YPP Network Description

The MacArthur Research Network on Youth and Participatory Politics (YPP) formed out of recognition that youth are critical to the future of democracy and that the digital age is introducing technological changes that are impacting how youth develop into informed, engaged, and effective actors.

  • Mark-Up: An Annotated YR Media Opinion Piece

    by Nimah

    There’s a lot about journalism that applies no matter what outlet you’re writing for, so we won’t spend time here going through the basics.

    Instead, we want to focus on something a lot more specific but harder to pin down: the YR Media News Tone. 

    Our contributors cover a huge range of beats from every corner of America, but there’s a certain set of qualities we look for in all our stories. Take a look at how YR Media News Tone shows up in this opinion piece we annotated for you!

    The post Mark-Up: An Annotated YR Media Opinion Piece appeared first on YR Media.

  • Mark-Up: An Annotated YR Media Listicle

    by Nimah

    There’s a lot about journalism that applies no matter what outlet you’re writing for, so we won’t spend time here going through the basics.

    Instead, we want to focus on something a lot more specific but harder to pin down: the YR Media News Tone.

    Our contributors cover a huge range of beats from every corner of America, but there’s a certain set of qualities we look for in all our stories. Take a look at how YR Media News Tone shows up in this listicle we annotated for you!

    The post Mark-Up: An Annotated YR Media Listicle appeared first on YR Media.

  • Mark-Up: An Annotated YR Media News Story

    by Nimah

    There’s a lot about journalism that applies no matter what outlet you’re writing for, so we won’t spend time here going through the basics.

    Instead, we want to focus on something a lot more specific but harder to pin down: the YR Media News Tone.

    Our contributors cover a huge range of beats from every corner of America, but there’s a certain set of qualities we look for in all our stories. Take a look at how YR Media News Tone shows up in this news story we annotated for you!

    The post Mark-Up: An Annotated YR Media News Story appeared first on YR Media.

  • DIY: Delivering the Accuracy

    by Nimah

    First thing’s first: Woohoo! You just wrote a story! Go out and buy yourself something with sprinkles. Eat it, take a deep breath, and buckle up because….

    We’re assuming you’ve already checked for tone, balance, sourcing, and AP Style. You’re ready to deliver the piece to your YR Media editor for the final read. But first …

    Why is “final read” fact-checking so important? Imagine: a reader or source calls YR Media to say we got something wrong (uh-oh). You, the writer, are on vacation in the mountains with no reception (yikes). Luckily, you have closely read this DIY and left your editor with everything they need to confirm that what we have published is exactly accurate (whew)!

    After you prepare your story for a final-read fact-check, you will send your editor a Google Doc marked up the YR Media way so they can quickly and easily verify everything and hit publish.

    NOTE: We Want Primary Sources!

    Click through the slides for a detailed breakdown of how we deliver the accuracy at YR Media.

    via GIPHY

    Click on the text above to access an excerpt from a draft prepared for fact-checking. Notice that the writer uses comments and links to direct YR editors to primary sources.

    (Click on the text above to be taken to a Google Doc checklist. Just download the document to check things off).
    The post DIY: Delivering the Accuracy appeared first on YR Media.

  • DIY: YR Media News Tone

    by Nimah

    There’s a lot about journalism that applies no matter what outlet you’re writing for, so we won’t spend time here going through the basics.

    Instead, we want to focus on something a lot more specific but harder to pin down: the YR Media News Tone.

    Our contributors cover a huge range of beats from every corner of America, but there’s a certain set of qualities we look for in all our stories. That’s what you’re about to figure out here!

    We can’t wait to see what you make of it.

    Before you start writing, you’ll need to know who we are and who your audience is.

    We are a dynamic destination for next-generation news and arts by and for young adults (under 30) who are culturally engaged and civically curious from across urban, suburban and rural America.

    via GIPHY

    Click through the slides for examples of each quality.

