  In the past, celebrities were shining stars: singers, dancers and politicians only seen by fans on the black screens of television. Now, in the age of unrestrained usage of social media, the distance between celebrities and fans is stripped. From convincing fans to purchase a product they endorse to imposing their views on important world events and issues, celebrities and public figures now hold the power to influence an impressionable audience with the click of a button. 

  After the senseless killings of George Floyd and Breonna Taylor in 2020, the Black Lives Matter movement saw a massive influx of attention on various media. From trending Twitter “blacklivesmatter” hashtags to the 28 million Instagram users who participated in “Blackout Tuesday,” publicly proclaiming support on social media for BLM was deemed the right thing to do, and keeping silent was perceived as immoral and almost racist. Brands and celebrities rode on this social media wave, blacking out their social media profile pictures and professing their support to the movement in posts. While these popular gestures were intended to show solidarity with the movement, it set a larger precedent that activism simply meant announcing one’s alignment with a cause without the intention of further support. 

  Mass distribution of misguided statements is the central cause for the spread of misinformation, an all too common consequence of celebrity “activism.” A study conducted by researchers at Reuters Institution in 2022 found that 20 percent of posts containing misinformation about COVID-19 were created by influencer profiles. Even more damaging, because of their large monopoly on social media, celebrity posts on important issues often overshadow expert opinions and helpful resources posted by lesser known accounts, devaluing the function of professional journalism. The often performative nature of celebrity activism becomes clear upon nuanced situations such as the Israeli-Palestinian war, which saw much less celebrity engagement. Given the extreme nuance of the conflict, there was no longer a clear-cut, “politically-correct” side to side with or to jump on the bandwagon for. Many fans blasted their idols upon observing their “silence,” questioning why they weren’t using their platform to weigh in on the situation. However, celebrities shouldn’t be pressured to “speak up” on political issues that they have no background in when expert opinions hold more importance in informing the public. 

   The influence celebrities have on impressionable fans regarding social issues often unfolds on an emotional level rather than from factual evidence, resulting in unacceptable behaviors by hot-tempered fans that attack individuals who speak out against the misguided ideologies spread by biased public figures. For example, in April 2020, the actor Woody Harrelson shared his claim regarding the 5G network being the cause of the COVID-19 pandemic to his two million followers on Instagram. The time frame of his claims correlated with at least 20 cell tower polls being burned to the ground in the UK. Telecom employees were also harassed on the streets while attempting to set up 5G fiber optic cables. Kanye West, also known for his anti-vaccination stance, told Forbes that he believed COVID-19 vaccinations would “put chips inside of us” during the pandemic. This proven-false conspiracy theory snowballed and soon became a popular statement spread by anti-vaccine groups. Furthermore, the misinformed statements of celebrities are often regurgitated in popular media in order to generate more clicks, consequently exacerbating the spread of their falsified claims.

   As teenagers, the demographic most susceptible to celebrity influence, PHS students should be mindful of avoiding valuing their favorite celebrities' opinions over expert opinions in order to make informed decisions. In a time where rampant false information is spread online, it’s important to realize that the power of reliable research to uncover truths is longstanding and undeniable. 


Stop relying on celebrity activism

   On November 16, Princeton Public Schools’ English Language Learner and Title 1 families gathered in Princeton Middle School for the third annual Parent Community Night. The Night included Interactive workshops on family financial planning, technology assistance, and K-12 academic support that hoped to provide a way for attendees to connect and learn about available resources.

   “[Trinidad] Rodriguez and I decided to create this event after noticing many of our ESL families requesting outreach to help understand and know of all the offerings within the school system in the United States,” said Vanessa Bernal, a co-organizer of PPS’s Parent Community Night along with Rodriguez. “Both of us [grew] up with families who immigrated from other countries, [so we] felt this was so important and necessary to do.” 

   At the event, student volunteer translators from PHS were available to assist non-English speaking parents in registering their children for school athletics, the Dual Language Immersion program, and specific school counseling. Several local Princeton organizations — including the Princeton Public Library, Community House, YMCA, the Princeton Health Department, HiTOPS, and Corner House — were also invited to share out-of-school resources with attendees. From providing free academic tutoring for low-income students to helping attendees schedule flu and COVID-19 vaccinations, the variety of community offerings all work towards ensuring that families can have their needs addressed. 

   As an effort to build a sense of community among families, a free shared dinner was hosted at the event with the help of a $1000 Princeton Regional Educational Support Staff Association grant. Following the meal, attendees listened to a keynote speaker, Levi Geurrero, share tips on how to support their childrens’ education, as well as his experience in K-12 and higher education as an immigrant student. 

   “I [want] to be a voice for people that don’t have a voice,” said Guerrero. “I feel like if [people] see someone that looks like them, speaks their language, and comes from the same background, [then] they can relate to them. It’s great to have families engaged in [their] kids’ educational future.”

  Growing up speaking English as a second language in PPS, Guerrero understands the importance of creating a school environment that fosters cultural inclusion and enrichment. As a multicultural school district, PPS’s English Language Learners Program plays an integral role in bridging connections between students who are learning English and their peers. Having at least one ESL teacher in each school, the growing program develops student English proficiency in four fundamental skills: reading, listening, speaking, and writing. 
	
   “[School] districts are required to provide programs taught by ESL certificated teachers if there are ten or more [ESL] students,” said Priscilla Russel, the District Supervisor of World Languages, ESL/Bilingual, and Dual Immersion Programs since 2004. “Our ESL students contribute to the demographic and cultural diversity that characterizes our schools.”

