chair David Ragsdale and Burney Harris High School alumna Barbara Archibald. Ragsdale connected Tesler to the Linnentown community through his organization of a panel discussion at CCHS in February 2020, and Archibald introduced her to CCHS alumnus Michael Thurmond’s biographical account of the Clarke County School District’s desegregation in "A Story Untold".

"The students' work was based on researching an important landmark that was vibrant during the Harlem Renaissance, and a person that was attached to (a) place (that) was important to them (or) had an emotional connection," Tesler said. "We're going to do the same thing here in Athens. We're

BY CADENCE SCHAPKER News Staffer

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going to look at important historical figures, and how they were attached to places."

Dunn’s aforementioned area of study, Black joy, focuses attention on transforming the environments of young Black people in order to make room for more joy.

"I think about Black joy as a site of world making.

What that means is that joy in spaces where people are not traditionally afforded, or whose stories are kind of akin to pain and suffering, that joy is the life force -- the thing that allows Black people in particular to keep going," Dunn said. "That might look like a student in the hallway laughing and joking around and listening to music, because that's the transition from class to class, and not being scolded for that, right, but recognizing that we need space to play and be."

Dunn uses her own experiences with sites of Black joy in Harlem as a basis for her research, in addition to outside research on other work in the field.

"From personal experience working as a high

school teacher, to working as a community school director in New York City and creating spaces for Black girls to be, (I witnessed) those spaces as sites of joy," Dunn said.

Dunn’s research inspired CCHS senior Nyvia Brown to explore similar work in the future. "(Dunn is) a Black girl, she plays basketball, I felt that. And the fact that she wants to learn even deeper about her Black history and Black women, I felt that that was something that I would like to do, too," Brown said.

In Dunn’s seminar, she aimed to create an open and safe environment in Tesler’s classes for student discussions about Black joy.

"I've been working with young people for a really long time, so I have a sense of what works and what doesn't work," Dunn said. "I respect young people and I think that's what came across (in my seminar)/ That this is (the students') space, and I'm a guest, and I want to learn from you just as much as I can offer you something, as well." O

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Summer's shine

CCSD veteran and CCHS Assistant Principal Summer Smith prizes relationships with students and has never backed down from a challenge throughout her 20-year career.

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hroughout her 20-year career in the Clarke County School District, Clarke Central High School Assistant Principal Summer Smith has consistently dedicated herself to students as a teacher, coach and administrator.

Smith's passion for education began when she was a high school student at Carrollton High School in Carrollton, Georgia, where she connected with her community through close bonds with teachers and peers.

"I loved high school," Smith said. "It was a lot of fun. To give any indication, in my senior superlative I was 'Most Likely To Succeed' and 'Most School Spirited'. I enjoyed being around my friends, and I enjoyed being close with teachers, developing those relationships. I've always known I wanted to be a teacher."

Smith graduated from Samford University in Birmingham, Alabama with a bachelor's degree in Education and a math minor. She earned her master’s degree in Education at the University of Georgia with a concentration in middle grades math. These degrees landed her a position as a long-term substitute at Clarke Middle School, and, later, an eighth grade math teacher.

"My first day of teaching, I remember standing at the front and thinking to myself, ‘How am I the teacher? How am I the adult in this room?'"

Smith said. "It just felt so weird, but it was great.

It was lovely."

Smith’s teaching techniques allowed her students to excel at math, earning her the title of Georgia Master Teacher in 2008. This success caught the attention of former CCSD Instructional Coach Coordinator Glenda Huff, who served as a mentor to Smith throughout her career. "(Smith) wasn't giving (her students) answers.

She wasn't giving them procedures. She was truly pulling out what it is that they knew," Huff said.

“Her Accelerated kids were able to articulate their understanding of quantities and relationships. They could relate that information in a graph and a table in a scenario, so I was so impressed with the level of conversation from those kids as eighth graders."

As an Instructional Coach Coordinator, Huff gathered evidence-based teaching techniques by working with teachers like Smith and spreading successful approaches across the CCSD. "(Smith’s) passion for mathematics and her

BY NICO WILLMAN News Editor

After 12 years of teaching, Smith was promoted to part-time Math Instructional Coach and part-time scheduler at CCHS in 2014. This promotion shifted her focus from educating students to teachers, but she remained connected to students through the additional role of course scheduler.

"I enjoy (scheduling) in some ways, because it's like a puzzle and it's mathematical. But also, it really hurts my brain," Smith said. “I've really tried to bring an analytical mind to the schedule, and serve the school as a whole the best that I can. I've tried to help promote programs, like ODYSSEY or JROTC, band, orchestra, things that I never thought about as a math teacher."

Smith was promoted to an assistant principal in 2019. Her responsibilities include monitoring student safety concerns and seniors’ progress toward graduation, creating the schedule, helping with spring registration and evaluating teachers and counselors.

"That first year I was an administrator, on teacher planning days, when you're a teacher, all the teachers got to eat together. Nobody wants to eat with an administrator!" Smith said. "The more you move up the lonelier it gets. But I also have a really great team (of administrators) to former CCSD Instructional Coach Coordinator lean on."

In addition to her administrative load, Smith is currently studying at UGA, honing her teaching skills to get a doctorate degree in Educational Leadership. "(My husband Eric Smith) has been super "Ms. Huff had raised me up in Clarke County supportive of me going not only (to CCHS) all the and taught me that the Foundation of Excellence time, but to (UGA) for the past three years," Smith was a really high honor, and it was like a pinnacle for teachers," Smith said. "(Then, coming to) Clarke said. "I feel the pain of a working mother, and I'm Central was spurred because I was really ready for a very lucky to have a partner who helps do things that pick up the slack." new challenge. Eighth grade math was getting kind Over her 20-year career, Smith’s progression of boring, and I also knew that eventually, I wanted through roles from student to administrator to be a leader in some fashion." allows her to bring empathy and credibility to In 2010, Smith's new position as a math conversations with those she works with daily. department teacher at CCHS forced her to adjust "I know what it's like to be in the classroom her teaching style for a different group of students and feel overwhelmed or to be frustrated by as she faced challenges she had not forseen. student misbehaviors, or to be frustrated with "It was an extremely difficult transition from what you perceive is not enough action from the middle school to high school. I had to learn how administration," Smith said. “And I don't ever forget to adapt who I was as a teacher," Smith said. "That it." helps me have conversations with teachers now Throughout her different roles in CCSD schools, because I know what works for me with these students. I'm not just shooting in the dark. I lived it. Smith’s work has consistently brought a positive influence to students under her administration.

I got chewed out by students. I understand." passion for wanting all kids to learn mathematics is something that always stuck out to me, and it was something I wanted to replicate across our district," Huff said. "(Smith) was instrumental in me trying to move our district to another place, and I don't think she even realized that."

Smith’s eighth grade Algebra I class was also ranked in Georgia's top five for End of Course Test scores for several years, and earned the highest in-state EOCT scores in the spring of 2007. Smith also was ranked the Ann M. Schindel Chair of Mathematics through the Foundation for Excellence in 2008-2009.

"(Smith) was instrumental in me trying to move our district to another place, and I don’t think she even realized that."

-- Glenda Huff,

Left: TEACHER TURNED ADMINISTRATOR: Clarke Central High School Assistant Principal Summer Smith stands in the CCHS cafeteria on Oct. 26 during second lunch. Smith brings her experience as a teacher to her work now as an administrator. “I know that she definitely sees the importance of being an administrator, but I know she misses the classroom, and I know she misses the context with the kids. She's found other ways to still have those connections and those relationships," English department teacher Meghan McNeeley said. Photo by Lucas Donnelly

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"Ms. Smith is very warm and bubbly and brings a positive vibe to our administrative teams," CCHS Assistant Principal Latinda Dean said. “It's apparent that she cares about the students, as well as the staff in the building. She knows it's very important to consider teachers and their needs and counselors (as well as students). She does an excellent job of making sure people are thought about and considered before we make decisions."