    So now that you have an idea of what YR Media News Tone is,  you can create stories that are both authentic to your experience/expertise and likely to be published on our platform. Here’s a checklist so you can see where your story aligns with YR Media News Tone.


    Go into the folder on your desktop labeled “MY DOPE CONTENT” and
    then go into the folder in there labeled “Unpublished for now, but I got really
    good practice and maybe I can use this in my writing portfolio if I have not
    become an even better writer by the time I need to submit a portfolio” and put
    it in there.

    The post DIY: YR Media News Tone appeared first on YR Media.

  • Playlist: Mumble Rap Origins

    by Maya

    Let me take you back to the lit days where the new wave of rap music got its start. Back to the time when “One Night” by Lil Yachty took over the internet. Back when Lil Uzi, 21 Savage, and Playboi Carti were at their prime. Old music heads may call it “mumble rap” but our generation calls it a new form of self-expression. This new generation of music doesn’t focus solely on the lyrical content of song but rather focuses on certain catchy words and melodies. It’s music that wasn’t accepted at first but now has taken over the music scene. If you need a reminder of what this genre encapsulates, I’ve got you covered. Featured in this playlist are artists like The Migos, Future, Famous Dex and more. Warning: by listening to this playlist you might get too lit — so please be aware of your surroundings.

    The post Playlist: Mumble Rap Origins appeared first on YR Media.

  • Graduates Use #LatinxGradCap to Flex Their Immigrant Roots

    by Emiliano

    It’s graduation season and social feeds are blowing up with graduation photos. One hashtag in particular has grabbed our attention: #Latinxgradcaps. The hashtag has more than 5,400 pictures on Instagram of Latinx graduates paying tribute to their immigrant identity.

    There is no doubt that these students are graduating in a tense political climate with immigration a point of contention among politicians and a topic debated in communities around the country. It seems as if every week President Donald Trump has a new plan to crack down on immigration. It’s a long list, from threatening to close the U.S.-Mexico border to separating families to most recently prioritizing visas to immigrants with high-level skills (and this week: imposing new tariffs on Mexico). It’s maybe no surprise that this year’s graduates from immigrant families feel the need to proudly show off their roots by decorating their graduation caps with messages like “Proud daughter of immigrants” or “I crossed the border so I could cross the stage.”

    YR Media’s Brontë Sorotsky spoke to five graduates from around the country to get the story behind their graduation cap designs.

    1. Diana Mariel Martinez, 25, SFSU

    My cap quotes: “Para mis padres, llegaron sin nada y me lo dieron todo ¡Lo logramos!” (“For my parents, who arrived with nothing and gave me everything. We did it!”) My parents and I migrated from Mexico to the U.S. when I was about five years old. We left everything we had behind. Around the border, there’s traditional red roses, sunflowers, and cactus plants so I included them on my cap. The monarch butterflies represent migration. These butterflies peacefully migrate every year freely crossing borders. Like a butterfly, I migrated across borders for a better life.

    2. Mario Toruno, 26, UNC Charlotte

    My cap has three parts. The first part is a pride flag with black and brown stripes because of my identity as a queer person — specifically a brown, Latinx person — that celebrates and uplifts black and brown queer people. The next part is a fat raised fist. This part represents my unity, solidarity, resistance, and I wanted it to be a fat fist because fat liberation and the fat acceptance movement are important to me as well. I think the most prominent and most important part of the cap for me is the Nicaraguan flag. My identities as an immigrant, a child of immigrants, and Nicaragüense have been the ones I’ve struggled to accept the most. College was a place where I was able to meet professors and friends and mentors who taught me the value of my culture and how resilient and strong and incredible my parents and other immigrants are. I wanted my cap to reflect that and honor my parents and their sacrifice.

