March 2015 issue by SPA Publications

March 2015. Volume 42. Issue 6.

THE RUBICON the student newspaper of S t . P a u l A c a d e m y & S u m m i t S c h o o l - 1 7 1 2 R a n d o l p h Av e n u e - S t . P a u l , M N 5 5 1 0 5 w w w. r u b i c o n l i n e . c o m

EN TU R E From staycations to foreign exchanges: students explore life through travel and adventure Cover Story p. 8-9

Cultural assumptions: thinking outside the box goes a long way

of rickshaws and illness: students share funny travel stories

to speak or not to speak: should you join a discussion without doing your research?

InDepth p.10-11

Student Life p.16

Opinions p.5

COVER DESIGN: Boraan Abdulkarim, Diane Huang, Netta Kaplan

March 2015. Volume 42. Issue 6.

The Rubicon the student newspaper of S t . P a u l A c a d e m y & S u m m i t S c h o o l - 1 7 1 2 R a n d o l p h Av e n u e - S t . P a u l , M N 5 5 1 0 5 w w w. r u b i c o n l i n e . c o m

EN TU R E From staycations to foreign exchanges: students explore life through travel and adventure Cover Story p. 8-9

cultural assumptions: thinking outside the box goes a long way inDepth p.10-11

of rickshaws and illness: students share funny travel stories

to speak or not to speak: should you join a discussion without doing your research?

Student Life p.16

Opinions p.4

Students reflect on travel experiences in Cover Story P. 8-9 and share dream vacation locations in Student Life P. 16.

Quiz Bowl team ranks sixth in state, beats rival Mounds Park

Quiz Bowl Team Members freshman Peter Blanchfield, sophomores Cole Staples and Paul Watkins, and junior Netta Kaplan prepare to answer questions on the television stage during State Quiz Bowl on Feb. 19. Sophomores Jack Indritz and Sarah Wheaton also participated in

Ne w s

NEWS

PHOTO CREDIT: Patrick Commers the event, taking sixth place,

PAWS bake sale benefits Heifer International

@RubicOnline

with the rest of the team

THE RUBICON

March 2015

The Rubicon staff recaps a few sessions from Speaker Day Students and faculty attended two breakout sessions in the morning, running 50 minutes each, to hear varied immigration perspectives.

Lucy Polk Cultural Differences

PHOTO CREDIT: Diane Huang

Two time world fancy-dance champion Larry Yazzie performs for students and faculty during Speaker Day’s final gathering in Brigg’s Gymnasium on Mar. 6. Yazzie dances in a hand-crafted regalia that was “made with prayer, time, and patience,” Yazzie said.

Speaker Day focuses on immigration Voices heard from both native and non-native perspectives Boraan Abdulkarim Chief Visual Editor

Senior Speeches are a regular part of any St. Paul Academy and Summit School student’s weekly routine. They’re hardly unfamiliar. In this same vein, the biannual Upper School Speaker Day took place on Mar. 6. This year brought in SPA parents, local speakers, and other individuals to speak with students in small groups about their given experiences and fields of expertise, all of which fall under this year’s theme, Immigration and Cultural Diversity: Experiences and Identity. “We chose this theme because the topics covered in this theme have been very prevalent in the SPA community this year,” Upper School Council member Numi Katz said. The event was organized by USC as it is every other year. “We choose speakers that have insight into this theme, for example people involved in immigration law and immigrants themselves. We try to create a diversity in roles and experiences even within the speakers themselves so that students understand that even within this theme there are different viewpoints and experiences,” Katz said. To promote this goal, USC gave its speakers only broad guidelines to base their speech-

es on. “We provide the speakers with the day’s theme and ask them to speak on their individual experiences within this theme and timeframe,” Katz said.

I want you to realize how hard [immigrants] are working to be here. D i re c t o r o f C A I R - M N Jaylani Hussein The day was kicked off with two keynote speakers. First, University of Minnesota professor Ryan Allen presented political and statistical facts concerning immigration, including graphs conveying increasing trends of immigration and border patrol, in addition to discussing a proposed legislation regarding a path to citizenship. “We have a series of policies…that have been unambiguously based on race. We need comprehensive immigration reform and we need it yesterday,” he said. Immediately afterward, Director of the Minnesota Chapter of

the Council on Islamic-American Relations (CAIR-MN) Jaylani Hussein spoke about a number of aspects of Somali immigration, from refugee camp to initial culture shock to difficulty being accepted in workplaces and outside communities. “The experience is very challenging, and I want you to realize how hard [immigrants] are working to be here,” Hussein said. He urged the audience to envision themselves stranded in a foreign country, unable to speak the language and bearing minimal knowledge about the society they have been thrust into. “Coming here is a challenge but also a blessing,” he said. After a Q&A session in which Hussein and Allen answered students’ questions together, students dispersed to their assigned individual speakers. After these breakout sessions, senior Isabella LaBlanc introduced speakers John and Lonna Hunter, who spoke about immigration from a Native American perspective, namely the experiences of the Ho-Chunk and Winnebago tribes. An iconoclastic definition of immigrant was presented, that all Americans are immigrants to a land once owned entirely by Native populations. This idea provided a fresh take on discussing immigration to a primarily non-immigrant student

body. Speaker day is a longstanding tradition at SPA, and reevaluating the significance of hosting it is important. “The purpose of Speaker Day is for students to learn about issues pertaining to this years theme, and to gain perspective on the importance of cultural diversity, by hearing the stories of the speakers brought in,” Katz said. “I find it imperative that our community is exposed to these stories and can view this topic from many perspectives.” This year’s speaker day yielded a great deal of positive reactions, but they all catered primarily to one overall effect: an open mind. The eclectic mix of perceptions of immigration, from those who had immigrated to Native Americans who had observed and lived the impact of it served to provide students with exposure to a concept that is a reality for many people. The discussions that arose between sessions were indicative of a renewed sense of the word Immigrant, punctuated with phrases like “I had no idea” or “I never would have imagined”. In the words of Hussein, “When someone can actually see you, talk to you, that’s when we get to a place of understanding, not fear.”

PHOTO CREDIT: Javier Whitaker-Castaneda

In her speaker day presentation, Upper School English teacher Lucy Polk talked about her immigration from the Netherlands and the culture differences she experienced between the United States and the Netherlands.

Rolando Castellanos A Family’s Journey

PHOTO CREDIT: Javier Whitaker-Castaneda

Many students know Señor Rolando Castellanos as an Upper School Spanish teacher, but on Speaker Day, he shared the story of how he got here, alone, from Cuba.

Tony Sanneh Soccer and Service

PHOTO CREDIT: Emily Thissen

A man of many talents, retired pro soccer player and St. Paul Academy and Summit School alum Tony Sanneh talked to students about leadership in the community, his immigration, and his foundation.

Corrections Policy:

During the post-critique process, staff members will identify inaccuracies and report on feedback from readers. Corrections will be printed in the next edition of the newspaper in the News section.

