All of our elections have the same general process but, for each election, the time frames are a little bit different. For a general rundown, we have a nomination period that is open for a certain number of days. At the end of the nomination period, we'll have a meeting with all the candidates to go over the election roles, important dates and the timeline. After this meeting, the candidates start campaigning. We will just be monitoring the candidates' campaigns. Then, students can vote for the candidate that they feel would best represent them in the election.
What do you do?
I'm in charge of managing the elections department's administrative side. The Deputy Returning Officer works on all the promotions and social media. We both work together to make sure that the elections department runs smoothly and that elections are held fairly and equitably.
What drew you to your position?
I was the previous Chief Returning Officer for the McMaster Science Society. Through that position, I got a sense of why this work is important. You have a lot of power to promote and show the importance of running for elections and supporting the candidates who are passionate about running for a position. Student governance is really important and I feel like a lot of people don't recognize the work that many people who participate in student government do because a lot of the stuff that they do is behind the scenes. At the same time, it's the behind the scenes stuff that keeps everything running.
Student governance is really important and I feel like a lot of people don't recognize the work that many people who participate in student government do because a lot of the stuff that they do is behind the scenes. At the same time, it's the behind the scenes stuff that keeps everything running.
Brenda Lin, Chief Returning Officer, McMaster Students Union Elections Department
Can you elaborate on why student government is important to you?
Student government is a really good opportunity for people to get involved in the school and actually make decisions that are important to the students. It's a really good way for students' voices to be heard. Even if some of the things that we want may not be well respected by the school or may not be immediately enacted, even having the chance to voice your opinions is important. If you think about it in the sense that, “I don't think McMaster [University] would listen to me about my opinion, so I'm just not going to voice it,” then who is going to talk about what's important to the students? It's really important that students are advocating for themselves and, even if one person doesn't want to explicitly talk to the McMaster administration about something, they have representatives who are there to represent them in front of the school. Through these student governance opportunities, students have the opportunity to actually bring forward their concerns and actually make changes to see what they want in the school.
If you think about it in the sense that, “I don't think McMaster [University] would listen to me about my opinion, so I'm just not going to voice it,” then who is going to talk about what's important to the students?
Brenda Lin, Chief Returning Officer, McMaster Students Union Elections Department
What would you want others to know about the elections department and running for election?
Even though running for an election may seem daunting at first, we try to make the process as easy as possible by putting up resources and giving students as much of an opportunity as possible to ask questions and be an active participant. The elections department is always there to support candidates and answer any questions about running. Running for elections could be scary, especially if you're doing it for the first time, because you have to make a whole campaign and there are all these rules that you have to follow. But, I think it's also a really good opportunity for students to learn from the experience and put themselves out there.
We always welcome people to set up a chat to help walk them through the process if they feel that anything is unclear. We also want students to know the importance of voting in elections and how important it is to have their voice heard in the voting process, even if it just seems like a checkbox on a ballot. You may feel like your vote doesn't matter in the election. Each and every person who does end up voting, your vote definitely counts towards the result. While students may not have to be a super active member of the McMaster community, just casting your vote on polling day is really important.
We also want students to know the importance of voting in elections and how important it is to have their voice heard in the voting process, even if it just seems like a checkbox on a ballot. You may feel like your vote doesn't matter in the election. Each and every person who does end up voting, your vote definitely counts towards the result.
Brenda Lin, Chief Returning Officer, McMaster Students Union Elections Department
From medical and law schools to highly coveted graduate programs, volunteer experience is a must – but at what cost?
Picture this: You are a highly driven and passionate student, aspiring to become a surgeon. Balancing work and full-time studies to support yourself and your family, you have very little time outside of your commitments. However, your unwavering dedication to school and work has earned you glowing references, excellent grades, and a diverse skill set. You are on the cusp of making your dreams come true, but there’s one problem – you don’t have the hundreds of hours of volunteer experience recommended to apply to MD programs in the country.
For many undergraduate students, this dilemma is a reality – one that comes at the cost of their futures.
A variety of professional schools and graduate programs either require or give significant weight to volunteer experience during undergraduate years. For instance, medical and law schools ask applicants to submit a thorough portfolio of their experiences, called an autobiographical sketch. And post-graduate programs require students to submit their CVs as a key component of the application.
