in-depth
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racism indepth graphics and design by
Allie laing
in westside
“
Race is one of those things that’s such a “taboo” topic that people don’t like to talk about it... But by not doing that, we are hindering ourselves from making any progress. I think the number one thing people can do is just start the conversation... Don’t start them with preconceived notions... Just be willing to have the conversation and listen to everyone's point of view. Young people don’t understand the power that they have... This is the place to speak up. Now is your time. -Symone D. Sanders Former Deputy Communications Director for Chuck Hassebrook Campaign and Former Communications and Outreach Manager for the Empowerment Network
”
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IN-DEPTH
Photo by Abegale Headlee
FISTS
CLENCHED Photo by Estella Fox
DEFINING
IGNORANCE
Lessons on acceptance ineffective MYKIAH N EL S O N GUEST COLUMNIST When I was first introduced to this idea of contributing my thoughts on the subject of being a student of color at Westside, I was overwhelmed. There are so many topics to be covered. I chose to simply give a very brief overview of some of my personal experiences. Firstly, what it means to be a student at Westside is greatly affected by key factors such as race, gender, background or upbringing, sexual orientation and even economic standing. I know for me, the fact that I am an African-American has had great impact on my experiences at Westside. I have had many pleasant experiences being in this district, but without a doubt I’ve had my share of bad ones as well. Being “black” in a predominantly “white” school didn’t bother me, I didn’t think about it. Not until after actually doing it. Before getting to Westside Middle School, I was aware of, however not entirely educated on, the concept of people at school — where equality and acceptance are taught, judging you based on your race. Before the middle school, I had very little contact or familiarity with the students I would eventually graduate with. When I did see them, I didn’t notice how many were of which race. I just saw kids. When I got to seventh grade though, these kids were now classmates. As far as I knew, we didn’t know one another; I would later find out that we didn’t need to. Walking into my eight different classes on that first full day, I was quiet. There were so many people around me I didn’t know, and they too, were fairly shy. Just seeing one another must have sufficed for many of them. They assumed I was dumb, uninterested in education or that I lived in North Omaha and because I lived there I was “ghetto,” “gang affiliated” and “would result in a life without success.” My entire persona and demeanor were determined before I even spoke. This is where I learned the definition of ignorance: at school. Not in a dictionary or from a teacher, but from a number of classmates. Some shared these derogatory and racially based comments with me, to my face. Called me the “n word.” Many only shared this opinion with any one who wasn’t “black” in fear of what might “happen to them.” These opinions still weren’t secret. No matter what they said, their actions were always louder than their words. Any signs of friendliness were only offered after I proved myself “worthy” of their consideration as an equal. So it put me in this situation not knowing which people were “safe” and which ones weren’t. I was scared. It made me nervous to think about what might be said. This wasn’t something I would have thought about — not until after I had been at this school and was treated as if I were just that different. Stereotypes continued as middle school did. My peers discovered that my personality wasn’t at all what they thought it was. When this happened, I always pretended not to notice. I played the violin, and I was the only African-American in orchestra. “What, you’re in orchestra?” Many were surprised, especially at the sharp contrast
between my perceived ability and my actual ability. I loved making this public declaration to classmates that their stereotypes and ignorance didn’t at all apply to me, nor would it prevent me from doing what I knew and what I know I am capable of. High school meant starting a similar process over again. Ignorant conclusions of my personality, as well as the ignorant actions of ignorant individuals, weren’t new. It was a personal victory when I overcame it. Because these were people (students and yes, some teachers) that were expecting absolutely nothing good from me. Their pre-conceived ideas of who I was based on my color weren’t positive, but they kept me motivated to continue surprising them. Very rarely did I consider these individuals in relation to my success as they were (are) irrelevant. Yet the overall attitude of a lot of students that a general disrespect for other races is okay bothered and still bothers me. Racism disgusts me. I don’t care what your nationality is, who your parents are or where you came from. I am going to respect you as respect pertains to your actions and how you treat others. I am going to give you the same treatment that I myself desire. This is an attitude many of the students at our school and on a greater scale the people in our city would do well to at least acquaint themselves with. There are various accounts in which I can recall being discriminated against (at school as well as in public) and purposefully offended because I am an African American. I have seen other people endure these experiences, if not the same experience one of its like. As proved in the preceding paragraphs, there have been different situations in which I have been wrongly judged and have been called out of my name, and if not me someone else. In most of these cases dealing with racial slurs there were no repercussions; no one said anything, despite the presence of witnesses. When it’s been a matter of someone being obviously and unfairly treated, stereotyped or discriminated against for their skin color, not one person says anything. Many times not even the one receiving this treatment will draw attention to it. This year at Westside, when asked “What would your perfect world be?”, a common answer among students was “a world where every one is equal.” This is something that not just Westside students want. Equality and justice are universal answers; all over the world people want this. People fight and struggle in efforts to accomplish this. Everywhere there are people who want to live in a world that will accept them, accept their children, no matter their race. Even bigoted people would appreciate such a world because they too would be accepted for their race and would not be treated unfairly because of their skin color. Dr. Martin Luther King said, “I have a dream, that one day my four little children will live in a nation where they will not be judged by the color of their skin, but by the content of their character.” Right now, there are people in places everywhere who echo Dr. King, wishing to see this same dream come true.