    3. Zacnite Vargas, 23, Trevecca Nazarene University

    My grad cap reads: “Dreams bigger than man-made borders.” I wanted the world to see that no dream, no goal or anything one sets their mind to is less than achievable, especially as an undocumented immigrant in this country. Although I am a DACA recipient, I am classified as an “undocumented immigrant.” That label comes with a lot of barriers. But this classification of status also flourishes into resilience, rebellion, liberation, and badass-ness. I am so proud of my Latina roots. I am a proud Mexican. There will never be a wall (literally and figuratively) high enough that I won’t climb. If my parents were able to overcome walls, terrains, barriers, etc., I am capable of achieving anything I set my mind to.

    4. Diana Chavez, 30, CSU Fullerton

    For my graduation cap, I chose a quote that described my experience: “Siempre hay belleza en la lucha.” In English it means, “There is always beauty in the struggle.” I come from two immigrant parents and I am the first to go to college and it was not easy.  I had no one to guide me along the way. I am a mother of two children and before I had my second child, I went through two miscarriages while attending community college. I did not let this stop me from continuing my education nor when I finally had my son a week before finals. The beautiful struggle my family and I experienced was worth it!

    5. Cesar Camacho, 23, DePaul University

    Given the political climate, I felt like I needed to recognize my heritage and roots to inspire the next generation of students. The Mexican flag represents the culture I love and grew up in; it’s my main identity. I’m also grateful for being Mexican American which is why I put the American flag as well. The rainbow was to represent another part of my identity — being gay. The quote was pretty bold, but I wanted to make sure that everyone who saw it knew I was walking with pride. Latinos are hard workers and we need to continue to prove everyone who doubts us wrong, so I’ll always preach that there’s “No Wall High Enough To Keep Us From Slaying!”

    The post Graduates Use #LatinxGradCap to Flex Their Immigrant Roots appeared first on YR Media.

