Underdog Defeats Political Giant Kim Coco Iwamoto Offers New Vision to McKinley High School Community
by Dominic Niyo
On Aug. 10, Hawaii’s primary election for the 25th State House District, covering Ala Moana, Kaka’ako, Downtown Honolulu, and McKinley High School, resulted in a historic upset.
Kim Coco Iwamoto unseated incumbent House Speaker Scott Saiki, who has been serving in the state legislature for three decades. According to an analysis by Our Hawai’i, this marks the first time a house speaker has been defeated in a Democratic primary in U.S. history.
“[Scott Saiki] was endorsed by the governor, the lieutenant governor, our U.S. senator, our mayor, and the Honolulu prosecutor,” Iwamoto said. “I thank my campaign volunteers and small-dollar donors that made this win possible.”
Iwamoto, who previously ran in 2020 and 2022 but lost by a margin of 160 votes, or two percent each time, secured a decisive victory this year with a five percent lead, translating to about 250 votes. With no remaining competitors in the general election, Iwamoto is set to become the first transgender woman elected to Hawaii’s legislature.
In response to her victory, on Aug. 29, The Pinion hosted a town hall with Iwamoto, led by Dominic Niyo at W123. The event was attended by Pinion journalists and Kyle Gaynor’s Participation in Democracy class, where she discussed her campaign initiatives.
“[The interview] was a valuable experience for my students to engage directly with a [politician] and see their policy discussions in real time,” Gaynor said. “It took some time for them to understand the significance, but it later became an important teaching tool for grasping the broader context of democracy and civic engagement.”
See IWAMOTO p. 6
Photo by Alex Tijerina.
Welcome Back Assembly
From upper left clockwise: Executive Council Second Vice-President Hayun Kim (c/o 2026) and Corresponding Secretary Johan Ryley Ocampo (c/o 2026) wear decorative tops to promote Homecoming. Photo by Cheska Orias. Class of 2027 President, Ariana Balubar, shares her vision for unity. Photo by Dominic Niyo. Kenvin Huynh (left) and Class of 2025 Council member Piilani Holmes play a game of ‘Wacky Noodle Wars.’ Photo by Cheska Orias.
More photos here.
Meet the Principal
“You guys don’t know how great you guys are as a student.”
“Don’t stop dreaming. Set yourself a goal, and don’t let anything stop you from reaching it.”
“The important part of technology is that, yeah, it’s a useful tool, but it also can be very dangerous.”
“What we try to teach you folks here is, resiliency, how do you bounce back.”
Check out mhspinion.com or the QR code below to read The Pinion’s full interview with Principal Ron Okamura.
Freshman Orientation
by Rose Ganotisi and Loraine Tambalo
On Aug. 5, the incoming freshmen had their first ever assembly at McKinley High School’s gymnasium so they could interact with one another, as well as be informed through various speeches.
The day started at 8 a.m in the gym where many teachers, as well council members, shared some encouraging words for the new high schoolers. The freshmen were seated in the seniors section. Here are some of the inspiring quotes from Principal Ron Okamura’s speech:
“From now on, until the day you graduate, you are now a McKinley Tiger.”
“You’re no longer little kids, and no one is gonna be there to hold your hand.”
“Be on track every year. Work hard, smile.”
“Try new things.”
“If you struggle, isn’t that helpful?”
According to interviewed students, the majority of them felt pressured from the expectations set for them, yet determined to do their best to exceed. By the sound of it, not only were they informed about the schools’ staff and
history, they also got to experience being kids to help them relax after the pressure of his speech. They played games that allowed them to talk to each other, get to know one another, and most importantly, have fun.
Additionally, many freshmen praised the band that played as the Ignition team went over the lyrics to the Alma Mater and Black and Gold to help them feel a sense of belonging. They went over the lyrics multiple times as it took a while for the freshman to fully grasp it.
After the assembly orientation, there was a bit of confusion trying to split the freshmen up into their Ignition groups, but after that was figured out, the rest of the day went pretty smoothly. In their groups, they then went to the auditorium for a powerpoint presentation to continue learning more about McKinley traditions and how the credits work in order to graduate.
Additionally, the high schoolers played many ice breaker games including name games, trust falls, and did teamwork races against other Ignition teams to get more comfortable with their peers and environment. Once all of the fun games were done, they had lunch where everyone had time to reconnect with friends to talk story. After lunch, freshmen had nine minute class periods where they went through all of their seven class periods in order.
New Year: New Faces
Reid Embraces Change
by Dominic Niyo
This year, Chasity Reid has joined McKinley High School as the new photography teacher. Originally from Louisiana, Reid has a background in science education.
Reid did not initially plan to return to teaching after moving to Hawaii, but the opportunity at McKinley led her back to education.
“The position sounded like a fun, creative challenge, and I’m excited to be here,” Reid said. “I’m looking forward to a great year with the students.”
Reid has noted the welcoming envi-
ronment at McKinley High School.
“The students and staff have made the transition easy,” Reid said. “Everyone here is so polite and respectful.”
“At McKinley, I have more autonomy and get to create the curriculum, which I really enjoy,” Reid said.
Reid says her teaching approach emphasizes creativity and passion. Previously accustomed to a more structured environment, she now designs lessons that encourage students to explore their artistic potential.
“Switching from science to photography has been an adjustment, but it’s a change I’ve welcomed,” Reid said.
Outside of school, Reid says she has embraced the lifestyle that Hawaii offers.
