 In a single lifetime, a person will make billions of decisions, twelve million in a year, one million in a month, two hundred forty-five thousand in a week, and thirty-five thousand in a day. Each decision, whether it is what food to eat for lunch or what to study in college, shapes the path on which you walk, however small that change may be. But with those billions 
of decisions in a lifetime come just as many “what-ifs.” Every decision is like 
a crossroads — one path is what you choose, and another is the road not 
taken. Sometimes, it is fate that pulls you toward one side of the fork in the 
road, while other decisions are the result of free will. 

 At PHS, students make decisions that may alter the course of their lives. 
Many discover new passions after bittersweet partings with old ones. Others 
leave the decision to luck. 

 For some, simply coming to PHS and finding a home here was much more 
luck than free will. 

 “I lucked out in that I had somewhere to go, [and that] I had family 
that lived in a place where I could go to a good school district,” said 
Olivia Johnson ’27 after moving from Minnesota to Princeton, New Jersey. 

 For others, where they will end up is more fate than it is luck. This is the 
case for many of the seniors this year heading off to college, such as Clara 
Burton ’26. 

 “[Picking] a college is going to be a very big, significant choice I have to 
make,” said Burton. “I think fate will play a big role because I think that it’s going to be a very good experience no matter what.” 

 Students at PHS find free will plays a much larger role when it comes to 
athletics, however. For Mia Abrams-Sartor ’28, this decision was purely free 
will, although she believes her experience would be vastly different had she 
made a different choice.

 “A significant decision I had to make was deciding which [softball] team to 
join when I was moving to a new state,” said Abrams-Sartor. “I may not have 
met … some of my closest friends [nor] enjoyed the sport so much.” 
 Similarly, Yasna Shariarian ’27 also made a conscious decision to quit a 
sport that she disliked.

 “I was a swimmer through eighth grade [but] I picked up golf as my sport, 
and I decided to quit swim[ming],” said Shariarian. “[Had I not played golf] I probably wouldn’t have found another sport that I liked, and I wouldn’t have been able to meet the people that I now know.”

 Fate and free will also dictate many of the decisions teachers at PHS make, 
especially when it comes to their decision to even teach in the first place.
 
 “I was thinking I was going to go into advertising ... I did advertising for my high school newspaper. But the more I thought about the logistics of the job, 
of whatever advertising work I’d be doing, I was thinking ‘Gosh, I’m going 
to be sitting at a desk all day long, and that is not for me.’ And I loved my 
English classes ... I had great high school and college professors that guided 
me,” said Courtney Crane, an English and journalism teacher at PHS. 

 For Crane, both fate and free will led her down this road. 

 “When I moved to New Jersey, I didn’t have a job, and the only job offer 
I had was being an editor at a dental magazine. And then a day later, I got 
offered the job here at Princeton High School. And so I think there were a lot 
of things going for me to get me this job here. That might have been luck, 
but also, just the kind of decisions I made along the way,” said Crane.

 Across PHS, it is clear that one decision can change one’s life. Moreover, 
that same decision can be viewed in opposite ways. For some, loving a sport is 
fate; for others, it is luck. It is impossible to know what would have happened 
if you hadn’t made that decision, but that decision certainly brought you to 
where you are today.

Vanguard: Luck & Fate

Effective April 1st, Dr. Crystal Riddick will join the administrative team as the fourth Assistant Principal at PHS. On March 17, the PPS Board of Education approved Dr. Crystal Riddick for the position following a district re-evaluation of PHS student needs. Riddick was transferred from Director of Special Education to Assistant Principal to provide more support for students at PHS.

   “In my past role, I was able to work with the special education population, knowing all of that group of students, and I'm excited to get to know everyone within the school,” said Riddick.

   Principal Cecilia Birge explained that she was made aware of Riddick’s position a few days prior to the March 17 Board Meeting where Riddick’s appointment was approved. Dafna Kendal, President of the Board, referred The Tower to Superintendent Michael LaSusa about staff appointments; LaSusa explained that the appointment was a result of ongoing administrative discussions, and referred the Tower to Birge. Birge noted that the appointment was not within her jurisdiction. Moreover, Dr. Angela Siso Stentz, Assistant Superintendent for Human Resources, did not respond to request for an interview.

   “This is the district [and] administrative job,” said Birge. “From the district level, they're constantly looking for efficiency. They hire people based on needs in the district, [and her appointment was] just to inject more support for students and for the buildings, which I welcome.”

   With the addition of Riddick, each assistant principal will be assigned to fewer students and to oversee different staff departments, with the goal of distributing the work more widely among the four. Riddick, specifically, will oversee the Physical Education, Safety and Security, and Facilities departments amongst various others. 

     “With the workload of the current assistant principals, [there] were a lot of tasks that they needed assistance with,” said Riddick. “Because I was already part of the administrative team and helping Ms. Birge in any way I could … that made me the right candidate for the position.”

   Previously the Supervisor of Special Education, Riddick has worked at PHS for over eight years. During her time at PHS, Riddick worked closely with students with Individualized Education Programs. She will continue to do so in her new position, bringing in her expertise to help students at PHS.

   “In her previous role, she worked with students with the highest level of needs in the Special Education department,” said Birge. “She brings a unique set of skills, and that will help us to inject more support to students, both academic and social emotional life.”

   The job as Assistant Principal was not publicly advertised by the district before the decision was finalized by the Board. Aaron Thayer, an English teacher and member of the Princeton Regional Educational Association, was made aware of the decision a few days before the student and parent body were.

   “On Friday [March 20], I saw the email,” said Thayer. “Maybe some people found out earlier, but the announcement was made on Friday.”

The transfer of Riddick to administration comes alongside concurrent changes to the district’s Special Education department. As the Special Education department reorganizes, the department also faces an approximately $400,000 decrease in funding. The role of Special Education supervisor will not be filled, but instead supervised by Assistant Superintendent of Student Services Margarita Baldeo, the various members of the Child Study Team alongside Elizabeth Murrin, Supervisor of Student Services at Princeton Middle School.

   Riddick holds a master’s degree in Special Education Administration, as well as a doctorate in Educational Leadership. Before coming to PHS, Riddick started out as a special education teacher in North Caroline, before transitioning to Illinois as an assistant principal. 

   “As a previous building assistant principal in Illinois, I think it's very important to know the students that are sitting in front of you, and that means all students,” said Riddick. “My goal for myself is getting to know students outside of the special education world, getting to know the teachers … and seeing what their needs are.”

    As assistant principal, Riddick aims to focus on promoting diversity and inclusivity at PHS to guarantee a high level of education for all students.

   “We have different students here, different nationalities … students that look different, but we're all here for the same purpose,” said Riddick. “By just little steps, getting to know people, and not being afraid because someone looks different, [and] being accepting and being curious to want to know other people that you might not get to know on a daily basis.”

Photo: Katherine Chen

Crystal Riddick, the newest Assistant Principal, works at her office in the morning.

PHS appoints Crystal Riddick as fourth assistant principal

   On Friday, March 6, PHS hosted the 19th annual Asian Fest. Language classes and cultural clubs at PHS collaborated during the festival, putting together two main segments: cultural booths and food stalls along with an hour of cross-cultural artistic performances.  

   Although the festival was originally intended to highlight Asian language programs, the event has since expanded to also include a variety of cultural clubs such as the Asian American Club, Bollywood Club, Chinese Club, Japanese Club, and Korean Club. Each organization and related language class is granted a platform to share their own cultures with the community, while simultaneously learning about and enjoying what their peers have to offer.
 
   “The program originally was set up to be an opportunity to showcase our language programs, the diversity it brings, and the talents our students possess,” said Principal Cecilia Birge. “Over the course of almost 20 years, as the community continues to grow … We're adding more and more to that fabric of diversity.”

   Although Asian Fest is hosted annually, due to the new students that participate in performances every year and different cultural aspects that clubs bring to the table, Mandarin teacher Shwu-Fen Lin prides in the event never getting old.

   “The most important [thing] we provide [is] opportunity for students to demonstrate their talent,” said Lin. “Even [though] the program is Dragon dance, the student [is] different and the audience different. So still you feel this very fresh and the content inside … so that's why the audience continues to [attend].”

   The stations during the cultural information session included a lesson on dandiya and an introduction to Chinese calligraphy as Asian food was sold in various stands. The performances consisted of the annual dragon and lion dances, dances ranging from traditional to more modern, and the highly anticipated Chinese yo-yo performance.

   As language teachers were among the main coordinators of the event, they were able to bring authenticity to the event by sharing their own cultural experiences with the students and Princeton community.

   “I was born in Japan, I was raised in Japan, I know what the Japanese culture is, and [with other teachers] it's the same thing. [Lin Laoshi] was born in China, so she can really carry and present what their culture is,” said Japanese teacher Risa Sakakibara.

   Clubs met outside of school to practice performances, with full runthroughs in the weeks immediately before the festival. While some groups like the Bollywood Club and Korean Club began rehearsing dances at the beginning of the year, other performers began preparations only a month or two in advance, needing to balance their time while still keeping the performances to a high standard.

   For students participating in the show, the rehearsing and performing process also contributed to their understanding of Asian Culture in Princeton. 

   “It really feels like you're stepping out of your comfort zone … especially with the Bollywood Club … almost all the people I don't know, so it's really cool to get a different view,” said Shaan Patel ’29. “I [saw] different clubs and … the diversity Princeton has to offer.”

   The performers involved were not only restricted to PHS students. The students performing using the Chinese yo-yo were invited from West Windsor-Plainsboro High School by Lin, connecting the festival to beyond Princeton.

   For participants and attendees alike, the event left a lasting impression. The performances brought students together in a shared goal to immerse themselves in Asian culture. 

   “Japanese culture class always has to be united to carry on something, and I think I could show that part in Asian Fest, like how we really united and do dancing together,” said Sakakibara.

