Inside the Yale Daily News Spring Symposium: A Week of Storytelling, Collaboration, and Connection

Abby Stone ‘26 and Fei Fei Cao ‘27

“Hey Fei Fei! You are on the Yale Daily News Spring Symposium call, right? I think I see you,” sent from Abby Stone’s iPhone at 6:03 pm on March 11th, 2025.

“Omg, yes!! Hi Abby. So glad someone else from St. Mark’s is on this. Phew,” sent from Fei Fei Cao’s iPhone at 6:04 pm on March 11th, 2025.

That was how it all started.

Both of us joined the Yale Daily News Spring Symposium not knowing exactly what to expect. We had no idea how quickly the week would become one of the most meaningful academic and personal experiences of our year. Over five days, we worked closely with a small group of high school students from across the globe, mentored by Yale students who guided us through the process of pitching, writing, and editing articles.

It was all on Zoom, yet these two-hour nightly sessions felt very personal. The energy of the program was real, and so was the sense of community. We dove into conversations about ethics in journalism, the role of student reporting, and how writing can shape change. With each session, we gained a deeper understanding of the craft and a better sense of how our own voices could matter.

One of the most unforgettable parts of the week was meeting our fellow participant Tariq, a passionate youth journalist and activist from Nigeria. He spoke with such clarity and urgency about the challenges of reporting in a country where news is censored and young people are often discouraged from speaking out. Despite those barriers, Tariq had already written a viral open letter to the Nigerian government that received over 900,000 views. Hearing him talk about advocacy, censorship, and youth power shifted the way we thought about journalism.

What struck us most was how confident and grounded he was, even while navigating such serious issues. We were so inspired by his perspective that we reached out to him again a month later to continue the conversation. It turns out, our incredible new friend had even more to share.

Tariq’s dream is to enter the global communications and entertainment industry, possibly as a screenwriter or director, but he remains deeply committed to empowering other young Nigerians and using storytelling as a force for change.

As Fei Fei put it after the program, “Meeting Tariq made me realize how journalism can live outside the boundaries of a newspaper. It can live in how we show up in the world.” Abby added, “The Symposium reminded me that our voices are valid now, not just in the future. And when we write with purpose, people pay attention.”

The Yale Daily News Spring Symposium gave us tools, yes. But more importantly, it gave us a moment to pause, reflect, and imagine how we want to use storytelling in our own lives. It showed us the kind of writers, reporters, and changemakers we can become if we keep listening, learning, and lifting up voices that deserve to be heard.

Don’t Be A Fossil FOOL, Teach Climate Justice in SCHOOL!

Abby Stone ‘26

Seven in ten adults in the United States believe in the goal of environmental justice; however, eight in ten are unaware of any federal efforts to advance it. This gap in awareness is alarming, highlighting the need for comprehensive climate justice education in our schools. If we want to equip the next generation with the tools to combat climate change, we must start by integrating interdisciplinary climate literacy into our education system.

On Tuesday, February 11th, I joined eight of my fellow St. Markers and faculty advisor Ms. Lohwater at the Massachusetts Youth Climate Coalition (MYCC) protest and legislative session. We spent the day learning from students, educators, and nonprofit leaders about how climate change is being addressed by our state government. With over 400 people marching to the Massachusetts State House, we advocated for meaningful climate action, including six key bills. One of these was the Interdisciplinary Climate Education Bill (HD1596), which we personally presented to Representatives Josh Tarskey and Kate Donahue.

What is the Interdisciplinary Climate Education Bill?

The Interdisciplinary Climate Education Bill aims to integrate climate justice education into public school curricula. The bill would establish a trust fund to provide financial resources for school districts to develop and implement interdisciplinary climate literacy plans. These plans would not only educate students on climate science but also emphasize environmental justice, empowering them to make informed decisions for a healthier planet.

