OPINION

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Gimme Some CHEER!

By Chris Grainer

Collegiate cheerleaders circa 1962-3. Photo courtesy of the Collegiate Archives.

What do George W. Bush, Madonna, Robin Williams, and Katie Couric have in common? All of them were at one point standing on the sidelines as cheerleaders. To some people, confidence and leadership are exemplified in the qualities of a good cheerleader. These peppy teens are the pinnacle of the high school stereotype. Hit TV shows such as Riverdale and Friday Night Lights portray cheerleading as an integral experience of high school. Our school currently lacks many of the qualities of the average high school, such as bright lights on our sports fields and a more relaxed dress code, and a lack of cheerleaders differentiates our school from others even more. Cheerleaders were once a part of Collegiate sports. This deficit was once filled, and I believe that, if done correctly, it could be restored to its former glory.

To many, Collegiate sports are the most exciting part of daily life. Students practice daily in preparation for the opportunity to compete with other schools from around the area. This preparation culminates in exciting, captivating games. Varsity games played at home are especially important. These games bring spectators from not only various grades but various zip codes as well. Fans show up hours in advance, ready to cheer to their hearts’ content for their classmates, friends, and family. As mighty as the turnout often is, the heart of the crowd, the Collegiate student section, is sometimes uncoordinated and lacks energy in critical moments. When the students are without clear leadership, the focus is lost, and nothing but an occasional quiet murmur leaves the crowd. This is where cheerleaders would shine.

Male cheerleaders at Collegiate, circa 1969. Photo courtesy of the Collegiate Archives.

Whether on the stage, in the classroom, on the field, or in the office, people benefit from leadership. It takes a strong, independent, hard-working person to stand out among their peers. These skills are grown through experiences such as employment, student government, and if done correctly, cheerleading. In an ideal situation, cheerleaders bring unity, command, and enthusiasm to all situations. At its core, cheerleading gives young men and women the opportunity to put themselves in front of a willing and able crowd and direct the energy and attitude towards a common goal—supporting the team.

As a sport, cheerleading is widely viewed as demanding and physical. It takes hours of practice daily in order to perform the hair-raising stunts some cheerleading teams pull off. Sam Tyner (‘21), who cheered outside of school for four years, states, “It’s actually a lot harder than some people think.” Upper School math teacher and experienced cheerleading coach Beth Ann Bell stated her enthusiasm for the activity: “I would love to see a cheerleading team at Collegiate! It is an amazing sport that requires tremendous athleticism, discipline, and trust. What the NFL calls ‘cheerleading’ is not the real deal. Cheerleaders need to be able to dance, cheer, stunt, and tumble. Cheerleaders would bring a lot of positive energy to the school and sporting events!”

On the other hand, some people label cheerleading as a misogynistic, archaic tradition that puts young women under a harsh spotlight. In novels, television, and movies, cheerleaders are often stereotypically portrayed as skinny and attractive, yet unintelligent women. These characters are rude and hateful towards their peers and regularly focus on social status more than any positive qualities of their position. One concern among students and faculty alike is of the unfair treatment of women in today’s society. Emma Blackwood (‘20) states, “If it’s simply a group of skinny girls cheering on the football team without any real physical endurance other than being forced in front of a crowd in a tiny skirt, then it becomes misogynistic and unhealthy faster than anything else.” 

There were cheerleading teams and groups for many years at Collegiate, through the 1990s. However, Athletic Director Karen Doxey recollects that, “after a large group of senior cheerleaders graduated, interest waned and we did not have the numbers to support a cheerleading program in either the fall or winter seasons” In fact, Collegiate’s dance program got its start because “many of the girls had a desire to dance” instead of focusing on the cheering aspect of the program.

The results of a recent Match survey.

In a recent Match survey, in which 202 Upper School students and faculty answered questions about cheerleading at Collegiate, consensus shows a majority support the reintroduction of cheerleading in some form. 74% of the sample support the concept of cheerleading at Collegiate, while 17% had no opinion, and 9% opposed the idea. About 25% of students who responded indicated they would be interested in participating in such a program.

Collegiate cheerleaders in the 1990s. Photo courtesy of the Collegiate Archives.

Common themes arose from the written comments on the survey: cheerleading should be open to boys and girls, it should avoid stereotypical standards of beauty and popularity, its focus should be on the athletic side of the sport, and that cheerleading could breathe more life into the student morale. Marshall Campbell (‘20) stated, “At sporting events, I always perform better with a bigger crowd, so for sports that don’t normally get the crowds as big as football and basketball, it would help to have cheerleaders.” Alexander Brown (‘20) said, “I believe that cheerleading can really bring the spirit of a high school not only at games but also around campus.” Varsity girls basketball player Chandler Eddleton (’20) said, “I think that a cheerleading team Collegiate would be a good idea. This is because the team would add more support for both the girls and boys sports teams.”

I love to cheer for my school. Seeing our quarterback throw a touchdown, a point guard draining a three, or a sprinter win first, I am screaming my support for all to hear. As much as I adore showcasing my passion for the Cougs, it can, at times, feel underwhelming. Dozens of students come to the games to support our classmates as they compete at their best, but some may leave disappointed by their own involvement. The student section repeatedly becomes occupied by teens of all ages, ready to yell, chant, scream, and shout for us, but most times, quiet ensues. Everybody from athletes to parents agree that our section could be louder. The issue does not stem from a lack of cheer, nor a lack of people. It stems from a lack of leadership. The undertaking of single-handedly leading dozens of your classmates is not something the average person can undertake. I believe that a group of people who embody what it means to be a Cougar would transform our morale to the next level. Cheerleaders are capable of introducing a new unity among students who wish to support their school, while also teaching lessons integral to the development of young people.

Collegiate cheerleaders circa 1987. Photo courtesy of the Collegiate Archives.

As a student of a small private school, I feel a certain degree of separation from other people my age who attend public school. I know every single person in my grade, my football games are over before the sun sets, and I’ve never been lost on campus in my life. The so-called “Collegiate Bubble” sometimes separates us from what it means to be a teenager in today’s society. Issues of misogyny and sexism exist far beyond the reaches of high school cheerleading, and students should be addressing those issues while the brain is still developing. The school should be helping develop leadership and athleticism. Through a strong, steady faculty affiliation, cheerleading could evolve into a program supporting Collegiate’s portrait of a graduate by creating inquisitive thinkers, responsible citizens, and compassionate leaders.

Featured image: Collegiate cheerleaders circa 1964. Photo courtesy of the Collegiate Archives.

This post has been updated with the correct percentages from the survey.