February 2024
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The Lowell February 2024
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Series of break-ins occur at Lowell by Sasha Hung, Tatum Himelstein, and Roman Fong
TABLE UNLOCK THE GENDERNEUTRAL RESTROOMS
News Editors Isadore Diamond Sierra Sun
COVER
Opinions Editors Tatum Himelstein
WHY STUDENTS SHOPLIFT
NEWS FEATURE
ONE SIZE DOESN’T FIT ALL: PUTTING ACCOMODATIONS TO THE TEST
MULTIMEDIA
STICHED & SEWN
SATIRE MEDIA REVIEWS MONSTER THE MARVELS
COLUMN
INTROVERT IN AN EXTROVERT’S WORLD
Columns Editors Ramona Jacobson Brooke Laur Sports Editor Roman Fong Multimedia Editors Kylie Chau Lauren Kim Ava Rosoff Art Manager Danica Yee Reporters Cecilia Choi Amalie Cimala Eliah Choi Dakota Colussi Diego Gutierrez Thomas Harrison Casey Holman Eliza Howard Sasha Hung Max Lewellen Kai Lyddan Ben McDonell Alina Mei Hayden Miller Serena Miller Noah Muchowski Sia Terplan Zane Wilcox Nellie Zakharov
Photographers Imaan Ansari Danah Aroonchaipirom Katharine Kasperski Garvin Kwong Lucas Larson Sydney Lee Alex Mangot Dahlia Myers Ryan Njuguna Illustrators Joey He Charon Kong Alisa Kozmin Yue Yi Peng Emily Yee Mika Catangay Business Managers Isabella Chan Primo Pelczynski Web Manager Katharine Kasperski Social Media Managers Maya Murakami Miyabi Yoshida Researchers Maren Brooks Anita Luo Advisor Eric Gustafson
SPREAD DESIGN BY PRIMO PELCZYNSKI
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EDITORIAL
Editors-in-Chief Kylie Chau Roman Fong Sierra Sun
FRONT COVER GRAPHICS BY EMILY YEE
OF CONTENTS
FRONT COVER DESIGN BY TATUM HIMELSTEIN
The Lowell February 2024
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Editorial
UNLOCK THE GENDER-NEUTRAL RESTROOMS
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hat was once a simple dash to the gender-neutral restrooms has become an inconvenient and even uncomfortable process. For gender-queer students and for those who already face challenges accessing private spaces, gender-neutral bathrooms are crucial facilities that should be readily accessible. Although Lowell’s administration locked these restrooms to improve safety and accountability, this limited access to gender-neutral restrooms inconveniences students and undermines the inclusion and privacy of students who use them responsibly. Lowell’s administration must remove these unnecessary barriers to ensure students feel comfortable carrying out their basic biological necessities. Starting in January 2024, Lowell’s administration locked all but one of the gender-neutral restrooms, requiring students to request a key from a nearby office to unlock them. According to the administration’s email, the protocol aims to address concerns surrounding restroom vandalism and student safety during emergencies, while providing “a safe environment for all our students.” However, the policy fails to accommodate the diverse needs of a vulnerable student population at Lowell. The process of obtaining a key from a nearby office, unlocking and using a gender-neutral restroom, and then returning the key before returning to class creates unnecessary hurdles for students seeking to access these facilities. For students already facing challenges in accessing facilities that provide them with the privacy and comfort they need, such as those not provided by traditional female or male restrooms, this journey only compounds their difficulties. The back-and-forth journey between the restroom and the office is time-consuming, wasting time used for classroom learning. Out of all the gender-neutral bathrooms, only one — next to room 129 — has been left unlocked in case of emergencies. This unlocked restroom provides some accessibility, but its distance from various locations on campus poses a significant barrier for students who require more immediate access to restroom facilities, such as those with medical conditions and menstrual cycles. For students whose classrooms are in the World Language building or Science building, a considerable amount of their class time would be spent walking to and
from this restroom, disrupting their classroom engagement. Relying on a single unlocked gender-neutral restroom is simply insufficient. Additionally, the gender-neutral bathroom key policy does not accommodate students with medical conditions or those who may experience emergencies, placing them in uncomfortable situations. Genderqueer students dealing with menstruation or gastrointestinal issues may face urgent needs for restroom access, only to be hindered by the policy’s demand for key retrieval from a nearby office. The inflexible nature of this policy and the lack of foresight for students’ varying needs may potentially exacerbate existing health issues. The policy fails to prioritize the well-being of all students. Genderqueer students, who may experience anxiety and self-consciousness, will be discouraged from using restrooms, harming their physical health and hindering academic performance. Having to request a key may be uncomfortable when attention is drawn to themselves, leading to physical discomfort and heightened stress levels. Students’ reluctance to use the restroom can have detrimental effects on their mental well-being, hindering their ability to concentrate in class and reducing classroom engagement and participation. According to Rebecca Nebel, a director for the Society of Women’s Health Research, “restricting access to the bathroom forces students into unhealthy toileting habits, such as holding in urine, which may create health problems that will follow students into adulthood and decrease their quality of life.” As students avoid restroom use, they could experience adverse health effects, impairing students’ learning potential in school. While the administration intends to improve safety and accountability, this new gender-neutral restroom protocol raises significant concerns about the accessibility to gender-neutral restrooms and its impact on student well-being. It poses detrimental challenges for students who have medical conditions and are genderqueer, simply wanting access to the privacy provided by gender-neutral restrooms. Lowell must unlock all gender-neutral restrooms to ensure that students’ safety, inclusivity, and well-being are prioritized within the campus.
