In a unique twist on the classic prom tradition, an Illinois high school has been assigning prom dates through a lottery system since 1926. At Aquin High School in Freeport, students don’t get to choose their dates; instead, they rely on chance to pair up for the big night. This unconventional approach is embraced by the student body, who appreciate the sense of community it fosters.
Tradition and Community
Juniors and seniors participate in the prom date lottery each year, and junior Sarah Thompson, who is part of a family legacy of participants, shared, “It’s exciting to be part of something that has been happening for generations. With less than 100 students, we feel like a tight-knit family.” Sarah noted that friendships run deep at the school, as many students have been together since kindergarten. When the numbers are uneven, the school accommodates by allowing students to draw dates as sophomores.
Origins of the Tradition
This tradition originated as a means to include students from a nearby orphanage, ensuring that everyone could experience prom. The process involves boys drawing names in the library while girls wait in the gym. Following the drawing, the boys perform skits, revealing their chosen dates in a fun and lighthearted manner.
Inclusivity Concerns
However, questions arise regarding inclusivity, particularly for LGBTQ+ students and those with existing partners. While the school acknowledges these concerns, it reports that students with significant others still participate, transforming prom into a collective event rather than a traditional date night. Junior class advisor Emily Rivera emphasized, “It’s more about enjoying time with classmates than the pressure of a date.”
Community Decision
Each year, the students unanimously decide to continue this tradition, which speaks volumes about its success within the small school community. While the lottery procedure might not suit larger schools, it encourages a friendly atmosphere where no one feels excluded. Yet, some concerns linger about compatibility—what happens if a student ends up with someone they don’t feel comfortable with? Additionally, the sight of boys high-fiving after revealing their dates raises eyebrows about the objectification of female classmates.
Mixed Feedback
Feedback on this practice is mixed, with some critics likening it to a “participation trophy” mentality. While ensuring everyone feels included is important, the method of drawing dates raises questions about the nature of prom. Rather than focusing on individual pairings, perhaps schools could consider making prom a larger gathering, celebrating friendships and memories instead.
Conclusion
In summary, Aquin High School’s lottery system for prom dates has fostered a unique tradition that has lasted for nearly a century. While it promotes inclusivity, it also raises questions about individual preferences and comfort levels. Schools facing similar challenges might benefit from rethinking the prom experience altogether.