  • Ethics at Work: The Importance of Academic Honesty in our Schools, Part II

    by Wendy Fischman

    by Wendy Fischman
    In the previous blog, I discussed the recent admissions scandal in higher education. I drew on our research conducted in the late 1990s: we described how easily young people justified cutting corners in order to get ahead and/or satisfy pressures to be “successful.” In this blog, I relate this work to our current study of higher education.
    Higher Education for the 21st Century
    In our large, national study of higher education, in which we conducted approximately 2000 semi-structured interviews of students and on-campus and off-campus adults across 10 disparate campuses, considerations of ethics rarely arise on their own.
    But because as researchers we have long been concerned with ethical behavior, we specifically asked participants about the kinds of ethical dilemmas students face on campus, and the ways in which college prepares students to handle these ethical dilemmas. Many participants seem to agree that colleges aren’t always effective in preparing students to handle ethical dilemmas; and when asked directly, participants seem to have trouble coming up with a person or group on campus to whom they might turn in such cases. In fact, some student participants respond that the mental health center is helpful when something “goes wrong” on campus.
    Based on our earlier findings about how so many young people justify unethical work in order to get ahead, we were especially interested in perceptions of academic dishonesty on college campuses. Therefore, in addition to the aforementioned open-ended questions on ethics, we also asked participants to rank order the relative importance of “academic dishonesty” as a problem on campus, as compared to four explicitly cited problems: safety, mental health, alcohol and drugs, friendships and romantic relationships.
    Across the entire study on ten campuses, one finding is consistent among students and on-campus adults (faculty and administrators): those individuals who consider academic dishonesty as the most important problem are outliers. Academic dishonesty is almost always ranked as the least important problem on campus.
    This “non-finding” is important.
    From a variety of studies, we know that cheating is pervasive; indeed, a majority number of our on-campus participants acknowledge that academic dishonesty occurs on campus. At the same time, participants rarely indicate that academic dishonesty is a major issue of concern (both when compared to the other problems and when directly asked to explain views about it). Though incidents of cheating reach the news headlines, our participants seldom elaborate on issues of academic dishonesty on their own. However, when specifically prompted, the majority of students and faculty describe various ways in which academic dishonesty occurs online and offline, in class and out of class.
    The apparent lack of concern for academic dishonesty is distressing. College is about learning and mastering content—the major purpose should be academic, and everything else, though important, should be secondary. A perpetuating cheating culture ultimately lowers the standards and expectations for college, and makes it harder for students to achieve the primary educational goals. Furthermore, if dishonest work becomes the norm for students in educational settings, we can’t expect that when students transition to the “real world,” their behaviors or attitudes will miraculously change. Though most people would agree that we want to graduate students who know the difference between honest and dishonest work—and who care to spend the time carrying out work of integrity—there is a major disconnect between the acknowledgement of widespread dishonesty and the relatively low importance of this issue to our participants.
    Why is this the case? Our data show four possibilities:
    1) Perception that academic dishonesty occurs more (or less) as a result of professors’ attentiveness (or inattentiveness) to the issue
    Both students and faculty make a direct link between academic dishonesty and the extent to which professors’ seem to care about it—on the one hand, those who demand “strict” adherence to the rules, and on the other hand, those who turn a “blind eye” to academic wrongdoings.
    Many students describe ways in which faculty play an important role in curtailing academic dishonesty—especially explicit reminders in class about the standards for academic conduct and potential consequences for misconduct. One student explains, “…A lot of our professors keep on reminding us constantly about plagiarism and cheating and how important it is not to do it.” Another student reiterates that these faculty reminders signal significance of the issue to students: “The teachers, they…stress…about plagiarism. And what can happen if you plagiarize. So I don’t really see that a lot at [this school].”
    At the same time however, students also explain that faculty members’ apparent lack of concern for academic dishonesty may actually contribute to cheating and plagiarism: “I would say that a lot of professors pretend they don’t see you when you are cheating…or they promote [it]…They kind of know you’re cheating, they just don’t point it out.”