“I hike and spend time on the beach with my husband almost every weekend,” Reid said.
Rodriguez Surfs Into Science Department
by Dominic Niyo
Ismael Rodriguez joins McKinley High School as the new Marine Science and Physics teacher.
Previously, Rodriguez taught Spanish at Kaimuki High School for four years. He has also taught at Kalaheo, Leilehua, and Campbell High Schools.
“I’ve been trying to transfer to McKinley for the past six, seven years,” Rodriguez said. “I live in Makiki, so I’ve always wanted to live and work in my neighborhood.”
Rodriguez’s passion for science, particularly marine science, has been a driving force throughout his career. His interest in meteorology, combined with his love for surfing, led him to pursue a Master’s in Marine Science at the University of Puerto Rico.
“I’ve always been attracted to earth sciences, especially marine science because I was a meteorology nerd when I was younger,” Rodriguez said.
Teaching Marine Science and Physics for the first time this year marks a new chapter in Rodriguez’s career.
“I’m looking forward to teaching these new classes,” Rodriguez said.
“It’s a brand-new experience for me, and I’m also looking forward to feeding Sushi the Tiger.”
Outside of school, Rodriguez is a father to an eight-year-old boy and has a keen interest in plants. He enjoys a variety of outdoor activities, including surfing, swimming, and running—often running barefoot.
“I drive up to the North Shore when I can, but I also surf in town at Kai-
ser’s, Bowls, and sometimes the West Side,” Rodriguez said.
Rodriguez believes in the excitement of discovering science in everyday life.
“Always make observations and try to find patterns in your surroundings,” Rodriguez said. “Science is all around you, and it can be a lot of fun.”
Mahi Transitions To Teaching High School Students
by Dominic Niyo
Keonaona Mahi, McKinley High School’s newest English teacher, has rejoined the school to teach juniors this year. Her journey with McKinley began in 2019 when she completed her student teaching.
Mahi says she maintained connections with the English department until the opportunity arose for her to return as a full-time teacher.
“My initial time at McKinley as a student teacher gave me a strong foundation,” Mahi said. “After staying in touch with the department, I was thrilled when the position became available.”
Mahi’s academic path in education started at Kapiolani Community
College.
“I chose community college first because it offered more affordable credits,” Mahi said. “I then got a bachelor’s in English and a master’s in English Education at the University of Hawaii at Mānoa.
Before rejoining McKinley, Mahi taught at Kawananakoa Middle School but found it wasn’t for her. She says she values working with juniors due to their readiness to consider their future independence.
“Seventh graders weren’t the best match for me; my patience and maturity levels align better with older students,” Mahi said.
Outside the classroom, Mahi is passionate about rescuing animals.
“I’ve saved a cat from the streets,” Mahi said. “I also have several guin-
ea pigs that I’ve rescued, and they’re super seniors now.”
Mahi says she believes that her students should not feel pressured to discover their passion early in life.
You don’t have to find a lifelong passion at a young age,” Mahi said. “It’s okay to go in a new direction as you mature.”
McKinley Alum Abraham Returns To Teach & Coach
by Dominic Niyo
McKinley High School’s newest math teacher, Kori Abraham, is a proud alumna of the school. After graduating from McKinley, Abraham earned her degree in Family Resources at UH Manoa and obtained her teaching license from Chaminade University. She has been teaching since 2008, previously working at Dole Middle School.
Abraham’s decision to become a teacher was influenced by her early experiences in elementary school and a passion for working with students.
“My teachers really inspired me,” Abraham shared. “I’ve always liked grading papers and running classes.”
In addition to her teaching role, Abraham is focused on establishing
a soccer program at McKinley and coaching the girls’ flag football team.
“My goal is to start a soccer club and ensure it’s successful, with a focus on girls’ teams,” she explained.
She plans to develop the program by laying a strong foundation for the soccer club through skill development and teamwork.
“Starting with the basics and gradually building up is key to longterm success,” Abraham said.
As a teacher and coach, Abraham emphasizes the importance of commitment.
“Come to class,” Abraham said.
Outside of school, Abraham embraces an active lifestyle.
“I play volleyball and soccer, go to the beach, and enjoy arts and crafts,” she said.
Abraham says she is looking for-
ward to her first year teaching high school.
“It’s my first time at this level, and I’m excited to get used to the new environment and see the sports programs grow,” Abraham said.
Baughman Brings Creativity To McKinley
by Cheska Orias
Hailley Baughman worked in the marketing and media field, working at places such as The Wedding Ring Shop and at local businesses like Happy Wahine, doing their digital media and marketing. After doing that for three years, Baughman saw an opening for a digital media teacher here at McKinley High School.
“I have an eye and a desire to teach the foundations of creative and digital media,” said Baughman.
Baughman said that everyone has been super helpful from the staff, students, and custodians as she gets adjusted here.
“If I ever have a question everyone always answers super kind, warm and welcoming,” Baughman said. “I’m happy to be here.”
Outside of McKinley, Baughman likes to go on hikes and walks while sightseeing with her dog, Houdini, a dachshund.
“I love hiking and walking Kaka’ako Waterfront Beach Park. That’s our favorite place,” Baughman said.
Baughman would tell her students to always listen and be open minded to whoever is talking to you.
“Whether it be a friend, a parent, maybe a sibling, a teacher, or somebody you meet out in the world and they tell you a story just listen to them and have an open mind,” Baughman said.
