The Cardinal Times
© SPRING 2021 • cardinaltimes.org • Lincoln High School • Portland, OR 97205
TOP LEFT: Read about junior Ava Hudson’s passion for fashion design on page 2. Photo
courtesy of AVA HUDSON.
TOP RIGHT: Senior reporters Amanda Ngo and Michelle Yamamoto discuss Asian-
American oppression on page 11. Photo courtesy of WIKIMEDIA COMMONS.
BOTTOM LEFT: Learn how dance and cheer teams have transitioned to in-person practices
on page 6. Photo courtesy of SYDNEY HUARD.
BOTTOM RIGHT: Read about the gravity of the national anthem at sports games on
page 11. Photo by FAITH PAUKEN.
In this issue...
Politics in the Classroom P.4
On Reading Romance P. 5
Dance and Cheer
Opinion: Class Rankings P. 10
@cardinaltimes @cardinaltimes @cardinaltimes
PAGE 2 • The Cardinal Times, SPRING 2021 PROFILES
Profile: Ava Hudson’s expression through design
By CLAIRE YOO
Hudson wears her Russian Candy Wrapper
Dress, which she was inspired to create after
seeing the intricate patterns in a Russian candy
Courtesy of AVA HUDSON
Even during the hardships of the
Covid-19 pandemic, junior Ava Hudson
continues to flourish with her love for expression
through fashion. Hudson has a
passion for expressing herself through
what she wears.
Hudson grew up in a household valuing
art, and this environment naturally encouraged
her towards exploring different forms
of art. In her early years, she was sent to an
arts-integrated school which allowed her
to carry out projects using her creativity.
Even in her household, she lived in an environment
perfect for focusing on interests
requiring creativity such as playing an instrument,
dancing and drawing.
“My parents restricted how much TV we
were allowed to watch, so when we were
looking for something to do, the natural
thing was to go to the art room. At age eight
or nine, I began to randomly make these
very dramatic, odd gowns that usually fit
horribly, but I took great pride in wearing
them,” says Hudson.
She continued to grow her interest in
art, especially her love for costume design,
both influenced by her family and her experiences
from training as a ballerina for
“[Training for ballet] helped spark my interest
[in] art on the body, since that’s what
dance is in a way. Also, my grandmother is
a professional visual artist and has always
encouraged my sister and me to dive in
when curiosity emerges. My sister and I see
her as a role model because she has demonstrated
that being an artist is a valid and
meaningful career,” says Hudson.
She started off by helping with tasks like
making costumes for school plays at her
arts-integrated school, and she went on to
learning to sew from her mom at age eight,
when she started making clothing for herself.
Since then, she used a technique of trial-and-error
through the help of tutorials
Carrying on this natural interest for art
and creation derived from her childhood
memories, Hudson continued with her passion
for fashion. One reason why Hudson
became so intrigued with fashion was because
she believes it’s a communal experience
which can also be used as a tool for
“The fact that fashion is becoming much
more inclusive of body types, gender identity,
race and sexuality makes it even more
exciting; if fashion is about self expression,
there’s more opportunity now than ever before,”
An aspect of fashion design that Hudson
is especially fascinated by is couture:
fashion that is made to fit a client’s specific
requirements and measurements. Couture
is especially eye-catching for Hudson because
all of the pieces are hand-crafted and
unique, making them true pieces of art for
“To me, couture is an intense sensory
experience, a beautiful art form, and a very
open opportunity for self-expression, all
at the same time. Art and music are both
areas I’ve found I can submerge myself in
with a kind of sensory joy….and making or
watching couture takes the experience up a
notch and overwhelms me even further, in
a good way,” says Hudson.
With the current Covid-19 pandemic, one
might expect that pursuing a passion for
youth might be more challenging than before.
But for Hudson, Covid-19 has felt like
a silver lining with all the time and flexibility
she has gained from her online school
schedule. While being able to gain more
confidence with her work created by the
distance from society’s judgement Covid-19
brings, Hudson has been able to focus more
on bigger projects, like the one she is in the
process of creating.
Continued on Cardinaltimes.org
Portland protest art: a reflection of the
past, present and future
By MEI XU
Walking through downtown Portland,
you might stumble upon a blue mural depicting
the face of a dreaming woman and
an excerpt of the Langston Hughes poem
“Dream” written in cursive. The mural exists
among the many Black Lives Matter
protest art pieces that illustrate the city.
Meet Bernadette Little, the creative behind
Little, who is from Baltimore, MD, moved
to Portland in 2017 to work as a graphic designer
and art director. Her passion for art
began in her early childhood and continues
to be an integral part of her, allowing a
channel for self-expression.
“I have always been into the arts. I actually
started out, when I was really young,
as a violinist and then that slowly merged
more into the visual arts… Drawing and
painting are my absolute favorites,” Little
explains. “It has always been my first love
and my way of expressing myself. I have
never been a big extrovert… I’m definitely
not a wordsmith or a poet. My way of expressing
myself has always been through
the visual arts.”
Little credits her love of art, specifically
painting and drawing, to accessibility.
“You don’t need a lot of money, you don’t
need a lot of tools, just whatever you can
make to make a mark,” she says.
And for Little, her inspiration for art is
“Everything is a story. The way that you
move, the way that you act, the way that
people react to you. Everything has something
behind it. I think delving into those
stories in everyday life is what inspires me.”
These days, Little has been concentrating
on the intersection of her diverse passions
and her educational background as a student.
This focus has led her to emphasize
the importance of protest art, a form of expression
that transcends the racial, social
and economic barriers posed against artists
and creatives today.
“I’m also a master’s student and… there
have been some courses where we studied
social change organizations so that on top
of being involved in these mural projects
has really cemented in my brain the transformative
power of protest art. [Protest art
is important] once again for that accessibility
piece and its universal ability to provide
a foundation for somebody to communicate,
for somebody to get their ideas across
that transverses language that transverses
academia and overly complicated ways of
communication. Even within the art world,
the gallery space is a very colonized and
institutionalized space. I think protest art
gives people the ability to take down all
those barriers and express themselves in a
transformative way,” she says.
This summer, Little took to the walls of
Portland to combine her talents with the
push for social justice marked by the Black
Lives Matter protests that flooded the
streets. She began work on one of her protest
art mural projects after fellow muralist
and creative Solamée Souag (@c.hroma on
Instagram) contacted her.
Little’s inspiration behind the mural
is one that echoes the deep history of the
United States, paying homage to the past
civil rights leaders that have fought for
“The times that we live in are nothing
new. They are new to us, but not to the
history of society. I was thinking… the pull
quote from Langston Hughes was indicative
of that,” she says. “It speaks to the fact
that this is a historical moment for us, but
it is building upon the work of so many other
people who have come before us. It is
speaking to what is happening in our time
and what happened in their time.”
But more than just a reflection of the
past, Little’s mural is also indicative of the
“I also wanted [the mural] to be something
slightly optimistic. I wanted it to be
something [that reflects] we are fighting
for a purpose, we are fighting for a cause,
we are fighting for those dreams that we all
still have and can achieve if we all work together,”
In an effort to achieve this narrative, Little
carefully planned her mural, painting in
blue hues for a dreamy effect and using her
sister as a reference for the sleeping female
figure in the mural.
“I wanted it to be this contemplative piece
that spoke to the past and the potential of
the future. It was super fun to get my sister
involved. The pull quote itself, I reached out
to a friend named Andrea [Cenon] (@andreacenon
on Instagram) who works with
me and is a wonderful hand lettering artist.
I knew that wasn’t my forte. We collabed on
it… and I went down to the space with my
partner and we got it up within a few days.”
Continued on Cardinaltimes.org
To check out more of Bernadette Little’s work,
check out her Instagram @youcancallmebernie
and her website www.youcancallmebernie.com.
Photo by KATE HADDON
ARTS & CULTURE The Cardinal Times, SPRING 2021 • PAGE 3
Staff Profile: David Kays
By EIRINI SCHOINAS
This year, a new Audio Engineering class the perfect class to learn the ins and outs “We are looking to grow the program so
was started by music department teacher of music and audio production and would that there are three levels: Beginning Audio
David Kays. The Career Technical Education
(CTE) class focuses on learning and easier. I haven’t been disappointed.” and Practicum Audio Engineering,” Kays
make producing my own music a whole lot Engineering, Advanced Audio Engineering
applying skills in recording, production Kays pointed out that the digital revolution
has led to the explosion of many indus-
Audio Engineering. In this class, students
said. “Next year we are adding Advanced
and other possible careers in the music industrytries,
in turn providing many opportunities will not only be running sound at school
“I’ve always taught my Performing Arts in Audio Engineering and Music Productionnity
to work with our community partners
events, but they will also have the opportu-
students that there are many careers out
there in the music industry that do not require
you to perform on an instrument or to Engineering and Music Production are While the Audio Engineering class is an
“The opportunities for careers in Audio out in the field.”
sing, “ Kays said. “Not only does Audio Engineering
and Music Production comple-
a field traditionally dominated by white mitted teacher who runs a number of other
expanding,” Kays said. “Although this is exciting addition to Lincoln, Kays is a comment
our existing music classes, but it also males, recently the number of women and classes that students enjoy.
provides a platform to expand the kinds of BIPOC [Black, Indigenous and people of “Mr. Kays is a dedicated and enthusiastic
teacher,” said sophomore Jonah Byars,
music we explore and create.”
color ] audio engineers are growing. The
Despite kickstarting the class during the demand for women and BIPOC audio engineers
is high, so now is a good time to begin Inquiry (FLI) class last year. “The class was
who took Kays’ Freshman Leadership and
COVID-19 pandemic, many students have
signed up for Audio Engineering this year. exploring those possibilities.“
really enjoyable and an interesting alternative
to the normal FLI class.”