Native American heritage is erased CAL CA UDEL L GUEST COLUMNIST Sitting still during a lecture that involves Native American history can be incredibly aggravating for me. I feel like I should have a chance to learn about the indigenous peoples of North America without having a knuckle clenched between my teeth. I try to educate teachers and my peers whenever I can, but occasionally I run into a problem. A lot of people will use the fact that I grew up with white parents to take away my ability to speak on Native issues. It’s like they think I’ve never read a book before. People only ever seem to identify me as Native American when it’s convenient for them. My own mother likes to bring up how I was raised in a white family when I try to call people out on their racist behaviors. She uses that argument until she gets the chance to call me her “beautiful Indian princess” in front of others. Despite being raised by white parents, I still experience racism and have a right to aggressively and passionately speak out against it. I’ve been called Pocahontas, Sacajawea and Tiger Lily (which I find offensive). I’ve had people I don’t even know pretend to shoot arrows at me. I’ve even had someone insinuate that I eat off the floor every day. I’ve heard every slur under the rainbow, and as a child, being treated differently because I was Native American had a huge impact on me and my life. I should have the chance to speak about my experiences without people disparaging my identity because I’m half white. I’m sick of people telling me who I can or cannot be. I will identify myself the way I see fit, and no one should be questioning it for the sake of their own convenience. I didn’t ask to be raised the way I was, with a light spattering of whitewashed knowledge here and there from the school district and my parents. I would have preferred to have grown up being educated about Native American history and culture since I was born. In fact, I’m angry that I have been denied easy access to the accurate historical background of the Lakota people. The most experience I’ve gotten learning about them in school was in an English class when we watched a TED Talk about the Pine Ridge Reservation center. I’ve had to do a lot of outside research, but to me it has all been well worth it. I enjoy learning about where I came from, but I wish other people had easier access to the same information. It may put an end to the ignorance that I and so many others continue to face today. I want to use my voice to amplify the voices of others. I experience microaggressions on a daily basis, but there are many more aggressive actions being taken against indigenous people that live in reservations and in poverty. Whether or not people want to classify me as a Native American, I am proud of who I am. I will continue to fight for my identity as long as people continue to question it.
IN-DEPTH
9
ALONE IN AP CLASS
Photo by Mitch Francis
Disparity is seen, but not felt in Westside district GITA D EO N AR A IN GUEST COLUMNIST The tardy bell rings and I haven’t even left the Landing. It’s a bad habit, but I can’t see why I’d be early to class when I could be talking to friends. It’s easy to see the different cliques here, the school’s main area for socializing. Skaters and stoners hang by the pillar, cheerleaders and preps hang in the middle and a group of Latinos and African Americans lean against the wall by the Media Center. Cliques are a part of every public high school, and so is the diversity. The bouncers force everyone off the Landing, and I make my way to class. When I walk through the door into my AP Physics class, I am one of two minority race students among a sea of white people. I take my seat as the teacher, also white, begins his daily lesson, and I forget all about the racial difference. Westside has a stereotype of being predominantly white. The only place I acknowledge this stereotype is in my Honors or AP classes. In an upper-level class of 20 students, I seldom see more than two or three minority race students; however, this has no effect on my learning. I am taught the exact same material, given exactly the
same amount of assistance from teachers and treated the same by all my peers. In a non-honors course or a course required for graduation, like US History, it’s more common to see a wider variety of ethnicities and a higher concentration of them. Omaha, with a population of roughly 500,000, is 70 percent white. This helps explain the offset ratio of white to non-white students in the more advanced classes. White people have always been more educated, which can be seen in our school by looking at the students and even the teachers. Although few acknowledge it, racism is still prevalent in our society. Blacks are still considered less intelligent and less hardworking than whites, even though we have a black President. Research has shown that the color of Obama’s skin could have costed him up to five points in the presidential election. Latinos are portrayed as lazy, violent, and overly sexual. In order to correct these prejudices, we have to address the racial differences in order to correct them. Racism is not something many people experience on a personal level in high school. Although racial slurs are thrown out, and some people take offense, nobody is being specifically or violently attacked. Personally, I do
not feel the racial prejudice within the walls of Westside. My friend group is composed of many different skin tones. Among them, the color of our skin is the last thing we think about. Being colored and of mixed race does not make me hesitant to introduce myself to others or strike up a conversation. This is how the whole world should be. The color of our skin should just be a feature, not something that makes anyone a lesser person. The issue of race is hard to address and even harder to solve. Do we ignore it all together and continue living our lives as we are now, with racism and discrimination? Or do we take a stand and fight for equality? This topic is almost impossible to solve within the walls of our high school and takes a wiser, more educated group of people to fully grasp the situation. Something so little as the color of skin causes so many problems. How does the pigmentation of one’s skin change their ethics, their morals, their ability and desire to learn? How does it make them less of a person? Trick question, it doesn’t. I love the fact that I can break the stereotypes and show people that my race has no effect on me. Over the years, I have come to embrace my race as something that makes me stand out and be an individual.