   While students have discussed making Asian Fest an assembly, the organizers have always emphasized the importance of the community’s role in the event.

   “I think something that is a really important aspect about Asian fest is that it is not during the school day and that it's open to the public,” said Asian American Club and Korean Club leader Kyuyoung Chung ’26. “I think because of that, it's an event that can really connect the greater community and it's not just limited to our school.”

   Lin emphasized that one of the primary purposes of Asian Fest is to foster understanding within the community. The festival was a chance for people to broaden their understanding of different cultures by opening a window into traditions from across Asia.

   “If you would like [to] become [a] global citizen, you have to understand more cultures around the world,” said Lin. “Why we have so many arguments [and] so many conflicts [is] because I don't know you [and] you don't know me. So if more people learn … [there] will be more harmony … that's why we keep this event for 19 years now.” 

Photo: Julia Li

From left to right: Edward Li ’27, Ethan Hu ’27, James Huang ’26, Noah Meier ’27, Aidan Li ’26, Joseph Wong ’26, James Zhou ’28, and Eric Wang ’28 perform the annual loin dance during Asian Fest.

Princeton celebrates 19th annual Asian Fest

   On Thursday, March 5, the Muslim Student Union (MSU) hosted the annual Interfaith Iftar in the PHS cafeteria. This year’s community Iftar gathered the largest number of participants to date, bringing together over 200 students, staff, and community members of diverse faith backgrounds to celebrate the month of Ramadan. 

   Iftar is the evening meal to end their daily fast at sunset during Ramadan. During this meal, Muslims break their fast by eating dates and drinking water. The community Iftar is a way to connect the non-Muslim community with the Muslim community and its traditions rather than solely teaching about the faith itself. 

   “I hope that [the people] can understand that community is community,” said MSU member Zoya Khan ’29. “It doesn’t matter who you are or what you practice to be part of that community.”

   This year, the community Iftar revolved around the theme of gratitude and included a crescent lighting ceremony, optional prayer, Henna, and trivia games for the guests. The Iftar welcomed both Muslim and non-Muslim attendees.

   “I feel like the [Iftar] is a place [and] home for anybody who feels like that they need to represent their Muslim identity,” said MSU leader Parisa Yakubova ’27. “It's not only for Muslims, I want it to be a place where people come with their friends and just hang out. I want my club to kind of be a bridge between different communities.”

  The Iftar was not only designed as a moment of unity but also as an opportunity to the wider school community to learn about specific Ramadan customs. The MSU organizers sought to create an evening that would open up a space for connection, understanding, and conversation across different faith backgrounds. 

   “The goal is to have a place of community for Muslim students and it’s supposed to be an educational entity to teach about Islam, to demystify Islam, and to sort of normalize and make it more … approachable … so it’s a way to educate [about] the Iftar itself,” said MSU advisor Malachi Wood. 

   The Iftar has been hosted annually by the MSU for several years now, growing steadily in attendance and scope. What began as a small gathering has evolved into an anticipated community event that brings people of all ages, faiths, and backgrounds together. 

   “Honestly, it makes me feel relieved, because I'm so happy that people from all over the Princeton community are willing to take time out of their day to come and eat with us,” said Yakubova. “It makes a person feel very happy that I'm feeding these people. I'm bringing [the] community together.  I'm just happy and grateful for anybody that [came].”

   This year’s theme of gratitude has built on past efforts to highlight universal values shared across different religions and was touched upon several times by the three guest speakers at the event: Imam Lavon Brown, Stacy Mann, and Reverend Bob Moore. Brown focused on Islam’s teachings about charity and diversity.

   “Muslims have been in the United States before the United States was the United States, and they are not the only religion that's been here before the Confederacy became the Union,” said Brown. “So it's important that we maintain good neighborly ties with [both] those that are like us and those that are not like us.”

   During the community Iftar, there was also an optional prayer as the sunset approached, and after the call to break the fast, the attendees lined up for dinner in the cafeteria, sharing a meal prepared by volunteers and local restaurant contributors. 

   “I think the thing that's important is, while we're one community, we're made up of people that are from all different backgrounds and different beliefs, different cultures, and we should celebrate and respect everybody's cultures and backgrounds, and we should be all willing to be part of helping each other hang on to their traditions,” said Princeton Mayor Mark Freda. 

Photo: Katherine Chen

Parisa Yakubova ’27 initiates the crescent lighting ceremony by giving a speech about gratitude and community.

Princeton unites during community iftar

   Marking the 100th anniversary of Black History Month celebrations nationally, PHS held its fourth annual Black History Month assembly on Thursday, March 26. The Multicultural Student Achievement Network (MSAN) and the Pride, Unity, Leadership, Sisterhood, and Esteem (PULSE) club organized the assembly, which featured student performances moderated by Zoriah Bess ’27 and Josiah Hall ’28. 

   The theme of the assembly was Legacy 100: Honoring the Past, Building the Future, which provided an opportunity for students to look toward the future of African American representation.
 
   “[There is] value [in] remembering the past, honoring the past, knowing the contributions of every member in American society, [knowing] how African Americans have always built this country, and [knowing] what we can do to move forward,” said PHS math teacher Candice Knight, one of the main faculty coordinators of the assembly.

   The assembly also featured a talk by guest speaker Dr. Ruha Benjamin, which focused on the legacy and future of Black History. Benjamin is a professor of African American studies at Princeton University and author of Race After Technology and Viral Justice. Benjamin’s talk centered around the assembly’s theme, conveying the importance of learning from Black History to inspire change in the present.

   “I hope that one of the things that people are inspired to do is to be more courageous in the choices that they make, in the way that we all live our lives, by looking to the past and how people took risks, speaking out, organizing, building social movements for equality and justice,” said Benjamin. “It's about the future much as the past … we have to remember that we are someone else's history.”

   The assembly opened with a performance of Lift Every Voice and Sing, often called the “Black National Anthem,” followed by student portrayals of important African American historical and political figures, and ended with dance performances that traced Black history from its roots in Africa to modern-day society.

   “We want the broader community to hopefully learn about different historical figures that they may not have heard about,” said Knight. “[And] be inspired, no matter who you are, to rise above the stereotype.”

   Student Body President Bess believes that recognizing and appreciating Black history is especially important in our society today.

   “I think we're in a time…[where hate and prejudice] eventually affects everybody … If you're given a platform to speak and spread awareness, I think you should, because we definitely need to in the school,” said Bess. 

   The goal of the assembly, according to Bess, is more than just to educate the broader student body. The performances aim to empower Black students through increasing representation, visibility, and self-confidence. 

   “You can tell when someone's not comfortable in their own skin…and they attack people who are comfortable in their skin. And I don't want a world for it to be like that… I want to stand up. I want to make a change,” said Bess.

Photo: Katherine Chen

Ngozi Okeke-Agulu ’27, Zoriah Bess ’27, and London Bethea ’28 reharse for the annual flag ceremony during the Black History 
Month assembly. 

PHS marks 100th anniversary of Black History celebrations

Jada Speed ’26 steps up to the batter’s box and silence falls across the field. Digging 
her cleats into the ground, she swings her bat and a loud ringing of her metal bat can 
be heard across the field. 

Speed has been playing softball for over 10 years. Originally a cheerleader, she 
switched to softball and became consumed by it, following in her older sister’s 
footsteps, eventually evolving into an impactful player on the softball team.

“I started off doing cheer because of my older sister. We all did cheer, but then I 
ended up quitting to play softball because my older sister played softball. I kind of 
just followed in her footsteps with playing softball,” said Speed.

Over the years, softball has 
become much more than a 
competition, rather a way to 
build relationships and learn 
for Speed. The relationships 
she has formed with her 
teammates have been one of 
the most meaningful parts of 
the sport.

“We always love hanging out 
with each other outside of the 
sport,” said Speed. “ I feel like 
just having that kind of tightknit group always helps us have 
fun on the field.”

Speed joined the Princeton 
High School softball team in 
her freshman year. Initially, she 
split her time between JV and 
Varsity. Later on, her unique 
abilities quickly stood out, earning her a full-time spot on the varsity team. Since 
then, she has found success, having a high .275 batting average overall and hitting 
.362 last year, the second highest on the team. 

Marrissa Soprano, head coach of the softball team, spoke highly of Speed’s 
performance. Soprano was very quick to point out her offensive abilities, which 
have helped to establish her as a key member of the lineup.

“Jada plays travel softball, so that really helps. When she first came in, she was 
a strong player already, which was great,” said Soprano. “Her strength has always 
been hitting, so we were very excited for her to join the program and be a very solid 
hitter for us in the lineup.” 

One of Speed’s strengths is her ability to deliver at the plate. As a strong hitter, she 
has hit multiple home runs for the team in the past seasons, providing some of the 
most exhilarating moments for her team, herself, and her coaches. 

“She’s hit some home runs for 
us, and that is always very exciting 
when she’s able to hit over the fence,” 
said Soprano.

Throughout her four years 
of playing for PHS, Speed has 
continued to improve as a player, 
a teammate, and a leader. As a 
senior, she is now part of a group 
of experienced players who help 
guide the younger players and set 
expectations for the team.

“She is part of a big group of girls 
that have played off for years, so it’s 
been fun to see them all get better at 
their skills,” said Soprano. “Also to be 
good examples for underclassmen, 
and showing them what to do, like 
conducting themselves on the team.”

Teammates have also highlighted 
her leadership skills as one of her strengths. 

“Jada brings a lot of laughs to the team. She is a force to be reckoned with. So she 
brings a lot of fun, fun energy, just because people are motivated by her,” said Simryn 
Patel ’26, who has played with Jada since their freshman year.

While Speed’s presence on the PHS softball team definitely left a mark, her final 
season is colored by a complex blend of emotions. While she is ready to continue 
playing softball into her fourth season of high school, it will be bittersweet leaving 
behind the group that has shaped her as a player.

