The Oracle March 2025

Opinion: Clubs have been weaponized for college applications, are not a true pursuit of passions

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Reporter Ezra Rosenberg attends lacrosse practice for a week

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THEOraclE

Cuts to Department of Education harm vulnerable student groups

On Monday, Feb. 10, the Department of Government Efficiency — established by President Donald Trump with one of its goals focused on reducing federal spending and the national debt — announced that it had cut 89 Department of Education contracts, worth a total of $881 million. On the same day, the department ended $101 million worth of diversity, equity and inclusion training grants. These cuts of around $982 million and Trump’s proposal to further defund the department threaten the education opportunity of vulnerable students — especially special education, undocumented and LGBTQ+ students. So far, there are conversations of reforming or removing the department, but no further action has been taken.

Founded in 1980, the Department of Education is responsible not only for federal education policies but for ensuring equal access and enforcing federal laws such as Title IX, which aims to protect students against sex-based discrimination. The Department supports schools and families in low-income areas by funding programs like Title I — a federal aid act for public schools — and offering financial aid.

Student protections

On Jan. 20, Trump issued an executive order signaling his administration’s intent to narrow the scope of federal civil rights protections under Title IX. A federal district court in Kentucky ruled that the Biden administration’s 2024 Title IX regulations were unlawful and scrapped them, impacting transgender students, especially athletes.

The Office of Civil Rights, a body within the Department of Education, is responsible for regulating and ensuring that districts are enforcing federal laws pertaining to student’s civil rights. Included under the umbrella are civil rights related to sexual harassment, such as Title IX, and referring to racialized and sex-based discrimination or harassment, such as Title VI.

Should the Department be disbanded, the OCR will

under less regulation, potentially leading to a loss of civil rights for students in certain states.

According to Civil Rights and Legals Affairs Coordinator Robert Andrade, the OCR has helped oversee and protect student rights in a structure that is hard to maintain should it be disbanded.

“You need to come up with a process and a procedure and a reporting mechanism for you to be able to actually provide students their rights,” he said. “And if the Department of (Education) gets rid of the OCR, you’re getting rid of the regulatory body that keeps us in check.”

As an entity of the state of California, where most of its funding is supplied from, PAUSD predominately follows regulations decided by the California Department of Education. While no further developments have been made on the status of the Department of Education, Andrade says the district should not be too heavily impacted by potential changes.

This principle holds true even in light of the Trump Administration’s recent executive orders regarding gender identity and student immigration status. The structure of command can be explained as a pyramid, according to Andrade. At the top of the pyramid is federal law — Title IX, Title VI, and all the regulatory laws passed by Congress. In the middle is the state of California and its specific laws and definitions, such as how it describes sexual or discriminatory harassment, which can differ from federal laws. At the bottom is district policy. Andrade notes that when state and federal law clash, PAUSD will adhere to California’s interpretations.

“California says that we have to recognize how a student wants to identify themselves,” he said. “We take into account a student’s choice, and we do take into account a parent’s choice or a guardian’s choice if a student’s unable to consent. There’s where we have a contrary kind of belief. (Additionally), district policy stems from California law that says we also recognize a student’s right to choose.”

Similarly, California laws declare that if a student seeks services or participation in the public educational program

anywhere in the state, the district must provide those services regardless of a student’s identity or citizenship status. The law goes further to say that the district must try to prevent or address situations that result in bullying, harassment and discrimination.

Additionally, there is information that the district is not permitted to ask for in the process of enrolling new students.

“When registering students and families, we don’t ask for social security numbers,” he said. “We don’t ask for a student or family’s citizenship status. All we really ask for is, (if they) have proof that (they) reside in Palo Alto.”

Students are also protected by the Family Educational Rights and Privacy Act, which states that the district cannot disclose any part of a student’s educational record to anyone other than the parent, the student or their family without a judicial order.

“Those various legal documents need to be signed and approved by a local magistrate or judge, and in many situations, judges won’t sign it,” Andrade said. “I think the posture of the Palo Alto community, let alone the city council, is that there is no partnership with immigration enforcement in this regard. If ICE were to come to our schools and take a student, there would be community outrage.”

Although Trump may be nationally moving towards defunding the Department of Education, which would negatively affect students’ civil rights, PAUSD will continue to follow guidelines set by the state of California, ensuring protection and equity for all students.

Special education

To California, with one of the largest public school systems in the country, disbanding the department could result in losses of $8 billion towards public education. This action will also affect Special Education for students with disabilities, which currently takes a significant amount of funding.

Henry M. Gunn High School

Photo illustration by Vin Bhat and Sarah Xie

Potential loss of federal funding may shift financial burden toward state

Department of Education Cuts—p.1

The Individuals with Disabilities Education Act, passed in 1975, is a federal law that guarantees free and suitable public education for children with disabilities. According to the National Center for Education Statistics, the number of students in special education programs has doubled from 3.6 million in 1977 to 7.3 million in 2022. As a result, more support is required from public schools to ensure students in special education programs can follow their Individualized Education Program.

According to Andrade, federal funding impacts special education more than other departments in the district. While PAUSD receives some funding from small impact fees — such as parcel and sales taxes — from the federal government, the district is primarily funded by the state. Federal funds are utilized more in Special Education programs, especially in ensuring the correct placement for a student.

“When we have an issue where a student with an IEP or a family with a student with an IEP is claiming that the district, or any other school district, is not following their

child’s IEP and therefore not providing the services, it’s through those funds that are provided by the Department of Education to provide alternative education for that student in another place, whether it be private schooling or a continuation school or a specialized school that can support that student’s needs,” Andrade said.

According to PAUSD Special Education Director Teri Lee, if federal funding is cut, the responsibility will fall to the state. While IEP’s will likely remain due to other laws protecting students with disabilities, special education class sizes and research funding may be impacted.

Still, with the Department of Education continuing to operate, it is unclear how drastic changes may be, if at all.

“There are still a lot of questions and uncertainty and speculation about what might happen as far as special education,” Lee said.

PAUSD general education curriculum

While some may have concerns about the diversity that PAUSD’s curriculum will retain, loss of federal funding is predicted to minimally affect programs.

For example, the heavily-debated Ethnic Studies course, which was recently added as an elective for all students and a graduation requirement for the class of 2030 onwards, does not rely on any federal funds. Social Studies Instructional Lead Jeff Patrick noted that the class was developed with little expectation for any type of funds, state or federal.

“There are some nuances with that that we’re still waiting to see play out,” he said. “We didn’t think it required any sort of additional funding for implementation.”

Even if the Department of Education were to fully disband, the district doesn’t predict any drastic changes to general public education.

“This district is fortunate to not rely particularly heavily on federal funding,” Patrick said. “There would be an impact, but it would not be as significant as if we were to lose state funding or have a decline in our property taxes.”

Gunn communities celebrate Black History Month, amplify marginalized voices

Throughout February, the Student Executive Council, social studies classes and History Club hosted events and engaged in discussions to celebrate Black History Month.

This annual observance month honors the achievements and contributions of Black Americans in United States history. Before BHM was officially established, the contributions of African Americans to U.S. history was celebrated during “Negro History Week,” which was started in 1962 by the Association for the Study of Negro Life and History and was to be celebrated during the second week of February. This event eventually became BHM in 1976.

BHM is especially important to local history, as the first Black church in the Bay Area was built in Palo Alto. According to social studies teacher Laurel Howard, the University African Methodist Episcopal Zion Church was built during the 1920s in the downtown area, which was a hotspot of businesses, including ones that were Black-owned. Compared to other parts of the country, purchasing property as a Black person was less restricted in Palo Alto, especially on Ventura and Ramona Street, where a prominent black neighborhood was located.

“(The neighborhood) becomes a center not just for Palo Alto residents but (also for) people who lived outside of Palo Alto to come in and find a community,” she said.

The Colored Citizens Club, a civil rights activist group opposing racial segregation and promoting equality, was formed in Palo Alto as well.

“When there were efforts to formally segregate Palo Alto, they spoke out heavily against those policies as an advocacy group,” Howard said.

This year, SEC held a BHM speaker event on Feb. 27 that featured Hurmon Hamilton, a lecturer and a preacher, to speak about his experience as a Black American. SEC Diversity Commissioner junior Elijah Williams highlighted the significance of holding BHM events.

“A lot of people just don’t know really about (Black Americans), and I think every group should express their own social identities as much as they can, as best as they can,” he said. “ Black History Month is a great way of doing that.”

Williams hopes that SEC’s efforts will inspire attendees to learn more about the lifestyle, history and contributions of Black Americans.

“I feel like there’s all those stereotypes and stigmas around certain groups, and it’d be best to eliminate the negative ones and really hone (in on) the positive things that have come from civil rights movements,” he said.

“

A lot of people just don’t know really about (Black Americans), and I think every group should express their own social identities as much as they can, as best as they can.

Diversity Commissioner junior Elijah Williams

Social studies teacher Tara Firenzi’s classes celebrated Black History Month by focusing on African History. For instance, Firenzi’s classes discussed news stories in Africa and how Western media coverage of them leads to certain inherent biases and internalized perceptions. Her classes

also completed a project that investigates an episode of decolonization in Africa.

The discussions in Firenzi’s classes extend to globallevel issues in the Contemporary World History course.

“I want my students to understand that Africa is not a monolithic place,” she said. “There are, in fact, many histories, identities, cultures, traditions and ethnicities that are so distinct throughout Africa.”

Africa is not a monolithic place. There are, in fact, many histories, identities, cultures, traditions and ethnicities that are so distinct throughout Africa.

Social studies teacher Tara Firenzi

For the second half of the month, History Club delved into the “Scramble for Africa,” a phrase that refers to the European colonization of most of Africa during the 19th and 20th centuries. According to History Club President senior Abhivir Iyer, the club aims to inform and spread awareness of African people through discussions, open conversations and presentations.

“We wanted to learn how the people in Africa unite around the culture, the motivations behind their independence movements and their fight against unjust imperialism and racism,” he said.

Club Vice President senior Brian Lum emphasized the importance of recognizing the history of African people.

“We wanted people to have (an) appreciation for the struggles of the African people and Blacks across the world,” he said.

Faces in the Crowd: What are your thoughts on Black History Month?

“(This month) gives people the opportunity to learn more about what (Black people have) gone through.”

—Meera Gandhe, 9

“I

like

Black History

Month be- cause it reminds me of people that inspire me, like Nelson Mandela.”

—Elliot Boyce, 10

“I think (Palo Alto) is more open about discussing Black people and their contributions to American Culture.”

—Joshua Rene-Corail, 11

“I know Gunn puts on a lot of events to bring awareness to (Black History Month).”

—Kayla Yao, 12

—Compiled by Vin Bhat and Sylvie Nguyen

Melody Na Reporter

780 Arastradero Rd. Palo Alto, CA 94306

(650) 354-8238

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Palo Alto, local community raise support for L.A. fire relief

Vaani Saxena Reporter

Bay Area support — ranging from donations, awareness efforts and Palo Alto firefighters battling the flames — is helping families displaced by the wildfires that engulfed Los Angeles in January and February. According to KQED, there were 90 Bay Area fire departments helping to fight the crisis.

At Paly, junior Talia Boneh is helping to organize a fundraiser for students to walk on Paly’s track and raise money for donations. Sponsored by Paly Power Moves, a club where students walk on the track to relax before the school week, and partnered with the American Red Cross, the student-initiative has been ongoing and will be wrapping up in mid-March.

“When the wildfires were first breaking out, (Paly Power Moves’) club advisor spent the weekend talking to the Paly administrators and the American Red Cross to figure out how to set up this fundraiser,” she said. “The (planning) started at the Power Moves meeting. Then, club members reached out for help and (to) get the word out. Some of my friends in the club, who are also in student council, were able to contact the student council’s teacher supervisors, executives and some local firefighters.”

This student initiative has raised $4,600 so far — which is 46% of their goal of $10,000, according to Boneh.

“The main goal of the fundraiser is to send down support and financial aid to the people in L.A. who lost everything due to the wildfires, so all the money is going directly to the American Red Cross,” she said. “As of right now, we’re (still) getting there.”

Boneh is moved to see people from across Palo Alto come together to support those in need, a vision she hopes to expand through Paly Power Moves’ efforts.

