November 22, 2017

Page 1

November 2017 | Volume 93, Issue III | Honolulu, Hawai‘i A Voice for Students Since 1923

Growing up Local: Does Race Matter? By Jayson Guo ’21

S

eparated from the U.S. mainland by 4,000 kilometers of Pacific Ocean, Hawai‘i has developed an ethnic makeup unlike any other state. Here, a rainbow of cultures interfuse in a melting pot of races and ethnicities. Yet in a country of racial tension, one would be incorrect to call Hawaiʻi a diverse dreamland of ethnic equals. Local people’s respective races take an apparent toll on them and how they ultimately grow up. But with the socalled minority population comprising over 75 percent of the state, one should expect the unusual when dealing with the Hawaiian Islands.

“I think the main thing I’ve experienced being white in Hawai’i and at ‘Iolani is simply sharing different viewpoints with my peers, and respectively being viewed differently.” -Ian Stone ’21 “I’ve never taken much notice of my ethnicity. I don’t feel that my race has a profound impact on the way I live my life,” said Treyjan Oshiro ’21. “I have never felt as though I am at a disadvantage because of my Japanese heritage. In fact, I feel pride in who I am and where I come from.” It is understandable that Oshiro feels this way, as he is a fourth-generation Japanese American and, therefore, a part of Hawai‘i’s unique Japanese majority. However, Oshiro admits that he would feel differently had he been born beyond the Pacific. On the other hand, first-generation Korean American Roy Song ’19 insists that his Korean heritage is a “dyed-

in-the-wool” element of his identity. “In general, I don’t really think most people’s treatment of another person differs because of race. But, with that said, being Korean has affected me a lot. I think my race has made me who I am, as being a Korean has affected my way of thinking, as well as my morals. It has even affected my openmindedness, especially in terms of the food we eat.” Song recalled memories of eating pig and chicken feet during his childhood, things that the average American would not dare attempt to snack on. Meanwhile, considered even less local than Song, Ian Stone ’21 faces the reality that he will be treated differently for his Caucasian blood. “I think the main thing I’ve experienced being white in Hawai‘i and at ‘Iolani is simply sharing different viewpoints with my peers, and respectively being viewed differently,” said Stone. “I’ve felt like my race is sometimes a dividing factor between me and my peers because it’s obviously noticeable on the outside. Obviously, people are going to notice that you’re white. I mean, no matter where you live, if you are in the minority, you are going to be seen in a slightly different way.” Some might argue that Hawaiʻi’s culturally diverse environment has a profound effect on its people as their own ethnicities do. First-generation Thai American Korn Jiamsripong ’21 said, “As an ethnic Thai boy, born and raised with such values, I was taught at an early age to be hardworking and respectful to everyone. Unfortunately, my family and I have been ‘Hawaiian-ized’ by surrounding influences, and I’ve become the stereotypical local guy as the rest of the world sees it: a chill dude.” Perhaps Hawai‘i is destined to one day become a diverse dreamland of ethnic equals, perfectly unified under the “Aloha Spirit.” But perhaps not. Perhaps the proximity of kama‘aina to our respective roots uniquely

enriches life here. “One of the great things about Hawai‘i is just how much you can learn about people who are different than you,” said Stone. “Growing up on the mainland, where being white is more common, would deprive me of the positive outlook on others, the world, and life itself that I have attained through my experiences here.”

Cartoon by Remi Jose ’18

Culture Shock: The Four Phases Explained

By Channah Garcia ’20

C

ulture shock is an experience that can last for days, weeks, or even months. Experiencing culture shock most likely happens when a person is in a cultural environment different from one’s own. This can happen when one spends a year in a different country to study abroad. There are four phases commonly associated with culture shock. The phases include: The Honeymoon Phase, The Adjustment Phase, The Reintegration Phase and The Acceptance Phase. It is a different and unique case for each person because not everyone experiences all four of the phases.

of being unstoppable. Many people are overwhelmed when they first arrive in a new environment, especially when they are in the minority. For ‘Iolani alumna Sophia Placourakis ’16, attending college on the East Coast was a big change. “I was shocked, overwhelmed and excited when I first arrived at Temple University because I was one of three students from Hawai‘i,” said Placourakis. A person might be intrigued with the new sounds, sights and smells of the unfamiliar place so much that they compare the new place with their home, which is usually associated with positive feelings.

During this first phase, one may encounter feelings of excitement, interest and happiness. This phase is most associated with the attitude of a tourist. A person may be interested in learning about the new culture around them, be very cooperative and motivated, and have a feeling

In the second phase, the most common symptoms include becoming homesick and frustrated with the differences between the different place and one’s home. “Everything is much more fast-paced on the mainland. A lot of clubs and activities on campus require applications

The Honeymoon Phase

The Adjustment Phase

and interviews, which was something I was not really used to,” said Michelle Kimura ’16, who attends Villanova University in Pennsylvania. Besides having to apply for clubs, Kimura noted that everything is competitive, making it hard for someone from Hawai‘i to adjust. Along with transitioning to a different lifestyle, many people also must adapt to the different foods. “I still am not used to the food here. My parents complain that you only get meat, meat, meat and there’s no vegetables,” said Jerry Liu ’20. “Another thing they say is that here, whenever they cook they use a lot of sauce. American Chinese food is not at all authentic.”

The Reintegration Phase

After spending some time away, usually about six to 12 months, one begins to become more familiar with the new culture and environment. During this phase of adjustment, most aspects of one’s life start to return back to normal. One may start to prefer some parts of the new culture to one’s home. “Moving to America means that the teachers here are nicer. They don’t scream at you [as they do in China],” said Liu. He states that when he lived in China, the teacher would scold, yell, and make a student sit in the corner if they were late to class. He compared it to the first time he was late to ‘Iolani, and he was nervous about what the teacher would do when he walked into the classroom, but was surprised when his teacher was nice about it.

The Acceptance Phase

The last phase is exactly as it sounds. During this phase, many people have become used to the new place and its culture. One may feel more comfortable and the unknown setting feels more like a second home. By this point, the differences between the foreign and home culture do not affect a person in a negative way. Culture shock is different for every person who experiences it. Some may not go through all four phases or may endure the phases in varying orders. Another form of culture shock one can experience is ‘return shock’ or ‘reverse culture shock.’ This form of culture shock happens when one returns home after being away for a long period of time. During this period, it is usually the best time for learning and personal growth because one is more open minded and appreciative of other cultures. Cartoon by Kyra Tan ’19

Diversity in Hawai‘i vs. Mainland By Alisha Churma ’19

I

n Hawai‘i, one can eat at a Japanese restaurant with their Caucasian parents and their Chinese friend, while being served by a Filipino waiter. The combinations are endless, for people of different races play various roles in Hawai‘i’s society. Hawai‘i is a unique state, set apart by its broad range of races and ethnicities present in the Islands, as opposed to one highly concentrated race, which is common in other states. The state ranks number one in the country in racial diversity. There are different ways to analyze Hawai‘i’s racial composition. According to the United States Census Bureau, 25.8 percent of Hawai‘i’s roughly 1.4 million population identifies as solely Caucasion, 2.2 percent as solely African American, 0.4 percent as solely American Indian or Alaskan Native, 37.7 percent as solely Asian, 10.2 percent as solely Native Hawaiian or other Pacific Islander, and 23.7 percent as two or more races. However, for the United States as a whole, the racial percentages are either at high concentrations, such as 76.9 percent Caucasion alone, or at very low concentrations, such as