Jan/Feb Corrections:

News: Quotes in “Preparations underway for Speaker Day” were misattributed to Upper School math teacher Jim McVeety but were said by Upper School Council President Thomas Toghramadjian. InDepth: Salt-N-Pepa was misspelled. A&E: Drew Fawcett’s name was misspelled and he is a freshman, not a junior. Sports: Ben Pette’s name was misspelled. Isaac Forsgren’s name was misspelled. Ella Hommeyer is a junior, not a sophomore.

Alarm sends students outside, then to Drake when sprinklers deploy

Students do the wave while they wait in Drake Arena to return to classes after the sprinkler system was activated in the gym. The sprinkler was activated when a student accidentally hit a pipe

Drake Arena was filled over capacity on Feb. 24 during school hours when an alarm sent students first outside, then to Drake Arena until emergency personnel arrived. Freshman Grant Gunderson was in the gym for Fitness for Life class when the incident occurred: “Some kid threw a basketball up into the sprinkler system and it went off in the gym,” Gunderson said. Students returned to school, missing the first 10 minutes of Tutorial. With the exception of Orchestra being canceled, most classes resumed as normal. There were no injuries; only wet property.

with a ball.

Ne w s 3

PHOTO CREDIT: Clare Tipler

March 2015

THE RUBICON

Spring Break brings school-sponsored travel German exchange travels to Hamburg, Germany Gita Raman Social Media Editor

Submitted photo: Haseena Hamzawala

Students on a previous odyssey trip to Utah go on a hike. “I’m really excited because it will be nice to get away from technology,” junior Ella Hommeyer said.

Spring Odyssey explores Utah Emily Thissen Sports Editor

The Spring Odyssey will take place in the Utah canyonlands over Spring Break. Students in grades 10, 11, and 12 are all invited to attend the eight day expedition involving hiking, camping, and learning wilderness skills. “I am looking forward to seeing the night sky away from the city. It is going to be beautiful,” senior Sandhya Ramachandran said. “Odyssey offers lessons in self-reliance and leadership that are much different than what you can learn in other activities. There are not a lot of times in our current society when people get to experience that kind of self-reliance,” faculty Odyssey leader Matt Edens said. The fall, winter, and spring Odyssey trips are seven-day outdoor expeditions that usually occur a couple times a year. However, a lack of interest in recent years has limited the number of expeditions led. There are no requirements of prior outdoor experience — the training leading up to the trip teaches students everything they need to know. Training includes basic first aid, how to evaluate conditions, and how to minimize risks. This is important due to the unpredictable conditions and the fact that at times the group could be two days away from medical help. The group takes other precautions as well, with group leaders carrying satellite phones at all times. The eight days in the wilderness involve first a group expedition, then a solo stay, and, finally, a students only expedition. “I’m really excited because it will be nice to get away from technology and people and just take a break from everything,” junior Ella Hommeyer said.

In the spirit of cultural exchange and language immersion at St. Paul Academy and Summit School, an exchange trip to Germany will be hosted for German-speaking students in 2015. This exchange has been happening since 1996. This year’s exchange participants will visit the Heisenberg-Gymnasium, a high school in Hamburg, Germany. Students are set to leave the Minneapolis St. Paul Airport on Mar. 12 and return on Mar. 26. Upper School German teacher Jutta Crowder has organized this

year’s exchange to and from Germany. The Heisenberg-Gymnasium is about 4,000 miles away from SPA. There, students will learn about a foreign culture through immersive exposure to foreign language. “I think that is the most important thing to have in a language immersion experience. When you try out your language skills and you do it from first thing in the morning, all day long. And the second thing is to have another look as a culture and in return, see our culture in another perspective,” Crowder said. On these journeys to Germany,

PHOTO CREDIT: Gita Raman

Students going on the German Exchange pose for a photo during one of the tutorial sessions that were held for students to learn more about the trip. “The most important thing for me is that I will end the trip with improved German speaking skills,“ senior Luke Bishop said.

Crowder finds a special moment in each and every trip. “After a week or ten days, all of a sudden it feels like your ears pop, and you go ‘Oh, I get it’. You start to understand and it is so exciting. It is so exciting for me [to see students understanding]. I love that,” Crowder said.

“The most important thing for me is that I will end the trip with improved German speaking skills,” senior Luke Bishop said. Along with improving speaking skills, Bishop hopes to become closer with his classmates and see what it is like to be independent.

Spanish-speaking students to fly to Spain

Submitted Photo: Eva Perez-Greene

Students visit Marbella Beach in Andalusia, Spain over Spring Break 2013 on the Spanish trip. From left to right are alums of class of 2014 Emma Chang and Claire Foussard, and senior Eva Perez-Greene

Nina Zietlow Feature Editor

When learning a language, there is no tool more valuable or challenging than total immersion. While exchange trips are pop-

ular among students at St. Paul Academy and Summit School, travel offers an equally enriching opportunity for language growth and cultural understanding. This Spring Break approximately 20 SPA Spanish students will stroll the streets of Barcelo-

na and Seville, absorbing the rich culture of these Spanish cities and enjoying the food, climate, and language of Spain. “I’m especially excited to see all of the old architecture in Spain, since it’s a lot older than any of the architecture here in America. It’s going to be beautiful,” junior Miriam Tibbetts said. Students will stay in Spain for 11 days. The students will arrive in Barcelona Mar. 14-18. From there, the group will fly to Seville and stay there until Mar. 25. During the stay in Seville, students will go on day excursions to sites such as the city of Cordoba

and Pueblos Blancos. “I’m also very excited to see “los Pueblos Blancos” in Andalusia,” Tibbetts said. In addition to exploring Spain, the trip’s main focus is to help students learn Spanish. “I chose to do the trip because it’s a goal of mine to become fluent in Spanish,” Tibbetts said. “I am also really interested in learning more about Spanish culture. It’s going to be fun!” Tibbetts said.

French exchange group goes to Toulouse, France Javier Whitaker-Castañeda

Cover Story Editor

Student exchanges are undoubtedly a fantastic way to experience a language but they have more to give students than just speaking practice. Over the course of two weeks in early February, French students from Lycée St Exupéry, a school in Blagnac which is a suburb of Toulouse, came to stay in Minnesota. They had a chance to interact one on one with English speakers at St. Paul Academy and Summit School and to explore Minnesota. Over spring break when they go to France, SPA students look to experience French culture take advantage of everything that the exchange has to offer. On Feb. 26

students going on the exchange attended a quick info session as part of final preparations before the trip. Trip advisers Aimeric Lajuzan, Sophie Kerman, and Eric Severson took the opportunity to cover topics ranging from pickpocketing, the trip’s schedule, and how to do “la bise,” the typical greeting of a kiss on each cheek. They also that SPA students will be completely immersed in French culture during the exchange. “It’s the cross-cultural dimension that is incredibly important,” Lajuzan said. Students will spend four days in Paris with a chance to visit attractions such as the Eiffel Tower and the Louvre. Afterwards they will travel by train to Blagnac to

PHOTO CREDIT: Javier Whitaker-Castaneda

Students gather in the French Room to learn more about the French exchange that will happen during Spring Break. “I’m excited to go to France for the first time and eat a lot of pastries and cheese and experience it all with my friends,” junior Caroline Montague said.

start the student exchange part of trip. They will stay with their host families and spend time at their host student’s school. “[I am looking forward to] visiting and seeing how their school works … and also eating their food,” junior Justin Zanaska said. The exchange plans to give students a unique opportunity to explore French culture. “Students

spend time working on different language skills [in class] but there are not many opportunities to interact with native French students. Exchanges help bringing the culture into the school and it means we are sure that all of our students get to interact with students their age,” Lajuzan said.