Lin Transitions to Full Time Educator
by Cheska Orias
Huan Xi Lin came from Taiwan after graduating from high school and vocational school with a major in mechanical engineering. Lin then moved to live in the suburbs of New York, before finally moving to Hawaii; he teaches Algebra 2, Computer Science A, and AP Computer Science Principles.
Before becoming a teacher, Lin was a student teacher at McKinley High School. This was part of an internship while at UH Manoa. Lin majored in linguistics, while the internship was part of his master’s program in education. He has interned at different middle and high schools such as Kalakaua and Ke’elikōlani.
“The thing that drew me to this school was my college placement,” Lin said.
After having teaching experiences in middle school, Lin realized that he liked teaching high school more. He said middle schoolers are energetic and trusting of teachers, while high school students are not as open and sometimes don’t trust teachers. They have their thoughts, but Lin prefers them to have it that way.
“A teacher’s role is to help their students become themselves, not somebody we want them to become,” Lin said. 6 • THE PINION •
CHALLENGING THE ESTABLISHMENT
Iwamoto, who ran as a progressive populist with a campaign fund only a quarter of her opponent Saiki’s, aims to challenge the Democratic establishment. One of her primary legislative goals is to restore representational democracy, ensuring that her constituents feel truly represented by their elected officials. She claims that out of all the 51 representatives elected in the state legislature, only committee chairs and the speaker wield significant influence.
“My goal is to distribute power more equitably among all representatives so that no single chair can unilaterally kill a bill,” Iwamoto said. “I want every representative to be able to exercise their position’s authority for their people.”
In her campaign, Iwamoto emphasized the need for a more balanced power structure within the House. She said her initial decision to run against Saiki in 2020, during the pandemic, was a response to his failure to address minimum wage increases. She claims the speaker prioritized meetings with lobbyists from the Chamber of Commerce, who advocated for the interests of large corporations.
“They opposed the increase,” Iwamoto said. “He did not meet with struggling families trying to pay rent or put food on the table—those actually facing the hardships of earning a minimum wage that’s effectively a poverty wage. He listened to the employers protecting their own profit margins.”
ADDRESSING HAWAII’S HOUSING SHORTAGE
A central focus of Iwamoto’s campaign is addressing Hawaii’s housing shortage. She argues that the disproportionate ownership of private property by out-of-state investors is contributing to the high number of vacant homes and escalating rents, creating a shortage of housing, particularly in the McKinley High School district, where many residents live in condos.
Iwamoto has criticized what she
describes as a regressive tax system, where lower-income households pay a larger percentage of their income in state and local taxes compared to wealthier households.
“When the rich aren’t paying their fair share of taxes, it’s not like the cost and expense goes away,” Iwamoto said.
To address this imbalance, she advocates for reforms to create a more equitable tax system. This includes implementing a surcharge on empty homes to ensure out-of-state property owners contribute fairly. She argues that these investors often pay lower property taxes in Hawaii compared to their home states, exacerbating the housing crisis.
“If they choose to leave homes empty, they’re denying us the economic opportunity to collect tax revenue that would have been generated if a local family were living there,” Iwamoto said. “We need to make sure that they’re paying their fair share.”
Yuuka Yamagishi (c/o 2025) a resident of Ala Moana and a student from the Participation in Democracy class who attended the town hall with Iwamoto, has experienced firsthand the fluctuations in condo rental prices. Yamagishi says Iwamoto’s appeal for change deeply resonated with her concerns about out-of-state investors leaving properties empty, which leads to significant local revenue loss.
“My family has been living in the same unit for two years, and in that time, our rent has increased by $500,” Yamagishi said. “She is someone who can help us.”
ROAD SAFETY INITIATIVES
The death of student Sara Yara in a hit-and-run accident on Kapiolani Boulevard in Feb. 2023 has brought critical attention to pedestrian safety around the McKinley High School community.
Chevylyn Saniatan, Yara’s mother, endorsed Iwamoto’s campaign, emphasizing the importance of genuine leadership.
“How can we vote for [Saiki] who says he’s for the community… when he only shows up when there are cameras around?” Saniatan said in an advertisement produced by Iwamoto’s campaign. “Kim Coco, she doesn’t have to text me and see how I’m doing, but she does.”
The Pinion surveyed more than 200 students and faculty, revealing that over 90 percent strongly supported increased pedestrian safety measures. Iwamoto has advocated for installing blinking lights to enhance pedestrian visibility and has urged the school community to unite in pressuring the legislature for action.
“When we give these huge tax cuts to the wealthy and turn around and say we have no more money for better crosswalks, it makes me angry,” Iwamoto said. “Students are being subjected to walking on dangerous streets. There should be more road safety investments.”
Principal Ron Okamura, who supported Saiki’s reelection campaign, expressed hope that Iwamoto’s proposed addition of blinking lights will enhance both driver and pedestrian safety.
“I hope she continues Representative Saiki’s road safety initiatives, such as the speed bumps he raised around the school,” Okamura said. “Anything helps, but we also need to address other issues, such as [inadequate] street lighting and overgrown trees.”
SERVING THE COMMUNITY
Iwamoto, a licensed therapeutic foster parent, has opened her home to many children, including LGBTQ+ teenagers facing legal and social challenges. Inspired by their experiences, she ran for the Hawaii Board of Education in 2006, where she was victorious and became the highestranking openly transgender official in the nation at that time.
“We won that election decisively,” Iwamoto said. “I then focused on
advocating for students to be free from bullying and harassment.”