According to CCHS Associate Principal of Instruction Dr. Linda Boza, Smith is recognized by her colleagues as someone who does not shy away from a difficult situation and is dependable for other administrators.

"If there's something big (happening on the CCHS campus), she's a roll up your sleeves and get it done kind of person," Boza said. “When something faces us that's hard, she's a great thought partner for me. We will call each other and go, 'Okay, how do we do this? How do we go about this?'"

CCHS English department teacher Meghan McNeeley has worked with Smith since the beginning of Smith’s career. The two co-led the

“There were so many kids that she reached out to when nobody else would, and those kids became a vital part of her life," Huff said. “Even now she continues to connect and communicate with (them). And when those kids run up against obstacles, now, she's always ready to reach out and let them know she's there to support them."

Smith’s investment in relationship-building has had lasting impacts on the students she has worked with. For CCHS Class of 2019 CCHS Class of 2019 valedictorian valedictorian Andrew Caldwell, Smith was an integral part of his high school experience through mentorship.

CMS eighth grade together for seven years before "She's been able to relate to me on levels Smith moved to teach at CCHS. that other adults haven’t been able to," Caldwell "She’s highly motivated (and) dedicated. I don't said. “She has a really strong ability to connect with think she ever sees it as a burden," McNeeley said. younger students and understand where they're “She’s doing two jobs (at CCHS). Scheduler is coming from, what feelings they're having." one and administrator is another. And then she's According to Caldwell, Smith’s impact on his life a mentor. And she's a coach. And she's a mom. has stuck with him even after graduating.

And she's an (Doctor of Education) student. It's "(Smith) has taught me how to live a full impressive." life -- one that involves not just hard work, but Huff recalls Smith’s CMS days when she began compassion and love and courage," Caldwell said. the habit of personally connecting with students, a “I believe her greatest strength is instilling a strong practice Smith still implements in her work today. sense of self-worth in her students by encouraging

"The biggest gift she’s given me is the firm belief that I am worthy and deserving of a good, whole life."

-- ANDREW CALDWELL,

Featured: SUMMER’S SCHEDULES: Clarke Central High School Assistant Principal Summer Smith sits in her office discussing a student's schedule. Smith began her administrative career in 2019 and also produces the instruction schedule. “I really try to make a schedule that will benefit kids and adults," Smith said. "It's not always easy, and it doesn't always work because you can make things that are imbalanced, you can make adults have to work too hard, and there are situations that are outside of my control where adults are stretched thin," Smith said. Photo by Aza Khan

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Above: HALL DUTY: Clarke Central High School Assistant Principal Summer Smith speaks with students during a transition period on hall duty. According to Smith, the problem-solving aspect of her job is challenging. “One of the hardest parts is (that) when the school year starts, anything can happen at any time. You know, the walkie goes off, and you’ve got to go respond, and that's hard. We're about 1,850 kids, so we've grown, and (I have been dealing with) the crazy things that can happen," Smith said. Photo by Aza Khan Right: CO-WORKING COMPANIONS: Former Clarke County School District Instructional Coach Coordinator Glenda Huff (left) and Clarke Central High School Assistant Principal Summer Smith (right) sit next to each other during Huff’s retirement celebration in May 2020. Huff was a mentor to Smith throughout much of her career in CCSD schools. "(For her) to come from a stellar math teacher to a spectacular math coach to a super administrator, and now to be working on that last piece, a doctoral degree, and to also be a great mom and a wonderful wife, I'm just extremely proud of her and proud of what she does in our system," Huff said. “I just wish and hope the best for her. She's really one special lady." Photo courtesy of Summer Smith

“If there’s something big (happening on the CCHS campus), she’s a roll up your sleeves and get it done kind of person."

-- Dr. Linda boza,

CCHS Associate Principal of Instruction them to be brave with their life. The biggest gift she’s given me is the firm belief that I am worthy and deserving of a good, whole life."

Through the years, Huff has seen Smith grow as a teacher and an administrator and knows that Smith’s priority continues to be the students she hopes to influence.

"Part of her character is that she’s been called to action to help every child that's in this district," Huff said. "I think that's ingrained in her -- that's part of her character. That's who she is. She's always going to speak up and speak out in terms of what's right for kids, and I love that about her."

As her 20th year anniversary in the CCSD approaches, Smith’s deep-rooted dedication to the CCHS community remains ever-present.

"Being a teacher is who I am on the inside," Smith said. "I can't even pretend that I would be anybody else. It is a job that is important. And it is a job that is satisfying and heartbreaking all at the same time. There are kids that I know I made a difference in their (lives), and that's enough, even for the bad days." O

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CULTURAL BUZZ After the pre-release of incorporated singles such as “MONTERO (Call Me By Your Name)" and "INDUSTRY BABY", anticipation surrounded the Sept. 17 release of rap star Lil Nas X’s debut album of the same name. The album offers an exciting and dynamic blend of assorted musical influences.

“SCOOP (feat. Doja Cat)" places a heavier emphasis on a more traditional rap sound, while “AM I DREAMING (feat. Miley Cyrus)" is more laid back with a style that Cyrus fans will be more familiar with.

These contrasting genres incorporated throughout the album allow for a dynamic listening experience and shows off Lil Nas X’s ability to seamlessly blend pop, trap and rap music into a cohesive listener experience.

With a variety of encapsulating sounds, fans of Lil Nas X will certainly find this album to be an electrifying demonstration of his talents.

-- Natasha Williams, Sports Editor

Taylor Swift’s “Red (Taylor’s Version)," released on Nov. 12, is a re-recorded version of Swift’s original “Red," released in 2012. The 30-track album offers a twist on Swift’s original release that allows listeners to reminisce on the early 2010s.

Although it is the same album, listeners may notice subtle differences between the original and newer version. Swift’s happy and excited vocals radiate throughout the emotive album, allowing listeners to feel nostalgic and joyful along with Swift.

With noticeably deeper and more mature vocals, Swift also offers a level of sophistication to the pop songs that topped the charts in 2012.

Some “From The Vault” never-before-released songs offer more calm moods than original songs in the album, adding touch of the Taylor listeners have gotten to know today through recent albums “Evermore” and “Folklore”.

Beautifully sung, “Red (Taylor’s Version)" is a time machine that will transport listeners, new and old, to the early years in Swift’s career.

-- Jane Ripps, Sports Staffer

Released to most grocery stores by Galerie Candy and Kellogg Company on Oct. 1, Froot Loops gummies clearly resemble their inspiration, Froot Loops cereal, but fall short as a candy.

Sixteen packages of four gummies each are sold for $9.99. The individual packaging makes the gummies inconvenient for snacking for more than four at a time, as well as unfriendly for the environment.

With a fruity flavor and less sugar than most candies, Froot Loops gummies have a decent, though uninspired, taste. But most of all, the artificial, almost sour aftertaste is overpowering and takes away from the eating experience.

Despite their failings, the gummies’ taste is uncannily similar to Froot Loops cereal. This will appeal to fans of the cereal, but those who are looking for flavorful gummies should snack on something else.

Although Froot Loops gummies successfully imitate their cereal counterpart, they fail to compete against other candies because of their off-putting taste.

-- Isabella Westrich, Variety Staffer

Dear Evan Hansen

B

ased on the Tony Award-winning Broadway musical, the “Dear Evan Hansen” movie was released in theaters on Sept. 28. While it keeps true to the heart-wrenching plot of the musical, the movie falls flat due to an ill-fitting cast.

The movie follows Evan Hansen (Ben Platt), a lonely high school senior battling severe anxiety and depression, through his journey to maintain a high-stakes lie after a letter he wrote to himself was mistaken for a fellow student’s suicide note.

Something that will be immediately apparent to viewers is how old Evan looks because it takes away the viewer's focus from the character. Platt, who plays Evan, was 26-years-old at the time of filming. This is immediately apparent to viewers and takes one’s focus away from the character.