   Individualized classes for ESL students are based on their English screening performances, a language proficiency assessment required for non-native English speakers upon registration in the school district. At PHS, students with limited English proficiency can enroll in Welcome Center I, II, or III, ESL English, History, Science, or Math, where they develop English vocabulary through specialized instruction.

   With the goal of eventually integrating ESL students into mainstream classes, students are taught and expected to complete grade-level history, science, literature, and math assignments in English, allowing them to strengthen their English proficiency while progressing alongside the school curriculum. While classes are primarily taught in English, ESL instructors put emphasis on creating an environment that promotes bilingualism and respects linguistic diversity. 

   “We always emphasize the importance of home languages,” said Ted Holsten, an ESL teacher at Littlebrook Elementary School. “All studies show that students who continue speaking and learning in their home languages have an easier time learning English.”

    At PPS’s elementary schools, ESL lessons combine grade school activities with formal English instruction, with students playing games, singing songs, and writing Halloween stories. 
 
  “I like to let students shape their learning when possible. Some beginners want to start trying to speak right away; some are quieter and are not comfortable trying to speak,” said Holsten. “I try to be sensitive to each student’s personality and interests. I enjoy seeing the way that students are motivated by wanting to communicate with each other and help each other.”

   Opportunities for enrolling in adult ESL classes, or English Conversation Groups, at Princeton Public Library were also offered at the Parent Community Night. 

   “What helps the families the most this evening is just being able to connect, to see themselves in the speaker and the teachers, and to see their children be in the school building and connecting with other students,” said Bernal. “That sense of community is really important.”

Families gather for annual ELL Parent Community Night

First dreaming about becoming a history teacher in the first grade, this fall marks Social Studies Teacher Elizabeth Taylor’s 13th year teaching at PHS. Growing up in Wichita, Kansas, Taylor debated between journalism and teaching history in high school, but the difficulty of attending a journalism college and the lack of a newspaper at her high school compelled her to choose education as a more secure option. 
After receiving her bachelor’s and master’s degrees from Boston University, Taylor taught United States and World History at Westford Academy in Massachusetts for nine years before she and her husband moved to South Jersey, where it was closer to family. Budget cuts caused by the 2008 Recession led to fewer available teaching positions, with the only one being PHS at the time. She took the offer to work at PHS knowing the challenge and reputation of the district.

“I chose education over journalism [because] I thought that I had a more secure job as a teacher. I shadowed a reporter at a local newspaper for a day during my senior year and remember them telling me that to get a job as a reporter, … you had to have worked on your high school newspaper. My school didn’t even have a newspaper, so I figured I didn’t really have a chance,” said Taylor. “I liked history; I was good at it, and I had several great history teachers. My mom was also a teacher, as was an aunt and a cousin, so I could easily picture myself as a teacher.”

Taylor strives to create a learning environment that is both intellectually engaging and inspires students to consider different perspectives. In order to keep students engaged, as well as make each year different for herself, Taylor adjusts her curriculum each year to incorporate current events and new resources that fit the needs of the new class. 

“Current events definitely help to make each year unique; this has especially been true over the last several years. Also, getting a new group of students, with their own interests and personalities; realizing that students in one period aren’t as engaged by a topic as students in an earlier period were, and moving on more quickly,” Taylor said.

In addition to social studies, Taylor also teaches Sociology Accelerated at PHS. Because of her limited knowledge on sociology and the time she had to allocate to her baby at home, Taylor was initially reluctant to adopt the new course. However, after five weeks of teaching the subject, Taylor fell in love with the creativity it allowed as well its applicability to students’ lives.

“Professionally, it is the best thing that has happened to me. … I love that it’s a rigorous course without the pressure of an AP exam,” Taylor said.

Having been regarded as a tough but fair teacher by previous and current students, Taylor finds that both of her courses teach students study skills and time management habits, which they can continue to apply in high school and throughout college.

“‘Tough but fair’ sounds about right. I hope to create an environment that is intellectually engaging and where students feel supported as they try new things and perspectives,” Taylor said.

Through her teaching, Taylor hopes to develop students’ desires to keep up with current events and become active members of society. Emma Liu ’26, a student in Taylor’s AP U.S. History class, appreciates her commitment to helping her students.

“She provides a lot of support for her students and really tries to help them succeed whether [that’s] in the classroom or for the AP Exam,” Liu said.

Outside of the classroom, Taylor strives to find a balance between work obligations and spending time with family.

“The demands on teachers are simply too great, and it definitely got much harder once I had kids,” said Taylor. “The best I have done is to ignore anything PHS-related during the summer, and to instead focus on the rest of my life as much as possible, … but during the school year, teaching takes up the majority of my time and attention.”

In her limited free time, Taylor enjoys gardening, dancing, and reading. Having been a dancer her whole life, she finds that her weekly tap dance classes give her the opportunity to unwind from the stresses of teaching.
“I take an adult tap class now that is probably the best hour of the week for me, because I’m just focusing on something that I need and not what my students need, or my kids need, or my husband needs,” Taylor said.
As her two children grow up, Taylor notes how she’s been able to relate much more to her students and their ambitious high school classes and extracurriculars as she learns to deal with her own children’s ambitions.
“I see high school students who are just trying to do it all. … They want to take five AP classes, be president of this club, etc. … and as a teacher, there’s just not enough hours in the day to do all of this, right?” Taylor said. “Now as a parent, I’m struggling to make those same types of decisions because it’s not like we’re pushing them into these things … and it’s really hard as a parent to say no when it’s something that they’re passionate about, because you want to encourage their passions, but you also don’t want them to burn out. … So, I definitely have more sympathy for my students as I watch my children navigate this themselves.”
For incoming and current APUSH students, Taylor hopes that they recognize that the class is much more than just learning history. She stresses how all of the challenges that come with taking APUSH are what makes a student’s journey in her class so special.