“It’s been really great to see the community support (the people in L.A.) and see people unite together to send support and love down to Southern California,” she said. “(We want) to get our local community involved to help out our friends, because I know that a lot of people and a lot of my friends have friends and family down in Southern California who were very affected by the wildfires. I think, as a community, it’s important to help others when in need.”

The Los Altos Mountain View Community Foundation has raised approximately $43,000 to donate to organizations that directly aid the people affected by the fires, according to Philanthropy Partner and Major Gifts Officer

Kathy Lera.

Lera was a main contributor in outreaching to partner with organizations and has conducted many interviews to find groups that align with the community foundation’s values.

“We ran ads in the (Los Altos) Town Crier (and) sent out press releases to local publications, who

were very welcoming and provided great coverage,” she said. “My job was to choose the organizations to donate to that fit with our goal. Our goal was to focus on getting help to those who were underserved.”

Additionally, their efforts include donating $10,000 grants to each of the three following organizations that Lera found: The Hope Crisis Response Network and Emergency RV, which both started because of the Paradise Fires, and the Pasadena Village. The Hope Crisis Response Network aims to reduce the paperwork that people have to do to receive help from these nonprofits. They register individuals and help them get the resources they need. Emergency RV sources recreational vehicles and stocks them with essentials to provide families a place to live. Pasadena Village is a seniors organization that helps members with basic needs like filling out forms, insurance papers and other matters.

“These poor individuals that have gone through so much trauma shouldn’t have to file separate paperwork with so many organizations for help,” Lera said.

Dispatched to L.A., firefighters from the Menlo Park Fire Department and the Palo Alto Fire Department assisted in combating the crisis. According to The Almanac, the MPFD sent out two teams, with about 20 people per team, on Tuesday, Jan. 7 to the Palisades Fire and another team on Wednesday, Jan. 8. Firefighters from the PAFD were sent into the Palisades Fire on Wednesday, Jan. 7. Along with aiding the people in L.A., sending out firefighters allows them to build their skills and prepare for if this situation happens closer to the Bay Area. Other crews from Alameda County, Hayward, Fremont and Oakland have also come together to continue putting out the fires.

The MPFD sent one engine, paramedic and personnel into the fires from the Federal Emergency Management Agency’s task force that performed search and recovery. Deputy Chief Kevin McNally was devastated to see the damage.

“It is always hard to see when people are suffering such a hard loss,” he said. “We worked hard to do what we could to minimize that and to make as much of a positive difference as we could. Our personnel returned after the majority of the fires were controlled, and they noted that they were putting out fires on multiple houses daily.”

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Three Palo Alto firefighters pose in front of the fire trucks in Station 5. Palo Alto Fire Station 5 is located in the Green Acres neighborhood.

Vaani Saxena Philanthropy Partner Sarah Demirhan (left) and Philanthropy Partner and Major Gifts Officer Kathy Lera (right) collaborate on ideas for future fundraisers for the L.A. wildfires.

Vaani Saxena

The Los Altos Mountain View Community Foundation has raised funds for L.A. fire support through various philanthropy and grant efforts at the Roy Lave Community House.

Sylvie Nguyen and Violet Tivol News Editor & Lifestyle Editor

“It was very nerve-wracking having (family members) who are undocumented and having to come to school,” an anonymous student said. “I didn’t know if I was going to be safe or if I was going to be able to keep my own family safe.”

This is one of the many voices of those who feel threatened by the increase in Immigration and Customs Enforcement raids on school campuses nationally, a promise of President Donald Trump’s political platform and early executive orders in office.

Within the first week in his presidency, Trump signed at least 10 executive orders and acts to reduce immigration or increase deportation. This includes the executive order “Protecting the Meaning and Value of American Citizenship,” signed just hours after his inauguration on Jan. 20, aiming to overturn birthright citizenship, a constitutional provision in place for 150 years, which guarantees United States citizenship to anyone born in the country, regardless of their parents’ citizenship status.

Other laws, like the Laken Riley Act, make it easier for deportation authorities like Customs and Border Protection and ICE to deport undocumented immigrants for non-violent crimes. Additionally, he revoked a Homeland Security directive that prevented CBP and ICE from targeting “sensitive” areas such as churches or schools.

“Criminals will no longer be able to hide in America’s schools and churches to avoid arrest. The Trump Administration will not tie the hands of our brave law enforcement, and instead trusts them to use common sense,” Trump’s statement reads.

Due to this change, there has been an increase in ICE raids with an average of 973 ICE deportees a day during the first week of Trump’s term.

In response to community concerns, the County of Santa Clara took legal action on Jan. 30, filing a federal lawsuit to challenge Trump’s executive order that seeks to end birthright citizenship.

The lawsuit, submitted in federal court, argues that the order is both unlawful and unconstitutional. While deemed unconstitutional across the country in numerous federal courts in the following weeks, the executive order still carries a threat, felt across the country and locally for first and second generation immigrants and their families.

“My own family is undocumented, and I’m the only U.S. citizen, because I was born here,” the anonymous student said. “It’s hard, because (I) have to hold that weight of knowing that I have to protect not only myself, but my family, because I don’t know what’s going to happen if ICE does come.”

in a protest of the Trump administration’s promises to carry out mass deportations on families and communities nationally.

This walkout is one among other youth-led awareness efforts as Bay Area students return to school for a new semester — not just to study, but for some, to advocate. Their activism reflects the region’s diverse immigrant population; according to U.S. Census data, Santa Clara County is among the most diverse of California’s 58 counties. More than 60% of children in the county have at least one foreign-born parent — a proportion county officials say is the highest in California and the nation.

In PAUSD, roughly 35 Gunn teachers and staff members came together in January holding signs on Gunn’s campus – with administration’s support – to reinforce to families their support for their children’s right to attend public school, according to Spanish teacher Daissy Tabares.

“Even if the students don’t know who some of us (staff members) are, they need to know that we are with them, that they belong at Gunn and that Gunn cares about them,” Tabares said. “Students need to be able to focus on school. They need to feel that school is like a second home. All students need to feel safe and so if there’s anything that’s not letting them access their education, then we need to do something about it and show support.”

Following the Trump administration’s January announcement allowing federal immigration arrests at schools, churches, and hospitals, fear grew among some PAUSD families. This decision ended a 2011 policy that had restricted ICE and CBP from carrying out immigration enforcement in sensitive locations.

“I think one of the most important parts for me was receiving phone calls from families who were afraid to come to school,” said an anonymous staff member. “Some teachers also shared that some students didn’t know what to do and were really scared, especially in potential situations where their parents might have to leave and they didn’t know where they would stay. There’s an (attention) to safety and mental health.”

As many migrant families, including those legally residing in the U.S., reconsider their public presence, PAUSD reaffirmed its commitment to protecting families from fear of immigration enforcement. This was emphasized in the “PAUSD’s Obligations to Protect Student & Family Rights to Access Public Education” slideshow presented at the Feb. 11 Board meeting.

Per the document and Superintendent Dr. Don Austin’s update on Feb. 7, PAUSD’s policies remain in accordance with 2018 policies and District Board Policy 5145.3. The district will not disclose confidential student information without parental or guardian consent, in line with the Family Educational Rights and Privacy Act.

“The bottom line is that we already have strong policies in place,” Austin wrote in the update. “We are on the same page, and our students are protected.”

A common concern among students and families was that because Gunn is an open campus, ICE would have free access at any time. However, student rights and protection were also reasserted during an online Town Hall meeting on Feb. 20 – in which staff guided families through potential scenarios and provided information on how to navigate them, according to the anonymous staff member.

Schools and colleges designated by the Department of Homeland Security are protected areas where immigration enforcement should be avoided as much as possible, according to EdSource, an education-focused journalism organization.

A bill introduced in California in December 2024 aims to create a one-mile “safe zone” around schools, barring them from allowing ICE on campus or sharing information without a judicial warrant. Under DHS guidelines, school staff are not obligated to grant ICE access, conduct searches or disclose student or family details without a warrant.

“Police officers won’t be coming on campus, and ICE won’t be coming either,” the anonymous staff member said. “If they do, we simply inform our staff and principals, and they’ll handle the situation. Essentially, it’s pretty much still kind of a closed campus for these situations.”

Organizations like Palo Alto’s Parent Teacher Association Council are coordinating efforts with volunteers, outreach teams and board members, including Yolanda Conway, the Assistant Superintendent of Equity & Student Affairs, according to PTAC President Sarah Cornwell.

For PTAC Parliamentarian and Gunn parent Nallely Gomez, the open communication and guidance from the district have made a noticeable difference in helping families feel more secure.

“We do have a channel of communication with some of the families that are affected,” she said. “Right now, people feel more confident about the support they have from the administration and teachers.”

This message of rallying community support was echoed by Tabares, emphasizing the relevance for all students.

“In general, all the kids regardless of where they come from could feel it too because, yes, certain marginalized groups may feel more targeted than others, but if you have compassion, if you have empathy, whatever is going on in the world is affecting you,” she said. “Gunn is made up of students who care, so it affects Gunn. Whatever is going on in the world, affects you.”

According to the anonymous student, community strength is more important than ever in surviving deportation threats.

“Different parts of communities that are undocumented should not be ashamed of who they are,” they said. “They shouldn’t be afraid, not only because of who has been elected, but I think that no matter what, whatever happens, even if ICE or any part of a movement of deportation comes, we should all stick together (and) protect each other.”

Over 600 students across the Sequoia Union High School District walked out of their classrooms on Feb. 6

Campus construction yields new science labs expected by December 2025

Carmen Ruiz Fernandez Reporter

The second phase of Gunn’s ongoing three-year modernization project has begun with a reprogram of the K-building, which will include the addition of two new science labs set to open by December of the 2025-26 school year, according to Senior Construction Project Manager Mohammed Sedqi. In addition, future plans include removing the V-building and temporarily relocating its portable classrooms to both the K- and E-buildings.

In terms of students, (the project will ensure that) nobody’s gonna have to be in the village anymore. All the science places will be much closer. If the teachers don’t have to run back and forth and are less exhausted, then that will be better for students.

Science teacher Laurie Pennington

Gunn is set to consolidate its science labs into a single, more centralized location on campus. Currently, they are spread across the V-, L- and J-buildings — with two labs in the village, two in the L-building and 10 in the J-building. According to Sedqi, the labs in the V-building will soon be relocated to the K-building, which is under construction following the recent shift of the culinary arts classrooms to the newly inaugurated B-building facility.

“(The) V-classrooms are the portables,” he wrote in an email. “The (interior functionality of classrooms) and the students’ (two labs) will be relocated to the K-building when the construction is completed.”

According to science teacher Laurie Pennington, the goal is to create a more accessible space where all science teachers can work in proximity. The current setup forces students and teachers to rush across campus between classes, particularly those in the V-building. However, by next December, this transition is expected to ease all of these logistical challenges for both staff and students.

“In terms of students, (the project will ensure that) nobody’s gonna have to be in the village anymore,” she

said. “All the science places will be much closer. If the teachers don’t have to run back and forth and are less exhausted, then that will be better for students.”

Assistant Principal of Facilities Dr. Mycal Hixon echoes this point, highlighting that the new locations of science classrooms will increase teamwork between teachers.

“The other science labs and science classrooms are in the J-building, which is directly adjacent to the K-building,” he said. “That allows the science teachers closer access to each other for collaboration purposes.”

The new labs will feature eight lab stations with seating in the center of the room, while the back area will serve as a designated space for chemical storage separate from the J-building. More chemistry labs will be added to alleviate the need for science teachers to share classrooms. In addition, Gunn wants to ensure that the new labs follow California regulations, which includes up-to-date equipment that abides by fire code.

According to Hixon, the main reason for the construction project was to provide students with ample space for learning.

“Part of the discussion was we needed a new lab and a new space,” he said. “We had a lot of students, and we needed more space for them.”

(The addition of parking spots) sounds like a multipleyear long project, but eventually, the goal is that the portables will not exist here anymore.

Assistant Principal of Facilities Mycal Hixon

However, the science labs aren’t the only classes that will be relocated. According to Hixon, two history classes and the English Language Learners program will move from the V-building to the E-building, the site of the former temporary main office. The construction of these classrooms are expected to be completed by the start of the 2025-26 school year, though the timeline is not yet set in stone.