“Oh, definitely really sad because it’s my senior season, so I’m leaving the best 
group of girls behind,” said Speed.

Looking ahead, Speed hopes to continue playing softball after graduating high 
school.

“I definitely see myself trying to play in college,” said Speed.

Jada Speed ’26: softball

The Evolution of Women's Sports

On February 21, the PHS girls varsity basketball 
team reached a new milestone as they won their firstever Colonial Valley Championship Tournament, led 
by Captain Anna Winters ’26, who was named the 
championship’s MVP. 

Under the guidance of Head Coach Mary Pat Lelinski, 
team members improved their skills, discipline, and bonds 
with each other. Although Lelinski was new to the head 
coach position, she emphasized early on that her approach 
would be rooted in accountability and consistency. 

Despite changes in coaching, the players were still 
able to find support to help strengthen their game. 
Sedona Arminio ’27, who plays as a center on the team, 
emphasized their role in the team’s development.

“[The coaching staff] are very supportive, which I love,” 
said Arminio. “They encourage you to make mistakes so 
that you can learn from them, and they’re very patient 
and give tons of advice.”

Nevertheless, the team initially struggled with adapting 
to a new coaching style and resolving internal challenges 
within the group.

“It’s hard having three different coaches in four years 
of playing, so it was hard to adjust at first,” said Winters. 
“[Coach Lelinski] was a [junior varsity] coach last year 
— so we knew her — but it took some time to get used to 
her and her coaching style, which [have] been different 
from all the other coaches.”

Through team dinners and bonding events, the team 
was able to create bonds between each player that helped 
with their chemistry both on and off the court.

“We got very close,” said Arminio. “We [would] do team 
bondings a lot, [for example] pasta dinners … that really 
helps us rely on each other and form trust.” 

This bond didn’t go unnoticed as Lelinski praised the 
team for their cohesiveness despite the adversities that 
they were faced with.

“They never [broke off from one another], and they 
never pointed fingers,” said Lelinski. 

After facing these obstacles, the team was able to win 
the championship with a single defeat. Indeed, this feat 
proved to be momentous for the players.

“[Winning the championship] has been a goal of ours 
since my freshman year,” said Winters. “[This season,] I 
was able to develop a good relationship with [Lelinski] and 
the team, which I think made it a really strong season.”

For Winters and the other seniors on the team, they felt 
that the victory was especially meaningful, as it was their 
last win before they left for college. 

“I think it was awesome that it was … our senior year, 
and … our last year to do it,” said Winters. “We’re the 
only group that [has] put something on that [banner] for 
a while. [Princeton has] never won anything since 1918, 
since the basketball team started, so it’s a really big deal.” 

Although the season has ended, its impact remains 
for those who experienced it, as they have not only the 
championship to show for their efforts, but they also have 
the memories and relationships they’ve made to show for it.

“I get a little choked up because these kids have just 
been wonderful, and what they’ve accomplished has been 
amazing,” said Lelinski. “Our season just recently ended, 
but the relationships that we built were really special.

photo: Claire Yang

Angela Cao ’28 receives a pass in a game against West 
Windsor-Plainsboro High School North.

Girls basketball wins first CVC tournament

With the winter sport season coming to an end and the spring sports underway, PHS seniors reminisce about their past sports seasons, talking about traditions and memorable moments. A common thread between each athlete is their friends, teammates, and the bonds and community they’ve built within the team. 

"[I'm going to miss] getting that exercise in but I'm also going to miss having all of my friends close by. I feel like we're all really close now, and I'm gonna miss all of the girls."

#### - Ani Betancourt ’26

“Swimming in high school [is] more about the 
team, and it [is] less of an 
individual sport. [It has] 
changed my perspective 
on things, and it made 
[high school] a lot more enjoyable.”

#### - Annie Flanagan ’26

“[I’ll miss] having a community to run with 
and also being able to run 
track, because in college, 
unless you’re recruited, 
you can’t run track and 
compete in the same way 
you can in high school.”

#### - Siddhant Bhat ’26


PHS Talks: Senior reflections

With his left hand guiding the racquet, Aashil Patel ’26 steps to the baseline and hits a 
serve. The ball rockets off the racquet, landing on the other side of the net and swerving to 
the side. Patel sprints towards the net — cutting off any vulnerable angles — and finishes 
with a volley that leads to his opponent scrambling off the court. Game, set, match. 

Patel was introduced to tennis at the age of six by his father, who also played tennis and 
wanted to share the sport with his son. Growing up, Patel also played baseball throughout 
middle school but ultimately decided to focus his attention on tennis. 

As a left-handed player, Patel’s style draws from one of the all-time tennis greats. 

“I always watched [Rafael Nadal],” said Patel. “I’m a lefty, he’s a lefty, so he shaped a lot 
of my game, how I fight. I learned a lot from him.”

Since joining the PHS team as a freshman, Patel has played in a variety of different 
positions in the lineups, playing everywhere from third singles to first doubles across his 
three varsity seasons.

Head boys tennis Coach Sarah Hibbert remembers his arrival: a freshman who walked 
in already competing for a spot on the varsity singles team. 

“Aashil came in, and he already was right up into the singles mix. He was right on that 
floating cusp of being the third singles player,” said Hibbert. “As a freshman, seeing varsity 
singles time is really great, as it is, and he was willing to play wherever he was needed.”

Being a freshman first alternate meant Patel never had a formal spot in the lineup his 
first year. He served as a substitute player in the singles rotation, stepping in whenever 
a player was sick, injured, or away. Whether it was playing singles or doubles, Patel saw 
varsity time as an underclassman and proved he could compete.

“It was a good way for him to get comfortable,” said Hibbert. “He was very easygoing 
and willing to do what was needed and what was 
best for the team, and that was really nice.”

Patel’s high school record consists of losing only 
a few matches while often defeating opponents 
without losing a single game. Patel has played 
singles and doubles matches against schools like 
Ewing, Hightstown, and Notre Dame. When asked 
about his preference for singles or doubles, Patel 
had a clear choice.

“I like to play doubles more because I’ve always 
had a better doubles game, I’m smarter at that. I 
have really good volleys,” Patel said. 

Patel played doubles during the 2024 season, 
where he teamed up with Aman Kapur ’24 at 
first doubles. The duo won the Colonial Valley 
Conference competition, capping a 7–5, 6–4 victory 
against West Windsor Plainsboro South in the final 
round of the Central Jersey Group 3.

Patel’s perseverance through tough sets has drawn 
the respect of his teammates. His development has 
been witnessed by Tacto Yamada ’27 since childhood 
after meeting through the sport.

“[I’ve known] him since when I was young. We [first met] at Winning Touch Tennis 
Club, and we’ve been friends since then,” said Yamada. “Now he’s taking up some leadership 
roles, and [I’m] really glad to see that he’s able 
to lead a team. [He’s] leading by the example, 
for sure. He is such a good role model.” 

Hibbert has watched that leadership 
grow over the past few years, along with his 
confidence and maturity, while also preserving 
aspects of himself.

“Certain main portions of his personality 
[have stayed the same, and] he [is] still willing 
to do what’s best for the team, he’s still willing 
to help out and be great to everybody. He’s a 
great guy to have around on the team. People 
like him,” said Hibbert.

Last year presented one of the biggest 
challenges in Patel’s high school tennis journey. 
Patel had to sit out of numerous matches due 
to a series of injuries, such as shoulder issues 
and a fractured foot. 

“If you work all year to play your best tennis, and then you get hurt, and you can’t 
play your best tennis, it’s really disappointing and frustrating, and I think last year was a 
frustrating season for him,” said Hibbert. 

Despite the setback, Patel refused to let these injuries define his season. He supported 
teammates from the bench at matches, staying involved with the team.

“He tried to keep his attitude positive, and he was still working, even when he was in 
a boot,” said Hibbert.

As he looks towards his final season, Patel shared a piece of wisdom that extended 
beyond the baseline. 

“I think it’s more you always have to think, just play one point at a time,” said Patel. 
“Don’t think of what happened before.

photo: Aritra Ray

After enduring an injury last season, Patel looks to come back stronger than ever in his 2026 campaign. 

Aashil Patel ’26: tennis

While skeptics claim that the success given by the home 
field advantage is nothing but a sports cliché, many athletes 
see it as a catalyst for improved performance, with scientific 
studies like those performed by the National Institute 
of Health (NIH) backing up this phenomenon. For both 
athletes and fans, understanding the home field advantage 
reveals how sports results can be shaped by the energy 
of spectators and the increased confidence attributed to 
being in a familiar space, either through impacting players 
mentally, physically, or not at all. By observing how players 
perform differently in varying atmospheres, teams may 
better understand why some athletes may — or may not 
— prefer playing on their home turf.

According to a study by the NIH, playing in an unfamiliar 
space often makes players feel disoriented. This is most 
likely attributed to the theory of “social facilitation,” where 
individuals find difficulty in adjusting to new environments 
due to a lack of familiarity and recognition with the space. 
Familiar faces, textures, locations, and sounds are all stimuli 
that can create a sense of ease and comfort within a player’s 
mind, providing them with the necessary means to perform 
their best.

“At home, because we know the space better, … I have 
better ... spatial awareness,” said volleyball player Lily Cao 
’28. “When we play against Notre Dame, they have really 
low ceilings in the gym ... It’s a lot bigger of a space so [we] 
just [have] to be aware of the low ceilings.”

In addition to giving opposing players an extra burden by 
forcing them to adjust to a new environment, this advantage 
can also be beneficial to the home team because they have 
more fans in the bleachers. Occasionally, when the home 
team has a large student section, it can distract the other 
team, giving the home team a slight edge in a close game.