Diversity Index vs

Hawai‘i

0.2 percent Native Hawaiian or Pacific Islander alone. “I think Hawai‘i is more racially diverse compared to the mainland,” said Catherine Smead ’19. “Unlike other states I have visited, Hawai‘i doesn’t have one particular ethnicity that clearly stands apart from the rest.” Smead’s claims are reflected in Hawai‘i’s Diversity Index score (DI), which shows the probability of randomly selecting two people of different races. Hawai‘i’s score is 86, higher than the United States’ score of 60. By focusing on certain races’ percentages, one can interpret Hawai‘i’s racial makeup differently. Trinity Meyers ’19 said, “I think Hawai‘i is racially diverse in the sense that it has a wide variety of Asian ethnicities. However, when compared to some mainland states, Hawai‘i lacks diversity in other areas, such as its relatively low population of Caucasians, African Americans, and other races.” Hawai‘i’s Asian population is 32 percent higher than that of the United States as a whole, and includes Asian ethnicities with origins of over six different countries, such as Japan, Korea, and China. On the other hand, the percentage of African Americans is 11.1 percent lower, and the percentage of Caucasions is 52.2 percent lower. Even though some percentages show what ethnicities are less represented in Hawai‘i, the overall state’s statistics show relatively spread out percentages, exhibiting a greater diversity than that of the mainland. In addition to an assorted racial environment, even as one of the smallest states in size, Hawai‘i ranks sixth highest in the nation in terms of the number of multiracial citizens (those who are two or more ethnicities).

25%

of people in Hawai‘i are

According to a Pew Research Center analysis of Census Bureau data, around 25 percent of Hawai‘i’s population identifies as multiracial. Seventy percent of the multiracial people are some combination of Caucasian, Asian, and Native Hawaiian/Pacific Islander, better known as “hapa.” This is due to the history of Asian immigrants who arrived in Hawai‘i to tend to the sugar cane plantations in the mid-1800s. Hawai‘i is the only state to have a triracial identity as its dominant multiracial group, which is the mix of Caucasian, Asian, and Native Hawaiian/ Pacific Islander, which makes up 22 percent of the state’s multiracial population. The abundant population of multiracial people also adds to Hawai‘i’s unique diversity. Despite being of the smallest states, Hawai‘i has an impressively varied racial environment. Hawai’i is a popular location for people to experience unique ethnic cultures. It is also a great, welcoming place for people of different races to dwell. It is amazing how one small chain of islands in the middle of the ocean can be home to such a beautifully diverse population.

The Benefits of Studying a Foreign Language By Tiana Hannemann ’18

‘I

olani School prioritizes the importance of learning foreign languages and cultures by requiring three years of foreign language study. Although students often grumble over this graduation requirement, there are many benefits to learning a new language, including improved cognitive abilities and increased cultural awareness.

IMPROVED COGNITIVE SKILLS

OTION EM AL CI SO

VISUAL

ON NTI TE AT

SENSORY MO TO R

“Seeing the world through another person’s lens helps to open one’s mind and heart to provide the opportunity to become a more well-rounded individual who is able to connect and live positively in a global community.” -Mrs. Miho Pagliarini Japanese Teacher

“When you learn another language, in order to express yourself, you have to understand the culture. It goes beyond just speaking the language; it’s understanding the people who speak that language. It helps you put yourself in that person’s place.” -Mrs. Catherine Pettit French Teacher

AUDITORY

INCREASED CULTURAL AWARENESS

1. Builds global relationships 2. Improves cross-cultural

1. Stronger focus, concentration, and attention

5. Greater perceptiveness to surroundings

2. Good listening skills

6. Stronger decision making

3. Increases awareness of

7. Improved planning and prioritizing

4. Provides options for new career fields

3. Improved standardized tests 4. Better memory

communication

cultural differences

National Anthem Protests Divide A Nation By Sean Callahan ’18

O

n August 26, 2016, Colin Kaepernick remained seated on the sideline bench while the United States’ national anthem played, and later said he is “not going to stand up to show pride in a flag for a country that oppresses black people and people of color.” Since then, many other NFL players and athletes from various sports have decided to follow Kaepernick’s lead by sitting or kneeling during the anthem. The polarizing nature of this issue has kindled ferocious debate in America. Polls by both Reuters and CNN have shown that a plurality of Americans believe kneeling for the anthem is the wrong way to express political opinions, with the latter organization reporting that 49 percent of respondents view the protests negatively. However, 43 percent of respondents believed the protests to be the right thing to do, revealing just how divided America is on the topic.

“It’s an oxymoron that you’re sitting down, disrespecting that flag that has given you the freedom to speak out.” -Drew Brees New Orleans Saints quarterback New Orleans Saints quarterback Drew Brees pointed out that, “It’s an oxymoron that you’re sitting down, disrespecting that flag that has given you the freedom to speak out,” suggesting that Kaepernick’s chosen form of protest is unwise and actually hinders progress by moving the conversation away from racial issues and toward what constitutes disrespect for our country. While affirming Kaepernick’s right to protest, President Obama echoed Brees’s sentiment saying, “As a general matter, when it comes to the flag, the national anthem, and the meaning that holds for our men and women in uniform and those

who’ve fought for us – that is a tough thing for them to get past to then hear what his [Kaepernick’s] deeper concerns are.” President Obama’s statement brings up another flaw in the protests that Kaepernick started: a lack of a clearly defined purpose. Whether Kaepernick’s original intent was to protest police brutality, oppression of black people, or racial inequality, that message has since been lost in a storm of controversy. Kaepernick’s ill-advised fashion choices, including socks depicting police as pigs and a shirt showing Malcolm X meeting Fidel Castro, the infamously brutal dictator of Cuba, have distorted Kaepernick’s message. Outside opinions, such as Donald Trump’s Twitter messages have also derailed the focus of the protests. The Sunday after Trump called for owners to fire players who kneel, the NFL saw a large increase in the number of players who protested, many citing Trump’s comments, not activism, as their main reason for kneeling. Players and teams have devised alternative methods of protest which allow them to express their views without causing an inordinate amount of controversy. Before the playing of the national anthem, the Dallas Cowboys interlocked arms and knelt in a show of unity before standing for the national anthem. Cowboys owner Jerry Jones later said of the demonstration, “We want to stand and respect the flag [...] but we also, as a complete team [...] want to be able to, when we can, demonstrate that unity is important and equality is important.” By avoiding

Cartoon by Kyra Tan ‘19

any actions which may seem disrespectful, these players were able to raise their collective voices in protest while keeping the focus directly on the issues about which they are concerned. There is no clear right or wrong in this situation. Part of what makes America such a uniquely open society is the freedom to protest and voice opinions contrary to the views of others. By kneeling, NFL players are not only exercising their constitutional rights, but they are performing the duty of every American: standing up for what they believe is right. However, their method of protest can come across as irreverent and detract from their message. If they truly want to accomplish their goal of building a more inclusive American society, they might consider taking the lead by appealing to all Americans through a protest that concentrates on the issues at hand without stirring up unnecessary controversy.