For students, volunteering is an opportunity to build valuable skills, foster new relationships and learn more about their field of interest. On the other hand, for universities, a student’s volunteer work demonstrates their holistic qualities, allowing admissions teams to select candidates they believe will represent the institution’s visions and values.
However, gaining volunteer experience is not feasible for everyone. Students coming from low-income or socioeconomically disadvantaged households often juggle multiple courses and jobs just to make ends meet.
Is it truly fair to expect students to devote hours to unpaid work when they are worried about paying the month’s rent or providing for their families? Should they be more concerned about putting food on the table or committing to a leadership role to serve their community?
The short answer is no.
As much as volunteering demonstrates an applicant’s skills and qualities, it is a privilege – one that hinders students from achieving their full potential and traps them in a vicious cycle of income inequality.
As much as volunteering demonstrates an applicant’s skills and qualities, it is a privilege – one that hinders students from achieving their full potential and traps them in a vicious cycle of income inequality.
Volunteering requirements inadvertently pose barriers for talented individuals who lack the time or resources to commit to unpaid work, skewing the pool of applicants and matriculants to post-graduate programs.
In the context of low-income or disadvantaged students, paid experience should be equally valued and recognized by admission committees. Whether a student volunteered countless hours at a world-renowned research facility or worked long shifts at a fast-food restaurant shouldn’t matter. If admissions committees are truly looking for candidates with holistic qualities instead of stellar achievements, what should matter is the depth of learning students experience in their roles.
Higher education, and more importantly, the opportunity to pursue one’s dream career shouldn’t be a privilege solely afforded by rich kids.
As institutions begin to adopt and prioritize equity-based practices, it is imperative that universities work to remove obstacles for individuals from disadvantaged backgrounds and find more inclusive ways to measure an applicant’s qualities or merit.
As institutions begin to adopt and prioritize equity-based practices, it is imperative that universities work to remove obstacles for individuals from disadvantaged backgrounds and find more inclusive ways to measure an applicant’s qualities or merit.
McMaster’s international student population faces struggles navigating the housing market, including housing scams, communication barriers and exploitative landlords.
For McMaster University students, navigating the Hamilton housing market can be a challenging experience. With a housing crisis on the rise and rent prices rapidly increasing, many McMaster students struggle to find affordable and accessible places to live.
International students in particular face unique struggles with finding housing. Fourth-year international computer science student Nisheet Kumar Sobti explained how communication barriers between international students and landlords complicate the already difficult process of finding student housing.
“First, you need to understand how difficult it is to find a house for an international student. Especially if you're coming from a different country and you speak a different language. A lot of students when they come to Canada don't even know how to speak English,” said Sobti.
First, you need to understand how difficult it is to find a house for an international student. Especially if you're coming from a different country and you speak a different language. A lot of students when they come to Canada don't even know how to speak English.
In the 2022-2023 school year, approximately 6,500 of McMaster students were international, making up 17.5 per cent of the student body. Sobti explained that the struggles specific to this student population are real and ongoing, which became most apparent to him during his experience finding housing.
“Finding a house the first time was so difficult. There were a lot of scams going on. A lot of landlords, they didn't want to give a house to international students because we couldn’t meet in-person,” said Sobti.
Housing scams can include advertisements for houses that don’t exist or already-rented properties, suspicious requests for money or false lists of amenities. Many incoming international students are unable to attend in-person house showings prior to signing a lease, making them subject to misleading advertisements or housing scams.
Second-year software engineering student Aysu Özdal echoed Sobti’s sentiments. Özdal explained that despite feeling apprehensive to sign her lease, she was desperate to find somewhere to live for the upcoming school year.
“Until the day I moved into that house, I was so scared that it could be a scam. I paid first and last months’ rent and I was so scared that it would be a scam, because there's no getting the money back,” said Özdal.
Until the day I moved into that house, I was so scared that it could be a scam. I paid first and last months’ rent and I was so scared that it would be a scam, because there's no getting the money back.