    Interestingly, some faculty seem to agree with the students. Though few faculty members, if any, admit that academic dishonesty occurs in their own classes (similar to the students who report others cheating, but not themselves), they believe that on the whole, faculty members’ attention or lack of attention contributes to the likelihood of academic dishonesty among students. One faculty member asserts: “I think that’s as much a problem for faculty as it is for students. And by that I mean faculty who…don’t follow our academic integrity policy.” Another faculty member points out the importance of the kind of assignments faculty give to students: “I think faculty need to stop giving examinations that are, that lend themselves to…dishonesty. You need sort of iterative assignments and stuff that’s better and requires way more effort to cheat.”
    Indeed, faculty also describe strategies they believe prevents academic dishonesty, such as using the software program “Turn It In”; giving students different colored and ordered tests; and creating assignments which require written responses rather than multiple choice questions.  It is noteworthy that students rarely discuss these deterrents.
    A small number of faculty discuss the dilemma of ignoring academic dishonesty, or turning a “blind eye,” in cases when they empathize with a putative reason for the academic misconduct. In one such case, a faculty member explains that after observing a student use his Apple watch to cheat on a test, she learned that this student juggled three jobs, and began to view him differently. She wonders: “Should I fail this young man? I cannot. It [comes] from my heart. You know why? Because he comes to class…right after his Taco Bell. Works all night. He comes to class…And sometimes [other students] make fun of him, because he’s, he’s sleeping…But we can work things out.” One student claims: “Sometimes professors just pass you just because they feel bad…they’re not as strict as they probably should be.”
    2) Perception that academic dishonesty occurs more (or less) as a result of institutional policies
    While some students credit institutional policies, such as honor codes and/or severe punishments as effective deterrents of academic dishonesty, some faculty members believe that their respective institutions may actually contribute to the problem of academic dishonesty—identifying lack of clear policies, unfair punishments, and unhelpful “conduct codes” for students.
    Some faculty members lament that their institutions do not take a firm stand on academic dishonesty; as a result, the responsibility falls on individual faculty members to handle situations as they see fit (and as described above,  faculty attentiveness may waver, for different reasons). As just one example, a faculty member explains how too much flexibility around reporting procedures can actually be damaging to developing habits of honesty among students:
    I think the university gives us way too much leeway. It doesn’t insist that you report…you’re allowed to resolve this issue anyway you wish….but that means that a lot of my colleagues um, don’t report it. They just fail the student on that particular assignment. A sort of a slap on the wrist…I did initially do that, but then…I realized that the students that are cheating or almost never just doing it in one class, it’s almost never the first time. Everybody, every single person that I’ve caught cheating has said to me, this is the first time I’m doing it. So by the 10th time that happened, I knew that that can’t be true. And I realized that these students have probably been doing it for years, probably multiple classes, and therefore I’m going to throw the book at them, every time I catch somebody doing it.
    Other faculty members feel that the institutional policies for academic dishonesty are too strict and don’t address the core issue. One faculty member, for example, suggests that simply expelling students punishes them in the short term, but does not teach them about the importance of ethical work over the long term. Instead of supporting firm punishments, this faculty member would rather the institution help to develop alternative programs and systems, such as “peer interventions” as a way students can actually help teach each other (rather than just punish).  Furthermore, this faculty member goes on to say that often, in cases of academic dishonesty at his institution, the “crime” is not equal to the “punishment” and that students might learn from a different consequence:
    … This is one of my radical ideas that probably is, won’t work. But since it’s never gonna happen I can feel free to say it. I think we need a much less rigorous academic policy thing so where the punishment is much more sort of swift and certain, but smaller…there’s places you can put pressure that … I mean, registration dates, I’ll tell you, you mess with grades all you want students will grumble a little bit. You make their registration date a day later…they will freak…out.
    3) Misconceptions among students about what constitutes “academic dishonesty”
    Closely tied to institutional policies, both students and faculty share concern that many students just don’t understand the rules and expectations for shared work, both in terms of giving credit and collaborating with others.
    For example, students report that because the boundaries of honest and dishonest “collaborative” work can be confusing or blurry, academic dishonesty may be more likely in group work. One student explains:
