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The Source
A guide to the Asian American
community at Stanford University
W

T
O
S
T
A
N
F
O
R
D
U
N
IV
E
R
S
IT
Y
an introduction by Cindy Ng
Over the next few weeks you will be inundated with
information about the many resources and opportunities
available to you as a Stanford student. We hope that this
Asian American sourcebook will serve as a useful guide and
that it will encourage you to explore and become involved
with the vibrant Asian American community on and off
campus.
Asian Americans make up approximately 21 percent
of the undergraduate population and about 13 percent of the
graduate student population. It is a diverse group represent-
ing nearly every Asian ethnicity. This diversity is reflected in the many student organiza-
tions that flourish on campus. Whether you want to host Hmong high school students
for a weekend on campus, practice martial arts, conduct research in the Philippines,
dance in a Mela show, work on social justice issues or explore multiracial identity, there
is a place for you here.
We hope the information in The Source will inspire you to connect with the
Asian American community early in your Stanford career. Start by stopping by the
Asian American Activities Center (A
3
C). The A
3
C is a department of the University and
provides advising, programming, resources, leadership development, space and a com-
puter cluster. Most importantly, the A
3
C provides a safe and welcoming place for all
students. We look forward to meeting you.
Cindy Ng
Associate Dean and Director
Asian American Activities Center
's-; _ )'~,
timeline: asian american history
A
3
C Basics
frequently asked questions
a
3
c programs
Frosh Proles
asian american studies
health and wellness
grants & fellowships
studying overseas
Alternative Spring Break
student organizations
annual events at stanford
5
14
18
19
21
24
25
27
29
32
34
44
TIMELINE:
asian american history
{
}
1865
Chinese Railroad Laborers
Central Pacific Railraod Co. hires 9,000 Chinese
workers for the first transcontinental railroad.
{
US - India Slave Trade
First recorded arrival of an Asian Indian in the U.S.
They were slaves who were part of the U.S. - India
slave trade.
}
{
1763
1790
{
}
Chinese Exclusion Act
The Chinese Exclusion Act is enacted, prohibiting
all immigration of Chinese laborers to the United
States.
1882
Settlement of Filipino Americans
First recorded settlement of Filipinio Americans.
They escaped imprisonment aboard Spanish galleons
in New Orleans and fled to the bayous.
{
}
1903
Japanese Students Association Founded
With an enrollment of 30 students, the Japanese Students Association
formed to build a supportive community for Japanese nationals and
US born students of Japanese decent.
{
}
The first annual Stanford register lists 7 students with Asian surnames out of
the 555 students in the Pioneer Class.
1891
Representation in Stanford's Pioneer Class
}
2
5
6
7
8
9
10
11
12
13
THE A
3
C BASICS
,s' '\s ;
)
`
The Asian American Activities Center, or simply A
3
C (A cubed C), is a department under the Vice Provost for
Student Aairs and serves as Stanfords primary resource for Asian American student aairs and community
development. The A
3
C contributes to the academic mission of the University through its partnerships and collabo-
rative work with faculty, departments and academic programs. Through programming and advising, the center
contributes to the multicultural education of all students and to the development of leaders able to negotiate an
increasingly diverse and complex workplace and global environment.
The physical space of the A
3
C includes oces for the professional sta, a lounge which serves as the primary
meeting space for Asian American student groups, and the ballroom, which is shared with Old Union Clubhouse
tenants and other campus organizations. The Center also houses an Asian American resource library with refer-
ence texts, literature, hard to nd Asian periodicals, university documents, newspaper clippings, and videos often
utilized for coursework research. The Centers Mac computer cluster serves as a space for studying and working on
projects.
, ,- s' '\s ;
)
;
Jerald, originally from Southern Califor-
nia, received his BA in English Education
from CSU Long Beach and MS in Higher
Education from CSU Fullerton. Since
joining the A
3
C sta in March 2012,
Jerald has worked closely with the A
3
C
student sta to coordinate Center
programs and major events and serves
as an advisor for student leaders. He
also collaborates with the sta at other
university departments to bring aware-
ness of campus resources to students.
Cindy is a longtime Alameda resident
who graduated from UC Berkeley with a
BA in Math. Since joining the A
3
C sta
in 1991, Cindy has worked with faculty,
sta and alumni to build community
and to create programs and opportuni-
ties that support students in the
academic and co-curricular endeavors.
She also works with students on
programming, leadership develop-
ment, and advising and collaborates
with campus partners to ensure that
the needs of students are met.
Each year, the Asian American Activities Center
employs roughly 15 undergraduate students who
each work 5 to 7 hours a week. They serve as the
oce sta for the Center and implement
programs throughout the year. The students are a
critical component in the work of the A
3
C and
ensure that the Centers oerings match the needs
of the student body.
The Advisory Board
The Asian American Activities Center Advisory
Board serves to promote and support the work of
the Center. This includes fundraising, advocacy for
needed student services, and advising on the
overall direction of the A
3
C. The Board is
composed of undergraduate and graduate
students, sta, alumni, and faculty.
The Student Staff
Jerald Adamos
Associate Director of the A
3
C
Cindy Ng
Associate Dean and Director
of the A
3
C
14
The Ballroom
The Ballroom in Old Union Clubhouse is shared between Old Union Clubhouse tenants and other campus
organizations.
The Couchroom
The Couchroom is a favorite place for students to come in and rest, chat, hang out, and do homework. With
large, comfortable couches and a TV, many Asian American student organizations hold events and meet-
ings in the A3C couchroom. For those student groups looking for a movie or karaoke night, the couchroom
also has a TV, VCR, DVD player, and stereo for use.
The Cluster
The Computer Cluster oers students a convenient place to use computers, printers, and a scanner. It
occupies the same room as the Asian American resource library.
The Conference Room
The Conference Room is conveniently located on the 1st oor of the Clubhouse and is used primarily for
meetings and group discussions.
'\s ;-'
_s{|'|y '\s ;
)
_;
15
'\s a
'\s a~ '\; s|!;
Cindys &
Jeralds Offices
kitchen
TV for presentations,
movie screenings, etc.
comfy couches
Whiteboard for meetings, brainstorms, etc.
conference tables
& chairs for
group meetings, etc.
16
'\s 3,'
'\s -y-
Asian American Resource Library
comfy seats to relax/ read/ work
work spaces
computers
to work on
a big space with wooden floors
for performing group practices
and events
spare chairs for event set-ups
conference table
and chairs
whiteboard
'\s _;~; -
17
iLive Series
Formerly the After Dark Series, iLive was founded in 2007 as a result of the A
3
C's health & wellbeing survey. The
iLive Series aims to dispel misconceptions, increase awareness, and encourage dialogue about mental health
and wellbeing in the Asian American community through discussion-based events throughout the year.
Graduate Student in Residence
A
3
C Graduate Student In Residence is available to serve as a mentor and coach to encourage and support under-
graduate research. Through workshops and one-on-one mentoring and advising, the graduate student can help
undergraduates think about research early in their Stanford careers. Assistance can include help with formulat-
ing a research question, grant writing, IRB submission, and tips on data collection and writing of the research
paper.