Özdal explained that although her lease agreement ended up being legitimate, this is not the case for every student put in her position. Beyond language barriers and physical distance, international students aren’t always well informed on their rights as a tenant and navigating potentially exploitative landlords.
McMaster arts and science graduate and current CFMU community outreach coordinator Sharang Sharma spoke on this barrier, explaining that international students a prime target for exploitative landlords.
“Half the time [international students] don't know what the laws are, what our rights are … So those kinds of predatory practices are particularly effective,” said Sharma.
Half the time [international students] don't know what the laws are, what our rights are … So those kinds of predatory practices are particularly effective.
Sharang Sharma, arts and science graduate and CFMU community outreach coordinator
McMaster does have programs in place, such as International Student Services office, that aim to address these barriers and assist international students in their transition to Canada. However, many international students still face these struggles and are victims to scams and unlawful housing conditions.
Fourth-year international health science student Vitoria Murakami Olyntho shared her thoughts on this shared circumstance and suggested some potential avenues for McMaster to get involved.
“I wish McMaster could take more of an involved role in helping students find housing. Maybe having groups of McMaster accredited landlords or regions where there's kind of a partnership between the school and the housing market…It would be easier to navigate, it would be less confusing and [feel] more trusting,” said Murakami Olyntho.
Not only does this student population face specific barriers when navigating finding places to live close to campus, such as facing housing scams and communication difficulties, but they also are often scapegoated market.
This year, federal government officials stated that the growing number of international students entering Canada has put a strain on housing availability and as a result has driven up rent prices.
Rates of issued international student study permits in Canada have increased by 75 per cent over the last five years. and this increasing blame has resulted in the federal government considering an international student cap.
Conversations around an international student cap are ongoing, all the while incoming international students continue to struggle to find secure and affordable places to live. For more information on resources for international students, visit the International Student Services office.
McMaster introduced updates to the MSAF policy for the 2023/2024 school year, including clarification on the types of requests for relief and timelines associated with requests
The McMaster Student Absence Form allows McMaster University students to request relief from coursework due to medical or personal reasons.
McMaster recently updated their MSAF policy to clarify some terms and add more definitive timelines to the process. This new policy came into effect on Sept. 1.
“[MSAF]'s recognizing that absence has happened. It's also honoring that when an absence happens, that it creates a lot of anxiety for students. So we want to make sure that there is appropriate relief provided so that they're able to keep up with their work, not fall behind not face any academic repercussions, you know, great loss or falling behind in the work” said Kim Dej, vice provost (teaching and learning).
These updates include the renaming the forms for each type MSAF available to students.
Previously titled Type A and B forms, under they new policy they are now referred to as self report and administrative report, respectively. Dej explained that the previous titles were vague and hoped the renaming would make it easier for students to understand where to find them and when to use them. The self report form can be completed through Mosaic, while the administrative report must be filed by an academic advisor.
Dej also explained many of the newly implemented changes were in order to provide greater clarity for students and instructors.
Under the previous policy, there was no time frame by which students were required to have informed their professors about their request for relief. This ambiguity often caused miscommunication between students and instructors and hindered the instructor's ability to offer proper support, in turn harming the student's ability to catch up.
“The things that we've done to change the policy are really trying to tighten all of those timelines to make sure that students can catch up properly and that institute instructors are able to provide prompt support and relief as well,” said Dej.
Previously, what is now known as the self report MSAF indicated that when you utilize it, you can request relief for any work that falls into the three days of absences that is under 25 per cent. This remains the same in the new policy, but the new policy also requires that within 24 hours following the third day of relief, you must contact all instructors whose coursework was impacted by the absence.
This remains the same in the new policy, but the new policy also requires that within 24 hours following the third day of relief, you must contact all instructors whose coursework was impacted by the absence.
The administrative report MSAF is primarily utilized when a student finds that their absence exceeded three days or if the cumulative coursework they’re seeking relief for will exceed 25per cent per course.
The new policy indicates that if the coursework exceeds 35 per cent, students must speak to an academic advisor in their department. Dej explained that this requirement is so that students receive proper support and that they are able to catch up when missing such a large portion of their coursework.