The Lowell is published by the journalism classes of Lowell High School. All contents copyright Lowell High School journalism classes. All rights reserved. The Lowell strives to inform the public and to use its opinion sections as open forums for debate. All unsigned editorials are opinions of the staff. The Lowell welcomes comments on school-related issues from students, faculty and community members. Send letters to the editors to thelowellnews@gmail.com. Names will be withheld upon request. We reserve the right to edit letters before publication.
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The Lowell is a student-run publication distributed to thousands of readers including students, parents, teachers, and alumni. All advertisement profits fund our newsmagazine issues. To advertise online or in print, email thelowellmanagement@gmail. com. Contact us: Lowell High School 1101 Eucalyptus Drive San Francisco, CA 94132, 415-759-2730, or at thelowellnews@ gmail.com. The Lowell February 2024
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SELF-MADE VALENTINE
ILLUSTRATION BY CHARON KONG
From the editor Dear readers of The Lowell,
Editors-in-Chief, Kylie Chau, Roman Fong, and Sierra Sun
ACCOLADES NSPA Pacemaker Top 100 2018 NSPA Pacemaker Finalist 2011 & 2014 NSPA Online Pacemaker 2012 NSPA Print Pacemaker
2007 & 2011 NSPA All-American 2009 NSPA First Class Honors 2007 NSPA Web Pacemaker 2007 CPSA Gold Crown The Lowell February 2024
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SPREAD DESIGN BY KYLIE CHAU
As we start off the new year, we are excited to lead a larger staff enriched with new reporters. No less than 14 students have completed their Journalism 1 training and are now on staff. One of them, senior Casey Holman, was put right to work writing the news feature about AP and SAT testing accommodations. For this magazine, we wanted to re-explore the issue of shoplifting. Anecdotally, the problem has been getting worse since The Lowell originally covered it in 2019. Our research confirmed this hunch. Through sharing the narratives of anonymous students who shoplift, we aim to shed light on the realities of the problem. These stories are not just confessions but reflections, inviting the reader to better understand what leads students to steal. For some, it is an adrenaline rush or the result of peer pressure, while many see it as altogether too easy. For almost all of the shoplifting students, it is habit-forming. As some students have managed to stop stealing, their honest reflections provide a path toward a solution. Here’s to a year of insightful stories and personal development!
why students shoplift
PHOTO ILLUSTRATION BY DANAH AROONCHAIPIROM, SYDNEY LEE, YUE YI PENG
Peer pressure and perceived leniency drive an increase in shoplifting among Lowell students.
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By Kai LYddan and Hayden Miller
The Lowell February 2024
SPREAD DESIGN BY LAUREN KIM
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The Lowell February 2024
WHY STUDENTS SHOPLIFT COVER
By Kai Lyddan and Hayden Miller
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hen Kyle, a junior under a pseudonym, walks into Westfield San Francisco Centre with his friends, one of them dares him to steal something. While initially hesitant, he eventually gives in and slips a bag of Doritos into his jacket. Although Kyle believes that one small bag of chips won’t be a significant problem, he isn’t aware that this minor incident will be the beginning of his shoplifting addiction. Kyle is among many Lowell students who have turned to shoplifting. With shoplifting on the rise in San Francisco, a survey conducted by The Lowell revealed an increase in shoplifting among Lowell students.
While stealing out of necessity may be the justification for some shoplifting, more students at Lowell fall victim to peer pressure and shoplifting addiction. Some argue that shoplifting is just a phase most teenagers go through, and while it has repercussions for both business and shoplifters, many students who shoplift don’t fear the consequences of their actions. There is much debate about the best way to prevent stealing, but without an explicit reason to stop, many students
continually shoplift. Shoplifting is a prevalent issue among teens. According to the Council on Criminal Justice, major cities across the United States have experienced an increase in shoplifting since 2019. Although the study shows that San FranPHOTOILLUSTRATIONS BY ALEX MANGOT AND CHARON KONG
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The Lowell February 2024
“We stole alcohol, and it was very thrilling. It got me hooked on stealing.”