When facing players whose performance may be affected 
by their emotions, it can be advantageous to play them 
at home to gain a competitive edge. A study conducted 
by the National Library of Medicine shows that shifts in 
momentum can have a measurable impact on scoring 
potential as a psychological factor that affects behavior 
and mindset in games. Momentum occurring during 
sports games often leads to significant performance 
variation that can result in positive net points differences 
for specific teams. 

However, this does not always provide a clear advantage 
for the home team. With a strong team that can stay 
positive mentally while facing adversity, the players can 
still perform successfully.

“People are generally going to encourage each other … 
so I think if anything, we see more positive help there than 
negative,” said Track and Field Coach Jennifer Smolyn.

Sometimes, the home crowd can be the sole determinant 
between a loss and a win. Having bleachers full of fans 
cheering them on pushes athletes to work their hardest 
and creates an energetic environment that players can 
use to motivate themselves.

“Having people in the bleachers definitely gets [us] more 
hyped and having [fans] definitely brings the energy,” said 
Cao. “More support from the crowd can give players the 
momentum they need to perform better.”

However, in some cases, the crowd can negatively impact 
players’ performance by increasing pressure. Players with 
less experience may feel anxious when their friends, peers, 
and family watch them from the stands. Hence, even 
though these fans are trying to cheer the players on, they 
can sometimes have the opposite effect if a player has a 
fear of being judged or criticized for their performance.

While the home field advantage often provides 
experienced players with a sense of familiarity and a boost 
in morale, it can also negatively impact less experienced 
players due to the discomfort brought by large crowds 
and audiences. However, regardless of a player’s position, 
level, or experience, athletes may strive to play their best 
and strengthen their mentality through participating in 
countless games and tournaments. The roar of the crowd 
can have a huge impact on the outcome of a game, and 
continues to be a timeless aspect of professional sports 
that we see today.

Photo: Jasur Agzamov

PHS students cheer on girls ice hockey player Julia  Ruzich ’26 at a game against Newark East Side. Top, left to right: Leah Borenstein ’26, Ronin Scott ’26, Quinn Gallagher ’26; Bottom, left to right: Amanda Strapp, Gracie DePrince ’26, Marisa Consoli ’26, Olivia DeLuca ’26, Sofia DiGioacchino ’26.

The real impact of the home field advantage

Despite starting in 1896, the Summer Olympic Games 
only saw the debut of women in the 1900 Summer Olympics 
hosted in Paris, where only 22 out of 997 athletes were 
female. More than a century later, participation has grown 
exponentially, with the Milano Cortina 2026 Olympics 
achieving the most gender balanced games ever with women 
accounting for 47 percent of the athletes. 

However, the Olympics are not the only place where 
policies have been implemented to eliminate discrimination 
within athletics. In 1972, the passing of Title IX in the 
Education Amendments of 1972 prohibited sex-based 
discrimination in federally funded education programs and 
activities within the United States; consequently, the world 
saw a surge in the participation of young female athletes. 
Today, rising stars like WNBA All-Star Caitlin Clark and 
gymnast Suni Lee have drawn attention to a spotlight on 
women’s sports and female professional athletes. Their 
impact is visible, especially at the high school level, with 
increased funding, participation, and visibility creating 
more opportunities for teenage girls to compete and lead 
within their own school communities.

Alongside this rise in participation, women’s sports have 
gained larger audiences. A recent analysis by McKinsey 
& Company shows that revenue from women’s sports has 
grown four-and-a-half times faster than that of any men’s 
sports from 2022-2024, contributing to the unprecedented 
growth professional women’s leagues have experienced, 
driven in part by the popularity of star female athletes. 
Professional basketball players, such as Paige Bueckers, 
have drawn millions of viewers, contributing to recordbreaking attendance in the WNBA. As a result, many of 
these aforementioned star athletes are also receiving more 
sponsorship opportunities as brand investment in women’s 
sports continues to grow, with over 1,000 companies 
sponsoring women’s leagues in 2024 — a 73 percent 
increase from the previous year. At the same time, media 
coverage is expanding, tripling from about five percent 
of sports coverage in 2019 to around 20 percent in 2025. 
Furthermore, with this increased visibility, female athletes 
are offered a platform to support each other.

“I love seeing that there are real prospects that 
just didn’t exist for me and my peers when I 
was in high school. It feels really good to be 
able to encourage some of our most talented 
female athletes, not just with empty words, 
but with the success of these franchises,” said 
assistant volleyball Coach Katie Dineen.

Even though laws like Title IX supposedly 
eliminate bias, sporting events remain imbalanced 
as women’s events sell less tickets and, despite 
increasing ticket sales, do not generate as much 
revenue. This disparity causes one 
of the most debated issues in 
sports: the pay gap between 
male and female professional 
athletes. On average, male 
athletes are consistently earning 
significantly more than female 
athletes, with an extreme case being 
the average NBA salary of $11.8 million compared 
to the average WNBA salary of around $120,000. 

“I feel like on the baseline, if you can say that 
‘Oh, we have the same amount of revenue, the 
same amount of views,’ then that should mean 
equal pay. I’d say that if you don’t have the same level of 
viewership and revenue, then it doesn’t make sense to be 
paid the same salary as those who have higher amounts,” 
said Lilly Ludewig ’26. 

However, female athletes demonstrate commitment to 
their sport by training daily and paying the same costs for 
equipment, coaches, and transportation as male athletes. 

“They should obviously receive the same salary for putting 
in the same amount of work, if not more,” said Nishika 
Singh ’27. “The [fewer] viewers is just because people do 
not appreciate women and have a very stigmatized view 
that sports equals masculinity.”

Ultimately, top female athletes are 
continuing to push to even out the pay 
imbalance, with American soccer player 
Megan Rapinoe leading the way for others 
by winning a lawsuit against the U.S. Soccer 
Federation in 2022 to achieve an equalized split 
in salary and prize money between the women’s 
and men’s national soccer teams.

As women’s sports continue to grow 
in popularity, gender inclusivity 
in sports has greatly improved 
since women first appeared in 
public sports over 100 years ago, 
with growing organizations and 
foundations dedicated to advocating for and 
supporting female athletes. This push for increasing 
equity and representation will continue to progress 
alongside the appearance of new generations of young 
athletes.

The history of women in professional sports

Athletic events such as the Olympics are often viewed 
as mere entertainment or sports competition. However, 
they have historically occupied a powerful middle ground, 
functioning as links between alienated countries 
and tools for diplomacy. Beyond medals and glory 
lies a system of soft power ties, where sporting 
events can become symbolic representations of 
conflict and struggle between nations. 

For instance, during the 1969 Civil War in 
Nigeria, the nation held a 48-hour truce to let 
civilians watch Pelé, a three-time FIFA World 
Cup winner, play soccer; this truce ended combat, 
although temporarily, and enabled both sides 
to honor those who lost their lives and visit their family. 
Alternatively, following qualification for the 2006 World 
Cup, Didier Drogba, an Ivorian Coast soccer player, delivered 
a plea for peace during the First Ivorian Civil War, which 
resulted in a ceasefire shortly afterwards. Similarly, the 
Olympic Games functioned as a global event capable of 
reintegrating countries into the world community. Following 
the fall of the Berlin Wall and German reunification, a unified 
German team participated in the 1992 Summer Olympics 
in Barcelona, Spain. In these moments, sport served as a 
universal language and platform for peace. It brought the 
world closer together, one match at a time.

However, sports and major events such as the Olympics 
have been used by authoritarian regimes to mask their 
dark sides and atrocities behind an innocent facade. This 
practice, now coined as “sportswashing,” dates back almost 
a century with the first notable example being the 1936 
Olympic Games in Germany. The Nazi regime utilized 
the Games and their image as propaganda to present a 
prosperous image of Germany and a civilized regime to 
an international audience. Meanwhile, they continued to 
perform mass atrocities across Europe.

In the same way that sporting events are seen as 
representations of a country, athletes themselves often 
become even more direct symbols of national identity. 

Alysa Liu’s path to the Olympic gold at the 2026 Olympic 
Winter Games and her return to competitive figure skating 
have also made her a symbol of national pride, garnering the 
adoration of millions of Americans with not only her skills 
but also for what she stands for outside of the rink, openly 
advocating for immigrant rights following 
her victory. Similarly, both athletes and their 
accolades have demonstrated how athletes can 
influence global narratives in ways that 
politics cannot.

While geopolitical tensions 
have always existed, the pressures 
surrounding athletes today have 
evolved. The modern development of 
social media has amplified criticism, 
prejudice, and discrimination while 
also making them more common by 
creating echo chambers and creating 
stereotypes through mass media, which 
expedites the spread of fact and propaganda 
alike. As a result, athletes are subject to scrutiny 
by millions of online viewers worldwide, with 
opinions varying greatly by region. 

In the past few weeks, debates surrounding 
Chinese-American freestyle skier Eileen Gu’s 
decision to represent China have become more prominent 
online. Born and raised in the United States by a Chinese 
mother, Gu chose to compete for China, 
stating that she wishes to connect with 
her heritage and help grow winter sports 
in the country. 

While she has been celebrated as a 
national hero in China, her decision has 
sparked controversy among American 
audiences. Comparisons to Alysa Liu, a 
Chinese-American athlete who chose to 
represent the United States, have fueled 
nationalistic tensions on social media. 

Spectators have framed the two athletes as opposites, with 
Liu juxtaposed as a contrast to Gu’s perceived abandonment 
of commitment to her country, despite the fact that both 
athletes are simply following the path they feel most 
comfortable with. In light of these comparisons, social 
media and citizens' frenzied patriotism serve as doubleedged swords for modern athletes. While they can elevate 
athletes into cherished symbols of a nation’s values, they can 
also recast them as “traitors” when their choices complicate 
narratives of national allegiance.

Nevertheless, sport has also become a key component in 
soft power with nations leveraging the privilege of hosting 
of events to increase their influence while opposing nations 
push back against these actions. Notably, the 2026 
World Cup has come under scrutiny with Iran 
threatening to boycott matches held in the United 
States in light of recent conflicts.