The feedback from students taking part in In the class, students are able to demonstrate
recording techniques in the studio, Kays really enjoys teaching at Lincoln
this class has been undeniably positive.
“I’m a singer-songwriter and have tried mix audio and Musical Instrument Digital and hopes to continue to successfully support
students in the coming years.
Engineering class, which will include three levels,
Kays is excited to be introducing the Audio
my hand at producing my own music. In Interfacing (MIDI) tracks, create beats and
doing so, I found that it was pretty much more.
“I love teaching at Lincoln,” Kays said. as a CTE class.
a whole different art in itself and I needed Audio Engineering is a CTE program of “What makes it a great place for me are the Photo courtesy of LINCOLN YEARBOOK
to learn a lot more to get comfortable with study that is supported by Portland Public people. Our teachers, administrators, support
staff and students are so fun to work
it,” senior Atharv Bhingarde said. “I found Schools (PPS) and the state of Oregon, and
[out] that there was a new Audio Engineering
class and thought that it would be duced at Lincoln, there are already plans to ting back in the building soon.”
although the class has only just been intro-
with and I am really looking forward to get-
expand the program.
Musicians share what music means to them
By KATE HADDON AND SKYLAR DEBOSE
From consumption to production, music
plays a large role in the lives of students at
For senior Mack Ashbaugh, who sings for
Vivace, Lincoln’s acapella group, as well as
the Lincoln choir, music was a way for him
to connect with other students and find his
place in high school.
“When I first came to Lincoln, I joined
choir, and that really helped me feel comfortable
being at Lincoln,” he said.
Katie King, a sophomore and singer/
guitarist, also found her place in the music
“The artist community at Lincoln is very
welcoming and really kind,” she said. “I’ve
only had positive experiences with everybody
in my [Cardinal Choir] class.”
Students say music can also be a stress
When Ashbaugh was on a hockey team
where he faced bullying, music helped him
work through it.
“I didn’t really know how to deal with
[the bullying] and I found music. It was
really like therapy to me, it helped me find
balance in my life,” he said.
That balance has also served as a help to
people who simply want to get things off of
their mind. For King, music is a form of expression.
“[Music is] a really great way to communicate
how you feel,” she said. “That’s the
way I communicate [my emotions].”
Senior Carson Nitta, a bassist in the
school jazz ensemble and for Salad Water, a
local band, also uses music to connect with
“Playing music with someone for the
first time is like having a conversation with
them [or] meeting them for the first time,
and that’s always really cool,” Nitta said.
Similarly, connection drives the passion
of some singers to keep performing and inspiring
“I always like to see somebody be affected
in some way by a song I’ve written,” senior
Atharv Bhingarde said about when he
performs his original music.
By using his own life as an inspiration for
the music he writes and sings, Bhingarde
can bring back memories and connect to
For rapper and musician, senior Caleb
Dickson and Ashbaugh, being so passionate
about music has truly influenced who
they are today.
“I feel like [music is] my entire life,” Ashbaugh
said. “I wouldn’t be where I am without
Even when passionate about something,
things can easily get in the way. For many
young artists, school is a barrier.
“[School] can just flex my creative zone,”
However, creative activities such as writing
and performing music does not always
come easy. Ashbaugh finds it’s difficult to
juggle school and his hobbies too.
“Having to balance hockey– which I play
seven days a week– with music– which
I practice every day too– and then with
school... it’s very hard,” said Ashbaugh.
Being a musician for some entails writing
as well as performing, but writing music
can be very challenging. For Dickson, his
creativity can come and go while he writes.
“My writing process is very interesting
sometimes. There will be days… where I’m
not trying to write right now, other days it’ll
just come to me,” he said. But when he has
a strong idea, it’s easier, “I just get inspired
and when I do I just have to really get in
the zone… I just turn everything off and I’m
like, ‘today I need to write.’”
When it comes to their future, Lincoln
musicians have different plans for where
music will take them.
Nitta doesn’t plan on attending music
school but will continue to share his passion
for music with others.
“I will definitely be taking classes and
trying to meet people [in college] who also
share my interests, and maybe even start
another band wherever I go to school,” he
Meanwhile, Ashbaugh knows exactly
what he wants to do with his life, and that’s
becoming a professional musician.
“I refuse to not let it happen,” he said. “I
think that one of the ways a lot of people
don’t make it [is that] they doubt themself,
[but] I don’t doubt it at all. I’m going to
become a professional and that’s the only
thing I want to do with my life.”
Dickson would also love to have a future
career in music.
“I would love to continue on and learn
more and just create music in general,” he
said. “If that’s where my career takes me,
that is just a blessing.”
The Cardinal Times
Established in 1897, The Cardinal Times is a
forum for student expression. We are the oldest
continually published high school newspaper
west of the Mississippi River. Letters to
the editor can be submitted in Room 122 or to
Cole Pressler, Editor-in-chief; Cate Bikales and
Gabby Shaffer, Managing Print Editor; Hadley
Steele, Managing Digital Editor; Digital; Claire
Yoo, Michelle Yamamoto, Holden Kilbane,
Annika Wang, Visuals/Design; Sydney Ward,
Isabella Lo, News/Features; Kate Haddon,
Eirini Schoinas, Sports; Avery Hellberg, Mei
Xu, Jaden Schiffhauer, Arts/Culture; Amanda
Ngo, Social Media; Gabe Rosenfield, Podcast
Editor; Kenzie Ward, Photo Editor
Redding Longaker, Max Edwards, Skylar
DeBose, Tabitha Lee, Owen Adams, Abby
Yium, Henry Reuland, Leela Moreno, Devyn
McMillen, Katlyn Kenney, Gracie Pixton
Adviser: Mary Rechner
While we strive to be as accurate as possible,
mistakes happen. Please contact us. We believe
it is important to set the record straight,
and we will correct in this space as needed.
Keep in touch
Send a letter to the editor. Advertise your
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or Snapchat, @cardinaltimes.
PAGE 4 • The Cardinal Times, SPRING, 2021 FEATURES
Politics: Can it be avoided in classrooms?
By JADEN SCHIFFHAUER
How are political influences involved or avoided in classrooms?
Graphic by HOLDEN KILBANE
Since the beginning of 2021 alone, numerous
current events, political discourses
and controversial ideologies have come to
the forefront of the American public’s discussions.
As a result of such a culture, students
and teachers have begun to grapple
with classroom conversations dealing with
Despite the immediacy of these dialogues,
actually holding them can be a difficult
task to navigate. Rules such as those
contained within Oregon law ORS 260.432
provide regulation, preventing teachers and
other public employees from “[promoting]
In early February, the safe park program
was proposed by City Commissioner Dan
Ryan, who oversees Portland’s Housing Bureau,
the Joint Office of Homeless Services
and the Bureau of Development Services.
“The idea is that [the safe park program]
would be so that people who live in their
vehicles could park somewhere safe and be
able to have access to the basic amenities...
basic things that we take for granted,” says
Yesenia Carrillo, who is in charge of Constituent
Relations for Ryan as well as being
Ryan’s Policy and Communications Advisor.
According to Portland city officials, the
parking lots would have access to services
that the houseless community can utilize to
move towards more stable housing in the
“[There would be] a bit of support to
help people identify where they could get
services that might help them get back into
an apartment,” says Marc Jolin, Director of
the Joint Office of Homeless Services, “and
then there are other ‘safe park programs’
that are a little more intensively supported.
For folks who are sort of maybe longer term
living in their vehicles, maybe they’re living
in an RV, and then they have more barriers
to getting off of the streets.”
or [opposing] any political committee or
[promoting] or [opposing] the nomination
or election of a candidate, the gathering of
signatures on an initiative, referendum or
recall petition, the adoption of a measure or
the recall of a public office holder while on
the job during working hours.”
Even so, junior Rohan Yamin has found
that this year has created a greater deal of
these kinds of conversations.
“I have definitely had more politicalbased
discussions this year over previous
years,” says Yamin. “Starting with the Black
Lives Matter protests, most teachers have
A similar safe park program is currently
used in other major cities such as Los Angeles,
CA. And according to the Safe Park
LA web, after just five years in operation,
approximately 25% of the houseless population
in LA are now staying in city-protected
safe parking lots.
While this idea may be a new consideration
for Portland’s city officials, it has been
present in the community for a long time.
“The idea is definitely something that
many of our community partners have been
thinking about and advocating for, but [the
safe park program] was not something that
the government agents have pursued,” says
Carrillo. “This has been an idea that’s been
amongst the community for a long time.”
The same concept is currently used within
faith-based organizations. The Portland
Zoning Code under section 33.920.470.B
allows for three vehicles to be parked in a
religious institution’s parking lot per night
as long as they have access to sanitary facilities.