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“It just felt nice. Once you take something, it feels like a little boost in dopamine with no financial consequences.”
stronger bonds with friends and gained a sense of community — where she and others would exchange advice on getting around security systems as well as their various stolen goods. “Everyone shares their strategies to gain knowledge,” Rachel said. “Once you do it, you can share hauls, and it feels nice. But, when you’re not doing it, you’ll feel left out if you don’t get anything.” Students also steal to experience the adrenaline rush from engaging in an illegal activity. According to WebMD, stealing may cause a mixture of emotions, such as “a sense of pleasure and relief ” or even “guilt or remorse after the act.” Slim, a senior under a pseudonym, began stealing during her sophomore year and recalls walking out of a store with a bottle of alcohol during her first shoplifting excursion. As she continued, her tendency to shoplift became addictive. “We stole alcohol, and it was very thrilling. It got me hooked on stealing,” Slim said. Similarly, Rachel, who began stealing during her junior year, remembers feeling excited after shoplifting 5 for the first time. “It just felt nice,” she said. “Once you take something, it feels like a little boost in dopamine with no financial consequences.” Many who shoplift justify their actions by arguing that large chain stores like Target can afford the theft. Burton also said that he had noticed this sentiment throughout his studies, adding that students often shoplift because they feel that their one act of shoplifting would not affect anything in the long term. “For stores like Target, even though they have guards, I feel like it doesn’t really matter,” Slim said. Some students, including Kyle, believe that San Francisco’s lenient crime policies are responsible for the high number of shoplifting and other low-level crimes. He alluded to CA PeThe Lowell February 2024 7
SPREAD DESIGN BY ROMAN FONG
cisco has seen a 35 percent decrease in shoplifting in that same time period, shoplifting still appears to be on the rise among Lowell students. Compared to a survey conducted by The Lowell in March 2019, an updated survey revealed that the number of students at Lowell who have shoplifted has increased by 6 percent since 2019, while the number of people who knew someone who had shoplifted increased more drastically, from 54 percent in 2019 to 66 percent this year. The impacts of shoplifting are visible throughout stores like Safeway, which now requires shoppers to scan receipts to exit self-checkout, and Target, which has continued locking products behind plexiglass to combat theft. Despite these measures, our anonymous survey found that 64 percent of respondents believe that shoplifting in San Francisco is “easy” or “very easy.” Target has also blamed high rates of theft for the closure of its Folsom Street store, although later reports have called the accuracy of Target’s claims into ques1 tion. Regardless, measures like locked items and store closures affect the entire community. Many students begin shoplifting due to the desire to feel included in social activities with friends. According to Bryan Burton, a Professor of Criminology and Criminal Justice studies at Sonoma State University, peer pressure and students’ social lives play a major role in shoplifting among students. “At an older age, friends become more important, so you could be learning from your friends that it’s okay to shoplift,” Burton said. Rachel, a senior using a pseudonym, admits that she began shoplifting to feel closer to her friends. “I wanted to do it because I just wanted it to be included,” she said. As she began stealing from stores more frequently, she created
INFOGRAPHICS BY ANITA LUO
nal Code 459.5, which, following the passage of Prop 47 in 2014, downgraded thefts below $950 to misdemeanors instead of felonies. “I heard that in the state of California, you can steal up to $900 without severe consequences,” Kyle said. Recently, state lawmakers and California Governor Gavin Newsom have called for increasing penalties for repeat and organized shoplifting. Assembly Bill 1772 is a key component of this work. The bill would require those repeatedly convicted of shoplift-
ing or petty theft to receive county jail sentences of one to three years. The bill would require voter approval before taking effect. However, the fear of being caught has already stymied their behavior. After being caught taking alcohol from Whole Foods with her friends, Slim’s shoplifting was catching up to her. “I had to take a little tolerance break after that incident because I realized I could no longer enter any Whole Foods,” she said. “I was too scared.”
Other students, including Rachel, have set off security detector alarms at stores like Urban Outfitters as she was about to exit. Although she got away with her stolen items, being confronted by store workers has scared her. Additionally, she admits being deterred from shoplifting after watching social media posts claiming stores document multiple instances of shoplifting before pressing charges when an individual reaches a certain dollar value. “I saw a TikTok about Target warning shoplifters about
STUDENT VOICES Survery Question: Why do you shoplift? Anonymous responses selected from a January 2024 survey conducted by The Lowell 8
The Lowell February 2024
being caught, so I stopped [stealing there],” Rachel said. Experts and students see solving the shoplifting problem differently. Burton looks at the issue through a societal lens of shoplifting. “I think if we provided more of a safety net for people, they’d feel less like they need to steal,” said Burton. “More health care and housing are ways that we can stop it.” On the other hand, students like Slim see teenage shoplifting on an individual level. “My philosophy is that everyone goes through a little phase,” she said. Slim also said that her getting caught at Whole Foods made her slow down and eventually stop shoplifting, making her think that better security would prevent shoplifting in the future. “The Whole Foods scare kind of made me want to stop,” she said. She remembered a lack of competent security during her previous experiences shoplifting and how that contributed to her decision to shoplift. “I don’t think they really care even if there are guards,” Slim said. Kyle agreed that the lack of adequate security was certainly concerning. “It’s definitely easy to get away with it in San Francisco,” he said. “Obviously, there are security guards, but it’s very easy to get past them.” Burton believes that creating ties between young people and their
“It’s definitely easy to get away with it in San Francisco. Obviously, there are security guards, but it’s very easy to get past them.”
