All posts by Stohion Staff

United States veterans tell their stories

Bryanna Pullins / Website Manager


     “To support and defend the Constitution of the United States against all enemies, foreign or domestic” is a quote Truman said July 26, 1947. 

     What does this truly mean? From a young age, I have been force-fed the idea that once you join the military, you spend your days training, fighting, and preparing for the next big war or attack. 

     Now, while that is not necessarily false, much more happens behind the scenes. My family is not new to the military scene. Going back three generations, my family has been dedicated to serving their country, but what did this truly look like?

     My Grandmother, Wanda Coleman, is among the many brave people who served our country. Straight out of college, at the age of 20, she served in the U.S. Army from 1975 to 1977.

     Military service was not new to her family, as it was Coleman who followed in the footsteps of her siblings. 

     “There were seven of us, and out of the seven, six of us went into the military,” Coleman said.

     This family legacy was not what convinced her to go into the military. A friend talked Coleman into joining the military, “We were both supposed to go in at the same time, be in the same platoon, and all of that. I went, and she didn’t.”

     Though supported by her parents, they worried that joining the military was the right move for her. 

     “I was a naive young lady–that was another reason my family was scared about me going into the military. I didn’t pay any attention to what was going on in politics or with the government,” Coleman said. “I just knew my girlfriend asked me to join the buddy system, you make good money, and you pay for your schooling, so that’s why I was there.” 

     Coleman had a clear goal in mind, and she planned to see it to the end. With the support of her family and the strength within herself, she proceeded with her military career.

     At the time of Coleman’s enlistment, MOS (Military Occupational Specialty), which refers to a service member’s job, was not available. This means that enlistees had no control over what their assignment/job would be. 

     Despite this change, Coleman continued with her intentions. 

     “Looking back, I was reminded that it was a stock control specialist [an assignment in which I was placed], but I never really worked in it; I became a battalion mail clerk, which I loved,” Coleman explained.

     The assignment of ‘battalion mail clerk’ included “handle[ing] the mail for the entire battalion in different companies within the battalion,” Coleman said. “I picked up the mail, sorted the mail and delivered the mail [on the military base].”

     Regardless of her given position, basic training was still required. Coleman recounted this as one of the hardest times for her. 

     “It was rough, but I loved it. My family was concerned about it because they didn’t think that I could do it, but I became a squad leader and then a platoon leader, and I was selected to call cadence,” Coleman said. 

     Those successful basic training did not go without its challenges.

     “The only time I got very frustrated and cried was at the firing range. Something was wrong with my weapon. They didn’t know, and I didn’t know it. I have three chances to qualify, and I only had one left,” she said.“I went to the bathroom that night and cried in the shower…and then the next day when I was going to qualify they checked my weapon and saw that the site was off. It wasn’t my fault it was the weapon, and I qualified that day.”

Continued on website…

     In January of 1977, Coleman made the decision to leave the U.S. Army. 

     “I had just gotten engaged, and while we were [off post], my first sergeant called and told me I got selected to go down to Germany. Well, my fiancé didn’t want to go to Germany. He would have had to re-enlist, and he didn’t want to re-enlist to go down to Germany. Well, the only way I could get out was to be expecting or to get out of the service, so the only choice I had was to get out of the army,” Coleman said.

     To this day, Coleman regrets that decision. She wishes she would have gone to Germany and traveled more rather than getting married. 

     “I had my sergeant trying to convince me to go, and he said that if it was true love, it would be there when I got back,” Coleman explained.

     Given Coleman’s decision to leave the Army, she often feels undeserving of veteran status due to her time served: “I don’t feel as important as the rest of the veterans.” 

     While some, including Coleman, had a pleasant military service this is not the case for others.

     Family member Mary Johnson* served in the U.S. Army as well. 

     “I served a year, six months, and 23 days to be exact. From December the 9 of 1975 until July 1 of 1977; although, I signed up for a three-year term,” Johnson said. 

     Johnson joined the military at the age of 20, seeking the ability to afford college. Her family was worried about her joining the military due to her meekness and physical size. They feared she would not be able to withstand the grueling training.

     Her parents and the part of the world she lived in underestimated her. 

     “I think it’s common in the military, as well as in law enforcement, because that is part of my background as well,” Johnson said. “Females are considered to be weaker vessels or weaker persons, and less important, less qualified and so more desired positions were offered to males or not offered to people of color.”

     However, Johnson needed an escape from the place she called home. 

     “It was a need to provide financial support, and in all honesty, it was a need to escape my home environment… most of my childhood and home life was unsafe and very dysfunctional,” Johnson said.