“There have been partnerships in the
past with different faith based organizations
who wanted to make their parking
lots available for people who are living in
their vehicles,” says Carillo.
While a safe park program has yet to be
acknowledged and offered a space to talk
about the current political climate.”
Some teachers feel that the weight of
having conversations about politics and
current events falls more upon some than
Political Economy and History teacher
Dr. Rion Roberts notes that the bulk of
these discussions often occur within certain
“Not all teachers have the ability to engage
in that, because they don’t have the
training in social science analysis,” he says.
“Language arts teachers have it a little
rough, math teachers avoid the conversation
totally, so disproportionately we end
up getting stuck in social sciences as being
the place where we talk about politics.”
Social Sciences teacher and soccer coach
Sam Roberson agrees that such discussions
are common within the classes that he
“In Political Economics we spend the first
full semester talking about nothing other
than politics,” he says. “It’s a daily conversation
for us… In addition to planned daily
discussions, I start every class with a chance
for student check in…. During the first several
minutes of class students can bring up,
talk about, or ask questions about anything
that’s going on in the news or their world.
Much of the time it’s about breaking news
or controversial topics.”
Some teachers outside of Social Sciences,
such as Amanda Elliott who teaches
English and Theory of Knowledge (TOK),
notes that similar conversations sometimes
take place in her classes too.
“I had a couple of classes after the Jan. 6
events, for example, or the election where
I asked if we needed to talk or if we should
implemented in Portland, the city is currently
taking proposals for additional forms
of alternate housing that can be incorporated
into the Portland plan.
“Once we see those proposals, we’ll have
a better idea of both what type of safe park
we’re going to be offering, and what the
scale of that safe park will be,” says Jolin.
Portland has implemented other outdoor
housing solutions during the COVID-19
pandemic that provide a tent, bed, sleeping
bag and other hygienic amenities to accommodate
crowded shelters. According to the
Oregonian, one focuses on the LGBTQ+
community, one on people of color and another
that is for everyone, but prioritizes
older folks. City officials say safe park is a
similar, less expensive alternative.
“One of the advantages of the safe park
programs over any other shelter strategies
that we have is that folks have their vehicles
so we’re not having to invest in sleeping
structures or shelter beds,” says Jolin. “It’s
less expensive, especially in the short-term
model of providing some support to folks.”
Jolin says another potential benefit to the
safe park program is its ability to accommodate
those who are chronically homeless,
or those who aren’t looking for shelter
or permanent housing. This may be due to
just get on with things,” she says. “Most students
just want to get started, but in TOK,
we have groups studying political RLS [real
life situations], so we’ll have discussions
there. Some students are looking at vaccinations,
masks, the Jan. 6 events, and the
White House Columbus Day press release.”
Students at Lincoln have come to understand
such conversations, with both teacher
and student participants, as a common
part of their educations. Junior Tucker
Bowerfind has experienced many political
dialogues within the classroom.
“I have found that, in general, these types
of discussions have been relatively common
in both in-person and in virtual classes,”
he said. “I find that these sorts of discussions
tend to happen the most in classes
that make space for check-ins and whatnot,
where a student will mention some current
event having to do with politics. Teachers
are almost always willing to engage with
important topics that are raised to some
Students such as Bowerfind have found
that teachers will tend to limit how they
speak about their own beliefs.
“Most teachers are careful about what
they choose to say in class about political
issues, but I definitely have had experiences
with teachers voicing strong opinions
on matters that they care about,” he says.
“Even if they don’t say what their beliefs are
outright, I think it’s impossible for them to
completely keep their personal biases relating
to politics out of their teaching or just
Continued on Cardinaltimes.org
New safe park program could help Portland’s houseless
By HADLEY STEELE
having a bad experience at a shelter, wanting
to stay with their pet or worries about
being separated from their partner.
“You’re still going to find folks who are
camping— when you talk to them about
shelter, their initial reaction is going to be
[that they] don’t really want to go. We try
very hard to help them understand what’s
different about shelter now, and that might
be a better fit than they think. And then we
also just recognize that we need to keep
working on different strategies that might
be better,” says Jolin.
Advocates say everyone living as a houseless
person has a different experience and
may need a different path to permanent
housing. City officials say Portland is working
to accommodate these differences in
needs, and the safe park program may be a
step in that direction.
“It can be dangerous to be sleeping unsheltered.
We want to be able to offer people
some basic safety and stability that
allows them to both be safe tonight,” says
Jolin. “But to have that sense of support,
that allows them to focus on the work they
need to do to get back into permanent
housing because it takes work.”
FEATURES The Cardinal Times, SPRING, 2021 • PAGE 5
Lets Talk Mental Health: Mental health and academic
By GRACIE PIXTON
Whether online or in-person, Lincoln’s
academics come with a great deal of pressure.
Students have not attended in-person
classes since March of 2020; however,
when we were in school, the academic
strain that we were under was apparent.
It was not uncommon throughout my
high school career to walk down a hallway
and see students crying over a grade or panicking
over a test. Lincoln students have become
so desensitized to the academic strain
that they are under that no one even batted
an eye when they found themselves, or
their peers, crippling under the pressure.
So let’s talk about it. I think that it is important
to recognize what this hypercompetitive
academic atmosphere is doing to
our health emotionally, mentally and even
Let’s talk about how academic pressure
affects our emotional health.
School environments tend to promote
the idea that a student’s worth is in direct
correlation with their academic standing.
This causes students to associate the content
of their character with the letter grade
that they see on the paper. This mindset
can be extremely detrimental to their emotional
health. Pressuring them to excel in
their academic performance by pushing
By GABBY SHAFFER
Gabby Shaffer is a junior at Lincoln. Her new
column will focus on the Romance Book Club at
Lincoln, as well as the joy that many people find
in romace novels.
Photo by GABBY SHAFFER
I first began reading romance because of
Lincoln librarian Lori Lieberman. She recommended
a book called Again, But Better.
I read this without knowing it would spark
my interest in romance novels.
From that point on, I devoured almost
anything I could get my hands on.
This love of romance novels (the ever-so
reliable happy ending, the swoon-worthy
moments and everything in-between) has
themselves far beyond their limits will not
help them to grow into emotionally mature
“This causes students to
associate the content of
their character with the
letter grade that they see on
~ Gracie Pixton
only flourished during the pandemic.
Because I enjoy the genre so much, I
started the Lincoln Romance Book Club
with the help of Lieberman in early 2020.
We wanted to share romance and destigmatize
the genre at the high school level. I
ended up absolutely loving the genre and
club, and it’s been one of the best experiences
and decisions I’ve made.
The main purpose of this column will
be to discuss various topics relating to the
“We wanted to share
romance and destigmatize
the genre at the high school
~ Gabby Shaffer
romance book world. Many people judge
romance as “trashy” or not as good as other
genres and carefully avoid reading anything
classified as romance. My hope is to
begin to demonstrate the joy that this genre
brings to so many people.
The pieces in this series will include
book recommendations, reviews and my
thoughts on the goings-on of the romance
I know that each person has a different
taste in books. I get that. If I can get one
person to read a romance novel after reading
my column, I have done my job!
Academic pressure also affects our mental
Stress and school are highly intertwined.
There is a lot expected of high school students.
I know many who have had to balance
sports, a job, IB classes and maintain
a social life. This expectation to do it all and
to do it all perfectly can lead to a lot of anxiety
and stress. According to the Pew Research
Center, 70% of teens say that anxiety
and depression are major issues in their age
group in the communities they live in.
The intense hypercompetitive nature
within the Lincoln community can also affect
our physical well-being.
According to the National Institution of
Mental Health, overwhelming amounts of
long term stress can have detrimental physical
effects on the body. Prolonged stress
can cause damage to the immune, digestive,
cardiovascular and sleep systems. This
can lead to digestive issues, headaches,
sleeplessness, sadness or irritability. When
students are experiencing these negative
side effects of stress, it becomes difficult for
them to do well in school. When it is difficult
for them to do well in school, they become
more stressed. Do you see the vicious
cycle that we have created?
Many within the Lincoln community
that are striving for academic validation.
As college admissions continue to become
more selective and tuition prices continue
to rise, students are trying harder in school
now more than ever. This creates a toxic Gracie Pixton is a senior at Lincoln. Her new
environment in which students are trying column will focus on the impacts, support and
harder and harder and receiving less and experiences of mental health in our community.
Photo by CARRIE MINNS
Teachers should not be discouraging students
from failing in a classroom setting.
should be just as much about developing
As strange as that sounds, failure is what
students into emotionally mature adults as
leads to the most growth. We need to take
it is about helping them to succeed academically.
the pressure of students to succeed at every
academic challenge they take on. School
Looking forward to
life after Covid
By HENRY REULAND
The Coronavirus has taken over our lives for over
a year now, so students reflect on the things they
are hopeful to do again soon.
Graphic by Holden Kilbane
From buffets to handshakes, COVID-19
has taken away so many aspects of the life
we all considered normal just 12 months
ago. As vaccines start rolling out to the
public and the conclusion of the pandemic
possibly seems within reach, it is hard
not to look forward to getting back some of
the things we lost. Members of the Lincoln
community are joining in the anticipation
of a return to the things we love.
