Mel Sundquist’s portfolio

Published in The College Times on March 24, 2008.

Unfortunately, for many people, graduation isn’t the end of high school.
Even though they move on to college and get jobs, they still might as well be planning club events and going to prom.

On television, the transition between high school and college is a complete and obvious change; but in real life, it sometimes seems anti-climactic and hard to recognize.

This leads to a pattern of denial, where graduates ignore the fact that their high school years are far behind them. This must be avoided at all costs. And here’s how:

1. Change your activities. If you were a drama geek in high school, find another hobby. Don’t eat lunch every day at your old favorite off-campus haunt. In the end, we are made up of what we do every day; and if your activities don’t change, neither will your mindset. You must live like you are officially not a high school student.

2. Have goals, not just hopes. In high school, it’s easy to say “One day I’m going to be a (insert dream occupation here).” But now, you’ve got to get past that and actually do some work to get to where you want to be. You no longer have an excuse to remain stagnant.

3. Never go back. Even if you made friends with the sophomores and you want to watch the football games, you must not allow yourself to be on campus again. Don’t date anyone who is still in high school. Don’t even associate with them. Ignore that the institution exists, if need be.

4. Associate with older people. Sometimes it’s hard to realize that you no longer need to sit at the kiddie table. You can stay up past curfew. You can smoke, drink and gamble. Convince yourself that you are an adult, and should therefore associate with other adults.

5. Move out of your parent’s house. Sure, it’s tough. Nobody wants to do his or her own laundry or buy groceries. But you can only grow up so much without moving out.

6. Change your wardrobe. An important aspect to moving on is looking like you have moved on. If you dress like a high school student, you are going to be treated like one. This doesn’t mean that it’s strictly collared shirts and nylons from here on out. You should make a physical distinction between yourself and the local high school students.

7. Get it out of your system. Even though it may seem that after graduation you should make drastic changes, give yourself some time to adjust. Don’t buy houses and have babies immediately. Give yourself a year or so to remove yourself completely from high school before doing anything too extreme.

Published in the Daily Herald on February 3, 2007.

Imagine a high school club that intends only to educate the student body and the community, promote tolerance, create a safe environment for open discussion, and fight discrimination and harassment in our schools.

Sounds ideal, right? At worst, it is definitely more useful than, say, the “Order of the Phoenix Club” (yes, it is real). What could possibly be wrong with Utah high school students becoming more open-minded?

If such a club were called “Republicans and Democrats United” or “The End to Racial Discrimination,” Utahns would most likely approve of it. But when a handful of Utah high schools approve the creation of a Gay-Straight Alliance, the opposition spreads like wildfire.

In the Legislature, Rep. Aaron Tilton, R-Springville, has proposed a bill putting draconian limits on the creation of all high school clubs in order to suppress the GSA. Keeping an eye on student’s extracurricular activities is certainly a good thing, but Tilton’s bill goes well above and beyond what is necessary. When a group of students must create a constitution and budget report, report the content of all meetings to the administration to get together and, say, play dodge ball (a new trend in high school clubs), something is definitely wrong.

Tilton’s bill lists many reasons why a school’s administration can shut down a club. Most of these reasons are fair, such as if the club promotes criminality or bigotry. However, this clause inadvertently allows administrators to shut down clubs for basically any reason they see fit. This is obviously unfair.

Many, like Tilton, have voiced their fear that the Gay-Straight Alliance is a means to “recruit” students, as if there were a quasi-cold war between heterosexuals and homosexuals. In reality, this club is meant to bridge the gap between the two communities. Not only does the GSA promote tolerance of homosexuals, but of different races, religions, ethnic groups and classes. There is no “recruitment” involved, just active promotion of forbearance.

However, if the French club teaches students French, then what does the GSA do? What exactly goes on in the GSA’s meetings? The organization’s Web site includes many suggestions for activities, including picnics, sports, arts and crafts, and senior graduation parties. These activities are meant to create a place for anyone who feels socially removed or can’t find a place to fit in, most obviously because of their sexuality.

If a student feels out of place in his or her school, and there is a club that would welcome them to fun activities with open arms, we should not repress that organization. Certainly, these fun activities are meant to reel in more club members, but not to make them question their sexuality. They are created to educate and encourage understanding.

The GSA originated in San Francisco; there it played a large role in organizing “ground-breaking” legislation that “prohibits discrimination on the basis of sexual orientation and gender identity,” as stated on the GSA’s Web site. Once again, we provided the yin to California’s yang, by presenting legislation that could possibly dissuade students from becoming more tolerant, and perhaps promote discrimination. If any bills should be passed on this subject in Utah, they should follow California’s example.

It is often difficult or even embarrassing for high school students to advocate change. Teens are faced with this challenge no matter where they grow up; not just in Utah or other conservative states.

The GSA is an ideal medium for students to practice their political influence, allowing for students to educate not only their peers but their teachers on controversial subjects. By being active in this club, students can fight against homophobia, sexual discrimination and harassment, a rare opportunity in Utah.

Too often one’s experiences in high school cause them to reject unfamiliar views or opinions. Any institution in our high schools, no matter how controversial, that urges students to open their minds, become more tolerant or learn about different walks of life is exactly what our community needs.

Tilton’s bill would destroy any chance for the GSA in high schools and in doing so would quash many high school student’s hope for social acceptance.

Printed in the Daily Herald on September 16 2006.

Despite the popular belief that high school is solely about reading, writing and arithmetic, it is actually a set of hallways where teenagers go to desperately try to grow up, and become “important.”

Gaining this grown-up significance is marked by certain status symbols — college classes, good grades, jobs, involvement in clubs, achievement in sports or performing arts, sitting at the popular places during lunch, or even the fierce indifference toward these.

However, the most prominent tangible evidence of this gained importance is a cell phone. Being influential enough to have the need to be easily contacted at any time is an exciting responsibility.

But how many “important” teenagers actually must have a cell phone in school? If it is essential that they are contacted during school hours, the caller can just phone the school’s office and their message will be relayed promptly.

Do we allow students to maintain their pride, and keep the cell phones, or do we ban the gadgets from school, which would dispose of classroom interruptions and the constant problem of theft?

Let the students bring their grown-up toys to school, but remind them that theft is not the school’s problem, and that any sort of phone-related classroom interruptions will be followed with specific consequences.

As for iPods and the like, the policy should be similar. When the student’s ears should not be full of teacher’s words, why not let them listen to their music?

Schools should just be sure to inform the students of where and when headphones are not allowed, and the consequences for breaking these rules.

For most students, writing an essay in peace is a practical impossibility. To have music in your ear, a music that speaks to you and keeps the right side of your brain awake, will produce a superior paper.

There is a delicate balance between allowing students to express their individuality and keeping a school safe, efficient and disciplined. Through explicit explanation by teachers and administrators of the boundaries placed on the freedoms technology brings to teenagers, the line will remain unbreached, and entropy, at least on a grand scale, will not ensue.