Op i n ion s

THE RUBICON

The Rubicon

S taff

2014-15 Editor-in-Chief Eva Perez-Greene Chief Visual Editor Boraan Abdulkarim Managing Editor Netta Kaplan Online Editor-in-Chief Diane Huang Social Media Editor Gita Raman News Editor Clare Tipler Opinions Editor Amodhya Samarakoon Sports Editor Emily Thissen Cover Story Editor Javier Whitaker-Castañeda Feature Editor Nina Zietlow Student Life Editor Noor Qureishy Arts & Entertainment Editor Meghan Joyce In Depth Editor Mari Knudson Science & Technology Editor Paul Watkins Columns Editor Thomas Toghramadjian Arts Critic Patrick Commers Staff Writers Iya Abdulkarim Marlee Baron Peter Blanchfield Lauren Boettcher Raffa Buettner-Salido Dianne Caravela Lexi Hilton Sophie Jaro Lucas Johnson Shaymus O’Brien

the rubicon AWARDS JEM All-State Gold (Print and Online) MHSPA Best in Show (Print and Online NSPA First Place w/marks of distinction CSPA Gold Medal CSPA Crown Award Finalist MEMBERSHIPS National Scholastic Press Association Columbia Scholastic Press Association Minnesota High School Press Association

March 2015

STAFF EDITORIAL

Ignorance and indifference to socioeconomic diversity persist The subtle yet pervasive notion that having less money makes one inferior is not only elitist, but it is false. It’s not kind, and it definitely not “classy.”

Fifty Shades of Grey topped box offices in its opening weekend: but how would this novel turned film have performed if its protagonist, Christian Grey, wasn’t a billionaire? Wealth colors how actions are perceived and what access is granted, yet it is frequently absent from student conversation at St. Paul Academy and Summit School. Students casually fling around their insensitive critiques of SPA lunches, faculty, facilities, and more, while few stop to think about the way these comments make them sound. What’s worse, even fewer stop to think about the way these comments are making the people around them feel. It all too easy to assume that everyone comes from the same socioeconomic background, that everyone’s family can pay SPA’s tuition in full. Yet we know this is not true--not by any stretch of the imagination. Our habitual attitude of ignorance and, in some cases, indifference, to the effects of bragging and flaunting money, if we have it, creates a silent, unacknowledged tension.

EDITORIAL CARTOON: Meghan Joyce

WEALTH COLORS how actions are perceived and what access is granted, yet it is frequently absent from student conversation at St. Paul Academy and Summit School.

The subtle yet pervasive notion that having less money makes one inferior is not only elitist, but it is false. It’s not kind, and it definitely not “classy.” Too many students simply refuse to recognize that socioeconomic entitlement divides the community, fostering a slow, bubbling resentment in all parties involved, not least in those who have less, socioeconomically speaking. Two years ago, this same month, The Rubicon staff published an editorial encouraging students to embrace socioeconomic diversity and squelch economic entitlement. However, not enough progress has been made since this piece was published-not in the month of March, not over the course of the past few year. The administration itself has done much in the past two years: financial aid programs have grown and new scholarships have become a significant part of the admissions process. In 2012, the Malone Family Foundation

gave a $2 million dollar grant to assist students who need 30% tuition (or more) covered in order to attend SPA. In 2014, the Redleaf Scholarship Program began, offering up to 50% of its recipients’ tuition for the entirety of their Upper School academic careers.These programs are bringing students from all financial backgrounds into the student population. But there’s still more work to do in classes, among students. Along with identities of race and religion, socioeconomic diversity is pushed aside or looked at from a limited academic viewpoint. We analyze class hierarchies in global history and interpret literature through the lens of socionomic theory. But how do class disparities shape the present and what are we going to do about it? These discussions have their place in our curriculum too. Recently, groups like Common Ground and USC have done great work, especially on MLK Day and Speaker Day. They have

encouraged students to open up to others’ identities, on a personal, not just on an academic level. We can and should share our different socioeconomic backgrounds around the Harkness tables too. Affluence does not define this community as a whole. SPA needs to make some changes, subtle and overt, if it’s to meet growing levels of economic diversity in all grades. We must never assume that class identity is a black and white issue, but see that it is nuanced and personal and many, many shades of grey. We can consider low cost, inclusive social activities built around making memories instead of proving status. We can be conscious of words and avoid bragging. Above all, we can understand that there is a fine line between sharing and bragging-that our words have the power to define our realities.

Mini-Editorials Chinese New Year should Dress Code policy update be celebrated in the long overdue, talk must Upper School continue Once again, the New Year has passed with little fanfare or acknowledgement in the Upper School—Lunar New Year, that is. However, on Feb. 19, the Middle School celebrated in style with a Lunar New Year assembly, complete with lion dancers and flying pieces of cabbage. This tradition should continue into the Upper School. Lunar New Year is an all-inclusive holiday, celebrated in countries from Brazil to Cambodia, and is not limited to the few that may still follow the Lunar calendar. Even so, such a large celebration that spans over a week has been relatively ignored in the Upper School. While a full-scale assembly dedicated to the Lunar New Year may be a lot to ask for, a brief announcement at assembly, traditional Lunar New Year’s music during Friday assembly, New Year’s cuisine offered at lunch, or just a simple Blue Sheet entry would be just enough to spread the spirit of the Lunar New Year.

Students invested a great deal of time and energy into challenging the previous dress code. Last year, from heated conversations in the halls, to memorable senior speeches on the subject, to a lengthy survey from Upper School Council, the school was buzzing with talk about the dress code lasy year. But what happened to these discussions? Many students felt confident that a new Upper School dress code would be announced at the start of the second semester. However, the end of third quarter second is nearing and talk of bra straps, crop tops, and yoga pants have ceased. An update from USC and the administration is long overdue. The conversation should be re-instigated. Students deserve to know where the dress code stands and what the next steps will be.

School spirit must always be loud, engaged and, above all, positive March announcements began with a reminder from Upper School Principal Chris Hughes that cheering at sporting events should be “loud, engaged, and positive,” not against the other team or indicative of any sense of superiority. This announcement was brought on by a Boys’ hockey game, where the term spirit lost all meaning. Cheering and displaying school spirit at sporting events does not mean yelling demeaning or pompous chants at the opposing teams. If fans have more fun spouting rude chants instead of encouraging ones then students’ mentality needs to shift towards positive cheering. It’s time for the fans to find the true spirit of sportsmanship: attend games, support the players without elitist chants towards the other team, and celebrate the quality of play.