     Johnson was able to find a new home while in boot camp: “We were like family, like sisters. It didn’t matter the color or the background, so that [community] did exist, and I did have that experience.”

     Johnson was later assigned to the 497th transportation motor pool as a transportation dispatching clerk.  

     “I was responsible for preparing the daily maintenance deadline report of our transportation vehicles and equipment, also for scheduling services and repairs for that fleet and equipment,” Johnson said. 

     After her assignment, Johnson became isolated in the motor pool. 

     “I was the only female assigned to the dispatch office, which is stressful, and uncomfortable, but I was able to do the job, ” Johnson said.

     It was not until then that she was subjected to racist comments and sexual harassment by a superior. 

     “I had a white male supervisor, [a] sergeant who was narcissistic, toxic and just not the best supervisor to be under his leadership. He would tell off-colored jokes,” Johnson said.

     Johnson went on to recount a racist joke involving a young African American child: “And I laughed out of fear, insecurity, coming from a dysfunctional home and other reasons that I am aware of and unaware of because it wasn’t funny, and I didn’t want to laugh, and because I was by myself, and it was just he and I, it was in my best interest to go along to get along, in that environment.”

     Johnson believed she could handle such comments; however, this treatment did not stop with the sergeant. 

     “There was one soldier with a friend who would be waiting for me that would just say very off-colored and unwarranted things to me, of a sexual nature. It made me fearful because I was always by myself, so he would wait for me,” Johnson said. 

     This behavior continued until Johnson no longer felt safe going to work. She prayed that God would stay with her and not test her at this time. Her fear led her to no longer leaving her room.

     Johnson then recounted a time when the captain of her company gained access to her locked room.

     “It felt like I had been drugged, but I didn’t do drugs, I didn’t drink and I couldn’t explain why I couldn’t get out of my bed,” Johnson said. “I don’t know if anything happened to me or why he was in my room. I just know shortly after that, I ended up in the hospital.”

     The hospital examined her and later sent her to the main hospital in Washington, D.C. where she was transferred to their psych ward. 

     “I was hospitalized from March of 1977 until I was discharged from the military in July of 1977,” Johnson said.

     The anti-psychotic meds were forced on Johnson until she was discharged. 

     “I was sent home where I escaped with a 100% disability rating,” Johnson said. 

New coaching rule brings major changes to winter sports season

Trevor Ing / Editor-In-Chief

     At the beginning of every school year, teachers may retire, and teachers step up and take higher roles or new teachers are hired in replacement. The same goes for coaches of different sports. 

    This year, Stow saw the addition of five new sports coaches. Girls’ and boys’ basketball, girls’ soccer, baseball and bowling. 

     Recently, there has been a huge emphasis on high school sports. A student’s coach can quickly become the most important teacher they have, and when that teacher walks the hallways of their own school, it may mean more to the student than expected.

     Many of these coaches have been at Stow for many years, so what brought about this change?

     When figuring out the right person for the job, the Athletic Department first needs to figure out what exactly they want to have as a priority. Recently, the school has introduced a new emphasis on hiring coaches who are teachers at the school before reaching out to the community. 

     “We emphasize that if they’re walking the halls, we want to get them coaching,” Athletic Director, Cyle Feldman said.

     With the coaching contract being one year, the athletic department had enough time to communicate and decide on teachers in the building who would be better suited to fit the needs of the student athletes. In Feldman’s mind, “you always are looking for what’s best for kids.”

     A huge component of the change was that each coach needs to understand what’s happening in the classroom as well as on the field. For example, there was a problem with volleyball matches ending late, which caused many athletes to be unable to get all their work finished without sacrificing the much needed sleep to recover from a big game. A teacher in the building has better understanding and is able to communicate much better to other teachers if problems like this occur.

     “If somebody’s walking our halls, we want them to be able to see our kids during the day and have an influence on them, mentoring them and communicating with them,” Feldman said.

     One big coaching change that received a lot of attention was the replacement of Bob Podges, the previous girls’ basketball coach, who had been coaching for 32 years. Math teacher Andrew O’Keefe will be taking Podges’ position as the new girls head coach. O’Keefe has been coaching at CVCA for the past eight years. O’Keefe posted a 137-65 record in eight seasons as CVCA’s girls’ basketball coach, winning six league titles, three district championships and four Coach of the Year honors.

     Similar to O’Keefe, Podges coached 12 league Players of the Year, named Ohio High School Basketball Coaches Association Division I Coach of the Year back in 2017, earned league Coach of the Year 12 times and was named the All-Ohio Northeast Inland District Division 1 Coach of the Year three times.

Continued on website…

     So this begs the question, why not continue the contract of a coach who has such an incredible legacy? 