Though it is admirable that the movie maintains some of the original actors from the Broadway production, it would have been a much better choice to cast real teenagers instead to provide a much more genuine portrayal.

The singing featured throughout the film is to be incredible and uplifting, though heavily auto-tuned, which detracts from the power of the songs.

Some viewers may be disappointed about the exclusions of certain songs from the musical, but the film’s original tracks, such as “The Anonymous Ones," are consistent with the theme of the original Broadway soundtrack and fit in perfectly.

“Dear Evan Hansen” focuses on many different aspects of mental health struggles, and the film’s realistic depictions could be potentially triggering to those sensitive to that kind of material, so viewers should watch at their own discretion.

Overall, “Dear Evan Hansen” is perfect for those who are fans of the Broadway musical, but if viewers are looking for a movie-musical that will enrapture them, PHOTO ILLUSTRATION BY MOLLY HARWELL they are better off looking elsewhere. O VIiewpoints Editor

BY IRELAND MCCAGE Digital Editor-in-Chief

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Variety

CULTURAL BUZZ With its lineup of seasonal drinks for the 2021 fall season, Dunkin’ Donuts introduced customers to the new Pumpkin Cream Cold Brew, priced at $3.99. This drink is made up of Dunkin’s signature cold brew with a pumpkin flavor swirl, and topped with the new Pumpkin Cream Cold Foam, which includes flavors such as traditional pumpkin spice along with cinnamon, clove and nutmeg.

While this drink embodies the fall season, the flavor is not as subtle as the traditional Pumpkin Spice Latte. It is overpowering, and although the intense flavor of the cold foam may turn some customers away, overall, the taste is excellent as it pairs richer cold brew coffee flavors with the cozy pumpkin spice foam and swirl.

Instead of tasting too similar to the creamy latte version, the Dunkin’ Pumpkin Cream Cold Brew adds bolder flavors that upgrade the traditional fall flavor of pumpkin spice rather than recreating the overrated, traditional Pumpkin Spice Latte.

-- Gretchen Hinger, Editor-at-Large

“Take Me With You When You Go” by popular young adult authors Jennifer Niven and David Levithan, released on Aug. 31, features a dynamic sibling bond that will keep readers rooting for the characters, but a cliché and overdone plot takes away from the overall reading experience.

Told through a series of emails, the novel follows a runaway sister and her brother who stayed behind. While reading multiple perspectives offers intrigue, the plot itself is a litany of young adult tropes -- the long-lost father, forced romance and dramatic family reveals. There are several plot twists, but frequent readers of the genre will see the unsurprising and cliché events coming from the first foreshadowing.

Although it touches on heavy topics, including domestic abuse and runaways, “Take Me With You When You Go” is not a difficult read. If readers don’t set their expectations too high and can tolerate trite tropes, they should have an entertaining time reading “Take Me With You When You Go." -- Natalie Schliekelman, Digital Managing Editor

Released on Nov. 18, 2011, “The Twilight Saga: Breaking Dawn - Part 1” approaches its 10th anniversary this fall. Although the fourth film of the Twilight series may be a nostalgic watch for viewers now, the movie lacks some important cinematic elements.

The film opens with lovers Bella Swan (Kristen Stewart) and Edward Cullen (Robert Pattinson), a vampire, finally getting married. As their relationship continues, tensions rise between the vampires and werewolves, creating a plot that is so disconnected from reality that viewers may find unintended comedy in the film.

Although the drama-filled movie makes for an entertaining watch, the cast’s mediocre acting skills lead to an unsatisfying viewing experience, which is further hindered by unrealistic scenes featuring lackluster computer-generated special effects.

Overall, viewers who are looking for a quality film may not enjoy this episode of the classic saga, but die-hard fans may be up until twilight watching “The Twilight Saga: Breaking Dawn - Part 1” for a good throwback.

-- Jane Ripps, Sports Staffer

What If . . .?

R

eleased weekly from Aug. 11 to Oct. 6 on Disney+, the first season of “What If…?" opens new worlds within Phase Four of the Marvel Cinematic Universe. The animated series "What If…?" deals with different fan-favorite Marvel characters in alternate scenarios in its nine episodes.

The series follows a loosely connected narrative, with most episodes having a seemingly random storyline with both popular and more obscure characters. The introduction of alternate scenarios sheds new light on them and builds upon characters in ways that viewers haven’t seen before, possibly due to the show’s flexible animation style.

While the animation can look unappealing at times, the vibrant art direction helps the series emulate the art style of comic books such as “Spider-Man: Into the Spider-Verse”. The intense lighting helps portray the mood and tone of the episodes while also giving a solid form to the settings and characters.

Though the stories give a variety of plots that appeal to different viewers, the series rushes to fit entire movie-level premises into 30 minutes of screen time. It is also inconsistent in terms of tone and characters, which combines with the flawed plot to make the worlds feel incomplete.

Overall, “What If…?" provides a wild ride through the multiverse for viewers. Through the epic storylines and intense visual storytelling, the series shows the amount of passion and detail put into it by the writers, illustrators and animators. Despite the rushed storylines of some episodes, the chaotic nature of alternate scenarios in "What If...?" provides an entertaining and well-rounded experience for viewers. O

BY ANTONIO STARKS Illustrator

PHOTIO ILLUSTRATION BY EVA ORBOCK Editor-at-Large

Variety

November 2021

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Featured: BAKING BISCUITS: Variety Staffer Emily Couch learned how to bake biscuits at Mama’s Boy's on Sept. 13. With the help of an experienced chef and a welcoming environment, Couch participated in making Southern food, an unfamiliar style from the Western cooking she was used to back in California. Photo by Chloe Sears

Good ol' Southern biscuits

Variety staffer Emily Couch shares her experience learning how to bake biscuits in the homey and comforting environment of local restaurant Mama’s Boy. STORY BY EMILY COUCH Variety Staffer

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he smell of sugar and freshly baked treats filled my nose as I walked into Mama’s Boy, getting me excited for the Southern biscuit-making

opportunity that awaited me.

Chefs from the Athens restaurant welcomed me with warm smiles and excitement, comforting me as I became immersed in Southern culture for the first time since I moved from Orange County, California.

When I first arrived in Georgia, I was shocked by the difference in culture, cuisine and more small-town community. Due to my exclusive experience with California's restaurants, I was unaccustomed to typical Southern cuisine. Every restaurant I visited in the South included biscuits as a side option, if they were not incorporated into main courses.

I’ve always had an idea of what Southern cooking tastes like from trips to the South, but this was my first time becoming involved in this type of culture personally.

When I entered the kitchen, I was immediately embraced into a comforting second home for families and friends. Keeping an eye out for the wet floors and focused chefs, I walked into the crowded kitchen. Everywhere I looked,

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there were employees and staff members collaborating, and tackling multiple machines and ovens at once.

My photographer, ODYSSEY Media Group Managing Editor Chloe Sears, and I made it to our destination -- a slightly raised nook that overlooked the rest of the kitchen and displayed the chefs’ concentration. I introduced myself to the cook I was working with, William Clarke, also known as the Biscuit Messiah in the kitchen, and dove into learning about how to make this restaurant’s Athens-famous biscuits.

We first placed the ingredients into the mixer, and while watching them slowly combine together, I was fondly reminded of watching my mother do the same at home in California. She would always let me lick the mixing utensil afterwards, calling it the reward for our hard work. Alongside the Mama’s Boy chefs in Athens, I returned to the comfort of baking authentic original family recipes with others.

With the ingredients mixed together, the Biscuit Messiah granted me the job of kneading the dough. He was trusting me with a responsibility I had only executed in my own kitchen, and I was excited to take on the challenge.

As we worked, folding the dough back and forth on the wooden table and

Variety

waiting for it to become a soft consistency, the chef talked about his experience in the restaurant business and his favorite memories with the other cooks. The consistent chip-ins that the other employees added into his stories, making it more enjoyable and bringing me into the connectedness of the restaurant.