Confederate Statues: A Monumental Decision By Isabella Chang ’18

M

were the reason for the Civil War, while only 38 percent cited slavery. The debate is particularly charged in Texas, where the State Board of Education in 2010 adopted new academic standards which listed slavery as third among the causes of the war, after sectionalism and states’ rights. However, most historians, including AP United States History teacher Mr. Russell Motter, agree that the war was really fought over the institution of slavery and the monuments erected in its wake protest the subsequent social changes. “The Daughters of the Confederacy was a group of civic minded white women who wanted to honor the service of their fathers who fought for the confederacy during the Civil War,” said Mr. Motter. “They also wanted to make a political statement with those monuments that reconstruction had been a mistake.” The Thirteenth, Fourteenth and Fifteenth Amendments, passed during the Reconstruction Era, collectively granted African Americans equal rights to those of white americans. According to Motter, the monuments of the Daughters of the Confederacy were built to communicate that the new amendments Monument removed created a class of inferior citizens who threatened white Proposal to remove monument liberty in the South. “[They were] asserting white supremacy and asserting the glory of the cause for which those soldiers fought,” Motter believes. The great-great grandchildren of Confederate soldiers, themselves, are divided over the issue. Some believe the monuments should stay, saying they simply want to remember their loved ones and ensure their legacies live on, while others, such as William Jackson Christian and Warren

ore than 150 years after the United States took up arms against itself in the Civil War, race tensions continue to plague the nation. In 2015, a white supremacist opened fire on the Emanuel African Methodist Episcopal Church, killing nine people during a prayer service. That same year, 36 unarmed black men were killed by police, according to the Washington Post. In light of the resurfacing conflicts, local officials are removing Confederate monuments from prominent locations across the Deep South. Naturally, a debate over whether they should remain divides the country. Although the monuments mark a pivotal time in American history and honor Confederate soldiers who fought and died in the war, their removal is the best way for the United States to move toward a future free of racism. Defenders of the Confederate symbols say they are not meant to memorialize black oppression. They maintain that the war was fought for states’ rights and in protest of the federal system, instead of the preservation of slavery. According to a Pew Research Center survey six years ago, 48 percent of Americans said states’ rights

Edmund Christian, request removal. In a letter titled “The Monuments Must Go,” the brothers acknowledge that “Confederate statues offer pre-existing iconography for racists,” citing the example of the dedication of a Confederate statue at the University of North Carolina. During the dedication, a speaker proclaimed that the Confederate soldier “saved the very life of the AngloSaxon race in the South” and went on to recount a tale of performing the “pleasing duty” of “horse whipping” a black woman in front of federal soldiers. The brothers clarify that they are not ashamed of their ancestor, Stonewall Jackson, but of the “hateful ideology” his statue represents.

“Confederate statues offer pre-existing iconography for racists.” -Christian Brothers More harmful still, is the message the Confederate monuments send to the African American community. In his May 19 speech, New Orleans mayor Mitch Landrieu asked his audience to reflect upon an African American girl who must pass monuments that depict Robert E. Lee, Jefferson Davis, and P.G.T. Beauregard every day on her way to school. “Can you look into that young girl’s eyes and convince her that Robert E. Lee is there to encourage her?” he said. “What message do these monuments send to that young girl and others? The ‘heroes’ stand on pedestals and basically tell her, ‘You do not belong here. If you choose to stay, I have my eye on you.’” Symbols that suggest the superiority of one race and the inferiority of another do not belong on the corners of busy town squares or in front of government buildings. They belong in museums, placed within context to serve as a reminder for how far we have come and encouragement for how far we have yet to go.

Should America Allow Affirmative Action?

By Sara Hui ’18

I

magine an extremely selective college admissions board discussing who they should admit. They have one spot left and three remaining candidates who are equal in every regard except for one: race. According to a Princeton University study, an African American applicant is five times as likely as a Caucasian applicant to be admitted, and an Asian applicant has only one-third the chance of a Caucasian applicant. Time magazine articles state that, affirmative action tends to favor “disadvantaged groups” in order to level the playing field. Though most of affirmative action is not discussed with the public and remains unclear, one way colleges decide on “disadvantaged groups” is through race (others include first generation to attend college, English as a second language, low income, etc.). Some believe that affirmative action discriminates against Caucasians and Asians, with Asians being particularly disadvantaged. A 2009 Princeton University study states that if all students’ academic achievements are equal, Asians need to score 140 points higher on the SAT than a Caucasian applicant to have an equal shot at admission. For example, a Caucasian who gets a 1360 on the SAT is equivalent to an Asian student who gets a 1500. The history of affirmative action started with University of California v Bakke in 1978. Allan Bakke, a Caucasian male rejected from University of California Davis sued the school on the grounds that he was treated unequally through “reverse discrimination,” a term used to refer to discrimination against members of majority groups. The Supreme Court allowed Bakke to be admitted while

Discrimination

simultaneously endorsing the use of race as a factor in admission. This meant that colleges were not allowed to use racial quotas in deciding which students to offer admission. This decision was backed by the case Fisher v. University of Texas-Austin. Abigail Fisher claimed she was rejected by the university solely because she was Caucasian, but the school claimed she was rejected for not being “academically qualified.” The U.S. Supreme Court ruled in favor of the university 4-3, meaning affirmative action is still legal, even to this day. Colleges and universities are not forced to take affirmative action into account, but most selective schools do. There are states that have outlawed affirmative action, so what do these states do to decide between two equivalent applicants? In 2014, the Supreme Court ruled that voters can decide to ban race-based affirmative action in Schuette v Coalition to Defend Affirmative Action. States that have outlawed race-based affirmative action through this case include Washington, California, Arizona, Nebraska, Oklahoma, Michigan, Florida, and New Hampshire. These states have come up with new ways to promote diversity on their campus. such as, funding new financial aid programs, improving recruitment, decreasing legacy preferences, and adding socioeconomic factors to admissions. According to the Washington Post, colleges want students who can learn quickly. They want students who can analyze and diffuse information swiftly, solve problems, and develop new ideas. Some typical

Affirmative Action

characteristics that a person with a high learning curve may have are “perseverance, grit, tenacity and resourcefulness.” The Washington Post states that, stereotypically, Hispanics and African Americans live in low-income neighborhoods, which makes them more likely to experience these “character building” experiences. Affirmative action is beneficial in theory; however, in practice, it may have fundamental flaws. Justice Clarence Thomas, an African American Supreme Court Justice, is against affirmative action because he believes that affirmative action contributes to negative stereotypes. Justice Thomas believes that because of affirmative action, given the choice between a white doctor and a black doctor, both of whom graduated from a top school like Yale, the rational choice is to choose the white doctor. This is because a less qualified black doctor may be in the same position as the white doctor because they were a beneficiary of affirmative action. Today, according to Gallup News, 65 percent of Americans disapprove of the Supreme Court’s decision to allow colleges to use race as one of their deciding factors. ‘Iolani’s predominantly Asian students will have affirmative action working against them when applying to colleges, making it harder for them to get into their dream schools. Harvard University has recently been sued by student Austin Jia due to allegations that Harvard, along with other Ivy League schools, hold Asians to a “far higher standard than other students and essentially forces them to compete against each other for admission.” Recently, some school such as Harvard University have had a higher percentage of minorities in incoming classes. For example, Harvard’s class of 2021 is comprised of 50.8 percent minorities, and the class of 2020 is made up of 47.3 percent minorities. However, racial profiling is not the only major deciding factor in the admission process. Colleges use race-based decision, and take into account other determining factors such as first-generation to attend college, low-income, and English as a second language when when considering student admission.