Asian American Interactive Mentoring Program
The AIM program, founded in 1993, matches Asian American sophomore undergraduates with Stanford aliat-
ed Asian American sta, faculty, graduate students, and alumni for one-on-one mentoring experiences. AIM
seeks to provide students with mentors who are sensitive to cultural dierences that may aect a student's
experience and success at Stanford.
Speaker Series
The A
3
C Speaker Series is a lunch series featuring faculty and sta speaking on such issues as academics, career
options, and public service. During Fall Quarter, the Series particularly addresses freshman issues by covering
topics on the transition to college life. The Series allows students to gain dierent perspectives about life at
Stanford, as well as meet various faculty, sta, and students.
Leadership Retreats & Student Group Advising
The A
3
C hosts quarterly leadership retreats for the student ocers of the over thirty Asian American student
organizations that utilize A
3
C's spaces and resources. The retreat aims to educate students about the history of
Asian Americans at Stanford as well as current national issues, provide a space for student leaders from dierent
VSOs to collaborate and interact, and provide leadership training, such as eective communication and conict
resolution.
The professional sta at the Asian American Activities Center also serve as advisors to the student organizations
that utilize the center.
A
3
C PROGRAMS:
ss!s| ~|\~(/ -s'~'| --s
18
iLive Series
Formerly the After Dark Series, iLive was founded in 2007 as a result of the A
3
C's health & wellbeing survey. The
iLive Series aims to dispel misconceptions, increase awareness, and encourage dialogue about mental health
and wellbeing in the Asian American community through discussion-based events throughout the year.
Graduate Student in Residence
A
3
C Graduate Student In Residence is available to serve as a mentor and coach to encourage and support under-
graduate research. Through workshops and one-on-one mentoring and advising, the graduate student can help
undergraduates think about research early in their Stanford careers. Assistance can include help with formulat-
ing a research question, grant writing, IRB submission, and tips on data collection and writing of the research
paper.
Asian American Interactive Mentoring Program
The AIM program, founded in 1993, matches Asian American sophomore undergraduates with Stanford aliat-
ed Asian American sta, faculty, graduate students, and alumni for one-on-one mentoring experiences. AIM
seeks to provide students with mentors who are sensitive to cultural dierences that may aect a student's
experience and success at Stanford.
Speaker Series
The A
3
C Speaker Series is a lunch series featuring faculty and sta speaking on such issues as academics, career
options, and public service. During Fall Quarter, the Series particularly addresses freshman issues by covering
topics on the transition to college life. The Series allows students to gain dierent perspectives about life at
Stanford, as well as meet various faculty, sta, and students.
Leadership Retreats & Student Group Advising
The A
3
C hosts quarterly leadership retreats for the student ocers of the over thirty Asian American student
organizations that utilize A
3
C's spaces and resources. The retreat aims to educate students about the history of
Asian Americans at Stanford as well as current national issues, provide a space for student leaders from dierent
VSOs to collaborate and interact, and provide leadership training, such as eective communication and conict
resolution.
The professional sta at the Asian American Activities Center also serve as advisors to the student organizations
that utilize the center.
A
3
C PROGRAMS:
ss!s| ~|\~(/ -s'~'| --s
19
Stanford Asian American Awards
The annual Stanford Asian American Awards is hosted by the Asian American Activities Center Advisory
Board, in partnership with the Stanford Asian Pacic American Alumni Club and the Asian American Activities
Center. The ceremony honors faculty, sta, alumni, graduate, and undergraduate students for their outstand-
ing achievements and service for the community.
Asian American Graduation Celebration
The Asian American Graduation Celebration dinner brings together students, families, faculty, sta, and other
members of the Stanford community to recognize the achievements of graduating Asian American students.
This event is one of the few where parents and families are recognized for their contributions to the success of
the graduate. Graduates receive a gift and a red honor cord to wear during the Graduation ceremony.
Alumni Collaborations
The A
3
C collaborates with the Stanford Alumni Association (SAA) in planning Homecoming Reunion each
October. The Center assists in identifying class leaders and plans events that appeal to the increasingly
diverse group of alumni. The A
3
C also collaborates with the Stanford Asian Pacic American Alumni Club
(SAPAAC) to co-sponsor various events throughout the year.
Alumni Hall of Fame
The Multicultural Alumni Hall of Fame was established in 1995. The Alumni Hall of Fame provides an oppor-
tunity for the Stanford community to recognize the outstanding achievements of Stanford's diverse alumni
leaders. Alumni selected for the Hall of Fame are those who have distinguished themselves through excep-
tional advancement and success in education, career, and/or outstanding contributions to the Stanford
community and society as a whole. These outstanding alumni are honored at a special gathering during
Alumni Homecoming Reunion.
a|'g qss'| z s-s'|)
Resources:
Stanford Alumni Association (SAA)
Seeks to reach, serve and engage all Stanford alumni and students
http://stanfordalumni.org
Stanford Asian Pacic American Alumni Club (SAPAAC)
Hosts networking opportunities for APA alumni, funds a scholarship for current students, supports the Asian American Activities Center (A
3
C) at Stanford, and advocates
for APA communities on campus.
http://www.sapaac.org 20
The rst few weeks as a freshman can be a hectic time. Besides having to constantly consult a
map to avoid getting lost, freshmen have to juggle choosing classes, exploring the many extra-
curricular activities and settling into an entirely new environment.
The Asian American Activities Centers ve 2012-2013 Frosh Interns have each had very unique
experiences and takes on freshman year. In the following proles you will nd their perspectives
on dierent aspects of the experience from academics and balance to community involvement.
If you have any questions about navigating your Stanford experience, feel free to come into the
Asian American Activities center. We look forward to hearing from you!
FROSH PROFILES:
s /-- +!- ( +!;, _-y\; gs,
21
22
23
When I rst entered Stanford as a freshman, I was intoxicated by the thought
of majoring in the STEM elds like a lot of students because that was the trend.
Stanford is in the heart of Silicon Valley, and to do something other than tech
would seem like a wasted opportunity. In fact, I excelled in the STEM elds,
and the thought of majoring in the humanities or social sciences never once
crossed my mind.
But one day during fall quarter of my freshman year, I went to an Asian
American Studies talk at the A
3
C. I was immediately struck by the speak-
erProfessor Gordon Chang, an accomplished historian, who had been with
the Asian American Studies Program at Stanford since its inception.
One of the biggest takeaways from that talk was that my experience as a
Korean American, which seemed irrelevant in my high school classes, actually
had a place in academia, at Stanford, no less. When I took AP U.S. History in
high school, I felt so removed from what we actually learned. The lives of privileged white malesHenry Clay,
Thomas Jeerson, Ben Franklinseemed to be the only historical gures worth learning about while my
familys immigration story and our lived experience seemed to exist outside the grand American narrative.
I took a gamble after that talk. Slowly, I started veering away from my initial plans to be an engineer and
steered towards Asian American Studies. The breadth of the program allowed me to examine the critical role
that race and ethnicity along with gender, class, and sexuality have played in history, politics, media, our social
interactions, and our consciousness. The academic rigor of the major equipped me with the tools to analyze
texts, think and write critically, and conduct scholarly research. The small size of the program gave me access to
some of the premier scholars in the elds of history, political science, comparative literature, anthropology, and
sociology, allowing me to engage with my professors and lecturers on both an intellectual and personal
levelprivileges that would be hard to nd in some of the larger majors.