When we began cutting the biscuits into their designated shapes and placing them in the oven, I felt as accomplished as the other Mama’s Boy chefs seemed to be.

I never paid attention to the environment and community of the restaurants I went to in California because they never impacted me like Mama’s Boy did in this experience.

For me, the restaurant experience in California felt like it was more of a process where you order food, sit down, eat and pay once you have finished. There was little emphasis on warm employee-customer interactions, or establishing a welcoming atmosphere. At Mama's Boy, this was the focus of everyone involved When we finished baking, we took pictures of our success and had fun with the excess flour on the table by making hand prints to signify our baking achievements. I was filled with indescribable joy because I had contributed to the creation of a Southern masterpiece, a completely different cooking style than what I was used to over on the west coast.

It is not just about the taste -- cooking with loved ones offers a chance to connect with one's community.

Above: WATCH AND LEARN: Variety Staffer Emily Couch watches Chef William Clarke work with biscuit dough. Couch learned how to make the famous Mama's Boy biscuits as she became immersed in an environment of Southern comfort. Photo by Chloe Sears

The environment I was in had as much of a significant impact as the baking did on how I now see Southern cuisine and its cultural impact. I learned that southern cooking tells a story and provides history for a community from the interactions I saw between co-workers and people. It is not just about the taste -- cooking with loved ones offers a chance to connect with one's community.

I have tasted large amounts of culturally-influenced foods in my West Coast hometown. Here, I gained a new perspective on baking and Southern cuisine.

I was wrapped into a loving community, and I saw how such comfort fuels so many local businesses around me.

I may not be a biscuit-making expert yet, but I do understand the key fundamentals of good ol’ Southern cooking and the origin stories behind these special interactions. O

Featured: PLAYDOUGH: Variety Staffer Emily Couch rolls out the biscuit dough in an attempt to create the perfect consistency that Mama’s Boy biscuits are known for. These new baking skills helped Couch learn and understand the key fundamentals of southern cooking. Photo by Chloe Sears

Variety

November 2021

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In addition to preparing delicious Jamaican food, local restaurant Rashe’s Cuisine is active in both educating and supporting the Athens community.

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thens restaurant Rashe’s Cuisine is renowned in LAYOUT BY AUDREY ENGHAUSER town for its delicious Print Editor-in-Chief Jamaican soul food, but that isn’t the only thing that sets it apart in town.

GRAPHICS BY EVA ORBOCK Editor-at-Large Owner Rashe Malcolm’s relationship with her customers and her contributions to her community make Rashe’s Cuisine a special place to many Athenians.

Located less than three miles from Clarke Central High School, Rashe’s Cuisine officially opened in 2013. Previously on Tallassee Road as a dine-in establishment, Rashe’s Cuisine is now nestled in Triangle Plaza on Vine Street and offers carry-out meals.

Hungry community members may also find her cuisine at the Jittery Joes Roaster on Barber Street, where Rashe often serves customers from her food truck.

The restaurant is Rashe’s latest endeavor in her journey with food and community -- a journey that started when Rashe was a young girl.

"I loved being around my mom’s friends. When they were in the kitchen cooking, that’s where I wanted to be.

I wanted to see what was going on. I didn’t want to just taste it, I wanted to see how it was made," Rashe said. "A lot of times, I could just look at something and be able to mimic it. So I knew early on I had a gift."

Rashe’s passion for food and cooking was fueled by her grandmother, a role model in her life.

"She loved my mother, so everything that my mother did, Rashe would end up doing," Rashe’s mother Denise Brightwell said. "She watched a lot of what my mother was cooking. My mother did a lot of Jamaican foods and African foods, and she fell in love with it. It’s not my forte per se, but the way that (Rashe) prepares it, I love it."

With a mother in the military, Rashe grew up moving all around the U.S. Her exposure to different areas of the country, along with her Jamaican and Southern cultural backgrounds, heavily influence her cooking.

"I’ve lived in Jamaica, I have a Jamaican husband and my kids were born in the U.S., (but) we raised them for a time in Jamaica," Rashe said. "I come from very humble beginnings -- I raised (my kids) with very humble beginnings. Taking all of that in, it really (influences) how I cook and how I create, because (Rashe’s Cuisine) started as a culture, period. As Black Americans, as Jamaicans, as a culture, period. We really had to, at a lot of times, take nothing and STORY BY ISABELLA WESTRICH Variety Staffer

turn it into something."

As a teenager inspired by her community, Rashe began teaching others to cook and donated food she made to those who needed it.

"It was the nature of how our community worked," Rashe said.

"Everyone had a talent, and everyone lended that talent to help all of us be able to continue our lives."

Rashe transitioned from preparing food for the community into owning and operating her own catering business at 18.

"I was already (cooking) in a community setting, and when my mom asked me what I was going to do once I got out of school, the spirit just told me I was going to have this business," Rashe said. "I didn’t really know what that was going to look like, so I essentially just kept doing what I had already been doing, and eventually it came together."

Although Rashe continued her catering business through the following years, it was not yet a main source of income. In 2013, however, she hurt her leg and could no longer continue her previous job as an Environmental Protection Agency contractor.

"I was just like, ‘Okay, that’s owner of Rashe's Cuisine not how this is going to work, I still have young kids at home.'

And so I took my little life savings and we started the restaurant on Tallassee Road," Rashe said.

Inspired by her family and cultural background, Rashe’s restaurant serves Jamaican soul food, but Rashe works to provide customers with more than just good food, but a rich cultural experience.

"You get a little bit of community, you get a little bit of cultured food, you get a real experience when you deal with us," Rashe said. "You really do feel like you’ve known me forever."

Rashe's dishes have contributed to the visibility of Jamaican food and culture in the Athens community. For example, community member Csherri Sims believes that her relationship with the restaurant has widened her perspective on cultural cusine.

"Everyone thinks Jamaican food is hot, it’s too spicy. And that’s the impression I had, too, because we only had one other Jamaican restaurant here in Athens, and so that’s the only one I could relate to," Sims said. "(But) when I was introduced to Rashe and her restaurant, I was like, ‘Okay, this is Jamaican, but it’s not too spicy.

I can eat this without fanning my mouth and everything.'"

Rashe educates the community by providing them with a Jamaican experience, although it takes additional effort.

"A lot of Americans know what an empanada is, the Spanish have done a very great job of introducing their foods and ensuring

"I wanted to see what was going on. I didn’t want to just taste it, I wanted to see how it was made."

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-- Rashe Malcolm,

Featured: FROM HER FOOD TRUCK: Local restaurant owner Rashe Malcolm serves customers from her food truck at the Jittery Joes Roaster at 425 Barber St. on Oct. 10. The restaurant’s signature Jamaican soul food is an Athens staple, but Rashe believes that the restaurant provides more than just food to its customers. "(Rashe’s Cuisine) really (gives) a cultural experience. You get a little bit of community, you get a little bit of cultured food, you get a real experience when you deal with us. You really do feel like you’ve known me forever," Rashe said. Photo by Lucas Donnelly

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ing people out of my own pocket. It’s just who we are. It’s not anything forced." people know what they are, but as a Jamaican, I’m still explaining to people what a beef patty is," Rashe said. "When we first started, people were like, Her mother notices Rashe providing guidance to her customers, extending her relationships beyond her foods.

‘What’s that? What’s that?' I spent more time educating people on Jamaican cul"We can’t make you do the things that we want you to do, but we can make tural food than I probably did selling it. And now, if I don’t have certain things, sure that we cover you so that when we see you going to the right and you’re they’re like, ‘Where’s my plantains, where’s my dumplings, where’s my this, supposed to be going straight, we where’s my that?' So it’s very exciting."