Equality

Cartoon by Remi Jose ’18

Comparing Racial Diversity Across the Globe By Loui Ikei ’21

J

apan and The United States of America have two very different levels of diversity. Over 97 percent of Japan’s population is of Japanese descent, making Japan one of the most racially homogenous countries in the world. The United States, on the other hand, is one of the most diverse countries in the world, with many predicting a minority majority in the United States by the 2050s. With Japan’s racial homogeneity comes stability and a unique sense of identity, but it also results in a narrow range of ideologies and a lack of exposure to other cultures. The xenophobic immigration policies which Japan uses to maintain its racial profile belie the unwillingness of many Japanese citizens to integrate other races and cultures into their already homogenized society. “The Japanese were able to form their culture through concentration,” said Shotaro Uchida ’20. Because of this, minority groups face challenges which are not as pronounced in America. For example, while Buddhist and Shinto temples are readily available, finding a place of worship for a smaller religion in Japan can be next to impossible. America’s less stringent immigration laws willingly invite foreign visitors into the country. The influx of immigrants combined with America’s willingness to integrate new cultures shapes American culture into one of impressive diversity. The diversity of the United States creates a more dynamic and interesting society filled with lots of unique cultures and customs. While the large number of minority groups shows that the United States is more accepting of

other races and cultures than a country like Japan, this unique coexistence can cause various arguments and problems. These issues can range from discrimination to terror attacks that send jolts through the whole country. The racial tension which stems from the wide range of ethnic groups in the United States gives Americans the opportunity to learn how to interact and live with others. “I learned about racism in this nation, as well as about many civil rights movements. These are things I never could have learned in Japan,” said Shotaro Uchida ’20. There are undoubtedly problems that can be attributed to America’s diversity, but what we gain from our differences is more important. Even in the midst of conflict and disagreement, America still remains united. Japan, however, produces a community that generally rejects foreigners and strangers. America is

accepting of all people, allowing different races and ethnic groups an oppurtunity to become a part of the American society. The diversity of the United States makes it overall a better place for life.

Cartoon by Kyra Tan ’18

HUMANS O

Share their Experi

:KHQ , ¿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³PDLQWDLQLQJ IDFH´ LV UHDOO\ ELJ ,W ZDV UHDOO\ FRQIXVLQJ EHFDXVH LQ VFKRRO VWXGHQWV DUH WROG WR VSHDN RXW LI WKH\ GR QRW OLNH VRPHWKLQJ EXW LQ P\ KRPH IDPLO\ PHPEHUV FDQQRW DOZD\V VSHDN DERXW HYHU\WKLQJ WKH\ GR QRW OLNH 7KH\ MXVW KDYH WR NHHS LW LQ

,Q /DV 9HJDV P\ IDPLO\ DQG , DVNHG D FXVWRPHU VHUYLFH UHSUHVHQWDWLYH KRZ WR JHW WR WKH WKHDWHU :KHQ P\ PRP ZKR LV IXOO -DSDQHVH OHIW XV DW WKH GHVN WR WDNH D SKRQH FDOO WKH UHSUHVHQWDWLYH OHDQHG RYHU DQG DVNHG PH ³,V WKDW \RXU PRP" /LNH \RXU UHDO PRP"´ , ZDV VXUSULVHG WKDW VKH ZDV VR FRPSHOOHG WR DVN PH DERXW P\ IDPLO\ &RPLQJ IURP +DZDL‘L , GLGQ¶W UHDOL]H WKDW P\ LQWHUUDFLDO IDPLO\ ZDV VHHQ DV VWUDQJH WR SHRSOH LQ WKH PDLQODQG

,¶YH OLYHG P\ ZKROH OLIH ZLWK DGYDQWDJHV IRU EHLQJ ZKLWH PRVW RI ZKLFK ,¶P QRW HYHQ DZDUH RI %XW WKHUH ZHUH D IHZ WLPHV LQ P\ OLIH ZKHQ , ZDV DZDUH RI WKH DGYDQWDJHV OLNH ZKHQ , ZDV D 3HDFH &RUSV YROXQWHHU LQ 6UL /DQND 7KH DGYDQWDJHV ZHUH REYLRXV EHFDXVH , ZDV WKH RQO\ ZKLWH SHUVRQ LQ D EURZQ WRZQ :KHQ , ZHQW WR WKH EDQN WKH EDQN PDQDJHU ZRXOGQ¶W OHW PH VWDQG LQ OLQH KH DOZD\V WRRN PH RXW RI OLQH DQG KHOSHG PH SHUVRQDOO\ , ZDV VR HPEDUUDVVHG E\ WKDW EHFDXVH , MXVW ZDQWHG WR IHHO OLNH SDUW RI WKH WRZQ 0RWKHUV ZRXOG EULQJ WKHLU FKLOGUHQ XS WR PH SRLQW DQG VD\ WR WKHP ³7KLV LV D µ VXGKL ¶ ´ RU D ZKLWH SHUVRQ , ZDV VR VDG DQG PDG WKDW , ZDV VHHQ DV ZKLWH DQG QRW MXVW DV D SHUVRQ , XQGHUVWDQG WKDW WKHVH DUH DGYDQWDJHV EXW , GRQ¶W OLNH WKHP DQG ZRXOG PXFK SUHIHU WKDW HYHU\RQH EH WUHDWHG HTXDOO\

7KHUH ZDV D WLPH LQ VL[WK JUDGH ZKHQ RQH RI P\ FODVVPDWHV WKRXJKW , ZDV +LVSDQLF ,¶P KDOI -DSDQHVH DQG KDOI )LOLSLQR $W WKH WLPH WKHUH ZDV D ORW RI DQWL 0H[LFDQ VWXII LQ WKH PHGLD VR WKDW SHUVRQ ZRXOG PDNH XS LPPLJUDWLRQ MRNHV ZKLFK , IRXQG SHUVRQDOO\ LQVXOWLQJ EHFDXVH P\ PRP¶V IDPLO\ DOO )LOLSLQR LPPLJUDQWV ZRUNHG UHDOO\ KDUG WR EULQJ WKHLU IDPLO\ PHPEHUV WR $PHULFD 7KH VWXGHQW ZDV D SUHWW\ JRRG IULHQG RI PLQH EXW VRPHWLPHV ZH ZRXOG NLG DURXQG DQG KH¶G PDNH MRNHV DQG FDOO PH 0H[LFDQ +H¶G VD\ VWXII OLNH ³*R EDFN WR \RXU FRXQWU\ \RX DOLHQ ´ :KLOH FOHDQLQJ XS DIWHU D PDWK WHVW RQH GD\ KH WRRN D WHVW GLYLGHU DQG VDLG ³+DKD ORRN , FDQ EXLOG D ZDOO QRZ ´

OF ‘IOLANI

iences With Race

/DVW VXPPHU LQ 1HZ <RUN , ZHQW WR D VRXYHQLU VKRS ZLWK P\ PRP :H IRXQG D SHQ WKDW GLGQ¶W KDYH D SULFH WDJ DQG ZH DVNHG D /DWLQR HPSOR\HH IRU KHOS 5LJKW RII WKH EDW KH JRW PDG DW XV IRU DVNLQJ DERXW WKH SULFH RI WKH SHQ DQG FDOOHG XV ³-DSV ´ :H ZHUH UHDOO\ RIIHQGHG E\ WKDW DQG P\ PRP DQG , VWDUWHG WR DUJXH ZLWK WKH ZRUNHU 7KH DUJXPHQW JRW UHDOO\ KHDWHG DQG RWKHU FXVWRPHUV ZHUH VWHSSLQJ LQ WR FDOP XV GRZQ ,Q WKH HQG WKHUH ZDV D ZKLWH ODG\ ZKR VWRRG XS IRU XV DQG VDLG WKDW $PHULFD LV D GLYHUVH FRXQWU\ DQG HYHU\RQH VKRXOG EH WUHDWHG HTXDOO\