Additionally, the bill proposes the creation of an Advisory Council, composed of students, educators, and nonprofit leaders, to guide the Education Commissioner in shaping these initiatives. Schools serving environmental justice communities would be prioritized for funding, ensuring that those most impacted by climate change receive the support they need.

The bill, sponsored by Representative Mindy Domb and Senator Jason Lewis, has yet to be assigned to a committee, but it will likely fall under the Joint Committee on Education. If passed by the Massachusetts State Legislature, it would then go to Governor Maura Healey for approval or veto.

Why Cosponsorship Matters

The goal of the MYCC protest and legislation session was to persuade state representatives to cosponsor these bills because a cosponsorship indicates to Congress that it already has strong legislative support. It tells other members of the House and Senate that the bill is a priority, increasing its chances of being passed. If enacted, this bill would bring climate justice education into all Massachusetts public schools, ensuring that every student has the opportunity to learn about sustainability and environmental responsibility. 

Why Should Students Learn About Environmental Education?

Understanding environmental justice is not just about learning facts; it is about recognizing the real-world consequences of climate change and realizing that we have the power to make a difference. Education sparks action, and action creates a healthier planet. When people are taught about climate issues the right way, they do not just memorize statistics—they feel inspired to engage in activism, advocate for policies, and adopt sustainable practices. I know this firsthand. My involvement in the MYCC legislative session was not just by chance. It was because of a science class discussion during my sophomore year and my participation in my school’s Students for Sustainability program. Without this guidance, I might never have found my voice in this movement. Schools have a powerful role in equipping students with the knowledge and tools to take action on climate change, and it’s essential that every student has access to this opportunity.

Beyond teaching students about global warming or carbon emissions, schools must address the systemic inequalities marginalized communities face due to climate change. By learning about environmental injustices such as lack of access to clean water and air, students become better global citizens who work toward solutions rather than perpetuating these inequities. Climate education should also go beyond science. It should incorporate economics, politics, ethics, and even journalism. When students see how these issues connect, they begin to understand the bigger picture and realize that they, too, can be part of the solution.

Equally important, students must learn how government and policy shape climate action. Education should not just inform students about problems—it should show them how to be part of the solution through civic engagement. When young people learn how policies are made, how legislation is passed, and how advocacy influences change, they gain the confidence to take action. The next generation of leaders is sitting in classrooms right now, waiting for the knowledge and encouragement to create real change. If we equip students with the tools to address environmental issues, we create a future where marginalized communities receive the support they deserve and where sustainable policies shape a better, more just world for all of us.

What Our Legislators Had To Say

While Representatives Tarskey and Donahue appreciated the passion of our student body, they raised two key concerns: financial equity and the challenge of ensuring teachers are prepared to teach climate justice. These concerns are valid as introducing climate education effectively requires both funding and proper training for educators. However, the proposed bill addresses these challenges by providing funding that allows for professional development, curriculum resources, and the support necessary to integrate climate justice into classrooms.

Additionally, climate justice does not need to be an entirely separate course. By incorporating it into existing subjects like science, social studies, and even English, schools can make climate education more accessible without overburdening teachers. A well-supported, well-resourced approach ensures that climate education is both practical and impactful. The question is no longer whether we can afford to teach climate justice, but whether we can afford not to.

The Time is Now

The urgency of the climate crisis demands action, and education is one of the most powerful tools we have. Passing the Interdisciplinary Climate Education Bill would be a monumental step toward equipping students with the knowledge and skills they need to build a sustainable future. The time for climate justice education is now because ignorance is not an option when the fate of our planet is at stake.

Ways to Disconnect from Screens

Addie Zhang ‘26

As the chill of winter fades and flowers start to blossom, spring is the time of year that offers a perfect opportunity to reset not only our calendars but also our minds. During an age where screen time may average six hours a day, finding time to “unplug” may seem nearly impossible. But this spring, why not take the challenge and find some time to disconnect and enjoy our beautiful nature?