Hixon explained that the future removal of V-building portables will open up area that could be used for more

parking spaces.

“(The addition of parking spots) sounds like a multiple-year long project, but eventually, the goal is that the portables will not exist here anymore,” Hixon said.

Mars Ezakadan School cabinets and chairs are temporarily removed from classes for the remodel of classrooms into science labs.

Vin Bhat

A bulldozer lays idle on the K-building construction site, fenced off near unfinished building foundations.

FORUM

Clubs should stem from true interests, not for applications

Claire Jittipun Features Editor

There’s a strange phenomenon sweeping across high schools — creating clubs that look impressive and sound impactful, but almost only exist on paper. In the search for the perfect college application, students have turned clubs into something akin to performance art. They are no longer about gathering with classmates after school to debate philosophy or knit scarves for charities. Instead, it’s about the optics — how every activity translates into a strategic bullet point on a resume. Suddenly, clubs like “Professional Nappers Club” pop up, offering the idealistic blend of community service, leadership and a touch of viral social media potential. Add a nonprofit status and a half-baked mission statement, and a Common App-worthy bullet point is born. Students aren’t building community — they’re crafting narratives, each club a carefully curated piece of the larger college admissions puzzle. And in the process, the original heart of student organizations has been hollowed out, replaced with Canva temples and leadership titles that often mean nothing at all.

Students often follow the same formula when developing their clubs: combine something that carries some relation to activism with a touch of innovation. A 2023 Common App report based on trends and disparities in extracurricular activities revealed that 71% of students pick extracurriculars based solely on how they’ll appear to admissions officers. This disparity becomes even more pronounced among students from higher-income backgrounds, who often report more extracurricular involvement due to greater access and resources. This emphasis on appearance over impact encourages students to only scratch the surface of what would seem like unique interests rather than actually having genuine engagement.

It would seem that clubs would still be a safe space for creativity and niche hobbies. Spoiler alert: Most are not. Most club presidents have the same run-of-themill “interests.” Data gathered from a 2023 study by the National Association for College Admission Counseling about similarities and patterns in applicants accepted into top universities found that 60% of applicants listed nearly identical extracurriculars. This is not passion — it’s a strategy to feign impact. Not only this, but many students may feel that their niche interests wouldn’t make an “application-worthy” club, losing the opportunity to share knowledge on a truly enjoyable subject.

Being “well-rounded” often looks more like being overextended, with students juggling a Frankenstein-

esque schedule of 10 clubs, five Advanced Placement classes, part-time jobs and weekend volunteering. According to a study conducted in 2024 by researchers from the University of Georgia, focusing on stress in teens induced by extracurricular activities, 48% of high school students in Georgia reported stress from extracurricular overload. The pursuit of “doing it all” in high school leaves little room for what really counts — enjoying any of it.

Some argue that students should have the freedom to make any club they want without putting a decent amount of effort and time into it, because after all, it’s just a little club, right? Here’s where it gets complicated — when clubs are created in excess or purely as resume padding, they dilute the importance of clubs with deeper social, cultural or educational value. Clubs that serve marginalized communities, promote cultural awareness or provide meaningful resources often lose visibility amidst a sea of superficial clubs. In the race to stand out on paper, the spaces that genuinely support students and foster inclusivity risk being overshadowed.

Instead of creating clubs for the sole purpose of college applications, it’s time to rethink what clubs should actually be: spaces for curiosity, creativity and connection — not superficial marketing strategies for a better acceptance list. And students? Go ahead and dive deep into your interests, not just seek a hundred of them and only ever reach surface level. Build spaces that foster community and creativity, not just empty titles.

Push for four-year college plan restricts success, individuality

Olivia Lee Reporter

The typical four-year college degree is often regarded as the only path to success, putting an immense amount of pressure upon students to stick to the traditional route for postsecondary education. This norm stems from the fact that attending a four-year college is associated with career success. However, these ideas obscure alternate paths tailored to individual needs and goals. While college is considered a streamlined route for individuals, it is not the best path to success

Many don’t realize that there are alternate routes that students can consider, such as taking a gap year, getting a full-time job or going to trade school – all of which offer certain perks other than college life. Additionally, there are jobs that do not require the typical college degree and instead focus on specialized skills. According to a 2022 study conducted by the United States Bureau of Labor Statistics, between 2020 and 2030, an estimated 60% of new

jobs in the economy will be in occupations that don’t require a degree. While not all jobs are available to those without a degree, there remains a significant number of opportunities in fields that value skills attained outside of a college education.

College is intended to be an opportunity for students to learn and grow academically and personally. However, a significant barrier is tuition. According to a 2024 study conducted by college system research company EducationData, the average total in-state public college tuition is around $108,584, and the average total tuition for private universities is closer to $234,512. These costs burden students and families who are not financially equipped to spend a high amount of money on education, causing them to accumulate debt.

In a 2023 U.S. News survey, 59% of graduates had taken on student loans, leading to financial burdens that take a toll on mental health. According to a study conducted in 2022 by the National Library of Medicine, student debt is associated with increased stress, and for those experiencing greater socioeconomic status instability, it was strongly linked to problematic drinking, anxiety and stress. Financial instabilities combined with the academic component of college can exacerbate mental health issues, leading to unnecessary difficulties.

Another reason that individuals could benefit from considering alternative post-secondary plans is that many don’t feel welcome on a college campus. According to education media organization District

environments that provide students with the opportunity to meet new people, many individuals are disconnected from those surrounding them, contributing to a worsened college experience.

Some may argue that college is the best option to success because it leads to better access to resources. Through connections in their community, students may come by more opportunities. However, even without these connections, there are options that often deliver the same experiences and lead to similar results, like attending trade school and participating in internships.

Societal norms often push the idea that col lege is the only path to success, which heav ily dwarfs the potential in other possibilities. Other routes offer compa rable opportunities without the financial burden, im pact on mental health and the potential risk of feeling a lack of belonging. These alternative paths are not only legitimate routes to success for in dividuals, but they may also be more suitable for different lifestyles.

Michael Lu

Political leaders exploit social media platforms, exacerbating political polarization, misinformation

Ya-an Xue Features Editor

Social media has immense power — to inform and to connect. But when used irresponsibly, it also has the power to deceive and divide. The polarization fueled by algorithm-driven content, the rampant spread of misinformation and the violent real-world consequences of online extremism all point to the urgent need for reform, especially in the United States. According to a 2023 study by the Pew Research Center, 64% of Americans believe social media has been detrimental to democracy, almost twice the worldwide medium of 35%.

The polarization fueled by algorithm-driven content, the rampant spread of misinformation and the violent real-world consequences of online extremism all point to the urgent need for reform, especially in the United States.

Algorithms on platforms like Meta, X and YouTube are designed to maximize user engagement by showing content that aligns with a person’s interests and beliefs. While this keeps people on the platform longer, it also creates ideological echo chambers, where users are exposed primarily to viewpoints that reinforce their existing beliefs. Over time, this division deepens, making productive discussions across political lines increasingly difficult.

Even on a local scope, the social media activity of politicians has sparked conflict and controversy. On Jan. 27, Asian school board member Rowena Chiu reposted and commented on an X post from Asians Against Wokeness that criticized statements made by Executive Director of Curriculum and Instruction Danae Reynolds, a Black woman, during the Jan. 23 school board meeting where ethnic studies was approved as a requirement for the class of 2028-29. Chiu’s post received thousands of likes and hundreds of comments, with many containing racially derogatory statements and violent threats towards Reynolds.

Regardless of Chiu’s intent, her case is a clear example of the negative traction political social media posts can gain. Tension between Chiu supporters and those calling for her removal have exploded in group chats, amongst comments on news sites and in the board room. The properties of social media incentivize the spread of hate speech while worsening conflicts and their fallout.

A 2020 study by the Pew Research Center found that Americans who get their news primarily from social media tend to have more extreme political views than those who rely on traditional media sources. The reason is simple: outrage-driven content gets more engagement. Political leaders, influencers and partisan outlets take advantage of this by posting inflammatory content designed to provoke strong emotional reactions. The more divisive the message, the more likely it is to be shared, liked and spread to wider audiences. Family members and friends are finding themselves unable to discuss politics without conflict. Bipartisanship in government is becoming increasingly rare, as politicians cater to the most extreme voices within their base. This hostility has been evident in events like the 2020 and 2024 presidential elections, where partisan divides turned into real-world threats.

Just as much as social media accelerates the spread of worldwide news, it has also made it easier than ever for misinformation to spread, often reaching millions before fact-checkers can intervene. Unlike traditional media, which is bound by journalistic standards, social media platforms allow anyone to publish content without oversight. Now, politicians capitalize on this fact, relying less on outside mainstream media sources and instead controlling the message directly. In the months leading

up to the 2016 election, billions of election-related posts circulated the internet, with President Donald Trump’s campaign extensively using social media. Due to a lack of regulations, professional and personal accounts co-exist, exacerbating public belief in false statements. According to a 2018 Massachusetts Institute of Technology study, false news spreads on Twitter six times faster than true news. Because misinformation is often sensational, emotionally charged and designed to grab attention, it often pulls in a wider audience, particularly those less interested in politics.

Social media company policies have also worsened the spread of weaponized information. For instance, Meta recently announced that their social media apps Facebook, Instagram and Threads would no longer use third-party fact checkers. In another case, X’s fact-

stopping misinformation according to a report from the Associated Press. The enabling of false information in political spaces spells doom for the people as they are further exposed to polarized and extremist viewpoints.

Misinformation has also had life-threatening consequences in the realm of public health. During the COVID-19 pandemic, conspiracy theories about the virus, masks, and vaccines spread rapidly on social media. Anti-vaccine content flourished, with influencers and even some politicians casting doubt on the safety and effectiveness of vaccines. This led to increased vaccine hesitancy, particularly in conservative-leaning communities. A 2021 Kaiser Family Foundation study found that those who relied on social media for COVID-19 information were significantly more likely to believe falsehoods about the virus.

The spread of misinformation and the deepening of polarization don’t just stay online — they manifest in real-world consequences, sometimes in the form of

“ ”

The enabling of false information in political spaces spells doom for the people as they are further exposed to polarized and extremist viewpoints.

Despite evidence that the 2020 election was fair, misinformation campaigns continued, with little intervention from social media companies. This resulted in the Jan. 6 Capitol riot, which led to damaged property, five deaths and multiple injuries.

A 2021 NPR/Ipsos poll with a sample of 1,005 American adults found that nearly two-thirds of Republican voters still believed the election was illegitimate. This widespread belief in a false narrative had profound consequences, eroding trust in the democratic process and laying the groundwork for future election-related unrest.

Even beyond acts of violence, the influence that political leaders wield on social media has impacted democratic stability. In 2022, Paul Pelosi, the husband of then-House Speaker Nancy Pelosi, was attacked in his home by a man wielding a hammer, who cited conspiracy theories he had encountered online as motivation for his crime.

To curb the weaponization of social media in politics, political leaders must be held accountable for spreading falsehoods; social media companies should enforce policies that apply equally to all users, regardless of influence. In order to ensure this, platforms must implement stronger content moderation by actively detecting and limiting the spread of misinformation. Regulatory oversight is necessary to hold companies accountable for amplification of harmful content, ensuring transparency in how information is promoted. Factchecking partnerships should be expanded, with clear labels for misleading posts to help users distinguish truth from falsehood. Additionally, digital literacy education should be prioritized in schools and communities, equipping people with critical thinking skills to evaluate online information.

91.6% of students think that social media apps are politicized

Caffeine consumption culture harms student wellness

Yael Gottesman Lifestyle Editor

Latte, matcha, boba, black coffee and multiple Oracle staffers’ personal favorite, Celsius — what do all these drinks have in common? An unnaturally high caffeine content. Excessive caffeine consumption poses significant health risks to students, including disrupted sleep, heightened anxiety and reliance on artificial supplements. The normalization of high-caffeine beverages as an antidote for stress and a large workload exacerbates both physical and mental health issues, making it a dangerous and overlooked problem within the student body.