After serving two terms on the board, Iwamoto was appointed by former Governor Neil Abercrombie to the Hawaii Civil Rights Commission. In this role, she played a pivotal role in enacting same-sex marriage in the state, earning recognition as a Champion of Change by former President Barack Obama in 2013.
“I continued to fight for the rights of marginalized communities, ensuring that our laws protect everyone equally,” Iwamoto said. “His acknowledgment was an honor.”
Her influence extends beyond her legislative goals, making a significant impact on local classrooms through her support. Social Studies teacher Dwayne Sakaguchi, who received funding for essential school supplies through a DonorsChoose project, highlighted the transformative effect of her contribution.
“Iwamoto’s support in policy reform and education is shaping our future society,” Sakaguchi said. “She is an inspiration to the future leaders of Hawaii by providing the resources they need for a successful and fulfilled life post-high school.”
Iwamoto states that her victory over the speaker reflects a change desired by the community and underscores her commitment to addressing systemic issues. She emphasizes her determination to advocate for legislative reform, aiming for representation that aligns with the needs and voices of the people.
“I think this is why this win is so important in sending a message to this power structure and all 51 representatives that the current state of the legislature is no longer acceptable,” Iwamoto said. “Now is the time for change.”to this power structure and all 51 representatives that the current state of the legislature is no longer acceptable,” Iwamoto said. “Now is the time for change.”
The Pinion hosted a town hall with Kim Coco Iwamoto in W123, attended by Pinion journalists and Kyle Gaynor’s Participation in Democracy students. Photo by Cheska Orias.
Phone Usage Affects McKinley High School
by Jacky Oasay
This school year, more teachers at McKinley High School are implementing phone restrictions in classrooms, following a trend nationwide. There are already states on the mainland that are implementing phone usage restrictionsin classrooms. According to Excel In Ed, Florida legislation was the first to implement a ban on phone usage during instructional time.
The Pinion polled McKinley students about their thoughts on phone usage at school. Out of 234 responses, 203 students use their phones during school hours. Half of those students use their phones without their teacher’s permission. A majority of students said that phone usage during school hours is harmless.
What Do Students Say?
Andy Fong (c/o 2026) said he is in art classes. He said when he gets stuck on what to draw, he searches on the internet in class for inspiration. “I think it’s helpful, but using it too much can kill imagination,” Fong said.
Phones are also used when students are in their core classes. Fong said, “Sometimes I’m missing
a calculator, so I would use the calculator on my phone to fix a problem I need for math.”
This reliance on the internet can lead to discipline issues in the classroom.
“It could definitely change work habits as discipline turns into laziness because of the usage of the phone for a long period of time,” Fong said.
Tiger Le (c/o 2026) said during his sophomore year he used his phone a lot during class, which made him fall behind on his work. Le does not believe that using his phone during class changes his work habits.
“If your teacher isn’t available then what other resources do you have? The internet,” Le said.
What Does Administration Say?
However, Principal Ron Okamura, said that the administration team thinks about putting a mandate on phones “every day.”
“We would like to see some kind of across the DOE, some consistent rules or policies,” Okamura said.
Okamura sees dangers of phone usage regarding cyberbullying and fighting.
“We think about [phone mandates] every day because there’s not a day where someone doesn’t come up and
says ‘Look! Someone is bullying me,” Okamura said.
What Does Research Say?
Psychologist Jonathan Haidt wrote about the term phubbing in schools in his article “Get Phones Out of Schools Now,” which means ignoring one’s company in order to pay attention to one’s mobile device. Haidt has pointed out research that students who often phub, or are heavily addicted to their phones are more likely to be lonely or face mental health issues.
Haidt has also argued and started movements to make schools phonefree, as he made claims that phone usage even for class-related activities can still induce distractions.
What Do Teachers Say?
From a teacher’s perspective, using technology as a resource is understandable. Tenth grade Social Studies teacher Rajani Dhakwha Morita said that havingthe internet at our fingertips helps us. However, Dhakwha also said that phone usage interferes with students’ social skills.
Dhakwha said, “I think it’s been very difficult after the pandemic for us to tear ourselves away from our phones, because that was like, almost
Social Studies teacher Jonathan Loomis implemented a phone jail on students’ desks. Photo by Jacky Oasay
an accessory or a limb”
“I think we all need to learn to just build better habits,” Dhakwha said. Dhakwha said, “I think most students are aware that there’s a time and place for their phones. However, I think it’s for teachers to help enforce the best learning environment that students actually want us to do.”
Tenth grade Social Studies teacher, Jonathan Loomis, implemented a “phone jail” to his students’ desks this year.
This is a little bag zip-tied to the desk that students put their phones in
during class. Loomis said he implemented this instead of a box so the students felt comfort- able that their phones were still with them. He also wanted the bags to be out-of-sight. Loomis said he imple- mented this to help with students’ self-control.
Math teacher Jason Yadao thinks phone usage in class is more about escapism rather than educational purposes.
“When I see students on their phones, as a teacher, I know that it’s a sign that they just don’t want to be there,” Yadao said.
Do you use your phone during school hours?
Blue - Yes Orange - Only when instructed by teachers Red - No
However, Yadao said there is a balance regarding phone usage, as there are positives and negatives to it. He said phones can be used for taking notes and pictures, but can also be a distraction.
Yadao said he also does not enforce a no-phone policy, but addresses phone usage when it disrupts the class.
Yadao said, “The things you do with your phone are supposed to enhance the things around you, not to distract.”
Does your teacher have phone restrictions?