“A lot of it is about the journey that they go through over the course of the year. APUSH is a really hard class, but at the end of the year, students overwhelmingly tell me how worth it it was and how they learned so much more than just US history, and even more than just how to be a historian,” said Taylor. “I like seeing the journey from how they first approach the class, and what they think their goals are, what they think they’re going to get out of it, and then seeing at the end of the year, how much that has evolved.”

PHS Profile: Elizabeth Taylor

Throughout the month of October, foreign exchange students from Izumigaoka High School in Japan and Lycee Bartholdi in France arrived on PHS’ campus as a part of PHS’ foreign exchange program for the first time since 2019. There, they were greeted by  PHS Japanese and French students, who hosted them for a week. 
Both groups had the opportunity to observe classes in various subjects, creating art pieces in art class and learning about American history at PHS. Through these foreign exchange programs organized by the PHS language department, PHS and Princeton’s sister cities could exchange lifestyles and study at overseas high schools. 
“Such initiatives play a crucial role in promoting international cooperation, understanding, and friendship among students from different parts of the world,” said PHS Japanese teacher Risa Sakakibara, one of the facilitators of the program. “It's heartening to see efforts being made to deepen the bond between the U.S. and Japan through educational and cultural exchanges.”
This year marks the foreign exchange program’s 35th anniversary. The program began in 1989 during a PHS choir trip to Colmar, where former PHS French teacher Bernard Ponsan connected with the French high school Lycée Bartholdi, inviting their French students to visit PHS. This reciprocal interaction eventually developed into an official exchange program between the two schools. 
“As much as we try to maintain an immersive environment in class, [the exchange program] makes learning much more immersive because the [students] are with French people and they’re in France,” said Malachi Wood, a PHS French teacher and principal facilitator of the exchange program for 16 years. “A lot of [students] become more motivated. They’re excited to get to know somebody on that one-on-one personal level.”
Though fun, the primary purpose of these programs is to provide a new experience for students in a language-learning environment. Programs where students can interact with their language in a real life setting challenge students, but also create a unique opportunity for them to hone their speaking abilities.
“In my house, we normally speak Japanese. But in order to give the exchange student an American experience, we spoke in English the entire time,” said Seigo Iwata ‘26, a participant in the Japanese exchange program. 
While in Princeton, exchange students traveled to popular locations in town with their host students, the student providing them housing. Japanese exchange students took walks on Princeton University’s campus. Peruvian exchange students shared meals with host families in Conte’s Pizza.
“What they do is shadow an American kid, [seeing] what an American teenager would do. Their hosts can tell them what they’re doing that day or prepare something fun for them,” said Martha Hayden, a PHS Spanish teacher and facilitator of the exchange program. 
During the French exchange students stay at PHS, they shadowed their host student and attended all of their classes, even participating in the host’s extracurricular activities. When PHS French exchange program students leave for France in November, they will do the same at Lyceé Bartoldi. An exciting itinerary awaits these PHS students, featuring famous French landmarks and museums. 
“Every year, I try to do something different,” said Wood. “Usually we see the Louvre, [and] the Musée d’Orsay. What I'm excited about is that we’re going to see a World War II memorial, where the French and Germans faced off with trench warfare. And, we will visit one of the only concentration camps that was in France.”
Education aside, another big aspect of the foreign exchange programs is getting exposure to different lifestyles and cultural customs, developing lifelong connections with host families. French students dressed up to attend their first Homecoming dance on October 14. Peruvian exchange students spent their first Thanksgiving alongside their host family.    
“My favorite part is seeing the kids get to know each other. The day that we’re leaving, everybody’s crying. A lot of students [develop] lifelong friends because they stay in touch [and] visit each other,” said Wood. “I hope that their horizons are broadened.”