The Centers for Disease Control and Prevention found that over 70% of high school students fail to get adequate rest. With school taking up roughly seven hours of a student’s day and extracurriculars consuming an extra five, students rarely have enough time to study. To fight this problem, students grab energy drinks to get through the day.

However, constantly relying on caffeine to stay awake is detrimental for their health. What students don’t realize is that caffeine is a stimulant that blocks adenosine — the chemical responsible for promoting sleep. While caffeine boosts short-term energy, it causes delayed sleep onset and reduces overall sleep quality. According to a 2016 study conducted by the National Library of Medicine, teenagers need eight to 10 hours of sleep per night, yet a study conducted in 2018 by the CDC found that over 70% of high school students fail to get adequate rest. As students become reliant on high-caffeine drinks, a selfdestructive cycle that promotes fatigue and poor sleep emerges, ultimately harming cognitive function and academic performance.

Another way caffeine harms students is through its physical effects. The National Institute of Mental Health reported in 2015 that high caffeine intake can spike heart rate, induce nervousness and exacerbate feelings of stress. Many students who believe caffeine helps them focus on their studies may also find it increasing their heart rate. Caffeine’s ability to raise heart rate and blood pressure temporarily can trigger palpitations, especially in individuals sensitive to it. This becomes a serious issue

for students already facing academic pressure, as caffeine amplifies stress responses, leading to burnout and mental exhaustion.

Furthermore, the normalization of caffeine dependency creates a heavy reliance on artificial stimulants that can lead to withdrawal symptoms such as headaches, irritability and fatigue when caffeine consumption is reduced. While moderate caffeine intake can enhance focus and cognitive performance, excessive consumption is the real issue. Relying on caffeine as a primary solution to stress and lack of sleep damages students both mentally and physically.

To address this growing concern, schools should educate students on using caffeine in moderation and alternative options. In this case, students will be more mindful of their caffeine intake while also improving their overall health. Introducing mindfulness sessions could also help students manage stress without resorting to caffeine. By promoting healthier choices and providing tools to manage stress, schools can help break the cycle of caffeine dependency and improve the overall well-being of their students.

51.1% of students believe that excessive caffeine consumption has been normalized on campus

Course delaning requires nuanced, refined approach

Academic pressures are often felt ubiquitously in a student’s life. Whether driven by personal ambition, familial influence or the competitive nature of high school, many are constantly juggling rigorous coursework with extracurriculars and personal commitments. To foster equity and an overall improved learning experience, PAUSD merged its Biology and Biology Honors courses into a single, unified class beginning in the 2025-26 school year. While the rationale of this decision becomes clear upon closer inspection, it is crucial to recognize that a “one size fits all” approach cannot be applied to all courses without first considering the nuances of each subject.

Whether driven by personal ambition, familial influence or the competitive nature of high school, many are constantly juggling rigorous coursework with extracurriculars and personal commitments.

It is important to note that the success of the biology course merge was not attributable to a single, sweeping decision: The planning process took place over several years. Educators, administrators and specialists collaborated to ensure the new unified course maintained academic rigor while also being accessible to all students.

Biology serves as a foundational science course — one that all Gunn students must take regardless of their future academic aspirations. By consolidating the two lanes, PAUSD aims to provide every student with an equitable and rigorous education without the pressure of choosing between regular and honors tracks.

While this approach may be effective for biology, it is not necessarily applicable to other “laned” courses. The difference in course rigor between Introduction to Analysis and Calculus and Analysis Honors, for instance, is unquestionable. Although both are considered to be precalculus courses, Analysis Honors features topics that IAC does not touch upon. In the 2024-25 school year, 13% of students originally enrolled in Analysis Honors dropped to IAC, according to Math Department Lead Daniel Hahn. While other factors may affect this decision-making, the students that dropped down from Analysis Honors reveal the gap in content level between the courses.

Furthermore, requiring teachers to manage classes with such a broad range of capabilities is an unreasonable burden. Developing a curriculum that accommodates both the aspirations of those hoping to pursue a doctoral degree in chemistry and those who have little interest in the subject is an encumbering task. This additional strain for hard-working educators may even backfire, causing already-struggling students to become neglected and lose access to the individualized support they could previously rely on.

It is entirely reasonable to argue that establishing a “regular” and an “advanced” lane for courses increases the district’s susceptibility to inequity. Removing lanes, however, may induce a similar effect. If, for the sake of argument, PAUSD were to remove more of its “laned” courses, many of the district’s more privileged families would begin to look outwards for more opportunities to maximize their children’s potential. Whether it be private tutoring, paid classes or private schools, opportunities

89.3% of students have taken or are taking honors courses

like these are not as accessible to students in less fortunate situations.

Although merging courses, in general, offers an ephemeral reprieve from the issues of academic inequity, it is essentially a superficial band-aid solution for a deeper, more systemic issue. It is akin to a sailor scooping water out of a sinking boat without plugging the leak. Perhaps we have been approaching this issue from the wrong angle — treating the symptoms instead of curing the disease. It would be far more effective to address the root causes of academic disparity than to bring down those who excel and drag up those who struggle. We should work towards expanding access to high-quality educational resources, ensuring that every student has the support they need to succeed.

While this approach may be effective for biology, it is not necessarily applicable to other “laned” courses. The difference in course rigor between Introduction to Analysis and Calculus and Analysis Honors, for instance, is unquestionable.

A more sustainable approach to equity would be to strengthen early education and foundational learning, helping students build strong academic skills before entering high school. By addressing these issues early on, PAUSD could eliminate the need for these drastic interventions later. These solutions might cost more money, but would be infinitely more beneficial for the district in the long term.

61% of students believe that it is unnecessarY to merge honors and regular courses Source: Self-selected survey sent out to Gunn students by

Graphics by Jesse Li

Source: Self-selected survey sent out to Gunn students by The Oracle from Feb. 18 to Feb. 28 with 99 responses.

Roy Lao News Editor

Students need to develop proactivity in fact-checking information, detecting biases

Navigating the internet at an impressionable age, high-school students are trying to build an accurate understanding of the world and achieve their goals while rowing against the current of misinformation. From consuming fake news to impetuously adhering to advice, youth are often blindsighted by the eyecatching, sensationalist hooks aimed at selling certain beliefs and perspectives. As one’s decision-making often depends upon the information one encounters and how one perceives its validity, students’ adoption of fallacious knowledge can result in them taking actions unrepresentative of their true intentions. Consequently, they lose precious time and energy. To combat the aforementioned consequences, students must strive to scrutinize perspectives, conclusions, news and other information circulating on social media.

As one’s decision-making often depends upon the information one encounters and how one perceives its validity, students’ adoption of fallacious knowledge can result in them taking actions unrepresentative of their true intentions.

Nowadays, social media serves as the sole channel through which students acquire information. While many get information through this outlet, it is important to note that misinformation is always present and students should vet their sources. A 2023 YouGov poll sampling roughly 1,500 United States citizens employed the Misinformation Susceptibility Test, which was developed by researchers at the University of Cambridge and University of Virginia. The exam presented participants with a set of headlines, some featured in news publications and others created by ChatGPT2, and asked participants to select the headlines which they believed were real versus fake. Participants from ages 18 to 44, 77% of which spend more than two hours daily online for non-work-related purposes, only answered 60% of the

questions correctly, scoring 15% lower than those older than 44. Additionally, according to a 2024 study from ondemand consumer research company GlobalWebIndex, roughly 35.8% of an individual’s online activity is spent on social media. By spending a profusion of time on social media, people, especially students, are exposed to a variety of information coming from different viewpoints. It is inevitable that they will encounter misinformation, so students should strive to diversify their sources of information to cultivate their inner mental lie detector.

With artificial intelligence permeating through every corner of today’s society, it has become increasingly challenging to discern the validity of events purportedly having occurred. Videos and photographs are no longer substantive means of proof, as they run the risk of being AI-generated. According to a 2024 study conducted by Google researchers pulling from roughly 135,000 digital claims about phenomena taking place in society, videos now contribute to 48% of misinformative claims online. Although the correlation between false claims and AI’s role in spreading misinformation is not 100% guaranteed, a link can be drawn as, according to data collected by identity verification service Sumsub from 2022 to 2023, fraud by means of deepfakes rose by 1,740% in North America within that same time period.

When students refrain from verifying the validity of certain “evidence” in social media — especially in a world where people leverage technology as a mechanism for manipulating others — they risk developing a false conception of their world, resulting in them taking actions which detract from their goals. For example, when several social media posts in October 2020 inaccurately claimed there was a Center for Disease Control (CDC) study which discovered that individuals infected with COVID-19 always wore masks, some users who aimed to protect themselves from the virus chose to stop sporting masks, a misinformed decision that had grave implications on others’ and their own health.

While seemingly innocuous in comparison to news, advice is a potent place for misinformation to lurk. On social media especially, new trends constantly emerge and influencers often propagate them with the underlying motive of making money, leading to a conflict of interest when it comes to ensuring the validity of their advice. In many scenarios, influencers have voiced subjective results blown out of proportion by viewers. According to a 2024 study involving 1,000 Gen-Z TikTok users conducted by personal trainer app Zing Coach, 33% of the sample received most of their wellness guidance from

the social media platform, and a separate 33% did not pause to check the accuracy of the advice they obtained, illustrating the scope of this issue amongst youth. Taking a look at a specific example, the term “bed-rotting” gained prominence on social media as a means of decompressing after experiencing stress or burnout, according to Time Magazine. However, a medically reviewed article from health and wellness blog Mya Care found that bed-rotting exacerbates the original problems of stress and anxiety. There are a myriad of ways in which one can use their resources. Choosing the methods which are most efficient and effective in achieving one’s goals requires one to diligently search for truth.

One could argue that, instead of placing the burden of responsibility on students, social media companies should employ policies working to significantly reduce the spread of information. However, one must consider that the domain of misinformation is not restricted to social media. Regardless of the channel through which information travels through, there is always a chance that it is invalid. Thus, students must always remain on guard, examining the validity of information by seeing how they hold up against known truths and various human biases.

Regardless of the channel through which information travels through, there is always a chance that it is invalid.

Of course, education systems must play their role in spreading awareness about and emphasizing the importance of tools for critical thinking. By drilling processes for determining the veracity of information into students’ minds through assignments and projects, schools shape a great deal of students’ subconscious critical thinking capabilities. In addition, by providing labels for said processes, they create cues which students can draw upon to consciously implement their ability to verify the validity of information. There are many strategies and principles which students can apply when engaging in social media, such as perusing a source for bias. Although many factors are involved in information dispersal, students must ultimately take matters into their own hands, applying their knowledge to ensure they do not fall prey to misinformation traps on social media.

Sera Singal Reporter

Azuki Radhakrishnan

PINK TAX REINFORCES VALUES, DISRUPTING

Women in stem club president sonali dhir

Senior Sonali Dhir joined the Women in STEM club as a freshman. Now she’s the president and has learned the importance of what her club does but also having a community that supported her goals.

“The goal of (Women in STEM) is to provide a safe space for girls to develop or pursue an interest in STEM,” she said. “We conduct experiments, give presentations, and have guest speakers all aiming to show the different aspects of STEM.”

Dhir first learned about the pink tax while reading an article about how pink loofahs, catered to women, were more expensive than blue loofahs. Along with women’s obligation to pay for essentials like pads and tampons, the gender pay gap contributes to women having to spend money they don’t have.

“I find pink tax to be really frustrating, because it makes being a woman inherently more expensive,” she said. “Women already have to pay for feminine hygiene products that men don’t, and historically, women are paid less.”

While many people are in support of having free feminine hygiene products in all stores, but Dhir disagrees.

“While I don’t think feminine hygiene products should be free in stores because the quality of these products would decline, they should be subsidized,” she said. “However, I think these products should be made free in places like schools and public restrooms.”

celebrating female composers club founder alexandra zhupanov

When senior Alexandra Zhupanov found herself to be the only girl in the jazz ensemble in her junior year, she was inspired to start a club dedicated to female composers. Zhupanov’s goal for the club is to inspire her club attendees, educate them about the stories of women composers and get them to understand the struggles women go through just to be recognized as artists.

“I have learned a lot about how the roles of women in music have changed throughout time,” she said. “I’ve done so many personal deep dives into the women that we spotlight, and it’s really cool to explore the works they’ve put out or interviews, and personal experiences.”