“If you've deferred different pieces throughout the course and now the cumulative value of those is more than 35 per cent we ask that students go through the administrative report, not because they've done anything wrong, [but because] we just want to make sure that they're okay. That's a lot to miss in a course [and] we want to make sure that they're able to keep up and catch up,” said Dej.
We ask that students go through the administrative report, not because they've done anything wrong, [but because] we just want to make sure that they're okay. That's a lot to miss in a course [and] we want to make sure that they're able to keep up and catch up.
Kim Dej, vice provost (teaching and learning)
The conversations about these updates to the MSAF policy have been in the works since Fall 2022 and involved many levels of governance at McMaster, including the Undergraduate Council and the McMaster Students Union.
Dej emphasized that there is always room for improvement for these policies and as the year progresses Dej’s team will be investigating the use of MSAF between previous years and this current year, to find what is or isn’t working.
Dej also encouraged students to send her emails to vptl@mcmaster.ca to voice their opinions about the MSAF.
“I'm always here to listen, I would love to find more forums for students to have a voice in these kinds of policy discussions. We have spectacular undergraduate student representation on [the] Undergraduate Council, but in the end, it's seven voices representing over 30,000 students,” said Dej.
The new MSAF policies have been implemented to encourage students to request relief and to aid instructors to better support students when they do need help. Ways to improve the policy will continue to be explored and shaped by student experience.
After disappointing losses against Guelph and Laurier, the women’s lacrosse team looks to bounce back in coming games
On Sept. 10, the McMaster University women’s lacrosse team kicked their season off with a tournament style weekend which saw the Marauders take on the University of Guelph Gryphons and the Laurier University Golden Hawks in Guelph. Despite a strong showing, the team lost both games.
In their first game against Guelph, the Marauders lost with a score of 7-12. The second game of the day against Laurier saw them lose 6-15.
While these results may cause distress, the team is encouraged by their growth so far this season.
One major case of the team’s growth has been second-year player Lexi Sheppard. After a scoreless first season, Sheppard was able to bag four goals in her first weekend for the Marauders, earning her Athlete of the Week honours on Sept. 12.
Sheppard attributes her progress and the progress of the team to support from the university and positive leaders on the field. This year, McMaster also allowed the team to access field time much earlier before the regular season began.
“It was definitely way better than last year because we got way more field time beforehand, so we were able to work as a team more. Whereas last year [the season] was more rushed and we were pushed into it,” said Sheppard.
With women’s lacrosse being an Ontario University Athletics team, there can be many instances of athletes lacking access to facilities and services; such as the school’s High-Performance area, sports medicine services, and outdoor field space. OUA athletes do not usually get first choice access to these services, in comparison with McMaster U Sports teams. However, it seems like the increase in practice is helping the team to build.
“I definitely see us to be building to become a better team with the support of the school,” said Sheppard.
Another driving factor towards growth in the team has been the team captains. Both of this year’s captains, second-year Annika Perrino and fourth-year Cassidy Anyon, have caused a dynamic shift in the team with their presence.
“Definitely what's helping our team are the captains on the team. They really lead by example well and they’re a good positive influence. They make everyone feel comfortable to try even if they’re nervous,” said Sheppard.
Sheppard also attributed their improvements to the positivity and comfort encouraged by Perrino and Anyon.
“My teammates make me comfortable in trying new things. Last year I was kind of shy and didn’t want to be in anyone’s way, but this year they’ve done a good job of making it a comfortable space and causing me to not be afraid to go for it,” said Sheppard.
While the team is evidently growing and becoming better, there is some room for improvement.
The scores indicate that the team especially has space to improve defensively.
“We could work on communicating on defense and making it tighter so you’re always there to support someone. . .Moving forward [the team will be] just working on more of our defensive unit and our team play all around,” explained Sheppard.
If the Marauders can make this improvement defensively and quickly, they will likely be able to improve throughout the season. Combined with the growth of a positive team culture, this might be able to spur the team on for seasons to come.
Residence orientation representatives and Maroons share the work that went into making Welcome Week a success
Behind Welcome Week 2023 are students who volunteer their time to help empower and welcome first-year students as they start this next chapter of their lives.
Laurie He, a fourth-year sensory motors system student, is a residence orientation representative for Bates Residence and Moulton Hall this year. RORs are assigned specific residences and help students settle into their new homes during Welcome Week.
