Stagg Line 2010-11 Issue 7 by Stagg Line Newspaper

the Stagg Line Home of the Delta Kings

04.15.11

VOL. 54 NO. 7 ON THE WEB

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Badminton video

MESA students prepare for next round of wind energy challenge competition Xe Xiong

ON THE BLOG

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NEW HOME: Your favorite journalists are now on Tumblr. Featuring a fresh layout and new writers, our blog continues to highlight trendy subjects. Make sure to check it out! INSIDE THE ISSUE Is race relevant?

NEWS IN BRIEF APEX Students taking APEX for credits will need to finish the program by May 13 in order to get credit. See your counselor for more information. Delta field trip There will be a field trip to Delta College April 28. Permission slips are due today to Susan Suarez in the Career Center. See Suarez for additional information. ASB elections Elections for ASB officers for next school year will be on April 20 during lunch at Student Activities. Yearbook The yearbook staff is looking for staff members for next year. Interested students can pick up an application in Student Activities. Baseball game The first home baseball game against Tokay on the new field will take place today. The junior varsity game will begin at 4 p.m. and varsity will begin at 6:30 p.m. Students need to bring their ID’s.

Following a dry winter, the stormy spring has not been welcomed by many, but the students in K-3 are trying to create even more wind. In that distant part of the campus, while math teachers are having their Thursday meetings, they cannot help but notice the crunching sound of the tool senior Ashley Omstead is using to cut into an aluminum sheet and the breeze coming from the fan of which two students are using to rotate and lift a 1000 kg cylinder off the ground. Omstead and these students are MESA wind team members who placed at the Pacific MESA Center competition Feb. 26. These three teams will be advancing to the regional competition in Sonoma April 30. Having one team place third in the state last year, MESA advisor Andrew Walter has high hopes for this year’s teams. He said the teams have a much better chance at moving to nationals than last year’s team. Learning from the successes and failures of last year, Walter holds meetings with his students to assure perfection or near perfect products. In a display board meeting, he said he wants to make sure that “we’re calm going into (the competition), instead of chaos.” In preparing for competition, MESA students have been staying after school to make windmill blades that satisfies three conditions: lifting a great amount of mass, pulling a car, and generating an electric charge. Though the three teams were successful in the last competition, Walter has given the team a new challenge. He has rearranged the team members. He said that after watching the students perform, he noticed “they weren’t func-

photos by Claire Scheffer and Erica Trevino (Clockwise from top left) Sophomore Yael Castillo copies a blueprint on metal for pinwheel-inspired fan blades. Senior Ashley Omstead examines her bicycle wheel-inspired blades made from wood and metal. MESA advisor Andrew Walter and senior Melissa Geddes adjust her blades in order to hit the wind effectively.

tioning well as a team.” Walter was not alone in his opinion. Towle said that in the last competition, they “didn’t mesh well together.” “Half of us are seniors,” she said. “We all wanted our opinions included.” Another problem with the old team formation, ac-

cording to Omstead, is that they “all pretty much had the same weaknesses.” But after the rearrangement, teams say they are functioning better and their communication helps contribute to a better product. Junior Sean Ferguson, another builder, also prefers the

way his new team is working. He said his team figures out their working days “around everyone’s schedule.” Being in MESA for the first year, sophomore Yael Castillo understands the value of communication. He said, “building a windmill is like building close bonds

with your teammates.” The only freshman on the three teams, Diane Doan, said she has adjusted well. “They don’t make me feel small … They make me feel like I’m a junior, or a senior.” Though the clock is ticking for the teams to finish their blades, written report,

and display boards, Towle said that the three teams are competitive amongst each other — “in a joking way.” “We try not to help people,” Omstead said, but as she is discussing the outline of a new blade with Ferguson, she admits that she has a problem: “I help them.”

MISSED “GEARING UP FOR COLLEGE”? Here are some things you need to know

55 Consider the benefits of going to local colleges 55 Think of specialty schools as a fast way to begin working soon after graduation 55 Requesting information or visiting colleges are good ways to find potential college options 55 Remember that the military is always another option and they help pay for college 55 Look at a various types of schools before deciding

the Stagg Line NSPA Hall of Fame newspaper Amos Alonzo Stagg High School 1621 Brookside Rd. Stockton, Calif. 95207

Graphic by Tiffany Pech and Erica Trevino Information Gathered by Faith Harris

Opinion the Stagg Line

2 EDITORIAL

04.15.11

ELD needs specialized program N ew school. New country. As Sheily Piedra entered the main office of St. Mary’s High School with her dad and stepmother, all she felt was the nervousness of any new student. Who’s going to be my teacher? Hopefully I make friends. Are the classes difficult? Unlike other new students, however, Piedra was not just transferring from another district or state. She was relocating from Ecuador to Stockton and spoke no English at all. After being greeted by a secretary, Piedra’s dreams of attending one of the city’s premier private schools was cut short. She was denied admission simply because she couldn’t speak English. With a smile, the lady behind the counter referred them to the English Language Development Department at Stagg. St. Mary’s High School’s inability to assist a monolingual student should be treated as an example of the growing need for a more accessible ELD system within Stockton Unified School District. Stagg and Thomas Edison High School are the only secondary institutions in the district with newcomer programs, i.e. courses for immigrants who have been in the country for less than a year. We believe that SUSD should concentrate the newcomer programs into one high school to promote a better sense of belonging and a proper allocation of resources. Instead of having two newcomer programs in the dis-

trict, the creation of a single system at one of the four comprehensive high schools will improve the learning process of international students. Stagg would be a prime location for such an undertaking. A newcomer academy would allow students to improve their English skills among a supportive group of peers and increase their interactions with the general population on campus. SUSD would also benefit in distributing funds to a single newcomer program and preventing what Juarez sees as the possibility of being “spread out too thin” financially in the current dual system. Despite the rebuff at St. Mary’s three years ago, Piedra will graduate from Stagg this year and plans on attending UC Davis to major in computer science. Building a strong identity with one high school

Art by Alisya Mora

can help dispel the feeling of displacement caused by life in a new country. Piedra recalls that after leaving St. Mary’s, she told her dad not to worry because she would do well academically regardless of the school. And so far, she has.

Remembering

Jera

(From left to right) Jera Machuca before her treatment for the cancer she developed her junior year. Fellow Stagg Line staff member Claire Scheffer and Machuca catching up on one of Machuca’s visits to Stagg.