Blue - Yes Red - No
This data was collected through a poll sent out by The Pinion through the Daily Bulletin. The poll collected 234 responses from teachers and students.
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What a Generation Is
The Class of ‘28
joins McKinley
High
School as possibly the first class with students who belong to Gen
Alpha
by Nhi Nguyen
This year’s freshman class, the Class of 2028, is largely composed of students born in 2010, which means they are the first class year with students that could be considered Gen Alpha. According to a survey conducted by The Pinion, about a quarter of respondents who are part of the Class of 2028 are unsure of their generation or do not identify with one. In the general student body, 22% of respondents felt the same.
Evidently, it’s quite common for McKinley students to be unsure of their generation, and this is for good reason. Since there is no consensus on when exactly Gen Z ends and Gen Alpha starts, it’s difficult to decide which generation you belong in, especially if you’re born in 2010 like many of this year’s freshmen. Gen Alpha, the youngest generation alive at the moment, does not yet have a universally agreed upon starting or ending year.
One of the most commonly used starting dates is 2010, used by McCrindle Research, whose founder Mark McCrindle coined the term “Generation Alpha.” This starting date would mean that many students belonging to the Class of 2028 are the oldest members of Gen Alpha. However, this causes an overlap with the commonly used ending date of 2012 for Gen Z, so it might make sense to use 2013 as the first year of Gen Alpha instead. As for Gen Alpha’s exact ending year, McCrindle has set it as 2024, though 2025 seems to be somewhat more widely used
But the important question is: does the generation you’re born into really matter?
Generations and Their Use
In their 1991 book “Generations,” the generational theorists Neil Howe and William Strauss, credited with designating most of the 20th-century generations we use today, define a generation as an age cohort that has experienced the same major experiences during roughly the same life stage, in which the members share “perceived membership” and common “beliefs and behaviors” as a result of their formative events. In summary, this means the people in a generation are those who were shaped by important events during similar times in their lives.
Britannica cites some of Gen Z’s defining events as the Great Recession of 2007-2009, the creation of the iPhone, and the COVID-19 pandemic, as well as Barack Obama’s presidency and the legalization of same-sex marriage. These events can explain Gen Z’s technological familiarity, value for diversity as also noted by Britannica and its relative pessimism compared to other generations.
Gen Alpha has also been affected by the pandemic, perhaps more so than Gen Z because of the amount of their lives spent in the COVID and post-COVID world. They lack memory of most of Gen Z’s defining events, and the 2016 election may be the earliest election most Gen Alpha have a memory of. However, since Gen Alpha is still a young generation with some years to go before they enter adulthood, it’s hard to know how these events will shape it, and it has yet to develop an identity separate from that of Gen Z. This means that it’s not yet known specifically how Gen Alpha is different from Gen Z, especially the younger part of Gen Z who may also lack memory of many of its landmark events.
Also, as the sociologist Karl Mannheim has noted in his studies of social generations such as his 1928 paper “The Sociological Problem of Generations” (“Das Problem der Generationen”), it’s not possible to group everyone into a generation simply based on their year of birth. Mannheim stated that factors such as the country one lives in as well as their social status can mean very different experiences within the same age cohort. Nevertheless, generations are generally useful in statistics to record social progress, and are often used today to study the social impacts of significant events in history and how people in a country or the Western world change over time.
Generations and Stereotypes
As the use of generation names has become popularized over time, it’s become quite common to see people use them to describe themselves and others, especially online. When I talked to two McKinley staff, one felt people couldn’t be categorized based on their generation, while the other felt they are important because people are products of their upbringing. A student I talked to believed that Gen Alpha was online more than Gen Z was, while another said they did not yet see much of a differ-
ence between the two generations.
This also means that it’s become more widespread to attach stereotypes and negative typecasts to those who belong in another generation. I have seen that when people express that they are unsure whether they belong in Gen Z or Gen Alpha, part of their concern is caused because they don’t want to be associated with the “brain-rotted” or screen-addicted perceptions of Gen Alpha by older generations. But the irony in older Gen Z assigning these stereotypes to Gen Alpha is that many of the typecasts they assign to Gen Alpha are very similar to those that have been placed on Gen Z, such as being dependent on technology and having a short attention span.
Generations and Identity
Those who were born on the cusp between two generations like the Class of 2028 might feel the desire to be able to confidently identify with one of them. This is an understandable desire, considering that one of Howe’s and Strauss’s criteria for a generation is a shared sense of membership. Those born near the cut-off of Gen Z and Gen Alpha may not feel entirely part of either generation–and that’s okay. Generations are based on shared experiences and beliefs, which means people born on the edge can choose to identify or not identify with either generation based on how much personal influence a generation or event has had on them. Even though many students in the Class of 2028 are born in 2010 and could possibly be considered Gen Alpha, only 8% of survey respondents in the freshman class actually feel they are one, with 62% instead identifying as Gen Z, most likely because of the effect Gen Z culture has had on their identity. Also, generations are constantly evolving and being redefined, which means Gen Z and Gen Alpha could even eventually get merged.
All in all, generations can be useful tools for understanding how people are shaped and change over time, but they are imprecise, and they don’t account for all the ways people who are born in a certain range of years can be drastically different. Placing less individual significance on the generation someone was born in and ending the cycle of harmful stereotypes will help create a future where everyone can work together and create a better world for all.