     According to Feldman, it came down to two things. The first being the emphasis on having a coach be one of the administrators in the school to better mentor their athletes, and the second being how much of a relationship O’Keefe was building with the younger generation.

     “One of our big goals in all our programs is aligning with the youth, and Kimpton, and the early returns on coach O’Keefe are great,” Feldman said.

     A big problem with basketball, along with other sports at Stow, is how many students are advancing CVCA or Walsh instead of the Stow because of athletics. One of the reasons students were going to CVCA instead of Stow was because they knew about O’Keefe prior to going to high school.

     While coaching at CVCA, O’Keefe felt a disconnect between himself and the community at Stow. At the time, both head coach positions were taken at Stow, so O’Keefe didn’t see a path where he would become the head coach while working under Coach Dave Close. He was given the opportunity to become a Head Coach at CVCA and took it despite it not being his home school.

     “I remember my first pep rally after getting hired at CVCA, and I just stood there in the gym, and I was just like, ‘man.’ It just wasn’t the same for me. It was hard because I wasn’t coaching here anymore,” O’Keefe said.

     O’Keefe also felt how much he lost with not having his athletes in his classroom. He felt like a huge part of how he coaches was gone because he lost that ability to connect.

     “I lost that relationship that gets developed in the gym. I think it’s completely different than the classroom because in the classroom, kids are working on something that they have to do; whereas in the gym, they’re working on something that they love,” O’Keefe said.

     When administrators gave O’Keefe the opportunity to become the new girls’ head coach, he stepped up for the job hoping to follow Podges’ legacy the best he could.

     “They saw me as a qualified candidate, and they asked me if I’d be interested in applying for the position, and I did,” O’Keefe said.

     Besides the controversy, O’Keefe is excited for this year and thinks the team will perform well. O’Keefe was not just handed the job solely because he was a teacher who applied.

      “I’m really excited to be back. I think the girls are excited, I think families are excited, and we’re looking forward to the season,” O’Keefe said.

Source: Stohion/ Maya Cooper

Girls basketball coach Andrew O’Keefe coaches the 11/15 scrimmage. 

LGBTQ+ Banned Books

By Finley Missella/Copy Editor

     Books are something that everyone can pick up, whether this has just words or pictures, it shouldn’t matter. Just like how it shouldn’t matter if a book contains content related to the LGTBQ+ Community.

     Many different books have been banned in schools because of the content being deemed “inappropriate” for students, while supporters argue these stories offer representation and understanding of identity.

     One of the most prominent books banned in the United States is “Gender Queer: A Memoir” by Maria Kobabae, which explores gender identity among Kobabae growing up.

     Senator John Kennedy of Louisiana was one of the reasons the book is now banned around the United States. On Sep. 12, 2023 Kennedy read excerpts from the novel during a Senate Hearing on book bans, which only included the graphic quotes from the book.

     To enhance his argument, Kenndey claimed that the content of the book is “not suitable for children.” Many people interpret this as an attack on the LQBTQ+ community, as the graphic content relates to the LGBTQ+ community.

     On the contrary, many books depicting straight couples with graphic themes have been left untouched.

     For example, “It Happened one Summer” by Teresa Bailey is known for its graphic scenes related to a sea captain and city-raised socialite. This book is still widely accepted among the world, even though the content is similar to Kobabes’ memoir.

     Junior Ziah Pittman states her uneasiness of books being banned just because it has graphic scenes.

     “I feel like if we are going to police graphic content, it needs to go for every book,” Pittman said. “I’ve seen swearing in books. I’ve seen sexual content in books. I’ve seen it exploring sexuality in teen books and fiction. Why is it different when it’s queer fiction rather than when it’s straight fiction is my question,” Pittman said.

     This is not the only LGBTQ+ book that has been banned throughout states and schools. 

     “And Mango Makes Three” by Justin Richardson has been challenged because of its portrayal of a same-sex penguin couple raising a chick. 

       Another book on the list is “Lawn Boy” by author Jonathan Evison, which is a coming of age novel and semi-autobiography about his life and his mission to self discovery.

     All these books and more have been banned because of their content. So the question is, should schools have the right to remove LGBTQ+ books for shelves, or does doing so silence voices and limit a student’s understanding of identity?

     Junior Brody Bartunek feels that banning books in schools should depend on the age of the individual and its content.

     When it comes to books like “Gender Queer: A Memoir” he feels it should not be as widely banned as it is.

     “We are in high school,” Bartunek said. “We can take things seriously, and if not, the student can be removed from the class.”

        Pittman shares she feels that the book ban limits the self discovery of people. By banning books a person’s ability to cultivate their identity is at risk.