MADE OF ASSUMPTIONS
Sharing and understanding identities is valuable LUISANA CONTRERAS-DEL GA DO GUEST COLUMNIST
Photo by Sarah Lemke
Last year in debate, I was told to write a personal narrative about myself. I really had no idea what I was going to write about or where I was even going to start until I realized that I needed to express to others how I felt. There are assumptions everywhere I go. People assume that I am something I’m not, and it’s true: I am a person made up of assumptions trying to show who I really am. Let me take you back to one of the first assumptions that was made about me and who I am. About 14 years ago, my mom moved here from Venezuela. Being so young, there are only bits and pieces that I can remember, but of course like any other memory, there are those that will always stick with you. I went to an elementary school where I was the only Latina. I was the only one who spoke Spanish and was one of the few students whose parents spoke broken English. Since I had lived in Venezuela for a couple of years, the only language I knew and could express myself in was Spanish. I was put in ELL classes, which now I’m grateful for. Each time I went to class I was just a step closer to speaking better English. My English of course wasn’t perfect; I was still learning and practicing. At school, some of my friends would ask me to say things in Spanish, but I didn’t think so much of it. I just thought that they wanted to hear what Spanish sounded like. “Hola me llamo Luisana y vengo de Caracas, Venezuela.” After saying the sentence maybe three times a day, all the kids would look over and snicker.
Sometimes they would even make stereotypical remarks like “are you illegal” or “do you even have your green card?” and they would even ask me if I “jumped the border.” This made me feel terrible about who I was, and I never knew if they were messing around or if they really didn’t know much about Latinos. Comments on top of comments made me afraid of who I truly was. I stopped speaking Spanish not only in school but also at home, so that I could fit in with the “majority” of my school. I started to lose sense of who my true identity was just so that I wouldn’t be judged. When you stop speaking a language you have known for so long, you never really forget it, you just try so hard to. I went through majority of elementary school trying to forget who I was. Eventually I learned that being myself was more important than fitting in. Slowly I started to speak Spanish again, and I was happy and proud of who I was and who I am today. Even though that was years ago, I still feel like these same concepts relates to how many people think today. Its important to learn how certain comments can make others feel bad about who they are or where they come from, making them feel like they have to hide behind all of the assumptions or even worse change who they are. We should all take the time to learn from each other and know that everyone is different, but we should all be treated the same. Now I can truly say “Si yo soy Venezolana, Latina, y hablo Español and I’m proud.” Every day, I look up at my Venezuelan flag and smile. I am thankful for being here, but I’m also proud to be Latina.