A
1946 -1964
Guide to the Generations Generations
Early 2010sMid 2020s Baby Boomers Gen X
1965 -1980 1981 -1996 1997 -2012
Age ranges according to Pew Research
Class of ‘28: Mostly 2010-2009
Class of ‘26: Mostly 2008-2007
Statistics at McKinley McKinley Birth Years
Class of ‘27: Mostly 2009-2008
Class of ‘25: Mostly 2007-2006
According to a survey conducted by The Pinion with 234 respondents:
of student respondents identify as Gen Z
of student respondents are unsure of their generation or do not identify with one of Class of ‘28 respondents are unsure of their generation or do not identify with one
of student respondents believe your generation significantly impacts your beliefs and behaviors
of student respondents use generation names to describe themselves at least somewhat regularly
of student respondents believe separating age groups by generation is useful
Infographic by Nhi Nguyen
Art by Nhi Nguyen
Understanding Those Who Self-Harm
by Cheska Orias
Editor’s Note: The article included topics of self-harm and suicide.
Even with more awareness and information coming out online about self-harm, the McKinley community still lack information on why people do it or how to support someone in general. In a survey conducted by The Pinion where 230 people answered, 40% indicated they lack information on what self-harm is.
Some myths heard McKinley students reported hearing from online or from others are:
• “There is only one way to selfharm”
• “People who self-harm are crazy and should be locked up”
• “People who self-harm are doing it for attention”
• “Only teens self-harm”
• “People who self-harm are suicidal” It’s more than all that. Anyone can self-harm and do it for different reasons and in different ways.
What Is Self-Harm
And Why People Do It
When first searching the word “self-harm” you may see images of people with cuts in their arms and wrists; with a razor blade in one hand. Many people shrug their shoulders and think this is what all self-harm looks like when it’s truly not the case. Self harm can happen in many shapes and forms, and as long as there is the intention to hurt oneself it’s considered self harm. Some forms of self-harm according to mind. org.uk and Better Health Channel includes:
• Cutting, burning, biting, picking, or scratching your skin
• Pulling/ripping at your hair
• Harmful substances (such as poison
• Hitting your body, or punching a solid object
• Neglecting to eat or excessive eating
• Over-exerting yourself with work or exercise
This art depicts my own struggles with self-harm. I scratched my skin until it bled in a desperate attempt to feel alive. The pain that came helped temporarily, but I only spiraled down more and more. Art by Cheska Orias.
People who self-harm aren’t attention seekers, crazy or sick, going through a phase, and weak. No, they are human beings that are in pain. There are many reasons someone self-harms. It could help them cope with physical pain or distress. For them, it can bring a sense of relief, and helps remind them that they’re “alive.” That was my personal experience. I was at such a point where everything felt so numb, and nothing was real. The sudden shock of pain and adrenaline running through my veins, via self harm reminded me that I was alive.
Another reason someone might self-harm is because they are punishing themselves. Angry at themselves for not doing good enough or doing something seen as “unacceptable” in their eyes. Other times the physical pain is an attempt to distract from emotional pain. Sometimes it gets to the point where things are so overwhelming, and they need an escape, avoid experiencing those emotions or reliving traumatic experiences.
Self-harm can be a never-ending cycle, and once you start it can be
hard to stop. It can bring a momentary sense of calm to negative thoughts, but it’s only temporary and can lead to feelings of guilt and shame. This brings back the original negative emotions, which can lead to further self-harm; thus beginning the cycle anew.
Supporting Someone Who Self-Harms
If you suspect someone you know is hurting themselves, it can be difficult to approach them. You may feel scared, shocked, angry, or any other strong emotion. Yet, it’s important to not overreact or panic and stay calm. The way you respond has an impact on how they will open up to you and others in the future. Remember that self-harm is their attempt at of managing hard emotions, feelings, and experiences.
When having that first conversation with them, stay calm. Reacting with anger can shut down the conversion. The person you care for needs kindness right now. Show care and concern for them, and ask simple questions about how they feel. Don’t pressure them, though. Give them time and space to talk in their own words. Finally, be non-judgmental. With the stigma and myths surrounding self-harm, they could be embarrassed or apologetic. Assure them that they don’t need to be apologetic and that you are there to support and listen to them.
Some more things to keep in mind and ways you could support someone are:
• Respect their boundaries
• Ensuring to check up on them regularly
• Educate yourself on self-harm
• Offer to help them find more support
• Let them know that you are there for them
• Let them be in control of their decisions
• Don’t pressure them into opening up
Another thing to remember is that in the majority of cases, self-harm is different from suicidal feelings. While self-harm can be part of it, it doesn’t mean they are suicidal. When I was overwhelmed with everything. I picked at my skin till it bleeds. I didn’t
Healing takes time and patience. Kintsugi is a Japanesese art of reparing broken things with gold, embracing the cracks and accepting them as a part of life. No matter how much I hide my scars it will always be there, and that’s okay. Art by Cheska Orias.
want to die in the moment, I just wanted to focus my attention away from the things overwhelming me. It will look different for everyone.
Ways To Redirect Self-Harm and Finding Help
What if you are the one dealing with these thoughts, and need an outlet or something to redirect these thoughts? Some strategies include:
• Eating spicy or sour food
• Holding ice
• Running your hands under warm or cold water
• Punching a pillow or cushion
• Screaming into a pillow
• Snapping a rubber band on your wrist
• Listening to music or watching a show you like
• Going on a walk, stroll, or jog
• Do something creative, such as a journal, drawing, or painting
• Paint your nails so you can pick at the polish
If these thoughts continue to persist, tell someone you trust. Asking for help is the first step to getting out of the cycle. It may be scary at first and certainly not easy, but asking for help is the strongest thing you can do. Asking for help does not show weakness. There should be no shame when talking about your feelings. Continuing to just let it bottle up inside of you, it will reach a point where you might do something you will regret.