Editorial Policy The Rubicon editorials are representative of the opinions of the Staff Editorial Board, which is made up of all students in journalism/Editorial Leadership. All other opinion pieces are the opinions of the authors themselves.

Letters Policy

Longer opinions are welcomed as Letters to the Editor and may be published in the print or online edition. Letters to the Editor should not exceed 400 words and may be edited for style. Cases of fraud and impersonation are prohibited and will be reported to the Dean of Students and the Discipline Committee. Letters can be mailed to us or sent to rubicon.spa@gmail.com.

Our Mission

We strive to capture the spirit of the community through its stories while inspiring deeper conversations. Above all we stand for integrity in our pursuit to inform and engage our readers.

Op i n ion s

The rubicon

March 2015

To speak or not to speak? Judging peers on a lack of knowledge prevents the deepening of conversation

Mari Knudson In Depth Editor

Students sit around a Harkness table, nervously glancing at each other in silence until a confident few speak up. However, as those few students finish speaking, the conversation dies off for lack of new insights. Many students believe that they are not educated enough to speak on the topic and keep their mouths shut out of fear that they will be deemed ignorant or uninformed by their peers. As a result, the conversation lacks the additional views and perspectives that these students could provide. A common fear for students at St. Paul Academy and Summit School is that if they haven’t researched a topic enough, they will be perceived as less intelligent by their peers for speaking on that topic. However, this prevents the addition of new voices to the conversation which can deepen discussions. Researching a topic and reading various views from credible sources can deepen a student’s understanding of a subject. However, when students are afraid to speak because they believe they have not reached some golden standard of research, the desire to be well educated and avoid negative judgment begins to have adverse effects on discussions. The subtle ways which students pass judgment upon their peers range from passive aggressive expressions, to unnecessarily scrutinizing questions, to simply ignoring another student’s comment. Regardless of method, this judgment breaks down one’s self-esteem. While some of the reasons for this fear to speak lie in those who hold them, the focus on intellectualism that exists at SPA contributes measurably to the problem. In some cases, it should be acceptable for students to speak from an emotional and personal standpoint even if they lack extensive research on the subject. Students should not present their personal experiences as fact that represents a larger group, but introducing how a topic affects their own lives is valid information. Some parts of discussions by nature require previous research and facts, but all discussions require the analysis and synthesis of those facts. While students and anyone in this community may be afraid of seeming ignorant, they should realize that not knowing every-

thing but participating anyway is certainly acceptable. Curiosity and the desire to educate oneself require students to ask questions and make mistakes. In order to help combat the fear surrounding ignorance at SPA, students should stop judging others for what they do not know, and more importantly, stop judging themselves. In attending SPA, students desire to learn and gain a deeper understanding of the world they live in. No student knows the one definitive answer to every question, and therefore no one has the right to criticize their peers during a discussion. Everyone should also keep in mind that a high school student cannot truly be an expert on a subject, no matter the number of articles they’ve read. If students could not only acknowledge, but truly believe, that no one student has more or less authority to speak than another, then SPA would advance significantly as a place of learning.

Basis from a conglomerate of elements necessary to further discussion Diane Huang It’s that kid again, the one that didn’t do the reading yet insists on participating during the class discussion. They lack the knowledge to form an opinion off of, yet somehow the student manages to speak more than any other participant who read the material. In classes like English or History, opinions on the reading are invalid if they are baseless, and this isn’t different when applied to discussions on current events. At St. Paul Academy and Summit School, some students claim discussions stray into an “over-intellectualized” state. The idea of “over-intellectualizing” suggests that students distance themselves emotionally and adhere to facts with such fervor that they harm both their own understanding of a topic and the people with whom they discuss. While over-intellectualizing does not advance discussion, students cannot drop the responsibility of reading the news and learning the facts. A valid opinion cannot be formed without basis. Reading at least one article from a

Online Editor in Chief

reliable news source satisfies this condition. In other cases, basis could also mean perspective, personal or otherwise. In most cases though, basis is a conglomerate of all these elements. Reading the text, news sources and many published opinions ensures that participants have a similar understanding of what is to be discussed. A quick review of last night’s reading by a friend does not suffice for a class discussion. Similarly, while providing helpful insights, listening to often biased personal and emotional changed statements by friends or family does not suffice on its own. To fully understand a topic and form an opinion, one must learn what opinions exist within their community, emotional and intellectual. Though current events and issues are very real, many people do not realize their impact without experiencing or hearing about it firsthand from someone they care about. Over-intellectualizing lies in the dissociation of current events; students too quickly offer opinions on a topic rather than stopping and learning more about it, especially from the peers. Lastly, though basis can be found in many ways, an opinion is limited to the extent of its basis. Students who present their personal experiences are by no means authorities or experts on the topic, whether self-assigned or assigned by others. Those who speak about personal experiences with racism or sexism, among other -isms, do not speak for the entirety of their demographic. Nonetheless, personal experiences from peers should be respected. Learning more about a topic does not end once a discussion begins; the more students are willing to reveal what they know to others, the more everyone learns about a topic. Before conducting discussions, allocating time to gather knowledge would greatly improve the quality of the following discussion. The more students expand their bases and express eagerness to do so, the more worthwhile and enriching discussions will become.

Op i n ion s

The Rubicon

March 2015

Language exchanges allow full embrace of cultures

Illustration credit: Wordle.net

Emily Thissen Sports Editor

Walking down the streets of a new city, breathing in smells of local food, hearing snippets of a

conversation in a language that is not familiar. For years, select St. Paul Academy and Summit School students travel to Spain, France, or Germany on language exchange trips and return back

feeling accomplished, with improvement in their language skills after experiencing a new culture firsthand. Some students choose to participate in the trip and others in

the exchanges, and some feel inspired to go on both. With each happening every other year, the opportunity is something that shouldn’t be allowed to slip by. To learn a language through immersion in the culture provides meaningful and lasting benefits. Completely surrounding oneself with the culture, language, and vibe of a country creates an exciting learning environment. Students will experience everything firsthand; the food, the unique activities, culture, and even learning some slang terms that most wouldn’t know. The idea of being in a place where this new language becomes the primary form of communication pushes the use of the language as much as possible. The language exchange trips provide a new form of learning other than

sitting in a classroom. From seeing the sights in the ancient cities in Spain, to speaking and getting to know a host family in France, all of the situations are new and unique, allowing for an interesting way to learn. For any students who are skeptical about participating in these trips: take a risk. Whether that means going on the trip or the exchange, pushing oneself to be put in exciting, possibly uncomfortable, and exciting situations will ultimately be beneficial. No matter the language, country, or type of trip, students will experience adventures, improve their language skills, and create unforgettable memories with strangers and friends alike.

