23 | January | 2025 | Plaid Line + PRIZM + Scottie News

By: Seng Yang

1950-

The 1950’s fashion was glamorous, elegant, and well-groomed, with a clear divide between men’s and women’s styles. New materials like nylon, polyester, and spandex were introduced, as well as designers like Christian Dior, Coco Chanel, and Cristóbal Balenciaga.

The women in the 1950’s usually wore their hair in a bouffant, which is one of the most iconic styles of the 50’s.

They had a variety of clothing, including dresses, skirts, pants, blouses, and sweaters but the most popular style for women in the 1950’s was the “New Look” characterized by a cinched waist, full skirt, and a feminine silhouette, often associated with the iconic gray felt poodle skirts that emerged with white Bobby socks and saddle shoes; a style that was popularized by Christian Dior.

1960-

The 1960’s fashion scene was diverse and broke many traditions, with styles influenced by youth culture, space exploration, and Eastern cultures. It was characterized by a variety of styles , including tailored skirts, mini skirts, and bold prints. The First Lady, Jacqueline Kennedy’s, style influenced early 1960’s fashion. Tailored skirts with stiletto heels, shift dresses which were simple, and geometric dresses were popular as well. Evening gowns, which were full-skirted gowns with low or boat necklines, worn for evening events, and capri pants were also popular options for women and girls.

Whether hair was curly, straight, or wavy, volume and height were the main goals making the hairstyle beehive the most popular updo.

1970-

In 1970’s the fashion was a mix of styles that included hippie, disco, and punk. The most popular style in the 1970’s was the disco look, characterized by tight, shiny clothing like spandex and jersey wrap dresses, platform heels, and bold accessories, particularly popular in the mid-to-late part of the decade. This style was embraced by both men and women.

Some of the popular hairstyles that were worn with the disco look were the shag an unstructured, layered, and textured style that was popular with actors and musicians. Also popular was feathered hair, a style that was made famous by Farrah Fawcett and features brushed-out hair on the sides to create volume.

1980-

The 1980’s fashion scene was a decade of bold fashion including bold colors, volume, and experimental styles. The most popular style in the 80’s was a “bigger is better” aesthetic which was characterized by bold/neon colors like neon pink and lime green; these colors were popular in clothing and accessories. Big hair, shoulder pads, bright makeup and over-the-top silhouettes were also part of “bigger is better”.

Some other popular fashion trends were leather jackets, studded and spiked jackets inspired by punk rock; denim jackets which were often wore with patches and pins; mini skirts, often made from Lycra or leather; and leg warmers, made popular by the films Fame, Xanadu, and Flashdance.

The most popular hairstyles worn with these styles were big voluminous perms, mullets, Jheri curls, and high ponytails.

1990-

The 1990’s fashion was diverse and rebellious with many styles and trends. The most popular styles being grunge, influenced by bands like Nirvana and Pearl Jam leading to a casual chic look of flannel shirts, ripped jeans, and rugged boots and the minimalist look, which was marked by mini skirts, blazers, clean lines, and simple elegance that included preppy prints (for reference, see the movie ‘Clueless’ made in the mid 1990’s).

Lastly, Hip-hop culture influenced the style of the time, with baggy pants, baseball caps, and XXL T-shirts. This style was characterized by baggy clothing, sportswear, and sneakers. Hip-hop artists like Tupac Shakur and The Notorious B.I.G became style icons during this era, popularizing trends that influenced a generation of fans.

“The Rachel,” a layered, face framing haircut made famous by Jennifer Aniston’s character on the TV show ‘Friends’ was considered the most iconic 90’s hairstyle. Some other popular hairstyles were bouncy curls and hair accessories such as scrunches, butterfly clips, and hair beads.

2000-

Fashion in the 2000’s was characterized by a mix of styles including prominent low-rise jeans, baggy clothing, graphic tees, hip-hop influenced looks, capri pants, trucker hats, dresses over jeans, velour tracksuits, a mix of bright colors and metallic accents, with a heavy emphasis on designer bags. Trends were often inspired by music subcultures and a global mashup of vintage styles making it widely recognized as the Y2K aesthetic.