Claire Scheffer

“You’re okay.” “You’re going to be fine.” “Keep it together.” “Just keep breathing.” At first you don’t believe it. The seconds begin to slow. The world seems to suddenly stop, or at least feels like it should. You think they must be wrong.

You wait for proof -- a chart, an obituary, something. You adopt this stubborn attitude so you can believe that, even for a second, she is still alive. That if there is no proof, then it can’t be true. Then it hurts. I mean, really hurts. Your stomach twists and turns into knots and breathing becomes difficult. It seems as though your heart has stopped. Every ounce of brain space is filled with the thoughts of breathing. If you stop thinking about breathing, you could pass out. Anger begins to set in. Why my friend? Why couldn’t it be someone else, someone awful? There are dictators that go on living for 80 years, who kill and terrify others, and yet my good, sweet friend had to be the one to …? You can’t even say the word. As if saying it makes it final. If you don’t say it, it isn’t really true. Die. Why did she have to die? Despair takes over. You smile, you laugh, but inside your heart is breaking. Every second you think of everything you ever did with her. You question everything. Was I a good enough friend? Should I have stayed longer on that last visit? Why did this happen? My best friend Jera died of cancer. I don’t know if I’ve made it to the acceptance stage yet. What does that even mean? Some days are better than others, while some push me back into the despair stage: a look at her house or a pass of the name I have not had the courage to delete from my phone. They tell me to remember the good stuff. With Jera, there was so

the Stagg Line

Amos Alonzo Stagg High School 1621 Brookside Rd. Stockton, CA 95207 (209) 933-7445 ext. 8487 The Stagg Line newspaper is a member of the National Scholastic Press Association and the California Newspaper Publishers Association. Awards and recognitions include the following: XX 16 consecutive NSPA All-American rankings XX NSPA Hall of Fame, 2005 XX NSPA National Pacemaker six times XX NSPA First-Place Best of Show five times XX JEA Impact Award, 2002 Stagg Line student journalists have won many awards and scholarships over the years, including California Journalist of the Year, National Story of the Year, and National Photo of the Year.

photos courtesy of Machuca family and Stagg Line archives

much. The dance between her and her father on her quinceañera, the perfection of the song, and the smile on her proud father’s face lighting up the whole party. The two weeks we spent in Mexico, drinking grape soda through a squirt gun, and running away from a glove found near a hole. We thought it was a man, ready to attack us. (It was dark, give us a break.) The way she and her mother used to dance in the street to the music from the moving band. But it’s hard not to think about the terrible times, the look of her shaved head, the tears that always seemed to swell in her eyes without actually falling. I am supposed to focus on her life. And she was so full of life. People who didn’t know her well would always see her in the middle of drama, but it was only because she felt the need to stand up for her friends. Even in the days before the hospital, she never let on that she was hurting or that her days were few. Maybe she didn’t know, but I suspect she was protecting me from the harsh reality that was her life. That’s what she always did. I still remember when she told me that she was sick. She didn’t know it was cancer then. She told me that everything was going to be fine, that I shouldn’t worry. She was going to be okay. Even up until the last time I saw her conscious, she told me that she felt fine. Her leg was bothering her, but other than that, she was doing well. We talked about getting together again soon, but we never did. It wasn’t like she was the first person in my life to die. I have done it all before -- the sickness, the death, the funeral, the hugs from people that make them feel better while making you feel worse. But it seems

Chelsea Collura Editor-in-Chief

Lissette Rodriguez Don Bott

Editor-in-Chief

Adviser

The Stagg Line newspaper is published monthly and distributed free of charge to students and faculty. Our newspaper is a long-standing open forum for free student expression. Student editors and reporters make content and style decisions with the adviser offering guidance. Editorials reflect the view of the entire editorial board and therefore are unsigned. Opinion columns reflect the view of the writer. Readers are welcomed to write letters to the editor. We will make every effort to print any letter as long as it is not libelous. Letters longer than 250 words may be edited. Unsigned letters will be printed only in unusual circumstances, and only when we know who the writer is. Letters may be brought to the newspaper room, A-8, or emailed to dbott@stockton.k12.ca.us

at the funeral, a preacher should be able to say that she led a long and wonderful life. He should get to talk about all the people she met, all the things she had done, all the people she had changed in her long years. But he didn’t get to with her. She died when she was 18, yet in her short years, she had touched so many people. She had this way of making friends instantly; everyone loved her. She had this weird ability to know what was on your mind before you even said it. And she taught everyone, she taught me. She taught me that, as clichéd as you would like to believe, every moment is a blessing, because they are sometimes few. That while she may die and that it is okay to not be okay, life moves on and we must move with it. And I will continue to move on, breathe in the moments she will never get to. Experience the life that was taken from her, feel things so that she can feel them through me. As horrible as it feels everyday to wake up knowing that I can never see her again or call her when I need her, she makes me want to be better. To do the great things that she was going to do. I would love to believe that Jera is looking down on me right now, laughing at how sappy I am getting, once again, trying to make me feel better. And as I take my next step into the world, I know she will be going with me. I guess in a way, this piece of writing is my acceptance stage. It’s about figuring out that she will never really have left me, even though I can no longer see her.

Claire Scheffer News Editor

Annamarie Cunningham

Mikeala Axton

Harmony Evangelisti

Missy Rae Magdalera

Faith Harris

Opinion Editor

Features Editor

Alisya Mora

Entertainment Editor

Taylor Hurles

Damon Heine Nicole Lawrence

Sports Editor

Jera Machuca

Michelle Pheav

Gabriella Miller

Erica Trevino

Tiffany Pech

Graphics Editor Photo Editor

Xe Xiong

Web/Multimedia Editor

Kristin Acevedo

Annamarie Rodriguez Reanna Rodriguez

Copy Editor

Seyma Tap

Jeremy Dela Cruz

Mia Torres

Blog Editor

04.15.11

the Stagg Line

Opinion

3 Informal language colors student speech Nicole Lawrence and Taylor Hurles

Slang has echoed through the streets of society for many decades (seemingly from the mouths of teens over others). It can be a fun, laid-back way to communicate with peers, but is also easily entangled with formal language, the result of which becomes slanguage. Despite the slanguage craze, it is necessary to speak formally to adults and to also use formal language in an academic setting. It’s acceptable to use slang jokingly, but when students use it when writing class assignments or when talking to adults, it then becomes a problem. Some words are easy to understand, but others are ridiculous. Slanguage is a commonplace thing -- teens use it when talking with friends, family, and on social networks. Slanguage can become a serious issue because not everyone understands it, and it can be interpreted negatively. Regular words are often transformed into slang phrases like “hoodrat,” which in slang is a brand of insult for someone who lives in an economically depressed neighborhood. However, formally, “hood” and “rat” are two separate words with different meanings. Other words like “bite” can also be misinterpreted. In slang, “bite” refers to copying someone’s personal style. As long as formal language continues transforming into slanguage, dictionary definitions will lose their meaning. This can have an impact on education because the stronger the influence slanguage has on students, the more they will continue to develop the habit of using it in school.