Ultimately, sport is one of the few universal 
languages of humanity — it’s far easier to relate 
to the thrill and excitement of supporting a team 
or star player than to understand the fragile realm 
of politics. When other means fail, sport can still 
transcend borders and ideologies to forge vital 
connections with each other despite our differences. The 
aforementioned universality is one of the many reasons 
why we are so fascinated by sports. On the other hand. these 
events can never be perfectly apolitical, as sportswashing 
is practiced more than ever, and athletes are targeted by 
ideological campaigns, which are enabled through the rise 
of social media. Nonetheless, as social media amplifies the 
effect of rumors and echo chambers, the influence of sport 
grows. Often times, an exhibition match or a friendly game 
can do more than months of tiresome negotiation. The true 
power of sport lies in its ability to unite when words cannot.

The role of sports in international relations

High school athletes are constantly finding 
different ways to improve their game, 
whether it’s through their diet, rigorous 
training, or receiving expert coaching. For 
most athletes, watching their sport played 
at a higher, professional level is something 
that they also try to incorporate to find 
new techniques or skills that they can use 
themselves.

Alongside having to expand their strength 
and agility through physical training, playing 
any sport also requires mental tenacity, a 
skill that must be developed over time and 
experience. When watching 
athletes like Novak Djokovic 
or Tiger Woods, it is evident 
that, over the course of many 
years, they have built up a 
resilient mindset that allows 
them to remain composed 
despite obstacles they might 
face in game. For student 
athletes, learning from these 
players’ actions teaches them 
how to react in stressful 
circumstances and maintain composure.

Similarly, athletes are able to review 
professional gameplay and utilize aspects of 
professional players’ games as their own by 
adopting their techniques and habits. 

“There’s a warm-up routine where 
[Michael Phelps] bends over forty degrees 
and slaps his back to warm himself up for 
races,” said Shawn Elwood ’26.

By analyzing their techniques, athletes like 
Elwood can form a better understanding of 
techniques and habits that professionals use 
to improve their game and play at a higher 
level. As an example, fencers, after getting 
down the basics — lunging, parrying, and 
general movement — must study videos of 
other, more adept duelists to enhance their 
skills and techniques. This includes learning 
how to handle different opponents’ heights, 
speeds, and techniques in accordance to 
the type of fencing they pursue (sabre, foil, 
or epee). 

For instance, high school fencers may 
study professional fencer Romain Cannone’s 
playstyle, which incorporates unpredictable 
lunging patterns as well as high-tempo 
footwork in order to cause distractions 
and disarray. This erraticness, paired 
with his unique build, allows Cannone to 
dominate his opponents out on the strip. 
Thus, by attempting to 
incorporate aspects of his 
playstyle into their own, 
student-athletes stand to 
gain the same advantage 
that provides Cannone 
a competitive edge in 
competitions.

Alongside fencing, 
soccer and American 
football are two other sports 
that entail professional 
influences. This can be attributed to the fact 
that both sports, as common pastimes, are 
incredibly structured, requiring teams and 
individuals to mark out different attacking 
and defending strategies in response to 
opposing parties. Thus, when scouting out 
enemy teams, athletes study professional 
groups to better understand their positioning 
on the field, as well as employing “stresstested” approaches against more experienced 
opponents who are able to counter more 
rudimentary tactics. 

In addition, because these strategies are 
typically structured around the specific build 
of an athlete, younger athletes study pros who 
are similar in these qualities in order to gain 
effective advantages.

“Michelle [Wie] is very tall,” said varsity 
girls golf captain Kyuyoung Chung ’26. 
“She’s six foot. I’m also decently tall, and 
so, because we have similar body types and 
similar builds, I’ve looked at her swing a lot 
and tried to incorporate some of that into 
my swing.”

On the other hand, professional atheletes can also 
establish their influence in 
another way: merchandise. 
When young athletes 
see their favorite players 
wearing and advertising 
certain brands, such as 
Michael Jordan and his 
Nike partnership, they 
tend to form a positive 
image of the company, 
t r a n s f e r r i n g t h e i r 
emotional attachment with the athlete to 
the brand as well. Because supporting the 
company would also, in turn, support their 
favorite athletes, fans inevitably would want 
to buy equipment from that corporation 
more.

Brands from all 
over the world have 
continued to partner 
with high-level athletes, 
in hopes that these 
players’ popularity will 
help boost sales from 
fans. Since 2021, with 
a new generation of 
athletes rapidly gaining 
traction, top high school 
athletes have also been 
securing partnerships 
with major companies 
t h r o u g h N a m e , 
Image, and Likeness 
(NIL) deals, which 
allow student-athletes to receive some 
compensation through social media 
advertising, appearances at events, and 
promotions. NIL is a way for high school 
athletes to experience the off-field reality 
of professional athletes on a smaller scale.


Although some sports 
have greater influences 
regarding the impact of 
professiona l at h letes, 
teams, and brands, athletes 
derive inspiration from 
professionals. Whether 
someone is playing at the 
Division 1 level or just 
starting out in a sport, they 
are a part of a living chain of 
effect learning through the 
example, work ethic, and 
character of those who came 
before them. Regardless of an athlete’s sport, 
professionals will always hold a special place 
in each athlete’s heart, providing them with 
aspirations and dreams for their athletic 
career.

The influence of professional athletes on young athletes

#
#### Answers:
1. B
2. E
3. C
4. A
5. D

Who said what?: Women's History Month edition

“We play a lot of card games,” shared Elizabeth Wong ’28. “There is this game called Big Two which is kind of like a regional version of [Chinese] Dou Dizhu ... If they are collaborative games I get closer to my friends.”

For Wong and many other students, the sound of dice rolling and cards being shuffled brings back happy memories of family game nights and spending time with friends. These games encourage collaboration, conversation, and healthy competition between players.

However, these shared moments are becoming less common in our digitally-dominated world. Rather than suggesting a family board game night after dinner, students opt to recharge through mindless doomscrolling or immersing themselves in a video game. These activities are not inherently harmful; in fact, video games can encourage teamwork and connection, social media can help teens maintain friendships away from school, and virtual board games bridge geographical distance. However, digital interaction lacks depth; the spontaneity, laughter, eye contact, and real-time reactions that traditional game nights bring are all diminished when they occur through a screen.

Additionally, board games and video games have distinct biological impacts. Board games can raise endorphin and serotonin levels, neurotransmitters associated with happiness and stress relief. Social media and video games trigger short-term dopamine levels; they do so by providing instant gratification. According to the Mayo Clinic, this makes them highly addictive, and if used excessively, they can lower the brain’s baseline, raising the bar for the stimulation the brain needs to feel happy. Board games also trigger dopamine levels, but at a much slower rate, leaving players feeling relaxed but still engaged.
 
As such, the genuine relationship and mental health benefits that playing an in-person board game provides are not replicable. In order to keep these traditional opportunities for connection alive, many communities around the world engage in group tabletop games such as mahjong in China and bridge in the Netherlands. Millennials have also revived this, often hosting game nights as a way to connect with loved ones. At PHS, the Card Game Club, started by William Liu ’26 in his sophomore year of high school, offers a place for students to relax and bond over games. Liu’s interest in card games started when he was in third grade, playing with his father. He continued the tradition with his friends at school. 
“Playing card games is a great way for me to destress, where I can focus on sharing time with my friends instead of on the schoolwork,” said Liu. “This was especially useful last year when I was a junior, and I had a lot of academic work. During lunch, I could play cards with my friends to help me relieve my stress on a busy day.” 

In our tech-centric world, activities like  board and card games are perfect for helping people to reconnect with their friends and family while participating in playful competition. The next time you reach for the video game controller, it may be worth it to reach for the deck of cards instead and rediscover the joy of simple human connection. 
  


photo: Emily Kim

Ethan Hu ’27 and Bora Akbay ’27 play a game of golf during break.

The value of board game nights

PHS Takes: What was your pick for Best Picture?

From March 12–14, PHS Spectacle Theatre, 
Tech Crew, and Orchestra came together to 
bring the musical “Legally Blonde” to life 
on stage. The show follows former sorority 
girl Elle Woods as she navigates law school, 
determined to prove her ex-boyfriend wrong 
and demonstrate that she is serious about life.
 
The students spent four months preparing for 
the final performances. In the beginning, the cast 
members spent rehearsal days learning music with 
Vincent Metallo, PHS’s choir director. Next, they 
transitioned to also working with director Julianna 
Krawiecki for the dancing and acting scenes.

On opening night, Red Cast was joined 
by Laura Bell Bundy, who played Elle on 
the original Broadway run. She performed 
three songs, including “Popular” from 
“Wicked,” before the cast joined her for a 
medley of songs from “Legally Blonde.”

The Princeton community came out to support 
“Legally Blonde,” marking it Spectacle Theatre’s 
most successful musical of the past decade.

“We sold out three shows, and the fourth was 
pretty much sold out. ... I thought this story 
... wasn’t necessarily one that people would 
support because they [would think] it wasn’t 
as important as some other stories. So I loved 
that that’s not what happened,” said Krawiecki.
 
A particularly challenging number for the 
actors was “Whipped into Shape,” a song 
at the beginning of the second act featuring 
a fitness influencer. In this scene, actors 
had to sing and dance while jumping rope. 

“You [had] to ... do all these dance movements, 
and in the beginning it felt almost impossible, 
but [it came] together really well,” said Arianna 
Kapoor ’29, who was a part of the Delta Nu 
girls and Greek Chorus group in the Blue Cast.

Two real dogs were involved in the show, acting 
as two characters’ dogs. Bruiser, Elle’s dog, was 
played by Theo, and Rufus, Paulette’s, was played 
by Oakley. The dogs, owned by Krawiecki and 
Serafina Joseph ’26 respectively, had both either 
been a part of other PHS productions or had passed 
training tests that would ensure their cooperation. 
Both dogs were featured in every performance.
 