The restaurant’s celebration of can sort of guide you back that way," Brightwell said. "That’s the way (Rashe) culture has helped to give a voice to governs that restaurant, and that’s the previously underrepresented communities in Athens. way she looks at the community. Rashe’s mindset is, ‘What can I do for you, to "Rashe’s Cuisine is an opportunity for help you get to where you need to be?'"

African Americans to have a voice as far Rashe’s son, Rashe’s Cuisine employas the culinary side of Athens. People are ee and CCHS Class of 2019 alumnus used to seeing The Varsity and all these big-time restaurants, but they’re not Wayne Malcolm, believes that these efforts are effective due to the mindset of used to having a restaurant that they can relate to, that’s part of their background, Rashe's Cuisine employee and CCHS Class of 2019 alumnus the restaurant and its employees.

"Most people are going to look at us that’s a part of their culture," Sims said.

"So when you have someone like Rashe (like), ‘Oh, they’re a family business.' who comes in, and she has collard greens and mac n’ cheese, these are things But we look at it as, ‘What can we do to feed the community? What can we do you’re used to eating at home." to give back?' Because people think we have so much, which we really don’t, vut The contributions that Rashe’s Cuisine makes to the Athens community we try our best with what we do have," Wayne said. extend beyond education and representation. Rashe also donates directly to Rashe’s contributions to the Athens community make her a role model for community members in need. many.

"People call me up, and (say), ‘Hey, we have this kid’s team, and they need "For a lot of students nowadays, they need representation, especially (from) support.' Sometimes it's with a check, sometimes it's with food," Rashe said. someone like Rashe, who is active in her community, who’s active with better"(Then) the pandemic happened. Before I got my first grant money, I was feeding her community. Youth need to see people like Rashe doing great, because

"We look at it as, 'What can we do to feed the community? What can we do to give back?'"

-- Wayne Malcolm,

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Variety

Featured: PRODUCTS OF HER COMMUNITY: Various products such as coffee and chocolate from Rashe's Cuisine are featured at her carry-out restaurant in Triangle Plaza on Vine Street. Owner Rashe Malcom focuses on her connections with customers above all else. “I would say the customers (are my favorite part), and really we call them family members or cousins. And that’s because there’s a variety of people who come through here, good, bad and indifferent," Rashe said. Photo by Lucas Donnelly

they can look at her and say, 'Hey, I can do that, too,'" Sims said.

Rashe’s community-centered approach to running her restaurant and her relationship with customers create a welcoming and comfortable atmosphere at Rashe’s Cuisine. "(Rashe) is one of those people where her personality is just lively.

When you go over there you can’t help but be happy and joyus, even though you may not feel like being happy, maybe you’re upset about something, but when you’re around her her personality pretty much rubs off on you," Sims said.

According to Rashe, there is more on the horizon for the Rashe's Cuisine community that will bring more people into the world of Jamaican cooking.

"We actually filmed our first episode for my new cooking show. We have a cookbook coming out as part of our merchandise line, we’re really trying to push that right now," Rashe said. "We get so many people saying, 'Oh my God, I wish I could cook,' and we always try to tell people, ‘It’s really not as hard as you think.'"

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Left: FAMILIAL CUSTOMERS: Rashe's Cuisine owner Rashe Malcolm serves customers from her food truck at the Jittery Joes Roasters at 425 Barber St. on Oct. 10. Rashe enjoys teaching customers about Jamaican foods she incorporates into her dishes. “I remember when we first started, we used to do things like yam, and dumpling, and banana, and we would do smoked corn and all of that, and people were like, ‘What’s that? What’s that?'

I spent more time educating people on Jamaican cultural foods than I probably did selling it," Rashe said. Right: CRAFTED WITH CARE: An entree from Rashe’s Cuisine containing jerk chicken, rice, peas and mac n' cheese is displayed on Dec. 1. Rashe’s Cuisine’s menu offers a variety of options, including curry chicken, jerk pork, jerk chicken, oxtails and a veggie plate. “People have to understand that you don’t have to go by somebody else’s standard for what you feel is good food," Rashe said. “Food is supposed to be intentionally yours. You have your own taste pallet. It’s not going to be the same as your mother’s or your brother’s or your grandmother’s. Your pallet is intentionally yours, it’s individualized." Rashe said. Photo by Lucas Donnelly and photo illustration by Eva Orbock

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QUest for ATHens' Best: After sampling burritos from a variety of fast food Mexican restaurants across Athens, members of the Variety Staff conclude that The Taco Stand and Barberitos offer the best affordable burritos in town.

LAYOUT BY ISAAC RAMIREZ Variety Editor

LAYOUT BY AUDREY ENGHAUSER Print Editor-in-Chief

GRAPHICS BY EVA ORBOCK Editor-at-Large

Above: A HIGH STANDARD: The Taco Stand restaurant on Prince Avenue is pictured. The local burrito stop was declared the best burrito restaurant in Athens at a delicious 8.2/10 experience. Photo

by Chloe Sears

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arboring the smell of irresistible black beans and chicken, The Taco Stand's selection of burritos has an authentic Athens taste that will fill one’s mouth with fresh, crunchy veggies and savory meats that are the perfect balance between sweet or salty.

The burritos at The Taco Stand are offered at affordable prices, with many of their specialty items costing between $4 and $6. One example of this is the Mega Burrito, which harbors a well-grilled taste as well as meat with a hint of sweetness.

Another specialty burrito offered is the Baja Burrito, containing a choice of meat or tofu and fresh vegetables with a well-made steamed spinach or sun-dried tomato tortilla.

Overall, both burritos provide the customer with a warm and somewhat tangy meal that has just the right amount of mild spice and a thick tortilla to make for some deliciously roasted and toasted burritos.

With a breezy outdoor dining area and tubular music that enhances the burrito eating experience as a whole, the restaurant maintains a retro summer atmosphere, offering a palatable and aesthetically pleasing Athens dining experience. O

BY ANTONIO STARKS Variety Staffer and illustrator

Ingredients

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Price

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Location

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Presentation Right: THE MEGA BURRITO: The Mega Burrito of The Taco Stand is composed of chicken, rice, beans, guacamole, cheese and sour cream. The burrito provides customers with a warm, summery eating experience.

Photo by Isaac Ramirez and photo illustration by Eva Orbock

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Chips and salsa

Overall Score

7

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8.2/10 Variety

BURRITO BATTLE T

he Barberitos on Prince Avenue offers several freshly made burritos filled with an excellent balance of spicy and savory elements. The aroma of tangy chicken and homemade guacamole fill the air, creating a family-friendly atmosphere that complements the food.

Barberitos has a wide range of burrito options, ranging from their famous burrito bowls to their “build your own'' choices. Two of the choices include the salty Fajita Burrito and the flavorful Heavy-D Burrito.

Both are filled with nicely salted chicken and complementing flavors in the lettuce, homemade guacamole, pico de gallo, rice and black beans. Although the flour tortillas break easily, the overall burrito experience will have customers coming back for more.

This eatery also offers plenty of seating, as well as quick and easy service. The modern and fashionable color pallets brighten up the building, bringing a more aesthetically pleasing twist to the typical fast food Mexican restaurant.

These two burritos are reasonably priced at $9.75 each with chips and a drink included on the side. This well-portioned meal keeps customers coming back for the flavors and an overall enjoyable experience. O

BY EMILY COUCH Variety Staffer

Ingredients

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Above: A CLOSE SECOND: Barberitos is located on Prince Avenue.

This restaurant was declared the second place winner of the Burrito Battle with a 7/10 score. Photo by Chloe Sears

7/10

Left: THE HEAVY-D: Barberito's Heavy-D Burrito is composed of black beans, rice, chicken, lettuce, guacamole, pico de gallo and sour cream on a spinach tortilla. The avors complement each other nicely, providing a satisfying menu option for customers. Photo by Chloe Sears and photo illustration by Eva Orbock

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The Ramirez Resolution

BY ISAAC RAMIREZ Variety Editor

Blaming violent video games for violent behaviors in the real world is destructive and shifts focus away from more important causes such as socioeconomic envrionments.