Aye, slanq has been around for a koo minute, buht now we be usin’ iht more. Ihts coo to chop iht up wit’ thaa’ mains likee dis buht it ain’t koo when we mix iht w/ proper talk. We qotta keep iht on tha’ down low at skuu &&’ shizz. Tha’ vocabb keeps qrowin’ cause errybodyy has’ta put their 2 cents in. Somee words are soo booboo, they qot me rollin’ when iHear em’. Buht some are beast &&’ errybodyy be bitinqq off em’. It’s koo when were clowninn’ around, but iht aint qucci when we blow up our school work w/ this shizz. Somee be writtin’ it in essays or talk it when choppin’ iht up w/ teachers. We be like dis wen were homebound, round’ our mains, on faceebook, &&’myspacee. Were qona do our own thinqq &&’ keep it one hunnit, buht we qottaa be watchin’ out for who were hanqin’ around. Buht slanqq be a prollem when cuddies get it twisted ann’ don’t be understandin’, b’cause errybody don’t be talkin’ like dis. We be turnin’ erryday words into our own b’cause were tiqht like that. Once onee cuddy says a word, errybody ‘round them be sayen’ iht &&’ then iht keeps movin’ ‘round. The doper the word, the faster people be bitinqq. When we talk likee dis, we be thinkin’ we qot swaqq! Buht if we be keepin’ it one hunnit &&’ stay choppin’ iht up like we do, real vocabb is qonaa be lonq qonee yomshayen sukkaa? Graphic by Tiffany Pech

Muslim persecution reflects McCarthy attitudes T he people associated with a Muslim extremist group pose a threat to America and must be hunted out among the masses. The Irish Republican Army is a band of freedom fighters and never meant to kill British citizens. The citizens just got in the way. If this sounds wrong to you, then you wouldn’t be alone. But this is what Rep. Peter King of New York wants us to think. King has opened a series of inquiries investigating Muslims for extremist activity in the last few months. Sparked by what King calls an unwillingness of Muslim leaders to curb the growth of homegrown Islamic extremism. King has his supporters, some of whom gave emotional testimony during the hearings. Melvin Bledsoe, a Memphis businessman, said “our children are in danger.” His son converted to Islam during college and traveled to Yemen where he was “trained and programmed” to kill by a terrorist group. He returned to the United States and opened fire at a military recruitment center in Little Rock, killing a soldier and wounding another. Rep. Keith Ellison, also of New York, criticized King’s hear-

Damon Heine ing. He recounted the story of Salman Hamdani, a New York City paramedic and first responder on September 11. Hamdani died while trying to save people when the North Tower of the World Trade Center collapsed. Ellison, who happens to be the first Muslim member of Congress, broke down in tears saying that Hamdani’s reputation was smeared because of his religious beliefs in the days following the attack. “His life should not be identified as just a member of a religion,” Ellison said. “But as an American who gave everything for his fellow Americans.” Emotional aspects highlighted the trial. But King’s own hypocri-

sy overshadows his already flawed cause; he was an ardent supporter of the IRA during the 1980s. This group is also classified as a terrorist organization and has a history of attacks on British citizens. King seemed to take these attacks with great apathy. “If civilians are killed in an attack on a military installation, it is certainly regrettable,” King said, “but I will not morally blame the IRA for it.” His support for the group ended when the Irish public opposed the U.S. invasion of Iraq in 2003. King still rejects comparisons between the IRA and al-Qaeda. “I understand why people who are misinformed might see a parallel,” King said. “The fact is the IRA never attacked the United States, and my loyalty is to the United States.” Islamaphobia has made a comeback in the last year and it waves in the ocean that is America this year. The Koran-burning pastor in Florida has finally followed through with his plan, putting many Americans in the Middle East in danger. This year also marks the 10th anniversary of the 9/11 attacks and as the date grows nearer the anti-Muslim sentiment is sure to either grow or recede.

Unfortunately these hearings take America back to the days of McCarthyism and the Red Scare. To the days where Japanese along the West Coast were put into camps because of fear that they were loyal to the Axis powers. To the days of 1600’s Salem, when witches ran rampant. Investigations like this have happened before, always under the guise of a trial to simply root out a threat to the country. But they only feed into the paranoia that weakens us instead of unifying us. Let’s not forget the fact that before 9/11, the most notorious terrorist group to attack on U.S. soil was the Ku Klux Klan; I don’t recall there ever being a show trial to root them out of society. I acknowledge the fact that extremists like al-Qaeda and the Taliban use the religion of Islam to promote and carry out violent acts. But the IRA used Catholicism as a motive to terrorize. King may think that he is doing a great service to the country by having a huge hearing on Muslim extremism, but his ideals on who is a terrorist and who is freedom fighter creates a huge stain on his argument that takes more than a convincing politician to clear up.

Art by Jeremy Dela Cruz

Features the Stagg Line

04.15.11

t wasn’t until 1970 that the United States Census allowed citizens to identify themselves according to how they believed their race was. Previously, census officials had simply categorized INDIVIDUALS according to appearances, a method based on faulty assumptions. Race is essentially only SKIN DEEP. Skin color is the primary basis that people use to separate themselves. Whether it is considered genetic or merely a social construct, race continues to be used as a form of IDENTIFICATION. In an age of firsts — first African-American president, first Latino Supreme Court justice, and first Asian San Francisco mayor — is race still relevant?