PHS Orchestra additionally provided a 
live accompaniment, though performing 
with a cast presented its challenges.
 
“[The most difficult aspect was] learning the part, 
getting it together, and syncing it up with the cast,” 
said Charissa Hsu ’28, a violinist in PHS Orchestra.

 “Legally Blonde” marked a departure from 
previous Spectacle Theatre shows by highlight- ing an unapologetically positive story about 
women.

 “‘Legally Blonde’ ... was about a strong female 
leader who does things a bit differently. The message 
of believing in yourself [was] really important ... 
for our students to walk away with,” said Krawiecki.

photo: Julia Li

The "Legally Blonde" cast cheers on Red Cast's Elle Woods, Anna Kaufman '26, as she takes a bow.

Spectacle Theatre welcomes audience to Harvard Law with “Legally Blonde”

There are moments in the day that are strangely empty. A task ends, a conversation finishes, and for a brief second, there is nothing that needs to be done next. Nothing is calling your name, nothing is demanding your time, and nothing is left but a small pocket of quiet thoughts.

Those small moments of thought come with their own kind of baggage — silence. The mind begins searching for something to fill the space. In a world that seems to run without pause, stillness is associated with absence. And when confronted with something unfamiliar, the mind reaches for what is normal — something to occupy itself with to get rid of the quietness. If the silence were not strange and uncomfortable, we would not shy away from it, but our overstimulated minds regard noise as a preferable constant.

That is not to say that this discomfort with silence is new. “All of humanity’s problems stem from man’s inability to sit quietly in a room alone,” wrote philosopher Blaise Pascal during the 17th century. And yet when we do sit still, the silence we so often avoid begins to settle in the room with us. If we allow it to remain and resist the instinct to reach for occupation, the mind slowly clears. Our best and most creative ideas arrive during such clarity — when we stop avoiding silence and instead consider it as valuable time. 

Due to the temptations and the distractions that surround us in modern times, we rarely allow ourselves to have quiet moments. When we do find them, we substitute them with another task, under the pressure of productivity. 

In recent years, the small pockets of quiet time that once existed in the day have slowly been replaced, something students at PHS know all too well. Turning to the modern cure of boredom, students often fill quiet moments with cellphones, short videos, social media, and the endless stream of entertainment designed to keep our attention. But following Pascal’s suggestion, imagine what might happen if those moments were not replaced. 

When we think quietly to ourselves, we allow our mind to think deeply, to develop new and creative ideas — something that improves mental well-being, according to a study published in the National Library of Medicine. Furthermore, in 2012, researchers found that letting your mind wander and thinking on your own often leads to better creative problem-solving. These effects are important to consider when reaching for a cellphone to fill empty space.
 
So the next time you find yourself unoccupied, resist the urge to replace the silence with something else. Instead, allow your own thoughts for a moment. You may find that the boredom we rush to escape is the very place where our best ideas begin. The beginning of something that only silence could reveal.


The benefits of boredom

#
## A ballet dancer responds to Chalamet ##
On February 24, 2026, I checked my phone to find 
that Timothée Chalamet had set the world of social 
media aflame.

“I don’t want to be working in ballet or opera, where 
it’s like, ‘Hey, keep this thing alive,’ even though it’s like 
no one cares about this thing anymore,” Chalamet joked 
to a laughing audience, after being asked by interviewer 
Matthew McConaughey about the growing popularity 
of shorter-length opening acts in films. His subsequent 
hasty apology — “all respect to the ballet and opera people 
out there” — did little to dispel the discourse that arose on 
social media shortly after the YouTube video was published.

It’s no secret that ballet and opera have dwindled in popularity 
during the centuries of their existence, but what Chalamet fails 
to grasp is that the amount of exposure an art has does not 
determine its value. I’ve learned in my experience as a ballet 
dancer that our work is not easy: constant comparison between 
peers, rehearsals from the small hours of the morning to late 
at night, crippling injuries, and not having time for anything 
outside of dance are just some of the things that we have to 
endure. Despite this, I personally continue with the art simply 
because it’s beautiful.

When everything is put together in a production, ballet — and 
opera — can hold immense emotional prowess to the observer (to 
the same degree as film does) regardless if said observer is a person with no experience 
in the theater arts. Since ballet and opera both utilize movement and music to illustrate 
emotion, background knowledge is unnecessary in order to provoke a deep sentiment. 
This psychological aspect explains why ballet has been preserved for centuries; an art 
form that holds this much power can’t just simply fizzle out and die one day.

This explains the uproar that commenced after what Chalamet said: while the 
communities that enjoy ballet and opera are relatively small, they’re very outspoken, so 
it’s no wonder why Chalamet’s interview has blown up in the way as it did in the way 
that it did. His comment could be considered dismissive and close-minded. Some could 
even call it an anti-art sentiment, as opera and ballet paved the way for the modern-day 
cinema Chalamet has found so much passion and success in; it allowed complex narrative 
structures to be conveyed through the power of human acting.
 
However, Chalamet has a point. There is no way ballet and opera can wring out the 
amount of money that Hollywood blockbusters — like his most recent film “Marty 
Supreme” — can, but as a wealthy celebrity with a reputation as a man of the arts, 
partaking in different art forms is a risk he certainly could take. And while it may be 
valid to recognize a personal indifference to opera and ballet, the way he phrased it 
implies that he is reluctant to participate in because it wouldn’t earn him as fat a profit 
as his normal work usually does. 

As this controversy runs its course (even though it has not shown any signs of halting, 
fellow celebrities such as Whoopi Goldberg, Jamie Lee Curtis, and Doja Cat have all 
criticized Chalamet, only for the latter to retract her comments), it’s still important to be 
aware that it all stemmed from a poorly-worded interview comment. But the silver lining 
for this controversy? Opera and ballet sales have spiked since the interview.

“I don’t want to be working in ballet or opera ... no one cares  about this thing anymore.”

#
*Tower readers respond to* Letters to the Editors: ICE *published last month.*

## RE: ICE is necessary to uphold the law
*“The clowns that are in outrage against ICE think it’s okay for people to come in illegally? Are we serious? Supporting illegal immigrants means they are supporting those breaking the law.” - Anonymous  ’27, in Feb 2026 letter*

How exactly is it “necessary” for masked, unknown, and unidentified soldiers to attack innocent people on the street, at their work, in their homes with their children present? You say that it is necessary to uphold the law, but there are five-year-old children being taken to camps. Camps where countless women, even teenage girls and younger, are being taken to separate, unsupervised rooms with no cameras that only ICE agents have access to. What exactly do you think happens there? Rape is against the law, remember that? Murder is against the law. The abuse of children is against the law. If you are so focused on the “laws” of the United States, maybe think of that. Or the fact that our literal president, who ordered all of these horrific attacks, is in the Epstein files, and is an actual convicted criminal. Even aside from that, ICE provides no identification, has no proof whatsoever in almost all of the cases so far, and most definitely base their attacks on race. Do you really think it is okay to attack men, women, and actual young children in their homes based on the color of their skin? I am a female South Asian and American under the age of 18, and I am a citizen of the United States by birth. But if ICE saw me, a brown female teenager, walking down the street and decided they wanted to force me into an unknown vehicle and transport me to an unknown location with no communication to any of my family whatsoever, all with no proof or identification, they could absolutely do that and nothing would happen to them. They have already done exactly that to countless people. What ICE is doing is utterly horrific and in absolutely no way necessary, and there is not a single argument that could be made to ever justify the actions of these soldiers and the United States government.

Anonymous ’27

## RE: Immigration enforcement delivers justice

*“Because they are illegal, it’s expected that they have the risk of getting deported. On the other hand, I think the fact that people are getting hurt is upsetting, but if you play stupid games, you win stupid prizes.” - Anonymous  ’28, in Feb 2026 letter*

You view this as some game people choose to play, but some don’t have the luxury of picking and choosing whether to stay in their home country or to leave. There are several countries with dangerous governments or dictators that run their country. You choose to simply see the “rules” yet fail to see what people may be enduring in other countries. Several of you fail to see the hardworking families who’ve worked their way to make a good life for their families and themselves, yet people are quick to call humans who bleed the same blood “aliens” and decide to dehumanize those who have as much right as any person in the U.S. does. If you are okay with what ICE is doing, then you’re simply standing by the dehumanization of other people.

Anonymous ’28

## RE: ICE is unconstitutional

*“Disgusting, inhumane, and unconstitutional. Immigrants are what make America great. If you are looking to only deport “Illegal Felons,” start with the president, a felon, and his wife. Not American citizens.” - Anonymous  ’29, in Feb 2026 letter*

This letter, I think, signifies much that is wrong with progressive and anti-ICE movements in the U.S. So quickly (and inaccurately) decrying ICE, which has been around since before the first Trump presidency, as unconstitutional hurts any fair criticism of the department. We can have a disagreement over our views on ICE and deportation in general. However, calling for the deportation of a different citizen based on your disagreement with their views hurts the ability of people on both sides to have a good-faith discussion.

Anonymous ’29

Letters to the Editor: March 2026

Walking onto the stage, Ambra Mele ’26 glances out at the 
hundreds of people gathered to watch the show, mentally steels 
herself, and begins to dance. Ever since Mele was young, she 
always felt an impulse to dance whenever she heard music in 
the background. It comes as no surprise then that starting at 
the age of five, Mele began taking classes at Princeton Ballet 
School, inspired by her love of dancing.