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hile the ubiquity of violent video games has some effect on the mental health of players, the notion that these games are a primary cause for real-life violence is ineffectual, as it fails to address other factors that come into play.

According to a 2015 study by Pew Research Center, 40% of American adults believe that people who play violent video games are more likely to be violent themselves.

However, research suggests that this is not the case. A 2010 study published by the American Psychological Association found that the presence of certain psychological traits in players can determine if violent video games will cause increased aggression.

"The teenagers who were highly neurotic, less agreeable and less conscientious tended to be most adversely affected by violent video games, whereas participants who did not possess these personality characteristics were either unaffected or only slightly negatively affected by violent video games," the study’s conclusion stated.

Violent video games do not inherently cause violent behavior -- there are a multitude of environmental and socioeconomic factors in people’s lives that could more directly lead to these actions. The overrepresentation of violent video games as a contributor of real-world violence downplays the severe effects of these more significant causes.

For example, according to the American Law and Legal Information Law Library Encyclopedia, socioeconomic

factors may inform one's actions in this respect.

"Individuals living in poor neighborhoods have few resources and supports for healthy development," the encyclopedia stated. "Low social and economic status may contribute to heightened risk-taking behavior, an idea that finds some support in psychological studies showing that artificially lowering an individual's self-esteem gives rise to higher levels of risky or rule-breaking behavior."

Additionally, research suggests that young people’s developmental relationships could also play a role in whether or not they act aggressively. According to a 2019 study published by Frontiers in Psychology, adolescents with unstable family environments are more likely to show negative characteristics.

"Individuals with low scores of family environment are less likely to help each other; they often openly show anger, attack, and contradiction and do not pay much attention to morality and values," the encyclopedia stated.

"These negative aspects would not decrease but increase their acceptance of violence and aggression."

The notion that people who play violent video games incite violence in the real world has done more harm than good.

Instead of attributing sole blame to violent video games, people should examine the environments and situations surrounding those who engage in dangerous behavior. O

The overrepresentation of violent video games as a contributor of real-world violence downplays the severe effects of more significant causes.

Above: PLAYING WITH FIRE?: A video game player sits on a controller, positioned in front of multiple screens displaying violent content. Despite the amount of violence found in many video games, the notion that they directly lead to increases in violence is misleading and ignores more relevant contributing factors. Illustration by Antonio Starks

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Sports

pre-season madness

CCHS hosted its annual Midday Madness, formerly Midnight Madness, on Nov. 13 in the CCHS Competition Gym.

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he Clarke Central High "I'm looking forward to showing people what I School annual basketgot, what I got to prove as a freshman, and proving ball fundraiser, Midday people wrong," CCHS freshman varsity basketball Madness, formerly Midnight player Marcus Gillespie said. "I want to prove to Madness, took place in the CCHS Competition Gym people that I deserve to be on the varsity team." on Nov. 13. The event featured a diverse range According to basketball cheerleading coach of activities, including scrimmages with all of the Latoya Jewell, middle school basketball players CCHS basketball teams. participate, as well, and can get a glimpse into their The CCHS boys varsity basketball team was split upcoming athletic experience in high school. up into two teams that played one another, while "My favorite part is getting to see the younger the boys JV team crowd come in and played the boys be able to play at freshman team. The Clarke Central on girls varsity and JV our turf," Jewell teams merged tosaid. "I think that's gether and then split something exciting into two opposing for them. It gives teams. them an extra thrill According to to know that hey, CCHS head boys they're middle varsity basketball school, but they're coach Stefan Smith, playing (at the gym Midday Madness that will) hopefully gives athletes a be their high school chance to play with coming up when an audience without head boys varsity basketball coach (they enter) ninth the pressure of the grade. To see the regular season. younger crowd is "I like the festivivery exciting for ties all around, this me." community coming out in a relaxed atmosphere.

After participating in the event, CCHS boys varsiThat's probably the last relaxed atmosphere you get ty basketball team member Copeland Grantham, a before the season starts," Smith said. "We just kind junior, feels that the competition allowed the team of have fun with it. (During the event), I do want to start off the season without too much pressure. to see (the players do) some things that they've "I think (Midday Madness) was a lot of fun. I’m learned, some fundamentals and that type of thing, glad we got the opportunity to play in front of some but I don't really put a lot of stress on it." fans and just compete with each other and have fun Beyond its function as a community-building before the season started," Grantham said. "The event, Midday Madness provides an opportunity for atmosphere was great, and we had a good time." O players to display their skills.

STORY AND PHOTO BY LUCAS DONNELLY Photographer

"I like the festivities all around, this community coming out in a relaxed atmosphere. That's probably the last relaxed atmosphere you get before the season starts."

-- Stefan Smith,

Left: FRIENDLY COMPETITION: Members of the Clarke Central High School JV boys basketball team compete with the CCHS freshman boys team to gain control of the ball during a Midday Madness game on Nov. 13 in the CCHS Competition Gym. All CCHS basketball teams engaged in scrimmage matches for an audience during the event, which lasted from 3-7 p.m."(Midday Madness) is a fundraiser for both the boys and girls basketball programs. We have different activities and inter-squad scrimmages to help raise money to fund things that we may need during the season," head boys varsity basketball coach Stefan Smith said. Photo by Lucas Donnelly

Sports

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Gaps Between Glads Gaps

The continued use of the term "Lady Gladiators" to differentiate between male and female athletics is one of the many divides in CCHS sports.

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ithin the athletic programs and facilities at Clarke Central STORY BY JANIE RIPPS High School, many Sports Staffer female student-athletes face gender-based inequalities.

Throughout CCHS’s history, the term "Lady Gladiators" has been used to distinguish between male and female athletics.

CCHS head swim coach Emily Hulse feels the use of “Lady Glads” in female-only sports creates a division between sports teams. "(Using 'Lady Glads') goes with the history of our country. Women weren’t allowed to do sports and even go to school for so long in our history. That's why women are the ‘other’ versus (the) standard," Hulse STORY AND LAYOUT BY GRETCHEN HINGER Editor-at-Large

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“I don’t like it very much because I don’t see why (it) has to be, ‘These are the Glads’ and ‘These are the 'Lady Glads'.'

These (girls) are also the Glads. I try not to use it, but I understand it’s a quick way to differentiate."

-- Emily Hulse,

head CCHS swim coach

said. “I don't like it very much because I don't see why (it) has to be, 'These are the Glads' and 'These are the Lady Glads.'

These (girls) are also the Glads. I try not to use it, but I understand it's a quick way to differentiate."

CCHS varsity volleyball player Sadie Eubanks, a sophomore, feels that using "Lady Glads" negatively impacts the way female sports are perceived compared to male sports.

"It takes away from what we do. It’s like we’re not the same Gladiators or we’re not in the same student body or category of sports as our male peers. They just get to be Gladiators. They’re not male Gladiators," Eubanks said. "It makes male sports the norm, and then we’re what has to change."

As someone who has coached for over 35

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years, Woodward Academy (College Park, Georgia) former girls track and tennis coach and English department teacher Scott Crook believes it may be difficult for schools to discontinue using ‘Lady’ to separate teams.

"I think people (and) schools get pretty attached to their mascots. Some mascots you'd have to completely change or give a separate mascot in order to avoid anything that may sound as if it were meaning to be gender-specific," Crook said.

"Lady Gladiators" is one of the most prominent divisions between sports at CCHS, but there are many other divisions and inequalities stemming

“At this point, we are really struggling with our females during the school day, where they’re supposed to go for PE classes to change, locker room, bathroom situation."