There are people out there who care
and worry for you. Talk to someone you trust about this such as your friends, family, someone you trust at school, or your doctor. You don’t need to tell them everything. It’s important that you feel comfortable and safe. Try to focus on your thoughts and feelings behind your self-harm, and try to continue from there. It may be a hard start and an even longer and harder journey for selfrecovery, but it is possible. It took me a long time to realize that what I was doing wasn’t healthy. I was scared to reach out for help, to ask my family for help, and scared to tell my doctors. Yet, I did. I’ve found a support system and healthy coping mechanisms. It all starts with asking for help, and then taking small steps from there. It may not look like things are getting better, but over time things will.
If you or a loved one is going through some difficult times, here are some resources you can text or call for help:
• Suicide & Crisis Lifeline | 988
• Crisis Text Line: Text ‘ALOHA’ to 741741
• Hawaii CARES | 1-808-832-3100
• National Suicide Prevention Lifeline| 1-808-2730-TALK (8255)
• Self-Harm Hotline| 1-808-3668288
• The Trevor Project (LGBTQ+ Community) | Text ‘START’ to 678-678 | Call 1-866-488-7468
Hawai’i Title IX Implementation Supports Transgender Athletes
by Malia Manuel
As the LGBTQ+ community has garnered increased awareness, transgender athletes have become a more common occurrence in all levels of sports. A controversy in this summer’s Olympics posed a plethora of questions concerning the guidelines, ethics, and fairness of having transgender athletes compete in professional and scholastic sports. The Olympics controversy was based on ignorance and misinformation, which remains prevalent within these sports, as well as among the people.
The guidelines for trans-athletes are based on Title IX. Title IX is a landmark federal civil rights law enacted as part of the Education Amendments in 1972. It prohibits discrimination on the basis of sex in education programs and activities. While not only related to sports, Title IX has ensured that women and girls have access to the same academic and athletic opportunities. Title IX does allow schools to have separate teams for boys and girls, and requires schools to accommodate students’ athletic abilities and interests.
Title IX is in close connection to Hawai’i, playing a vital role in civil rights legislation with Congresswoman Patsy Matsu Mink being a major part of developing and defending Title IX. She was the first AsianAmerican woman to earn a spot in the House of Representatives.
McKinley High School social studies teacher and alumna Rajani Dhakhwa Morita was an athlete during her time in high school from 1998-2000.
“Hawaii is home to one of the main women responsible for Title IX, I owe a lot to Title IX for enabling me to participate in sports.” Dhakhwa Morita said. “Patsy Mink was a huge part of that opportunity.”
Title IX has become a staple in arguments for those that are both for and against transgender people in sports
The argument against is specifically aimed at transgender women, as it is often seen that this bias is coming from a place of wanting to ‘protect biological women and girls in sports.’
Journalist Jaclynn Joyce wrote an article about two transgender athletes at Keaau High School. According to her article, Cynthia Monteleone, an American track athlete, is on the frontlines to do what she believes is saving women’s sports in Hawaii.
Monteleone has had an active civil rights complaint against the Department of Education since 2020 before the recent changes to Title IX were put in place, which is currently being investigated. The complaint argues that the DOE oversees the Hawaii High School Athletic Association and is violating Title IX by discriminating against females.
Although it is true that Title IX was originally intended to level the playing field for women in both sports and education, it now has expanded the rights of the LGBTQ+ community. In April, President Joe Biden changed the definition of sex in Title IX to include gender identity and sexual orientation. This rule went into effect on August 1.
Biden released a statement saying that he is committed to protecting the progress of women, adding that he was “working to achieve full equality, inclusion, and dignity for women and girls, LGBTQ+ Americans, all students, all Americans.”
However, over half of the states have not accepted this ruling. The Biden Administration’s rewrite of Title IX has garnered at least eight lawsuits. They argue that the term “gender identity” is not specific enough to be included into regulation, and several of the lawsuits claim that this opens the door to inequality in school athletics for girls.Hawaii is
currently following Biden’s new rule, and has not challenged the changes to Title IX.
ESPN released an article regarding trans-athlete laws that stated, “The HHSAA has no discernible policy, and the state has no law. Bills that would prohibit trans girls from participating in girl’s and women’s sports have been filed, but none have passed.”
However, both Principal Ron Okamura and Athletics Director Bob Morikuni say that the HHSAA policy allows male and female athletes to self-identify into male and/or female competitions.
The Oahu Interscholastic Association (OIA) allows transgender athletes to participate.
Ky Wong, the swim team coach for MHS supports the OIA’s rule on transgender athletes.
“I accept the fact that everyone has the privilege to play in sports, and I feel as if we need to respect what we have in advance and understand there are limitations, but we need to be more open and available,” Wong said.
Wong shared a similar view to that of ESPN.
“These guidelines are very blurred right now, and no one’s created nice, clean-cut rules for a lot of sports (high school),” Wong said.
Kim Coco Iwamoto, the first transgender woman to be a member of the House of Representatives representing District 25, has offered some insight as to why that is.
“There are many reasons why I think we haven’t nailed down laws pertaining to transgender people specifically in sports, number one, we are still learning so much about the human body and brain,” Iwamoto said.