PHS welcomes first foreign exchange students since 2019

As the air crisps and leaves awash in warm hues, Halloween decorations begin to adorn porches and lawns. While twinkling string lights and flashy blow-up characters are visually appealing, the harm they bring to the environment is often overshadowed by their tantalizing glow. 
Modern-day capitalism has created a culture of rampant consumerism, especially within America. The detrimental effects of overconsumption on the environment are exacerbated during holiday seasons, and Halloween is no exception. A 2020 study by Planet Home found that strings of lights produce enough carbon dioxide to fill 15,500 hot air balloons. Gas emissions aside, these luminous displays also contribute a whopping 50 percent increase in light pollution to areas nearby, which disturbs the habitat and mating patterns of native animals and insects, leading to irregular populations and possible future extinction. On top of this, many households repurchase new decorations each year, creating significant amounts of plastic and electronic waste. Jack-o’-lanterns, a seemingly innocent decoration, also prove to be environmentally sinister. Waste Manage reported in a 2019 study that a colossal 18,000 tons of pumpkins are thrown away to landfills each year after fulfilling Halloween demands. When pumpkins are sent to landfill, they decompose and produce methane, a greenhouse gas over 25 times more effective in trapping heat in the atmosphere than carbon dioxide, ultimately all contributing to global warming, according to the United States Environmental Protection Agency. 
Trick-or-treating, dubbed the most exciting aspect of the spooky season by many, is also no treat for the environment. Lisa Morton, an environmental specialist, found in 2021 that the average trick-or-treater produces one pound of trash on Halloween night, alarming given that the holiday boasts more than 40 million trick-or-treaters. This statistic becomes even more disturbing given the fact that most trick-or-treaters  also wear a polyester-constructed costume. An environmental organization, Hubbub, conducted a study in 2019 revealing that 83 percent of Halloween costumes are created with non-recyclable, oil-based plastics, being destined to eventually dress a landfill. To put this into context, this staggering quantity of trash is equivalent to two thousand tons of plastic waste, or 83 million plastic bottles. A 2022 report by the UN Environment Programme stated that plastics accounts for 85 percent of total marine waste, being the most dangerous type of litter harming our oceans given its inability to decompose. The excess plastic created by Halloween exacerbates marine pollution, masking marine life in a suffocating film of debris, damaging the natural ecosystem. 
As residents in the Princeton area, a bulk of the responsibility to preserve our local ecosystem lies on the shoulders of Princeton High School students and their families. While keeping up with spooky traditions is an important part of American culture, Halloween doesn’t have to be scary for the environment. For example, jack-o’-lanterns and other decorations should be made with compost in mind, a process that eliminates the formation of methane gas through aeration, decreasing the greenhouse gas emissions drastically. Furthermore, decorations can be reused every year to reduce the amount of waste that comes with switching out decorations each year. Costumes could also be put together with garments made from organic fabrics like cotton, from pieces from someone's everyday wardrobe, or be donated. Celebrating Halloween and remaining environmentally friendly are not mutually exclusive; both can and should coexist in the Princeton community, and in modern society as a whole.

Trick or Treat the Environment Better

“She’s Barbie. He’s just Ken.” This tagline from “Barbie” (2023) brought the topic of feminism into the spotlight upon the movie’s anticipated arrival in cinema. While garnering support from a majority of the public, an enraged side of the audience jumped to accuse the feminist film with claims of misandry and “toxic femininity,” with the movie even being dubbed as “anti-male propaganda” by USA TODAY. This is an all too common response to any form of feminist media, with the negative connotations surrounding feminism leading to misconceptions about the goal of the movement: achieving equal rights and opportunities for men and women.
Not all supporters of the principles of feminism are keen on identifying with the word itself. While 94 percent of people believe that gender equality is important, according to Pew Research Center, a GenForward study found that only 12 percent of Hispanic women, 21 percent of African-American women, 23 percent of Asian women, and 26 percent of white women identify as a feminist. So why the discrepancy? The hesitation to identify with the movement partly stems from the belief that all feminists are extremist. A study from Routledge found that the associations of the term “feminism” with “man-hating” and lack of femininity, an association amplified by the widespread slandering of feminist media, were key factors in peoples’ decision to reject the label of being a “feminist.” 
Especially for those born into a world where women have the right to vote, one where so much progress towards equal rights has already been made, it is easy to view modern feminism as obsolete, with ignorant individuals harboring misconceptions that men and women already have equal rights. From a 2020 study by the Pew Research Center, while 64 percent of Americans see feminism as empowering and 42 percent as inclusive, in the same sample size, 45 percent also saw it as polarizing and 30 percent as outdated. Why is feminism seen as outdated when misogyny still persists in the present day? While women make up two-thirds of the world’s working hours, they only earn 10 percent of global income, a reverberating effect of women globally spending three times as many hours on unpaid domestic work as men. Additionally, there are still 18 countries in which husbands can legally bar their wives from working. This lopsided distribution of unpaid care and domestic work prevents women from entering the labor market, with only 47 percent of women at working age participating in the labor market, compared to 74 percent of men, according to the United Nations in 2020. While achieving perfect 50:50 male to female ratios in sex-based economic studies is unlikely, feminism aims for equal opportunities so that sex isn’t a burdensome factor in an individual’s livelihood or career aspirations. Currently, women make up two-thirds of the world’s illiterate population, a result of gender discrimination stemming from the normalization of women’s sole roles as family caretakers in patriarchal social systems. Poorer communities often favor boys when investing in education, while girls face large amounts of gender-based violence at school. These are all factors contributing to the gender gap in education, a major accelerant of the patriarchy. Under the patriarchal social system, men hold a disproportionate amount of power in society. Out of the 11,000 people who have served in the U.S. House of Representatives throughout history, only 375 have been women. Even today, only 28.7 percent of Congress are women. Being underrepresented in politics directly leads to being underrepresented in decision-making at all levels, consequently suppressing the female voice, undermining their ability to rule on important regulations regarding female focused issues. The International Parliamentary Union conducted research proving that an increased presence of women in politics had a positive impact in moving issues of violence against women’s health and education onto the political agenda. The ideals that feminism stands for cannot be silenced when so much misogyny and underrepresentation of women in many fields continues to exist.
What anti-feminists often fail to notice is that the patriarchy, the very social structure feminism aims to deconstruct, ultimately harms both men and women. Under the patriarchy, a man’s sense of personal worth is reduced to shallow outward achievements: the amount of money he makes, his social standing, the attention he gets from women. Without valuing and loving themselves based on holistic properties, men may feel worthless and easily disposable, and struggle under the expectations set up for them by a patriarchal society. The rigid gender roles that define “masculinity” also pressure men to not seek emotional help when needed, contributing a significant influence on the rise of male suicide rates, with men dying by suicide four times more than women.
As more media begins to focus on feminism, it’s important to interpret them with a clear eye and remember feminism’s principles of equality. PHS students who wish to become allies for marginalized communities can begin by assessing their own privileges and understanding the true principles of social justice movements. When having conversations about marginalization, instead of promoting division, it is important to maintain an open mind and respect for others so that these equality issues can be effectively tackled. Ultimately, achieving equality starts with having some empathy.