Zhupanov’s attitude towards gender equality extends to women’s currentday struggles with pink tax, emphasizing the complexities of the issue.

“I have seen (female) influencers on Instagram recommend buying male razors instead of razors made for women because of the price,” she said. “I’m not sure why this gap is there, but I know there are several reasons and it’s often more complicated than one specific factor.”

In addition, Zhupanov advocates for lowered feminine hygiene product prices and highlights the need for awareness.

“In an ideal world, and as a woman, I do want feminine hygiene products to be free and completely accessible to all,” she said. “It is surprising to me that menstruation products are taxed as non-essential goods in many states.”

Gwen Domine and Sarah Grupenhoff Forum Editor and Reporter

Although it is easier to believe that the world has been fully expunged of its misogyny and has left the past behind, the truth is far from that. Every day, women face injustices normalized by society, and one of them is the pink tax. The pink tax is the practice of making women’s products more expensive than their male counterparts and charging more for nonessential products marketed specifically towards women, such as makeup and perfume. Especially with rising inflation, paying extreme amounts for basic items is unsustainable. In a modern era, we should not see such differences in pricing based on gender. Although the problem has been around for much longer, official research on the pink tax dates back to 1994, when a California’s Assembly Office study revealed that 64% of stores in major cities, without providing a reason, charged more money to iron a woman’s blouse than a man’s button-up shirt. This brought attention to the issue and eventually led to the California Gender Tax Repeal of 1995, which aimed to regulate services (e.g., dry cleaning, haircuts, etc.) rather than products, mandating businesses to charge the same price regardless of the customer’s gender, as long as the cost, time and skills necessary to provide such services were the same.

Later on, this act was expanded to include the pink tax. In 2022, Assembly Bill 1827 passed by the California Assembly, intended to prohibit unethical prices not only of services but also the price of goods, specifically women’s products that are in essence the same as men’s products. Examples of these include toys, accessories, personal hygiene products and clothing. The California government does not take these issues lightly: Assembly Bill 1827 fines $10,000 for the first offense, and then another $1000 for each subsequent offense. This law became known as the “Pink Tax Law,” and was signed into effect on Jan. 1, 2023.

Although often an overlooked issue, the impact of the pink tax is not to be underestimated. According to a 2020 study by the California Senate Committee on Judiciary and Senate Select Committee on Women, Work and Families, women pay an average of $2,381 more than men for the same goods and services each year, which can accumulate to about $188,000 in “pink tax” over a typical woman’s lifetime. This takes a significant toll on women, as demonstrated by the College of New Jersey’s School of Nursing and Health Sciences’ 2023 study, which found that period poverty, a term that refers to not being able to afford or access menstrual hygiene products, including pads, tampons and menstrual cups, increased by 35% between 2018 and 2021.

“The world tends to overlook women’s pains and women’s experiences. People just need to have basic empathy.

The impact of unequal consumer prices is exacerbated by women’s personal financial situations that result from lower salaries compared to men for the same jobs. A 2022 study of the gender wage gap by the Economic Policy Institute reports that women earn approximately 20% less than men. In 2023, the average female salary within the United States was $55,240, according to the Social Security Administration. Males, on the other hand, earned approximately $66,790. With a pay gap costing women thousands of dollars each year, it is financially unsustainable to force women to spend their already-reduced salary on items that should cost less. As a whole, according to the National Organization for Women, the annual cost per individual for the pink tax is approximately $1,351. As of the 2023 United States Census Bureau, there are approximately 169.6 million women who reside in the United States. Multiplying these numbers together shows the severity of the economic side of the crisis: The pink tax costs an annual average of around $229 billion.

Women of color are even more harshly impacted, facing discriminatory practices against both their gender and race. With the recent removal of Diversity, Equity and Inclusion practices within the federal government and threats made by President Donald Trump to punish private companies that continue to practice it, pushing back against the pink tax is more critical than ever.

— Compiled by Vaani Saxena

Photos by Melody Lyu

Civic Engagement Education

President senior Namya Kasturi

REINFORCES MISOGYNISTIC DISRUPTING WOMEN’S LIVES

The causes of the pink tax are nuanced, as it is not always due to simple price discrimination. Sometimes, imported women’s products end up with higher prices than their male equivalents because the tariffs originally placed on those goods are “pink” themselves — products made for women are taxed higher. In other situations, brands spend extra money on advertisements for a women’s product in order to make it more appealing to that specific audience, which subsequently raises its price to ensure financial profit.

environment where people are constantly being compared to each other, both socially and with regards to academics,” Hayes said.

Hayes believes that when people come across any form of misogyny, it is important for them to call it out instead of turning a blind eye.

“If women have to pay more for the same stuff, then that’s discriminatory,” Hayes said. “If you see the (Title IX) posters (around campus), know your rights. If you see something, say something.”

more then men, for the sAme goods And services, in their lifetime

Source: 2020 study by the California Senate Committee on Judiciary and Senate Select Committee on Women, Work and Families

Graphics by Rin Sanami

Title IX Club Co-President junior Violet Hayes

FEATURES

Influential women in history miscredited, discredited for their work

It was early 1858 and Charles Dickens, having recently received a copy of “The Sad Fortunes of the Reverend Amos Barton” in the mail, sat at his desk drafting a thank-you letter to the publisher for mailing him the copy.

“My Dear Sir, I have been so strongly affected by the two first tales in the book you have had the kindness to send me through Messrs,” Dickens wrote. “If I had been left to my own devices, to address the said writer as a woman.”

Dickens’ intuition proved to be correct. The author behind “The Sad Fortunes of the Reverend Amos Barton” was none other than Mary Ann Evans — or better known to the world as George Eliot. Evans’ choice of a male pseudonym was not a mere act of whimsy, but a deliberate tactic to circumvent the constraints on female writers in Victorian England.

Despite her education and obvious talent, Evans nevertheless faced a society where female authors were dismissed as producers of superficial romance novels rather than serious literature. She adopted the pen name “George Eliot” — a choice that would allow her to write as freely as male authors did.

In 1857, journalist Joseph Henry Liggins came forward to claim that he was the author behind

Nuclear physicist Lise Meitner: Nominated for 49 Nobel Prizes

Nicknamed the “German Marie Curie” by Albert Einstein and named Woman of the Year in 1946, Lise Meitner made groundbreaking contributions to nuclear physics by discovering a stable form of the element protactinium and coining the term “fission” in nuclear fission. Nominated 49 times for the Nobel Prize in physics and chemistry, she was repeatedly overlooked by the Nobel Committee due to her Jewish heritage and work in a male-dominated field.

After receiving her doctorate from the University of Vienna in 1906, Meitner moved to Berlin. She worked at the Kaiser Wilhelm Institute for Chemistry, where she became the department head and the first physics professor in Germany. However, the anti-Jewish Nuremberg Laws of 1935 in Nazi Germany forced her to flee to the Netherlands.

In 1938, she secretly met with Otto Hahn and suggested testing an element that had previously been thought to be radium. He and Fritz Strassmann later identified it as barium, publishing their findings in the journal, Naturwissenschaften. Because of Meitner’s exile, the Nobel Committee initially overlooked her contributions but she was later recognized with

George Eliot’s works. Facing public pressure, Evans was forced to publicly reveal her identity as George Eliot in 1859. Her statement was backed by her publisher, John Blackwood. Although some readers were dismayed to learn that the author they admired was a woman, others were impressed by her literary ability.

Even with her cover blown, Evans continued to sign her works with “George Eliot.” The reason for this, according to English teacher Ethan Halter, was to allow her to write from a perspective that was not strictly hers.

“(The pseudonym) allows her to sublimate herself and write under a different perspective that was a product of the way that women were politically and socially subjugated,” he said.

Despite increasing public dissent, Evans persevered during this period and produced “Middlemarch” and “The Mill of the Floss,” novels which are now regarded as some of the greatest works of English literature.

Hahn and Strassmann for the 1966 United States Fermi Prize.

Although Meitner passed away in 1968, her legacy remains as a miscredited figure in physics and chemistry. Physics teacher Dr. Ning Xu is one of many to notice this long-standing pattern of miscredited contributions in the scientific community.

“We’ve made significant strides since the times when women were extremely discredited,” she said. “The visibility of women in STEM has improved with more inclusive policies and growing societal awareness. However, informal recognition and the cultural perceptions of women in science still require considerable work.”

To Xu, women in STEM are a symbol of what could be achieved in science with resilience and dedication.

“Without the contributions of women, science would lack critical and groundbreaking discoveries,” she said. “Their work has paved the way for more equitable treatment and recognition. Women in science challenge stereotypes, inspire future generations and drive progress that benefits society as a whole.”

—Written by Yael Gottesman

In the early 1950s, scientists around the world worked to uncover the structure of DNA to understand its hereditary and chemical properties. One of the most important contributions to this wild goose chase was made by British chemist Rosalind Franklin. Her work, however, was overshadowed by her male counterparts.

Using X-ray crystallography, Franklin took a photo of the DNA structure in a basement at King’s College London. This photo, now known as Photo 51, clearly defined DNA as a helical molecule with two strands and is considered one of the most important photographs ever taken.

American biologist James Watson and English physicist Francis Crick received Photo 51 from Franklin’s co-worker, Maurice Wilkins, without Franklin’s consent. Photo 51 completed Watson and Crick’s DNA model, and they won the Nobel Prize for it with Wilkins in 1962. Franklin got no credit for her discovery.

Another factor that contributed towards Franklin’s lack of credibility in the 20th century was her early death due to ovarian cancer in 1958. The Nobel Prize cannot be awarded posthumously, so she was notably absent from Watson, Crick and Wilkins’ win. Still, Franklin’s story epitomizes the

pressing issues that many women face in science. Many are seen as inadequate or not credited for their work simply because of their gender.

Recently, Franklin’s legacy has grown and the scientific community has recognized her importance in genetics and biology, according to biology teacher Jena Lee.

“We are now acknowledging that she was a big contributor,” she said. “Watson and Crick would not have been able to do it in that timeline if they hadn’t seen her work.”

Lee emphasizes that challenges still persist for women in the STEM fields, but the stigma around their participation in academia or science has significantly decreased.

“We have to remember that it was a different time when there were just fewer women who had access to higher education,” Lee said. “Moving forward to the 21st century, that’s changed a lot, but I’m sure there are still women who face challenges in the workplace.”

—Written by Roy Lao —Written

Novelist Mary Ann Evans: Wrote under the name George Eliot

nakayama BROTHERS leap into success

Bay Area’s only tricking gym: Loopkicks. Senior Taita Nakayama is driving and his brother, freshman Keita Nakayama is riding shotgun. Along with other trickers from all over the Bay Area, they are here for Loopkicks’ nightly open gyms where they have access to the gym’s trampolines and tumbling mats.

Tricking, a sport rooted in taekwondo, gained popularity in the early 2000s after going viral on the internet. In the 1960s, taekwondo masters started incorporating nontraditional moves that made their performances flashier, which eventually led to the creation of the entirely new discipline.

“It’s less of a martial art now,” Taita Nakayama said. “The base comes from martial arts. It’s like this Brazilian martial art called capoeira and this Chinese art called wushu. It just got combined into this more dynamic sport, but it’s completely different.”

Through a combination of gymnastics, martial arts and acrobatics, trickers compete one-on-one and in a dance battle-style. Since tricking has so many different components — kicks, flips and spins — trickers can transition into the sport from a plethora of other sports like gymnastics, martial arts or dance.

For example, the Nakayamas come from a karate background. Both brothers practiced karate for many years, Taita Nakayama for 11 and Keita Nakayama for six, before switching to tricking during COVID. Keita Nakayama explained that part of the reason they made the transition was because during the pandemic karate was on Zoom and they were getting bored of the classes.

Taita Nakayama echoed his brother’s sentiment, adding that they were looking for a more exciting way to move their bodies after being stuck indoors for a while. In the four years since they started the sport, they have earned a number of achievements and titles. In 2024, Keita Nakayama won second place in the Youth Division at the Battle of Little Saigon tricking tournament, and in 2023, Taita Nakayama won Rose City Gathering tournament in Oregon.

cause) I won the whole tournament bracket,” Taita Nakayama said. “It’s one of the biggest (trick ing gatherings) in the world right now, so (winning) was insane.”

of tricking and par ticipating in tourna ments, the Nakayamas have come to love the sport be cause of the freedom of movement and expres sion it allows.

expression. Recently, I’ve been trying to see it as more of a movement art. There’s this certain skill (level), where once you achieve it, you feel like you’re so free. Every time I trick, I feel like I’m flying.”