“Because I don’t have money and I’m too young to get a job.”
“I used to do it with friends because they would do it. “
The Lowell February 2024
SPREAD DESIGN BY ROMAN FONG
“It gives me an adrenaline rush, now I can’t stop.”
communities is another key way to reduce shoplifting. San Francisco has attempted to provide connections for young people through initiatives such as Mayor London Breed’s Opportunities for All, as well as the San Francisco Recreation and Parks Department’s Workreation program, which both provide paid work experience for teens. A study by the Brookings Institute found that summer job programs such as those offered by the city can reduce instances of property crime like shoplifting by 57 percent. As petty theft is on the rise among teenagers, some students like Kyle will continue their path, while others like Slim and Rachel have grown out of shoplifting. Kyle, who doesn’t fear the consequences of shoplifting, will stick to his compulsive behavior. “I don’t think I would stop [stealing] just because I got caught [once],” he said. “Even if I got caught, I’d just be left off with a warning.” On the other hand, both Slim and Rachel stopped shoplifting, noticing how meaningless their actions seemed to be after they reflected on their actions. “I’ve definitely stopped shoplifting,” Slim said. “I kind of learned it was not really necessary.” Rachel agrees with this sentiment. “It feels really good when you don’t do it anymore,” Rachel said. “You kind of see how unnecessary it is when you did it.”
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MULTIMEDIA
Lowell students who create handmade fashion share their projects and discuss the benefits of crafting their own unique designs. 10
The Lowell February 2024
PHOTOS BY DAHLIA MYERS AND GARVIN KWONG SPREAD DESIGN BY DANICA YEE
Mikaela Yee, senior One of my favorite things about crocheting is the satisfaction of having something afterwards. It’s really gratifying to have a physical piece that you can wear or give to other people.” Tallulah Beebe, senior The Lowell February 2024
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“There’s so many clothes out there, but it’s so hard to find clothes that feel unique to you and also fit you the way you want them to.” -Ar Tze, junior 12
The Lowell February 2024
PHOTOS BY KATHARINE KASPERSKI
The Lowell February 2024
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SPREAD DESIGN BY DANICA YEE
“Wearing jewelry I’ve made myself kind of feels like a showcase of my hobbies, like I feel proud because I made it and I think it looks good and it matches my aesthetic.” -Audrey Chiang, senior
ONE SIZE ONE SIZE DOESN’T FIT DOESN’T PUTTING FIT ALL: PUTTING ACCOMODATIONS ACCOMODATIONSTO TO ALL: THE TEST THE TEST SPREAD DESIGN BY RAMONA JACOBSON SPREAD DESIGN BY RAMONA JACOBSON
FEATURE
DespiteCollege CollegeBoard’s Board’s offerings, Despite students students struggle to acquire offerings, testing accomodations struggle to acquire in a timely and testing accomodations in a timelymanner. and effective effective manner. By Casey Holman By Casey Holman
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The Lowell February 2024 The Lowell February 2024
GRAPHICS BY ALISA KOZMIN GRAPHICS BY ALISA KOZMIN
The Lowell February 2024 The Lowell February 2024 15
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FEATURE
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t’s AP exam season, and Drew, a junior under a pseudonym, just discovered that their College Board accommodation request hasn’t gone through. College Board never got back to the Lowell counseling center about their accommodations. For Drew, who processes relatively slowly and experiences severe test anxiety, extra time and a separate testing space are critical. Frantically, they email the counseling department, finally securing their accommodations less than a week before their AP Biology test. They enter the test already stressed and overwhelmed by the application process. On the test day, the proctor rushes to find another test packet for them. As a result, Drew isn’t released until the late afternoon. They spend over five hours in the testing room and emerge exhausted, not only from the AP test itself but from the process they went through to take it. Drew isn’t alone. Students nationwide who require accommodations struggle with College Board’s complicated and ineffective system. Test accommodations are alterations to standardized tests intended to make them m o r e accessible to stu-
imperfect accommodations. Although most colleges have stopped requiring standardized test scores, students like senior Meredith Lust-
dents with disabilities. Students like Drew believe that College Board accommodations for AP tests and SATs have been insufficient, as they are difficult to attain and often ineffective. The default accommodations that College Board provides — usually time and a half — don’t work for every person. Because of the College Board accommodation process, students like Drew find themselves making do with
had dips in their GPA, or who haven’t taken as many challenging classes, a good SAT score can prove that they’re capable
The Lowell February 2024
of handling college coursework. But test scores are a double-edged sword: they can also have negative impacts. “If a student didn’t do that great on a test and submit-