#### How has ballet affected your high school experience and worldview? ####
 
[Ballet has taught me] to continue even if there are obstacles, just continuing to go 
back to something that you enjoy and have devotion for. I feel like it’s so easy to lose 
sight of who you are as an individual. [Ballet] is something that … grounds [me]. I 
think that’s a value I will continue to take on through my life, that it’s important to 
find the little things that make you you. Dance helps me find my center. For example, 
after a school day where I thought “I did so bad on that test,” I can go dance and just 
find my center, because in dance, you always have to be on balance, you always have 
to be on your pointe shoes, and you have to balance there. And I feel like that just 
applies so much to life. Just the importance of finding a balance and everything with 
your friends, like your family, with your work, with whatever you’re doing, and just 
being able to enjoy that.

#### What are some challenges that you have faced? ####

I like to say that I have a love-hate relationship [with ballet], because when you do 
something for so long, there’s obviously so many struggles. I’m always tired, my feet 
will be bleeding. It’s a lot on your body, and sometimes you just don’t really want to 
go to rehearsal or do a class. Also, there’s a lot of toxicity within the ballet industry 
[because of] body image expectations and because a lot of my teachers are not always 
the nicest people. So there is toxicity in the atmosphere of the dance industry, and it’s 
like you’re being compared to everyone else. You’re being put on the spot and judged. 
[When this happens], I try to go back to why I started ballet. And I dance because I’m 
passionate about it, and I love to dance.

#### What are some of your favorite memories of ballet? #### 

Two years ago I got to play Clara in The Nutcracker ballet … for a show for an elementary 
school. [The show was] mostly for kids that are underprivileged and in low-income areas 
that have never seen a live performance before. It’s probably 1000 kids that are in this 
theater … that were all screaming. But, I remember standing backstage before I went on, 
and it was like I was at a rock concert. I was nervous about it, but then I went on and it 
was just an amazing experience, because they were all so involved in the show. And I was 
thinking, “Wow, I’m actually impacting these kids. I bet there’s one kid in the audience
who just fell in love with dance, just like how I used to fall in love with dance when I was 
little.” [I just loved] the fact that I could spread the power of art. 

#### Who do you look up to while performing ballet? #### 
[When I went to] Chautauqua Dance School, they brought in all these guest 
choreographers, people that I have looked up to since I was little, and it was just, one of 
the best experiences I’ve ever had. [One of the people they brought in] was Julie Kent. 
She’s this insane dancer at American Ballet Theatre (ABT). Isabella Boylston, too, she’s also 
with ABT, and she’s just so beautiful and amazing. Oh, and Patricia McBride. … She was 
the first female dancer that worked with New York City Ballet. She was this revolutionary 
ballet dancer years ago, and I was just thinking, “Wow, I can’t believe she’s teaching me 
right now and showing me choreography.” 

#### Do you see ballet continuing to impact your life, even after high school? ####

I’m going to Boston College next year. And my hope … is to [be accepted] for the 
Harvard Ballet Company, which accepts students who don’t go to Harvard. Hopefully, I’ll 
get in and be able to be part of a ballet company that has like-minded people that value 
art. I think that once you do something for so long, it’s just always going to be a part of 
you. I bet I’m gonna be seventy years old, probably taking a dance class once a week or 
something, because it’s just who I am. Even though I’m probably not going to be doing 
ballet as much in college, or when I have a job or kids, it still has shaped my values, my 
personality, and how I see the world.

Student artist of the month: Ambra Mele ’26

24% of Americans live paycheck to paycheck, with no safety net, no money for entertainment, no way to survive other than to work. The average US citizen clocks in 300 more hours per year when compared to countries like Denmark and Germany. 


These, however, are harms that many PHS students may rarely see. With a median household income of $192,079 as reported in 2024 census data, most families here are thriving. Multi-thousand dollar trips across the globe are normal, an expected part of many students’ high school experiences. Very few towns have the privilege of living like this; much of Princeton is a bubble, an almost idealistic society.


However, not all of Princeton is equal. There are certainly income disparities that exist within the neighborhoods of Princeton, neighborhoods that should be the targets of PHS aid initiatives. PHS clubs and programs must do the proper research to identify which communities truly need the help that they are providing rather than simply going to the easiest location. This can mean something as simple as moving the position of drives that clubs hold to ensure that communities in need are the first to receive resources.


In the case that there are no local, Princetonian communities to help with a project, it is also possible to look outwards. Princeton is, on average, wealthier than other nearby towns, meaning that the commute does not need to be very far to arrive at other locations that could benefit from aid. For example, a 20-minute drive to assist schools in Trenton could make a much larger impact than reinforcing existing opportunities in Princeton. Of course, there is the trade-off of providing maximum utility and practicality; ideally, clubs are able to find a happy medium between these two options. 


On a larger stage, all students must seek out different perspectives before forming a view on the world. The struggles that we face are very often not the struggles that most people face. All of us should aim to make the world a better place for everyone in it, and that starts with recognizing the problems that need to be addressed. Before supporting a candidate, we should read about their policies and how they affect all demographics, not just ones that pertain to us. It is imperative that we remain informed of what life is like beyond our bubble, be it through reading about the lives of other people or simply paying more attention to the news. When society is founded upon capitalism and millions of Americans are struggling to scrape up any money to truly live, it is an incredible freedom that we are able to live in a community such as Princeton. We must use the opportunities we have to improve the lives of the people who live in less fortunate communities, the fellow citizens, who continuously toil to give us this privilege, and that help begins with how we focus the aid that we give today.

Our Princetonian bubble

A spectre looms over modern education; this time, the students are not the perpetrators in question. In a recent policy decision, New Jersey state education officials have decided to use artificial intelligence (AI) to grade written sections of standardized tests such as the New Jersey Student Learning Assessments (NJSLA) and the New Jersey Graduation Proficiency Assessment (NJGPA). This decision was not made in isolation: it reflects a growing trend of states moving away from human graders, with around 30 states expressing desire to integrate AI into their grading systems for the 2026-2027 school year. These states primarily cite the desire to cut costs, with Texas stating that their shift has saved the administration from $15-20 million dollars. 


Since its inception, the use of AI has been justified because it cuts costs, but to what extent is efficiency more important than preserving justice and humanity? The new system imposed by the state uses Natural Language Processing (NLP), trained on previous responses that scored the full score. Though this is not generative AI like ChatGPT or Gemini, it is still fundamentally based on pattern recognition, which means that in order to earn full points, students will be incentivized to mimic existing pieces of work and regurgitate existing ideas. The argumentative essay section of the NJGPA is a clear example of just how harmful this technology is because these kinds of essays can be approached from many angles; the experiences that a person has lived and the subjects that they find interesting all influence the arguments that a person ends up writing down. However, an NLP-based system will inevitably end up rewarding the responses that most closely conform to what has already been said in the structures that have already been used. In essence, these systems actively suppress and stifle creativity.


More importantly, the usage of AI to grade tests reflects a deeper issue in education: the hypocrisy behind the assertion that students must not use such tools. Education is a system that is based on trust and mutual understanding, a two-way street that both students and policy makers must uphold. Devastatingly, by setting double standards that punish students for using AI while not giving them the respect to review their work with equal levels of integrity, education, as an institution, is degraded from the core. Specifically, these methods of reviewing students’ work discourages them from engaging with or putting effort into these assessments because students know that they can just cheat the system by using buzzwords and trite responses to guarantee a higher score without engaging with the material. By discouraging creativity and encouraging students to bypass the system, education is reduced to a mere formality.


Finally, at its core, this raises an incredibly important question about the future of education: if states are willing to compromise the integrity of their highest stakes tests using machines, how much more are they willing to sacrifice? If the only thing that truly matters to the state administration is reducing costs, then what prevents a cheap model of ChatGPT from outright replacing all human influence from grading? Until the government promises that it will continue to value humanity over profits, creativity over conformity, and thoughts over generated text, the people cannot remain silent. The future of education is a unified effort between students, educators, and officials who write policies that affect school districts. The power to create change lies in all stages, from classrooms to state legislatures.

The hypocrisy of AI-graded standardized tests

If you’ve been scrolling on social media lately, you might encounter many videos titled “You met me at a very Chinese time in my life.” The clips display people drinking hot water, taking traditional Chinese medicine, or taking off shoes when entering a home. These people are participating in a trend known as Chinamaxxing, a portmanteau that combines “China” with the Gen Z suffix, “maxxing,” meaning excessive optimization. 


In many ways, Chinamaxxing represents the latest cultural pattern. Historically, westerners have taken certain aspects of different cultures and stripped them of their spiritual or philosophical roots to brand them as fitness trends or health-related products. Some examples are Tai Chi and Qigong, traditional Chinese martial arts that have previously been presented as aesthetic workout routines. 


This trend started when a parody of a line from the 1999 film “Fight Club” went viral on TikTok. The original line, “You met me at a very strange time in my life” was altered to “You met me at a very Chinese time in my life.” The idea behind the trend involved users who were somewhat familiar with Chinese culture creating videos based on stereotypes, and putting the line as the top text in the video. From there, influencers started sharing their adaptation of the joke.


One major reason why this trend gained so much traction was the Chinese culture’s ability to attract global audiences in the media. During the brief January 2025 TikTok ban, many users worldwide migrated to RedNote, a Chinese social media platform. As more individuals learned about traditional wellness habits and cuisine through lifestyle videos on RedNote, natural curiosity sparked the trend’s popularity. 


While some people see this as a nostalgic, fun, and seemingly innocent trend, many others feel that this trend carries deeper problems. At its core, this trend degrades complex cultural traditions and experiences into a list of stereotypes, condensing thousands of years of Chinese tradition into a handful of aesthetic habits. This became especially clear during Lunar New Year, when numerous non-Chinese participants in the trend posted videos teaching Chinese traditions they had only recently learned and are not qualified to advise the public about. These creators have received backlash for oversimplifying and even misrepresenting Chinese culture, with many Chinese Americans expressing discomfort at the sudden appropriation of heritage they had historically been shunned for. 