Bring Latin back into the Upper School language curriculum

become Latin language lovers. Furthermore, SPA welcomes classically-educated students; however, these former Latin scholars are forced to discontinue their progress toward Latin literacy in the school setting. Latin’s potential did not fall with the Roman Empire. Rather, Latin’s deceased status makes it a unique contribution to every

curriculum. Before the school can resurrect Latin in the curriculum, the student body must show interest in rejuvenating this lost language. If a student is a potential scientist, anthropologist, lawyer, or linguist, he should confabulate with his favorite science, history, debate, or English teacher on the common Latin roots of their sub-

to discuss Isl am is it nt o ta

class/at sc ho ol?

Very important

Somewhat important

Not important

to discuss cu is it rre nt n ta

Very important

in class/at sc nts ho ve ol te

When news of the three students shot near UNC Chapel Hill broke, students were asked to take a moment of silence in assembly on Feb. 10 to recognize the loss. Students encouraged the community to deepen discussion of the news and of Islamophobia. The Rubicon polled 20% of the student body, 9-12, to see if this request was met with success.

Which of your classes have taken time to address this current event?

latin’s potential did not fall with the Roman Empire. It’s status as a dead language doesn’t keep Latin from having a variety of modern uses.

ia in ob ph

Current events need to be a regular focus

Illustration credit: Sophie Jaro

How imp or

Is Latin a dead language? In the Upper School classrooms, it is. St. Paul Academy and Summit School boasts a Cum Laude Society (Latin for “with praise”), Latin dictum on the assembly podium, and a history of teaching Latin until the 1990’s. However, Latin is currently nowhere to be found on the SPA course list, and is an odious omission. Latin should be reincorporated into the SPA curriculum. Latin’s status as a dead language, which is to say it’s not spoken, leads to the incorrect assumption that it lacks modern applications. The Reading and Writing: An Interdisciplinary Journal by M. K. Henry estimated that 12 Latin word roots and 20 prefixes can generate over 100,000 English words. Latin is the main and most recent root language to date. A common claim circulates that the English language’s Latin roots give scholars an unmistakable advantage in deciphering complicated words in science, and spelling and on the SAT. According to Thomas Cooper in The Modern Language Journal, Latin students score an average of 150 points higher on the SAT than students who take other languages in school.

How im po r

Staff Writer

Furthermore, within the obituary of the dearly-departed Latin language, savage rumors abound in the form of obnoxiously misused Latin phrases. For example, how can one who has never taken Latin know the proper declensions of words including “alumnus,” “alumna,” or “data”? Malapropisms have infiltrated modern language by means of poor popular interpretation. Today, “carpe diem,” used as a synonym for “YOLO,” contradicts the authentic definition. Although “carpe diem” aphorizes the uncontrollable nature of the future, it encourages industriousness to seize present opportunities rather than reject opportunity for momentary pleasure, so it’s more about prudence or temperance. The use of Latin phrases beyond the most common and conventional ones is troublesome without learning their basic Latin origins. E.G., exempli gratia, “for the sake of an example,” has a subtle but significant difference from “i.e.” or id est which means “that is.” Just a dose of Latin education can correct unintended blunders, greatly improving vocabulary and perceived intelligence. Eventually, after bonding with Latin philosophers and puzzling over Latin’s charming irregular verb forms, students may even

Somewhat important

Sophie Jaro

Not important

Have any of your classes discussed the issue of Islamophobia?

ject’s specific vocabulary. As the omnipresence of Latin is recognized by SPA scholars, the administration should restore the ruins in the language hallway by reinstating Latin in the course list. And, after all, Quidquid latine dictum sit altum viditur, i.e. Whatever is said in Latin sounds profound.

Fast Fact One-third of Americans reported no prejudice toward Muslims, yet have unfavorable views of Islam. G a l l u p Po l l, 2 0 0 9 Poll Credit: Nina Zietlow Infographic: Paul Watkins

Fe at ur e 7

MArch 2015

THE RUBICON

How to get involved

SUBMITTED PHOTO: Cara Pomerantz

SOPHOMORE CARA POMERANTZ on a beach in C osta Rica where she volunteered last summer. “It’s very interesting to see how the rest of the world lives, the United States is kind of an outlier,”

Bringing a new meaning to vacation

Pomerantz said.

Students combine volunteering and travel on service trips

Noor Qureishy Student Life Editor

A group of students bask in the Nicaraguan sun, taking care of orphans on an island. A thin layer of dust and grime coats the back of an Urdu textbook, as a student attempts to help a squirming toddler learn the day’s lesson in a crowded city in Pakistan. Scrambling to grasp discarded trash before it’s carried away by the rising tide, students run along the beaches of Costa Rica, to improve the environment. Whether it’s to experience a new lifestyle, gain knowledge of other cultures and languages, or aid people in need, volunteering abroad is something that requires a huge amount of skill and commitment. Some students at St. Paul Academy and Summit School choose to volunteer abroad over the summer, hoping to aid others more directly “It was enlightening to learn about other people’s cultures … [volunteering abroad is] a more cohesive experience [than volunteering locally], you’re not just leaving your house for a couple of hours,” sophomore Cara Pomerantz said. Pomerantz volunteered in Costa Rica, she painted murals, dug trenches for sidewalks, built bleachers, planted trees, cleaned beaches and relocated turtles during her time there. She found the experience both fun and eyeopening. “It’s very interesting to see how the rest of the world lives. The United States is kind of an outlier,” she said. In addition to learning about the culture and lifestyle of the Costa Rican family she stayed with during her trip, Pomerantz also developed her Spanish speaking skills, which helped her academically. Junior Kent Hanson has been involved with Nuestros Pequenos Hermanos, an international service organization inspired by Christian values for nearly eight years. He first got involved through his church. “Back 7 or 8 years ago my church combined with another

SUBMITTED PHOTO: Kent Hanson

JUNIOR KENT HANSON works with children through the Nuestros Pequenos Hermanos Organization in Nicaragua over the summer. “Once you go, you will understand that it’s definitely more advantageous to actually travel down there,” Hanson said.