“It takes forever. You can’t just apply for accommodations before your test and expect to have them. It’s also not a very clearly outlined process.” ig find it difficult to avoid L o w e l l ’s test-centered environment. “There is still a big SAT c u l t u r e ,” Lustig observed. “If you didn’t take it, people are going to ask you why you didn’t take it. It’s still part of us.” Ms. Aguirre, Lowell’s college counselor, also points to test scores as a potential boost to students’ college applications. “Not only are AP scores going to help you make your application more competitive… but you also are getting credit and saving yourself money,” Aguirre said. She also pointed out that for students who
ted their scores, even if their GPA was strong, it could hurt them,” Aguirre said. As a result of lacking individual accommodations, Lustig argues that students with disabilities may be denied the advantages of submitting test scores, or harmed by submitting them at all. Despite the College Board website portraying SAT and AP accommodations as easily accessible for a wide variety of disabilities, senior Lily Galante, who is applying for accommodations, finds the process lengthy and lacking transparency. Processing requests can take up to seven weeks. College Board may also ask for further evidence of a student’s disability — delaying the processing cycle even more. They also require students to prove they’ve used the same accommodation at school before. Having a 504 Plan or IEP at school can make the process easier because formal documentation is available, but it’s still time-consuming. Without a 504, the process is even more difficult. Galante, who doesn’t have a 504, faces a long wait time and a smaller selection of accommodation options. “I didn’t want to fill out all the paperwork for a 504,” Galante said. She opted for the less formal Student Support Team (SST), so it’s more difficult to get formal accommodations now. Galante is okay rolling with the punches, however. “I’m working with the bureaucracy,” she said with a shrug.
“Audio would help me so much. I’m a lot better with sound than looking at things.”
an audio companion for passage-based tests. “Audio would help me so much,” she said. “I’m a lot better with sound than looking a t
“I really work best when visual and audio are paired together because that’s the only thing I can focus on.” cent of Americans have dyslexia. While dyslexia is often considered a visual disability, it runs much deeper. According to Mayo Clinic, dyslexia is not a visual impairment; dyslexic people have difficulty processing written language. On the SAT, passage-based questions comprise more than half the test. College Board offers large print tests for dyslexic students, but if students struggle to interpret written language, making the print larger won’t help them understand the directions or passages. The International Dyslexia Association recommends simplifying written directions or offering verbal ones in addition, which are not default options for dyslexia accommodations. Galante, who has processing difficulties, would love to receive
SPREAD DESIGN BY SIERRA SUN
things.” However, she’s only eligible for extra time. Galante said the extended time will definitely help but admits that there are other accommodations she can’t get on College Board tests that would make a difference. Even for students with ADHD, anxiety, and similar learning disabilities, who make up the most significant portion of people who receive College Board accommodations, extra time doesn’t work for everyone. For almost all disabilities, students are given a dropdown menu providing default accommodation options, the most common being time-anda-half. Although College Board’s website offers a greater variety of accommodations, requesting them is tedious, often requiring multiple diagnoses from professionals, as well as extensive documentation of the disability. Because of this intensive process, most go with the default options. While extra time can be helpful, it isn’t a catch-all. With tests becoming even longer, the College Board assessment timing often leads to “extra waiting and less flexibility,” Drew said. Palange, who receives extra time, is also frustrated by the
sheer length of assessments. “I’m sitting in a room for six hours staring at a piece of paper,” they said. “I got out of the AP Computer Science A test at 6 p.m. It was ridiculous.” Each student, even those with similar disabilities, may require different accommodations to thrive. For example, Lustig would prefer audio versions of passages to help pace herself. “I really work best when visual and audio are paired together because that’s the only thing I can focus on,” she said. Palange likes having more frequent breaks to allow for a mental reset during test sections, while Galante would like to use highlighters to improve her detail orientation. But Galante is hesitant to apply for unconventional accommodations because she feels that these requests are unlikely to be approved. “A lot of these things feel too boujee to even ask for,” she said. Even though unconventional accommodations would potentially help students focus, the College Board accommodation process is set up to discourage custom alterations. Accommodating students with disabilities isn’t a one-size-fits-all process. “Everyone learns differently,” Galante said. “A greater variety of default options would be super helpful.” Ultimately, Drew feels that although College Board accommodations are helpful in general, there is a lot of room to improve. “The people managing AP testing need to be more specific with instructions to students,” Drew said. “I would change the process.”
