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S ou r c e b o o k

A Guide to the Asian American


Community at Stanford
University

Welcome to stanford university!


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 that will inspire
you to explore and become involved in the vibrant
Asian American community on and off campus.
Asian Americans make up approximately 23 percent of the undergraduate population and about
14 percent of the graduate student population. It
is a diverse group representing nearly every Asian
ethnicity. This diversity is reflected in the many
student organizations 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, 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 (A3C).
The A3C is a department of the University and
provides advising, programming, resources, leadership development, space, and a computer cluster. Most importantly, the A3C 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

asian

american timeline

1760-1920
1930-1990
1990-1999
2000-2009
2010-2015

4
6
8
10
12

A 3C

13

Basics

Introduction
Facilities
Events & Programs

14
16
18

Student

21

f e at u r e s

Frosh Profiles
Academic Resilience
Asian American Studies
Health & Wellness
Leadership
Research, Grants & Fellowships
Studying Abroad
Community Engagement
Alternative Spring Break

22
24
26
28
30
32
34
36
38

Student

40

o r g a n i z at i o n s

41
42
45
47
48

Overview
Culture & Identity
Performing Arts
Service
Pre-Professional
Community
Fall Quarter
Winter Quarter
Spring Quarter

T able of C o n te n ts

Calendar

49
50
52
54

asian
american
timeline

an introduction to Asian
American history at
Stanford and beyond
ToP

national events
stanford events
boTTom

The history of Asians in


America date back long before
the immigration laws of the
United States. The experiences
of Asians at Stanford parallel
the experiences of Asians
nationally, both undergoing
unjust discrimination, even
violence, but at the same time
still proving to be resilient
and triumphant. Learn about
some of the inequities faced
and accomplishments of Asian
Americans in these next pages.

1. The first settlement of Filipino Americans is recorded.


They escaped imprisonment
aboard Spanish galleons in
new Orleans and fled to the
bayous.

2. The first arrival of Asian


Indians in the US is recorded.
They were slaves who were
part of the US-India slave
trade.

3. Gold is discovered at Sutters Mill and word spreads


of Gold Mountain encouraging many Chinese to
emigrate to the US through
San Francisco, settling in
Sacramento.

The naturalization Act made


it law that only free white
persons could become US
citizens.

4. Central Pacific Railroad


Co. recruits Chinese workers
for the first transcontinental
railroad. 9,000 of the 10,000
laborers for the project were
Chinese.

5. First restrictive federal


immigration law prohibits
the entry of immigrants
considered undesirable
which was classified as any
individual from Asia who
was coming to America
to be a forced laborer, any
Asian woman who would
engage in prostitution, and
all people considered to
be convicts in their own
country.

2
4
3

1760

1770

1780

1790

1800

1810

1820

1830

1840

1
2

chinese & Japanese students in stanfords early days

1760-1920

Upper Left: The Chinese


Clubhouse, a residence
founded by Chinese students in 1919 after racially
motivated incidents.
Bottom Left: Chinese Clubhouse residents
Center: Members of the
Japanese Students Association, the first student group
founded at Stanford that
specifically catered to Asian Americans.
Upper Right: Professor Yamato Ichihashi was among
the first academics of Asian ancestry in the US.
Immigrating from Japan in 1894 at age 16, Ichihashi
graduated from Stanford with a bachelors and masters degree in economics. In 1913, he begins teaching
at Stanford, specializing in Japanese history and
government, international relations, and the Japanese American experience. He and his wife, Kei, were
forcibly relocated and incarcerated under Executive
Order 9066 during World War 2. A compilation of his
wartime writings and biography were published in
1997 by current history professor, Gordon Chang.

ASIAn AMERICAn TIMELInE

8. A magnitude 7.8 earthquake hits San Francisco


sparking fires that destroy
over 80% of the city. The
loss of government records
allows for the entry of paper sons from China who
were allowed to enter based
on forged birth certificates
claiming their fathers resided in the US.