For Sophomore Aarav Shah, he will be
looking forward to reuniting with his family
“I really want to be able to go to India,”
said Shah. “Almost all of my family lives in
one city there.”
With that family over 6,000 miles away,
it has been tough to maintain his relationships
for the duration of COVID-19.
“I feel like I’m losing my bond with them,
and I can’t wait to recreate that connection
when I finally get to see them,” said Shah.
Shah is not the only one patiently awaiting
the opportunity to see family when the
pandemic allows it. Travel restrictions and
quarantine policies have restricted family
visits in millions of households. Many are
looking forward to seeing family members
that they have missed for so long when it is
safe to do so. Sophomore Trevor Dix is one
of those people.
“My family used to come up from [Corvallis]
for Thanksgiving and Christmas and
not having them there has been hard,” said
Dix. “Hopefully we can go down and see
them more soon.”
Dix is also excited to do more simple
things when the pandemic is under control.
“It sounds [basic], but just walking downtown
with a group of friends is something I
am looking forward to,” said Dix.
For Dix, visiting local businesses and establishments
is something he can’t wait to
do. Similar to Dix, English teacher Barbara
Brown can’t wait to go and visit some of her
“[I am looking forward] to going to thrift
stores again!” said Brown. “I used to go with
my daughters, or my friends, or myself.”
Continued on Cardinaltimes.org
PAGE 6 • The Cardinal Times, SPRING 2021 SPORTS
Ski team continues with adaptations
By DEVYN MCMILLEN
can go,” said Chapin.
According to Chapin, in previous years,
Despite COVID, Lincoln skiers are still
the Lincoln ski team had a bus to transport
the racers to practice after school on
getting out on the slopes to race.
The 2020-21 winter ski season has been
Wednesdays, and there was a carpool system
on race days so all racers could attend
severely abbreviated due to COVID-19 restrictions.
every race, regardless of if they had transportation
or not. This year, there is no bus,
“Ski team looks really different this
year,” said junior Lia Khunis, a member of
and racers must get a ride from their parents
to attend practice at 2 p.m. on Wednes-
the Lincoln High School Alpine ski team.
“The amount of people on the team has
days, or they must get a ride from someone
shrunken a lot, and the amount of time we
else’s parents on the team, but they must be
have to practice and race at the mountain
in a pod with them. Racers also did this for
has shrunken, too; even the time of day we
the race day on January 21st, and will do it
practice at the mountain is different.”
again on the second and final day Feb. 12,
Because of the coronavirus, the amount
both with two races within each race day.
of people who can be at Mt. Hood for races
Khunis said that she felt nervous before
has been reduced significantly compared to
the slalom race that was held Jan. 21 due
ABOVE: Ski team practices on the giant slalom race course on Jan. 27 (on easy rider at Mt. Hood to the lack of practice that was available to
“There can be only a maximum of 50
people at each race, so races like the Kelsey
Courtesy of LEA KHUNIS
“There is no way to improve your slalom
race, which is a friendly race, where every
racing throughout the season because there
team from the Three Rivers League gets
the amount of people from both teams practices,” said Khunis.
is only one slalom practice before the race,
together for a memorial race for Kelsey
combined this year is significantly smaller Chapin sees a bright side to the decrease and there is only one slalom race day. After
Hewitt to start off the season, can’t happen,”
said Lincoln High School and Catlin
than the amount of people racing solely for in the amount of racers because it’s an opportunity
for the racers to get more prac-
Though ski racing is very different from
that race day, it is all done,” said Khunis.
Lincoln last year.”
Gabel racing coach, Robin Chapin.
Khunis has noticed the amount of people tice.
what it was last year, Kunis is still happy to
This year, the Catlin Gabel and Lincoln
on the team who regularly come to practice “Because there are a lot less people this be able to race in any capacity.
teams have combined to practice and race
compared to last year has decreased. year, it allows us to really focus on the racers
that are still left. The racers can get race at all this year, and because I can, I am
“I didn’t think that I would be able to ski
“Last year, there would be anywhere
“There’s a lot less people this year skiing
for both Catlin Gabel and Lincoln, so
from about 20 to 25 people coming to practice.
This year, only about ten or so people less people running the course, and so that
more runs in practice, because there are very grateful,” said Khunis.
coaching both teams at the same time is
combined from both Lincoln and Catlin is less time they spend waiting around for
not a chaotic thing,” said Chapin. “In fact,
Gabel that actually routinely come to the other people to run the course before they
Lincoln’s dance and cheer teams
return to practicing in-person
By HADLEY STEELE
The Lincoln High School dance and
cheer teams returned to in-person practice
on Mar. 15 with the Oregon Health Association’s
(OHA) guidance for fitness-related
activities in place.
Mid-March is normally when the dance
team would compete at the state competition,
which they will be unable to do this
“During normal years we practice for two
and a half seasons. We start practices in the
summer–conditioning and stuff– and then
we start [actual] practices when the school
year starts,” says senior Sydney Huard,
who is a part of the dance team.
The cheer team has also returned to
“All of our practices were online, [but the
week of Mar. 14th] we started going in-person
because we got the notice that we were
allowed to,” says sophomore Taylor Levow.
“[So far,] we’ve had two in-person practices
and we’ve been to one football game and
one soccer game.”
Spending so much time on virtual practices
was hard for athletes.
“Traditionally, the dance team is a large
ABOVE: Dance team returns to Lincoln's gym after being away for nearly a year due to COVID.
Courtesy of SYDNEY HUARD
commitment that has a lot of expectations
and becomes a significant part of your life,
but now it feels so disconnected from that,”
says junior Addison Taylor, who has been
on the dance team since freshman year.
“Dance is definitely something you can’t
really do online,” she said. “You have to
be there with your team to learn choreography.
No one has space in their room to
dance. You can’t really do a full on routine
in your room.”
Virtual cheer practices were also difficult
because of the team safety concerns.
“Doing a lot of the main parts of cheer
like tumbling and stunting while we are
online was something we obviously had a
hard time doing,” says Levow. “We couldn’t
do any tumbling with our coaches spotting
us, so we couldn’t learn any new things like
Though the return to in-person practices
includes adaptations to safety regulations
which limits the variety of routines, the
teams have stayed positive and are excited
about being with their teams again.
“[It’s really helped my] physical and
mental health,” sophomore cheerleader
Phoebe Yang says. “Sometimes it’s really
hard to get motivated if you’re all alone at
home, but if you’re actually part of sport
and the coaches are watching you online or
in person, then you’ll be motivated to work
SPORTS The Cardinal Times, SPRING 2021 • PAGE 7
Fantasy Football takes over Lincoln
By REDDING LONGAKER
When the coronavirus hit in late March
of 2020, all sports were put on halt with no
certainty of when they would begin again.
However, there is one safe way for students
stuck at home to have fun with each other:
playing fantasy sports.
Fantasy sports are online games where
participants manage imaginary or virtual
teams made up of real players from a professional
sport. A “league” of players can
have as few as four people to as many as 12.
Once getting a group of friends together,
you are able to draft your own team. You
can choose players you like or the players
you think will be best for your team and
also trade players with your friends, as well
as signing and dropping “free agent” players
who aren’t on any teams.
Many students who play fantasy sports
think it is a very nice distraction from everything
going on in the world.
“I think that it is a mental break. It’s an
outlet for me to play a game with my friends
and have a fun competition in something
Lincoln mens soccer returning for
that I am interested in,” said sophomore
Morgan Miller, who manages a fantasy basketball
This has been the case for other students
“It takes my mind off of [COVID-19] and
helps me focus on something that I love,”
sophomore Jimmy McCartan said.
Creating a fantasy team not only allows
students to take a mental break from
COVID-19 and school— it serves as a way to
communicate and enjoy time with friends
It gives students an opportunity to reach
out to each other while giving them something
to discuss that isn’t discouraging
news surrounding COVID-19.
“It keeps me and my friends in touch and
gives us something to talk about without
having to get together,” said McCartan.
Miller feels the same.
“It is a great way to socialize during quarantine,”
said Miller. “It’s a competition and
we pretty much play for bragging rights,
so it is always fun to smack talk with [my
By MAX EDWARDS
ABOVE: Lincoln’s 2021 varsity soccer team
prepares for their upcoming restricted season.
Courtesy of LINCOLN SOCCER TEAM
In the later months of 2020, there was
doubt about whether or not there would
be a fall sports season for Lincoln athletes.
However, just over a month into 2021, Lincoln
fall sports athletes returned to practices
after OSAA gave the green light.
With the season just around the corner,
questions are being asked regarding the restrictions
due to the pandemic. Will there
be a difference in games or training? Will
the exhilarating atmosphere that Lincoln
varsity games possess return as in previous
For Pablo Dipascuale, head coach of the
boys’ varsity soccer team, preparation for
the season has brought only minor challenges
to the table.
“It [preparation] will be similar, only
slightly rushed. A difference may be that we
get limited on the amount of players we can
roster for a given match [due to the limit of
people to a site],” said Dipascuale.
With the pandemic still ongoing, it is a
priority for Dipascuale to keep his coaching
staff and players safe as well as attempting
to construct a successful season.