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IN-DEPTH
DISPARITY
Diversity in staff does not reflect student body ESTELLA FOX EDITOR-IN-CHIEF In our district, 99.25 percent of teachers are white, while a mere .75 percent are of color. This does not reflect our student body at all. 81.5 percent of our student body is white and 18.5 percent are of color. This discrepancy is not often discussed. However, to Dr. Enid Schonewise, assistant superintendent of human resources at Westside, an increase of teachers of color would have a huge benefit on the student body. “The students that are Asian or Latino can have an instant role model and say, ‘there’s someone in this building that looks like me who is learning and can maybe make me more comfortable in a situation where I’m the minority,’” Schonewise said. “It also provides non-minority students the opportunity to learn about different cultures. The staff can learn from them and break down some of those stereotypes.” According to the Center for American Progress, studies show that students of color perform better academically on many different things if they are taught by teachers of color. The studies also show that it helps build social trust and create a wider sense of community for all students, not just students of color. Despite its value, there is still much to be done in our hiring process to include more teachers of color. However, Omaha Public Schools (OPS) has this issue as a top priority. Task forces recruit people of color, and administrators in their human resources department are sent down to colleges to start offering potential teachers jobs in their district. “It’s hard getting them [into] Omaha because [OPS] is out usually one step ahead,” Schonewise said. “They travel all over the United States. They even go down to southern colleges to recruit, and they have a Grow Your Own program.” The Grow Your Own program tracks various low-income students and helps them become qualified teachers. It has shown to be extremely successful, receiving many awards in the past few years. It puts more people of color in the classroom and improves teacher retention in lowincome schools. The candidates in this program are 84% people of color. Westside has not implemented this, but Schonewise
could see this being used in the future. “If we’re going to do anything — which we are — that’s where I see putting my first focus,” Schonewise said. Although OPS has gotten a head start on recruiting, Schonewise has talked to Janice Garnett, Assistant Superintendent at OPS, about ways administration can start a program to make Westside’s staff more diverse. “They do have a big program, and it does cost a lot of money,” Schonewise said. “Some of the things are successful, and some things they are learning from. I think something we can do better is sit down and identify how do we get something like that going here.“ Schonewise agrees that money is a factor in recruiting, but there hasn’t been an effort to put money in Westside's budget for this specific issue. “I don’t know if there has been a conscious plan like how much money can we find,” Schonewise said. “Budgets are tight, [and] I don’t know that it’s really been discussed in terms of budget.” Right now, Westside does not recruit outside of Nebraska. With a population that is 89.7 percent white, this limits their options. Although it is diffiASST. cult to recruit teachers of color within Nebraska, Schonewise emphasizes that this is an issue Westside takes seriously. “I think the first thing that we can do — and have done — is we have put it on the radar and that it’s something that’s important to us,” Schonewise said. “We have a superintendent who has made that a priority, and it has triggered down to me, and I want that to be a priority.” However, hiring a more diverse staff is not the only priority. The administration also strives to retain the teachers of color already working here. “We need to make sure they are comfortable and supported so they stay, because if they are a minority, it might not be as comfortable to be here as it might be in [OPS], where there are more people like them, depending on
whatever their situation is,” Schonewise said. “It’s a risk for a staff member to come into an environment where they are a minority, so [it’s important to] support them when they get here.” To Spanish teacher Maria Olvera, one of two teachers of color at the high school, race was never a factor when deciding where to teach. “I don’t make decisions based on color or race, because if I did, I would question every decision that I make,” Olvera said. “My decision was based on need and need alone, and if I would have been needed somewhere else, I would have taken that job. Race had no effect for me in choosing the job. I welcome the opportunity to teach Spanish to anyone who wants to learn it, regardless of what color they are.” Olvera has not felt any discrimination from administration, colleagues, students or even heard racist remarks in the classroom. While she acknowledges that there could be racism in the hallways, she attributes the lack of discrimination to the unique classroom environment. “My classroom is so culturally oriented, that I think that if someone was to somehow be racSUPERINTENDENT OF HUMAN RESOURCES ist, it would stand out, [but] I haven’t seen it,” Olvera said. “I think the content of what I teach enables students to open their mind and that diminishes discrimination that could possibly trigger in other classrooms.” However, this cultural environment isn't everywhere. Students can still benefit from teachers of color, and despite the continuing issues, the administration remains positive. “I think we've made progress,” Schonewise said. “Dr. McCann told me from the day I was hired last year that [it] is a goal of his, and he’d like to see us really focus on that. [I had] a school board member come and talk to me about that too, and so, are we there? No, but I think we've made progress.”
...are we there? No, but I think we’ve made progress. ENID SC H ON E WI SE
DIVERSITY IN DISTRICTS Although Westside’s student body closely reflects the racial diversity of the Omaha metro area, there is a large discrepancy between the level of diversity in Westside and other high schools in Omaha. This difference is attributed to Westside being one of the most high-income areas in the city. Unfortunately, according to the US Census, people of color are statistically more likely to be below the poverty line and therefore less likely to attend
schools like Westside. According to the National Poverty Center, this is largely due to employment discrimination, lower pay, and lack of educational opportunities. It’s also harder for people of color to move past these hardships as services like welfare tend to be more limited in areas with predominantly black or hispanic populations. This creates a never ending cycle wherein students of color lack the quality education needed to raise their income level, and they can’t access that education because of their low income level. As long as this racial disparity exists in our school districts, it will exist in our city.