Feminism is Misunderstood

   Students who want to learn the code above should take one of the classes taught by Rida Kas, who has assumed the role of PHS’s programming teacher after the previous teacher, Graciela Elia, retired. She currently teaches AP Computer Science, Algorithms and Data Structures, Introduction to Java, and Object-Oriented Java. 
   With this year marking her ninth year as an educator, Kas is familiar with the knicks and knacks of the education industry. When she first started teaching in 2014, Kas taught computer science courses and robotics at Piscataway High School, then taught the same subjects at Plainfield High School.
   “In my new teacher's orientation, they kept telling us that there is a right way, there is a wrong way, and then there is a Princeton way. I [have] been exploring that Princeton way as a new teacher,” said Kas. “I wanted to see how that is bringing change in our students' lives, [and] how [Princeton’s] opportunities are different from what was offered in my previous school. The climate and culture that the students create [here are] … much different from my previous experiences, and I want to see what kind of impact they have on me.”
   While Kas has grown to love computer science and teaching over the years, she didn’t always plan for a career in this field. Initially, inspired by a close friend, Kas dreamed of becoming an architect and even took an entrance exam for an architectural undergraduate course.	
   “I soon realized that [architecture] was not something I saw myself doing for the rest of my life,” said Kas. “My father motivated me to [major] in IT. Today, I am so glad that I followed his vision, because [now] I see the importance of technology in the growing world.”
   Prior to becoming a teacher, Kas had three years of experience in the programming industry. After graduating from Mumbai University with a bachelor’s degree in Information Technology and a Masters in Business Administration, her first job focused on taking outdated, obsolete pieces of software and converting them to cloud services, automating software at technology firms in India and New York. 
   A defining moment in Kas’s journey to becoming a teacher was the birth of her children. Kas felt that the demanding and inflexible schedules of her previous jobs left little time to spend with her two young kids. After taking a hiatus from working, Kas searched for a profession that could fit with her experiences both as a programmer and as a parent, finding a job in the education industry to be most fitting. 
   “As a parent, I bring experience from home as to what students like to learn, how they respond to certain things, and that allows me to be a parent and teacher at the same time,” said Kas. “I had a lot of moments where I realized that [teaching] was what I wanted to do for the rest of my life.”
   In her classroom, Kas hopes to create an environment where her students can not only grow intellectually but emotionally as well. 
   “My goals I originally created when I started my educational journey were more related to intellectual learning and academics. But recently I revised them.” said Kas. “I want to make sure I incorporate a lot of social emotional learning for my students, wherein you learn not just by being present, but by being happily present in the spot that you have chosen to be in.”
   Amy Lin ’25, a current student in Kas’s AP Computer Science A class, appreciates how Kas maintains an engaging and interactive environment in the classroom. 
   “She walks around helping to explain concepts, which differs a little bit from the past when we would basically learn stuff on our own, and the teacher would be there to help us in that process,” said Lin. “Ms. Kas is more hands-on and she hopes to do activities like her teaching instead of us learning by ourselves.” 
   On top of her engaging and often pun-filled lessons, her students mention her compassionate attitude and attentiveness toward student needs, making communicating their questions feel easier.
    “She keeps in mind the students’ pace so she is never going too fast or too slow,” said Vritika Singh ’26, a student in Kas’s Introduction to Computer Science class. “She puts the students first and always makes sure our questions are answered.”
   While a lot of programming-related clubs and events such as HackPHS had a chance of being suspended due to Elia's retirement, who was their previous advisor, Kas plans to take over those positions in coming years.
   “I really like the idea of HackPHS, [but] I don’t know whether I’m ready to take the responsibility this year,” said Kas. “Maybe [I will] take my time over the summer break and plan something for our students in the form of an extracurricular activity, or maybe a club.”		
   Outside of school, Kas enjoys spending time with her kids, going to the park, cooking, and, as of recently, biking.
   “These days, we’ve been doing a lot of bike riding,” said Kas. “My youngest one just learned how to ride her bike, so it’s very exciting when we go out to the trails for a bike ride.”
   At the end of the day, Kas is grateful for the opportunity to teach at PHS.
   “Princeton is such a pinnacle, a standard, [and] a beacon when it comes to education,” said Kas. When you hear the word Princeton, you know it’s coming from high standards, it’s coming from rigor, it’s coming from challenging standpoints.”