“Really, we just have to follow a bunch
of protocols. As far as restrictions go, the
one that really stands out is the limit on the
number of people that can be on site at a
time,” he said.
COVID-19 has presented many challenges
this past year, with many doubting the
return of high school sports as a whole, but
from the start Dipascuale had hope in the
return of his beloved sport, “football.”
“The club soccer scene has been holding
competitive matches and running various
leagues since October 2020, so it only made
sense for a high school season to happen
too,” he said.
The first day of tryouts were held Monday
Feb. 22, 2021.
“Our first match would be a week from
then (February 22, 2021) at [the] earliest,
but that has yet to be published by our athletic
department,” Dipascuale said.
PAGE 8• The Cardinal Times, SPRING, 2021 ARTS
Q &A: Students share appreciation for Arabic class
By KATLYN KENNY
Lincoln High School offers an extremely
unique opportunity for its students:
taking Arabic language up to the IB
level. As the only public school in the
state that has this course offering, not
only is the program special, it is also
well-loved by all participating students.
Unfortunately, class sizes have
always been small, with the program
and language getting limited exposure.
Forecasting for the coming school year
has shown that not enough students
are enrolled, which could mean the
loss of the program.
The Cardinal Times spoke with different
students in the Arabic program
to hear their perspectives on the Arabic
class at Lincoln. Juniors Leila Besic,
Dalida Farhat, and Lea Rocheleau
in the 7-8 Arabic class shared their
thoughts, along with seniors Anna
Miller and Carson Nitta from the 9-10
Arabic class. Interviews have been edited
for brevity and clarity.
Note: In Arabic, we called our teacher
which can be written in English ,ةذاتسا
Why did you choose to take Arabic?
Leila Besic: I began taking Arabic at
West Sylvan because I realized it was
a very unique opportunity that other
public schools in Oregon don’t have. I
also knew Arabic would be helpful to
me in my future, as it is beneficial in
many careers and one of the most spoken
Anna Miller: I chose to take Arabic
because I had heard such incredible
things about the program from family
Dalida Farhat: I chose to take Arabic
because not only is it the language my
parents speak at home, but it is also
such an interesting language to learn
as it is so different from English.
Lea Rocheleau: I chose to take Arabic
because of the amazing opportunity
and it seemed like a really unique
and exciting language to learn. I loved
learning the alphabet and how different
speaking and writing the language
is from English.
Carson Nitta: I started Arabic in 6th
grade because the language intrigued
me and it sounded fun to learn a more
unique language compared to Spanish
What is your favorite part about
the class? About the culture?
About our teacher?
Besic: I really love everything about
the class, but if I had to pick, I would
say my favorite thing is all the amazing
activities Ms. Ruqayya plans for
us. Everything we do is so interactive
and fun, yet it also teaches us so much.
The culture is amazing! Everyone is so
kind-hearted and genuine. The food is
really good too! As for Ms. Ruqayya,
there are way too many things I love
about her for me to pick just one. As
a student in her class, you can really
tell Ms. Ruqayya loves all her students.
She tries so hard to make us happy
and make class fun for us. Just a few
days ago, Ms.Ruqayya taught us how
to make hummus on zoom, knowing
we were stressed with the workload of
other classes. Even with online school,
Ms. Ruqayya manages to find fun (and
delicious) activities for us to help our
mental health. She’s very very compassionate,
funny, empathetic, talented,
and one of the strongest people I know.
Miller: The current 9-10 class has
created such a strong community and
I love everyone so much, and I am so
grateful for this experience and this
family we have created. Ustada Ruqayya
feels like a second mom to me. She
is the kindest, most generous, empathetic,
and caring person I have ever
met, and the best teacher on the planet.
The care and dedication she puts into
her class and to her students’ health,
mental and physical, is unmatched.
I think my favorite part of the class is
just the incredible group of friends and
the connection I will have with these
people forever, and the kindness I have
Farhat: I love not only the environment
and community we have built
over the years but also the activities
we do in the class itself. We have done
many fun activities that other classes
don’t get to do, like cooking food, while
also learning from it.
Rocheleau: My favorite part of the
class is the community we have. We’ve
known each other for a long time and
we all have a really good time in Arabic
class. Also, Ustada Ruqayya is an
amazing, engaging, and loving teacher
who makes me excited to come to class
Nitta: The class community is super
tight and Ustada is by far the nicest and
most caring teacher I’ve ever had. The
culture is super unique and diverse and
taking Arabic has opened my eyes to a
whole new part of the world.
Why would you encourage others
to take Arabic?
Besic: I would encourage others to
take Arabic because it’s truly a very
unique opportunity that Lincoln has
been privileged with. It’s my favorite
class and offers so much to the community.
Miller: I encourage everyone to take
Arabic. Yes, it is challenging and can be
difficult at first, but it is such an incredible
skill to have. Taking Arabic will
push you, but it is so worth it. We also
have so much fun! We learn to make
hummus, we host our annual culture
night, with a fashion show, and many
other incredible things. There is so
much more than just learning the language
that goes into Arabic, and that’s
what I love about it!
Rocheleau: I would encourage others
to take this class to expand the Arabic
program and make an even stronger
community. You get to learn a very
unique language and tell everyone
about what you are learning. Although
the language is different and challenging,
the class itself is not incredibly
hard if you attend every class and try
Nitta: The Arabic program is incredibly
important to Lincoln. It is the only
PPS high school that offers Arabic
making it very unique. I also think it’s
the coolest language you can learn right
now. Not only is it difficult to find Arabic
teachers in America, but it is also
one of the most prevalent languages in
the world, just as important as Spanish
or English. Also, there are many opportunities
that open up to people who can
speak Arabic because of how few people
have that skill in America.
What has your biggest takeaway
from the Arabic program been?
Besic: My biggest takeaway has been
learning so much about the language
and culture. I feel as if I could effectively
visit an Arabic country and manage
to hold a conversation and live my
day-to-day life there. Furthermore, the
culture is so beautiful and everyone deserves
to experience it.
Miller: My biggest takeaway has been
the stereotypes broken about Middle
Eastern and Arabic culture. As Americans,
we all have this idea of what
we think we know about the Middle
East and about Islam, but most of it is
wrong. Islam is a religion of peace and
kindness, and the more we spread this
message through the Lincoln community,
Farhat: My biggest takeaway from the
Arabic program is how big of an impact
the classroom environment has
on one’s learning experience. Since the
community in the Arabic program is so
structured and tight-knit, learning the
language is even more fun than it usually
How has the Arabic program impacted
Besic: Arabic has impacted my life
more than any other class. I’ve learned
so many things and created unbreakable
bonds with my fellow peers and
teacher. Ms. Ruqayya has taught us
many life lessons, like to always be
kind and compassionate, and that hard
phases in life will pass.
Miller: Arabic has impacted my life in
so many ways, but the main one would
have to be that I’m planning to major
in it in college! I am so excited to continue
my Arabic studies in college and
work with other incredible students
from all over the world.
Farhat: After participating in the Arabic
program, I am now able to keep
conversations in Arabic, read articles
and books in Arabic and write in Arabic.
Rocheleau: The Arabic program has
impacted my life in a lot of ways because
I have learned a lot about the
language and culture in ways that I
would not know if I did not take this
What would you tell other students
who are considering taking
Besic: I would definitely encourage
other students to take the class! It was
the best choice of my life and I wouldn’t
trade it for anything.
Miller: I would tell other students to
take this class if you’re considering it,
no question about it! You will not regret
it at all.
Farhat: Do it!! Taking Arabic was
one of the best class choices I have
ever made. Everything about the class
is amazing as it always keeps you involved.
There are also so many opportunities
that arise outside of the classroom
by just joining the Arabic class.
Nitta: If you enjoy learning languages
there is no better language to learn.
If you want to learn about a rich and
unique culture there is no better language
to learn. If you just want to
broaden your worldview there is no
better language to take.
Why is the Arabic program at our
school so important and what
would losing it mean?
Besic: The Arabic program is so important
for so many reasons. For one,
Lincoln is the only public high school
in Oregon that offers Arabic, making it
very unique and valuable. As it is not
offered at many schools, students at
Lincoln must take advantage of this
amazing opportunity! Losing it would
be a tragic loss. Losing Arabic would
mean losing an amazing teacher, culture
Miller: The Arabic program at Lincoln
is so unique, and we cannot afford to
lose it. When I tell other people that I
am studying Arabic in high school and
plan to in college, they don’t believe
me! Arabic is an amazing language,
and the class is so much more than just
1 hour of your day. Losing it means losing
the best teacher and best program
at Lincoln that has been so successful
to its students and has provided a safe
place for its students. I can’t imagine
Lincoln without the Arabic program
and how much it has taught me.
Farhat: The Arabic program at Lincoln
is so important because it allows
students to experience cultures and
languages they would’ve never been
exposed to prior to taking the class.
Losing it would mean the loss of those
in-depth teachings of many things we
would not have learned in other classes.
Rocheleau: Losing the Arabic program
would be so sad for me and everyone
in the program currently. This
has become a much bigger part of our
life than just a language class (In the
best way possible) and not having this
opportunity would be really hard for us
and Lincoln. It is a big part of Lincoln
and a really interesting thing you can
have on your resume or for college applications!!