The tricking community is another reason they love the sport. According to the Nakayamas, its small size allows for a tight-knit community and contributes to a sense of camaraderie and mutual support.

“It’s crazy how close you can be with someone just because you trick, because it’s such a rare thing,” Taita Nakayama said. “It’s like, ‘Oh, you can do a backflip off one leg? You can just crash at my place.’ It’s always really comforting to know that there’s other people that trick and that connection is instantly there.”

The Nakayamas did, in fact, “crash” at trickers’ houses on a trip to Japan last summer with a Loopkicks teammate. They organized the trip by messaging famous trickers on Instagram and traveling across the country to live, train and hang out with trickers from Tokyo, Kyoto, Kobe and Osaka.

For me, (tricking) felt like I had more freedom to do whatever I wanted. I could literally turn myself upside down. It’s a form of self-expression.

Senior Taita Nakayama

“We met so many trickers, and we traveled alone,

Kajihara. To both brothers, the opportunity to learn from them was inspiring.

“(They) gave me a lot of advice and tips and really pushed me to do harder tricks,” Keita Nakayama said.

We met so many trickers, and we traveled alone, just us three without our parents. We stayed at trickers’ houses.

Freshman Keita Nakayama

Despite their successes and positive experiences, like with all other sports, trickers must overcome challenges. According to Keita Nakayama, trickers sometimes lose the ability to do tricks that they used to be able to do.

“There’s a trick called a backside twelve, and I did it in one session many, many times,” he said. “It was really consistent, but the next day, I kept on falling. I lost it and haven’t been able to do it since.”

Taita Nakayama agreed with his brother, adding that certain tricks are harder than others.

“Some tricks naturally make sense to you, and some tricks just don’t make sense to you,” he said. “It takes a long time to build up that (body) awareness.”

For now, when looking into the future, the Nakayamas are looking down different paths. As a senior, Taita Nakayama is still uncertain what role tricking will play in his life. Most tricking gyms are in California and the West Coast. However, many of the

“I don’t think I’m going to go professional, but I’ll definitely continue (tricking) and continue going to

Meanwhile, Keita Nakayama’s next immediate goal is landing a new trick.

“Right now I’m working for a triple full,” he said. “It’s basically a back flip with

Keita Nakayama hopes that one day tricking can become more popular and he’ll be able to talk more about it with his friends at

“Right now it’s just me and (my brother) at Gunn.

My friends are all like ‘What’s tricking?’ I hope more people can get into

—Written by Melody Song

Photo illustration by Sarah Xie and Naomi Wang

In the Spotlight: Actors bring ‘Hadestown’ production

Gunn Theatre is a great stepping stone for students who aspire to be actors. The program helps students learn the necessary skills to succeed in theater, provides a strong community and offers a fun collaborative experience. The upcoming “Hadestown” musical production will feature many different actors, some who have been a part of the theater program and others who will be dipping their toes in the water for the first time.

The music in “Hadestown” is a staple of the musical, and sophomore Evelyn Rodden looks forward to collaborating with the Gunn Jazz Band.

“The set is going to be super cool,” she said. “I am also excited (because) we are going to be singing with a live band, which is cool because the Gunn (Jazz) Band is really good.”

Senior Zander Rosenzweig looks forward to narrating the show, especially because of the importance of his role in the beginning of the play.

“I’m very excited (to be) the narrator, because I get to raise the curtain at the beginning of the show,” he said. “I’m just excited to walk out on opening night and see the audience.”

Rodden recognizes that “Hadestown” poses a unique challenge: It is different from previous musicals because it’s all singing, with barely any prose.

“The last musical, ‘High School Musical,’ was a very happy musical,” she said. “It didn’t have many songs, whereas ‘Hadestown’ is entirely singing the whole time, there’s no parts that are not music. That’s what has made it really challenging, but it’s also what makes it different.”

Rosenzweig is impressed by the size of the “Hadestown” production and enjoys various programs such as theater, choir and dance coming together to make the show possible.

“(‘Hadestown’ is) a huge production,” he said. “There’s 60 or 70 people working on it. It’s a collaboration of all the different forms of performing arts. We have Gunn Theatre, Gunn Choir and the Titanettes. We’re all working together for one show, which is super rare to see and is very exciting.”

Rosensweig is proud of how much work people are putting into the “Hadestown” production, acknowledging how much time students

to life

spend after school and on the weekends preparing for opening night. He also appreciates the band, choir and choreographers for their part in the production.

“There’s so much that has been done to prepare (for ‘Hadestown’), like people are working so hard,” he said. “There’s rehearsals, usually after school, for two to three hours every day. On weekends, (rehearsal runs from) 10 a.m. to 6 p.m., and you get to work with the band. We’re bringing in everything with the band, the stuff on stage and all the choreography. There’s a lot of dancing in the show, doing all the vocals with Mr. Liberatore, who is the choir teacher, and a lot of acting and scene work. There’s so much being done, and people are working really hard. It’s going to be really good.”

—Written by Ezra Rosenberg

Photos courtesy of Gunn Theatre

Left: “Hadestown” is an adaptation of the Greek myth, “Orpheus and Eurydice.” Orpheus (played by senior Sidhant Lochan) hands Eurydice (played by senior Lia O’Donovan) a flower as a promise to bring back spring. Right: Members of the “Hadestown” cast come together after rehearsal to take a group photo in costume. Their preparation includes dress rehearsals like these to gear up for opening night, March 14.

On the set: Gunn Theatre Prepares for annual spring production

Setting the scene: Stage technology students build props, costumes

Gunn’s theater program is famous for its organized logistics, incredible acting and intricate costumes. However, its success wouldn’t be possible without the hard work of one particular behind-the-scenes group: stage technology.

Meeting on Tuesdays after school, stage tech students are taught by stage tech directors Jennifer Ellington and Max Mahle. Both educators primarily teach at Fletcher and JLS, respectively, but come to Gunn to lead the stage tech course.

According to Ellington, the class not only builds sets but also teaches students the skills they need for the future. Like other student-led initiatives, stage tech offers students the opportunity to take charge and create a story.

“I (not only) help students learn and create theatre but also encourage and support them to become leaders in the class,” Ellington said.

Although stage tech is the glue that holds the play together, it often flies under the radar to the student body.

“Most people do not know what goes into a production, and stage tech is not recognized as much as they should be,” Ellington said. “Stage tech class is a lot of hours of challenging work, (and) the play could not happen without our stage tech students.”

For the fall and spring productions, students taking the stage tech course are assigned to one of eight crews: construction, lights, sound, makeup, costumes, house, publicity and run.

Each crew has one crew head, typically a junior or a senior who has been on that crew in the past. Together, the crews design and construct fictional backdrops, doing their research to design a relevant set.

Juniors Kamya Kalra and Siena Lee are both makeup crew heads. They have been in stage tech since freshman year and became crew heads at the beginning of the fall semester.

“My favorite part of stage tech is that it’s an opportunity to be really creative,” Kalra said. “You can bring in your own ideas and interpret a show however you want.”

Senior Jack Lamis values the leadership aspect that stage tech provides: An opportunity to pass along skills to younger students, and learning to navigate the risks. Using power tools and saws is not always safe, but it’s vital to creating a set.

“Teaching confidence, and that you don’t have to be scared of something just because it’s “dangerous” is really what I enjoy about it,” he said.

—Written by Gwen Domine

Behind the scenes: Directors reflect on casting process, overcoming challenges

All Gunn Theatre productions, such as the upcoming “Hadestown” musical production, require a lot of helping hands. Just like how the character Hades orchestrates the underworld in the upcoming musical production of “Hadestown,” the directors shape the show with their unique vision of the production.

“Hadestown,” opening Mar. 14, is going to feature two separate casts, each with eight unique leads. Students who wanted to be in the musical sang and danced in their audition. Director and theater teacher Kristen Lo emphasizes the differences between casting for musicals and other productions and highlights key points of the casting process.

“Casting is a little different for musicals,” she said. “During the Fall Play, I do the casting but in a musical, I have the music director, the band director, the choreographer and the production managers. We go through our notes and talk about how we see this cast coming together before we write anybody down. Luckily, everybody is thinking about the show in the same way. There were no fights about the cast, everybody saw everybody else’s vision after auditions.”

Senior Connor Engstrom shifted roles from actor to student director for the upcoming “Hadestown” production. He hopes to create an environment where students are able to learn from each other and gain new skills.

“There’s a lot of choir kids who haven’t taken an acting class, and there are a lot of theater kids who need help singing,” he said.“I think choir kids are decent at acting, and theater kids are decent at singing, but fostering a place where people can give tips and learn from one another to become better at either facet has been a challenge. I think we’re doing a good job of addressing it.”

Lo believes that her most important job is to shape the Gunn Theatre community into a welcoming, supporting space where creativity can thrive.

“(I want to create) an environment where people feel like they have to work hard and they feel like they can be vulnerable in front of other students,” she said. “I feel that the students do a lot of the work, but I also create the environment so the students can have those capabilities.”

—Written by Ezra Rosenberg

Photos by Jessie Han

Graphics by Sarah Xie

Photos by Ezra Rosenberg

Top: Members of the costume design crew work together to plan and create costumes.

Bottom: A member of the set crew twists in a metal pipe, solidifying the structure for a part of the set.

Student Director Senior Connor Engstrom

Theater Teacher Kristen Lo

LIFESTYLE

bans transgender athletes from womens sports

In his sophomore year, senior Jaya Urrutia participated in cross country as a transgender male athlete. Although he preferred to compete alongside his fellow male runners, he was slotted in the girls division instead due to being assigned female at birth. Urrutia would have, given the courage to do so, asked to participate with the boys. However, recent policy is aiming to remove that option entirely from athletics, preventing transgender athletes from participating in sports aligning with their gender identity.

The National Collegiate Athletic Association announced on Feb. 6 that it is changing its participation policies to align with President Donald Trump’s executive order “Keeping Men out of Women’s Sports.” The federal rule “targets the participation of transgender athletes, particularly transgender women (assigned male at birth but identify as female), in women’s sports.” On the same day, Stanford Athletics followed suit to operate “all varsity sport programs in accordance with the ‘NCAA Participation Policy for Transgender Student-Athletes’,” according to a policy document obtained by The Stanford Daily.

Under the NCAA’s decision, effective immediately, student-athletes who are assigned male at birth regardless of gender identity will be barred from competing, although the rule also applies to cisgender female athletes who are taking testosterone treatments.

NCAA President Charlie Baker informed a Senate committee in December that there were “fewer than 10” transgender athletes among the association’s 500,000 student-athletes across the country. At Stanford, however, it remains unclear whether any transgender women participate in NCAA sports teams, according to KQED.

institutions which “deprive women and girls of fair athletic opportunities” and violate of Title IX, a federal law that supports gender equality. Stanford and the NCAA will use the sex assigned on a birth certificate to determine an athlete’s ability to participate.

Trump’s ruling is the fourth order directly targeting transgender individuals since he took office on Jan. 20, according to NBC News. For Genders and Sexualities Alliance Club president senior Noah Murase, this policy pattern reflects a broader trend of restrictions on LGBTQ+ rights.

“What we’ve been seeing since Trump has taken office is, in general, a decrease in rights and a decrease in opportunity (for the queer community),” he said.

For Urrutia, this legislative switch is a deeply unfair targeted attack on the small and specific population of transgender student-athletes.

“My first thought when I looked into it was, ‘What in the world are they thinking?’” he said. “I think that a lot of other transgender athletes have to really have a lot of courage if they do decide to participate in athletics, and they have to be really confident in themselves. I think it’s just really, really cruel to take away the option completely.”

The debate over transgender participation in women’s sports also concerns fairness in competition. Junior James Ng cited the case of Lia Thomas, the first transgender woman to win an NCAA swimming championship. In June 2024, Thomas lost a legal battle that challenged barring her from elite women’s swimming competitions.