Key
WHITE BLACK ASIAN HISPANIC
ESTELLA FOX, L IA HAGEN EDITOR-IN-CHIEF, COPY EDITOR
OMAHA NORTH
WESTSIDE 82%
44% 43%
10% 2%
4% 4%
11%
CENTRAL
BURKE
43%
58% 32%
22% 4%
4% 16% Statistics provided by Nebraska Department of Education
21%
IN-DEPTH
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Photo by Mitch Francis
BEAUTY AND MODESTY
Student embraces culture, combats ignorance LIA HAGEN COPY EDITOR It’s the middle of class when the topic arises. Immigration. It’s a complicated issue, one that directly affects thousands of citizens of our country. However, senior Habsa Farah is not one of them. Farah is an American Muslim. She wears the hijab, a veil that covers the head and chest and is worn by many women of her religion. To many, this marks her as foreign. Strange. For the ill-informed, it shows she could never be from here. She sees the question in her teacher’s eyes when they turn to the girl next to her. It’s a classic trick; by questioning her peer, they give themselves an excuse to question her. They ask the girl if she was born in the United States, keeping their tone light. Farah knows what’s coming. When they turn to her and ask her the same question, she tells them the truth. She has lived in the United States all of her life. They’re shocked. Farah recalls them insisting that they don’t mean to be racist as they repeated the word wow. Despite her teacher’s awe, she couldn’t understand what was so amazing about it. To Farah, Islam and her hijab are everyday parts of life. She doesn’t feel strange or foreign. She feels like Habsa. Unfortunately, while instances like these are relatively rare for Farah, she isn’t always treated like one of the crowd. “Sometimes it’s like I’m an outcast in a way,” Farah said. “People always just assume I’m different in every aspect when really I’m just like you guys. I mean, I’m different in religion, but everyone has different beliefs in the world. I
still go through the same things.” Unfortunately, not everyone can see that. When she first came to Westside, she had a lot of trouble making friends. She attended a middle school outside of the district and missed the years where many students formed their friend groups. While other freshmen adjusted to their new schedules and a new building, Farah spent the first two months of her high school career searching for people she felt comfortable with. Her first friend at Westside High School was Muslim as well. “It wasn’t just because ‘oh my gosh she’s Muslim, I’m gonna be friends with her and not include everybody,’” Farah said. “It was more comfortable for me to approach someone who has similar beliefs and something we can talk about.” Today, she still deals with added difficulties in making friends. While Farah loves meeting new people and hanging out with her peers, she often feels limited by her perceived ‘difference.’ “I just think because of my hijab, I can’t [meet people],” Farah said. “It’s just more awkward. … I will approach somebody like you would and be like ‘hey, my name is Habsa,’ and their reaction would be kind of different.” Farah notices her peers treating her differently in many aspects of her life. While she acknowledges it isn’t everyone and doesn’t feel that it’s intentional, she knows students often tiptoe around her. They’re curious but don’t want to ask a question. They’re afraid anything they say might offend her. She doesn’t want people to feel so cautious. In fact, she prefers the open curiosity. “I’m glad they ask questions because that’s awesome
that [they] want to know and to educate [themselves],” Farah said. There’s only one stipulation: be respectful. Some people come to Farah without a filter, asking her offensive questions without thinking of how she may feel. These aren’t questions like ‘why do you wear that’ or even ‘were you born in America.’ These are questions like ‘so your vagina’s all sewed up, huh? Because you’re Muslim?’ The asker, one of her peers, was referring to something called STM, otherwise known as female genital mutilation. While it does occur in several Muslim countries, it had nothing to do with Farah, and she was shocked someone would ask her something so intrusive. These aren’t the types of questions she gets most often, however. The one she hears most and the one she’d most like to answer is about why she wears the hijab. She wasn’t forced into it, if that’s what you’re wondering. It’s what most people wonder. Friends, peers, even substitute teachers. According to Farah, it’s an assumption born of the media’s influence. She sees Islam being portrayed as an oppressive religion where women are forced to cover up and are not treated equally. She sees it being portrayed as something it’s not. Farah, and many other women in her religion, choose to wear the hijab. She has chosen to wear it since she was seven, and she doesn’t think she’ll ever choose not to wear it. It means too much to her. “I feel like the hijab represents a female’s space with her religion and her bond with God,” Farah said. “It’s beauty, and it’s modesty, and nobody should be ashamed to wear something that symbolizes such a strong and beautiful thing.”