Nitta: Losing the Arabic program
would be a huge blow to Lincoln’s already
CULTURE The Cardinal Times, SPRING, 2021 • PAGE 9
Cardinal Times staff reviews Sputnik Sweethart and Two Can
Keep a Secret
By MEI XU
Title: Sputnik Sweetheart by Haruki
Genre: Romance, Fiction, Cultural (work
Release Date: 1999
Favorite Quote: “So that’s how we live
our lives. No matter how deep and fatal the
loss, no matter how important the thing
that’s stolen from us… even if we are left
completely changed, with only the outer
layer of skin from before, we continue to
play out our lives this way, in silence.”
Synopsis: Sumire, a recent college dropout,
finds herself in love for the first time
with Miu, a woman 17 years older than her.
The narrator, K, is good friends with Sumire
from college, and together, they bond
over phone calls in the early mornings in
which Sumire pines K for advice on love,
writing and making sense of the world.
explores the intense, yet unrequited, love
triangle between Sumire, Miu and K, and
delves into themes such as the complexity
of relationships, longing, isolation and the
forever incompleteness attached with human
Why I like it: Haruki Murakami is one of
my favorite authors, and this is one of my
favorite books by Murakami. The way that
he writes is deeply personal, as if each sentence
is like a warm hug. I love , as it yields
Sputnik Sweetheart is a book written in 1999 by
Courtesy of BARNES AND NOBLE
inevitable self-reflection. The book itself
is centered around a “shell of our former
selves” perspective and provokes an innate
awareness of the internal loneliness of life,
while questioning the futile attempts that
humans make to conceal this devouring
feeling. Oh, and it’s also filled with literary
techniques, such as symbolism and metaphors,
which only add to the excitement.
By DEVYN MCMILLEN
Title: Two Can Keep a Secret by Karen M.
Genre: Murder Mystery
Release date: Jan. 11, 2019
Favorite Quote: “Welcome to life in a
small town. You’re only as good as the best
thing your family’s done. Or the worst.”
Synopsis: Twin high school students,
Ellery and Ezra, are forced to move to their
mother’s hometown, Echo Ridge, to live
with their grandmother while their mother
is in rehab. When they arrive, they come
to find out why their mother refused to tell
them about her childhood growing up in
Echo Ridge: her sister, the homecoming
queen, went missing and was never found
when they were only teenagers. Though
their aunt was the first homecoming queen
to go missing in Echo Ridge, she certainly
wasn’t the last….
Why I like it: I like it because the outcome
is not predictable, but it’s not out of the blue
or random either. In my opinion, McManus
does a very good job of making sure you
don’t know until the very end what is going
to happen, which can be hard to find in a
murder mystery. The writing is disturbing
and scary without being unnecessarily violent
or graphic. And, best of all, it’s the kind
Two Can Keep a Secret is a book written in
2019 by Karen M. McManus.
Courtesy of AMAZON
of book you can re-read over and over, and
still be able to experience the thrill of the
mystery each time.
Readers Respond: Arguments for and against school
reopening, vaccination availability, mental health
In response to Cardinal Times article
“It’s too early to return students en
masse to Portland high schools”
As a freshman in high school I have
been taking classes at Lincoln for about six
months, but I have never set foot inside a
Lincoln classroom. I have been able to keep
up with my classes. However, many other
students in Oregon and across the country
have not been as fortunate.
According to an article from The Washington
Post and an article from Greenville
News, class failure rates have skyrocketed
since online school started in school
systems from Fairfax County, Virginia, to
Greenville, South Carolina.
Many less privileged students rely on
school for meals, physical activity and
healthcare. Also, online school is especially
challenging for students who cannot get
help with mental health problems. Additionally,
being social and making friends is
a big part of school for freshman and new
students like myself. This is taken away by
I acknowledge the people pushing for
school to stay online, and that they believe
it is unsafe for students and staff to return
because of COVID-19. But as vaccines are
distributed, daily cases in Oregon continue
to drop. According to an article from NPR,
research found that there is no evidence
that reopening schools causes cases to rise.
When schools in Oregon do re-open it will
be with many precautions. But it is important
that they do sooner rather than later as
students’ struggles with online school could
affect their future.
Declan McCurdy is a student at Lincoln
In response to increased vaccine
availability and inevitable reopenings
Due to the rollout of vaccines, through
the next few months and hopefully by
the end of the year, we are hoping to get
COVID-19 under control so our society can
return to the normal state it once was in.
What is this going to look like? How quickly
will our society return to “normal” again?
Vaccines are slowly becoming more
available to the public— first to elders,
healthcare workers and other first responders
and soon to all adults. When my mom
went to get her vaccine recently, she went
to the Moda Center where the US Army Reserves
were helping organize the event and
all of the details. This can go on to show
how much people care about others and
how they are willing to devote a lot of effort
to helping everyone get one step closer to
getting rid of this disease. We are all in this
together and it’s going to take some time.
How is society going to change? I feel
like some things are going to feel different
forever. What is happening right now is
history that people are going to be reading
about for a long time. I think people will
be wearing masks even after the pandemic
ends because it’s now a routine in our daily
lives to wear a mask. A lot of businesses and
people will be more cautious about safety
and distancing, and I think for a while it’s
just going to feel weird being out in society
again, with other people, interacting with
As we are around the corner for summer,
please do your part by wearing a mask
and socially distancing appropriately when
you’re around other people. You can start
making a change that will be a part of the
difference for when we as a society can end
Jonas Brodsky is a student at Lincoln High
In response to increasing mental
health issues during online school
Online school has taken a toll on my
mental health, and I’m sure I’m not the
only one. Constant assignments and to-do
lists make the days feel like a constant loop;
it’s hard to break that pattern and take time
for myself. Students need to focus on their
mental health and work on taking care of
themselves during this rough time.
According to the National Association of
School Psychologists, “Left unmet, mental
health problems are linked to costly negative
outcomes such as academic and behavior
I have found that exercise allows me to
release energy and be more productive
when I return to doing school work. Experts
have found that exercise relieves tension
and stress and boosts overall wellbeing
through the release of endorphins. Exercise
is easy to do at home, and I suggest that
students who need a break should try and
find twenty minutes to fit in a workout.
With online school, people aren’t very
motivated to reach out, but by giving friends
or family members a call, you are strengthening
your own mental health. The Mental
Health Foundation says, “Strong family ties
and supportive friends can help you deal
with the stresses of life.” Having good mental
health helps keep you focused in school
and having someone to talk to gives you a
person to share your feelings with. Being
productive can be hard, but after taking a
break and talking to someone, it is much
easier to focus on the task at hand.
Overall, I know online school has been
rough and we are all anxious to get life back
to “normal,” but normalizing taking a little
time for ourselves and focusing on our
mental health will help make the last few
months of online school a little more bearable.
Isabella Hartman is a student at Lincoln
PAGE 10 • The Cardinal Times, SPRING, 2021 OPINION
Editorial Board: Considering the SAT—the outdated
test catered to those with privilege
By THE CARDINAL TIMES
As Lincoln begins offering the SAT to
students again after a hiatus of nearly a
year, we should take this opportunity to
consider whether now is the time to curtail
standardized testing, or even do away with
the system entirely.
The first SAT was administered in 1926
by Carl C. Brigham, a eugenics professor at
Princeton University, who essentially developed
the test in an effort to divide students
In his book A Study of American Intelligence,
Brigham wrote, “American education
is declining and will proceed with an
accelerating rate as the racial mixture becomes
more and more extensive.”
The SAT is used by colleges to compare
different applicants, evaluate their college
readiness and decide who is most “worthy”
of going to their school.
In reality, the test does the opposite. The
ability to do well on the SAT comes down
For non-native English speakers, the
SAT reading and writing sections are significantly
more difficult, as the test is currently
only offered in English.
In 2018, U.S. census data reported that
only 10.1% of white and Asian people are
living below the poverty line, compared to
25.4% of Native American, 20.8% of Black
and 17.6% of Latinx citizens.
According to a report by the Brookings
Institute, which looked at data for all of the
nearly 1.7 million college-bound seniors in
2015 who took the SAT, the mean score on
the math section of the SAT for all test-takers
was 511 out of 800. The average scores
for Black (428) and Latinx (457) students
were significantly below those of whites
(534) and Asians (598).
Among top scorers—those scoring between
a 750 and 800—60% were Asian and
The SAT has become unequal across races over the years.
Graphic by HOLDEN KILBANE
33% were white, compared to 5% Latinx
and 2% Black. Meanwhile, among those
scoring between 300 and 350, 37% were
Latinx and 35% were Black.
These numbers are not surprising. Class
and race are intersectional. Privileged individuals—typically
white, upper class—can
easily change the outcome of tests and admissions
by forking money over to do so.
The test itself costs $52, and prep courses
can cost thousands of dollars. The average
cost for an SAT tutor is $45-100 per hour.
For minorities, who are more likely to be
low-income or experience poverty, lack of
access to prep courses and tutors has continually
resulted in lower scores, leading to
While there are some more affordable
options, such as free after-school tutoring
or using SAT study guide books (which still
cost up to $50), for some students, time is
money. Studying long hours for the SAT
isn’t practical for students balancing school
and a job to support their family, taking
care of younger siblings or focusing on
sports to ensure a scholarship.