    So I have a couple of friends that have collaborated in the past in comp sci [sic] classes when they were new to those. And there are some pretty strict rules about how, like who you collaborate on work, and it’s just kids not understanding. Because I think our generation is taught, again and again, that collaboration is okay and it’s important. So kind of making those divisions clear, this is a moment where collaborating is not okay…I can see that being really confusing, especially on homework assignments, if you’re thinking that you’re helping each other, but really you’re supposed to do it independently and, yeah that can get complicated.
    Another student explains how sharing or “collaborating,” even if you are not supposed to be doing so, is not a matter of concern: “We try our best, people still cheat. It’s not like it’s super profound here. I don’t think we’ve been in the news for that…You might collaborate on a homework assignment that you’re not supposed to collaborate on…”
    Similarly, both students and faculty—those at the most selective as well as the least selective campuses—claim that students have not been appropriately taught the rules and standards of plagiarism and citation.
    One faculty member says:
    I have to constantly, constantly say this, and I have, you know, this is what plagiarism is. But sometimes it’s just ignorance. They just don’t know how to use their own words. And we have a stupid conduct code that stays plagiarism is when you knowingly copy. Well people don’t knowingly copy, they just copy.
    In the end of the discussion, this faculty member concludes, “They’re a cut and paste generation anyway…”
    Some faculty members explain that students from different backgrounds have an especially hard time with concepts of plagiarism and citation:
    But [plagiarism is] a big issue that students just don’t recognize…Especially if they’re coming from countries…where they’re expected to memorize what the teacher has said, or memorize what the book has said, they don’t understand why that is a problem. Obviously, I’m, I’m [n]ot the expert here, but they’re not realizing I wanted [work] either in their own opinion or their own words.
    Even more troubling, some students also differentiate among forms of academic dishonesty, claiming a qualitative difference between sharing homework (which they do not consider to be “academic dishonesty”) and cheating on an exam. These distinctions help students to justify their wrongdoings. One such student explains: “…I’ve, like, copied homework, but not like…but never on test or anything and I guess that’s not really the problem, but, uh, yeah, I guess like [I] copy homework…” Another student devalues the importance of cheating on homework: “Maybe I’m totally naïve [about academic dishonesty]. A couple of times I have seen like academic dishonesty in very mild, mild forms like on a very small assignment. But it doesn’t strike me as a bigger problem.”
    4) Perception that academic dishonesty occurs more among certain students or groups of students:
    The majority of students and faculty identify “typical” types of students who carry out academic misconduct—those who are particularly stressed, preoccupied with other non-academic responsibilities, as well as those students who might be “lazy.” Regardless, participants tend to rationalize that students do not intend to engage in wrongdoings, they just can’t help it!
    For example, one student says that academic pressure and stress can lead to unintentional academic dishonesty: “There’s definitely a pressure to do well and I think sometimes people get caught up in that and lose…integrity in the process.” Another student suggests: “…A lot of people don’t intend to do it, but they are just so stressed out and they just don’t have the time to actually work…they find that that’s their only option left [is] to like plagiarize and…copy and paste, like, their assignments and stuff.” At least one student recognizes the irrational behavior: “It’s funny because…the plagiarism and the cheating isn’t necessarily to get from a C to an A, it’s to get from like an A minus to an A, which is crazy to me that that’s the kind of pressure that the school or that this mindset is putting on kids, is that it’s not just that they are cheating because they are failing…it’s like they are cheating to be perfect.”
    One student defends a student that she might consider “lazy”: “…I feel like, kids can be lazy about their work, so I don’t think they’re actually going in there, trying to plagiarize, it’s just that they end up doing it because they’re not trying hard enough to be original.”
    To a lesser extent, some students and faculty describe particular groups of students that cut corners, including (but not always limited to): athletes, students involved with Greek life, students of low or high socioeconomic status (ironically), and some international students. Ironically, taken collectively, these students make-up a large portion of the student body!
    These perceptions (or misperceptions) emanating from our data—about what constitutes academic dishonesty, the internal attitudes and types of students that might be more likely to engage in dishonest work, and the role that professors and/or institutional policies play in contributing mixed messages—should be concerning to educators as well as citizens. Dishonest work not only mocks the purpose of college, but also perpetuates a society without ethical norms or integrity. In the next blog, I offer some suggestions for how we might address academic dishonesty and larger issues of ethics on the college campus.
    Acknowledgement: I am grateful to Jeffrey Robinson, who carried out the in-depth analysis of participants’ comments pertaining to this topic.
    © 2019 Wendy Fischman and Howard Gardner