1. Try a Nature Walk around St. Mark’s West Campus!

Want to get outside, but too lazy to leave school grounds? Head to West Campus! This area of our campus is often overlooked now that the New Dorm has replaced the dorms in West Campus. But this place truly is a hidden gem. The best parts about it are the budding trees, returning wildlife, and paths filled with crunchy leaves and new grass. Leave your phone behind or put it on airplane mode, and give yourself some time to just wander around and observe. Be fully present and mindful of your surroundings and yourself by clearing your thoughts and focusing on your breathing. You will feel so much more relaxed and at peace!

If you are with a friend, keep the conversation light. Instead of talking about external things, keep it grounded in what is around you. Be fully present!

2. Bored with St. Mark’s Campus? Expand your walk around Southborough!

Submit a “Walk/Run in Southborough” Orah Pass, grab a friend or go solo, and enjoy the beautiful spring foliage that Southborough has to offer. Walk down to Starbucks or the Breakneck Hill Conservation (a little bit past Starbucks) and enjoy the charming panoramic views and nature along the way!

3. Try Planting Something

Even though it is quite hard to maintain an entire garden while living in the dorm, planting a flower in a small pot is possible. Ranging from a few days to weeks, you will see it bloom! Being a part of the process of creating something so lovely could be very satisfying and pleasant!

Spring is a season of renewal. By choosing to unplug and connect with nature, we are able to not only see the world differently but also feel it. But feeling it, we are able to appreciate what is around us and gain a more optimistic outlook on things around us!

Juice or Jazz, Which One’s Sweeter?

Brianna kivugo ‘27

My mom, like any mom, always prioritizes my health, watering down my drinks for easier consumption and better gut health. So, as a kid, I always snuck into the fridge for one thing and one thing only: one hundred percent Hawaiian Punch. Its recognizable, pure, sugary taste always has me crawling back for more. 

However, what if the idea of watering down rich food and drink didn’t only exist in a parent’s culinary expertise? What if the impulse to dilute found its way into traditional aspects of music?

The sole purpose of the creation of Jazz during the 19th century was for African Americans to maintain their musical traditions. The majority once broke free from the chains of slavery in a liberating way, yet society has largely moved forward, leaving behind traditions deeply rooted in communities of color. In the 21st century, society has unknowingly diluted once-traditional aspects of musical genres like jazz, gradually watering down their original essence. Ultimately, "Jazz music… [has become] more of a commodity than an art and the highest achievers were white” (“The Social Effects of Jazz - Department of English - York College”). 

Jazz trumpeter Dizzy Gillespie performs at the Boston Globe Jazz and Blues Festival on Jan. 15, 1966.
Bob Daugherty/AP

Commercialization is at the heart of the dilution or simplification of contemporary jazz. Recently, artists have been pressured to craft music that appeals to the masses and doesn’t resonate with their ideas fully. They have been compelled to create a “TikTok-ified” version of their ideas, which allows “listeners [to] more easily accept new ideas presented to them when they are accompanied by elements that they are already used to and comfortable with.” Artists are obligated to prioritize financial success over boldness in music. 

Bebop Jazz and contemporary jazz, for example, display a highly contrasting sound within the instrumentals. Bebop used advanced harmonies, altered and extended chords, and intricate melodies that made Jazz recognizable within the music industry. In addition to this idea, bebop jazz also used a plethora of instruments to craft this genre, including saxophones and double bass.  However, in contemporary jazz, its instrumentals are dulled, often only using a combination of acoustic and electric instruments. Contrasting with Bebop’s tangy essence in its songs, contemporary jazz doesn’t explore the possibilities of  “sugaring” its drink but instead chooses to water it down.

Societal shifts in cultural priorities also lead to music’s simplification of traditional elements. “Too loud, too reckless — too ghetto” is a powerful and noteworthy phrase said by Samuel L. Jackson as Uncle Sam at Kendrick Lamar’s recent Superbowl performance. These words alone explain the loss of tradition within music. His words capture how the industry pressures artists to conform, discouraging the raw, authentic expression that once defined genres like jazz. With the music industry prioritizing what’s normal and calm for mass appeal, jazz artists often fear being perceived as unappealing to the public, ultimately constraining creativity to fit commercial expectations.