Additionally, as an Asian American Studies major, I had the opportunity to pursue internships both in the U.S.
and in South Korea on issues ranging from health care to immigration. I received the Chappell-Lougee grant
and the UAR Major grant for my sophomore and junior years, respectively, to pursue independent research
within the eld. These experiences outside the classroom as well as my academic study culminated in an Honors
Thesis within the AAS program about the murder of a Korean prostitute on a U.S. military base in South Korea.
The community I found within the Asian American Studies program at Stanford, one of scholars, artists, philos-
ophers, advocates, and activists, has been an integral part of my Stanford experience, challenging my own
thinking about race and ethnicity while also nurturing me to grow into a socially conscious leader. If I could
oer any advice to the incoming frosh, it would be to consider Asian American Studies as a major or at the least
take one Asian American Studies class your freshman year. At the very least, it will give you a space to situate
your experiences in an academic setting. Or if youre willing, it may fundamentally shift your paradigm.
ASIAN AMERICAN STUDIES
Healy Ko, 13
Asian American Studies
The Asian American Studies Program oers students interdisciplinary analytical tools to actively study and research the Asian American experience.
http://aas.stanford.edu/
24
After our brief
study session and
dinner together at
Arrillaga, I hugged
my friend goodbye
and rushed back to
my room. I had to
nish an application
that was due the
next day. Scrolling
down the basic
demographic info lines, I stumbled upon the
section that asked, why do you want to go
to our university? Should I just be honest
and say, Because I just want to get out of
Stanford?

Having lacked my parents presence
during a substantial amount of my child-
hood, I grew up learning that I can depend
on no one. Building a sense of total control
in life naturally became my defense mecha-
nism at an early age. At Stanford, however,
every bit of that sense of self-control was
challenged I no longer am the best in class,
I no longer get all perfect grades, I no longer
can control what goes on in my surround-
ings.
Freshman year, I managed to bury
these thoughts from all the people around
me, even the ones back home. I mean, I go to
Stanford; its sunny, and everyone is always
smiling and having fun; shouldnt I be also?
Studying, friends, student groups, church
these occupied my time, but the blue
feelings, the anxieties, and the insecurities,
they were still all there. The worst part was, I
felt like the only one going through it.

At some point, I could not take it
anymore and started opening up to a few of
my friends vaguely about these feelings. I
even talked to my advisor about it, and of
course, with teary eyes. To my surprise, I
was not the only one experiencing this, but
many of my peers, even upper classmen,
were too. But that was not as important to
me as realizing that hiding my feelings was
not at all a way to solve the problem. I
needed to talk about it, to seek help, and by
talking to others, maybe I can also help
them realize the same.
My sophomore year, I became the
iLive coordinator for the A
3
C. iLive is a series
of workshops with small group discussions
dedicated to normalizing conversations
about mental health issues relevant to
Asian Americans. Its been such a privilege
to be able reach out to my peers and more
importantly, to connect them to the abun-
dant amount of resources available on
campus CAPS, campus centers,
Health & Wellness
Vy Le, 15
25
R
E
S
O
U
R
C
E
S

i
n
H
e
a
l
t
h

a
n
d

W
e
l
l
n
e
s
s
student groups. With every event I coordinate,
I learn some valuable lessons myself. I truly
believe that our state of mind is equally as
important as our physical health, and that
the cost of a successful college career is NOT
constant anxiety and stress. Everyone
deserves to be happy, and a supportive com-
munity does exist for him or her.
I still struggle in my classes. I still have a
hard time managing my time. Things still do
not always turn out the way I want them to.
But I learned that it is okay to let loose. And it
is okay to seek help.
By the way, I am still at Stanford, and
enjoying every bit of it.
Vy Le, 15
The Bridge Peer Counseling Center
Condential 24 hour peer counseling.
(650) 723-3392
The Oce of Sexual Assault & Relationship
Abuse Education & Response (SARA)
Prevention, education, intervention and outreach
http://studentaairs.stanford.edu/sara
Healthy Body Image Program
The Healthy Body Image Program is a university-wide healthy eating
and body image enhancement program for students that includes
online eating disorder screening, online self-help prevention
programs, and a variety of in-person outreach activities.
http://bodyimage.stanford.edu/
Wellness and Health Promotion Services
Educational workshops and individual consultations including
substance abuse prevention, nutrition, sexual health and relation-
ships.
http://vaden.stanford.edu/wellness/index.html
Undergraduate Residence Deans
Support and consultation for resident hall sta and crisis interven-
tion for students.
http://www.stanford.edu/group/svab/res-
deans.shtml
Oce of Alcohol Policy & Education (OAPE)
To reduce high-risk drinking and its related negative consequences
among Stanford students and increase social outlets that support
non-drinkers and light drinkers by providing collaborative,
cutting-edge, empirically-proven educational strategies and
programs.
http://studentaairs.stanford.edu/alcohol
iThrive
IThrive at Stanford is about helping students achieve and enjoy a
healthy quality of life on campus. Courses, workshops, and services
oered address a variety of topics related to physical and mental
health and well-being. Examples include nutrition, relationships,
self-esteem, stress management, and HIV prevention.
http://vaden.stanford.edu/wellness/index.html
Vaden Health Center Counseling and
Psychological Services (CAPS)
Condential one-on-one counseling with trained psycholo-
gists, stress management, and other health & well being
resources.
http://vaden.stanford.edu/caps/index.html
Naomi Brown, PhD, Sta Psychologist
Kathy Lee, PhD, Sta Psychologist
Oliver Lin, PhD, Sta Psychologist
Linda Suk, LCSW, Case Manager
Sta Nutritionist
Vivian Crisman, MPS, RD
Provides individual consultations for a variety of reasons
including disordered eating or eating disorders, nutritional
issues, weight management, vegetarianism, high blood
cholesterol and general nutrition.
http://vaden.stanford.edu/wellness/nutri-
tion.html
26
I rst got involved with
research at Stanford
through the Community
Research Summer Intern-
ship hosted by the Center
for Comparative Studies in
Race and Ethnicty (CSRE)
and then later conducted
research with the Stanford
Graduate School of Educa-
tion Honors Program. I was
motivated to conduct
research because, after looking back at my experiences
with the Pilipino American Student Union (PASU) and
Anakbayan Silicon Valley, an o-campus Filipino youth
group dedicated to social change, I realized that they
were part of my most rewarding experiences in educa-
tion at Stanford. I had learned many leadership skills as
well as viewpoints and perspectives that werent avail-
able in my academic classes, such as the history of US
colonization in the Philippines. I felt that I had grown
the most through these groups and wanted to explore
what they had to oer for a broader population. I
wanted to show, through research, the importance of
these groups and how they are life-changing in the way
they provide growth and learning opportunities.
Research would also allow me to give back to these
organizations and the communities they serve.