6. This Act suspends immigration of Chinese laborers


for 10 years and excludes
Chinese from citizenship
by naturalization and halts
Chinese immigration for 60
years.
7. U.S. annexes Hawaii after
160 American armed marines land in Honolulu. Hawaii later becomes the state
with the highest concentration of Asian Americans and
Pacific Islanders.

9. Angel Island is established


as a detention center for
Asian non-laboring classes
desiring entry into the U.S.
Thousands of immigrants
from China endure weeks
and even years of interrogation by US immigration officers. The center served as
the Ellis Island of the West
until 1940.

10. This Act adds to the


number of undesirables
banned from entering the
country but also specifically designated an Asiatic
Barred Zone. A region that
included much of Asian
and the Pacific Islands from
which people could not
immigrate.

1850

10

1860

1870

1880

1890

1900

1910

Barred
1917 Asiatic
Zone

1920

Act

6
4

1. The first annual Stanford


register lists 7 students with
Asian surnames out of the
555 students in the Pioneer
Class.
2. With an enrollment of 30
students, the Japanese Students Association form to
build a supportive community for Japanese nationals
and US-born students of
Japanese descent.
3. Chinese students both
American-born and from
China gather together
to support each other at
Stanford.

4. Yamato Ichihashi begins


teaching in the History department specializing in Japanese history, international
relations, and the Japanese
American experience. By
the 1920s, he was appointed
Associate Professor and
is believed to be the first
person of Asian descent to
have held an endowed chair
position at an American
university.

5. A student of Chinese
descent is physically thrown
out of the residences at Encina Hall by white male students. This action prompted
the Chinese and Japanese
communities at Stanford
to raise funds to establish
residences on campus for
their students.
Japanese students establish
the Japanese Clubhouse on
Santa Ynez Street. The clubhouse provided a safe home
for students of Japanese
ancestry on campus until the
start of WWII.

6. Chinese community
establishes the Stanford Chinese Clubhouse located on
Salvatierra Road where the
law school currently stands.
Much like a present day
row house, the residence
included housing for current
students as well as a kitchen
and lounge for community
gatherings.

11. As the Filipino population


increases, anti-Filipino riots
and murders occur up and
down the West Coast.

14. The US Supreme Court


rules Executive Order 9066
constitutional.

16. Though American troops


had been involved in the war
between North and South
Vietnam starting 1955 as
part of a containment policy to prevent Communist
takeover of Southeast Asia,
the draft begins for all males
born between 1944-1950 for
the Vietnam War in 1965.
Nationwide, college students
protested the war following
the fatal shooting of four
student protesters by the
Ohio National Guard at Kent
State University in 1970.
American troops withdraw
in 1973, but the war did not
end until 1975 with the Fall
of Saigon.

15. Filipino farmworkers


begin a strike in Delano, CA.
A week later, they are joined
by Mexican American farmworkers to form the United
Farm Workers of America,
which effectively fought for
higher wages and better
conditions for farmworkers
through consumer boycotts,
demonstrations, non-violent
resistance, and community
organizing.

12. This Act offers to pay the


way back to the Philippines
for Filipinos choosing to go.
2,000 Filipinos leave.
13. This Executive Order,
signed by President Franklin
D. Roosevelt after the attack
on Pearl Harbor in WW2,
forcibly removes and detains
120,000 Japanese, who were
primarily US citizens, in 10
concentration camps.

17. This Act raises Asian


immigration to 20,000 per
year for Asian countries,
the same as for European countries. The new act
favors educated middle
class immigrants, thereby
changing the class dynamics of the Asian American
community. This contributes
to the creation of the model
minority stereotype, a myth
that says Asian Americans
have no social barriers or
issues because they have
high income and educational
attainment rates.