But what if society ultimately wants watered-down Hawaiian Punch? Or better yet, what if we’ve grown to prefer water straight from the tap? As listeners can enjoy the more digestible alternative of jazz music, this causes an audience to miss out on jazz’s complexity. We end up losing the spirit of jazz's defiance, depth, and voice in trade for what is “acceptable” for society to listen to. It’s time to reconsider what we crave—not just what’s easy to consume, but what’s worth savoring.

Black History Month and Reflection Behind It

Catherine Zhang ‘26

February is the National Black History Month. Black History Month was first initiated by historian Carter Woodson, who established a one-week-long celebration to acknowledge the achievements and contributions of Black Americans. This week-long celebration eventually evolved into the full-month celebration designated by President Gerald Ford in 1976. Coincidentally, February is also Abraham Lincoln's and Frederick Douglass’s birthdays. Both figures are significant in to fight against slavery. 

On a national level, the institution of Black History Month shows the commitment to acknowledge the often-overlooked accomplishments that African Americans have achieved. It is also essential to acknowledge past wrongdoings and keep the public informed about the struggles and resilience of the Black community. Black History is indispensable to the History of the United States. They are also crucial to American identity. Incumbent President Donald Trump addressed on January 31 that “This National Black History Month, as America prepares to enter a historic Golden Age, [he] wants to extend [his] tremendous gratitude to black Americans for all they have done to bring us to this moment, and for the many future contributions they will make…” 

In our St. Mark’s community, where we value diversity and inclusion as well as the identity of every individual, Black History Month has frankly not been gaining the recognition it deserves. Last year, we had pictures of prominent artists, celebrities, and faculty members with African heritage exhibiting in the dining hall as a way of commending their efforts and contributions. However, this was apparently not a “fan’s favorite.” Therefore, there has not been any conspicuous celebration until a mixer on February 21. The mixer was held by the St. Mark’s School, inviting other ISL schools to join and providing time and space for affinity groups, like BLU and Los Leones, to bond and celebrate their month. Yet, there haven’t been any community-wise celebration events. 

This year, a lot of the community and equity work at St. Mark’s relies on students moving things forward with initiatives. Hence, they are often unseen on the surface. However, reflecting on how we can celebrate Black History in a more interactive and meaningful way, we should put more consistent effort into acknowledging the history and educating beyond just Black History Month. 

Moving forward, we as a school, can better celebrate Black History through integration into humanities courses. The efforts should not be only restrained in February, but rather all-year-round recognition to make the community stay informed. As we put our initiatives into tangible action, each of us has the obligation to find our place in the community, relative to others. In other words, we have to figure out why celebrating differences is intrinsic to this unique community. That process takes a lot of participation, guidance, and endeavor. Nevertheless, the process is the key to making everyone thrive, and eventually knitting a stronger community. 

Addie Zhang: Reflection on SYA

Addie Zhang ‘26

If I were to describe SYA in one word, it would be: transformative. Unlike many changes that would usually go unnoticed, I witnessed the small steps that changed me. 

When I first arrived in Italy, I was confused. I knew none of the language except phrases like “Ciao” or “Bella” thanks to my sophomore year roommate who kept singing “Bella Ciao” to me when I told her I would go to Italy. Multiply that by 48, and when the whole chaperoned flight arrived at the Rome Airport, we spoke nonstop chatter in English with a few Ciao’s tossed in there. Collectively, as SYA, we deemed this to be broken Italian: choppy.

We started our Italian language learning journey with the teachers explaining that learning a language is like becoming a sponge: the more time and effort we put into refining the concepts we learn in class, the quicker we’d master them, which would fuel our motivation to learn more. 