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IN-DEPTH
4% 92% 4%
WHITE BLACK ASIAN HISPANIC
RACE IN SPORTS Westside High School from 2011-14
Key
78%
98%
2% 17%
14% 6% WRESTLING 2%
81%
XC 1% 1% TRACK 1%
14% 2% 2%
85%
96%
95% 5%
70%
100%
30% 92% 5%
3%
TEAM SPIRIT
INFOGRAPHIC BY
100%
ALLIE L A ING Statistics provided by Westside High School
Sports offer community but are not diverse LIA HAG EN , JAM ES BU CK LEY COPY EDITOR, SPORTS EDITOR Senior Jay Bridgeman has played with the same basketball team since elementary school. She joined for the first time at the age of three. As both of her parents had played the sport, it was a family thing. She stayed in the game, however, because of her passion and her talent. And, of course, because of the people. Over the years, the team has travelled to tournaments together on the same bus, playing music and singing together loudly. They took pictures together and bonded through the long rides. It’s a community that Bridgeman, an African American student here at Westside, has always felt welcome in, and it’s a community that many sports teams seem to foster. According to a Stanford study conducted in 1999, participation in athletics is beneficial for all students. It increases a student’s confidence in their physical abilities and makes them appreciate the importance of health and fitness. That affects them for the rest of their lives. Sports programs also make students more likely to succeed both academically and socially. They help students create strong bonds and also direct students towards appropriate social behavior. For athletes of color, however, there are even more benefits. Many students of color have a hard time “fitting in” with white culture or feeling accepted. The same study found that participation in athletics makes them feel more socially accepted and leads to an overall healthier life. Sports teams can be a vital community for students of color who don’t feel they are welcomed anywhere else in their
school or city. For basketball players like Bridgeman and African American junior Trae Meeks, this holds true at Westside. “[In] basketball, everybody fits in,” Meeks said. “We’ve got the same jersey. It’s not one player or race.” Despite the benefits of being on a sports team, however, Warrior Athletics remain a predominantly white activity. “The younger girls who are black do try out, but we’re still outnumbered,” Bridgeman said. “I think it’s just because Westside is a [mostly] white school.” In sports like basketball, where the diversity of the team mirrors the diversity of our school, this seems likely to be the case. However, while it is true that Westside’s student population is predominantly white, there is still a disparity between the amount of students of color attending the high school and the amount of students on sports teams. 81.5 percent of the student body is white, and yet many of our sports teams are between 90 and 100 percent white athletes. Senior Njali Kowa, a runner on the varsity track team as well as a private club team called Tachyon, feels that cost could be a factor in enrollment in athletics. “A lot of white people, especially in Omaha, make a lot of money, like the entrepeneurs for example,” Kowa said. “Westside is a good example of privileged kids, and the majority of them are white.” According to the National Poverty Center, students of color are more likely to live below the poverty line. This could make paying school and club fees difficult, even with the available alternatives. However, a lack of diversity is not the only problem faced in sports programs. According to the Marquette Sports Law Journal, racism in sports is very prevalent, though it tends to be less overt. It generally revolves around
stereotypes that many see as positive. One example of this is the stereotype that African Americans are better at playing basketball. “When we play other teams, and there’s a black girl on the other team, our team’s like ‘oh my god I don’t want to guard her,’” Bridgeman said. “They expect her to be good.” These stereotypes are not limited to basketball either. They exist across many sports, including track. “[Other athletes are] like ‘wow, he’s fast because he’s black,’” Kowa said. “Or ‘he’s good because he’s black.’” However, while the presence of these stereotypes does not often vary, their effects can. The Marquette Sports Law Journal found that, in college athletics, this put a pressure on athletes of color to be ‘super athletes’ and live up to those stereotypes. It also found that, in large part, these stereotypes were used to demean college athletes of color, implying they didn’t have to work as hard or be as committed in order to achieve their success. At Westside, however, many students feel they are not negative nor are they causing any harm. “I don’t really pay attention,” Bridgeman said. “It’s not so affecting that it affects how I perform. It just kind of gets annoying because… she’s just like any other basketball player. Guard her like you’d guard anybody else.” Even with the occasional annoyances, however, Bridgeman doesn’t regret joining the basketball team. “Being a part of something bigger than yourself is really important to me,” Bridgeman said. “I love team sports because… it makes you realize there’s other stuff that’s more important than you and that you have to sacrifice for other people sometimes… It’s not all about basketball. We have team dinners and bond and everything, …and you always have a group of friends that you always have.”