“

I’m like a disgrace to my Chinese family. I’m the black sheep. And because of that, I’ve learned not to judge people.” Samantha Wang junior Mexican/Chinese

“

My race isn’t who I am. I don’t hang out with certain people, but that’s not because I’m mixed. It’s because that’s just who I am. Everywhere and everything.” Angela Campbell freshman black/white/ Native American

is race

relevant

“

I identify most with Japanese, but that’s only because I don’t know too much about my Armenian side. It’s bonechilling enough to be mixed with two different Samurai families.” Arthur Apcar senior Japanese/Armenian

photo by Mia Torres

face to face with race Multiracial teens search for identity, acceptance Chelsea Collura

“

photo by Mia Torres

I had a girl that told me that I tried to act black. I can’t act like a color. Since she was darker than I was, I wasn’t supposed to act like an African American.” Alyssa Mathis senior black/white/Native American

Beyond the color of their skin or apparent physical features, some students have identified themselves as more than what meets the eye. For them, it’s not about how others classify or stereotype them. Instead, they insist their race only defines their outside appearance, not who they truly are beneath their skin. Senior Alyssa Mathis, junior Saudia Marshall Smith and freshman Paul Spaulding look different and have completely different stories, but their ideals pertaining to race make them equal. While many dwell on the color of another’s skin, Spaulding said he’s being put into a separate category. “It’s like I don’t have the right to hang out with the people that I want to hang out with,” he said. Though he may be Mexican and white, his skin tone is much darker than others and some even assume he is black. This creates conflicts. “It’s like, if you’re Mexican that means that you’re (supposed to be) with the Mexicans.” Spaulding feels like his race is a problem for people who don’t look the same as he does. He doesn’t accept that since he looks a certain way, he’s expected to hang out with friends in a specific ethnic group. “Everyone expects you to be your own one race.” However, Spaulding finds it hard to even pick between each of his different races. “If I have to choose one race, it makes me feel hated.” Aside from the conflicts he faces at school, his problems at home are even worse. Spaulding’s family can’t stand to be in the same room as one another because of their racial differences. “I love being multiracial, but my parents always got into fights,” he said. Spaulding doesn’t want to lose the relationship with his family because they look different. “It makes me sad because that’s my family.” Marshall Smith also encounters family conflicts but from more of a cultural standpoint. She is Somali and white. She says that her family gets along to a point, but the Somali side doesn’t approve of the cultural differences. “Somalis don’t like non-Muslims so they don’t approve of my mom,” she said. And

though the approval is not there, Marshall Smith doesn’t let that get in the way of her family ties. The comments that bother others don’t seem to affect Marshall Smith. She doesn’t let what other people say about her ethnicity upset her. “People think that Somalis are pirates,” she said. Because of this stereotype, some people don’t try to get to know her. “I hate it when people stereotype because not everyone fits into that stereotype,” she said. People “call (her) things like white girl” because of the way that she acts, not based off of her skin color. She appears to look “mostly black,” but since she acts a certain way she is placed with that race. Like the others, Mathis says she feels categorized the moment that someone sees her. Mathis is African-American, Native American and white. Her skin color is light so when she says that she is black, no one seems to believe her. “If I say that I’m black I’m too light. So I mainly say I’m white,” she said. But leaving out her other races is a mutual feeling among the three students. Mathis said, “I feel like I’m kind of lying because I’m not really saying who I really am.” And just like Spaulding and Marshall Smith, Mathis doesn’t accept that people classify her based on the way she looks or acts. “I had a girl that told me that I tried to act black. I can’t act like a color. Since she was darker than I was, I wasn’t supposed to act like an African-American,” Mathis said. “We’re only acting how we were brought up.” Now that the times are changing in America, Mathis, Spaulding and Marshall Smith have found a reason to not be ashamed by identifying themselves as multiracial. One in five Americans are estimated to identify themselves as multiracial by 2050. Mathis believes that Barack Obama is the reason why race is no longer going to be important. “Being multiracial is becoming way more common,” she said. She credits Obama for giving her comfort and inspiring people to become more accepting of their races. “A lot of people look at Obama because he’s mixed and part black. Now there’s a lot more (respect for) diversity because of him.”

The election of Barack Obama was hailed as a national milestone. Political and social pundits celebrated the belief that America had become color blind, that race was no longer an obstacle to overcome since a minority had achieved the dream of ascending the social ladder to become head of the land of the free. Two years later, the country continues to explore the issue of race. One of the first major flare-ups of the race question was the arrest of Henry Louis Gates Jr. by Sgt. James Crowley. The nation fell into an uproar since a white cop had the audacity to detain a Harvard professor who just happened to be black. Obama did not help matters by saying that Crowley had “acted stupidly.” To save face, the president held what many deemed a “beer summit,” a gathering of the two men in question over some alcoholic drinks to undergo what Obama considered a “teachable moment” concerning race relations between police officers and minorities. Still, Gates and Crowley refused to exchange apologies and the affair was swept away under the national rug. In 2010, a black Department of Agriculture official was dismissed for seemingly admitting on tape that she willfully chose not to help out a white farmer to the full extent of her authority because he had acted like he was superior to her. Shirley Sherrod, however, insisted that she had been unfairly portrayed as a racist since the edited video of an NAACP rally had cut out the rest of her speech, which innocently went on to treat her little anecdote as a lesson not to discriminate. Unfortunately, Obama backed Agriculture Secretary Tom Vilsack’s decision to call for

04.15.11

Sherrod’s resignation before the information was revealed. Sherrod had been crucified in the public eye, only to rise again amid apologies from the remorseful president. Of course, Obama’s administration has engendered positive racial outcomes as well. The midterm elections of November 2010 witnessed 32 black Republican candidates running for office, a number not seen since Reconstruction. The New York Times reported that they were inspired by Obama’s election since it proved that it was not impossible “for a black candidate to win election with substantial white support.” In 2008, Obama stood up for language study by promoting the acquisition of Spanish and other foreign tongues. Recently, the president participated in a televised forum on how the education system should help Hispanics and reiterated his belief that “it is critical for all students to have language skills.” His support for the increasing amount of Spanish speakers in the country depicts his commitment to finding new ways to help their burgeoning communities. Whether Obama’s election has benefited or obstructed racial progress in America remains to be decided. Alongside his race neutral platform, biology has confirmed that there exists no significant genotypic differences between individuals of different skin colors that merits the creation of human subgroups. Ultimately, Obama’s victory has allowed the nation to enter a period of reflection concerning the changing landscape of the U.S. population. — Jeremy Dela Cruz

roundtable

Some say Stagg, founded in 1958, was built as a safe haven for the Stockton’s white population. One look down the hallway will tell anyone that this is no longer the case. A roundtable made up of past and present students came together to discuss how the school has changed over the decades and what it was like to grow up during different eras.