Day by day, Italian class after Italian class, we learned the basics: how to ask to go to the bathroom, order something at a bar (bar is caffe in Italian), or get somewhere via public transportation. Slowly, our “broken” Italian became more fluid, and words started to glide off our tongues. In eight months, we mastered basic grammar concepts like the definite article and verb conjugations. With basic sentence structure and vocabulary, we strung together sentences, and then slowly formed paragraphs. These paragraphs turned into a critical analysis we wrote about an Italian book we read. These stepping stones paved the way for our final destination the capstone. 

We were all required to present a 10-minute presentation in Italian for the Capstone project. This was such a magical moment because, after not knowing a single word in Italian, we could now listen to and understand what our classmates were talking about in “la bella lingua.”

Trump: The Big Bad Wolf of Democracy

Sushila Narne ‘28

Trump’s policies during the first month of his office have created worrisome speculation about the future of America. From censoring information to scrutinizing well-established public health issues, his gross misuse of power is threatening the very pillars that support our country. 

Let’s start with Trump’s supporting powers. The first on the list is Elon Musk, a symbol of the diminishing line between government and business. Elon Musk is part of Trump’s Cabinet of 14 other yes men. Next is the Supreme Court, to which Trump has appointed three other sycophants to create a team of loyalists: “Justices” Neil Gorsuch, Brett Kavanaugh, and Amy Coney Barret.   

Trump’s staunch supporting party has faced scrutiny from many, including Republicans such as Former Vice President Mike Pence, Former House Representatives Liz Cheney and Adam Kinzinger, Former Governors John Kasich and Chris Christie, and many more. For individuals in power to dissociate themselves from a president of the same party is uncommon. It raises red flags because many politicians don’t make such concessions unless something major occurs. Something like, say, the fast and steady breakdown of a principle so powerful it would shake the framework that was carefully built and preserved by the governing powers of our nation… democracy. 

So, how does Trump plan to take down an elective governing system that has run for upward of 247 years? The recent posts by the White House, such as the ASMR video about deportation or a poster with Trump in a crown with the slogan “Long Live the King!” have shaken citizens and leaders alike. A thoroughly unprofessional video posted by the White House has revealed the process by which immigrants are deported: through a series of ASMR directed by ICE officers, deportees are shown lined up, awaiting their sendback. It seems that Trump intends to desensitize individuals as an enabler to do far worse things in the future. 

For instance, Trump's action of referring to himself as a “King” violates Article 1, Section 9, Clause 8 of the Constitution, which states the following: “...No Title of Nobility shall be granted by the United States” His breach of constitutional practice suggests that he is testing the limits of his power: in the event of Trump’s acquittal of violating the Constitution, he will gain more power than any former president because he will have gained the ability to bypass the Constitution. Though the reference to monarchy appears harmless, the notion that Trump is engaging in unconstitutional behavior, however trivial it may seem, could result in far worse future consequences. 

Many have challenged Trump’s proposition of ruling the country like a king. The most prominent instance where his order is challenged is when the Governor of Maine, Janet Mills, states, “We’ll see you in court” as a clash between taking action with trans athletes results in Trump’s threat of shutting down federal funding for Maine. As more people turn a blind eye to our president’s actions in fear of losing power, the bridge between what is defined as a constitutional government and the just division of power starts to crumble. 

To save our country from modern dystopia, action must be taken. The chance to fight is now, and it is ever so vital to educate oneself on one's rights and liberties, as the threat to our Constitution increases with every action Trump takes. 

A chilling quote from Trump: "I love the poorly educated."

The Uncertain Future of the Medical Research Community under the Trump Administration

Samantha Mundel ’25

In 2016, in a very rich Newton Public elementary school, I knew small tidbits about politics in the form of small jokes, impersonations, or just words that floated around. I had a faint knowledge of what ISIS was, and many of us would repeat the phrase “We’re gonna build a wall!” alongside repetitions of “What are those?!” and “What’s 9 +10? 21!”. I’ll never forget going down the stairs on an early November morning and seeing my mom crying because of the election results. Still, I fortunately didn’t really see any impact from the first Trump administration on my livelihood. 