  	If (you.want == learning_code) { 	System.out.println(“Rida Kas”); }

Throughout history, professional athletes have made headlines for coming out as members of the LGBTQ+ community. For these LGBTQ+ athletes and others, participating in sports often comes with struggles cisgender athletes may not experience, as they may face homophobia at all levels of competition. While legislation in over 20 states, including the New Jersey Law Against Discrimination, has been a huge step towards prohibiting gender discrimination in school sports, there have been many instances where they fall short. No matter the athlete’s gender alignment, they should be able to be themselves without having to worry about any forms of discrimination or hate. 
   For Thomas Foley, former School Counselor at Princeton Middle School and current senior education manager of HiTOPS, an organization in Princeton providing support groups for LGBTQ+ youth and their families, his participation in high school soccer as an “out” gay athlete was not positively received. 
   “People used to call me slurs on the field,” said Foley. “People in my own locker room would tell me to leave the locker room because they weren’t comfortable with me being there, when all I wanted to do was change, put my gear on, and get ready to play.”
  Much of the polarizing debate regarding transgender inclusion in competitive sports is rooted in the potential physical advantages they possess as biological men. The controversy surrounding Lia Thomas, a trans woman competing in the collegiate women's swimming league, surfaced after her Division I National Championship win. Negative media coverage and public condemnation of her alleged physical advantages sparked conversation within the LGBTQ+ community.    
   “Trans people have been participating in sports for decades, and they’re really only hated doing so when they win,” Foley said. 
    In the biological realm, inherent physical advantages including greater height, higher bone density, greater lung capacity, higher testosterone levels, longer wingspan, and larger hand and feet sizes are sometimes present in trans women who have gone through male puberty. The differences between biological men and women are the reason for different net heights in volleyball, different hurdle heights in track, and different three-point arcs in basketball.
     But these physical variations between athletes often occur within sexes in a similar way they do across. Advocates for trans women in women’s sports point at Michael Phelps, the swimmer decorated with 28 Olympic medals, for holding biological advantages such as a longer torso and lower lactic acid production, or Boban Marjanovic, the seven-foot-five-inch tall male NBA player who towers over shorter defenders.  Sporting organizations such as the National Collegiate Athletic Association have established regulatory guidelines that consider the individual circumstances of trans athletes and scientifically address potential advantages, such as regulating hormone levels.
   In New Jersey, PHS currently follows all New Jersey Interscholastic Athletic Association rules and regulations, meaning transgender athletes are allowed to compete with the sports team that either aligns with their gender identity or biological sex. The PHS Board of Education approved Policy 5756 to help guide decisions regarding LGBTQ+ inclusion within school. 
   “[This policy] ensures a safe and supportive learning environment that is free from discrimination and harassment for transgender students, including students going through a gender transition,” said PHS Director of Athletics Brian Dzbenski. 
   While the New Jersey Interscholastic Athletic Association has rules that allow transgender athletes to compete with others of their aligned gender, there are still some instances where the athletes may feel uncomfortable.
   “Sometimes it's a little strange being in a team of all girls when you’re not a girl,” said transgender male athlete Jordan Shaevitz ’23, who started playing softball in fifth grade and is currently a member of the PHS girls softball team. “Sometimes it’s a little uncomfortable. I choose not to use the girls locker room, so I have my own routines that are separate from the team.”
   Although playing on a team that does not align with his gender identity can feel uncomfortable at times, Shaevitz remains grateful for his supportive team members. 		
   “It would be nice to have a boys softball team or a girls baseball team, or just make the teams co-ed,” said Shaevitz. “I was able to find my community in the girls softball team even though I’m not a girl, but I know not everybody is [able to].” 
   Many trans athletes, such as Chris Mosier, a transgender male triathlete, have taken strides in advocating for trans inclusion in sports. As an All-American duathlete, Mosier utilized his platform to prompt the International Olympic Committee to make changes to their rules in 2016, removing restrictions for trans men to compete with other male athletes. For many LGBTQ+ athletes, these progressive changes are a win. 
    “Softball is really good for my mental health … [and] sports are something that are for everyone. People [against trans inclusion in sports] are going off based on the assumption that [trans athletes] are naturally better, and they’re not looking at all the hard work that they did,” said Shaevitz. “[Sports should] have rec-leagues [that] have opportunities for people of all identities to play.”
    At the end of the day, LGBTQ+ individuals, like all people, should be able to live an uncompromising version of themselves, whether it be having the ability to enjoy the sport they love or walking the streets without the fear of homophobia and hate crimes. 
   “Inclusion for anyone who wants to participate in anything is important,” said Foley. “[Some] people have a lack of understanding on LGBTQ+ people. The thing I want most is for people to understand.”