$LUSRUW VHFXULW\ LV KDUG RQ HYHU\RQH EXW WKLV VXPPHU , KDG D SDUWLFXODUO\ GLI¿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¿FHUV SXW XV IDFH GRZQ RQ WKH JURXQG DQG TXHVWLRQHG XV DERXW RXU QDPHV DQG ZKHUH ZH KDG FRPH IURP 7KH\ DVNHG XV WR SURYLGH RXU OLFHQVHV ,W WXUQHG RXW WKDW WKH\ ZHUH ORRNLQJ IRU D JURXS RI PHQ ZKR KDG VWROHQ D FDU DQG ZH DSSDUHQWO\ KDG ¿W WKHLU GHVFULSWLRQ :H WULHG WR WHOO WKH RI¿FHUV WKDW ZH SOD\ EDVNHWEDOO IRU WKH ORFDO KLJK VFKRRO DQG WKDW ZH ZHUH DW SUDFWLFH DW WKH WLPH WKH DOOHJHG LQFLGHQW RFFXUUHG :H KDG RQ RXU SUDFWLFH XQLIRUPV DQG ZHUH VWLOO VZHDW\ >:H WROG WKHP@ LI WKH\ QHHGHG SURRI WKH\ FRXOG FDOO RXU FRDFK WR FRQ¿UP WKLV

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³LW¶V MXVW ODQG ´ ,W KXUW EHFDXVH \RX WU\ WR H[SODLQ WR WKHP \RXU FXOWXUH DQG WKDW WKH\ FDQ¶W UHVSHFW WKDW VXFNV $OWKRXJK WKH\ ZHUH UHDOO\ GLVUHVSHFWIXO , GLGQ¶W OHW WKHP EULQJ PH RU P\ KHULWDJH GRZQ +DZDLLDQV DUH SRZHUIXO DQG , DP JUDWHIXO DQG SURXG WR EH RQH

Hawaiian Perspectives on Land Change By Winston Wei ’18

A

merica is a diverse country built upon the toil and culture of a multiethnic group of immigrants, and as with any multiracial country, America has had and still has its share of race issues. Throughout most of American history, much of American racism has centered around the treatment of those of African descent, the largest and arguably most oppressed group of minorities within America. However, due to all the African American and Caucasian racism conflicts modern society currently faces, many end up forgetting the genocides and the earliest race wars in American history, namely those between the pre-existing native populations and colonists. Such atrocities committed throughout United States history are numerous and only serve to support and augment the many problems America still has with race. However, it is not as if the situation has never been addressed at all. After all, the federal government has full control over issues concerning with the dealings of native populations, and through their power, have granted certain native populations compensation for the crimes committed centuries ago. Although the compensation for their actions are minimal at best, they still present major changes for the native populations. Most notably, the compensation to Native Americans currently takes the form of the reservations on which many Native Americans currently reside and continue to practice their traditions. Due to a recognition of sovereignty, Native Americans are currently allowed self governance and essentially live as a separate entity, apart from the United States. In Hawai‘i, a similar story rife with atrocities, violence, and land seizures have taken place. However, there has sadly been no equivalent compensation paid to the Native Hawaiians. Instead, Native Hawaiians tend to be worse off than average Americans, regardless of said American’s ethnicity. In Hawai’i, there is no such thing as a Native Hawaiian reserve, no self governing body, and as if to add insult to injury, reform has been a slow and lengthy process which has barely seen any changes. The reason for such lengthy talks are varied and most problems involve centuries of complex history including land disputes or resource allocation decisions. Even more problematic however, is the general public opinion of Native Hawaiians and their affairs. “One of the biggest misconceptions about Native Hawaiian self governance is that sovereignty means that all the nonHawaiians are going to get kicked out and if you own land in Hawai’i, you’re going to lose it. I think because of these misconceptions there is a lot of fear and prejudice against Native Hawaiians and Native Hawaiian self governance,” says Melanie Pfingsten, ‘Iolani’s Dean of Studies and a proud Native Hawaiian. What the public doesn’t know is that many of their broad misconceptions are brash assumptions based upon years of prejudice against Native Hawaiians and existing systems of self governance such as those of the Native American tribes. “There are already land bases between

Photo Courtesy of Mark Miller

Hawaiian private properties and ceded lands (lands that belong to the crown and are managed by the state for the benefit of Native Hawaiians) that can be used for a “Native Hawaiian Reserve” but hey require negotiation with government to work out which lands would be used, how would the laws work for those lands, what resources would be controlled, and those are difficult topics,” says Pfingsten. Native Hawaiian prejudice is rampant throughout the state, and although it has quieted down significantly since previous eras, much of the racism and its after effects can still be felt. According to the United States federal government, Native Hawaiians do quite poorly compared to other minorities within the United States. For example, only 33.7 percent of Native Hawaiians have high school diplomas, and 17.6 percent are below the poverty threshold. From such statistics, it is clear why the public opinion of Native Hawaiians has always been biased towards negative stereotypes. Such negative stereotypes have even been accepted by the very race they target. “When I was 23, I came here to teach and every other year they had either a Lip Sync or talent show,” says Pfingsten. I can’t remember when, but a Polynesian kid dressed up n a grass skirt and a crazy mohawk. He got up there and acted like a clown. I don’t know if he was supposed to be a Native Hawaiian or Polynesian per se, but he was a complete joke. I was taken aback to see someone dress like that and act in that way. “I just remember going back to the chapel

after that and thinking maybe I’m not in the right place. A school that would allow that or a school that had not indoctrinated its Polynesian students with enough pride such that they wouldn’t act like that made me very upset.” Racist stereotypes about Native Hawaiians are quite prolific in Hawaii, and much of the prejudice against Native Hawaiians stems from the general lack of understanding of Native Hawaiians in the first place. “So my first year of teaching Hawaiian studies, people were the whole time talking about Native Hawaiians in the past tense, almost like they were an extinct species,” says Pfingsten. “I recognized that many of my students appreciated Hawaiian culture, and they wanted to know more but they had very limited contact with the current Native Hawaiian society.” Such prejudices are exactly one of the hopes that Native Hawaiians have for a self governing body. However, not all Native Hawaiians agree that establishing a self governing body would be the right way to solve the problem. “If Hawaiians ever want to make a change on their negative stereotypes they should take part in the current government before trying to establish their own,” says Daniel Brigoli ’18, a proud Native Hawaiian. “Racism and prejudice are things that don’t disappear. They’re hard to erase,” says Pfingsten. “The only way prejudice and bias can be changed is if you come into a relationship with someone.” The first steps to eliminating racism always begin with understanding.