“We help get the first years settled in like to their new home…I know at times they're experiencing homesickness or just everything is very new, in a completely new environment for the first years. Our job is kind of to make them feel as welcome as they do in their homes,” explained He.
Daisy Thang, a third-year communications student and a Multimedia Assistant at the Silhouette, was a McMaster Students UnionMaroon this year. The Maroons aim to connect with students at Welcome Week and throughout the year.
Thang shared that this year's Welcome Week training was more immersive than in past years and helped her feel prepared for events of the week.
"They switched up the format, so it was actually more situational. They had us in smaller groups, it was a lot more dynamic. We were able to kind of have more one-on-one, or small group sessions where we were able to be more collaborative and kind of act out the scenarios. I feel like that prepared us way better for the situations that we'd be put in during Welcome Week,” said Thang.
Both He and Thang said they loved meeting the incoming students. He shared that her favorite event was Capture the Watermelon, hosted by Boulton and McKidden residence representatives. They used the event as a way for students to meet in an enjoyable way and start off the week on the right foot.
“I think that was like a great way to like just have the first years get friendly with each other… I think it was a great time for everyone. I think 100 people participated in it because it was 50 versus 50 people and then a lot of their friends came in they supported them. I think it was like a great introductory event to welcome week,” said He.
Thang explained how well-run this year's Welcome Week was, especially compared to her own Welcome Week in 2021.
“2021 was the first full-scale welcome we've had since COVID-19. So I think there were definitely kinks that need to be worked out. I feel like this year, we were able to kind of like ride off that high from last year's Welcome Week and people were a lot more in tune. I think it was very well organized, credit to the planners and I feel like this was a very healing experience,” said Thang.
“2021 was the first full-scale welcome we've had since COVID-19. So I think there were definitely kinks that need to be worked out. I feel like this year, we were able to kind of like ride off that high from last year's Welcome Week and people were a lot more in tune. I think it was very well organized, credit to the planners and I feel like this was a very healing experience."
Daisy Thang, Maroon, McMaster Students Union
Both He and Thang shared that they hope first years were able to put themselves out there during Welcome Week, whatever that looks like for them.
Thang expressed that even if the social aspect of Welcome Week didn’t resonate with you, there are endless activities and groups on campus throughout the year that may better fit your comfort level and personal goals.
“The big takeaway would be. . .it's okay if you stay in your dorm. Its okay if like these huge crowds were daunting and you didn't want to put yourself out there and make yourself uncomfortable. There are limits to that and your feelings are still valid throughout,” said Thang.
“The big takeaway would be. . .It's okay if you stay in your dorm. Its okay if like these huge crowds were daunting and you didn't want to put yourself out there and make yourself uncomfortable. There are limits to that and your feelings are still valid throughout."
Daisy Thang, Maroon, McMaster Students Union
To see more coverage of Welcome Week 2023 visit the Silhouette on TikTok.
The victims of scams, cutthroat competition and more scams – students need better support navigating the housing crisis
With the brutal race to find listings, equally intense bidding wars and scams everywhere, McMaster University students continue to face unrelenting obstacles in attaining off-campus housing this year. And they need support – support that the university is failing to provide.
Fuelled by the impacts of the pandemic, the shortage of on- and off-campus housing and the rapidly growing number of McMaster students, affordable housing has evolved into a luxury that few are fortunate to find. While the Hamilton housing crisis may seem like a simple supply and demand issue at first glance, the unstable rental market poses unique challenges for different groups of Students.
International and out-of-province students, for one, are faced with difficulties when trying to arrange their accommodation from a different country or province. Being unable to view listings and meet with landlords in person only makes them more vulnerable to scams and difficult landlords. On top of that, McMaster’s own off-campus housing website does not screen listings and fails to protect students from scams.
International and out-of-province students, for one, are faced with difficulties when trying to arrange their accommodation from a different country or province. Being unable to view listings and meet with landlords in person only makes them more vulnerable to scams and difficult landlords.