“

(Race) is an identifier, like height or hair color. It’s not who the person is.” Joseph Valles

“

It wasn’t just that the schools were divided; the neighborhoods that fed the schools were divided by race.” Pam Curtin

SPECIAL EDUCATION TEACHER CLASS OF ’71

“

Kids don’t identify as much with their culture. They are much more American.”

What students have to say

How would your family feel if you were to have an interracial relationship?

18% Support it 23% Unacceptable 20% Concerned but allow it 40% Wouldn’t matter infographic by Seyma Tap

When forming relationships, does race really matter to you?

6% Yes 28% Sometimes 39% Never 27% It depends Source: Staggonline.net

When was the last time you’ve been a victim of a racist comment or slur?

Within the 44% Week 10% Month 4% Past few months 43% Don’t remember or doesn’t apply

color me Interracial relationships spark social debate yours:

Harmony Evangelisti

Juniors Xavyer Austin and Justine Burns cuddle together on the bench between the A and B wings. It’s after school and the couple won’t be going to Austin’s house. Since Burns is Mexican and white, Austin’s mother, who is black, disapproves of the idea of her son being in an interracial relationship. When it comes to relationships, Austin’s mother believes that blacks and whites should only date within their own race. “My mom was brought up when the (society) wasn’t as accepting as we are now,” Austin said. To Austin and Burns it seems as though Austin’s mother doesn’t accept Burns because she looks different. But neither Austin nor Burns feel that their races matter. “Race does not set boundaries that would set you back from love. Whether it’s the length of your hair, the color of skin, nothing can hold you back from love,” Austin said. The relationship that the two have formed isn’t based off of the color of their skin, but something more. Burns agrees with Austin, saying that “race doesn’t affect how we love each other.” To Austin’s mother, Burns’ skin color is a burden that prevents a relationship to form between them. Though they can’t have the relationship that Burns wants, she

accepts it because the relationship with Austin is what matters. “It kind of hurts knowing I’ll never be able to have that close relationship with my boyfriend’s mom.” Junior Jessica Acosta’s parents also do not agree with interracial dating. They wouldn’t approve of her having an interracial relationship because they feel they need to protect their daughter from anyone who isn’t Mexican, anyone who isn’t like them. “My family likes to keep it in their own race, their own people,” said Acosta. Unlike Austin’s mother who doesn’t approve of the differences the two share, Acosta’s parents don’t like how other races act. They are afraid that people within those races won’t treat their daughter fairly. However, Acosta says that “you can’t fight what you feel.” Seniors Jasmine Tahod and Steven Ybarra aren’t fighting what they feel. Their relationship is completely supported by their families. For Tahod and Ybarra, what’s different is that most people accept that the fact that they aren’t the same because they are compatible. “People actually like us together, we complement each other,” Tahod said. She is Filipino and Mexican and Ybarra is Mexican and white. Ybarra feels that race should never be a concern in a relation-

ship. “I don’t see race. It’s about you as a person.” Though each couple has a different situation, Ybarra also feels that “race shouldn’t be a part of how you feel or what makes you happy.” Senior Sandra Ponce also appreciates the mixes of races within relationships. “You can be happy with anyone. It doesn’t matter if (someone) is black, white or Chinese.” For some, the color of their skin is nothing more than just that, a color. “Important qualities that make you who you are have nothing to do with race. It’s what is on the inside that matters,” Social

Studies Department Chair Audrey Weir-Graham said. Weir-Graham, who married somebody within her own race, supports people being in interracial relationships. “Love knows no color boundary,” she said.

Thongthip Duangsawat

“

ENGLISH TEACHER CLASS OF ’97

There are no white people anymore. The world is here, the mix is here, the culture, the languages.” Stewart Jacoby

SOCIAL STUDIES TEACHER CLASS OF ’65

What was the racial make-up of Stagg when you attended? ff “There were 2,800 students at Stagg. Out of that there were two black students.” – Jacoby ff “We had Spanish students. Not Hispanic, Spanish. That was the polite term, like Negro was the polite term.” – Curtin ff “It was very diverse, but the honors classes themselves were not diverse. They were mostly Asian and white. I was the only Hispanic.” – Erica Dei Rossi, English teacher, Class of ’97

Were there tensions on campus? ff “There were political overtures, like illegal immigration. The Asians felt that it was okay to say ‘I have documentation.’” – Duangsawat ff “If there were fights at Stagg, it was a racial riot. At Lincoln, a fight was just a fight.” – Martha Troutner Shuemake, Class of ’79 ff “The tensions were really city-wide.” – Jacoby

How did race affect student relations? ff “You were not to date or be friends with Vietnamese because of the war. You had to remember what happened.” – Duangsawat ff “Chinese families were very protective. The girls were not going out with the white boys or the Japanese boys.” – Jacoby ff “There was tension. There was a group of Asians against a group of Hispanics. You had the ‘Asian parking lot’ and the ‘Asian hallway.’” – Dei Rossi

“

I don’t see race. It’s about you as a person.” Steven Ybarra senior Mexican/white

CLASS OF ‘11

How do you see race at Stagg now? ff “Honors kids cross cultures and other borders more than others because they are already odd and are happy to find another kid that is interested in the curriculum.” – Jacoby ff “They’re just kind of the kids you always go to school with. You walk into a classroom and just see students.” – Kim Gomez, Class of ‘11

photo by Mia Torres

ff “With English language learners, they are still kind of marginalized. You have that tension. Mexican-Americans who have been here for a while and the newest Mexicans.” – Dei Rossi Information compiled by Claire Scheffer

Entertainment the Stagg Line

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04.15.11

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“I’ll assign (routines) if I think they can do well.” Despite having learned the routines throughout the year, Heyne said, “you relearn, get corrected; things change.” Heyne said all the excessive practice will make the show run smoother. “Because you practice so much everything just go smooth.” Though putting on a show requires a lot of work, the dancers have always been there for each other in terms of emotional support. According to Spector, they need it. “Holding the stage by yourself is pretty hard.” Holding the stage may be hard for first and experienced dancers, but Spector has the most difficult job of incorporating students’ ideas to create a proper dance routine. “She makes sure we all have a part in it,” Ou said. With their opinions and getting inspirations from watching dance shows, Spector comes up with brilliant pieces like “Tiger Lily,” which will be one routine performed this May. Spector first saw the routine performed as a “punk piece” but said that it wasn’t how she interpreted it. As a showcase spoiler, she said, “Ours have gothic dolls that come to life.” The dancers not only perform, but they are part of the backstage helpers. Cooper said, “We all do our equal part.”