‘Iolani Community Constructed by Differences By Joseph Pang ’21 D iversity is imperative to building a functioning, interesting community. If people were all the same, life would be bland. At ʻIolani, cultural and ethnic diversity are two things that make the school special. From promoting different ethnic clubs and languages to engaging in traditional cultural practices, ‘Iolani is largely associated with ethnic variety. On the academic side, ‘Iolani strives to promote diversity awareness in and outside the classroom. The school believes in exposing its students to a wide range

of ethnic backgrounds and practices through curricular and extracurricular activities. Classes like British, American, and World Literature encourage students to explore different cultures and languages. In history classes, students study different aspects of culture, with a focus on the Americas, Europe and Asia. In addition, students can choose from a variety of languages, including Hawaiian, Chinese, Japanese, French, Latin, and Spanish. Along with exposing students to cultural and ethnic diversity, ‘Iolani

has become a more diverse school on the grounds of accepting more people of different backgrounds. “I think ‘Iolani does have racial diversity because we have so many students who are of multiple ethnicities,” says Katherine Hui ’18. “I have also noticed that, with the younger grades, ‘Iolani has been admitting more African Americans and Caucasians, which have contributed to more racial diversity. In order to create a safe and positive learning environment, teachers are constantly educating students on the sensitive subject of race. The teachers work towards creating an environment where cultural activism is promoted. “Race isn’t talked about a lot, and it’s usually spoken about positively,” said Ariel Ma ‘21. Race remains one of society’s biggest social issues. It largely depends on the intent of the speaker and the context of the situation. Basically, ‘Iolani believes in educating their students on the matter in question before people are offended by misuse of the matter. ‘Iolani is a school that believes in educating and exposing its students to racial issues in a safe and caring environment.

Transition to College: A Changing Landscape

By Braden Lee ’22

F

or ‘Iolani graduates, college can be quite a shock. Coming from a school with a staggering 67.4 percent majority of Asian students, mainland schools can seem like a whole new environment. For recent ‘Iolani graduate Brennan Hee ’17, who attends the Colorado School of Mines, college has been “almost the exact opposite of the student body demographics at ‘Iolani,â€? with the majority of the students being Caucasian. “It feels different when you are the only Asian in a class ÂżOOHG ZLWK &DXFDVLDQV ´ DGGHG +HH Âł7KLV WRRN PH D while to get used to.â€? However, according to Samantha Masca ‘17, other schools such as Washington University in St. Louis is a “well-known college to international students so there are a lot of exotic ethnic cultures.â€? Âł$W ÂżUVW , GLGQÂśW IHHO GLIIHUHQW EHFDXVH HYHU\RQH regardless of race, had the same feelings of anxiety, â€? said Masca. “But as the weeks went by, it did start to

‘Iolani graduate Brennan Hee ‘17 at his college, the Colorado School of Mines. // Photo Courtesy of Brennan Hee

feel funny, not necessarily because there were less Asian people, but because the Asian people here are so much more different than those at home.â€? Exposure to new and diverse environments allow VWXGHQWV WR PDNH QHZ FRQQHFWLRQV Âł,W KDV GHÂżQLWHO\ been interesting getting to know students of other backgrounds,â€? said Cornell University student and ‘Iolani School graduate Emily Youtt ‘17. “ I have friends from Iran, India, Nigeria, and China, among others. I have learned about their cultures and have been able to hear how they grew up and what they value.â€? Hee added that, at the Colorado School of Mines, the school provides many activities for undergraduate students to help ease the transition for Hawai‘i students. Âł7KHUH DUH D ORW RI RULHQWDWLRQ HYHQWV DW WKH EHJLQQLQJ of the school year that you attend, and you end up making a lot of friends,â€? said Hee. With such a diverse community and new experiences,

The Washington University in St. Louis college campus, where ‘Iolani graduate Samantha Masca ‘17 attends. Photo Courtesy of Samatha Masca

college allows students to break free of old bonds. “At ‘Iolani, I remember that we tended to gravitate and stay together, and that in fact it was a bit awkward for us when meeting new people,â€? said Masca. “However, in college, everyone is so open to everything and have this eagerness to them.â€? Hawai‘i students who go away to college have a GHÂżQLWH DGYDQWDJH ZKHQ PHHWLQJ HWKQLFDOO\ GLYHUVH students from around the world. “In terms of adjusting to cultural difference, I think ‘Iolani teaches the value of tolerance and acceptance, â€? said Youtt “As a Caucasian at ‘Iolani, I was able to learn a lot about Asian culture and values, and to respect them as valid, as well as sometimes differing from my own values.â€? For Youtt, the same mindset applied to her transition from `Iolani to Cornell. “I would not go as far as to say that my transition to college was easy; however, I am sure that it was made easier because of my time at ‘Iolani.â€?

‘Iolani graduate Emily Youtt ‘17 in front of her college, Cornell University, located in the state of New York. Photo Courtesy of Emily Youtt

Moving Through Racial Climates

By Liam Monahan ’20

R

ace has always been an interesting topic to me. Having grown up on the mainland for most of my life, I have lived through the perspective of dark-skinned minorities and dealt with all the problems that came with it. It wasn’t until I moved to Hawai‘i that I felt like I was ÂżQDOO\ LQ WKH PDMRULW\ DQG DPRQJVW SHRSOH ZKR FRXOG EHWter accept me. However, I quickly found out that my newfound racial acceptance did not make Hawai‘i a utopia for all races. Looking back at my life, I now better understand KRZ UDFLDO SURÂżOLQJ DQG VWHUHRW\SLQJ DIIHFW PDMRULWLHV DQG minorities in modern America. I spent 13 years of my life growing up in the outskirts of $WODQWD *HRUJLD 0RUH VSHFLÂżFDOO\ , JUHZ XS LQ WKH 6WRQH Mountain district –– the same Stone Mountain that has recently been in the news for its portrayal of confederate generals on horseback carved into the mountain. Growing up as one of the only mixed Asians in my community made social situations very‌ interesting. My racial

background is half Filipino and half Caucasian, but because there were so few Asians in north Georgia, people IRXQG FODVVLI\LQJ P\ UDFH GLIÂżFXOW ,W ZDV DOZD\V IXQ WR see how they would react when I told them my ethnicity. “What??? I thought that you were just Mexican,â€? or, “Filipino? Is that a real country?â€? As funny as this was, my racial background still separated me from other kids, and not in a way that most people would assume. , ZHQW WR 6W 7KRPDV 0RUH 670 &DWKROLF 6FKRRO from kindergarten through seventh grade, and the UDFLDO PDNHXS RI 670 ZDV SUREDEO\ DURXQG SHUFHQW &DXFDVLDQ SHFHQW $IULFDQ $PHULFDQ SHUFHQW Hispanic, and 2 percent Asian. I was never obviously discriminated against in school because of my skin color. In fact, contrary to what many may assume, I never saw blatant racism while I lived in Georgia. What was more common, though, was the subtle stereotyping and labels that people placed on other races. I was subject to some of these labels from my own classmates. Some students saw my unusually tanned skin and avoided me, assuming that different meant dangerous. However, most people saw my skin as an opportunity to assume my race and label me D VXUSULVLQJ QXPEHU RI SHRSOH WKRXJKW , ZDV 0H[LFDQ In both situations, I was seen as peculiar, and I was never treated completely as a person except by my close friends. 7KLV DOO FKDQJHG WKRXJK ZKHQ P\ SDUHQWV DQQRXQFHG that I was moving to a different school ‌ ‘Iolani.