Male students are also overlooked in the housing crisis. Though advertising for female-only housing tends to be abundant in Facebook groups and other listing websites, male and co-ed student housing is scarce. Even on McMaster’s off-campus housing website, which features co-ed residences, a majority of the listings are over a thousand dollars per room, rendering the homes unaffordable for many students.
And let’s not forget the incoming first-year students who are waitlisted for residence at McMaster due to the limited availability of rooms and competitive eligibility criteria based on academic achievement. Not only are these students inexperienced, but they also lack the advantage of starting their search earlier in the school year since residence applications take place in June. Without sufficient time and resources provided by McMaster, incoming students are forced to fight for the last few available rentals.
And let’s not forget the incoming first-year students who are waitlisted for residence at McMaster due to the limited availability of rooms and competitive eligibility criteria based on academic achievement.
As many McMaster students have yet to secure affordable, safe and convenient housing, they face a year of uncertainty.
Some students may need to make a commute worth hours or exceed their budgets to afford a sub-par room near campus, while others with limited financial flexibility and fortune are on the verge of homelessness. The sheer infeasibility and severity of current circumstances could even push some students to consider dropping out this year.
To make matters worse, the period of economic inflation continues to put a strain on students. It also doesn’t help that McMaster’s bursary applications close during the winter term. The uncertainty of being accepted for funding and ill-timed disbursement doesn’t allow students to plan their finances for the academic year.
Though McMaster is working to create more residences, there is a need for unique short-term solutions to address the current state of the crisis.
McMaster must recognize that the Hamilton housing crisis is about much more than housing.
From the search for housing to life in their new homes, the crisis has taken a significant physical and mental toll on students, putting their success and well-being at stake. The stress of managing finances, employment, commuting, school and poor housing conditions, such as overcrowding, is draining students across the country.
Students should not have to think twice about purchasing a meal or saving up for next month’s rent. They should not have to compromise their own well-being or academic success because of unaffordable housing. McMaster and other post-secondary institutions need to do better.
Comprehensive sexual education provided by universities can help students navigate their developing identities, relationships and choices
I know how to find the hypotenuse of a triangle. I can name each of the planets in our solar system. I can even list several literary devices. But if you ask me what I learned about sexual health over the span of the five years it’s taught in the public school curriculum, I could tell you nothing. Absolutely nothing. Unfortunately, the awkward giggles, bewildered expressions and uncomfortable atmosphere are all that’s cemented in my brain years later.
As young adults transitioning from high school to university, life on campus introduces opportunities to explore new relationships, new experiences and new choices.
However, as students begin to pursue sexual experiences, they’re forced to rely on sub-par sex-ed from high-school, conversations with friends or searches on the web – which aren’t always reliable.
Given the diversity of students at university, it’s important to recognize the various experiences and levels of exposure individuals have received to sexual education.
With the need for more comprehensive sex-ed, universities can help bridge the knowledge gap left by schools. They can create safe and accessible spaces that encourage learning about sexual health and well-being in unbiased and non-judgemental ways.
Depending on where students come from, sex and sexual health may be severely stigmatized. As a result, the formal sexual education curriculum may be minimal to non-existent, leaving many international students with a poor understanding of sexuality, reproductive health and rights.
Even for domestic students who receive curriculum-based sex-ed in Canada, the content is not culturally inclusive and fails to take a holistic approach.
All students, and especially Black, Indigenous and People of Colour students, would benefit from an anti-racist approach to sexual education that decolonizes, Indigenizes and dismantles systems of oppression. Such an approach to sex-ed offered in post-secondary settings would open opportunities for important dialogues that include the Black, Indigenous and other racialized experiences.
These communities have also been disproportionately affected by poor health outcomes, such as higher rates of sexual violence and sexually transmitted infections, due to various determinants including low socioeconomic status, inequitable access to healthcare and a lack of trust in the healthcare systems that have a history of racism, discrimination and structural violence. An anti-racist sex-ed framework could offer better support for these communities.
It is also critical to support the disconnect young adults with diverse identities experience when navigating their sexuality and health. For instance, the colonization and historical trauma experienced by the Indigenous community still deeply affect their ability to relate to the content taught in school curriculums. Likewise, 2SLGBTQ2IA+ students need access to better support and a sex-ed curriculum that remains inclusive of their experiences and provides evidence-based information to promote positive sexual health outcomes.