17
13

11
14

12

16
15

1930-1990

Students &
Faculty of
Japanese
Descent Sent
to Internment
Camps

7. Executive Order 9066 authorizes the wartime internment


of 120,000 U.S. citizens and
residents of Japanese ancestry.
24 students with Japanese surnames at Stanford are forced
to leave along with Professor
Yamato Ichihashi and his wife
Kei, who remained in the
camps until the end of the war.
8. Students and faculty protest
Stanfords policy on Selective
Service examinations and
classified research including
Stanford Research Institutes
work on chemical weapons.
Board of Trustees votes to
sever ties with SRI.
A sia n A merica n timeli n e

1969

1974

Asian American Student Alliance


Formed // AASA is formed to help Asian
Americans meet and understand more about
each other though social and cultural programs
and to bring attention to Asian American student needs.

The peoples Teahouse // Students establish a non-profit student-run cafe that donates
funds to worthwhile Asian American related
projects and groups on and off campus.

The fight for Asian American Studies at


Stanford begins // African & Afro-American
Studies is established following student protests
led by Black Student Union. Asian American
students start a petition for the creation of an
Asian American Studies program on campus.

1971
Asian American Theme Dorm
Established // Junipero House is founded as
the Asian American Theme Dorm. Professor Harumi Befu is the first Resident Fellow. An Asian
American resource center is housed in Junipero.
First Asian American Studies Course //
Gordon Chang, a then-graduate student in History, teaches the first Asian American Studies
course offered under the student-led Stanford
Workshops on Political and Social Issues.

1975
Asian American New Student Orientation Committee Established // AANSOC is
established by students to welcome and introduce incoming Asian American students to the
Asian American community. The Sourcebook
and Big/Little Sib Program is also established.

1977-1978
Asian American Activities Center Established // Asian American Activities Center is
located at the Old Fire Truck House and staffed
entirely by volunteer student interns.
Asian American Theater project established // AATP is founded to help shape
a more realistic image of Asian Americans in
theater and to present relevant Asian American
works.

18. Yuji Ichioka, a UCLA


scholar, coins the term
Asian American to bring
diverse Asian groups together as he formed the first
pan-Asian American political
groupthe Asian American
Political Alliance. Previously,
people of Asian descent
were referred to as Asiatic,
Mongoloid, or Oriental.

18

19. The official end of the


Vietnam War prompts the
arrival of large numbers of
refugees in the US. Over
700,000 refugees from
Southeast Asia settled in the
US during a ten-year span as
a result of the conflict, which
extended beyond Vietnam
to Laos and Cambodia. The
refugees include ethnic
Vietnamese, Montagnards
from the highlands of
Vietnam, ethnic Chinese
from Vietnam, Cambodians
fleeing the Khmer Rouge,
and ethnic Laotians, Iu Mien,
and Hmong from Laos.

20. Elderly Filipino and


Chinese tenants of the International Hotel in San Francisco are evicted from the
low-cost residential unit in
historic Manilatown despite
thousands of protesters who
barricaded the building from
eviction officers by physically surrounding the building.

of the term
Asian American
1966Coining
evictions
1977 I-Hotel
of
Saigon
1975 Fall
20

21

21. Chinese American


Vincent Chin, identified as
a Jap, is beaten to death
by two white Americans in
Detroit at the height of layoffs in the US auto industry
due to increasing Japanese
imports. Asian American
groups around the country
rallied to classify the murder
as a hate crime and to build
coalitions to push for federal
prosecution, fuels a national
Asian American movement. Both assailants were
acquitted.

Chin
Murdered
1982 Vincent

19

1970

1975

1980

1985

API Community Transformed


1981

1988-1989

Okada House Founded // The Asian theme


dorm is moved from Junipero to Madera in
Wilbur Hall and renamed Okada, after pioneer
Asian American artist and author. Dorm houses
96 students, 40% Asian American.

Students of color Coalition // The Students of Color Coalition leads a rally against
racism from White Plaza to the Quad to present
a platform for multicultural education at Stanford.