:KHQ , ÂżUVW VWHSSHG RII WKH SODQH WKUHH \HDUV DJR , thought, “Man, there sure are a lot of Asians in Hawai‘i.â€? It is still ridiculous to me how different the racial makeup is here compared to the mainland. Before Hawai‘i, I had never seen a place in the United States where Caucasians were the minority. My amazement only grew when I EHJDQ DWWHQGLQJ Âľ,RODQL $IWHU D IHZ GD\V RI P\ WK JUDGH year, I quickly realized that my darker skin tone was much more accepted in the ‘Iolani community. It even put me in WKH UDFLDO PDMRULW\ IRU WKH ÂżUVW WLPH LQ P\ OLIH )RU RQFH it felt like I was living in a place that did not have groups to separate people. I thought that, maybe, this was the

place where skin color really does not matter. However, WKH ORQJHU , OLYH LQ +DZDLÂľL WKH PRUH , ÂżQGVWULNLQJ similarities to Georgia. I now understand that Hawai‘i is not an ideal society where all races are accepted, but instead is an altered version to which I had been already accustomed. Nothing has really changed except that I have been elevated to the top of the racial classes. Now, instead of observing Hispanics or Asians being labelled, I am seeing many students stereotyping Caucasians and African Americans out of ignorance. Again, I have never noticed any blatant racism in the three years that I have lived in Honolulu, but UDFLDO SURÂżOLQJ LV VWLOO DV FRPPRQ KHUH DV LW LV LQ *HRUJLD I have been on both spectrums of racial majority and minority. I cannot speak for people of all races, but I do feel that my experience has enlightened me on how people of different racial backgrounds treat each other. , EHOLHYH WKDW WKH PDLQ FDXVH RI PRGHUQ GD\ SURÂżOLQJ LV not hate over another race, but ignorance to the fact that we are all people who do not self-identify solely by race. Until people can fully understand this, there will be no way to stop the racial labeling of others.

‘Iolani’s Culinary Culture

Race In Admissions

By Christina Kim ’22

By Kieran Monahan ’22

T

O

ne of Hawai‘i’s most beloved staple foods, eaten on a daily basis, is considered an uncommonly eaten dish everywhere else within the United States. Rice is just one of the many distinctions between the cuisine consumed in Hawai‘i and on the mainland. This largely stems from the differences between our cultures. Asians make up about five percent of the average mainland high school population. However, at ‘Iolani, 67.4 percent of the population is Asian. We all know the most popular meals–mochiko chicken, spicy ahi, and garlic chicken–served here at ‘Iolani by Sodexo, an international food provider service. Many ‘Iolani students are unaccustomed with what is served at mainland schools. Potatoes, bread, and pasta are substitute starches in place of rice at these schools. The food served is largely impacted by accessibility from the region and cultural preferences. For example, at an average Southwestern United States high school, Mexican food such as tortillas and nachos are served as a daily option for lunch due to a large percentage of Latinos in that region. Similarly, ‘Iolani students have the option of Spam musubis or manapua daily for lunch because of the island culture. Also, ahi is commonly eaten by Hawaiian residents due to its accessibility, whereas people in the Northeast eat salmon because it is readily available. Although obvious differences exist between the food served daily in Hawai‘i and on the mainland, a monthly

Spam Musubi is a local delicacy not found in mainland cafeterias.

school lunch menu shows some commonalities. ‘Iolani serves popular mainland originated foods such as fried chicken and hamburgers. The same can be said about mainland schools serving rice; it is just less common. The general culture of Hawai‘i also has a large impact

At the snackbar, you can get local foods such as a manapua.

on the food served. Before Hawai‘i was established as a state, immigrants came from Japan, China, Korea, and other foreign countries. Chicken adobo, shoyu pork, and Korean sesame chicken have roots in the Philippines, Japan, and Korea. Today, Hawai‘i’s Asian population is about 38 percent. Similarly, the food consumed at ‘Iolani is almost entirely based off of Hawai‘i’s culture and ‘Iolani’s larger Asian population. The rice and meat served by Sodexo is the type of meal with which many Hawai‘i residents are familiar. ‘Iolani’s Food Service Manager Mr. Kevin Wada, who has worked with Sodexo for 25 years, says “the meals served are decided by the accessibility, region, and cultural preferences.” “There has been an overall satisfaction with the menus at the moment, but we always look at what’s not selling and what is and try to improve our menu the best we can,” said Wada. Sodexo also works with the University of Hawai‘i, Queens Medical Center, and many other institutions across the United States. The menus from Sodexo vary from region to region. Culture is an important part of everyone’s heritage and reflects who they are. People prefer to eat what they know because it brings them comfort. It is not uncommon to drive around the island and find Asian or local restaurants, and very few sandwich shops. “The food we serve here is influenced by the local food style,” said Mr. Wada. “So far, everyone has been enjoying our meals.”

he Admissions Committee strives to find students who they believe will be happy and successful at ‘Iolani. They want students who can contribute to the school community and who will use the innovative resources on campus to help expand their knowledge. “Productive engagement with people from diverse life experiences, backgrounds, cultures, and perspectives is critical to the school’s mission of developing wellrounded individuals who are prepared for higher education and responsible moral citizenship,” said Mrs. Kelly Monaco, director of admissions for grades K-6. Over the past five years, ‘Iolani’s racial profiles have reflected a majority Asian population. In 2010-2011, school demographics reflected over 67.1 percent Asian, 16.6 percent Caucasian, 0.6 percent African American, 11.9 percent Pacific Islander, 1.6 percent Native American, and 2.2 percent Hispanic. The 2015-2016 school year has shown a slight increase in percentages in the majority of the categories: 67.4 percent Asian, 15 percent Caucasian, 0.8 percent African American, 12.4 percent Pacific Islander, 2 percent Native American, and 2.4 percent Hispanic. In the coming years, ‘Iolani’s campus will reflect a more global environment. ‘Iolani’s new boarding dorms will open to international students in the 2018-2019 academic year. The five-story campus residence will welcome 112 students in grades 9-12. ‘Iolani’s recruiting efforts have focused mainly on Asia. School administrators have already made connections in Northeast and Southeast Asia. “‘Iolani has already established positive reputations in many of these places,” said Head of School Dr. Timothy Cottrell. “This makes communicating the opportunity to be a boarder at ‘Iolani more efficient.” Although race does not have much of an impact in admissions, ‘Iolani continually strives to become a more diverse school. The admissions staff believes that an individual’s race should not be a factor in admissions, but rather the decision should be based on their personality and intelligence. “True diversity facilitates the robust exchange of ideas and the vibrant academic atmosphere that the school endeavors to foster on our campus,” said Monaco. Dr. Cottrell agrees. “Families in these countries who are considering ‘Iolani appreciate the ethnic and cultural diversity of our school and island communites.”

