Students’ motivations to succeed in high school BY CHELSEA LI AND NANDA PANDIAN
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very morning, junior Raymond Lau’s alarm rings at around 6:45 a.m. He snoozes it a few times and eventually wakes up at 7 a.m. After dressing, washing and eating, he heads to school, his mind �illed with the tests and assignments due that day. Like many other students, Lau is encouraged to attend school due to many factors, including pressure from parents, teachers, and peers, as well as the promise of a better future after high school. This hope for a better future may be the biggest motivating factor of all. Although many may not need to draw a slope �ield or balance chemistry equations outside of class, the problem solving, critical thinking and communication skills taught in academic subjects carry on for the rest of their lives. By learning many of these subjects and skills now, students hope to have a broader range of options when applying to college, as well as when establishing a career. Studying diligently, to many, provides a foundation for future successes. “College is a big factor [in motivating students],” said Lau. “They want to get good grades and try to be as well round-
ed as they can so that they have more choices and opportunities. Many students in the Fremont Union High School District have established academic goals; most plan to attend college right after high school and have an idea of what career they want to pursue. This mindset drives them to push for higher test scores and grade point averages. Furthermore, pressure from family and peers drives many students to focus on their studies. Maintaining a clean academic record, however, is not the only factor that motivates students to do well in school. “I think motivation for Lynbrook students comes from different sources. Some students are internally motivated to be the best that they can be or to learn all that they can,” said Lynbrook guidance counselor Malissa Goldstein. “I have heard other students say how they are motivated by their peers, that seeing them work hard is inspiring.” Apart from obtaining good grades, students are further motivated to do well in school because of the people there. Students
can socialize with their friends, who also encourage them to work hard. Often, students compare their achievements with each other, such as standardized test scores and grades; this competition further motivates students to strive for excellence. Students attend class because of their teachers as well. For example, many teachers give time in class for students to contribute their own ideas. This motivates them to speak out more in class, as participation counts towards students’ �inal grades. Teachers furthermore encourage students to do well, and make sure they do not fall behind. “Most of my teachers are really welcoming; they all show up with a smile on their faces when they start the class,” said Lau. “The teachers here at Lynbrook support you; if you have issues dealing with anything, they’re always out there for you.” Because of Lynbrook’s challenging environment, Lynbrook students are often motivated to work harder than those from other districts, because of pressure from their parents, peers and teachers. This allows them to accomplish more than the average high school student. In 2014, the graduation rate at Lynbrook was 98 percent, higher than the California state average of 81 percent.
Lynbrook announces graduation changes BY CATHERINE HUANG
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n Jan. 24, shortly after an interest survey on changing the graduation gown color was sent out to students through Schoolloop, Anne Butterworth, Lynbrook’s Assistant Principal of Activities and Athletics, announced that all graduating students would be wearing navy gowns during the graduation ceremony instead of the usual white for female and navy for males. Many other high schools across the nation have already responded to the LGBT movement by switching to single color graduation gowns. The representative from Jostens, Lynbrook’s gown company, mentioned concerns with legal issues about asking students to identify themselves as male or female. Butterworth then brought the issue to the administration. “I started asking the administration team, and they said ‘you should ask the students,’ and I said ‘that’s a good idea,’” said Butterworth. “So I asked a few of the seniors I knew from leadership and ASB and they said ‘you should ask the whole student body.’”
On Jan. 18, Butterworth sent out a survey about the possibility of changing the former graduation gown system to all seniors through Schoolloop in hopes of gathering student input. By the survey deadline on Jan. 22, approximately 70 out of over 400 seniors responded, with the vote split almost evenly between having a change and keeping the colors the same as before. Thus, the decision that all graduating students would wear navy gowns to the graduation ceremony was made collectively by the administration. “I had some very passionate responses about how [incorporating] all navy [gowns] would make students feel more included in our graduation ceremonies,” said Butterworth. “So taking that into account and the potential legal issues in the future with asking students to identify as male or female, I went ahead and sent out the email letting the students know we would have all navy gowns for graduation.” The decision encountered severe student criticism once it was communicated to the Class of 2017; over 200 students signed a petition to bring back white graduation gowns,
claiming that miscommunication with the administration caused many of the seniors to be unaware of the survey and the change its responses would bring. “[The administration] made a decision to change the gowns based on a survey that many students were unaware of,” said senior Eunice Kan. “I understand that we want every person in our class to be happy on the graduation day, but this decision ultimately left over 200 people unhappy.” After receiving this feedback, Butterworth met with the senior class of�icers; together, they concluded that giving each graduating student the personal choice of wearing either a white or navy graduation gown would be a feasible alternative to account for differing student opinions. When this solution was brought up to Jostens, however, a representative explained that it was too late to change the orders. For students who wish to express their individuality, the administration has decided to allow students to decorate their graduation caps. Thus, all graduating seniors will be wearing navy gowns and personalized caps to the 2017 graduation ceremony.
On the other hand, because of this competitive environment, some high school students choose to attend programs at a nearby community college. These students are usually those who do not share similar goals with that of their peers at school. “Students are selected for the Middle College program in part because they’ll have greater success and be more motivated in an environment that’s different from the traditional high school,” said English teacher Erin Levin. “In Middle College, students aren’t afraid of doing things that are unorthodox. The students in the college would be much more diverse and the idea of focus changes to focusing on themselves. You take on your own responsibilities. You focus highly on yourself [rather] than comparing yourself with another.” Students attending schools outside the district may have different motivations. Their schools may not have adequate funding or other resources to offer such events and academic courses. Thus, they may not prioritize doing their best in school as students here do, simply due to the environment.
see MOTIVATION page 11
BBOY // pg. 13