This recent election cycle was different. I am now much more interested in politics, with a range of political opinions in my family that I am constantly exposed to. I also turned 18 in time to vote, so I was able to participate in the government rather than just see things work out. 

Recently, though, DOGE proposed and executed many budget cuts and evaluations of government programs and funding. One of the targets of these evaluations is the National Institute of Health (NIH), specifically decreasing the percentage of indirect costs paid for by the federal government. The Trump Administration’s policy changes to the NIH do not take into account the incredible importance of indirect costs or the huge losses that will be felt through the shrinking of the medical research community.

Indirect costs are anything that does not directly pertain to a specific research project and can include supplying buildings with heat and electricity, the cost of getting to a conference, and handling reimbursements, for example. In the past, this rate varied significantly between institutions, with an average indirect cost rate of 27% to 28%. Some organizations have a much higher indirect cost rate, occasionally over 50% or even 60%, according to a statement released by the NIH. The Trump Administration wants to cut this indirect cost rate to a strict 15% across all institutions. This is not only a severe cut to the average amount of money each institution receives, but it also does not take into account the various differences in each institution’s needs. Biomedical vs. engineering research, urban vs. rural areas, and more, can make a large difference in the amount of funding needed to cover indirect costs.

Unlike the last time Trump was in office, I am seeing real impacts of Trump’s policies in my personal life. My mom is particularly impacted by this new NIH policy. She works as a program coordinator at Boston Children’s Research, helping plan the schedules and allocate indirect cost money for some of their top researchers. Her job is nearly completely paid for through indirect costs. With this NIH policy in place, her job as an administrator at Boston Children’s Research was going to be evaluated until an MA federal judge blocked the order. Through an interview, I was able to learn more about my mom’s role in research and how this policy and the Trump administration in general are affecting her and her colleagues’ jobs. 

My mom’s work almost entirely depends on indirect costs, as does the work of those she supports when they apply for grants. Indirect costs play a fundamental role in the management of research grants and help with the behind-the-scenes work that may seem less helpful but is just as important. Research grants that were recently approved, such as one on helping deter cancer at a genetic level, were under threat of getting some of their money to indirect costs taken away. However, the Consolidated Appropriations Act (2018) prohibits “deviations from negotiated rates” by the NIH, meaning that indirect cost rates already decided upon in the most recent negotiation for funding cannot be backtracked on. 

Instead, the future of the medical research community worries my mom. “[This is] a huge blow to the medical research community… huge blow to humanity, because these people are curing cancers and childhood diseases…[some of these diseases] affect a very small percentage of people, but if your child had that thing you’d want them in this trial”. Although some of what they research may only affect a small portion of the population, is that reason enough that this work does not need to be done? Furthermore, Massachusetts, as a leader in scientific research and public health, relies heavily on its scientific innovation to support its economy. People come to Massachusetts just to study and research in these fields, and many companies have spawned out of our universities, such as the many biotech companies in Cambridge that came out of MIT. If funding to a fundamental part of research is cut, Massachusetts research and scientific innovation will be dwarfed, as will that of any state that relies on their research. This created another worry for my mom of the future of the community, that more people in STEM will decide not to go into research. Paraphrasing a colleague, she stated, “You can bet the people that are going to go and get their PhDs are gonna go… to private practice and not go into research because it’s too scary. You know, people don’t know if they’re going to have funding from one minute to the next, so for four years, we could lose people wanting to get into research… now you’ve lost four years of mentors… scientists… research.” Although any of Trump’s executive orders can be taken out after he leaves office in four years, he can certainly do lasting damage to this industry within that time. Furthermore, many people from foreign countries come to the U.S. on special visas to do research. These people are some of the best in the world when it comes to research and come to top universities like Harvard and MIT to do the research. Roughly half of one of the labs my mom works with is made up of these researchers. They are now unsure if they will be able to finish their research due to Trump’s vetting and review of all Visa programs.