Lower test scores also lead to less opportunity
for “merit-based” scholarships,
which many students rely on for admission
to university. In order to attain these scholarships,
one must have a high standardized
test score—yet another arena in which minority
groups fall behind their white counter-parts.
The SAT enforces racism and the link
between race, income inequality and test
scores: more money leads to more success
on tests, in turn helping some students get
into better schools, giving them the opportunity
to acquire better jobs, and the cycle
As some schools begin to go test-optional
because of COVID-19, we are already seeing
the positive effects.
A recent study released by the National
Association for College Admission Counseling
found that, when a test-optional policy
is adopted, it does seem to help diversity.
Not only is there an increase in applications,
but also an increase in the number of
racial minorities, women and low-income
Another study conducted by Brian M.
Galla, a psychology professor at the University
of Pittsburgh, suggests that grades
are likely a better predictor of college graduation
than SAT scores.
The SAT, along with the ACT and other
forms of standardized testing, were all developed
on similar principles and perpetuate
the same classist, racist, privileged
ideology. The only way to create an equal
playing field for all students is to abolish
standardized testing and rebuild our current
Op-Ed: It is time to get rid of class rankings
By ABBY YIUM
We are not numbers. And yet, every student
at Lincoln High School has one.
Students across the country are given a
number, known as a class rank, which measures
their GPA-based performance compared
to their classmates.
When students constantly compare
themselves to each other, it enforces the
idea that their worth is tied to their class
rank in school.
With our class ranks online, available to
us day and night, and on every report card
sent in the mail, it’s hard not to see ourselves
in terms of competition: better than
some students and worse than others.
Ranking students does provide recognition
for the highest GPAs, but it negatively
affects the educational experience for those
with lower GPAs. Even for those ranked
highest, this competitive structure adds
another layer of pressure for them to keep
their status, which experts understand is
harmful to teens.
Researchers at the National Academies
of Sciences, Engineering and Math warn
that youth at high achieving schools like
Lincoln are more at risk for behavioral and
mental health problems than the national
Not only are class ranks unhealthy, but
they ignore the fact that people excel and
find passion in different aspects of life, not
necessarily just by getting the best grades.
With pressure to do well from parents, colleges
and peers, some students purposefully
choose to leave behind what they truly
wish to do in exchange for a higher GPA.
“A client of mine told me that taking music
or journalism was out of the question
because she couldn’t justify what it would
do to her GPA. I can tell you there was a
lot less joy in her curriculum,” said David
Altshuler, an education consultant and expert
of the college admission process, in an
interview for the Washington Post.
The pressure to conform to one path often
leads to burn-out and fatigue. Therefore,
by the time some students reach college,
they are unable to recognize what’s
actually important to them.
Alfie Kohn, an author and lecturer, is
an avid supporter for the abolition of class
rank and grades and has written hundreds
of articles speaking out against our country’s
obsession with test scores. He advocates
for the removal of class ranks, beginning
with small steps.
“A high school might start by eliminating
them for freshmen, giving students
one more year to be able to focus on the
learning itself. Or, at a minimum, they can
eliminate the particularly noxious practice
of ranking students against one another,
which turns academics into a competitive
sport and designates the victor as ‘valedictorian’”
wrote Kohn on his website.
While the long-standing tradition of class
rank is still in use today, I urge Lincoln administration
and educators to rid of class
rankings and find other ways to motivate
Lincoln sophomore expresses her thoughts on
how class ranks are outdated and need to be
Graphic by MICHELLE YAMAMOTO
OPINION The Cardinal Times, SPRING, 2021 • PAGE 11
Editorial: Asian-American violence is nothing new
By MICHELLE YAMAMOTO AND
Content warning: This article contains
graphic descriptions of violence and hate
crimes against the Asian-American community.
On Mar. 1, 2020, an Asian man in New
York City gets water thrown at him while
being accused of carrying the coronavirus.
On Mar. 16, 2020, an Asian man is verbally
confronted for coughing in a Target
store in Daly City, Calif.
In early April of 2020, an Instagram post
is shared by @antiasianclubnyc threatening
to “shoot at every Asian” in Chinatown
to “destroy the epidemic of the coronavirus.”
Now, nearly a year later, hashtags like
#stopasianhate and #protectourelders are
trending across social media, and mainstream
media sources are finally covering
the repeated attacks on Asian people in the
United States. However, for Asian-American
community members, this outdated
news has only come after months of unheard
cries for help.
In late January of 2021, several Portland
businesses were attacked, 11 out of 13 being
Asian-owned. These businesses are located
in East Portland, where the majority of
Portland’s Asian community resides. One
could reasonably assume that, since these
attacks were local, more Portlanders would
be aware of it. However, due to the lack
of accurate reporting and media coverage
on discrimination and violence towards
Asian-Americans (especially for lower-income
neighborhoods like the Jade District
in East Portland where these businesses are
located), it’s difficult to talk to another person
about the rise in anti-Asian hate crimes
without having to give context.
Media coverage of Asian hate crimes fails
to label them as such, sustaining the idea
that our pain does not deserve recognition.
On Mar. 16, 2021, a white terrorist shot and
killed eight women in Asian-owned businesses,
six of whom were Asian victims. In
the days following this tragic hate crime,
headlines failed to acknowledge the race of
the victims, in turn ignoring the racist intent
of the murderer and working to victimize
him instead. The idea that Asian-American
violence is not “newsworthy” is a
familiar one, and continues to suppress and
ignore our oppression.
The “model minority” myth– upheld
by American white supremacy– affords
Asian-Americans a false luxury that allows
people to perceive us as “closer to whiteness.”
As a result, Asian-American reports
of racism are often ignored. Our oppression
is overshadowed by our perceived perfection.
This sentiment, in combination with
the popularity and virality of racist Asian
jokes, perpetuates the notion that our pain
shouldn’t, and doesn’t, deserve to be taken
seriously. This erasure and ignorance of
Asian hate crimes creates a cycle in which
Asian-Americans fail to speak up or report
violence out of the fear of not being taken
Historically, the ideal Asian person is
seen as submissive and apolitical, deeming
us ideal targets for racial hate crimes
without fear of retaliation or backlash. In a
white-dominated world, adhering to these
compliant and nonassertive stereotypes
affords us power and privilege. Many of us
seek to fulfill these stereotypes to appease
white people in power, internalizing the
racism that we have been conditioned in.
As a result, many Asian-Americans suffer
from internalized racism that contributes
to the silencing of incidents of racialized
Similarly, the grip of white supremacy
rewards division and conflict between marginalized
racial groups in America, as it
hinders collective power that has the potential
to dismantle this system of superiority.
Asian-American activists fight for civil liberties at a 2017 May Day (International Workers’ Day) rally in
Courtesy of WIKIMEDIA COMMONS
Asian-Americans must refrain from using
Asian hate as an opportunity to exercise
anti-Blackness. Instead, we should seek allyship
and solidarity to promote universal
The Students For Fair Admissions v.
Harvard court case, for example, displays
the terrifying social control white America
has over people of color, baiting different
communities into an us-versus-them narrative
as marginalized groups vie for the
limited opportunities that they are allowed.
When the race of Asian students negatively
impacted their college admissions, white
litigators sought to tear down the affirmative
action policies that benefit marginalized
groups. With Asian-American plaintiffs,
asking the courts to end the use of race
in college admissions is more effective than
white anti-affirmative action students.
As victims of white supremacy, each oppressed
racial group has the potential to
turn against one another, as displayed by
inter-racial violence. However, phrases like
“Asian Lives Matter” divert attention away
from liberation movements by turning oppression
into a competition, rather than a
common enemy that needs to be treated as
To our non-Asian peers: use this opportunity
to uplift and listen to Asian voices,
and further educate yourself on how to critically
analyze ways in which your behavior
negatively impacts the Asian community.
For more information on how to help,
visit the links below.
Editorial Board: Give teams the choice to play the national anthem
By THE CARDINAL TIMES EDITO-
Over the course of the United States’
history, many citizens have viewed the national
anthem as the foremost symbol of
Since 1918, when “The Star-Spangled
Banner” was played during the seventh-inning
stretch of Game One of the World Series
(and especially due to a resurgence in
its popularity following WWII), the song
has been a staple at sporting events around
the nation— including at Lincoln sporting
events such as football games.
No team, however, should be required to
play the national anthem at all.
In early February, Dallas Mavericks owner
Mark Cuban, made the choice to stop
playing “The Star-Spangled Banner” before
regular-season games. When the NBA realized
this, they issued a statement reaffirming
their policy that required teams to play
The fight over the anthem perpetuates
partisanship when the country is arguably
more divided than it has been since the Civil
War. Conversations about the song have
proven to be a flash point between the right
and the left. Conservatives belittle athletes
for using their platform to protest and liberals
condemn those critics.
The full national anthem includes the lyrics:
“No refuge could save the hireling and
slave, From the terror of flight or the gloom
of the grave.” These lyrics, which condone
slavery, make the anthem a poor representation
of patriotism for many Americans,
and we on the editorial board find it foolish
to let a wartime tradition from over a century
ago exacerbate the partisan divide in
Over the past five years, the national anthem
has caused more divisiveness than
During the 2016 NFL season, San Francisco
49ers quarterback Colin Kaepernick
kneeled during the anthem for every regular-season
game. He was soon released
from the team and has been effectively
blacklisted from the NFL since then.