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For the past few weeks, senior Sophie Ou has been arriving to badminton practice later than usual. One day, she comes into the gym, pulls up her shorts, and reveals the freshly-made slap mark on her legs. As teammates ask what happened, she explains it was from dance rehearsals. Earlier that day, Ou’s dance group taught her the moves to their group routine and she just finished rehearsing the entire routine for the first time before heading to practice. Although Ou along with other girls have to juggle extracurricular activities and class expectations, she said she continues dancing because it helps her gain more confidence. Senior Erica Heyne agrees with Ou. “It helps you grow.” Heyne said that making mistakes and trying continuously is how she’s grown throughout her four years in the dance class. She said, “It gets really discouraging when you work really hard and you can’t do it, but it’s really encouraging when you finally break through.” Heyne carries the same optimistic attitude onto

the stage whenever the yearly showcase on campus comes up. She said, “You go all out or there’s no point of you being there.” From May 5 to May 6, the Dance 1-2 and 3-4 classes will once again be showcasing the routines they have learned throughout this year. When junior Justine Cooper dances, she said, “I feel like I represent myself (and) my teachers.” For her, this showcase not only shows what routines she is doing, but it reflects her and her teacher’s hard work. The audience may get to witness the excitement and finished product of these students, but what they don’t see is the countless hours of rehearsal and the large amount of teamwork behind it all. At least one month before the actual showcase, dance teacher Deborah Spector has her classes sign up for the showcase routines and group or solo performances and throughout the month of April, they have designated days for different routine practices. Cooper said, “It’s difficult to choreograph every girl in it” so the girls usually sign up for the genre they are most comfortable with. Spector lets the students choose the dance numbers they are interested in but sometimes, she said,

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Photos by Tiffany Pech Graphic by Alisya Mora

PANIC! ATTACK (‘!’ INTACT) Panic! At The Disco amplifies style despite loss of members

Michelle Pheav “There’s nothing wrong with just a taste of what you paid for,” echoes front man Brendon Urie throughout Panic! at the Disco’s new single “The Ballad of Mona Lisa.” After two years, Panic! fans are certainly getting their money’s worth from the new album “Vices & Virtues.” Besides adding back their signature exclamation point into their name, Panic! lost two members, Ryan Ross (guitar) and Jon Walker (bass), yet still manages to conjure up a mix of sweetly mellowed polished pop tracks. Although the band has progressed with an experimental twist, the music video for “The Ballad of Mona Lisa” is remarkably similar to their video of “I Write Sins Not Tragedies” in their album “A Fever You Can’t Sweat Out.” The video of “Mona Lisa” has these reminiscent qualities of a church setting and varying camera shots such as “I Write Sins.” Coincidence? “Mona Lisa” conveys the message of Panic! wrapping up their past, yet embracing what the future holds. “Vices & Virtues” is a combination of “A Fever You Can’t Sweat Out” and “Pretty. Odd.” blended together with refined electronic pop and original sound. The increased time while recording the album allowed Urie and Spencer Smith (drums) to incorporate their own style of pop, developing a more mature sound. Despite this twist, Panic! still has that unique sense of oddity. “Hurricane,” a personal favorite, opens up with consistent thuds of soft claps, transitioning into a mix of melodic guitar chords. The chorus leaves Urie’s

Good: Brings forth a variety of style and experimental sound to tracks. Bad: Overbearing nostalgic theme. Rating: 4/5

voice singing “You’ll dance to anything” to repeat in your head. The song ends with about 30 seconds of an instrumentally electronic soft piano playing, transitioning into the following song “Memories.” This song’s title speaks for itself. The nostalgic tune has Urie asking, “Oh memories/ Where’d you go?/ You were all I’ve ever known/ How I miss yesterday, and how I let it fade away/ Don’t fade away.” With a steady rhythmic beat, “Memories” is clearly reminiscent of the band’s rise to fame and also hints of its separation. This nostalgic theme however is overbearing throughout the album, being too reminiscent of the past. “Vices & Virtues” conveys that tone of trying to leave their

history behind them, but Panic! evidently does not overcome their loss. Relating to the band’s bittersweet situation, “Ready To Go (Get Me Out of My Mind)” is a more fast-paced track, releasing powerfully catchy lyrics of running away from the present and “getting out of (your) mind” into a place where chaos is less consuming. The track opens up with a more melodic synthesized keyboard sound, transitioning into a spunky sing-along jingle going “Oh, oh, oh oh oooh.” Urie emphasizes being “ready” as if he’s set for what the future of Panic! holds. Instead of focusing on the past, Urie proves to be more optimistic and positive, with the lyrics and fast-paced beat reflecting that. Their last track, “Nearly Witches (Ever Since We Met)” channels a “Pretty. Odd.” vibe. It begins with the dialogue of a mother talking to her children, in which transitions into strange French lyrics, all harmonizing eloquently together. The beat changes dramatically in this first minute. The French singing stops and changes into a more urban, cultural beat that solidifies a concrete rock sound, adding guitar chords and Urie’s distinctive voice. This track stands out the most in the album, with an odd rush of lyrics and blend of thrilling sounds. Although this track may be the most dramatic sounding, not a single song on the album is repetitive. “Vices & Virtues” contains a variety of style in its tracks, giving each song a remarkable feel to it. These songs leave fans with a desire to have more than just a little taste of what you paid for.