I walked in, and it was like all those worries weren’t there anymore. I felt a connection to the people there, because I’m also Pakistani...

s o p h o m o re Ta b e e r N a q v i

church. So, in order for people to get to know each other my family started this mission trip that goes every year to Nicaragua,” Hanson said. Hanson believes strongly in the success of hands-on service, rather than just monetary donations. “I’m aware of the debate on whether its worth it to actually have a trip down [to Nicaragua] compared to sending the money that travel would cost down, but once you go, you will understand that it’s definitely more advantageous to actually travel down there,” he said. Over the years, Hanson has helped build houses, farm, paint and entertain the children that live at the NPM orphanage he volunteers at. Although he enjoys doing all of these activities, his favorite part of the experience is building connections with the locals. “The kids there don’t have any figures to look up to. It’s kind of

special being able to return every year and knowing that there’s some consistency … recognizing the same kids every year,” he said. Hanson also improves his Spanish speaking skills on his trips abroad. “I lived in Costa Rica when I was in second grade for a year, so … I’m fluent in Spanish [and going to Nicaragua] helps me maintain that,” he said. On a deeper level, Hanson has discovered his passion through these trips. “It changed what I wanted to do with my life. I want to help the world,” he said. The benefits gained from this mode of service are, in Hanson’s opinion, especially beneficial for SPA students. “[I gained] an awareness of what’s going on in the world. I think a lot of kids at SPA haven’t had that experience, so they don’t understand the struggles that a lot of people go through in the world. Its a good reminder every year [when I go]

to Nicaragua, understanding that we live a pretty privileged life,” he said. Sophomore Tabeer Naqvi has had her own share of overseas service experiences, having volunteered at an SOS orphanage in Lahore, last summer, one of many sites in Pakistan that is part of the larger global service project called SOS Children’s Villages International. Naqvi’s experience hit her a little closer to home, as she used to live in Pakistan as a child. “I walked in, and it was like all those worries weren’t there anymore. I felt a connection to the people there, because I’m also a Pakistani … it was a change for me, because I come from a family where we have everything, and they [the orphans] lived very simply. It gave me a sense of peace,” she said. Naqvi was part of a teaching program at the orphanage, and she was assigned to a threeyear-old boy, the youngest at the orphanage. “When I think of an orphanage, I think sad and gloomy, but it [the SOS orphanage] wasn’t like that.There was a sense of belonging for each kid,” she said. Naqvi was at the SOS orphanage during the month of Ramadan, so she was fasting during the hours that she volunteered. “It was nice for me to do it during Ramadan because I felt like I was actually doing something [to help other people] and appreciate what I have,” she said. During Ramadan, Muslims fast from dawn to dusk in order to develop self-control and foster an appreciation for their material wealth. Overall, Naqvi had a wonderful experience,saying that volunteering at the orphanage “re-established the sense of community I have with Pakistan. I learned that you don’t need a lot of things to be happy.” Naqvi believes that volunteering abroad is beneficial for all students, not just people who come from a certain country. “Its always good to see how other people live their lives,” she said.

SUBMITTED PHOTO: Rachel Hotvedt

JUNIOR RACHEL HOTVEDT Volunteered with Impact Lives organization in the Dominican Republic over the summer.

Nuestros Pequenos Hermanos Organization - A Christian Organization that offers opportunities to volunteer in South and Central American countries. - www.nph.org

Rustic Pathways - Offers youth volunteer programs in 17 different countries - volunteer opportunities ranging from building homes to providing first-aid services. - www.rusticpathways.com ISV Student Volunteer Program -Offers international vounteer programs that focus on enviromental sustainibality and child care -Highest rated international volunteer program - www.isvolunteers.org

Cross-Cultural Solutions -Opportunities to work with schools and travel in five different countries around the globe -Designed for students aged 15-17

-www.crossculturalsolutions.org

C o v er S tory MARCH 2015

THE RUBICON

HEADLINE ILLUSTRATION: Javier Whitaker-Castañeda

SOPHOMORE SOPH LUNDBERG waves a firecracker wand on Chinese New Year so that the loud sounds and fire ward off evil spirits

Noor Qureishy Student Life Editor

Unfamiliar clothes, buildings, foods, and languages dominate the landscape as a jumble of sights, sounds, and tastes overwhelm the senses, leaving one exhilarated and apprehensive at the same time. Transformative and invaluable, the experiences and skills gained from living abroad inspire students at St. Paul Academy and Summit School both academically and personally. “[I learned] how people communicate in different cultures on different topics … I became more cultured, more sensitive to issues in other countries, because I’d experienced them,” junior Claire Ristau said. Ristau

moved to Tervuren, Belgium in 2007, and lived there for three years, from the beginning of third grade to the end of fifth grade. because of her father’s job at the international company, 3M. Although Ristau had trouble adjusting to the change in language and culture at the beginning, the exposure eventually benefited her. “I learned how to speak French pretty well. In World History II, [living abroad] helped me because I knew all the cities and countries. [It also helped] me in English, because I had to help other kids write properly [when I was in Belgium],” she said. Nonetheless, Ristau obtained more than academic benefits from her time in Belgium. “I picked up a healthy

Lundberg lived and attended school in China for six years (non-consecutively). “[Living in China] was the majority of my childhood, it was not necessarily the greatest but it was definetly exciting,” Lundberg said.

I became more cultured, more sensitive to issues in other countries because I’d experienced them. j u n i o r C l a i re Ristau

lifestyle,” she said. “At restaurants the proportions are very small so I sort of adapted to small portions at meals rather than oversized American portions. I walked places a lot more and biked rather than drove just because everything was so close.” Ristau remembers adopting smaller, more nutritious portion sizes that mirrored European habits of proper eating during her time in Belgium, a practice she since has retained. However, living abroad has its own share of drawbacks. Ristau’s athletic career suffered, making it harder for her to once she moved back to America. “[Living abroad] did set me back in sports, since women don’t really play sports in Europe,” she said. Ristau also

had a difficult time adapting to the foreign environment. “[It was hard] adjusting to a completely different culture, you’re super homesick. I wanted to be normal and live in America,” she said. Freshman Henry Zietlow also lived overseas, his stay lasting about five years in two separate countries. Zietlow was born in Singapore and lived there until he was five, when he moved to Japan, spending a fair amount of his early elementary school years abroad due to his father’s job as a tax lawyer. Like Ristau, Zietlow also gained some language skills: “[I] learned a bit of Malaysian,” he said, although he doesn’t remember most of it now. Zietlow didn’t face the same lan-

guage barriers in Singapore as Ristau did during her time in Belgium. He remembers the environment in Singapore as being quite similar to that of the United States. “Most people speak English, so its not that different from the US. A lot of the same brands [for clothing and food] were there,” he said. Japan, however, was a completely different story. “The language barrier was a bit of an issue. Nobody in my family spoke much Japanese at all, so doing stuff like going to restaurants was sometimes difficult. But nonetheless, there was still a lot of English-speaking people surrounding us, so it wasn’t a terrible issue,” Zietlow said.

Zietlow enjoyed living in a part of the world outside the US and appreciated the starkly different environment and culture. “Singapore was a lot more busy [compared to America], and a lot bigger, it also seemed more diverse … [Japan] was definitely busier, and more chaotic in the cities. The small towns often seemed more rustic, and less commercialized than American towns,” he said. He remembers his first impressions of Minnesota with fondness, and a bit of nostalgia: “the cold was shocking. [I missed] the people, the atmosphere, and the markets [from my childhood]; they all seemed more energetic and bustling in Japan and Singapore,” he said.

JUNIOR CLAIRE RISTAU stands in Grand Place square in Brussels, Belgium with her brother and father.

JUNIOR EMMA TAUSSIG stands in FRESHMAN HENRY ZIETLOW

front of a train in the and his sister,

Rembrandtplein in

junior NIna Zietlow, wear kimonos in their house in Japan.

Amsterdam.