Founding of many API student organizations // As the Asian American student


Rainbow Agenda & Institutionalizing
body grows, new student organizations that
Community Centers // Students from the
represent the breadth of diversity of the comRainbow Agenda (including AASA, MEChA,
munity flourish (e.g. Chinese Folk Dance, StanSAIO, BSU) propose a set of demands including ford University Nikkei, Stanford Vietnamese Asinstitutionalization of the Asian American Acsociation, Stanford Wushu, Hong Kong Student
tivities Center and hiring of a full time Director/ Association, Korean Students Association, PiliDean.
pino American Students Association, Stanford
Klub of India, now Sanskriti, the Thai-AmeriWestern Culture curriculum debate // can Intercultural Society, and the UndergraduStudents rally to change the Western Cultures
ate Chinese American Association)
course requirement to one that includes ethnic
Takeover of the presidents office //
minority and women authors. Rev. Jesse Jackson led a march with over 200 students chant- Students take over President Donald Kennedys
ing Hey hey, ho ho, Western Civ has got to go, office with a list of 120 demands including Asian
drawing national media attention. In 1989, West- American Studies at Stanford, chanting Just
one Asian American Studies Professor! Kenern Cultures was replaced by Cultures, Ideas,
nedy releases a statement, saying We confirm
& Values (CIV), that included critical works on
that many minority issues and concerns are not
race, class, and gender.

1987-1988

1990

1969-1989

the special pleadings of interest groups but are


Stanford issues--ones that should engage all of
us and states the goal to hire 30 minority faculty in the following decade.
University committee on minority issues // President and Provost form the UCMI
in response to the demands of the student-led
Rainbow Agenda. The UCMI report outlines
recommendations for: diversifying curriculum;
minority faculty recruitment, retention & promotion; student admissions and financial aid;
student life; and staff recruitment, retention &
promotion, in particular calling for additional
funding and staffing for community centers.
Asian American Activities Center Institutionalized with First Full Time Director // The Asian American Activities center is
institutionalized through funding from the Dean
of Student Affairs, which enables the hiring of
the first full-time director Rick Yuen.

22. After the acquittal of the


white LAPD officers who
were filmed beating black
motorist Rodney King, one
of the biggest riots begins
in LA. Police contain riots
Koreatown area, and over
2,000 Korean-owned business are destroyed.

23. This California state


ballot measure ends gender
and racial preferences, thus
ending affirmative action in
public institutions.

22

1990

Angeles
Riots
1992 Los

1991

1990

Report on Building
Multicultural University
First Asian American
Studies Courses Offered

1991

1992

More API Student


Groups Founded
A3C Staff increases
to 2 Full-time Positions

1993

1993

Student Support for


Ethnic Community Centers
Ethnic Center
Staff Equity

1990-1999
8

90 / Professors Gordon Chang and David


Palumbo-Liu are appointed as the first
tenure-track Asian American Studies
scholars at Stanford. The following year,
Asian American Studies scholars offer a
core curriculum consisting of five Asian
American Studies courses, as a result of
collaborative efforts of Professors Chang,
Palumbo-Liu, Sylvia Yanagisako, and Bill
Hing.
A sia n A merica n timeli n e

23

1994

1994

Concerned Students for


Asian American Studies
Asian American Issues
Alternative Spring Break
4 Chicano students go
on hunger strike
Increased Funding for
Community Centers

KEY

90 / The Annual Review Panel releases


an assessment which recommends to:
institutionalize multiculturalism as a university value; incorporate multicultural
goals in internal processes; and increase
institutional accountability through an
Internal University Minority Audit Group
composed of faculty, staff, administrators
and students.

209
1996Proposition

91 / Asian American student groups


continue to grow in number, adding
performing arts and Greek organizations
including Stanford Taiko, Lambda Phi
Epsilon, alpha Kappa Delta Phi, Project
AYIME, Stanford Hwimori, Newtype
Anime club, Singaporeans at Stanford,
Indonesian Club at Stanford, and the
Asian American Sib Program.
91 / Cindy Ng is hired as the full-time A3C
Program Coordinator.

94 / Concerned Students for Asian


American Studies members disrupt a
Faculty Senate meeting, demanding an
Asian American Studies Program. It is the
first time that a Faculty Senate meeting
is prematurely adjourned. The following
year, an Asian American Studies Curriculum Committee is formed to develop a
curriculum for an Asian American Studies
major and minor.