 The importance of LGBTQ+ inclusion in the athletic world

Adding another year to the decades prom has been celebrated by PHS, June 1 brought together upperclassmen at The Westin Princeton at Forrestal Village for a night of festivities, starting at 6:30 p.m. The spotlight fell on a picturesque scenery, with gowns flowing elegantly across the dance floor surrounded by floral, candlelit tables. 
After arriving at The Westin, attendees enjoyed a social hour paired with hors d’oeuvres, the boasting of a myriad of appetizers, followed by an evening of catered dining — serving chicken parmesan with salad — and DJ’ed dancing that wrapped up at 10:30 p.m. Photo booths complete with colorful props and a karaoke station were set up around the venue. To top it all off, a grand chandelier sparkled overhead, glittering as the light show illuminated the clear glass.
For most attendees, the night started well before 6:30. Groups of friends and their dates gathered to get ready for prom together, taking group photos to capture long lasting memories.
“We got together and took pictures, it was like a pre-prom,” said Rohun Chivate ‘23. 
Many attendees agreed that the highlight of prom was the music. Colorful strobe lights flashed across the dance floor accompanied by musical hits, making for a night of high energy dance moves, romantic slow waltzes, and even a brief crowd surf. Some memorable song favorites included Pitbull’s “Fireball,” Lil Uzi Vert’s “Just Wanna Rock,” and Wiz Khalifa’s “See You Again.” 
“The music was like something you would hear in a club. It was popping and thrilling,” said Marsden Edler ‘23. 
Behind the energetic, candlelit night was months of planning by the prom committee, which started having weekly meetings in October. In addition to narrowing down a venue and theme, which upperclassmen voted on through Canvas polls, details such as food, specific decor, and activities were discussed and narrowed down by the committee. For Heather Harris, teacher supervisor of the prom committee, seeing these visions play out on prom night was especially rewarding. 
“The theme this year was candlelit nightfall, so there [were] warm, glowing candles, nice flowers, and seating. It’s like a nice restaurant dinner, but prettier. It focused more on orangish [lighting] and more of an intimate setting,” said Ashlena Brown ’24, junior class president and member of the prom committee. 
An integral part of the longstanding high school tradition are promposals, elaborate requests to be someone’s date at prom. Many PHS juniors and seniors honored this tradition during this year, creating promposal posters full of puns and inside jokes. Most of these affectionate gestures were displayed on a PHS instagram page called “phspromposals_2023”, which contains over 1000 posts with promposals dating back to 2014.
“I think promposals are the best part of the experience — you get to see what jokes people make. [Mine] was a poster after this one baseball game I had, and it [had] a very big Parks and Recreation reference,” said Matty Baglio ’23, senior class president. 
Promposals were not limited to be between love birds, as attendees often “prom-posed” to their close friends.
“Promposals are really fun, especially if you prompose to your friends, I think it can be really funny,” said Hermy Berteloot ‘23. “I proposed to my friend and it was an inside joke between us. People were looking at us weird, but I had fun.” 
Throughout the decades, another consistent component of prom is the presence of elaborate gowns and suits. Attendees often dressed to match, wearing ties corresponding with the color of their date’s dress. Others honored their culture, dancing in traditional gowns such as qipao and sarees. For many attendees, outfit shopping before prom was an entertaining and unforgettable way to connect with family and friends. 
“I picked out my dress with my mom last year and again this year. It’s really fun because it’s a way for us to spend time together. She also tried on some dresses which were pretty funny,” said Berteloot. “It was also a way for her to also enjoy the last memories of me in high school.”
This year’s prom was deemed a success by attendees, having a large event turnout with approximately 600 students attending. Many attendees agreed that contrasting from last year’s outdoor prom, 2023 was a drastic upgrade. 
“We had to drive so far away [last year], and it was just hot outside,” said Edler.
Following the night of an enchanting, successful prom, many attendees traveled to post-prom festivities– a second round of partying–or returned home accompanied by friends. 
“I went to my friend’s house [after prom],” said Felix Aguayo ‘24. “People want to keep having fun. They don’t want the night to end.”
For the graduating PHS seniors, prom is one of the last major events in their high-school experiences. After four years of high school molded by the COVID-19 pandemic and polished off with demanding classes, prom marks both an end and a new beginning.
“Prom is one of the last big celebrations for me and my friends,” said Emma MacMillan ’23. “It’s a great way to round off high school.”


New venue astounds at prom

In an era of growing mainstream consumption, the commercialization and commodification of social movements has become increasingly prevalent within corporate culture. Black History Month in February sees an influx of businesses marketing “Black Lives Matter” T-shirts and campaigns. Women’s History Month prompts advertisements of feminist merchandise and corporate applause for gender equity. During June, with major retailers parading a myriad of splashy rainbow commodities, Pride Month starts to resemble a month-long Hallmark holiday. Like clockwork, brand logos can be seen awash in rainbow hues, gestures of solidarity with the movement. However, as July comes around, Pride merch slowly moves to clearance racks, and corporate “allyship” seems to vanish just as quickly as it began. 
   The distinction between a marketing tactic and genuine allyship with a social movement is often negligible in the public eye. People often purchase these items to show support for different movements, but behind the scenes, the corporations supposedly celebrating LGBTQ+ individuals during Pride month sometimes also support their greatest oppressors. For example, corporations such as AT&T and Walmart lead annual Pride marches to cover for their millions of dollars spent funding legislators such as Bill Flores (R-TX), who believes gay marriage is a “breakdown of the family.” Though the hypocritical actions of these said corporations are reprehensible, they have a fair share of partners in crime. McDonald’s, the multibillion-dollar fast food company loved by millions of Americans, allocated $213,000 to lawmakers who voted against the Equality Act, which sought to prevent discrimination against LGBTQ+ individuals in the workplace, criminal justice, and other public accommodations. Ironically, on June 1, McDonalds tweeted, “We’re proud of you. And you should be proud of you, too. This month, we’ll be celebrating and highlighting the people within our McDonald’s family that embody the spirit of LGBTQ+ Pride.” 
   If fast food restaurants that spout support for the LGBTQ+ community on social media are not genuine in their efforts, what does that mean for the glittery pride shirts? At this point, we must look past the sequins. According to the New York Times, fast fashion giants like Primark and H&M rely on cheap overseas laborers in locales such as Bangladesh and Myanmar, countries where homosexuality is criminalized, to source their Pride garments. And instead of attempting to shift to a more ethical and equitable form of labor, according to Discourse Magazine in 2022, Nike capitalizes off the backs of forced labor programs “linked to crimes against humanity” in countries such as Myanmar to manufacture Black Lives Matter goods as well as the rest of their products. Corporate “activism” oftentimes does not extend beyond the economic sphere, with profit and gaining social capital being at the forefront, leaving a null impact on social change. Yet it is the commodities from these corporations that are marketed to consumers as bona fide symbols of allyship.
   Critics often oppose these claims by citing that the commercialism of a social movement creates greater recognition of a marginalized group. But to what extent does commercialization promote progress, especially considering where that money often goes? While altruism is unrealistic and ultimately not feasible in a capitalistic society, shouldn’t corporations have a responsibility to act on their supposed support for the movements? Sure, mainstream recognition was once a dream for the segregated and discriminated African Americans and the queer individuals who faced public brutality. However, corporate recognition often overshadows the fact that these systemic issues still persist in today's society. Gay conversion therapy is still legal in 37 states, and similar anti-LGBTQ+ organizations are often endorsed by corporations such as Chick-fil-A through their charitable arm, the Chick-fil-A Foundation. Homosexuality is illegal in 74 countries, and a record-high of 375 transgender individuals were murdered in hate crimes in 2021 worldwide. When capitalist values are placed at the forefront of social movements, the advocacy for them essentially becomes gauged by materialistic possessions in lieu of genuine advocacy for systemic change. Activist sentiment towards a movement becomes tied to a tangible product, and the purchase of these commodities often replaces actual direct action. Essentially, social movements risk losing their activist intentions and becoming seasonal fads. 
   PHS students who are part of these marginalized communities may feel insulted to observe their daily struggles objectified and monetized as marketable products. Not only is the commodification of these struggles invalidating, but seeing this complex dimension of their identity glamorized and glossed over in mainstream media can also be alienating. By acknowledging and condemning the co-opting and over-commercialization of social movements by corporations, we can come closer to recognizing and addressing the true systemic injustices faced by these communities. But are we holding ourselves to the same standards? As consumers, we play a crucial part in shaping corporate culture. Rather than only blindly waving a Pride flag in June or purchasing a Black History Month T-shirt in February, consider donating to a charity that strives towards the betterment of these marginalized communities year-round and actively listen to these voices throughout the year. This will allow the journey towards equality to continue to matter long after rainbow socks, Black Lives Matter keychains, and trendy retail items disappear from social media pages and store windows.

