THE PLACES, PHRASES, AND RAMIFICATIONS OF
The Rubicon student newspaper of St. Paul Academy and Summit School 1712 Randolph Ave St. Paul, MN 55105 Volume 50, Issue 3 - Nov. 26, 2024
HIDDEN
Racism IN DEPTH
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SUBTLE STINGS. Bias, colorism and racism are embedded into daily life for those with underrepresented identities. Educating students on how to speak up can help address the micro and macro aggressions.
GRACE MEDRANO THE RUBICON
A student sits in a common space working on English homework. A teacher comes up to them and, seeing their traditionally Hispanic name on the side of a novel, begins speaking to them in Spanish. During a history lecture on Japanese internment, all eyes turn towards the one Asian student in class, regardless of whether or not they are Japanese. These are examples of day-to-day microaggressions. According to Vox, microaggressions occur when a person’s implicit or explicit biases towards a marginalized group results in discomfort or insult. Microaggressions can take the form of stereotypes, snide remarks, or even talking over someone else in a discussion. “When I first arrived at this school, I did face some microaggressions related to my ethnicity and last
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A WHOOPING WARNING In response to a recent whooping cough outbreak, administration attempts to minimize spread and support students in quarantine. Read more in NEWS.
name. Some people at the beginning assum[ed] my last name was Hispanic and jok[ed] about it,” senior Ben Macedo said. These microaggressions can take their own prevalent forms within the school system. According to Enrique Espinoza, an instructor in the counseling program at UC Riverside, the most common microaggressions against students of color include name pronunciation, low expectations, and the myth of meritocracy. The myth of meritocracy is the idea that if one works hard enough, they’ll succeed no matter their social position. However, this is not inherently true. Due to institutionalized concepts, like the opportunity gap, it can be incredibly difficult for POC students to gain equal footing when it comes to achievement. Espinoza states that these problems can cause students to feel humiliated, disengaged, unsupported
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FONDNESS FOR FIXING Growing up on a farm, LS Maintenance Supervisor Eugene St. Pierre found a proclivity for fixing, a skill central to his work today. Read more in FEATURE.
IN THIS ISSUE:
and devalued. These issues can also lead to psychological stressors like racial battle fatigue and impostor syndrome. Within school, combating microaggressions can be a challenge. It can be difficult to battle covert prejudice that is sometimes hard to recognize, especially when it comes from peers, leaders and educators. These are tangible social and academic symptoms of microaggression. However, the true problem, the root of microaggressions, is implicit bias. Implicit bias, according to the National Institutes of Health, is “the subconscious feelings, attitudes, prejudices, and stereotypes an individual has developed due to prior influences and imprints throughout their lives. Individuals are unaware that subconscious perceptions, instead of facts and observations, affect their decision-making.” Story continued on pg. 8
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TURKEY TORMENT
We’ve moved in. The turkeys won’t move out. How do we share the city with urban turkeys? DNR Wildlife Experts offer insight. Read more in MIXED MEDIA.
2-3 - News • 4-6 - Opinion • 7 - Good Question • 8-9 - In Depth • 10-11 - Feature • 12-13 - Sports • 14-15 - A&E • 16 - Mixed Media