It is also critical that students with disabilities receive proper access to comprehensive sex-ed. Too often, individuals with disabilities are stripped of their dignity and autonomy and that needs to change. Applying health equity and justice frameworks to centre the experiences and voices of oppressed groups is key to ensuring all individuals are able to express their sexuality on their own terms.
Sex-ed matters. It gives students power over their identity, sexuality, health, relationships and more importantly, their future.
Everyone has the right to comprehensive sexual education and I believe that a comprehensive sexual education curriculum is an intersectional and equitable one. Comprehensive sexual education incorporates the narratives of BIPOC communities, rather than outdated and oppressive frameworks from the past. It also provides students with the opportunity to learn about topics beyond reproductive health such as healthy relationships, sexual violence prevention, body image, gender identity and sexual orientation.
With the need for more comprehensive sex-ed, universities can help bridge the knowledge gap left by schools. They can create safe and accessible spaces that encourage learning about sexual health and well-being in unbiased, nonjudgmental ways.
Depending on where students come from, sex and sexual health may be severely stigmatized. As a result, the formal sexual education curriculum may be minimal to non-existent, leaving many international students with a poor understanding of sexuality, reproductive health and rights.
And while the McMaster Students Union services like the Student Health Education Centre, Women & Gender Equity Network and the Pride Community Centre are already working towards disseminating this knowledge and providing resources for students, McMaster has a unique opportunity to do more.
By implementing comprehensive sex-ed during Welcome Week and orientation for incoming students and offering regular support through the Student Wellness Centre, McMaster can promote positive sexual health outcomes and leave their students feeling sexually-empowered with a greater recognition for their dignity and bodily autonomy.
Sex-ed is an ongoing process and shouldn’t stop in high school. As we continue to grow and discover ourselves, the relevancy of sex-ed increases and so does the need for universities to equip their students with accessible support and evidence-based resources.
Between practices, lifts, games, classes,and life, are varsity sports schedules healthy?
In many people’s eyes, being a student athlete is something to take pride in. Playing competitively at the university level is a big achievement that not everyone gets the chance to do.
Universities take pride in their student athletes. They show this by offering scholarships, stadiums, and high level facilities, such as the High Performance Area at McMaster.
One of the biggest organizations that many sports teams at McMaster fall under, is Ontario University Athletics (OUA). The OUA brings in revenue on the basis of student athletes, and in 2021 the organization was able to make $60,017 in revenue.
Considering the amount of revenue being made, and the air of importance placed on student athletes by universities, it’s worth investigating what this experience is like for student athletes. A major concern that arises within a student athlete’s experience is their school to sport balance. To maintain eligibility, athletes at McMaster must stay in academic good standing with a minimum of 18 credits.
As the schedule of a full time student can be rigorous to many, the added lifts and practice time may compound this. The time spent on these tasks deduct the time that could be used for sleeping, eating, or even relaxing.
“It definitely takes a lot of discipline to stay on top of making sure you’re eating enough food for the amount your practicing and lifting especially in season, and it can be even more difficult to make sure you are getting to bed at a good time to allow your body and mind to rest when you are trying to balance school work and practices,” said 4th year McMaster soccer player Sara Vogel.
Games and meets may also use needed time in many cases. The time taken to travel to another school to compete in competition, or to compete at McMaster, takes mental and physical effort which can lead drainage.
A student athlete’s mental health is also something of great importance. For many sports, competition slots can be limited. The internal competition on a team can take a massive toll on student athletes, and can lead to poor mental health and self image.
“I think most athletes can admit that having the constant pressure, especially at this level, can get to yousometimes,” said Vogel.
“I think most athletes can admit that having the constant pressure, especially at this level, can get to yousometimes,”
Sara Vogel, 4th Year Mcmaster soccer player
Mental health issues can also become amplified when a student athlete already feels exhausted and fatigued from sport, as well as feeling the pressures to perform. Making sure these athletes are able to cope with these stressors can be crucial.
Nonetheless, there are many positives that come from university sports. An example of this is a sense of community that is amplified.