-- Kasi Carvell,

physical education department teacher

from this term that involve facilities, such as locker rooms or bathrooms. While CCHS’s male-dominated teams have at least three full-sized locker rooms, with football, baseball and basketball all having their own, the 22 volleyball and 23 softball players, who are exclusively girls, have one locker room accessible to them that is shared among all female sports teams. According to CCHS volleyball player Lily Meyers, a senior, the varsity girls volleyball locker room was hard to use and unhygienic.

"We had an issue with a toilet that grew maggots and was unusable that was not cleaned for weeks.

We then had an issue with insects and mosquitoes in our locker room that made it difficult to change without getting multiple bug bites every day,” Meyers said. “We expressed these concerns and it was not fixed for a long time. We had issues with cleaning and overflowing trash cans because the locker room was not properly taken care of or cleaned as it should have been.”

According to CCHS Athletic Director Jon Ward, the lack of clean facilities in the varsity girls locker room has now been resolved.

“To me the issue was that it got to that point in the first place. Neither locker room, the girls and then when we walked through the boys locker room it was not serviced, and we’re talking about the two locker rooms on the varsity side main gym, neither had been serviced quite regularly,” Ward said. “Thankfully, it was addressed to my knowledge as it should be now. I do think the issue, the volleyball players and coaches and parents were

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Top: MAINTAINING SUITABLE STANDARDS: Clarke Central High School physical education department teacher Kasi Carvell stands in the weight room in the James M. Crawford Memorial Arena. During her CCHS tenure, Carvell has observed inequalities between female and male athletes' facilities. “We've seen a tremendous increase in the last few years in our females participating in sports. So that's great, (and) a lot more involvement in all of our women's sports actually, compared to five years ago, six years ago it's double the number of female athletes that we have, which is great," Carvell said. “I do think there are some issues with our facilities not being equal, between our athletes, and what they have access to, and the suitability, the accessibility, and all of that." Photo by Luna Reichert Bottom: SHED OR LOCKER ROOM?: The Clarke Central High School softball equipment shed is shown. According to CCHS head varsity softball coach William Lance, CCHS softball players store their bags in one of their equipment sheds and change in the visitor football bathroom due to them not having a designated locker room. “Our sheds leak, so (the athletes') stuff could get rained on, we have to fight that," Lance said. "We want to get this done. It’s the right thing. As you know, whether someone says that you (can) have it or not, in my head it’s the right thing. The girls need it. The girls deserve it, and I’m gonna do whatever I can to ensure that that happens." Photo by Gretchen Hinger

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correct that it should have never got to that point. They had been practicing since summer.”

CCHS weightlifting student and soccer player Kenzie Howell, a senior, sees another inequity between CCHS’ weightlifting students, as the female students use what was once a coaches bathroom as a locker room compared to the male students using the football locker room.

"It's mostly about how small the space is and how difficult it is to have a lot of girls who need to change in such a small space and stuff like that," Howell said.

"Having to get the door unlocked every day, it's just a constant difficult thing to deal with, especially compared to the guys who just walk in the door."

CCHS head softball coach and former assistant baseball coach William Lance recognizes noticeable differences between the softball and baseball team facilities. While the baseball team has a locker room attached to their dugout, the softball team does not have a locker room immediately available to them.

"My girls are changing in what's supposed to

nated locker room is an inconvenience, but that these differences also create selfdoubt within female athletes, impacting team morale.

"The fact that my girls don't have a locker room bothers me. We have to fight that. Coach Ward is working with me to get this done and there's parents fighting for it, so we're attacking the problem, but it's a problem that's gone on for too long, just on the softball side," Lance said. "As CCHS varsity volleyball player, a senior far as morale that affects the team, it's gonna affect the players because they're putting their stuff in a small space and it's be a fieldhouse bathroom for football games, (or) just not appropriate.

If I was a player and I saw this, they're having to change in the gym or they're I'd be like, 'Are we just not good enough?' or, 'Does changing inside the school. They're also leaving anyone care?' That doubt creeps into your mind." their equipment in my room because the space is The overall attention given to female sports is not big enough to store our equipment for softball also a concern among coaches, athletes and teachand their personal stuff," Lance said. “I'm giving ers at CCHS. With a recent increase in the number up some of my space in my classroom to ensure of female athletes at CCHS, physical education that their stuff is safe so that we don't have just department chair Kasi Carvell has noticed this lack piles of bags that we have to walk over to get our of facilities for female participants. equipment." "(There’s) a lot more involvement in all of our Lance not only believes that the lack of a desig-

"We had an issue with a toilet that grew maggots and was unusable that was not cleaned for weeks."

-- Lily meyers,

Below: BASEBALL VERSUS SOFTBALL: The Clarke Central High School baseball field locker room is shown. While the baseball team has a locker room connected to their dugout, the softball team does not, which CCHS head softball coach William Lance sees as a challenge for the team. “Baseball has two sheds like softball does, (but) one got turned into a locker room. (The baseball sheds) are 15 feet longer -- same width but longer, and 15 feet goes a long way when you’re talking about storing stuff and being able to move or maneuver around (and) change," Lance said. “I see it every day and I know what heart the (girls) bring to the table on all sides and they give the same that a male sport athlete. Just because they’re females, they’re not given the same drive, the passion, the work ethic, and not given everything they can (be) given to be successful." Photo by Gretchen Hinger

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Above: WEIGHLIFTING WOES: CCHS weighlifting student Kenzie Howell, a senior, lifts weight in the James M. Crawford Memorial Arena. According to CCHS physical education department teacher Kasi Carvell, CCHS has not provided female students with a permanent full-sized locker room that can be accessed by students during these class periods. "There’s a room before (the girls weightlifting locker room), and then a bathroom. (Coaches) have to keep it locked for safety, because it's just attached to a hallway so if people were to just open the door, there are girls changing," Howell said. "So, twice a day sometimes I have to go grab (a coach) to unlock the door before I can even get in, which they understand, but it's still an annoyance and it takes up time." Photo by Lucas Donnelly

women's sports compared to five, six years ago. It's double the number of female athletes that we had, which is great," Carvell said. "I think the school was originally built because we had more males in our sports. Due to the fact we have more female athletes now, I don't think we've caught up to that as far as our facilities."

Howell has dealt with various inequitable locker rooms since her freshman year in weightlifting classes and as a CCHS JV girls soccer team member.

"I have trouble imagining how it got designed that way, like seeing the boys bathroom and then after seeing what we change in every day, it's hard to imagine," Howell said. "They just didn't plan for an actual girls bathroom and weightlifting zone."

According to Ward, CCHS has been notifying the Clarke County School District of these issues.

While he does anticipate resolutions, Ward has not seen significant changes or exact plans to address these issues.

"There has been a plan in the district since 2008 informing (the CCSD) that we needed more locker room space for the Crawford Gym weight room facility and our request is to have both a male and female locker room built adjacent to the ( James M. Crawford Memo-

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rial Arena)," Ward said. "I don't know if it's been a delay, it just hasn't been put on as part of the (Education Special Purpose Local Options Sales Tax) projects. That's the means by which the school district builds new facilities and I assume it's one of the upcoming projects. We’re working with the school district to expand the equipment room of

the (softball) third-base dugout for a changing area for our girl’s softball team."

For the time being, there is not a true female locker room for PE in the James M. Crawford Memorial Arena. However, Carvell has been working with members of the CCSD to resolve these issues. "(PE students) truly do not have a separate female locker room. There is an area that (CCHS administration) are going to allow them to use, but it needs to be updated, and it has currently not been touched, so we cannot access it right now," Carvell said. "At this point, we are really struggling with our females during the school day, where they're supposed to go for PE classes to change (and the) locker room, bathroom situation."

Eubanks feels that in order to close these gaps, support is going to be the most important thing going forward for female athletics.

"If the administration put our questions and our thoughts higher on their priorities, that would be nice. We got our locker rooms taken care of and now they're on a janitor’s schedule," Eubanks said. "I guess they have said reassuring head varsity softball coach things to us, but I think if they just matched their actions to their words, it would be better off and (it would) support us a little more." O

“They're putting their stuff in a small space and it's just not appropriate.