“As a professional swimmer, Lia Thomas was ranked in the thousands against men, but when she transitioned as a transgender woman, she became number one in rankings,” Ng said. “A lot of women have complained

competitive participation,” therefore violating the law.

On behalf of the Title IX club, club president junior Zoe Mukamal says, while the executive order cites Title IX legislature, this new NCAA policy goes against the intentions of the law.

“We do not support the new policies,” she said. “We think that everyone’s identity is valid and they should all be given the same opportunity.”

The order continues to say that transgender women playing women’s sports “results in the endangerment, humiliation, and silencing of women and girls and deprives them of privacy,” referring to all-female locker rooms.

A lot of women have complained about the sport because their hard work is getting outdone by someone who is naturally stronger and faster on average due to their physiology and genetics.

— Junior James Ng “

According to Urrutia, however, this argument misrepresents the significance of a trans person using facilities designated their chosen gender.

““If an (assigned male at birth) trans-female athlete is actually confident enough to change in the girls locker room, that’s really good for them,” he said. “I don’t really understand how that’s an issue, because with my experience of my story, I know that I would love to use the men’s restrooms if I felt safe and comfortable doing that. I don’t really think that argument is making any effort to understand where trans people are coming from

State focus

Among 23 other states in the country, California allows transgender student athletes to play on sports teams that match their gender identity, according to the Movement Advancement Project — an LGBTQ+ advocacy group that tracks legislation. According to CalMatters, a bipartisan news organization, California’s state education code and policies for all three public colleges and university

Despite ongoing protections for transgender students and student-athletes, the federal government can still impose consequences, such as funding cuts, if it deems a

As California becomes one of the central points in the national debate over athlete participation in women’s college sports, some changes appear poised to affect state law — a proposed bill introduced on Jan. 6 would ban transgender females playing on girls’ sports teams with

In the shifting political landscape for sports

“On a state level, California is pretty well-defended for queer rights,” he said. “It has been since the 90s. Obviously change can still happen here, and with other topics. So staying informed is best thing to do. But on a national level, there is a focus for policy that is definitely

—Written by Sylvie Nguyen and Violet Tivol

Graphic by Sarah Xie and Rin Sanami

Staffer Sports: Ezra Takes a shot at girls lacrosse

When I was younger, I played soccer until I realized that I was more excited to play against my opponents from a distance. I started prioritizing tennis instead, feeling more confident because I was a good 30 feet or more away from my opponent. Playing lacrosse felt similar to that old feeling of being close to the other team, but I was too focused on cradling the lacrosse ball in front of my face while simultaneously keeping the goal in my vision to worry about the defender running at me.

As soon as I picked up a lacrosse stick for the first time, I felt grateful for my experience with racket sports because it was easier to learn how to adjust my hold on the stick. I also noticed that playing soccer helped with the up-close interactions, either guarding opponents or getting around them. I felt that elements of both tennis and soccer were present in playing lacrosse as I performed maneuvers similar to tennis with the lacrosse stick and played offense and defense similar to soccer. I even tried to dodge opponents running at me or pressure opponents that had the ball like I had in soccer.

I was feeling pretty nervous going into the first practice. I had no idea what to expect. But by the time the second or third practice rolled around, I felt more prepared. The first thing we did during practice was pass the ball back and forth in pairs. I soon got the hang of bringing the lacrosse stick over my shoulder and snapping my arm forward like a catapult to send it sailing in a nice arc. I found that catching a ball was even more satisfying than a perfect throw. My many years of playing sports and video games improved my hand-eye coordination, helping me find the perfect place for my lacrosse stick to go so that the ball would drop into the pocket of the netting with a nice soft thunk. After learning about throwing and catching, I came across the cradle jog. Cradling is the act of rotating the stick while also moving it forward and backward, keeping the ball inside the net due to centripetal forces — similar to how the Earth is moving and spinning at the same time. At first, I thought I could survive without this skill but eventually realized that cradling

is a necessity in lacrosse when I struggled without it. The cradle jog involved running around the turf field, and cradling on the right side on the longer sides of the field and on the left side for the shorter sides of the field. While everyone else was easily running and cradling simultaneously, I was spending most of the laps scooping up my ball from the ground and keeping up with everyone else.

I was feeling pretty nervous going into the first practice. I had no idea what to expect. But by the time the second or third practice rolled around, I felt more prepared.

Next came a healthy dose of stretching and conditioning. There seemed to be many different exercises for the team to do, but there was one that was especially important. It came up exactly twice — in both rainy and clear conditions — and it was called “X’s.” Jogging to the 50-yard line, sprinting diagonally across the field to the football end zone, jogging to the 50-yard line on that side, sprinting back to the beginning, and then repeating. I also got the experience of doing it in the rain, and while it was a good way to stay in shape, it was not the most enjoyable part of practice.

Stick lines followed the exercising, a relay with a couple people on opposite ends of the field who would run across and pass the ball off to someone else. Some of the types of passing included rolling it on the ground towards the target, running past the target and rolling the ball in the opposite direction, passing it to be caught over either shoulder or passing it to someone running a little route and calling for the ball.

There were a lot of components to the practices, including scrimmage drills near the end, and they were all super fun. However, when I look back on the six hours of girls lacrosse practice that I attended, one of the things I will remember with satisfaction is becoming a ‘cradle king,’ how many of the players described my

improvement with cradling. My initial struggle with lacrosse only made me more proud and happy to reflect on my time there. The whole experience was really special and it made me realize how helpful it can be to venture outside of your comfort zone.

Gear Up: Equipment, Outfit Designs Unfit for women

Male bodies have been the blueprint for sports technology and equipment throughout history, from cleats to sports supplements. Women, on the other hand, often need to use scaled-down versions of the men’s gear instead of equipment designed specifically for their bodies. These inadequate modifications can cause severe injuries when the equipment doesn’t account for the anatomical differences between the male and female body.

According to the National Institute of Health, almost 20% of both collegiate and professional soccer players have experienced at least one anterior cruciate ligament injury. Notably, women soccer players are more likely to suffer from an anterior cruciate ligament tear than men. Doctors and researchers have found that the cleats athletes wear are a main contributor to these injuries due to anatomical differences. To combat this issue, new cleats have been designed with a flexible front stud in the toe area to help reduce a rotational force. Female soccer players, however, preferring the reliability and trustworthiness of well-known brands like Nike, end up not purchasing products with such innovative features. According to NPR, a British government report released last spring highlighted that the majority of knee injuries in women’s soccer was linked to widespread gender disparities in sports equipment, pointing out the absence of footwear tailored for women. The problem of gender discrimination towards female athletes has large effects on young girls. As more young women suffer from careerending injuries due to unfit equipment, they are forced to

“I fractured a bone in my ankle and tore three ligaments in my ankle because my cleats didn’t let me twist.” Drews said.

The faulty design of the shoe sidelined Drews for a year and a half. Many athletes, like Drews, suffer similar injuries due to the lack of female representation and consideration when designing sports gear. This issue extends beyond just the cleats. Many products aimed at enhancing performance for both men and women are predominantly tested on men. According to the National Library of Medicine and reported by the Harvard School of Engineering, a study was conducted in 2022 showing that sports supplements were eight times more likely to be tested and studied on male athletes rather than women. This is problematic from a scientific perspective because there is a lack of data collected on women. This gap in data further restricts innovations that could accommodate women’s anatomy.

Girls lacrosse coach Andrea Keinath has noticed the insufficiency of women’s jerseys throughout the years as a player and now a coach. More recently she has noticed that her daughter is wearing the same uniform that her son wears made for boys.

“I have a daughter in (a high school) soccer program and a son in that same program,” Keinath said. “They wear the same shorts, and the girls hate them. They are insanely long and have to roll them a ton, but they’re still not comfortable. I also know the sizing is way off because they’re boys’ shorts.”

Uniforms have been a controversial topic throughout history as schools allow boys and girls to wear the same uniform that are specifically tailored towards the male body. When it comes to making uniforms for women, it can be controversial as most are skin-tight, as seen on female athletes during the 2024 Olympics. Many female Olympic athletes have commented on the uniforms, saying they were not made for the best performance and were too revealing.

Previously, the Gunn girls lacrosse team uniforms consisted of skirts that were uncomfortable and not functional. The skirts were revealing and not necessary for optimized performance, especially because the boys team wore shorts while playing lacrosse. Recently, the team got new uniforms with shorts, providing players with the option of wearing shorts.

“I noticed the girls pulling at their shorts (under the skirts),” Keinath said. “Hopefully the new uniforms will be more comfortable considering we got shorts this year.”

—Written by Ezra Rosenberg

Photo illustration by Jennifer Li

Graphics by Jennifer Li

—Written by Lena Duggan

Oscar awards remain pinnacle of film recognition across decades oracle staff reviews 2025 oscar nominees

Ever since the movie “Wings” first won Best Picture nearly a century ago, the Academy Awards have been one of Hollywood’s most prestigious honors, celebrating cinematic achievement while also serving as a mirror to the film industry’s evolution. Although the Academy Awards — colloquially known as the Oscars — are associated with glitz and glamour, their history is also marked by moments of social change, industrial shifts and the ongoing struggle to increase diversity.

The first Oscars ceremony in 1929 was a far cry from the star-studded spectacles of today. Held

marked the institution’s first prominent political association.

These moments laid the foundation for future calls for inclusion and diversity. The #OscarsSoWhite movement in 2015 and 2016, sparked by two consecutive years of all-white actor nominations, forced the Academy to expand its voting membership. They brought in more women, people of color and international filmmakers. More recently, the Academy introduced diversity and inclusion requirements for Best Picture contenders, ensuring nominated films possessed lead actors from an underrepresented racial or ethnic group, a general ensemble cast of at least 30% from two underrepresented communities or a main storyline centered around an underrepresented group. The implementation of this rule has led to outcry from many viewers, as some feel that it was only created to satisfy a diversity quota and was not made in good faith.

To stay relevant in a rapidly-evolving industry, the Academy has made significant adjustments. In 2009, it expanded the Best Picture category from five to 10 nominees, opening the floor to a larger number of diverse films. The first Best Picture win of a non-English-language film, “Parasite,” in 2020 marked a turning point in the Academy’s treatment of global cinema. At the same time, the rise of streaming services like Netflix and Apple TV+ challenged the Academy’s long-standing preference for theatrical releases, prompting debates over what constitutes an Oscar-worthy film. However, the advent of the 2022 Best Picture win of “CODA” — the first direct-to-streaming film to win the honor — seemingly quelled such concerns.

Despite these changes, the Academy continues to face challenges. Viewership of the Oscars has steadily declined in recent years, and critics argue the ceremony needs to find new ways to engage the audience. According to a 2024 study by Statista, Oscars viewership dropped by over 60% since 2000. Meanwhile, Hollywood itself has been in flux as of late, with the pandemic, labor disputes and the introduction of artificial intelligence slowing progress.

Yet, through every era of transformation, the Oscars have remained a defining institution in the filmmaking industry. The red carpet is still rolled out each year, and the Academy Awards continue to reflect the cinema industry’s evolving challenges and triumphs.

—Written by Vin Bhat

‘The

Wild Robot’

The animation “The Wild Robot” is set on a remote island, where stranded robot Roz must learn how to survive and interact with the animals on the island. Throughout the film, she learns about love and relationships, even adopting an orphaned goose along the way.

Normally, I’d expect a PG-rated movie to convey simpler messages aimed towards children. However, this movie encapsulates complex themes that can be applied universally. For instance, Roz learns of the importance of community and unity, which can be used in everyday scenarios such as working together with others.

The film’s animation style is somewhat novel — the frames resembling individual paintings, making the film seem more fluid. The use of warm colors and visual expression added another layer of intrigue to the film by strengthening the emotional depth of the characters and further reinforced the movie’s themes of growth and connection.

— Written by Yu-Ming Liu

‘Conclave’

Adapted from the 2016 novel by Robert Harris, “Conclave” dramatizes the Catholic Church’s process of electing a new pope and contains themes of power, religion and reputation.