ILLUSTRATIONS BY EMILY YEE
“You get what you get.” Daunted by the application process, senior Alessandra Palange didn’t apply for accommodations before their PSAT, and scored much lower than they anticipated. After applying for accommodations, they took the SAT, and scored in line with their practice tests — almost two hundred points higher than their PSAT. While the result of their accommodations was undoubtedly positive, they were still disillusioned. “It takes forever. You can’t just apply for accommodations before your test and expect to have them,” they said. “It’s also not a very clearly outlined process.” For students such as Galante, processing disabilities and dyslexia are insufficiently provided for. Dyslexia is extremely common; an estimated 15-20 per-
The Lowell February 2024
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SATIRE
BROOKE’S FOOL-PROOF GUIDE TO GETTING A DATE THIS VALENTINE’S DAY BY BROOKE LAUR
ILLUSTRATIONS BY MIKA CATANGAY
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re you painfully alone? Do you spend hours listening to “Linger” by The Cranberries, contemplating your romantic choices, or lack thereof? Is it more likely that you’ll spend Valentine’s Day solo, drowning your sorrows in heart-shaped chocolates? Behold, I am a certified dating expert, a voyager of love who has navigated the labyrinth of romance and lived to tell the tale. This is not just advice; this is the elixir of love, the secret sauce of seduction, the GPS to your heart’s desire. The first step to getting a Valentine’s date is attracting your crush. Clean up, and wear a nice fragrance. For boys, I would suggest a violent shower of Axe Body Spray. Girls, I would suggest the cheapest bottle of Victoria’s Secret’s body mist that money can buy! Most importantly, wear a nice outfit. The skinniest jeans you own, obvs. It’s your time to dress to impress. If you didn’t know, following your crush is so last season. Instead, strut that cool outfit around and try a little something I like to call a “calculated coincidence.” Memorize your crush’s schedule. Accidentally “bump’’ into them. Start a
conversation. Then, try to flirt a little. After a couple of these “coincidences,’’ build a bond. I promise a Valentine’s date is near and in sight! The next step is to start casually dropping hints about your shared interests. Does your crush like Fortnite? Great! As of today, you’re actually a master at Fortnite. Dare I say you’re Ninja. Show up to school with a monitor, controller, and game console ready to be plugged in. Learn the Fortnite dances and do them randomly around your crush to impress them. Figure out whatever a “Fanum tax Kai Cenat’’ is. It’s cute to show interest in what your crush likes! Don’t forget two controllers so you guys can play together. Finally, once the groundwork is laid, the chemistry is amazing, and your hands are shaking from excitment (or is that the excessive Fortnite?), it’s time to make your move. March up to your crush, proclaim your love, and ask them, “Do you FW me?” Depending on their answer, you’ll know whether or not you’ll be booked and busy for the upcoming big day. My dear reader, I hope Cupid hits the bullseye of all your heart’s desires this Valentine’s. A special date included!
TAYLOR SWIFT IS LEAVING TRAVIS KELCE TO GO BACK ON TOUR, ALSO, I’M EXPECTED IN TRUANCY COURT BY TATUM HIMELSTEIN
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am absolutely devastated. Taylor Swift is leaving Travis Kelce to go back on the Eras Tour, and if Tayvis comes to an end, I truly don’t know what I will do with myself. I can’t imagine a life without their relationship — it’s all I’ve thought about for the last six months. It’s like the universe is conspiring against love itself! In other news, it’s recently come to my attention that I might not be graduating. Apparently, I’ve “missed one too many classes,” and “my academic record could render me ineligible to pass senior year.” What does that even mean? Yes, I spend a lot of time pacing up and down Eucalyptus Dr. during what one could consider school hours, but I’m just trying to figure out if Taylor Swift can make it to the Super Bowl after her last concert in Tokyo. You know, when the Japanese Embassy issued a statement on X, formerly known as Twitter, regarding this very same dilemma, 18 The Lowell February 2024
no one called them truants. Seems pretty unfair to me. What does that even matter — Swelce needs to be together! Taylor and Travis are made for each other; it’s practically fate. When Taylor wrote “Mary’s Song (Oh My My My)” in 2006, she said, “I’ll be 87, you’ll be 89.” Travis is literally number 87 on the Chiefs! She knew all along, truly a mastermind. Also, last week, I called the district office to appeal my truancy notice, but the respondent said excused absences only include “medical appointments, illnesses, religious observance, family emergencies, active military duty, or funerals.” When I told her that following Taylor Swift and Travis Kelce’s relationship falls into at least four of those categories, she said I was “pathologically, if not clinically insane.” The next day, I found my mailbox stuffed with notices that I am being subpoenaed for truancy court. I didn’t even know that was a thing, but apparently I’m facing “Youth Delinquency Charges” for a lack of attendance, and my lawyer says I’m almost certainly guilty. What’s worse is that it’s really difficult to get Traylor news when you’re in court. When I asked the judge if he could find me a copy of Entertainment News, he scoffed at me and said, “Get back to the witness stand.” He just doesn’t get it — how am I supposed to sit still in times like these?