Instead of being forced to play the anthem,
coaches and players at all levels,
including here at Lincoln, should sit down
and discuss as a team whether it is the right
choice for them. Some teams will choose
to keep it, but others could choose to play
a different song instead like “Lift Every
Voice and Sing.” Some teams might opt out
of playing any song at all, directing their
attention to the actual game and competitions.
Lincoln football players kneel during the national anthem on Mike Walsh Field before a game against
Madison, Sept. 22, 2017.
By FAITH PAUKEN
Nearly every high school football team
in the United States plays the national anthem.
While it’s somewhat understandable
that the NBA and professional leagues have
policies in place for uniformity, it’s unnecessary
for high school teams to follow this
We are not advocating for the removal
of the anthem entirely. The problem is that
many people who support the anthem believe
that when athletes kneel, they are implying
they don’t respect the people who do
stand for the anthem.
Perhaps this can change someday and
those who disagree can form a mutual understanding
with each other. Until then,
the divisiveness will cause more harm than
PAGE 12 • The Cardinal Times, SPRING 2021 TAILFEATHER
We Are All American
Editorial Courtesy of Puño y Letra
By LUCIA ABALLAY
Los estadounidenses tienen fama de
sentirse el centro de la tierra, algo que es
evidente en ciertos términos populares.
Usamos los idiomas para expresarnos, comunicarnos
y conectarnos, pero también
pueden funcionar como una herramienta
para avanzar ideologías regresivas. Sea un
insulto racial, un comentario despectivo o
una palabra con implicaciones subyacentes
del imperialismo, la precisión de las palabras
que utilizamos es necesaria porque
pueden tener significados muchos más
complicados de lo que parece a primera
Una palabra que se usa todo el tiempo
aquí en Estados Unidos, y que casi nunca
es criticada ni por los activistas más progresivos,
es americano/a. En los diccionarios
es un sustantivo gentilicio que describe a
un nativo o ciudadano de los Estados Unidos.
Pero los diccionarios no logran destapar
todas las implicaciones de usar una
palabra que se refiere a una masa de tierra
enorme - que incluye a muchas culturas diferentes
- para hablar exclusivamente de los
habitantes que ocupan solo el 23% del área
de esa tierra.
Hasta la percepción de esta masa de tierra
es importante en la consideración de
la definición. Muchos aprenden sobre los
continentes de formas muy distintas y lo
expresan de acuerdo a su propio idioma.
En los EE.UU., nos enseñan que hay siete
continentes, un modelo que considera
Norte y Sur América como dos entidades
separadas. En muchos países latinoamericanos,
las personas aprenden que solo hay
seis, resultando en América como la combinación
del Norte y Sur. A pesar del número
de continentes que uno reconoce, América
está compuesta de más que 39 países, lo
que claramente puede ser problemático
cuando se considera el uso de americano.
En nuestras escuelas es común escuchar
a alumnos y maestros referirse a los ciudadanos
de los EE.UU. como americanos
y al país como América. Nuestra historia
es problemática desde el primer momento
en que los colonizadores dejaron sus barcos
y pisaron la tierra. Hemos ido robando
la propiedad de los habitantes originales
en pedazos cada vez más grandes, y hasta
logramos pintar a las personas indígenas
como salvajes que necesitaban nuestra
ayuda civilizadora. Este patrón ha prevalecido
a lo largo de nuestra historia nacional.
Seguimos siendo un país con un complejo
de superioridad sobre nuestros vecinos del
sur, tanto que a los niños los separamos de
sus familias y los ponemos en jaulas cuando
vienen a pedir nuestra ayuda. El sentido de
altivez disfrazado de patriotismo ha sido un
tema recurrente en la narrativa estadounidense,
y el uso continuo de “American” demuestra
que todavía no lo hemos superado.
Este término sigue perpetuando una mentalidad
Este imperialismo con el cual hemos operado
hacia el resto de América es increíblemente
horrendo y demuestra la ignorancia
que se refleja en el uso de la palabra
“American”. Durante la segunda mitad del
siglo XX, los EE.UU. protagonizó muchos
cambios de régimen en Latinoamérica. En
nuestro nombre, la CIA orquestó golpes de
ABOVE: The word America encompasses more than just the United States, although it has been
By JIWON LIM
estado para reemplazar líderes de la izquierda
con regímenes de extrema derecha,
generalmente sometiendo a esos países
a autoridades militares y tiránicas. Esto
ocurrió durante la Guerra Fría con el fin
de prevenir la propagación del comunismo,
pero también hay ejemplos anteriores
como los de las repúblicas bananeras de
Centroamérica. Teniendo esta explotación
en cuenta, se hace más claro lo desconsiderado
que es el uso del término “American”
porque continúa el sentido de que dominamos
esta región del mundo.
Aunque muchos aquí no consideran las
consecuencias de este uso de lenguaje, gente
de países latinoamericanos sí están muy
conscientes de las implicaciones. El resto
de América también se considera americano.
Perciben la forma en la que los del
norte usamos la palabra como un claro testimonio
del estereotipo del estadounidense
culturalmente inconsciente y egocéntrico.
Ciertas palabras que se usan en contextos
más informales en Latinoamérica para
hablar de los estadounidenses reflejan la
ira que se siente contra este imperialismo.
Gringo se usa en muchas partes para hablar
de personas en los EE.UU., aunque sí se
puede aplicar a ciudadanos de otros países
predominantemente blancos y extranjeros.
Esta palabra generalmente tiene una connotación
despectiva y se usa como insulto,
pero esto depende del entorno en el que
creció uno y hasta la región de su país.
Originalmente usado para hablar de
extranjeros, especialmente franceses,
gabacho se usa (predominantemente en
México) para hablar de individuos en los
Estados Unidos. Está palabra puede ser
aplicada más ampliamente para describir a
la gente blanca, pero casi siempre tiene un
tono negativo. Otro término empleado por
hispanohablantes del cono sur para hablar
de estadounidenses es yanqui. Yanqui tiene
limitaciones porque en inglés realmente
se refiere sólo a la región noreste de los
EE.UU., y en este contexto típicamente se
considera una forma despectiva.
Es importante reconocer que hay excepciones
y variantes en el uso de americano.
En Brasil, por ejemplo, se usa el equivalente
portugués a americano para referirse
a habitantes de los EE.UU. Canadá es
otro ejemplo de un país cuyos ciudadanos
no se consideran americanos y entonces lo
usan exclusivamente para referirse a los estadounidenses.
Los europeos generalmente
reservan el término para personas de nuestro
país, y algunos justifican esto diciendo
que la palabra puede tener muchos significados
y ser traducida de distintas formas.
Las alternativas a americano/a tienen
sus propias limitaciones. La que se usa
ampliamente en los países latinos es estadounidense,
que sería en inglés “United
Statesian”. Pero, no es completamente preciso.
Hay otros estados unidos - el título oficial
de México, Estados Unidos Mexicanos,
también usa ese término. Por un tiempo,
hasta Brasil tuvo también el mismo epíteto
en su nombre completo.
Otra alternativa es norteamericano - que
sería “North American” - utilizado generalmente
para hablar específicamente de
estadounidenses, pero esto presenta otra
hipocresía. Hay una tensión en condenar
el uso de un término que se refiere a todo
un continente para hablar de un solo país,
y seguir usando otro término que se podría
aplicar a 23 países distintos para hablar de
ese mismo. Es cierto que muchas naciones
latinoamericanas combinan el norte y el
sur del continente, entonces norteamericano
no tiene las mismas implicaciones que
una perspectiva “americana”. Igual podría
fácilmente incluir a Canadá, todavía más
al norte que los EE.UU. Las alternativas a
“American” no son perfectas, pero ofrecen
otras opciones que no tienen connotaciones
Los términos usados para hablar de
grupos de personas no se pueden traducir
perfectamente debido a los matices de
cada idioma. La lengua siempre será fluida,
pero eso no se puede usar como justificación
para emplear palabras dañosas e
ignorantes. Cada individuo es responsable
de ser crítico de la lengua que usa porque
muchas veces tiene historias complicadas.
Aunque culturalmente se permite el uso de
“American”, no significa que sea algo justificable
y que deberíamos seguirlo usando
ciegamente. Al tolerar continuamente el
término, no solo estamos exponiendo nuestro
prevalente imperialismo cultural, sino
que también estamos demostrando nuestra
falta de voluntad para escudriñar nuestro
propio idioma. Hay que dejar de apropiar el
nombre de todo un continente para hablar
sólo de nuestro país.
People in the US are famous for feeling
like the world revolves around them, which
is evident in certain popular terms used.
We use language to express ourselves, to
communicate and to connect with others,
but it can also function as a tool to advance
regressive ideologies. Because of our
language’s potential to be used for racist
insults, derogatory comments and words
with underlying imperialistic implications,
precision with the words we use is important
because they can have underlying
meanings that are much more complicated
than we assume at first glance.
Continued on Cardinaltimes.org