93 / In response to potential budget


cuts to the ethnic community centers,
students hold a speak out in White Plaza,
titled Bridging the Gap Between Rhetoric and Reality.

94 / The first Asian American focused


ASB trips Asian American Issues: From
Identity to Action and The Challenge
of Identity: The Filipino-American in California are created to introduce students
to the needs of various communities
through direct service, experiential learning, discussion, and reflection.

93 / Assistant Directors in the ethnic


community centers are reclassified and
received pay increases following an
investigation into equity to bring them
on par with the Assistant Directors in the
Office of Student Activities.

94 / Hunger strikers demand reinstatement of a senior Chicana administrator,


the establishment of a Chicano Studies
program and a grape boycott on campus. Students from AASA, BSU and SAIO
join in support of the strikers.

Student Activism:
1989 and Now
Left: Cheryl Taylor 90, Gina Hernandez
88, and Richard Suh 88 protest during
the takeover of President Kennedys office
over slow administrative response to systemic racial injustices on campus.
Center: For the 25th-anniversary commemoration of the 1989 takeover, students
re-enact the events to honor the legacy
of student activism; alumni involved in the
Takeover return for a panel discussion.
Right: In 2016, the Whos Teaching Us?
campaign issues 25 demands for the
administration, calling for diversity and
inclusion at all levels of the university.

1995

1995

Minority Alumni Hall of


Fame Established

1996

1997

1996

Anti-Asian Hate Crimes


on campus
Asian American Studies
Program Established

Funding for Ethnic


Centers Renewed

Leading through
Education Activism
and Diversity Program
Established

96 / Annual conference that addresses


pressing issues in the Asian American
community and brings representatives
from local community groups to campus
to educate participants about these
issues is founded. It is open to students
throughout the Bay Area and nation.

95 / Stanfords ethnic community centers establish the Alumni Hall of Fame


to recognize the contributions of the
Universitys outstanding alumni of color
in an awards ceremony during Reunion
Homecoming Weekend.

1999

1997

Listen to the Silence


Conference Established
Queer & Asian student
group established

94 / In response to events throughout


the year, Provost Condelezza Rice approves an increase of 25K in soft funding
for each of the four ethnic community
centers. The funding was granted on a
2-year renewable basis.

1998

96 / Stanfords first student group focused on providing a welcoming and safe


space for Stanford students to engage
in issues concerning the API and LGBTQ
identities is founded.
96 / Staff of the four ethnic community centers submit the Report to the
Provost on the Special Allocation to the
Ethnic Community Centers for Recruitment, Retention, and Cultural Programming. Following the report, the 25K in
soft funding is renewed for each center
for another cycle.

97 / Derogatory racial epithets are found


in the A3C in two separate incidents.
Chink was written in red felt pen on a
computer monitor in the couchroom, and
mustard was used to write Fuck you
chink inside the refrigerator.
97 / After more than 25 years of student
struggle and protest, beginning January
1, 1997, students are able to major in
Asian American Studies. History Professor Gordon Chang is appointed the first
director for the program.
97 / Established as a collaborative effort
by the ethnic community centers, the
LEAD program provided training for
student leaders using the Social Change
model for leadership development.
Alumni of the program went on to serve
as ASSU presidents, national scholars,
and student group leaders. The program
continued for a decade until eliminated
due to budget cuts in 2010 before being
restored in 2014.

24. Following the terrorist


attacks on the WTC and the
Pentagon, Arab Americans
and South Asians encounter
hostile discrimination and
are victims of hate crimes.

27. Cha Vang is killed in a


hunting accident. An all
white jury charges his killer,
James Nichols with second
degree intentional homicide
rather than the original first
degree murder. Questions
of whether this was a retaliation killing for Chai Soua
Vangs case arise.

26. Hurricane Katrina hits


the US Gulf Coast. 400,000
residents are displaced,
including many Vietnamese
Americans. They lost property and businesses, which
triggered a return of PTSD
symptoms due to similarities
to refugee experiences.