Shopping for a cause: The commercialization and commodification of social movements

On March 10, the PHS Student Council held its first annual “Dodge for a Cause” dodgeball tournament. The event, which teams of students from all grades signed up for, had the objective of raising funds for Arm in Arm, a food pantry based in Trenton. 
   As it was the first time it had ever been put on, this event was in the works for months before it took place. Eventually, though, 12 teams, a DJ, and dozens of spectators filled the gym with music, cheers, and squeaks of sliding sneakers.
   “The idea was brought up by the student body council as a whole, and then we brought it to the rest of StuCo,” said PHS Student Body President Ashley Chen ’23, explaining the origin of the tournament.
   Initially, StuCo was considering options like a dance or a game night, but it decided on dodgeball with the goal of beginning a new tradition that would more directly involve students. Members of the Student Council were enthusiastic that students could enjoy themselves while also being able to help the community.
   “We settled on dodgeball because we liked the idea and … how we could support a cause without needing people to pay [the $2] for entry. Bringing cans of food for admission was a nice and different way to do [that],” said Alicia Xu, vice president of the sophomore class. 
   Along with the $20 charged for a team entry, StuCo members ran a table for concessions that participants could buy for a couple of dollars each. 
   “My friends [and I], we all really love playing dodgeball, because it’s really fun. There’s the Corner House dodgeball event and Maddie [Castillo] and I are both actually in Corner House, and we had a lot of fun there,” said Leah Rose-Seiden ’24, a member of Team Maid, explaining her motivation to sign up. 
   Even though her team didn’t end up winning the tournament, Rose-Seiden still recommends participating in StuCo events, especially fundraising opportunities. 
   “It’s a lot of fun to come to these school events, because there aren't a lot of [them], and obviously it goes to a good cause,” Rose-Seiden said. 
   The Student Council also saw “Dodge for a Cause” as a victory, and plans to repeat the tournament in following years. 
  “It is a fun tradition to continue on every year and because of its success, we can definitely expand on the idea next year,” said Xu.

Flash Features: Dodge for a Cause

For the first time since 2016, the PHS Science Bowl team took home bronze, placing third in the New Jersey Regional Science Bowl. The team whizzed through rounds, pushing buzzers to answer fast-paced questions in biology, chemistry, earth and space science, energy, mathematics, and physics. 
   The team progressed quickly through initial rounds of elimination, working collaboratively in assembly lines during tough questions. Tensions were high in the final elimination rounds of the tournament. The scores between High Tech High School and PHS sat close, with the other team leading by just a margin of two points.
    “The [round] we got eliminated in [had] a two-point difference. The score was 76 for us and 78 for the other team, and it was on a bonus. If we got this bonus we would advance to the second place, and if we didn’t, we would be in third. It was a very intense bonus,” said team member Benjamin You ’23. 
   With a team consisting exclusively of seniors, most individuals had expertise in a couple specific categories instead of focusing on all five.
“We all have different strengths, like different subjects in science, so we cover our bases pretty well,” said Science Bowl team captain George Kopf ’23. “I am the bio guy, so all of the biological sciences are my jurisdiction.”
   Kopf plays an important role as team captain, leading the team during club meetings and tournaments. During the club meetings leading up to the big day, he created practice rounds of tournaments complete with buzzers. While these club meetings were essential in exercising team members' ability to apply their knowledge, they were also paramount for the team to strengthen their collaboration skills.
   “The [team's] performance is based more on how well we work with each other [than] how well we know each other, things like that,” You said. 
   Though the team will not qualify to compete at the National Science Bowl Tournament in April, their achievements have motivated them and demonstrated how their preparation behind the scenes paid off.
   “We expected to get out pretty much immediately, so this was better than expected. [These were] encouraging results,” said team member Samuel Whitley ’23. 
   Most of the team will graduate this year, leaving behind a lasting legacy on the PHS Science Bowl team. While gaining success at regionals through hard work, the senior veterans still want to preserve the important aspect of having fun. 
   “Join Science Bowl; it’s really fun. Don’t take it too seriously,” said Kopf. “Just do what you’re interested in, and [those topics] will usually come up.”

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