I decided to conduct research about civic engagement
in the local Filipino youth community, looking at what
Filipino youth dene and experience as civic engage-
ment as well as what they learn and value about it
through involvement in groups like Anakbayan. To do
so, I conducted interviews with youth who were
connected to Anakbayan as well as members of
Anakbayan themselves. I thought Anakbayan provided
an important model for civic engagement because of
the way it involved youth not only in local issues, but
also in eorts to make change in a global context.
Through my own involvement in Anakbayan, I had
learned that 4,700 Filipinos leave the Philippines each
day due to a policy that systemically exports its people
as labor. I wanted to see how this kind of information
aected how youth saw their relationship to their com-
munities and how it informed the way they chose to
partake in service or activism.
Throughout my research, I have had a huge support
network including Anthony Antonio, Jennifer Wolf, and
Kathy Coll who also had been professors of some of my
classes. Not only that, I also made sure to consult those
engaged in the community and the community itself,
making especially sure to talk to the leaders of Anak-
bayan about how to guide my research. Their input has
probably been the most valuable because they had the
best sense of how I could serve the communitys needs
with my research.
Overall, research has been an important way for me to
strengthen my relationship with those I hope to serve.
Not only does it give you a way to learn more about
what youre passionate about, but it also allows you to
give back and share Stanfords access to resources with
the local community. I have a better sense of responsi-
bility as person engaged in social justice work because
of the way research has allowed me to think about how
I can leverage my own privileges and opportunities to
work towards a more equitable society that can
support itself and the welfare of its people.
GRANTS
&
FELLOWSHIPS
Julian Jaravata, '13
27
In the past few years, I have been lucky enough
to conduct two independent ethnographic eld
research projects: one with migrant Filipina domestic
workers in Hong Kong, evaluating the ways in which
they can seek repayment of illegal fees imposed upon
them by recruitment agencies, and another on commu-
nity-based participatory research with Filipina/o care-
givers for the elderly and people with disabilities in
Santa Clara County. For these, I worked collaboratively
with the Pilipino Association for Workers and Im/mi-
grants, the National Alliance for Filipino Concerns, and
other organizations. In preparing for conducting these
research projects, I have employed community-based
research methodology that and includes the voices of
the community members aected by the issues at hand
and involves them in some or all parts of the research
process, from coming up with the research question to
analyzing the data. I have learned that this kind of
research methodology can not only enrich the research
process, allowing the researcher to develop closer ties to
research participants and gather more valid data, but
also empower and give agency to marginalized com-
munities. Research can also help support the organiz-
ing and advocacy work of such communities.

Whether research that engages directly with
the local community is your thing or not, whether you
are interested in the humanities or sciences, I am
certain there is a grant available for you to pursue a
research topic in which you are interested. Find grants
through the Vice Provost for Undergraduate Education
or with programs and departmentssome depart-
ments/programs like Anthropology, Comparative
Studies in Race and Ethnicity, and the Center for East
Asian Studies oer research grants to people of all
majors. Once you nd the grant(s) to which you would
like to apply, be proactive in setting meetings with
professors who have research interests similar to yours,
asking them if they can help you formulate your
research questions, what resources you might look
into, and other faculty and sta with whom you should
meet. If possible, look for friends and other students in
your major who have applied to the same grant(s) and
see what advice they can give, and/or if they can read
over your grant proposal drafts. In general, people are
very happy to support you in the work you are doing,
especially if they are interested in your project. In sum,
reach out to people and get feedback and advice from
them, in person as much as possible. They will be some
of your greatest allies and supporters as you complete
your research. And please do pay it forward and be that
resource for other students in the future, too!
Research with the community, allowing me to
apply the knowledge and theories we discuss at length
in the classroom to the real conditions of real people in
local and global communities, has been one of my
most valuable experiences as a student here. It has
shown me that scholarship has a place in political and
organizing work, and vice versa. I am certain you can
nd your own kind of excitement by pursuing and
creating knowledge about issues and ideas you care
about.
GRANTS
&
FELLOWSHIPS
Michael Tayag, 13
Career Development Center (CDC)
Advising related to career choice, job searching, and internship opportunities
http://studentaairs.stanford.edu/cdc
Undergraduate Advising and Research (UAR)
Advising related to academics and research
http://exploredegrees.stanford.edu/undergraduateeducation/uar/
Haas Center for Public Service
Provides a wide array of opportunities for students interested in community
volunteer work
http://studentaairs.stanford.edu/haas
RESOURCES:
28
Going abroad was always on my Stanford bucket list. I
had heard from past friends that their quarter abroad
was their best quarter at Stanford. Spending my winter
quarter junior year studying at the University of Oxford
was one of my favorite Stanford experiences thus far.
London is one of my favorite cities in the world and I
wanted to be able to explore theater in another country.
Oxford was the perfect place for me to go abroad.
I was able to study British contemporary theater there
and spend weekends in London watching musicals and
going to museums. I also beneted so much from the
tutorial system, which allowed me to work one-on-one
with my tutor each week, read and debate plays, and
rene my paper writing skills. On the weekends we were
able to travel to neighboring countries and explore the
rest of Europe. As a house we explored Edinburgh, Scot-
land and I traveled to Berlin and Madrid to visit friends at
other programs and explore other European cultures.
I learned a lot about what it means to be an Asian minori-
ty while being abroad in the UK. I took for
granted how diverse Stanford is, and when I was
abroad I was more often than not the only Asian in the
room. Inspired by my minority experience, I took this as
an opportunity to research the Asian community in
London during the turn of the 19th and 20th century
and learned about Britain's relationship with various
Asian countries during the time of imperialism and
British colonialism. I had studied the history of Western
civilizations in elementary and high school, but never
really explored Asian history in the classroom.
I learned a lot about how though we glorify Western
Civilizations, these European countries were notorious
for the destruction and control of most Asian coun-
tries, which resulted in social, political, and cultural
chaos. Learning about power dynamics between the
East and West, through the lens of art and theater
performances was eye-opening and sparked a new
personal interest in learning more about the histories
of dierent Asian countries. It is fascinating how muse-
ums and literature portray Asians during this time, and
I ultimately wrote a nal research paper on the British
appropriation of Asian objects including porcelain,
tea, and opium. Ironically, my Asian American pride
was strengthened while I was abroad in England
because I was able to study something about my
heritage and history that I would not have had the
time to do while at Stanford.
My quarter abroad was the perfect time for me to
explore my passions in theater, art, and world travel-
ing and I would totally do it all over again in a heart-
beat. Everyone at some point should go abroad during
their time at Stanford.
GOING ABROAD:
OXFORD
Ken Savage, 14
29
Hi there, Im David Calica, a sophomore in Econom-
ics. Konnichiwa from Japan! Im actually writing this
while Im on my 8-month study abroad program
here in Kyoto. I would love to meet you and tell you
all the great things about the Bing Overseas Studies
Program here, but for now hopefully this will do.
By some accounts, I probably shouldn't be abroad
here like this. Im taking two academic quarters plus
a summer quarter abroad. I am delaying my major
program and am leaving all my clubs, projects, and
friends. Add to all this, my mother, despite being
Japanese American, has told me to not study in
Japan: why are you learning Japanese? All thats
there is that anime stu. Learn something useful.
I probably should be back at Stanfordbut Im not.