MEDIA REVIEWS
SERIES: THE MARVELS
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BY MIYABI YOSHIDA
The Lowell February 2024
SPREAD DESIGN BY TATUM HIMELSTEIN
ho is the monster?” is an ongoing question that viewers ask when watching Hirokazu Kore-eda’s 2023 film Monster, which won Best Screenplay at the 2023 Cannes Film Festival. Due to the film’s title, you’re misled into trying to read between the lines and find who the monster of the film is, which, as a result, proves the whole film’s point of only being able to act off of what you know at that moment. Monster is a film that shows the same series of events three times in a row but through three different points of view: Minato, Minato’s mom, and Minato’s teacher, Mr. Hori. Because the film repeats the same events, one may think that the film is bound to be boring. However, because of the different points of view, the film’s depth is revealed with each repeat. In the first point of view, Minato’s mom notices Minato’s odd behavior, concluding that Mr. Hori is abusive toward her son at school. From Minato’s mom’s point of view, Mr. Hori is the monster. However, in the next point of view, you can see how Mr. Hori thinks Minato is the monster because of the tantrums he throws in class. This continual recontextualization of knowledge leaves the viewer not knowing who to root for. The audience sees that decisions based on these differing points of views can have catastrophic consequences. For example, in the first point of view, Minato’s mom reports Mr. Hori, leading to him being fired without investigation. As a result, the media interrogates him, destroying his perfect reputation. Through Mr. Hori and Minato’s points of view later on, we see that Minato’s tantrums were to defend his friend Yori, who couldn’t stand up to his dad at home. Minato’s mom and Mr. Hori failed to realize this cry for help until the end. Monster emphasizes the importance of one’s points of view. Kore-eda shows how easy it is to jump to a false conclusion and how a lack of perspective can lead to terrible outcomes. This film ultimately makes the audience change their original question of “Who is the monster?” to “What makes someone a monster?”
PHOTOS COURTESY OF MARVEL STUDIOS, WELL GO USA
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BY IMAAN ANSARI
have to admit that I cringed while watching The Marvels. Was it the experience of my Pakistani culture being broadcasted on the big screen for all to judge, or my discomfort due to a lack of representation in previous films? While I was disappointed with the plot, the accurate Muslim representation made up for the movie’s shortcomings. This is the first time audiences have seen Kamala, Marvel’s first Muslim hero, since debuting in her 2022 series, Ms. Marvel. The Marvels, the sequel to Captain Marvel, follows Carol Danvers (Brie Larson), Captain Monica Rambeau (Teyonah Parris), and Kamala Khan (Iman Vellani) as they find their powers linked and interchangeable. The characters work together to prevent the Kree, an alien race, from destroying the universe – and all others. Kamala’s youthful presence was refreshing, but her character followed a common trend with new, young superheroes, where they excessively worship the ground their heroes walk on, in this case, Captain Marvel. This undermines the younger characters’ importance, making them seem like excitable sidekicks. This is particularly disappointing when it comes to Ms. Marvel, the newest symbol for Muslim representation in superhero media. For me and other Pakistani-Muslim girls across the world, seeing someone who looks like them saving the world was a mind-blowing experience. From Kamala’s brother saying “Bismillah’’ to the Quranic artwork up on the Khan household’s walls, the film was not lacking in representation. I felt excited every time I saw parallels between the character and my own life. While I was happy, I couldn’t help but feel awkward when she appeared on the screen. Having my culture broadcasted for the world to see brings a feeling of vulnerability and a fear that people will ridicule the character. This fear may stem from the fact that representation is often inaccurate. For example, the plot of the Netflix series Elite is centered around a Muslim girl who breaks from her shell to a new world of freedom by no longer wearing her hijab or following her faith. This creates the false impression that hijabis and Muslim girls see their religion as a cage that they want to break from, portraying Islam in an infinitely negative light. The Marvels may have missed the mark for some in terms of entertainment, as the movie follows the same formulaic plot that Marvel has been using for their new, young characters for years. However, Kamala Khan is a refreshing example of exceptional Muslim representation that will hopefully act as a model for future films.
FILM: MONSTER
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INTROVERT IN IN INTROVERT AN EXTROVERT’S EXTROVERT’S AN WORLD WORLD
GRAPHIC BY KYLIE CHAU AND DANICA YEE
By By Ava Ava Rosoff Rosoff
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The Lowell February 2024
column
“Y
ou’re so quiet,” my mom’s friend said, her tone patronizing. I turned bright red. I was ten years old, and my family was hosting a holiday party. I emerged from my room to grab some snacks, hoping to avoid being noticed by the loud, chatty adults. However, one of my mom’s friends approached me, asking about school and what books I was reading. I spoke with mostly one-word answers, to which she went on to respond condescendingly. Embarrassed and confused, I quickly excused myself, trying to hold back tears as I sped back to my room.