SOPHOMORE SOPH LUNDBERG and her parents standing in front of the Shanghai Skyline. FRESHMAN HENRY ZIETLOW poses before

JUNIOR EMMA TAUSSIG bites into a stroopwafel at the market near her

SOPHOMORE SOPH LUNDBERG sits in front of the Shanghai American

house in the Netherlands.

School where she attended for her freshman year of high school.

Although many students spend well over a year overseas when their families make the decision to move abroad, much shorter stays are also routine. This is especially true for junior Emma Taussig, who spent six months in Amsterdam when she was in the third grade for her mother’s university exchange. “I lived in an apartment. We would look out of the kitchen window and see a swan floating down the canal … we could bike everywhere, our everyday transportation was just biking,” Taussig said. “It was an in interesting experience for me as a young child, trying to speak with people that didn’t always know what I was saying,” she said, referring to Dutch speakers in Amsterdam. As a result of her time there, Taussig learned an important lesson: “a lot of Americans don’t realize [that

non-Americans] shouldn’t be obligated to learn your language. If they don’t speak English you should put in an effort to try to communicate,” she said. Unlike Ristau and Zietlow, Taussig had no problem getting used to life in Amsterdam. “A lot of people think living in a country takes a lot of time to settle down in, but it was pretty fast for me,” she said. Taussig attributes her ability to adapt to new living situations to the numerous school changes she’s endured in the past and her love of Amsterdam. “I’ve been to a number of schools so its pretty easy for me to get integrated,” she said. Sophomore Soph Lundberg shares Taussig’s ability to adapt; a quality that served her well as a child in living abroad “[Living in China] was the majority of my childhood, it was

not necessarily the greatest, but it was definitely exciting,” she said. Lundberg first moved to China in 2006, staying until 2011. In addition to those five years, Lundberg spent her freshman year in China and returned to SPA for sophomore year due to the somewhat erratic nature of her mother’s job. Life in China was, to say the least, drastically different from life in America. “I couldn’t use Facebook, or YouTube, or Snapchat without getting a virtual private network,” Lundberg said. “You can’t watch certain channels, unless you get pirated satellite from the Philippines … I hadn’t watched Disney channel as a child because I could only get it [legally] from iTunes or when I came back for the summer,” she added. Besides learning her way around

media restriction laws abroad, Lundberg acquired Chinese language skills and a rare ability to handle other people.“I definitely learned how to deal with people better, they come and go a lot so you kind of learn to adapt to new situations. [I learned] a lot of social skills, like how to interact with people [I didn’t] know,” she said. “It was a humbling experience.” Born and raised in Switzerland, Jordan Moradian lived in Zurich, for eleven years before coming to SPA in sixth grade after his family moved to Minnesota due to his dad’s drug research company, MD Biosciences. Despite his roots in Switzerland, Moradian didn’t find his move to Minnesota difficult. “My grandparents lived here, so I would come here every summer … I had a few friends because I went to camp here so moving

a waterfall in Japan with his sister, junior Nina Zietlow.

When I’m talking about different ideas and beliefs, I feel like I’m more open-minded about it. s e n i o r J o rd a n Moradian

here, coming to school here wasn’t very difficult. It was a good experience, I wanted a change,” he said. More than anything else, Moradian gained an immense wealth of language experience and skill. “English was what I spoke at home, but I learned Swiss-German too,” he said. “I find it easier to learn Romantic languages because I grew up in Switzerland [and] I was exposed to multiple languages [including] French and Italian.” Currently, Moradian has taken Spanish up to level 5 at SPA, and is now in French 3. “When I go back to Switzerland, [Swiss-German] all comes back within a day or two,” he said. However, there were drawbacks to living in Switzerland. “It’s not nearly as diverse there, I was one of the only Jewish kids at school...they don’t have

extra curricular activities tied in with the school either,” he said. Moradian believes the exposure has helped him during discussions at SPA. “When I’m talking about different ideas and beliefs, I feel like I’m more open-minded about it,” he said. Each student struggled with their own personal challenges during their time living abroad, experiencing both joy and heartache along the way. Students developed emotional connections with the countries they had lived in, as those places became an intrinsic part of their past. As Taussig said: “I cried because I had to go there, and then I cried because I had to go back.” SUBMITTED PHOTOS: Soph Lundberg Claire Ristau Emma Taussig Henry Zietlow

10 In Dep t h

March 2015

THE RUBICON

Culture and Inclusion terms defined Culture

is a system of beliefs, values, attitudes and lifestyles of a particular group of people. The culture of a particular person will influence the way they perceive gender, race, religion, ability, sexuality, and other diversity.

Cultural Assumption

happens when we believe that a person has particular values and attitudes based on their cultural background. Cultural assumptions are based on stereotypes.

Stereotypes

are assumptions made about a person based on superficial (often visible) characteristics.

Diversity

Living it

29%

percentage of SPA students who report being visibly diverse.

junior Elena youngdale

Learning about it

35%

of students believe that there needs to be more education and action around combatting cultural assumptions.

17%

of students responded that they are often on the receiving end of a cultural assumption.

Seeing and hearing it

94%

is welcoming an individual or group as an essential part of a community.

Equity

of students report witnessing a misguided cultural assumption at school.

Speaking it

Cultural definitions are reprinted from English Hub and Merriam-Webster online.

are used against. “It bugs me because it’s like I’m supposed to be good at [something], but then sometimes I’m not good at it....I feel like people are just saying ‘You have to be this if you’re Chinese,’ but I’m not, so then what am I?” Youngdale said.

Photo IllustrationS: Mari Knudson

Amodhya Samarakoon Opinions Editor

They attempt to speak though no sound escapes. They attempt to move, but hit a wall instead. They try again and again but keep running into the same barriers. Often the people around them cannot look past the box to the person it encloses. These boxes are all composed of stereotypes, truths, and casual statements of ignorance. They have the power to confine, insult, compliment, or forcibly hold people within them. Exceptional individuals, entire cultures are silenced or amplified depending on how they fit within these boxes of cultural assumption.

Assumptions go beyond what can be seen

Inclusion

The information in sidebar boxes came from the results of a poll given to approximately 100 members of the Upper School student body, with 50% of the students polled responding. The responses were distributed amongst grades 9-12, with at least 20% of respondents coming from each grade level. Demographic data was checked against the data reported at Living Diversity on the SPA webpage.

limit and “box in” those they

Experiencing it

is the state of having people who are different races or who have different cultures in a group or organization.

is freedom from bias or favoritism.

poses to illustrate how cultural assumptions can

65%

of students said that they are aware of cultural assumptions and try to address them when they are made.

Sophomore Hana Martinez identifies with Puerto Rican culture, but said that because of her fair skin tone she is often labeled as a white American. “[People’s] perspective of me shifts when they figure out that I’m not white. It’s just a different attitude,” Martinez said. She said that people often ask her how to swear in Spanish, which she does speak, “...and it’s uncomfortable because they’re just walking up to me and saying a bunch of terrible words...it’s not fun.” Similar to Martinez, freshman Numi Katz, who identifies as Israeli and practices Judaism, states that people do not realize that she is Israeli until she specifically says it. “Most people don’t know because I don’t have an accent,” Katz said. While this misguided assumption does allow for there to be misunderstandings about her cul-

ture, Katz does not believe that people necessarily harbor bad intentions when asking questions or making an assumption.