And you know what? Thats perfectly ne. Other
than coming to Stanford, choosing to study abroad
for two quarters has been the best decision I have
made. I have traveled around the country, made
some lifelong friends, improved my Japanese, and
proved that Pokmon is a viable academic subject.
How I got here is another story. I had always wanted
to study abroad in Japan. Being half Japanese-

American, I often say, Im technically Japanese
American, but not really, explaining that I dont
know Japanese language, history, or customs. So, I
wanted to come here to see if I could become the
cultured person I wanted to be.
But nding culture wasnt a good enough reason
for my parents as to why I would, in their words,
waste a quarter abroad. Add to that, I would
likely need to dedicate myself to at least one year
of language study, and things werent exactly
looking practical.
Thankfully, the Japan program has an internship
component, and I found that the Stanford Japan
sta could connect me with an ideal internship at
a Japanese law company. Although even now I
have no idea what I want to do after graduating, I
have had some interest in Japanese law. Having
watched a lot of translated anime, I am interested
in international copyright issues. What better way
to give myself practical experience and prove that

WISH YOU WERE HERE:
choosing to study abroad
David Calica, 15
30
anime has worldwide implications than through an
internship at a Japanese intellectual property law
rm! As I explained to my parents, legal internships
themselves are hard to come by, and legal intern-
ships in Japan are almost unheard of, as Japan does
not have the same culture of internships that Ameri-
ca does. This was the chance of a lifetime. I was set
to come abroad for one quarter, and then return in
the summer for my internship..
Then, in the few months before I was to leave, the
Kyoto director emailed me to see if I would be inter-
ested in extending my abroad for a second quarter.
Since I would need pretty strong language skills for
my legal internship, he suggested that I continue
my intensive language study. It sounded great, but
if my parents barely approved of one quarter, how
could I convince them of two?
Even I was skeptical that a two-quarter term was
possible given my tight major requirements. Fortu-
nately, my freshman RA had gone through the exact
same scenario. He told me that it is possible to go
abroad for two quarters and still be on track. With
the help of the Stanford advisors, in a matter of
weeks, I was able to set a 4-year plan that works.
And so here I am, studying abroad for 8 months and
having a great time. Every day is a challenge, but a
rewarding one. Stanford study abroad is what I
consider to be the safest place to make mistakes.
You will mess up and get lost more times than
you can count. But each time somebody will also
be there to help you, and you will nd your way
and accomplish so much. The people I have met,
from my host family to the kind elderly woman I
happened to talk with at the bus stop, have been
so supportive. As we talk, they give me this
honest smile that seems to say, Thank you so
much for being here. I hope you enjoy your stay.
According to my American family, I probably
shouldn't be here. But according to my Japanese
friends and family, I am supposed to be here. Im
glad to be here too.
David Calica, 15
Thinking about going abroad?
Find more resources here:
Overseas Resource Center
Located in the Bechtel International Center, serves to provide
information and advising about opportunities abroad
http:..center.stanford.edu/orc/
Bing Overseas Studies
Provides an overview of the study abroad programs oered
by Stanford
http://bosp.stanford.edu/
31
ASB short for Alternative Spring Break is one
of Stanfords largest public service programs hosted by
the Haas Center. For over 25 years, student leaders have
had the opportunity to create and lead service trips as
an alternative to traditional spring breaks. Each year,
there are various trips about dierent issues. For exam-
ple, we went on the Asian American Issues trip, which
has existed now for more than 10 years.
We joined ASB as participants in freshman year
because it sounded like an interesting program (frankly,
$150 for a week isnt too bad, room and board included).
But the program was life changing. After the trip, we
became so passionate about issues we had never heard
about previously. We had never seen ourselves nor our
peers become so vibrant, talking and acting on the
issues that we had discussed in class. This was the power
of knowledge and rst-hand experience, and it was the
kind of power we wanted to share with others too. That
desire to share led us to lead the trip the next year.
Asian American Issues: From Identity to Action. The
main goal of our ASB was to create a framework to
analyze and confront messages we see about Asian
Americans in both historical and contemporary settings.
We rst explored the Asian American identi-
ty. What does it mean to be Asian American? During
the winter quarter class, we learned about key events
in Asian American history and how these concepts of
identity and oppression apply to contemporary
issues from workers and immigrants rights, LGBTQ
intersectionality, environmental justice to education
and health disparities.
Every year this ASB is critical to the Asian American
community, especially at Stanford because so often
we forget (or dont know) about the revolutions and
struggles of those who came before us. It is import-
ant to keep this history alive because Asian Ameri-
cans DO have problems that we all need to take time
to reect upon and to address.
The true beauty of ASB is the spring break trip
itself. Imagine an apple. You can talk about it all you
ALTERNATIVE SPRING BREAK:
ASIAN AMERICAN ISSUES
James Huynh, 15 and Peter Moon, 15
ASB
32
want, how it comes in various colors and tastes. But
you can never fully appreciate it until youve taken
that rst bite. Its the same principle. We could read
many articles about prisoner rights and immigration,
but we can never fully understand or appreciate the
necessity of advocating for prisoner and immigrant
rights until weve seen and met the people who are in
the eld, who passionately work to pave new roads
towards equality. Not only do we hear these amazing
individuals speak, but also we gain rsthand experi-
ence with the reality of eldwork. Going out into the
project community in 80 degree weather, with pen
and paper in hand, ready to knock on doors and
distribute surveys to listen to the communitys voice is
not the easiest task. Yet the struggle is empowering,
because change, no matter how dim, is visible.
ASB showed us that there are multiple
avenues to empower ourselves and others. Before
participating in ASB, we only had pre-med classes on
our minds. We thought that our only way of contribut-
ing to the world would be through medicine. Through
this process weve discovered that we want to help
communities by addressing the root causes, and not
just the symptoms. Treating the symptoms is
necessary, but there is also a power in creating
policies and helping people on an institutional level.
ASB has helped us discover who we are and how we
want to serve our communities.
James Huynh, 15 and Peter Moon, 15
33
Stanford is SVSA presentations on Agent Orange and stories of its survivors. Stanford is
Magic Mic karaoke with PASU, partition discussions with Sanskriti, Bohemian Jam, and
identity talks at Okada House. Stanford is the A
3
C pronounsed A cubed C, the paradoxical
Listen to the Silence concert, the Asian American Studies class that exposed us to Jhumpa
Lahiri before she got popular. Stanford is, among boundless other things, her Asian
American community. To all of this, we welcome you!
Of course, I know that Stanfords Asian American community contains so many groups,
Greeks, and grassroots organizations that it can get a little overwhelming. Maybe it feels
scary (Do any of these groups represent/accept me?), maybe it feels irrelevant (Uh, I just
came to major in Electrical Engineering), and certainly, having been pre-med, I know both
feelings. But as you probably know, no matter your major, classes oer only so much.
Whether youre talking about the mentorship by AIM or direct action organizing by SAAAC,
the community oers major venues to develop leadership skills, professional connections,
and great friendships. Furthermore, the community is a conduit that connects with the
African American, Chicano/a, Native American, Womens, and LGBT communities for
greater common understanding.