In the last month that Trump has been in office, many of his executive orders have been blocked by a Massachusetts judge, including this one. My mom thinks this NIH case will likely be fought over for the next four years. All of these executive order blocks will likely be contested in court, echoing a larger question that Trump is posing: how much governmental power can he have? 

What will affect us in Massachusetts, living in one of the bluest states in the U.S., whose policies and judicial system are currently at odds with the wants of the executive branch? What will get through, and what won’t? In only a month, Trump has tried and mostly been deterred on his way to figuring out what he can and can’t get away with. Only time will tell what the effects of these proposed sweeping changes will be.

Mirror, Mirror: Are We Victims or Perpetrators of Beauty Ideals?

Lily Oh ’27

What is ingrained in society’s heads is the idea that ‘Social media is fake’. But is it really just that, fake, in our minds? It actually lingers in our minds. It grows as it eats away at bits and bits of our confidence. In front of the mirror, the small bits eaten from us become apparent. Sometimes, we try to smile to convince ourselves we are happy with our looks. Other times, we genuinely feel happy with our looks. But on certain days, we can’t help but feel smaller, less than the ‘perfect’ images we dream of. 

In the body horror movie The Substance, Elisabeth Sparkle, a once-famous actress, desires to gain her younger beauty and glory again in Hollywood. She discovers “the substance”, an injectable drug that allows her to create a younger, more beautiful version of herself named Sue. However, as she continues to use the substance, Elisabeth feels more embarrassed about her old self. She eventually reaches out to the one person who still sees beauty in her old self for reassurance about her beauty. Yet, she continuously returns to the mirror to adjust her makeup, only to feel smaller and smaller, eventually failing to leave her house with her looks. 

As a woman, I, too, have found myself sometimes fixing my makeup again and again, unsatisfied, before stepping outside. Any woman may have experienced this, surrendering to the beauty standards not only reinforced by social media but by society. 

Amber Tamblyn’s review of The Substance suggests that women should be careful in their commitments to societal beauty standards. Initially, I could not agree with this review. Why should the victims of these standards bear the responsibility of being cautious? We cannot help but surrender to the ideals that oppress us, that we should not take responsibility for the beauty standards. However, a contrasting scene in the film complicated me: Elisabeth transforms into a horrible monster by using the substance activator again on Sue to remain beautiful to take the stage on a New Year’s Eve show. When Elisabeth eventually stands on the stage in her grotesque form, her body triggers the audience's horror. As people start panicking, her body explodes, spraying and bathing everyone with gallons of blood. 

This moment for me came to be a representation of a shared responsibility among all women and men. Everyone in the audience, just like in our society, had blood on their hands but also shared suffering under the unattainable beauty standards. Our bloods on our hands and our shared suffering have led to creating more and more Elisabeths in our society, including ourselves, to become somewhat Elisabeths too. Before, I resisted the idea that women should be responsible for recognizing the harms of conforming to society’s beauty standards. But this scene forced me to think, what if we, not only women but also men, are all victims? What if, without realizing it, we are not just victims but also contributors to the beauty standards as we allow them to eat our confidence and grow? 

Every time we feel smaller than ourselves in the mirror, every time we compare ourselves in the mirror to unrealistic ideals, we unknowingly feed the very standards that prevent us from growing. I now feel there may not be clear antagonists in this struggle but only victims who contributed to these ideals through their insecurities, including myself. 

While it initially felt unjust to accuse us, victims, of being responsible for surrendering to the beauty standards, I now understand that we, including all women and men, play a role in this struggle. The challenge, then, is not to deny our responsibilities but to recognize them. In front of the mirror, we should not feel sole guilt but acknowledgement because only by acknowledging this, I believe, can we begin to start a change.