Why does society consider introversion, a core part of my personality, a barrier and an impediment to my ability to succeed and lead others?
my own ideas, as well as others’ ideas to influence the group effectively. Over time, I’ve learned to step out of my comfort zone to succeed both academically and socially. I recognize there’s a fine line between stepping out of your comfort zone and modifying your personality altogether. So, I don’t force myself to be outgoing or charismatic constantly because, frankly, trying to do that is exhausting. In the same vein, I’ve exerted my energy into taking on leadership roles as a means of stepping out of my comfort bubble, not changing my values. From leading projects to help the homeless to presiding over Lowell’s literary magazine, The Junkyard, I’ve maintained pride in my introversion.
I’ve come to the realization that being an introvert is something I should embrace, not change. While hearing others point out how quiet I am used to irk me, I now take it into stride — being introverted is a trait that I’ve reckoned with and shouldn’t be something that’s antagonized. For most of my high school experience, I constantly wondered why I couldn’t summon up the courage to actively participate in class or be outgoing in social settings, but I’ve come to the realization that being an introvert is something I should embrace, not change. I’ve learned that whether someone is introverted or extroverted — or somewhere in between — is just a single part of how we interact with the world. Recognizing that I don’t have to conform to the socially praised world of extroverts has allowed me to navigate high school authentically and confidently. The Lowell February 2024 21
SPREAD DESIGN BY AVA ROSOFF
In my experience, being introverted has been viewed as something to overcome, a flaw rather than an innate personality trait. Now, when distant family members or my parents’ friends tell me I’m more talkative than I used to be, they seem to wonder how I overcame this “obstacle.” Frankly, this offends me. I believe that being an introvert has its benefits. Why does society consider introversion, a core part of my personality, a barrier and an impediment to my ability to succeed and lead others? In general, American society views extroversion as the ideal personality type, assuming that assertiveness and charisma are traits vital to succeeding in school, the workplace, and interpersonal relationships. In a Wall Street Journal article, author and management professor, Leah Thompson explains how these qualities that come naturally
to extroverts make them “more likely to be chosen as leaders over their more introverted peers.” Because introverts are generally expected to modify or overpower their natural quietness to appeal to those around them, their leadership potential is often left unnoticed. As I’ve been conditioned by my surroundings to embrace extroversion as an indicator of “success,” I have found myself feeling out of place time and time again. I know I am naturally introverted — I don’t feel the urge to speak for the purpose of filling in silence, nor do I think outwardly when problem-solving. Because of this, I believe there are more opportunities for observation and, subsequently, understanding. When I quietly observe, my awareness of the world and the people around me becomes clearer. I set aside my own perceptions and beliefs, taking note of what’s going on around me. I’m also able to engage in introspection by reflecting on myself, my beliefs, and my values. Especially after large social gatherings, as I “recharge,” my creativity and willingness to look inward flourishes. Just because I’m introverted doesn’t mean I’m unable to put myself out there, but it means I think before I do. According to a study by the Journal of Workplace Behavioral Health, introverts’ tendency to reflect before acting aids with problem-solving and creativity, which I find to be true in my life. When I participated in a policy-related youth leadership program, I collaborated with a team of other high schoolers in designing a group project to create a positive social impact on the community. Through many team brainstorming sessions, I made sure to sit back and actively listen, taking note of others’ ideas and providing feedback to my peers. Through internal reflection and my observation of others’ ideas, I proposed hosting a presentation regarding San Francisco’s homelessness. My idea pulled the team to a consensus, where we refined and executed this project as a team. By laying back and observing the conversations we had, I was able to intervene eventually to steer the group toward success. Although I was quiet at first, I used that time to fully reflect on
ILLUSTRATIONS BY ALISA KOZMIN AND JOEY HE
CROSSWORD AND SPREAD BY ISADORE DIAMOND AND PRIMO PELCZYNSKI
Across 3. Richmond’s 2nd Chinatown 6. Koala Munchies 7. Most famous for its Brandy Melville these days 12. Home to 39+ Piers 13. _____ Dolores 14. Prominent diagonal division on an SF map; Main road 16. 9th and _________ 17. Overpriced secondhand clothing (some heat)
Down 1. Stonestown main access point 2. Runs next to a very serious grove near Lowell 4. Features our BOTB rival and prominent middle school 5. What 14-across becomes 7. May I state that I love this street 8. The _______, famous concert venue 9. Contrary to this street’s name, it never actually touches the Pacific 10. This street isn’t quite straight 11. This road comes with a twist 15. L street
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