But most importantly for me, the communities at the A
3
C and Okada have been a home
away from home, a safe place where Ive been nurtured and also oered a space to ask
challenging questions about myself and the world. Since freshman year, Ive treasured this
family, and its still my rock. My base. Where my questions get answered and where I nd
support.
Please drop by the A
3
C. Hang out at Okada. Check out what everyone has to oer.
|\s -s~ sg-s ga 'ss + _y + /s.
Takeo Rivera
Stanford University
Asian American Alum
'_! ,
TCS dumplings served fresh and tender in Tresidder Oak.

34
Stanford is SVSA presentations on Agent Orange and stories of its survivors. Stanford is
Magic Mic karaoke with PASU, partition discussions with Sanskriti, Bohemian Jam, and
identity talks at Okada House. Stanford is the A
3
C pronounsed A cubed C, the paradoxical
Listen to the Silence concert, the Asian American Studies class that exposed us to Jhumpa
Lahiri before she got popular. Stanford is, among boundless other things, her Asian
American community. To all of this, we welcome you!
Of course, I know that Stanfords Asian American community contains so many groups,
Greeks, and grassroots organizations that it can get a little overwhelming. Maybe it feels
scary (Do any of these groups represent/accept me?), maybe it feels irrelevant (Uh, I just
came to major in Electrical Engineering), and certainly, having been pre-med, I know both
feelings. But as you probably know, no matter your major, classes oer only so much.
Whether youre talking about the mentorship by AIM or direct action organizing by SAAAC,
the community oers major venues to develop leadership skills, professional connections,
and great friendships. Furthermore, the community is a conduit that connects with the
African American, Chicano/a, Native American, Womens, and LGBT communities for
greater common understanding.
But most importantly for me, the communities at the A
3
C and Okada have been a home
away from home, a safe place where Ive been nurtured and also oered a space to ask
challenging questions about myself and the world. Since freshman year, Ive treasured this
family, and its still my rock. My base. Where my questions get answered and where I nd
support.
Please drop by the A
3
C. Hang out at Okada. Check out what everyone has to oer.
|\s -s~ sg-s ga 'ss + _y + /s.
Takeo Rivera
Stanford University
Asian American Alum
'_! ,
TCS dumplings served fresh and tender in Tresidder Oak.

35
Asian American Student Association serves
the Asian American community at Stanford
through education, organization and service
projects. Formed in 1969, AASA actively
promotes consciousness of Asian American
cultures, identities and issues to the larger
Stanford community. As a independent
student organization, AASA supports the
ongoing Asian American struggle for justice
and is dedicated to fostering bonds among
diverse groups of people.
The Asian American Theater Project is a group
of artists dedicated to the sharing and creation
of work that addresses the Asian/Asian
American experience through theater and the
performing arts. AATP is a student-run group
dedicated to cultivating the interests and
talents of artists by providing opportunities to
explore acting, directing, producing, design,
tech, and writing in a safe and open communi-
ty. We welcome all artists- regardless of race,
culture, skill-level, and previous theatrical
experience- to join us in our artistic explora-
tions of identity
Alliance is a group of diverse Stanford
students who share a passion for dance. Our
members utilize a wide range of styles to
choreograph original pieces that we perform
for the Stanford community and the Bay Area
at-large. With our high-energy, risk-taking
performances, we hope to entertain you! In
addition to being a performance group,
Alliance also prides itself on being a close-knit
family brought together by our love for dance
and for each other.
s;
alpha Kappa Delta Phi (aKDPhi) is the rst
Asian American interest sorority on Stanford
campus and an original member of the
Multicultural Greek Council. Established in
1993, Stanford aKDPhi strives to promote
sisterhood, scholarship, leadership, and Asian
American awareness throughout the
university and the community, while
encouraging the expression of the individual.
Stanford aKDPhi seeks to empower its
members as women, be an active force within
the community, and support each other in
achieving personal and collective goals.
Asia-Pacic Student Entrepreneurship Society
is a global organization that seeks to build
networks between students and professionals
interested in business and high-tech entrepre-
neurship in the AsiaPacic region. The society
currently has a widespread network of over 15
chapters across Asia and the United States.
ss' y|
s ss !('s , ;
Basmati Raas is a co-ed, 16-member dance
team that competes across the country in
Garba Raas, a folk dance form that originated
in Gujarat, a state in western India. With an
unforgettable routine, they combine powerful
moves, intricate costumes, and a colorful
storyline. Their performances have taken them
to competitions and shows in New York City,
Miami, Austin, and Los Angeles. Last year, they
were one of seven teams to qualify for Raas
Nationals in Dallas, Texas. Most importantly,
they enjoy their fun-lled practices and
sharing their passion for dance with the
Stanford community.
-s'| -s;
36
The purpose of Hmong Student Union is to
promote the Stanford communitys aware-
ness of Hmong American identity, culture,
and issues, to provide support for Hmong
American students attending Stanford, and
to support and recruit Hmong American
students interested in attending Stanford.
Hui o Hawaii serves the cultural, social, and
educational needs of Native Hawaiian
students at Stanford. Hui o Hawaii is under
the umbrella of the Stanford American Indian
Organization and is housed in the Native
American Cultural Center.
Common Origins is an urban dance group
that focuses on creating a unique and
challenging environment that brings both
experienced and new dancers together in
the studio and on the stage, sharing a
mutual passion for dance. We aim to train
both our dancers and choreographers by
teaching and performing a broad range of
fresh, new choreography. Despite mainly
being an urban dance team, we hope to
instill an appreciation and enjoyment of the
art of dance in general, as all styles can
inspire and enrich our own personal style.
Open to all members of the Stanford
Community, Hindi Students Association seeks
to spread awareness of Hindu philosophy,
culture, and values through invited speaker
seminars, philosophy discussion groups, and
celebrations during Diwali and Holi.
!{ s,
;
\; |
Dil Se incorporates modern forms of dance
with dance and music from Bollywood lms
to compete at regional Hindi Film Dance
competitions. Dil Se also performs at various
events on campus, such as Sanskriti shows,
Parents Weekend, and Cantor Arts Center
events.
Founded in 1988, Hong Kong Student
Association is dedicated to serving the Hong
Kong community at Stanford and those
interested in the culture of Hong Kong.
, \a| ~\s+s|,
37
\++,
Stanford Hwimori is the Korean drumming
group on campus. Hwimoris repertoire
includes both concert hall and traditional
styles of Korean drumming as well as Korean
dance and song. Hwimori performs widely at
both on- and o-campus events.
Indonesian Club at Stanford University is a
social and non-political club at Stanford
comprised of Indonesian students and
faculty from all departments, as well as
Stanford aliated students or faculty
interested in Indonesian culture or language.
The clubs goal is to foster an active and
thriving Indonesian community at Stanford
by facilitating networking and cultural and
educational activities.
The Japanese Student Union is the ocial
organization formed to provide support and a
social network for Japanese American
undergraduates, students interested in
Japanese culture, society, and current issues
while raising cultural awareness and fostering
information exchange with the Stanford
community.
|;
s,
Kayumanggi, the Tagalog word meaning
brown-skinned, is the Filipino dance troupe
at Stanford. They perform traditional Filipino
folk dances that are as diverse as the many
dierent islands in the Philippines. They
enjoy dancing and entertaining crowds at all
dierent venues, showcasing the graceful-
ness, energy, and rhythm of the Filipino
culture to the Stanford community.