If I was a player and I saw this, I'd be like ‘Are we just not good enough?' or ‘Does anyone care?'

That doubt creeps into your mind."

-- William Lance,

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RECLAIMING POWER

BY GRETCHEN HINGER Editor-at-Large

When addressing sexual abuse cases, national sports organizations must focus on public awareness and transparency in order to make womens' sports safer.

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ith more than 500 women suing USA Gymnastics and six women suing USA Swimming over the mishandling of sexual abuse allegations, women are left without support from their athletic organizations as executives continue to keep cases private.

In 2016, an article that exposes the USA Gymnastics organization for its failure to report sexual abuse allegations against coaches was published by the Indianapolis Star. This report lead to about 300 women publicy sharing allegations of sexual abuse against Larry Nassar, a former doctor for USA Gymnastics.

Executives of these organizations are not publicizing the sexual abuse cases and making members aware of what is going on. Without public awareness and transparency, more athletes may become victims of sexual abuse.

The process of resolving a case involves a report, then interviews, and finally, an investigation report is created and the alleged abuser and organization are notified. Not only was the USA Gymnastics case an example of the lack of accountability within these organizations, but former USA Swimming Executive Director Chuck Wielgus was also accused of mishandling sexual abuse cases after they were brought to his attention, according to a February 2018 article in The Orange County Register.

Following this news, the U.S. Center for SafeSport was created on March 3, 2017. This organization was introduced in order to channel all sexual misconduct or abuse reports for the U.S. Olympic Committee organizations on a national, regional and local level.

Ultimately, SafeSport can only provide so much support when the leaders of these organizations are not handling the case within the organization after being notified, preventing women from separating themselves from the organization of their alleged abuse.

It is essential that high school athletes have every opportunity to get recruited to receive a postsecondary education.

With many of these cases, athletic directors, presidents and executives fall out of the picture through resignations or retiring, such as Michigan State University athletic director Mark Hollis and President Lou Anna Simmon during the Nassar case, according to the New York Times.

With this mentality of resigning away from the problem, it becomes clear that these national organizations care more about the company’s image than their members.

By continuing to allow national sports organizations to sweep sexual assault cases away, there will only be a continued lack of power in female athletes that fuels the conditions necessary to create predators in women’s sports.

Instead, the government needs to impose harsher penalties on these organizations such as fines for not reporting their investigations. This public knowledge will hold them accountable to actually carry out the investigation rather than hide it from the public, and can help stop the cycle of sexual abuse in sports by putting these injustices out in the open.

When sports organizations hide these injustices from the public, it becomes difficult for women to gain justice from their abusers. With more public recognition of these sports-related sexual abuse cases, abusers can be held accountable by the public, and these victims will, in turn, take back their power. O

Above: SILENCING WOMEN: Hands that represent USA sports organizations restrain a female athlete from gaining justice for an abuse case. Those in positions of power in these orginizations must be held accountable for cases of sexual abuse within their programs and provide transparancy to the public. Illustration by Antonio Starks

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things to know about about the cchs cross country team

BY MAX CARlson, as told to wyatt meyer

1. consistent MEETS We get (meets) about an hour early and we get all of our stuff set up. We set up the tent and then go for a warm-up run. It’s usually the guys first and then the girls. The race is a 5K, so 3.1 miles. We go all out during the races and try to (beat our personal records), basically try to get a faster time.

2. A team sport

Even though it may seem like an individual sport, everyone’s trying to improve on their own time. All of the times add up together in order to make your team (win), because teams can win meets. The ultimate goal is to get to State and you need the team to do that.

3. coaches are key

(Coaches) design the workouts and they encourage us. They record all of our times from the previous meets and what (time) we’re trying to hit. They’ll tell us what to run and if we’re on the right track or not. They do a bunch to help. In practice, they’ll tell us what times they want us to hit for our workout if it’s a hard workout. If it’s an easy day, they’ll say how long to go out for a run and when to come back. (They tell us) what to do for stretching and stuff like that.

4. different every day A lot of people think that each day is going to be super hard, and we’re gonna hurt super bad each day. That’s really not the case. Usually, we’ll split up the days. We’ll have a hard day on Monday maybe, and then on Tuesday it will be an easy day, and Wednesday will be hard. There are some hard days, obviously, but not every day.

5. student mentors

We (runners) encourage younger players by not being too hard on them. ( We) show them that it’s just a sport, it’s fun, and not to beat themselves up. Whenever they improve, like getting a fast time, then we’ll obviously say, 'Hey, good job,' or 'Congrats'. O

Featured: CROSS COUNTRY CONTRIBUTOR: Clarke Central High School boys varsity cross country runner Max Carlson, a junior, poses with his running shoes on Oct. 19. One key aspect of the croos country team for Carslon is its sense of community. "We have a great team," Carlson said. "Everybody is very encouraging toward one another." Photo by Lucas Donnelly

Star Players Photos by Lucas Donnelly

ODYSSEY Star Players VARSITY CHEERLEADING

JOHN "ELI" WARRINGTON Grade: 12 GPA: 3.3 Years of experience: 5 Game day ritual: I like to take my mind off things and calm down as much as I can. I don't really try to focus way too hard -- I like to have a little bit of focus, but being more calm is more important to me.

Favorite memory: I don't really have a favorite memory, pretty much every game is the same to me.

Role Model: Probably (Buffalo Bills wide receiver) Stefon Diggs -- I like to put my game out just like him, I like everything about him, he's a really good player.

What coaches say: He’s a real good player for us, he’s a number one target, no question. He’s kind of quiet, he just does his job. He does a real good job, he has since he’s gotten here. Thank God we got him. With (wide receiver Sean Leahy) injured, and (then) (wide receiver Antonio Jewell) injured, he (was) the only starting receiver that we (had) healthy, and that’s been huge for us.

-- David Perno, CCHS head varsity football coach

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ODYSSEY Star Players are selected based on their academic standing and commitment to teammates, their sports program and Clarke Central High School.

Star Players are written for each issue by the Sports Staff based on interviews with players and coaches.

MCKENNA EZEKIEL

Grade: 11 GPA: 3.8 Years of experience: 4 Game day ritual: Get in the right mindset, and just be hyped up to do the things that I need to do in order to have the whole team ready. I basically get everything that I need (to do to get) ready, and then get everybody else ready, and then we all go out and cheer.

Favorite memory: Last year when I was on varsity, even though we were virtual, we still had a game. We played against (Cedar Shoals High School), and even though it was like (a) 10-3 (win), it was still a great game. We all had fun and we all celebrated it.

Role Model: My role model would have to be my mom, because she's always been a cheerleader. She actually went to Cedar Shoals High School and cheered. My second role model would be Camille Thomas who graduated in 2021. She's been cheering as long as I have and, so I've always followed in her footsteps.

What coaches say: McKenna has excellent leadership skills. Her positive attitude (and) her creativity as far as coming up with new cheers, new chants and choreography with dances on the sideline has really brought a new outlook to our cheer team this year.

-- Krystian Edwards, CCHS head varsity cheerleading coach

ODYSSEY Star Players VARSITY FOOTBALL

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IN FOCUS

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Featured: A WINNING TECHNIQUE: Clarke Central High School varsity football running back William Richardson, a senior, tries to evade tackles from the Starr's Mills High School's defense in the 24-7 Gladiator victory in the second round of the playoffs on Nov. 19 in Billy Henderson Stadium.

According to head varsity football coach David Perno, Richardson has stood out on the team this season for his technique and personality. “Will was a joy to coach -- (it was) just awesome to see him mature and get better.

Great work ethic, better teammate, does everything you ask. He kept a good forward lean, he had a good stride, he was always faster than he looked," head varsity football coach David Perno said. “Will was special against Starrs Mill and that was exciting to watch. He’s been a great player for us for three years." Photo by Temprince Battle