Sports the Stagg Line

04.15.12

Reaching out to teammates

Veterans prepare players for success

Annamarie Rodriguez

photos by Erica Trevino Sophie Ou (top), senior, demonstrates the proper way to lunge for a drop shot to freshman Miranda Miner. Bao Ngan Hoang (left), sophomore, reaches for the birdie while warming up. Lonnie Ellis (right), senior, prepares to serve.

methods used by doubles teams and singles players on the tennis court A singles player relies on himself. He looks for hints in his opponent’s actions to gain the upper hand. 1. Look into the opponent’s eyes

Sweat drips down the faces of these determined athletes, hearts pounding, arms expanding every second the birdie flies over the net. Badminton has had a long history of success being Sac-Joaquin Section champs for five consecutive years. Through tough training, high expectations and commitment for the team, badminton has become the most successful sports program on campus. Because the bar has been set high for the players, head varsity coach Hung Nguyen has been having the current varsity players help out the junior varsity team at practice to prepare them for when the seniors graduate. By having the seniors help out, they will pass their knowledge of the sport onto the younger players. “He gives us time to partner up and help them with shots and strategies they can use in the game,” said senior Lonnie Ellis. Nicholas Vang, a sophomore on varsity, does not feel pestered by having to help out the freshmen on the junior varsity team. “I feel good because we need a strong team for next year.” Not only do the seniors feel like this is helping their team but the younger players feel this way as well. “They make you want to be better, they motivate you,” freshman Lynzie Vang said. However, she believes that real improvement comes from within. “You have to know you have potential and want to do it for yourself,” she said. But for some, just believing in yourself is not enough. Sophomore Bao Ngan believes that in order to play well, you have to play selflessly. “You should want to play for your team,” she said. Having a good reputation in the league for many years, Nguyen

notes that other teams look up to their badminton as an example of passion for the sport. “Everyone always wants to be like us on our competitive level,” Nguyen said. However, he does not expect next year’s team to be on the same level as this year’s team. “We will lose a lot of experience,” he said. “Next year will be a big step down.” The current seniors have been doing exceedingly well and are being led by Somalie Prak, who currently holds a 5-0 record. She hopes to achieve her goal of going undefeated in league and win sections. In order to obtain that goal she knows that she needs to stay focused. She also realizes that maintaining the team’s current standards includes working with the weakest parts. “Next year the team will be decent if they work hard,” Prak said. For the boys’ team, Lonnie Ellis is the defending singles league champion. Speaking from experience he said “the seniors make the team.” Nguyen, however, still says that next year’s team will try to live up to what the seniors have accomplished. “They know the winning tradition, they know they have a name to uphold,” he said. He adds that their motivation comes from the notion that the team has always been successful. Vang believes that next year’s team has potential as long as they “work hard during practice and don’t give up during games,” he said. The seniors hope to create a positive impact on the younger team with the time and dedication they put forth in the sport. One senior that Vang looks up to is Channa Prak. “She has a lot of strength and her technique is very good.”

Doubles teams rely on each other during matches. Their success depends on their relationship.

1. Communication between partners is a necessity to know who’s going for the ball. 2. Being aware of partner’s placement will let the players know where they need to move. 3. Once partners are in each other’s view they can go for the easiest ball and try to catch the other team off guard. 4. Knowing that the other partner might not always be able to hit the ball, one partner may have to save the other.

and try to predict their strategies. 2. Pay attention to the opponent’s motions, whether they rush the net or play the line. 3. Try to predict the opponent’s decisions, for example, if they’re going for a bigger serve. 4. Watch raquet placement: it will inform the player which way the opponent will hit the ball.

FOCUS

graphic by Tiffany Pech and Seyma Tap information compiled by Gabriella Miller

Junior applies golf lessons to daily routine

Reanna Rodriguez

He folds down the collar of his crisp, white polo shirt and walks onto the lush, green grass of the golf course. Setting down his bulky golf bag, he pulls out his skinny, silver club. He looks down at the ball, only a few yards away from the hole, and sets up his shot with patience and precision. Sean Ferguson, junior, has been playing golf for three years throughout high school. He’s advanced to the top spot on the team. But Ferguson says that while golf is a physical sport, it’s more about the mental state of the player. “It’s more about how mentally strong you are,” Ferguson said. When playing golf, he takes on a mindset of focus and patience. Golf requires the skill to judge the speed and distance in which the ball needs to be hit to keep it on track. This skill relates back to judg-

ing life so that it stays on the right track as well. He’s involved in MESA, has a 4.0 grade-point average, bowls, and served as an assistant coach for the girl’s golf team. “You have to be able to manage your time,” Ferguson said. He refers to moments where he’s had to pass on hanging out with his friends because of his responsibilities. To prevent stress, he plans everything out and tries not to think about everything he has to do. He keeps his head on straight and does what he knows must be done in order to keep his grades up and fulfill his commitments. “When you play sports, you learn a lot of life skills,” Ferguson said. Golf has taught him to be patient, to be honest, and to do things to the best of his ability. The patience involved with golf has taught him to take his time on class work and homework. He doesn’t rush to get things done, but takes the time

to do them right. Another life skill that he applies to his life is honesty, which involves being honest with himself and the people around him. He says he tries to always do the right thing, to do that he follows his instincts on what he feels is right and wrong. Ferguson is working hard in high school so he can get into a good college and continue to strive forward in his life. He’s hoping to get a scholarship and possibly even play golf in college. But Ferguson says that if that doesn’t work out, then he plans to major in engineering. No matter what happens in the future, Ferguson is focusing on what needs to be done now. Similar traits are required to be successful on the lush, green grass of the golf course and the wide, unknown road leading Ferguson to his future. One thing he says is for certain: “The more you practice, the better you get.”

photo by Harmony Evangelisti Sean Ferguson, junior, patiently assesses the ball in the hopes of lining up a successful putt.

News the Stagg Line

04.15.11

Defying the statistics

Hispanic students succeed as Stockton’s largest population Lissette Rodriguez The Hispanic population now makes up the largest minority group in the country -- one out of every six residents. And in California, more than one-third of the population is Hispanic. So who are these people? The answer is complex. In Stockton, they are the largest group that has not attained a high school diploma, they are one of the largest groups that live below the poverty line, and they are one of the least likely groups to go to college. And yet here at Stagg, one Hispanic has been named valedictorian for the Class of 2011, and another is near the top of the Class of 2012. One of these students, valedictorian Jose Jauregui, says that he has always been able to focus on the importance of school. “I do come from a rough neighborhood, downtown Stockton,” he said. “I think some people would expect I’m some kind of cholo, but nobody in my family is like that.” Jauregui says he has never fit the stereotype of a Hispanic who doesn’t care about academics. Junior Melissa Galindo says that she does not fit the stereotype, either. She is one of the top students in the Class of 2012. “I feel like I’m stepping out of the stereotype and placing Hispanics in a different place,” she said. She is doing this through her education. Although Galindo is only half Mexican, she has encountered instances where her abilities were underestimated, because of her race. “I think it’s more of my peers who don’t see me as smart,” she said. “But people don’t see what I’ve been through to get here.” According to the 2009 American Community Survey, Galindo is part of the 23 percent of the Hispanic population who find themselves below the poverty line in Stockton. Galindo was raised in poverty, on welfare, with school her only source of hope that she would rise from the statistics that placed her below the poverty levels. In an attempt to escape poverty, Antonio Murillo, freshman, came to Stockton. “I was homeless before I came to Stockton, that’s why I came here,” he said. “I didn’t want to end up like that anymore — homeless.” Murillo, however, has always had the expectation from others around him that he should succeed in his academics. “My mom said that she’d help me out if I go to college,” he said. “So that’s kind of my motivation.”