Popular hairstyles in the 2000’s were zig-zag parts, spiky buns, side-swept bangs, and the most iconic one was the pouf hairstyle.

2025-

Fashion trends now haven’t changed much from the 2000’s except for being more modernized. Many popular fashion trends currently are baggy clothing, asymmetrical patterns, belts, bomber jackets, denim skirts, low-rise jeans, cargos, jerseys, and lots of accessories. Some of the most popular/well known styles are grudge, coquette/preppy, old money/quiet luxury a minimalist style creating an expensive look, acubi, and Y2K staples which include low-rise jeans, bubble skirts, and other Y2K styles which are popular with Gen Z.

There are many popular hairstyles but the most popular ones are curtain bangs, slick back hairstyles, butterfly cut, wolf cut, jellyfish cut, and layers.

By: Nathaniel de Sam Lazaro

In the educational world today, much is made about artificial intelligence (AI) and how it could be used by students to cheat in their classes.

By using AI, students are able to create work with far less effort than if they did it themselves, creating a well warranted fear amongst teachers that their students may be using AI to cheat by passing off AI generated work as their own. Not only is this academically dishonest, it actively hinders the student’s education. This fear among educators has been exacerbated by the increasing difficulty of differentiating work made by AI from that made by students.

Personally, I have never used AI to cheat, though I will admit to having intrusive thoughts of doing so from time to time. This thought comes up whenever I am struggling with an assignment, telling me that I could perhaps earn the same grade more easily, without doing any work.

The reason I’ve never given in is not out of a fear of being caught or some compulsion to blindly follow rules, but because I know that by doing so, I would be hindering my own education. I wouldn’t be gaining the knowledge or skills that I would have if I were to do the assignment myself. This mentality is what has prevented me from giving in to this urge. But this made me realize that students who do use AI are doing so because they don’t value their own learning, only valuing the grade they earn in the class.

I was curious about what other people’s mentalities toward this were, so I asked some of my friends the following question: “If you could have AI do some or all of your assignments, knowing that there was no chance you would ever be caught, would you do so, and why?” Their responses intrigued me.

Some people told me that no, they wouldn’t use AI in any cases, because they wouldn’t learn without doing so. This is similar to my mentality, and everyone seemed to agree with this in at least some of their classes. Some friends of mine stated that they would do so for certain classes, since they thought that those classes’ material didn’t matter for their planned careers. In other words, they saw no value in these classes other than to pass them, moving them closer to graduating.

How does this happen, that these students don’t see any value in their learning except to pass a test, to get good grades, to get into college, and to start their career? They aren’t born this way. Young children have an endless amount of questions on their mind. They are naturally curious, ask deep questions, and annoy their parents by constantly asking “Why?”

By contrast, High School students only seem to see school as a transaction to get to where they want in life, and gain the information taught for the purposes of passing a test and getting an “A”. What happens that takes this natural curiosity out of our students between when they start elementary school and when they get to high school? What drives these students to use AI to pass their class, while they are missing out on learning and skills they would gain by doing their work on their own, missing out on the answers to the deep questions they asked when they were a child?

I think the answer is that our education system, and society as a whole, emphasizes grades above all else. If I could use AI and get the same grade, why not do so? Yes, I would be missing out on learning, but that doesn’t matter if all that I care about is my grade. In the above hypothetical, there are no consequences for using AI. One could get an A without doing any work on their own. In order to choose not to do so, a student would need to value learning, knowledge, and curiosity in and of themselves in order to get the most out of their education. Unfortunately, what is usually valued most by parents, educators, colleges, and society as a whole, is simply a letter on a piece of paper or computer screen. And in many cases, the allure of that letter grows to outweigh or even destroy any value one may have placed on what it is supposed to represent.