Kaymanggi performs throughout the year for
numerous Stanford University events as
representatives of Filipino culture and
performance.
_sg,,
Korean Students Association holds weekly
ocer meetings to plan events and projects
geared toward providing a forum for diverse
cultural, social, and political issues concerning
the Korean peninsula and Korean American
society, as well as to foster a tighter Korean and
Korean American community at Stanford. KSA
has a membership of around 250 undergradu-
ate students. For more information, please visit
ksa.stanford.edu.
Lambda Phi Epsilon is the rst and only
internationally recognized Asian American
interest fraternity. The brothers strive To Be
Leaders Among Men and to succeed on all
fronts of the university life through academic
achievement, community service, social
interaction, and above all, brotherhood. At
Stanford, the brothers of Lambda Phi Epsilon
have placed integral roles in the Asian
American community as ocers in a number
of dierent organizations contributing to the
vibrancy of the community. Most important-
ly, Lambda Phi Epsilon and its members strive
to keep a strong brotherhood growing at the
university and to provide services in the best
interests of the Stanford community.
/s-!s | s{ ;
38
Muslim Students Awareness Network is a
secular political and cultural organization
dedicated to promoting and fostering
cross-cultural dialogue about Muslim identity,
culture, history, and politics. MSAN educates
the Stanford community about the Islamic
faith and culture by celebrating its diversity. By
organizing academic lectures, conducting
workshops, launching educational campaigns,
and hosting cultural events, MSAN helps
Stanford students better understand the
breath-taking diversity of the Muslim world.
s
Okadas novel on WWII Japanese American
internment spoke about the injustices of the
internment. As the namesake of Stanfords
Asian American theme dorm, his life and
novel remind us how dicult but necessary
spaces to speak on issues of race, ethnicity,
culture, and social justice are. Okada strives
to provide a place for its residents to live,
thrive, express themselves, learn from others
around them, and continually expand and
challenge their ideas about issues at the
intersection of race and identity.
Pakistanis At Stanford is a student organiza-
tion aimed at bringing together people of
Pakistani origin and other members of the
Stanford community interested in Pakistani
culture. PAS provides a forum for discussing
issues related to Pakistan and life at Stanford,
as well as for passing on important news to
each other. PAS objective is to promote the
culture, language, and identity of Pakistan on
campus, and to organize recreational,
academic, and cultural activities.
qs!;
;
The Pilipino American Student Union is a group
of passionate people dedicated to providing a
venue for those interested and passionate
about the Filipino community to come
together. Through service, education,
leadership, mentorship, and outreach within
and outside of Stanford University, PASU strives
to maintain a safe space for Pilipino-American
students and allies to empower youth to act as
agents of positive change, explore personal
and collective Pilipino identity, celebrate the
richness of Pilipino and Pilipino-American
culture, and nurture the spirit of a supportive
and thriving family
,
Project Dosti recruits summer volunteers to
do service work in India. Current projects
include teaching English at a village school in
Tamil Nadu and working at an NGO empow-
ering girls in Andhra Pradesh. It is free, fun
and fantastic. Please visit dosti.stanford.edu
for more information.
Queer & Asian aims to build a supportive
network amongst members of the Stanford
community who are interested in exploring
LGBTQ & Asian identities and issues. We
provide a safe space for all of our members to
socialize, talk about their lives, and learn
more about issues that are important to our
community.
-s' !',
a z |
\++,
Stanford Hwimori is the Korean drumming
group on campus. Hwimoris repertoire
includes both concert hall and traditional
styles of Korean drumming as well as Korean
dance and song. Hwimori performs widely at
both on- and o-campus events.
Indonesian Club at Stanford University is a
social and non-political club at Stanford
comprised of Indonesian students and
faculty from all departments, as well as
Stanford aliated students or faculty
interested in Indonesian culture or language.
The clubs goal is to foster an active and
thriving Indonesian community at Stanford
by facilitating networking and cultural and
educational activities.
The Japanese Student Union is the ocial
organization formed to provide support and a
social network for Japanese American
undergraduates, students interested in
Japanese culture, society, and current issues
while raising cultural awareness and fostering
information exchange with the Stanford
community.
|;
s,
Kayumanggi, the Tagalog word meaning
brown-skinned, is the Filipino dance troupe
at Stanford. They perform traditional Filipino
folk dances that are as diverse as the many
dierent islands in the Philippines. They
enjoy dancing and entertaining crowds at all
dierent venues, showcasing the graceful-
ness, energy, and rhythm of the Filipino
culture to the Stanford community.
Kaymanggi performs throughout the year for
numerous Stanford University events as
representatives of Filipino culture and
performance.
_sg,,
Korean Students Association holds weekly
ocer meetings to plan events and projects
geared toward providing a forum for diverse
cultural, social, and political issues concerning
the Korean peninsula and Korean American
society, as well as to foster a tighter Korean and
Korean American community at Stanford. KSA
has a membership of around 250 undergradu-
ate students. For more information, please visit
ksa.stanford.edu.
Lambda Phi Epsilon is the rst and only
internationally recognized Asian American
interest fraternity. The brothers strive To Be
Leaders Among Men and to succeed on all
fronts of the university life through academic
achievement, community service, social
interaction, and above all, brotherhood. At
Stanford, the brothers of Lambda Phi Epsilon
have placed integral roles in the Asian
American community as ocers in a number
of dierent organizations contributing to the
vibrancy of the community. Most important-
ly, Lambda Phi Epsilon and its members strive
to keep a strong brotherhood growing at the
university and to provide services in the best
interests of the Stanford community.
/s-!s | s{ ;
39
:sss;
Raagapella is Stanford Universitys all-male
South Asian focus a cappella group, specializ-
ing in the fusion of South Asian and Western
musical styles, and adding a touch of spice to
Stanfords a cappella scene. With a repertoire
of Bollywood pop, traditional cultural music,
and fusion pieces, Raagapella has sung in
venues ranging from campus dormitories to
the Hollywood Bowl before an audience of
18,000. Raagapella hopes to continue
spreading appreciation for the rich musical
culture of South Asia through performances at
Stanford and across the West Coast.
Stanford Asian American Activism Committee
is a student organization that furthers the
cause of social justice and full participation for
all Asian Americans through promotion of
social and political awareness as well as
organized action. SAAAC recognizes the
diversity within Asian America while acknowl-
edging the logic and purpose of unity, as well
as the inseparability of the Asian American
struggle from other social and political
struggles.
Sanskriti, Stanfords South Asian undergradu-
ate organization, aims to network South
Asian students of all backgrounds by putting
on biweekly cultural, social, and service
activities, as well as two large shows. In
addition, Sanskriti also runs a Big Sib/Lil Sib
mentorship program.
:sss;
:|!,
S@S is an organization for Singaporeans and
students who are interested in Singapore.
Through our various events, we promote
awareness about Singaporean culture and
issues on campus. These events include bak
kwa (a.k.a yummylicious Singaporean pork
jerky) barbeques, yusheng (a tradition that
involves tossing salad towards the sky) during
Chinese New Year, and discussion forums with
eminent gures from Singapore. We warmly
welcome you to join us at an event and nd
out more about the Little Red Dot!