“

As an African-American and Hispanic, Murillo says that his race has not played a major role in his dedication to pursue an education. He insists that academic success comes from the discipline and dedication a person has. “I think people have low standards for themselves so they just don’t try,” he said. “It’s kind of like, ‘Well, everybody thinks I’m going to fail so I might as well fail.’” Murillo says that he has never followed this attitude. His mother has instilled into him that without an education help will be scarce. This is important, considering that nearly one out of five multiracial Stocktonians lives below the poverty line. Growing up in poverty with her Hispanic single mother has only made junior Sabrina Serrano want to be more academically successful. “We struggled, but we managed to get through,” she said. “But it just makes me want to try harder,” she said. From a young age, Serrano decided that she did not want to fall into the statistic that says 45 percent of Hispanics who are 25 and older do not have a high school diploma. Serrano, who first lived in south Stockton, says that teachers always focused on students like her, the minorities, because they were the overwhelming majority at her school. Department Chair for the English Language Development program Homar Juarez specializes in helping some of these minority students, specifically those who are new to the country and need help learning English. Juarez says he relates to these students because he was once in their place. When he was about 15, he migrated to the United States with his family. He lived with his seven family members in a one bedroom home and attended Franklin High School. According to the California Department of Education, 14 percent of students at Stagg are English learners, just like Juarez once was. Although ELD courses are only counted as elective classes, Juarez says that most students in the program do go on to pursue a degree past a high school diploma. “They (ELD students) truly believe in the American dream,” he said. “They know that learning the language will help them succeed.” However, Juarez says that a newcomer program should be set on one high school campus in Stockton Unified School District. He says that by having a newcomer program on one campus, resources wouldn’t have to be spread so wide among schools. “Ultimately it’s about giving the support they need,” he said. “I know it can be overwhelming as JUNIOR they embark on the challenge.”

I feel like I am stepping outside of the stereotype and placing Hispanics in a different place. ” Melissa Galindo

A LOOK AT STOCKTON POPULATION BELOW POVERTY LINE 50% 45% 40% 35% 30% 25%

25% 20%

19%

23% 19%

18%

15%

11%

10% 5% OVERALL POPULATION

BLACK OR ASIAN AFRICAN AMERICAN

WHITE (alone)

HISPANIC OR LATINO

TWO OR MORE RACES

PLACE OF BIRTH FOR FOREIGN-BORN POPULATION

POPULATION 25 YEARS OLD AND OVER WITHOUT A HIGH SCHOOL DIPLOMA 50% 45%

45% 40% 35% 28%

30% 25% 20%

21% 18%

15%

12%

10% 5% BLACK OR AFRICAN AMERICAN

ASIAN

WHITE

HISPANIC

TWO OR MORE RACES

Graphic by Seyma Tap ACCORDING TO THE 2009 AMERICAN COMMUNITY SURVEY

New teachers look to raise school spirit

Have yo u had you r T DA P?

Annamarie Cunningham

What is the Tdap shot? It is a vaccine that protects against tetanus, diphtheria, and whooping cough. All entering and returning high school students need to have this immunization.

What happens if you don’t get the shot? Students who do not receive the shot cannot attend school next year until they get the vaccination. This means that students may not get the classes they want because they will be dropped from school and have to be reregistered if they miss the first day. Healthy Start will also not sign off on sports physicals until they have the shot on record.

Where can you get the shot? Your family physician can give you the vaccination if you ask for it. You may also qualify for a free shot given by the school. See Healthy Start for more information and any other questions.

photo by Harmony Evangelisti/Graphic by Claire Scheffer

Besides the reopening of the student store, ASB has planned a cultural carnival for next month. Throughout the carnival, clubs will sell food and drinks. Another activity arranged by ASB is a Spirit Week, followed by an after school rally and dance. A couple of themes for Spirit Week include dressing like an “old person or little kid day” and “class color day.” Admittance to the after-school rally will be denied unless students are wearing their class colors. After getting off to a bit of a rough start at the beginning of the year, ASB has gotten back on their feet. Thanks to the new teachers, they have plenty of plans to finish off the year strong. Both Halekakis and Spector are excited for the following years. “Stagg pride! Inside! You gotta feel it,” Halekakis said.

You may have noticed signs of their presence around campus. Posters plaster the hallways and doors of various classrooms. They bear slogans such as “Every kid dreams of being president” and “You could be president” that encourage students to apply for leadership positions for next year. These banners are the work of the Associated Student Body. Rosslyn Halekakis and Deborah Spector, the interim teachers in charge of ASB, have many exciting plans for the class. The new and improved student store, ASB officer elections, and Spirit Week are all examples of the activities being planned by ASB. Halekakis is especially excited about the student store. “In my 13 years of being here we’ve never had a store where you could buy school spirit stuff.” The student store has recently been opened with all kinds of new school gear. There are sweatshirts and sweatpants, baseball caps boasting brown and gold, and, for all the summer lovers out there, flip flops. But Halekakis has even larger plans for the store. She wants to fill the store to the brim with all kinds of other Stagg themed supplies such as pen, pencils, notebooks, lanyards, water bottles, wristbands, tank tops, and, to stay toasty during the chilly winter months, scarves. But for Halekakis and Spector, the student store isn’t about money. “We’re not there to make profit; we’re there to make pride,” Halekakis said. The store is staffed by at least three ASB students during lunch. “It’s a part of our grade to work in the store,” said senior Diana Cuevas, an ASB student. For these two teachers, ASB is about bolstering Stagg pride and getting students involved. While Halekakis has been concentrated on the pride part, Spector has been focusing on student involvement. According to Spector they are “trying to make sure photo by Harmony Evangelisti students know what is happening Junior Sabrina Serrano sells a shirt during lunch to a student. The Stuand how to get involved.” dent Store sells apparel as well as school supplies and snacks.