“My teammates are some of the closest friends I have ever had. It’s hard not to become friends with people you see everyday but some of the connections I have with my teammates is definitely more than that,” said Vogel.
Countless student athletes heavily identify with their sport, and build connections through it. These connections can be a stepping stone in future careers and endeavors.
The aspect of competition is also one which numerous athletes enjoy, one which consistently draws so many to pursuing university sports. Despite the fatigue that may come about with this competition, many athletes crave competition.
“I see competition more as an opportunity to be the best I can,” said Vogel.
A rigorous schedule doesn't necessarily have negative connotations either. Having these responsibilities can help students in learning skills that help to manage their time better, and thus may help them longterm.
“With the number of hours we put into practice, recovery, weight training, eating, sleeping, you have to be willing to dedicate pretty much every other minute of the day to school and other commitments,” said Vogel.
Overall, it seems as though the grueling schedule for athletes requires some give and take, and has many pros and cons. To succeed and thrive in something they love, student athletes teeter the line of sustainability on a daily basis.
Kimia Tahaie was an opinions staff writer of the Silhouette from 2021-22.
The Silhouette: Please introduce yourself.
Kimia Tahaie: My name is Kimia and I'm a third-year arts and science student. I'm also double majored in communication and media studies. I'm doing a semester abroad in Amsterdam to do journalism courses because that's what I'm going to pursue professionally.
Could you tell us a short summary of what the situation in Iran is like right now?
This all started with the brutal killing of Mahsa Amini. It's very important to note that this was not the first killing that happened under this Islamic regime in Iran. This is one of many. With the protests that have been happening in Iran, they're happening within shorter time frames. The gap is getting shorter and shorter. It just shows how sick and tired the people are of living in the regime. They're trying their best to stop us but people have been very persistent and they're protesting and even going out on the streets every night even though there's a very large chance of getting murdered. But there have been consistent acts of protest. There has been a continuous movement.
It's just been so many years of oppression. I feel like a lot of people don't know the extent of oppression we've been facing during these past years. We are deprived of the simplest rights as a society, men and women. For example, we can't have pets. If you have a dog, the dog will be taken away from you because that's haram. Iranian women can't bike, Iranian women can't sing, Iranian women can't go on the streets without a hijab. So there are so many elements that have just built up to these protests. That's why I am strongly against a lot of Muslim influencers who are coming out and saying that what Persian women are doing is inherently Islamophobic. That could not be further away from the truth. I think what really needs to be understood is that for me, that's not a hijab. For us, it's a piece of cloth that has been forced on our heads for years and years and years. To us, this is a symbol of freedom. We're not saying to ban the hijab; we're saying to give women the freedom to wear what they want and, in the bigger picture, to give freedom to the people of Iran.
I think what really needs to be understood is that for me, that's not a hijab. For us, it's a piece of cloth that has been forced on our heads for years and years and years. To us, this is a symbol of freedom. We're not saying to ban the hijab; we're saying to give women the freedom to wear what they want and, in the bigger picture, to give freedom to the people of Iran.
Kimia Tahaie
A lot of people think this is a women's movement. This is a human rights movement. Freedom for all. I think in America, Europe and Canada, everyone's very desensitized to Middle Eastern issues. I think this is very well-done propaganda because it groups us as poor people far away — the poor Middle Easterners that we can't do anything about. This can't be further away from the truth. This is not just the Middle Eastern issue: with the freedom of Iran comes the freedom of many countries. This is something I feel like people are forgetting. We have largely funded Russia, meaning that they can bomb Ukraine. This is not "just another Middle Eastern issue". This is way bigger than that. This is a very global issue. If we believe that, it will lead to the freedom of many, many other countries.
What can people outside of Iran do to help?
It's so important to not read what's happening in Iran as just another headline.
My people are literally giving their lives in the hopes of achieving very basic human rights. There’s an Internet shutdown in Iran so don't let [Mahsa Amini's name] stop circulating. Because the day that this dies down is the day that the regime can completely take over.
A lot of my friends, even those who aren't Persian, have asked their professors if they could have a few minutes to talk about what's happening. Consistently keeping yourself in the loop with what's happening and spreading awareness on social media is the most important thing. Also, just checking up on your Persian friends because they're not okay.