::
The Stanford Bhangra Team practices and
performs bhangra, a traditional Punjabi folk
dance originating from the Punjab region in
Northwestern India. The team performs
traditional and hip-hop fusion variations,
holds on-campus workshops, and hosts
bhangra parties. Stanford Bhangra also
attends competitions throughout California
and around the nation.
The Stanford Society of Asian Scientists and
Engineers is an ocial chapter of the National
SASE organization. We are dedicated to the
professional development of our members and
to establishing meaningful relationships with
industry professionals, including ones from our
multitude of corporate sponsors (i.e. Toyota,
Shell, Procter & Gamble, General Electric,
Lockheed Martin, Life Technologies, etc). We
aim to perpetuate a tradition of mentorship
between past and present members and role
models in industry. We also address the
cultural issues that Asians and Pacic Islanders
face in the professional environment, and we
encourage community building among our
members
:'_! -\-; :,
40
Formed in the spring of 1993, SVSA has served
as a second family for all members, providing
a support network as well as opportunities to
increase cultural and ethnic awareness. SVSA
participates in many on-campus activities,
including its annual Lunar New Year Festival,
Spring Culture Night, and High School
Academic Conference. SVSA seeks to not only
cultivate awareness, culture, and community
among our members, but we aim to spread
our message among the dierent communi-
ties at Stanford and beyond.
Stanford Khmer Association seeks to promote
awareness of Khmer culture through
community events, culture, and lm nights, as
well as other sponsored events. The club is
open to all members of the Stanford
undergraduate community regardless of
ethnicity and features a diverse membership.
SKA is building a community of shared
identity with Khmer heritage.
:_;
Stanford Dragon Boat is interested in
exploring the culture, history, and art of the
ancient Chinese sport of Dragon Boating.
Stanford Dragon Boat will represent Stanford
at competitive races against various groups
and organizations.
Stanford Hawaii Club welcomes peoples
from the islands as well as people who share
an interest in the culture and people of the
islands. Hawaii Club sponsors activities
ranging from social gatherings on and o
campus to the annual Stanford Luau as a
means of sharing Hawaiis unique culture
with people of other communities.
:'_! \s+s,| 3a :'_! )s --s(
Newtype is dedicated to introducing the
Stanford community to anime and connecting
fans of Japanese pop culture through weekly
anime screenings and fun outings, such as trips
to karaoke and Japantown.
Sigma Psi Zeta, Inc. (SYZ) is a multicultural
Asian-Interest Greek organization founded in
1994. In addition to providing a powerful
network and support system within our
sisterhood, our core philanthropy is to raise
awareness of domestic violence against
women. SYZ stands today as one of the most
distinguished Asian interest sororities in the
nation. Through leadership, outreach,
collaboration with on-campus and national
organizations, and the bonds of sisterhood,
SYZ consistently makes a positive impact on
the community - the most distinctive
example being our annual Domestic Violence
Awareness Week.
:'_! -s+'g,
:|s | _s'; ::s;
41
Team HBV is a national collegiate organiza-
tion that strives to spread awareness about
hepatitis B in aliation with the Asian Liver
Center at Stanford University. The Stanford
Team HBV chapter will reach out to the
campus and the surrounding community to
educate others about the disease and its
vaccine. Activities include educational
presentations, service opportunities at
outreach events held by the Asian Liver
Center, sponsored screenings, a week-long
campus-oriented hepatitis B awareness
campaign, and an annual national Team HBV
conference held at Stanford.
Founded in 1991, Stanford Taiko is an
entirely student-run group under the
guidance of the Department of Music. Its
goal is to bring awareness of taiko (modern
Japanese drumming) to Stanford and the
greater community. Stanford Taiko performs
at various campus functions and cultural
festivals, puts on quarterly workshops, and
holds an annual spring concert.
Modern wushu is a martial art that combines
traditional Chinese ghting arts with a
modern disposition toward aesthetics, grace,
and performance. It emphasizes a combina-
tion of strength, speed, and exibility rarely
seen in other martial arts or sports. Along
with open-hand training, wushu athletes do
extensive training with weapons such as
broadsword, sta, spear, and straight sword.
Stanford Wushu also holds practices in taiji,
an internal form of Chinese martial arts. Taiji
practices are held once a week.
Taiwanese Culture Society is dedicated to
exploring and sharing Taiwanese/Taiwan-
ese-American identities. We strive to promote
awareness and appreciation of Taiwanese
culture with the larger Stanford community. We
also aim to parse our knowledge of our cultural
identity into terms to which second-generation
Taiwanese Americans (such as many of us in
the organization) and more broadly,
second-generation Asian Americans can
relate. Our events include Night Market, Taste
of Taiwan, Boba Night, movie screenings,
shaved ice nights, and much more!
:'_! 's|_~
'; +,\,
Thai-American Intercultural Society is a
student-run organization with the primary
objective of promoting interactions among
students who share an interest in Thailand
and her culture. Through various activities,
such as social events, panel discussions, and
cultural presentations, THAIS hopes to
promote Thai culture and create a mutual
understanding of diversity within the larger
Stanford community.
Undergraduate Chinese American Association
is a student-run organization whose goal is to
promote and educate the Stanford communi-
ty about Chinese culture. In addition, UCAA
strives to build cohesiveness within the
Chinese American community through
cultural and social events.
'ss \-: '\s, as;
42
43
44
45
46
47
48
49
af
Coming into Stanford, youre going to have a million questions on your mind.
What major should I take up? What communities should I be a part of? How
should I spend my weekends and afternoons?
Try not to answer all of these questions right away. Your time at Stanford is as
much a journey to nd yourself as it is preparation for your future. Try to
discover yourself in the most unlikely places. Go to that random workshop or
talk. Sign up for a class completely outside of your major. Stay up until 4 am
talking to your roommate about life (denitely dont do this every night!). Do
something out of the ordinary. You might just nd out who you really want to
be in a place you never would have initially thought to look. I know I did.
At Stanford, youre going to be surrounded by amazing opportunities and
inspiring people. Try your best to make the most of it. Seek out those opportunities. Dont be afraid to
apply for something you really want. Make meaningful connections with inspiring people. Really soak up
all that Stanford oers.
Lastly, dont ever be afraid to ask for help or seek out guidance on your journey at Stanford. You will
always have a place to gure it out and people to listen here at the A
3
C. I hope this book can help you
navigate Stanford a little better. Good luck!
Lara Abaya, 15
Designer
Lara Abaya
Special Thanks to
Cindy Ng and Jerald Adamos
Credits
David Calica
Tiany Cao
Danny Do
James Huynh
Julian Jaravata
Healy Ko
Vy Le
Peter Moon
Vince Moua
Clara Ng-Quinn
Takeo Rivera
Annie Phan
Kenneth Savage
Michael Tayag
Harrison Truong
Gaozong Vang
Ben Zhou
51
Asian American Activities Center
Old Union Clubhouse
Stanford, California
94305-3064
650.723.3681
http://a3c.stanford.edu