On October 10th, 2024, Mira Costa High School held a “Voices of Unity” assembly focused on addressing bias and promoting inclusion. The event took place in the school’s auditorium, where students, teachers, and administrators gathered to participate. The discussion was moderated by Seth Pickens, a senior and the La Vista Editor-in-Chief. Four student panelists shared their insights and experiences: Senior Donne Ward, Junior Kimaya Matai, Senior Ryan Kim, and Senior Isabella Escobedo. The goal of the assembly was to confront issues of hate within the school and teach students how to respond effectively.
The assembly began with introductions from the panelists and the moderator. Pickens explained his role in organizing the event and his involvement in the Black Scholars Union. Each panelist introduced themselves and highlighted their backgrounds and the clubs they were involved in. This included social justice-oriented groups such as the Latino Scholars Union, Black Scholars Union, and various cultural clubs. Their diverse experiences gave different perspectives on the challenges related to diversity at Mira Costa.
“What we ask is for others to have the capacity to understand that we come from different paths that shape our identity and what we stand for in society,” said Kim. “Being an ally also doesn’t just mean supporting your own minority but should extend to other groups that have experienced marginalization.”
The panelists discussed the problems they had witnessed at the school, such as slurs and offensive remarks in the hallways. They highlighted that these issues were not isolated incidents but were experienced by many students. Panalist’s explained that addressing these problems required not only recognizing them but also taking action. His emphasis was on making sure students understood the power and impact of their words.
“Speaking up in the moment rather than after is extremely important,” said Ward. “When people call others out on the problem in the moment, it causes the person called out to feel embarrassed and makes them reflect on the situation, which can lead to them not making foolish remarks about others.”
The discussion introduced a four-step method to respond to bias: Interrupt, Question, Educate, and Echo. The first step, “Interrupt,” involved speaking up right away when a biased remark was heard. The panelists suggested using phrases like “Not cool” or “Stop.” This immediate response aimed to show that such language or behavior would not be tolerated. The idea was to make a statement in the moment rather than letting the incident pass by unnoticed.
“The first step is the hardest part of the process when it comes to advocating for a cause,” says Ward. “Most people are nervous to speak up because they’re worried about what others would think of them, but I believe that sticking to your own beliefs is much more important compared to what outside obstacles think.”
The next step, “Question,” involved asking simple questions to better understand the intent behind a harmful comment. Panelists shared how asking “What do you mean?” or “Why did you say that?” could lead to a deeper conversation about the impact of words. He explained that sometimes people don’t realize the harm their words can cause, and asking questions could open their eyes to another viewpoint. This approach aimed to encourage a more thoughtful response rather than reacting with anger.
“Students need to understand how important it is for us minorities to feel seen, heard, and represented within our community, ” says Kim. “They may not understand the emotional and social toll that a lack of representation and inclusion can have even if they are in a casual environment.”
The third step, “Educate,” encouraged students to provide information about why a remark was hurtful. Panelists talked about the importance of sharing the history behind certain terms or phrases. They believed that explaining why something was offensive could lead to a change in behavior. The focus was on turning a negative situation into a learning opportunity, helping people understand the broader implications of their words.
“Being able to educate others about hurtful comments that are made on campus is an important step,” says senior Talia Erlich. “I hope to help educate others if I ever overhear mean comments being made because I want to make sure everyone feels safe and supported.”
The final step, “Echo,” called for supporting others who spoke up against bias. Panelists emphasized that echoing someone’s message could amplify its impact. When multiple people voiced agreement against hate, it sent a strong signal to the community. The panelists discussed how important it was to show solidarity and support in these situations.
“Growing up in an environment where diversity was lacking, since I was one of the few Asian kids, I often experienced exclusion and learned how much one could be isolated and prevented by other individuals from truly feeling belonged,” said Kim. “So, when I hear others make stereotypes, jokes, or offensive gestures now, I don’t take it as an offense, but rather more as a disappointment.”
The diversity assembly at Mira Costa High School provided students with tools to respond to bias and create a more inclusive environment. The four-step approach aimed to empower students to take action and educate others. By sharing their experiences, the panelists inspired the audience to be proactive in addressing hate and bias on campus.
“I felt empowered after hearing the panelists share their experiences and strategies for dealing with bias,” said Senior Seamus O’Neill. “It made me realize that even small actions, like questioning someone’s harmful comment or supporting a friend who speaks up, can make a big difference.”
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