Does Race Define Friend Groups At ‘Iolani? By Madison Kai ’20

D

o birds of a feather flock together? ‘Iolani is a school of great ethnic diversity consisting of Asians, Caucasians, African Americans, Pacific Islanders, Native Americans, and Hispanics. Just like other schools around the world, the composition of friend groups at ‘Iolani vary by interests, participation in athletics, and compatible personalities. But is race also an indicating factor? Do friend groups at ‘Iolani subconsciously form around race? Hawai‘i’s unique location within the United States allows it to stand apart as a true cultural polyglot. This influences ‘Iolani students to celebrate its many languages, cultures, and traditions. ‘Iolani offers a variety of languages and student-run ethnic clubs including Japanese, Chinese, French, Korean, Filipino, Okinawan, and Jewish. Chinese Club secretary, Chenyi Hu ’19 said, “Chinese Club provides my friends and me with an environment that we can culturally express ourselves in. Many of us moved to Hawai‘i from China and that’s one of the reasons we initiated our friend group.” She adds that, although ethnicity was significant during the formation of her friend group, she does not discriminate or pick friends based on ethnicity. She feels just as comfortable with friends of different ethnic backgrounds. According to a research study on the selection of friends by ethnicity conducted at the University of North Carolina at Chapel Hill, African American and European American participants favored friends of the same ethnicity. Conversely, Asian Americans selected a balanced number of same-ethnicity and other-ethnicity friends. Does this statement reveal that Asians are less likely to discriminate and therefore are seen as the “middle ground” between self-segregated races? Various students at ‘Iolani were asked what defined their friend group. After giving their responses, they were then

asked if race affected the makeup of their friend group. “No, I don’t think it’s about race. It’s more about personality,” said Tyler Morita ’20. “[My friends and I] have known each other since sixth grade. It’s just the boys.” “My friends and I were raised in households that exposed us to the water and all it had to offer, so we were able to connect and share that same gratitude and affection for it,” said Amelia Moody ’20. “We did not choose to become friends solely based on the color of our skin. It is simply just our common interests and the love that we have for each other that are the true foundations of our

friendship.” “If you were to look at the races of individuals in our group, we’re pretty diverse. We all play club soccer, so we just hang out at school,” said Mia Kawamura ’20. “But no, I wouldn’t say that a single race defines our group.” Generally, friend groups at ‘Iolani are not defined by race. Perhaps this has to do with Hawaii’s melting pot of people. ‘Iolani’s vast diversity allows for the harmonious blend of different ethnicities that mingle on campus each day. While the consensus seems to be that segregated groupings are not evident at ‘Iolani, students are encouraged to check it out for themselves.

Friend Selection by Ethnicity

Advancing into a Racially Accepting Society

By Eve Huddleston ’19

T

he United States of America’s Declaration of Independence says, “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of happiness.” However, the bloodshed, political protests, and discrimination in America’s history tell another story. In his 1854 speech on the Kansas-Nebraska, Abraham Lincoln said,“Thus, the thing [slavery] is hid away, in the Constitution, just as an afflicted man hides away a wen or a cancer, which he dares not cut out at once. Lest he bleed to death.” America’s founding articles may be color blind, but the men who wrote it were not. Throughout America’s history, minorities have been discriminated against for being different, and yet, America prides itself on being a country of immigrants. Minorities have gradually gained traction against the unjust laws government officials have placed. Minorities have made great strides in their conquest to create equality in America, but it has proved to be a slow and tense process. In 1870, the 15th amendment stated, “The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude.” For African Americans, obtaining the vote was a major triumph. It is sad to think that obtaining such a basic human right of an American citizen once qualified as a victory; however, it is a significant advance from being considered “three-fifths of a person” for the purpose of Congressional representation of having Barack Obama elected president. Obama stated in his inauguration speech: “We recall that what binds this nation together is not the colors of our skin or the tenets of our faith or the origins of our names. What makes us exceptional—what makes us American—is our allegiance to an idea, articulated in a declaration made more than two centuries ago.” Some believe the violence that has occurred in the past year, such as that which occurred during a white supremacist rally in Charlottesville, one of the nation’s latest white supremacist rallies, has been a repercussion of Obama’s presidency. With the transition of leadership in the White House, it seems the country has taken a step back. But perhaps this backlash, as seen in Charlottesville, is evidence that the country needs to further the painful discussion of racism. Is the violence a physical manifestation of the fear of an eroding white majority? Society even dismissed African Americans after they fought for their country in World War II; however, this was considered normal and expected in the 1950s. Today’s society has a better understanding that all are worthy of equality. Most children are educated with an awareness that people are equal and are no longer raised with the mindset that they are better than others because of the color of their skin. As a society we have come a long way from segregated facilities, but history shows that cultural shifts take time. Just as adapting to new innovations in technology or science requires an adjustment, societal changes also take time and energy to improve for the better. Hopefully over time, society will be accepting to all. The journey to attaining equality is strengthened daily by every interracial marriage, every American who adopts a child from another country, and every state in the union that stands in solidarity with Hawai‘i against race-based immigration edicts. All of these contribute to the fight for progress with which ignorance cannot compete.

CO-EDITORS-IN-CHIEF SEAN CALLAHAN SARA HUI COPY EDITOR ISABELLA CHANG SPORTS EDITOR TIANA HANNEMANN

ONLINE EDITOR WINSTON WEI GRAPHICS EDITOR ALISHA CHURMA MANAGING EDITOR EVE HUDDLESTON

Montgomery Bus Boycott

Brown v. Board of Education 1954

1955-1956

Rosa Parks leads a civil rights protest against racial segregation on the public transit system in Montgomery, Alabama.

A historic court case declares legal segregation in public schools unconstitutional.

Civil Rights Act of 1957 1957

A federal bill gives people of color the right to vote.

Martin Luther King Jr.’s “I Have a Dream”

Little Rock Nine 1957

Nine African American students enroll in Little Rock Central High School, marking the first time African Americans are admitted to an all-white school.

Detroit Riots

1963

1967

Police raid a public disorder that transforms into a violent civil disturbance in Detroit, Michigan.

Martin Luther King Jr. Dies Martin Luther King Jr., a leader of the Civil Rights Movement, delivers his famous speech, calling for equal rights and the end to racism.

1968

James Earl Ray murders Martin Luther King Jr.

Barack Obama Becomes the First African American President

Los Angeles Riots 1992

A five-day long riot stems from the acquittal of white Los Angeles Police Department officers for the beating of Rodney King.

George Zimmerman Kills Trayvon Martin 2013

2009

The shooting of Trayvon Martin, a 17-year-old African American, brings African American brutality cases to the public eye.

The 2008 election results in a 64.1 percent voter turnout rate (the highest since 1908). Presidental candidate Barack Obama wins.

Charleston Church Shooting 2015 Nine African Americans are killed at the Emanuel African Methodist Episcopal Church by white supremacist Dylann Roof.

Charlottesville “Unite the Right” 2017

A peaceful protest with white nationalists and other right-wing party groups and counter protesters turns violent when a white nationalist slams his car into the rally, killing one and injuring 19.

Timeline by Alisha Churma ’19

STAFF WRITERS NOAH AGENA CHANNAH GARCIA BRADY GOO JAYSON GUO LOUI IKEI MADISON KAI CHRISTINA KIM BRADEN LEE

TRAVIS LIEU KIERAN MONAHAN LIAM MONAHAN LUCIANO NASCARELLA JOSEPH PANG ALEC TAM

CARTOONISTS REMI JOSE KYRA TAN

CLUB LIAISON JASMINE KUNG

ADVISORS MRS. LAURIE CHANG MS. JENNA TAMASHIRO

CONTRIBUTING EDITOR MS. YUKI BASSO

WE ARE RAIDERS ONE TEAM The writers, editors and advisors of Imua ‘Iolani believe that race is a fundamental aspect of today’s society. With recent events across the world sparking debate over racial issues, we hope that this issue stimulates conversation within our ‘Iolani community about the important topic of race. The opinions in our articles are not meant to represent every viewpoint. Rather, we seek to VKDUH D GLYHUVH UDQJH RI SHUVSHFWLYHV WKDW DOORZ UHDGHUV WR H[SORUH QRYHO LGHDV DQG UHÀHFW XSRQ their own opinions. Go to Imua’s website (imuaonline.org) to discuss the articles in this issue!

Turn static files into dynamic content formats.

Create a flipbook
Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.