There’s a fine line between insensitive and offensive talk “Of course there are always ignorant, culturally insensitive comments that follow up my statement of being an Israeli immigrant but, for the most part, I think people are just curious,” Katz said. On the other hand, Martinez hears many racial jokes directed towards her: “[Some students] at SPA like to make pickup lines or jokes that revolve around [Latin American culture]...jokes that are borderline offensive,” she said. Martinez strives to make it clear that she is a proud Puerto Rican, despite the jokes which follow.“I think that being Puerto Rican is an important part of me so I want people to know.” She wishes people would realize and acknowledge that “everybody expresses themselves differently, so just because somebody acts or looks a certain way doesn’t mean they don’t identify with a certain group.” She states that ideas people develop about her based on stereotypes of Puerto Rican culture dictate multiple parts of her identity. However, she does not believe that an individual’s culture decides all elements of their identity. “You can’t assume that one culture connects with one religion,” Martinez said.

Stereotypes don’t bring anyone closer to cultural understanding Most of the time, students may feel that they have to brush off

Everybody expresses themselves differently, so just because somebdy acts or looks a certain way, it doesn’t mean that they don’t identify with a certain group. s o p h o m o re H a n a Martinez

the stereotypes they are associated with and pretend they are not bothered. However, this can be difficult when stereotypes, boxes, begin to confine or define the cultures intrinsic to most people’s identity. Sophomore Enzo Vinholi who identifies as Brazilian, American, and Italian, states that he often hears pickpocketing jokes directed towards his Brazilian heritage. “I like to think that I can take [offensive jokes] as non-offensive, but when you look at Brazil, for example, and the poverty struggle and people having to [pickpocket] for a living it can sometimes make me angry.” Similarly, junior Elena Youngdale who identifies as Chinese and American, said “It bugs me because it’s like I’m supposed to be good at [something], but then sometimes I’m not good at it....I feel like people are just saying ‘You have to be this if you’re Chinese,’ but I’m not, so then what am I?” While so many aspects of stereotypes impact individuals negatively, perhaps there are some which, while they can never define every single individual, hold some truth.

In Dep t h 11

March 2015

THE RUBICON

CULTURAL ASSUMPTIONS It’s essential to think outside the box

junior delante payton tries to escape from an illustrated box composed of the negative impact of cultural assumptions. Cultural assumptions, which hold little to no truth to them, can severely restrict the lives of those they are applied to. “The reality of stereotypes is that [they] infiltrate every aspect of one’s life, whether you like it or not,” senior Aliza Rahman said.

Junior Danish Mahmood who identifies as a Pakistani-American Muslim, said that, “In terms of terrorism and Islam, there is no truth in those assumptions... But...I mean, there would have to be a population of ‘smart Asians’ in order for that stereotype to exist,” Mahmood said. He tends to respond humorously to people stating the smart Asian stereotype but realizes that not everyone sees it that way. Mahmood does, however, understand why that stereotype may be true and why so many Asians fit it: “Life in Pakistan, India, Sri Lanka, China, and so on, is so much more rigorous than the life in America. In America, you can become successful in life by pursuing a sport, an instrument, or a role in some play. In Pakistan, you become successful by becoming an engineer, a doctor or an architect.” He states that the mentality of immigrant or first generation American parents who’ve experienced the pressures in other cultures tends to result in high standards academically, which is an element that could influence stereotypes about Asians.

People combat multiple stereotypes and assumptions Other stereotypes and assumptions severely box and label based on religion and skin color combined, and senior Aliza Rahman elaborates on her experiences with this. Rahman identifies as a Pakistani-American Muslim. A stereotype she feels personally is the Islamophobic view of Islam and the misguided belief that Muslims are terrorists. Another assumption is that all Muslims are uneducated, that “everyone in Pakistan lives in villages [without] a lot of education. [And] people usually assume that I wasn’t born in America or can’t speak English very well,” Rahman said. “The reality of stereotypes is that [they] infiltrate every aspect of one’s life, whether you like it or not” she said.

Cultural assumptions and stereotypes cause harm

While more general and less directly insulting assumptions are tolerated more or less by Mahmood, others regarding Pakistan

and Islam make him feel as if the world is expecting him to do harm. He said that when he tells people of his religion or ethnicity, they respond with questions like “Isn’t that a dangerous place?” or “Aren’t they in the news everyday?” However, Mahmood does his best to combat these views of Islam through presenting his culture how he truly views it, something quite the contrary to stereotypes formed from information gathered in the news. “If the religion of Islam forces its followers to kill 130+ children in a Pakistani school, then I am not a Muslim. It is simple as that. But I am a Muslim and I know that Islam is a religion of peace, love and benevolence...If you want your culture to stay alive, you have to defend it – but do so peacefully.”

What do misguided assumptions ultimately cause?

“It ranges from a bit of awkwardness to a confusion with identity. Like anything, insecurity makes it worse.”

freshman Sabrina Rucker .

“Students to divide who they are at home and who they are at SPA, because they begin not to trust those at SPA to support their culture or understand it, and would prefer to hide that part of themselves.”

senior Sandhya Ramachandran .

“They can cause animosity between individuals, as well as prevent an individual from understanding the flow of current events taking place in regions where said cultures are dominant.”

sophomore Cole Thompson .

It is every person’s duty to look beyond the boxes Culture, race, ethnicity, gender, sexuality, or any similar trait are all ideas which posses unique meanings for each individual who identifies with that specific trait. While there are overlaps and gray areas between cultural truth, individual truth and stereotype, looking beyond the box at the person within should be the goal for all students. Whether someone is pounding their fists on the walls, sitting comfortably inside or fill out each corner and fit the box perfectly, they are still individuals. Finding similarities between cultural stereotypes and the people of that culture can be easy, but there will always be those who stray outside of society’s expectations. Expanding one’s knowledge of the truths and untruths alike, and understanding the good and the bad which accompany being boxed, is key. There are endless experiences and interactions with cultural stereotypes—not all bad—but also not all stemming from truth. Acknowledging the individual stories, and how they may or may not fit a larger picture of a group, can help deepen conversations, expand views and break down boxes.

What are some ways to prevent misguided cultural assumptions? “We need to make people feel comfortable enough to... confront people who make insensitive and destructive cultural assumptions. I’m not exactly sure of the solution but cultural assumptions within our school community are pretty reflective of the attitude towards these cultures on national and global levels.”

senior Deniz Kihtir .

“Misguided assumptions can be prevented by fully understanding the benefits or choices of all ethnicities, races, religions, and other categories.”

freshman Jack Herrmann .

Famous Snapchatters share stories worth following

JUNIORS LIZA BUKINGOLTZ AND Caroline