Similar to any trend romanticizing a region or group of people, the emphasis is placed on aesthetics. Numerous social media creators have posted videos wearing traditional Chinese clothes while avoiding mention of their cultural significance, which can be interpreted as a disrespectful mockery of the way Chinese culture has been cultivated over thousands of years. The idea of being “diagnosed as Chinese” or “turning Chinese” simply because it was popularized by Western creators is seen as offensive and can have negative effects throughout the Chinese diaspora.


Although the adoption of culture for clicks is harmful, this trend creates a meaningful opportunity for dialogue surrounding appropriation and appreciation online. Rather than blindly recreating a video, individuals should take the time to research the historical accuracy and cultural significance of portrayed traditions. By choosing to learn from creators online who belong to the group they are representing, individuals can foster genuine appreciation for the unique food, clothing, or customs of a culture. 

Not a “Chinese time in your life”

#
### Derry Girls (2018-2022) dir. Micheal Lennox ###
“Being a Derry girl is a state of mind.” 
This quote, from one of the main characters of “Derry 
Girls,” embodies the entire sentiment of the 2018 sitcom. 
Following the story of the four “Derry Girls” and “the wee 
English fella” James, the struggles of a life in 1990s Northern 
Ireland, along with classic coming of age dilemmas keeps 
the audience laughing, curious, and nostalgic. 

The group attends an all-girls Catholic secondary 
school where they navigate the social hierarchy of the 
school and find their own individuality in an environment 
that prioritizes uniformity. On a deeper level, the show 
illustrates Irish culture and the historical division between 
English and Irish people, which was extremely apparent 
during the Troubles period of the late 1960s to 1998. 
Throughout all three seasons of the series, reactions to 
acts of violence and division, like military checkpoints, 
IRA activity, and bombings, demonstrate the harsh reality 
of normalizing conflicts and how they shape the youth 
growing up alongside them.

Among others, one of the obstacles the group faces is on 
their journey to a concert in Belfast. Michelle, the brash 
and reckless one, brings a suitcase full of alcohol for the 
performance without knowing they would run into their 
principal, Sister Michael, on the bus. Once the teens denied 
ownership of the bag to Sister Michael, Michelle's first 
instinct was to evacuate and call the army bomb disposal 
unit. While everyone eagerly watches the unit’s controlled 
explosion from just a few feet away, James expresses his 
disbelief and fear, which is quickly rebutted by Michelle, 
pointing out his contrastingly shielded English childhood. 
Throughout the seasons, moments where the group comes 
face to face with danger demonstrate the adaptability and 
persistence it takes to live in a constantly changing and 
insecure community. 

Through dialogue between characters, I was happily 
surprised at the accuracy and understanding of the 
unique Northern Irish accent and slang. Phrases such as 
“Catch yourself on!” and “Aye, that’s class” mixed within 
conversations indicate attention to detail during the 
writing process. Coupled with practically an all-Irish 
cast, accents were spot on and reminded me of my family 
members from the Emerald Isle. Since I was very small, 
my Nana has always greeted me by saying, “Would you 
like a wee cup of tea, love?” 

With many scenes actually filmed in Derry, the 
Northern Irish city named in the title, culturally significant 
landmarks like Guildhall Square and Free Derry Corner 
are not just accurate, but the sentiments attached to them 
help further the show’s educational aspect. At the end of 
the first season, the group listens to the highly anticipated 
Bill Clinton speech, culminating with James declaring 
himself a “Derry Girl." Graffiti and murals like the Free 
Derry Corner are thoughtfully interspersed throughout 
the seasons and are often tied to difficulties the group 
is facing. 

In the show’s finale, the group reaches voting age and 
casts affirmative votes in the Good Friday Agreement of 
1998, an integral piece of legislation in Northern Ireland’s 
journey to peace. This climax symbolizes the intertwined 
end of a rebellious stage for both the country and friend 
group, as well as the upcoming development, maturity, 
and prospective peace.

### The Commitments (1991) dir. Alan Parker ###
Jimmy Rabbitte, an unemployed Dubliner struggling 
to get food on the table, has the seemingly impossible 
dream of forming and managing a world famous all-Irish 
band. After placing an ad in the local newspaper, Rabbitte 
is approached by hundreds of fame-hungry musicians 
who are at best mediocre. However, from the Northside 
slums of Dublin rises The Commitments, a soul band 
with rock and Motown influences, solely comprised of 
working-class musicians.

Inspired by the 1987 novel by Roddy Doyle, the film 
reveals the grim and unforgiving lifestyle in povertystricken areas of Ireland. Over many years, foreign 
perspectives have romanticized Irish life, exclusively 
picturing lush fields, boutique cottages, and country 
living. In contrast, the band’s raw lyrics and production 
style reflect their living conditions and surrounding 
community, highlighting the urban decay of Irish cities 
and the required resilience of the working class.
 
While juggling their work lives to keep their families 
afloat, they score their first gig at a local church on the 
pretense that their performance would be part of an 
anti-heroin campaign. In many ways, their rebellious and 
diverse style is reflective of Dublin culture, and allowed 
the audience to hear their personal problems as well as 
national problems reflected in music and then find a 
temporary escape. The seemingly unconventional first 
performance venue was a deliberate choice by Doyle, 
alluding to the abundant use of narcotics throughout 
the 1990s in the country.

Despite their sound becoming a hit within the Dublin 
area, the messy inter-band relationships as well as their 
arrogant and egotistical behavior cause tensions to climax 
at their most high-stakes gig, resulting in the breakup 
of the group. Nonetheless, the music the group got to 
perform almost makes up for their short lifespan. Songs 
like “Mustang Sally” and “Chain of Fools” were covers 
that turned the pub crowd into an electric frenzy. In 
fact, the music featured in the film was completely live, 
meaning all the songs in the soundtrack were performed 
by the actors themselves, and the lively pub culture was 
captured on-site.
 
Toward the end of the film, Rabbitte and one of the 
musicians, Joey Hagan, reminisce about the group’s 
successes as well as the possibilities if the band had 
overcome their conflicts. While Hagan is satisfied 
with what they have accomplished, Rabbitte, being the 
manager, cannot look past the separation. To try to ease 
Rabbitte, Hagan emphasizes the large impact they had 
on each other throughout their time together rather than 
potential fame and money: “You're missin' the point. The 
success of the band was irrelevant — you raised their 
expectations of life, you lifted their horizons. Sure, we 
could have been famous and made albums and stuff, but 
that would have been predictable. This way it's poetry.”

An introduction to Irish cinema

In the late 20th century, Chevron Corporation launched several nature-friendly campaigns; their People Do initiative espoused a commitment to wildlife protection. They promised sustainability. Racial justice. Climate change protections. Yet, according to the United States Government Archives, Chevron is likely partly responsible for 180 incredibly toxic waste sites across the country. Not only does it undermine their commitment to sustainability, but Chevron also self-sabotages its commitment to racial justice by promoting a policy that disproportionately harms people of color, as they are more likely to live near these waste sites. To further drive the point home, Chevron is the second-largest company polluter in the world.


It seems like every company has become dedicated to sustainability and equity in the past few years, and yet almost none have undergone any real change in harmful practices. Chevron is just one more historical example of how corporations have neglected to deliver decades-long promises to become environmentally friendly and treat all employees fairly. Despite these shortcomings, companies continue to use flashy value-promoting marketing terms as a way to easily recruit employees and sell to a devoted public. 
The main problem with corporate buzzwords is that they are used in place of finding and implementing solutions, as a bandage over a gaping wound. For instance, greenwashing, the practice of deceptively marketing a product as sustainable, has been heavily implemented in the fashion industry. A United Nations report found that the fashion industry has been responsible for over 10 percent of global carbon emissions, yet fashion companies will frequently claim their products are “eco-friendly.”


Such unsubstantiated declarations can create false impressions of job environments for future  workers. Saying that a company is devoted to equity, for instance, is more likely to lure prospective employees in for a contract. In fact, a 2021 CNBC survey found almost four-fifths of workers wanted to work for a company that valued DEI. Therefore, claiming that one’s company emphasizes equity has a positive hiring benefit. In reality, companies fail to implement these policies, with both their employees and the public suffering from this unrealized promised potential. Ironically, sustainable practices benefit companies more in the long run, but since we live in a culture of instant gratification, companies often prioritize their immediate profits to satisfy shareholders. Quarterly earnings make companies accountable to their shareholders by requiring them to provide a detailed account of the corporation’s revenue, current and future initiatives, and profit margins. This incentivizes companies to pursue environmental degradation to meet short-term profit thresholds. However, this also raises the question of why companies cannot offer such transparency to the public.


In fact, there is a burgeoning market for consumers who are willing to adjust their spending habits to more environmentally friendly products. Companies that commit to sustainability are more likely to mitigate public relations risks, appeal to a committed workforce that wants to join the purpose the company brings, and tap into additional financial opportunities, according to Harvard Business School. The weaponization of corporate buzzwords doesn’t just harm the consumer, the employee, or even the world as a whole; it harms the company by denying it possible growth. Rejecting sustainable and equitable practices is the definition of cutting off one’s nose to spite one’s face. 


The vast majority of the public wants transparency from corporations, transparency that can include data on how much they are truly fulfilling their promises. Demanding this data can go a long way toward accountability. Beyond that, clearly defining what these buzzwords practically mean can allow for their implementation in the private sector, as well as hold companies accountable for actually living up to their promises. 


Many PHS graduates will go on to work for corporations, so it is critical that they can decipher commonly used corporate jargon as well as understand how corporations misuse it. Plus, we are all consumers and therefore must make the choice of which companies we purchase from and endorse. In a market-driven capitalistic economy, it is consumers who have the power to make a change. 


It’s time to stop letting corporations weaponize buzzwords and instead take action ourselves to demand responsibility. It’s time to realize we are the ones who can build a world where these ideals are carried out, instead of believing companies will change on their own. It’s time to take the initiative. 

New Student Issue