  • Mental Health Isn’t Taboo for These 3 Asian Pacific American Groups

    by Lissa Soep

    Each May, I look forward to seeing how different Asian and Pacific Islander organizations will celebrate our history for Heritage Month. So I was especially disappointed when the following Tweet hit my feed a couple of weeks ago.

    This Asian is done being polite. It’s been 5 days. #HuffPost please take down this offensive subheading on FB that I did not write. #NotMyWords #AsianAmerican #MentalHealthAwareness pic.twitter.com/xyCRSfoNwd— Michelle (@michellehyang) May 5, 2019

    The subheading was extra ironic because May is dedicated to both Asian Pacific American Heritage and Mental Health Awareness. The publication has since deleted the line and replaced it with: “Editor’s note: An earlier version of this story included a subheading that was not written by the author and did not represent her views or the article’s content; it has been removed.”

    The whole incident was a shame. My community needs platforms to educate readers about how mental health stigmas affect us. Cultural prejudices and misunderstandings help explain why about half as many Asian-Americans reportedly seek mental health support or resources compared to the general population, according to the American Psychological Association. There are stigmas around seeking help as well as language and access barriers that prevent finding or receiving the proper support.

    But things might be changing. Among the new outlets that have been cropping up in the past couple years, I’m starting to see mental health as a normalized discussion topic for millennials and Gen Z. We’ve always been told that online access makes it easier to connect with others, and in the case of new publications, organizations, and social media groups, that’s definitely true. The knowledge that you can post a thought or ask a question about mental health in an exclusive, safe space expands awareness and acceptance.

    Mochi Magazine

    “Sharing personal stories and resources is always useful, particularly when addressing the unique struggles that Asian-Americans face in caring for their mental health,” said Jennifer Duann Fultz, the editor-in-chief of Mochi Magazine.

    Mochi Magazine is an online lifestyle publication aimed at millennial Asian-American women. For its editorial site, a staff member pitched the ongoing column, “On Our Minds,” to share stories and resources and break stigmas around mental health. The topic has come up before, but with a specialized series, Fultz said she wants to show readers they can find support and hopefully inspire change in the mental health care available to the Asian-American community.

    “But how would I know if a therapist is a good fit for me?” is the kind of question explored in the “On Our Minds” series. (Answer: there’s no formula. It’s about comfort in the therapist’s presence and knowing they’re looking out for your best interests.)  

    If taking care of mental health or finding help for it comes up in interviews with celebrities and influencers profiled in Mochi Magazine, Fultz said that’s “a small but powerful reminder that mental health is just part of being human.”

    Asian Creative Network

    The “Asian Creative Network” is a spin-off Facebook group spawned from “subtle asian traits.” It connects Asian creatives and features different sub-groups including a space focused on mental health. David Rafanan is the moderator for ACN: Mental/Emotional Health Support. He made the sub-group when he saw the influence mental health had on people’s creative work. Members started sharing resources like the Depression Project’s infographic on preventing an anxiety attack, reminding others of support networks that are available, and providing links to advice articles like this one from Vice.

    Rafanan said his sub-group works to “support and motivate others, both creatives and non-creatives, to continue in their dreams/goals in spite of the hardships we face in our lives.”

    The Cosmos

    Another newly-established organization dedicated to APA women built caring for one’s mental health into its foundation. Founded by Cassandra Lam and Karen Mok, The Cosmos is a community for Asian women creators and entrepreneurs that began with the Medium post, “Who is the Asian-American Woman?’: An Open Letter to Our Community.” That call-to-action developed into an online and offline network where most members connect through The Cosmos’s expansive Slack channel. This May, the #get-healthy chat includes conversations about the best gym in Portland, finding a woman of color therapist, and experiences with online Talkspace therapy.

    “We see women talking about mental health without shame and fear,” Mok said. “That is the cultural change we will continue to fight for through The Cosmos.”

    Mochi Magazine, ACN, and The Cosmos are hardly the only three organizations doing this work in both the APA and mental health advocacy spheres. Organizations such as National Alliance on Mental Illness and National Institute of Mental Health host mental health workshops and offer online resources. Other APA organizations for young adults like the East Coast Asian American Student Union share mental health education tools and resources and bring awareness to the community.

    May is just one month to build a better understanding of APA history and fight mental health stigmas. These stories and lessons can lead to conversations that continue all year long.
    The post Mental Health Isn’t Taboo for These 3 Asian Pacific American Groups appeared first on YR Media.

  • Playlist: Songs to Cut Up To

    by Money Maka

    Are you stuck in mainey rush-hour traffic? We compiled a list of tracks for you to zip and zag through the craziness. This compilation contains only the best boosted 808 tracks, along with records that’ll make you want to reach the max on the dash. With hits from Lil Uzi Vert to Lil Kayla, each song is a certified whip shaker. So sit back and strap up; whether you’re in a bucket or a Bentley you’re guaranteed to enjoy the commute. Sounds curated by Money Maka.

    The post Playlist: Songs to Cut Up To appeared first on YR Media.