IN-DEPTH
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INTERSECTIONALITY Black women at Westside experience racism, sexism NATA
WARD
EDIT0R-IN-CHIEF
GRAPHIC BY
ALLIE LAI N G
Sophomore Mykiah Nelson can deal with derogatory terms and teachers that expect less of her become she isn’t white. The things the boys say, like “Hey, he wants to make you pregnant,” are disturbing and anger her, but Nelson will stand up for herself. The scary part is that other people won’t. Nelson is both black and a woman, exposing her to racism and sexism simultaneously as well as forms of discrimination unique to black women. This has inspired a field of study called intersectionality, which deals with the way these identities intersect and influence each other. This also makes black women susceptible to many obstacles in their educational career. In Nebraska, 46 percent of African American girls graduated high school on time, compared to 84 percent of white girls. The NAACP Legal Defense and Educational Fund determined this gap to be caused by, among other things, discriminatory discipline practices, high exposure to sexual harassment and violence and pervasive racial and gender stereotypes. At Westside, lack of diversity is another factor. Westside alum Renee Stewart was one of two black students in her classes when she was a senior last year, both of whom were female. “When you are not around those who are of the same representation as yourself,
then you feel isolated,” Stewart said. “And you won’t want to engage as much in learning, and not want to speak as much to teachers, and engage in other learning opportunities that Westside has to offer.” The separation that Stewart feels in regards to her white classmates is caused in part by the misconceptions white students have towards students of color. “[White people] have prejudgments how [black people] are supposed to be and how I’m supposed to talk and dress and act,” Stewart said. “That’s why I feel like people are uncomfortable. Especially when you get into the higherlevel classes. ‘Cause they feel you’re not smarter, or as smart as they are.” Stewart says that oftentimes people believe black women “are [only] good for being single mothers.” In Nelson’s experiences, there is just a general belief that women are inferior to men, regardless of race. “It’s hard enough for women as a whole to receive the same treatment, respect, recognition,” Nelson said. “And then you put it on the level of a black women, and it’s another oppressive force.” Nelson gives women such as Oprah Winfrey and Sonia Sotomayor, who is the first Latina U.S. Supreme Court justice, as examples of having to fight for this respect. “The fact that people recognize that as a big breakthrough is proof of…an o p -
pressive force that surrounds women and specifically women of color,” Nelson said. “And when people see that this person had fought so hard and broke through that field…[there] is a shock. It’s commended and it’s celebrated, because they know it’s hard.” Today, people are beginning to recognize the struggles of women of color. For many years, feminism was centered on the experiences of white women. There were no allowances made for different races. “It kind of goes back to when women were fighting for their right WESTSIDE ALUM to be educated, fighting for their right to vote,” Nelson said. “… Black women didn’t get those things. But when [white women] were having their discussions, preaching equal rights and whatever else, they didn’t consider the fact that they weren’t giving other people equal rights. Attitudes like that are still in the air [today]. People that are... die hard supporters of feminism can be the same people that [are racist.]” Stewart believes Westside has a lot to offer disadvantaged communities but should increase the diversity of staff and expand the curriculum to include other cultures. “I think there is a lack of diversity [at Westside],” Stewart said. “Not only in like the student body, but... in the curriculum… If [Westside is] going to have these types of students come into their school, they should accommodate other cultures.” Nelson calls for people to stand up for themselves and tell people when they are being insensitive so they can change their actions in the future. “[Offensive comments] might come out as a joke, but it’s not a joke,” Nelson said. “It hurts people’s feelings, [but] no one says anything when people say stuff like that.” Nelson encourages people to stand up for themselves. Unfortunately, many don’t feel they have anyone to turn to. “There was a situation the other day, and a girl was having issues with self harm…and I said we have to tell an adult,” Nelson said. “She… said ‘Mykiah, look at us, we’re black. They’re not going to care if we tell them.’ And I think that there is something. I think that that is that real need…You can’t learn math if you’re thinking about other stuff.” There have been multiple instances where a discriminatory comment or action has made Nelson too angry to focus in class. Nelson does not welcome these distractions to her success, especially since she considers education to be the way out of the poverty at home. While Nelson believes Westside tries to address the inequalities that students face, there are still improvements that can be made. “[Poverty is] where I’m stuck for now,” Nelson said. “But it’s up to you guys as educators to care about me so that I can get out of that because here is my only way out…You can only do some much for yourself. You need a teacher. You need a school.”