“The bottom line is we are getting more and more science and knowledge, and the science on transgender people is still being understood.”
Iwamoto sees these organizations citing other people’s guidelines as a way of moving themselves out of the center of attacks from people who don’t agree with those guidelines.
“It points the finger, it softens the controversy,” Iwamoto said.
In the spring of 2023, Hawai’i legislators did try to pin down a law and specific defintion with House Bill N.O 1740. This bill mandates a sports system where there is a biological designation for both male and female sports teams. Biological males on a boys team and biological females on a girls team. The bill also includes a team for co-ed or mixed athletes, alongside a list of requirements and guidelines for each team. The bill stated that the legislature supported the ‘dire need to promote sex equality by ensuring that female athletes have a designated space to compete against other females.’ This bill did not get a hearing.
Iwamoto embraces the idea of flexibility.
“I feel that we are going to lose out on giving lots of people opportunities if we are that rigid, that binary and exclusive,” Iwamoto said.
Iwamoto views this proposal as more of a hindrance to the advancement of sports.
“Maybe someday, they are going to start dividing people based on actual fitness and talent, it feels like we are going backwards enforcing a binary when we are potentially looking at evaluating athleticism with a whole different matrix of perspectives.”
Iwamoto believes that it is important for these bills to be heard rather than dismissed immediately and having that person’s voice silenced.
“The representational democracy and reforms I am trying to work for is that all bills, even if they may be offensive to some, to me, etc, get discussed and voted on,” Iwamoto said.
However, Principal Okamura main-
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tains a different perspective on the effectiveness of that alternative.
“The issue is kind of a moving target, maybe down the line, they are going to have to start looking at creating a separate category for transgender athletes, which is what I am looking at.” he said.
“Anatomically, as a boy, your muscle mass and the structure of your body is very different from a girl’s, and to me, that is a bit of an advantage.”
Swim coach Wong believes the idea of having separate categories comes with its own challenges, especially concerning the monetary aspects of the alternative, and the guidelines for sports.
“It would be very complicated, first of all,” Wong said.
“We would need to create different standards for a biological male identifying as a female, different standards for a biological female identifying as a male. At that level, you’d want a completely separate league, and we simply do not have the financial/logistical backing to do so.”
Wong epressed his concern for the current binary system we already have on sports. stating that he would rather pour money and effort into that system right now.
The common viewpoint on transgender athletes, specifically transgender girls and women, of physiological characteristics providing an unfair advantage over biological athletes has been disputed by numerous doctors, calling this notion a myth.
“A person’s genetic make-up and internal and external reproductive anatomy are not useful indicators of athletic performance,” according to Dr. Joshua D. Safer, an MD specializing in transgender health.
“A person’s sex is made up of multiple biological characteristics and they may not all align as typically male or female in a given person,” Safer said.
Out of the 28 respondents to a Pinion survey distributed to students and staff, over 80% are not familiar with national or Hawaii policies regarding transgender atlhetes. 50% said they thought a transgender athlete playing outside their biological sex is unfair.
He goes on to say that people that are trans can have hormone levels outside of the range considered typical of a cis person for their assigned sex.
Rylee R. Warden, class of 2027 and a swim team participant at McKinley High School also does not support this idea.
“The top biological athletes in sports also have a lot of advantages they were born with,” Warden said.
“Advantages are natural in sports, that is just how life is.”
This misconception has inspired an outcry and almost a paranoia over multiple cisgender athletes, who many falsely claimed to be transgender during the Paris Olympics. Imane Khelif is one example of this. Khelif’s participation in Olympic boxing was defended by the International Olympic Committee, and it was proven that she is a biological woman.
Jerry Brewer, a sports columnist, commented on this incident according to the Washington Post.
“I think we think that sports is a place for everyone,” Brewer said.
“But I think there’s a myth of inclusion about sports, and I think that we have a long history of exclusion that brave people have had to fight through to make it more inclusive, to make us more diverse.”
Brewer called it a “panic over trans inclusion in sports” in his Grievance Games series for the post.
Social studies teacher and former high school athlete Dhakhwa Morita said she has had to accommodate her understanding of gender to see it as fluid, as a spectrum because she grew up when gender was considered a binary.
“There is a lot of ignorance surrounding the transgender community and I think there’s a lot more education that needs to happen, for myself included,” Dhakhwa said.
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Pinion Staff
Editors
Dominic Niyo
Cheska Orias
Assistant Editors
Malia Manuel
Nhi Nguyen
Jacky Oasay
Newswriting I
Leif Allgood
Kena Anien
Donald Ayon Youm
Alex Azhari
Rose Ganotisi
Shyleiah Hanawahine
Loraine Tambalo
Copy Editing
Darryl Tang
Adviser
Cynthia Reves
Mission
The Pinion staff strives to provide and maintain accurate, entertaining and informative news for the students, staff and alumni of McKinley High School. We strive to show diligence in creating all our content so we can make a positive contribution to the public.
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2. Where does social studies teacher Jonathan Loomis make his students put their phone at the beginning of class?
6. What did Huan Xi Lin major in during his internship at UH Manoa?
7. What section were the freshmen sitting in for their Orientation assembly? DOWN
1. If you are self harming, how should you feel when talking to your friends and family about it?
3. Which recent summer event had a controversy regarding gender?
4. What is the type of tax system Kim Coco Iwamoto criticized where lowerincome households pay a larger percentage of their income in state and local taxes compared to wealthier households?
5. What word describes screen addiction and consumption of internet content of low value?