The plot — which leaves a random explosion and major plot twist unresolved — is average at best, but the value of “Conclave” is in its artistry, recognized via eight Oscars nominations. The film is laced with a constant sense of paranoia, legitimized by Volker Bertelmann’s unsettling soundtrack which received a nomination for Best Original Score. Set designers Suzie Davies and Cynthia Sleiter also received a nomination for their stunning illustration of the Sistine Chapel’s interiors. Although cinematographer Stéphane Fontaine wasn’t nominated for an Oscar, numerous Wes Anderson-style shots were aesthetically satisfying.

The film serves a shameless political agenda that pits liberal protagonists against conservative antagonists. But in an era of mind-numbing superhero movies, “Conclave” is refreshingly nuanced.

—Written by Melody Song

For this year’s nominees and winners, visit: https://www.oscars.org/oscars/ ceremonies/2025

staffers review new titan grub lunch options

Chicken Alfredo

As I step up to the front of the lunch line, the options are overwhelming — an onslaught of salads, sandwiches and soups. In a moment of brief panic and overwhelming hunger, I find my hands gravitating towards my tried-and-true: the penne chicken alfredo.

The sauce — a perfect viscosity that coats every piece of pasta in its entirety — is creamy and rich, pairing nicely with the usual side of steamed vegetables. Although the whole grain penne is often overcooked and the cheese on top forms a crust from being only partially melted, this dish is nevertheless filling, comforting and never disappoints.

So if you are as indecisive as I am, overstimulated by all the appetizing options of the new lunch menu, I recommend trying the chicken alfredo pasta. I promise you won’t regret it.

—Written by Kaylee Cheng

Fruits & Veggies

Unlike the prepackaged fruits and veggetables of lunches past, the new cafeteria offers many vibrant new options Now, instead of skipping produce or grabbing something destined for the share basket, I find myself scooping spoonfuls of fruit.

In the past, I’ve had my fair share of questionable cafeteria produce. Despite my initial reservations, the fruit has held up to my picky-eater standards, every slice, sliver or chunk juicy and fresh.

I especially appreciate the flexibility of the salad bar. Before, I was limited to a single choice and agonized over which fruit I wanted but now I have the chance to try a bit of everything.

To all the fruit and vegetable avoiders out there: the new salad bar is not something to pass on. With its newer, fresher options, it might just upend your view on veggies entirely.

—Written by Charlotte Qian

Graphics by Sophie Kou

The Oracle’s crossword at the end of the rainbow

ACROSS DOWN

1. Lucky number of 62a on a clover

5. Gunn college prep cohort class

9. __ Lama

14. “__ of Green Gables”

15. Peru’s capital

16. NCAA’s Huskies, home of Paige Bueckers

17. Weather app measurement

18. Holiday trickster

20. Selections for next year

22. Gardener’s tool

23. Former Roman consul Mark

24. Prince song “__ Go Crazy”

25. “__! So cute!”

28. Short for short sleeved shirt

29. Heist movie “__ 11”

31. Operatic solo

32. Winter neck accessory

33. Still

34. March 17

38. Swell, like after a large meal

39. Spelling errors

40. Opposites of highs

41. Sausage in a bun

43. Drunk vehicular violation, for short

46. X

47. Center of an apple

48. Andy Warhol’s movement

50. __ vera

51. Targets of blindfolded batters

52. 18a’s treasures

56. One less than 46a

57. Attempted

58. Margarine, colloquially

59. Good’s enemy

60. Book of maps

61. Author Shusterman

62. Plant part

1. A __ __ sat on a mat

2. First tied score

3. Prepare to speak on a Zoom meeting

4. Copy informally

5. Slang for someone with loose morals

6. Competes to achieve a goal

7. Goblin

8. Singer Hayes

9. Mallards and hens

10. Pain

11. Long time work vacay

12. Mesopotamian father of the 50 great gods

13. Gilmore Girls’ Independence __

19. Uber __

21. Machine used in icy conditions

24. Pirate Jean __

25. __ 51

26. Lean and tough

27. Slang for do well

30. __ on the side of caution

31. No ifs, __ or buts

32. Places to get facials and treatments

33. Shape with all equal angles

34. Blackthorn

35. __ and Country Village

36. Cranky elephant from Animal Crossing

37. BTS or TXT member

38. Sandwich with three specific ingredients

41. Horses’s foot

42. California’s neighbor

43. Grammatical case used for objects

44. Muse of astronomy

45. In and of __

47. Lumps of earth

49. Solar __ 50. __ __ of people 51. Beg 52. Group that works with PiE 53. A scrap of food 54. Internet

Finished with the crossword? Come to P-115 during lunch or 5th period with your completed crossword to collect a prize!

Guess each teacher by their favorite albums, artists, or songs

1) "Know Your Enemy" by Rage Against the Machine

2) "Dustbowl Dance (Live version)" by Mumford and Sons

3) "Absolution" by Muse

1) "We Sing. We Dance. We Steal Things." by Jason Mraz

2) "Sleeping to Dream by Jason Mraz

3) "Mudhouse/Gypsy MC" by Jason Mraz

Humor: Exposing the truth behind common color correlations

Red is for love on Valentine’s Day, but it represents pure rage in the 5 p.m. rush hour traffic. Green is for money, nature and, apparently, the Grinch. After hours upon hours of research and deep data analysis, I can conclusively assert that color association is a scam. We act like colors have deep meanings, yet they change as quickly as the latest fashion trends. Make it make sense.

Somehow, we decided months needed assigned colors and accepted it. January is blue, February is pink and red, and March? Green, obviously, because St. Patrick’s Day trumps all else. April is pastels (thanks, Easter Bunny), while November takes home the theme of “brown leaves.” But

if you blink in October, stores will replace that spooky orange and black with December’s red and green before Halloween even happens.

If you ever wondered why certain colors dominate holidays, it’s because they won the branding wars. Christmas practically owns red holly and green mistletoe. Valentine’s has pink and red hearts (red really tends to get around). Halloween locked down orange pumpkins and black ghouls. And poor Thanksgiving? It gets stuck with “earthy tones” because nothing screams celebration like a muddy brown tablecloth.

Humans love putting things into neat little boxes, but color sorting might be the most arbitrary system of all. We get excessively fancy with labels: chartreuse, periwinkle, cerulean — because saying “yellow-green,” “light purple” or “blue but fancier” just isn’t pretentious enough.

At the end of the day, color meanings are all about context. A white dress is wedding bliss — unless you’re in China, in which case you love mourning the marrying of

the couple. Purple is royal and luxurious — unless it’s on a kid’s drawing of a dinosaur. rules, but really, they’re just free-spirited little anarchists. So the next time someone tells you that orange repre sents energy, blue is calm or green is envy, just remem ber: It’s all pure hue-pocrisy.

1) "Chain of Fools" by Aretha Franklin

2) "Mona Lisas & Mad Hatters" by Elton John

3) "Pink Pony Club" by Chappell Roan

1) "American Girl" by Tom Petty 2) "New York, New York" by Ryan Adams 3) "Closer to Fine" by Indigo Girls

Graphics by Elise Hu

—Compiled by Gwen Domine

—Crossword by Vaani Saxena

Diverse student-made campus murals celebrate various cultures

On the right wall of the M-building, there is a hidden treasure. The mural, called “Gunn Diversity,” is one of three student-made murals proposed and approved in 2022 with the intent of incorporating themes student artists are passionate about, according to the 2022-2023 Parent Teacher Student Association student grant proposal.

The mural was initially proposed by alumna Helen Zheng for the 2022-2023 Gunn Parent, Teacher, Student Association Student Grant which gave $600 dollars to buy equipment for “Gunn Diversity” along with two other murals, “History of Palo Alto” and “Motherboard.” The grant proposal stated that the creation of these murals are important to promote arts and humanities.

The mural highlights the diverse population present on campus. Specifically, this work of art centers around five people representing different ethnicities and cultures, along with mythological creatures such as a dragon, and a background filled with textile designs of various cultures. According to Zheng, incorporating these different aspects cohesively displays a message about diversity and inclusivity.

“I think that having them all stand towards the center and then having the kind of textiles blend into each other, from a visual design standpoint, shows the more coming together of these different people from different backgrounds,” she said.

Art teacher Mark Gleason viewed the piece as making a statement, rather than asking a question. Therefore he felt that while the piece was admirable for the message it was conveying, the artwork would be more engaging if it was able to convince or challenge the viewer in some way.

“It’s saying ‘here’s A, here’s B, here’s C, and we already know that,” he said. “I would love to see a mural that stops you in your tracks and say ‘whoa, you know that blows me away’ or ‘I don’t know why that’s there’ or ‘that makes me uncomfortable in some way that is going to end up being good for me.’”

Zheng highlights that in a STEM oriented campus, visual art around campus is important.

“I think the idea just originally stemmed from kind of trying to introduce more like spaces for art,” she said. “And then with the support of Ms. Su and other students within the art department at Gunn, we kind of worked together and then brought this into existence.”

‘The Motherboard’

‘Gunn Diversity’

The purpose of the three murals created with the grant money was to represent three different themes within the Gunn, Palo Alto, and Silicon Valley community. “Motherboard,” which is hung on the L building facing the Spangerberg courtyard, focuses on the technology aspect within the community.

Alumni Irene Hong, who was part of the planning and creating process of the “Motherboard” mural during her junior year in her Advanced Placement art class, explains the connection between the artwork and the community.

“The motherboard represents the ‘head’ of technology (or) the main thing in a computer,” she said “(It is the) motherboard that runs the computer, (and) because the Bay Area is so tech-heavy (and) we’re one of the leading places for technology, we thought it was fit (for a) motherboard (to be) a symbol for our community.”

The mural depicts a hand holding a town, surrounded by a motherboard that has circuits around the edges. According to Hong, the circuits that are portrayed as coming out of the motherboard illustrate a theme of connection, specifically in accordance with technology.

“(The circuits represent) how as a community we’re connected,” she said. “But also how through technology, we communicate and connect to other communities.”

For alumni Kevin Yu, who was both an art and STEM focused student, the decision to work on this mural was due to its relation to technology. He mentions how it was partly inspired by art and technology being interrelated within the community.

“Computer science has shaped our community, so that’s part of what we’re going for,” he said. “It’s also like, we have the power to shape the future of computer science.”

Additionally, Yu highlights how he hopes the mural may spark some conversation or reconsideration about a student’s career path and aspirations, or inspire them to make some form of change or activism, whether within their own lives or within the community.

“I think if it makes anyone think about what they want to do in the future, or (about) what kind of world they want to create, if it makes people think, I think that that’s pretty cool,” he said.

Iconic California native plants, distinct components of California’s natural beauty and Indigenous American Indian tribes are all memorable aspects of California’s vibrant history. As part of the third grant product, these aspects are on display to all students in the mural “History of Palo Alto.”

Partly inspired by the Ohlone tribe’s rich history and culture, 2022-23 Advanced Placement art students decided to compose the mural and incorporate components such as tule reed huts and canoes from the Ohlone tribe’s culture. Art teacher Anita Su who helped facilitate the creation of this mural acknowledges that one of the motives of this specific mural is to honor and bring light to the indigenous culture and people who lived on our lands prior.

“I think oftentimes we don’t really consider or think about the land that we work on, and so bringing attention to that (is really important),” she said.

The mural stands in the Acorn Lounge near the library and is a reminder of the indigenous people who lived on the lands of Palo Alto. Social Studies teacher Chris Johnson, who makes sure to inform his students on these indigenous tribes who lived in America prior to Spanish colonization, emphasizes the importance of having awareness of these communities.

“Just a couple weeks ago, in Advanced Placement United States History, we finished a probably two to three class period lesson on Native American policy,” he said. “(It included) how it is that the people use the land (and) the destruction of their cultures, but also just the appreciation of the indigenous people that have been here.”

The mural also includes California native plants, such as bright California poppies and striking redwoods that stand alongside a beautiful landscape, encapsulating the beauty of California’s wilderness. Johnson highlights the importance of recognizing American Indian appreciation and respect for nature, a component that is represented in the mural, as displaying the indigenous people and natural components coexisting side by side.

“(It is the idea that) you need to keep the water clean, you need to respect what is there (and you need to) not go through and destroy,” he said. “So a lot of the history of this time is how you only use what you need.”

—Compiled by Eanam Maor

‘History of Palo Alto’

Photos by