When you are not around those...of the same representation as yourself, then you feel isolated, and you won’t want to engage...in learning. RENEE STE WART
14
MODEL MINORITY
IN-DEPTH
Stereotyping makes for unfair labeling GRACE FO G L AN D MANGAING EDITOR Since the time I was in elementary school, I’ve heard the words, “You’re so smart,” from my classmates. It was a great ego boost to my young self. However, as I grew older, and progressed from a preadolescent child to a ‘mature’ middle-school student, those words slowly turned into, “You’re so smart… because you’re Asian.” Still, my middle school self felt pretty proud of that fact. I was seen as brilliant just because of the way I looked. It wasn’t until I hit high school that I stopped viewing it as a source of pride; instead, it struck me with annoyance. Honestly, I felt like it was a slap in the face to hear those words if I received a good grade. All of the hard work and effort I had put into the class was somehow demeaned by the words, “Oh, it’s because you’re Asian.” No, it’s not because of my ethnicity — it’s because I work hard. Schoolwork has always been a high priority in my life, and it’s not fair to say that the reason I receive good grades is because of my race. Unfortunately, Asians are stereotyped as intelligent and looked upon differently because of that image. So much so, that they are classified as the “Model Minority.” Model Minority is the belief that Asians are the “best” minority due to the high levels of professional, academic and personal success. The idea that we don’t receive any racist comments or hate because of our ethnicity also factors into this belief. Since the 1960s, the media has portrayed Asians as the “model” race. Articles run in magazines such as Times and Newsweek used the term Model Minority to praise Asian Americans’ successes, and to encourage other minority groups to follow their footsteps to accomplish the same prosperous results. However, while it’s true that many Asians work hard and often achieve success both economically and socially, Model Minority is a misconception. Junior Shihang Li believes that the Model Minority meaning is inaccurate and offensive. “It’s very stereotypical to think Asians are the best,” Li said. “We’re not born that way, [and we don’t think] it’s our destiny is to be the best of the races.” I certainly agree. We aren’t that narcissistic. To think that Asians are the “Model Minority” clumps us all into one big group, assuming that we all are exactly the same. Not all of us want to be doc-
tors or lawyers. And as with every ethnicity, there are a multitude of different personalities within the race — we aren’t all quiet and reserved. We, too, have different people within our culture. It’s ridiculous how the stereotypes surrounding Asians has grown to the point where we now have a special term to describe all of us. “Stereotypes are everywhere, no matter what kind of person you are or who you are,” senior Xuewei Zhao said. “Just the fact you exist means you have stereotypes about you.” Stereotypes of any kind lend themselves to ignorant comments. I’ve had my fair share of comments regarding my race. Some have been said in a joking manner, while others were blatantly rude and just plain mean. I never know what to do in those situations; do I ignore it or do I laugh along? Or dare I do the impossible and stand up for myself? I’ve not been the only Asian who has dealt with racism and faced these same questions. Sophomore Daniel Guo was targeted a couple months ago when he was riding his bike home; a group of teenagers pulled up next to him and shouted derogatory Asian terms to him. Li will occasionally receive insensitive comments regarding her ethnicity. A sophomore asked Zhao to do her CBL project for $100 because she looked ‘smart’. Another thought her family was wealthy because he believed the stereotype that all Asians are doctors. She’s received many requests to do homework. “I don’t like being used,” Zhao said. “[However] after so many years of being in Omaha, which is mostly a white population, I’ve grown used to it so it doesn’t bother me as much.” It’s sad that we’ve come to a point where we’ve experienced enough racism where we almost expect it. These comments Asian Americans receive are “positive” in the sense that they aren’t the worst ethnic stereotypes out there, but they still have a harmful impact. Placing the expectation of being extraordinarily smart on our heads is a lot of pressure to live up to. It makes it especially hard when we don’t achieve that level of success in school. The misconceptions about any ethnicity reinforce the validity of the stereotypes, and it gives people the idea that they can casually drop racist comments like it doesn’t hurt anybody. That’s why Model Minority is such a delusion. It’s a made-up conception that people thought of to clump all Asians together, as if we were some type of superhuman every ethnicity should aspire to be.
We suffer through racism, stereotypes and discrimination just like any other minority. We aren’t immune to criticism and the stress of schoolwork or jobs. It’s a presumptuous and embarassing moniker used to describe a large population whose success doesn’t come naturally because of their ethnicity. Asians are no different than any other race. We focus, work hard and achieve what we can — not because we’re Asian, but because we put a lot of effort into it. This stereotyping needs to stop.
Above: Senior Xuewei Zhao playfully balances her flute upon her head in the orchestra room Oct. 6. In her young life, Zhao has already dealt with many stereotyping issues based on her ethnicity. Photo by Taylor Schendt
WARRIOR VOICE How do you think students can help combat racism?
FRESHMAN
SOPHOMORE
JUNIOR
SENIOR
HANNAH G R AHAM
TREVONN WRIGHT
DEVIN JOHNST ON
MORGAN N OVAC E K
“By making a club, or some sort of group.”
“Don’t judge, think before you speak.”
“By not saying racist things.”
“If...someone is saying racist comments, tell them it’s wrong.”