     “It’s important for the [LGBTQ+ community] to have nonfiction and fiction books for representation,” Pittman said. “So they see themselves in the same way other people see themselves in pieces of media.”

     Pittman believes that ignorance is the biggest leading factor when it comes to schools and governments trying to ban books.

     “I think a lot of these books are getting banned because a lot of people fear what they do not know and do not understand,” Pittman said.

     Without the willingness to learn about other topics, there is no room for these ideas to flourish, thus preventing students and others from discovering themselves.

     It’s hard at times for people to open their eyes to a new idea, but once the person accomplishes this, then the result can be groundbreaking.

     “People cannot truly comprehend that there are other lifestyles outside of their own,” Pittman said. “When those lifestyles are portrayed in a positive light, or a light that they just haven’t seen yet, it causes emotions [to rise] because you don’t know what that’s like.”

     Books are an important part of life. They provide humans with useful knowledge about problems, identity and a multitude of other information that applies to everyday life.

     English teacher Shawn Stratton believes that reading is a gateway for students to learn about the world.

      “I think we should be reading as much as we can, about as much as we can,” Stratton said. “Even if some of it is objectionable to someone, we need to see and read it because books are all about truth in the human condition.”

      Reading does not only cultivate the mind, but it bestows people with knowledge about the world they would not think about otherwise.

      “We need to see what other people are thinking, what other people are feeling,” Stratton said. “So if what they’re putting out into the universe is not good for us, we can call it not good for us and be able to fight back against these ideas that no one should be sharing.”

     The ability for a person to choose the content they consume is something to be determined by the individual. If the person ends up not liking it themselves then that’s their opinion to have. Just because one person doesn’t agree with a topic does not mean no one will.

     Stratton shared a powerful quote from Aristotle that perfectly sums up the necessity of all types of literature:

     “It’s the mark of an educated mind to be able to entertain a thought without accepting it.”

Girls’ flag football may be coming to the high school

By Mira Woodward/Business Manager

     Girls’ flag football is one of the fastest growing sports at the moment. Played in over 100 countries around the world, this sport is known for being a non-contact version of American football that is inclusive to all genders.

      The high school will be starting a girls flag football team for this year’s spring sports season. The team will be working with the Cleveland Browns football team as part of a program that started in 2021 around Northeast and Central Ohio. 

     This program created the first Girls’ High School Flag Football division in Ohio. The person in charge of this program is Hannah Lee, who is also the manager of youth football for the Cleveland Browns. 

     “We have been working to elevate girls’ flag football to promote equality in sports offered at the high school level. The Cleveland Browns programming for girls flag football aims to provide access and opportunities for female student athletes to learn the skills and fundamentals of flag football, while competing in and experiencing the fastest growing sport of flag football,” Lee said.

     With this partnership comes not only a wide exposure to the sport and surrounding schools who play it, but a big helping hand from the Cleveland Browns to get the high school’s team started.

     “Through the partnership, each new team that joins the league will receive a one-time donation of uniforms, equipment toolkits and invitations to participate in year-round Browns Girls’ High School Flag Football events — including camps, clinics and other programming,” Lee said.

     Last spring David Morgan, an English teacher at the high school, became involved in a girls’ flag football team that would spark the idea to bring this sport to the high school.

     “I was helping a friend of mine who was doing a project, a documentary, on girls’ flag football at Massillon,” Morgan said. “This year I was just talking to some girls outside of my room, and I heard one of them say something about flag football, and my eyes lit up. I said if you guys have a lot of interest, I could talk to the people at the Browns and see if we could get a team started here.”

     The three students who continued this idea were Annia Castillo, Jayliah Baker and Lily Morris. They will be some of the leaders for this new team.

     A common concern that high schools have with adding a girls’ flag football team is that it may take athletes away from other spring sports such as track and field or lacrosse.

     “When these concerns are raised, it’s important for us to share that nearly 50% of girls participating in flag football did not previously play another varsity sport. This helps reassure schools that the program is attracting a new group of athletes–not simply shifting participation from other sports,” Lee said.

     The leaders are still in the early stages of putting together this team, but there are already some details as to how the season will work.

     “We just know that there will be a spring season of six weeks starting around March. Teams will play on Friday or Sunday depending on what they decide on because it’s flexible. They’ll play two games every week and 10 games in total,” Morgan said.

     The beginning of this team has such a deep meaning for not only the players, but for history. Giving women the opportunity to play a sport that increases their physical fitness, skill development and character building is so important.

     “Starting this team just means a new beginning and opportunity. It’s one of the biggest and fastest growing sports right now, so it feels very accomplishing to be a part of something that’s bigger than you,” Castillo said.