25. The most recent wave


of Hmong refugees arrives
from Wat Tham Krabok in
Thailand after the closure of
the last refugee camps.

24

Attacks
and aftermath
2001 9/11
Resettlement
2004 Refugee
25

2000

2001

2000

Concerned Students
for Community Centers

2001

2002

Stabilizing Funding
for Ethnic Centers
Hate Crimes in the
Quad

2002-2004

Increasing Diversity
in Student
Organizations

2003

2004

2003-2004

Focus on Filipino, Vietnamese


& South Asian Students

2004
Asian American Activities
Center New Associate Dean &
Director, Cindy Ng
Advancing Diversity in
Asian American Admissions

2000-2009

KEY

10

01 / Hate crime written in classrooms


during Winter Quarter finals. They read:
Rape all Asian b*** and dump them,
F** Sp**!, White man is King!, Nuke
Arabs, N***s dont get it, this is a White
only class. Police and Stanford administrators cover up graffiti and do not
disclose the threatening contents until
the Stanford Daily and San Francisco
Chronicle break the story.
00 / Students gather to form the Concerned Students for Community Centers
and submitted a proposal to newly appointed University Provost John Etchemendy requesting increased funding,
space and maintenance for the centers.
01 / President John Hennesey approves
an additional $15,000 in soft funding for
the community centers. In later years he
would approve a total of $50,000 in hard
funding for the centers
A sia n A merica n timeli n e

02-04 / New student organizations


emerge representing not only increased
ethnic diversity but also socio-political
diversity in the community. New groups
include the Stanford Asian American
Activism Committee, the Multiracial
Identified Community at Stanford, Malaysians at Stanford, Pakistanis at Stanford,
Muslim Student Awareness Network,
Bhangra, Hindi Film Dance, Noopor,
Kayumanggi, and the sorority Sigma Psi
Zeta, as well as many others.

03-04 / The Asian American Activities


Center launches new Speaker Series
focused on smaller Filipino, Vietnamese
and South Asian communities.
04 / After serving as the Assistant Director for 13 years, Cindy Ng is promoted to
Associate Dean of Students and Director
of the Asian American Activities Center
after former Director Rick Yuen transitioned to the Office of Judicial Affairs.
Shelley Tadaki 00, MA03 is hired as the
new Associate Director
04 / Over forty students stage a protest
at Dean of Admissions Robin Mamlets
office to demand an increase in Filipino
and Southeast Asian American student
outreach and admissions acceptances.

Increasing API Subgroup Diversity


Hmong Student Union

Stanford Hmong Student Union was


founded in October 2007 by undergraduates interested in building a
supportive community for Hmong
students currently or contemplating
attending Stanford; networking and
collaborating with other Hmong
groups and organizations; promoting awareness of Hmong ethnic
identity at Stanford; and educating
the greater campus and community
about Hmong culture, history, issues
and contemporaneous experiences
in the United States.

26

Katrina
2005 Hurricane

2005

2005

9066/911: Community
& Identity in Wartime
America

27

2006

VIolence
2007 ANTI-Hmong

2007

2006

Chinese Alumni Club


Commemoration
First Generation
Experience for Stanford
Students

2007

Hmong Student Union


and Stanford Khmer
Association Established

Asian American Student


Health & Well-being Study

05 / The Asian American Activities


Center marks the 50th Anniversary of
Executive Order 9066 with a panel titled,
From 9066 to 9/11, featuring leaders
of the Murphy community, Japanese
American community, and Civil Rights
leaders who discussed parallels between
anti-Japanese hysteria during WWII and
anti-Muslim, Sikh hysteria post-9/11.
06 / George Leong 47 and fellow Chinese Clubhouse alumni raise funds to
support the Asian American Activities
Center which carries on the sense of
place that was so important to them as
students in the 1940s. Funds go to furnish the Old Union Clubhouse Ballroom
and a plaque is installed recognizing the
contributions of the Chinese alumni.
06 / Recognizing unique challenges faced by first generation college
students, the Asian American Activities
Center takes the lead in hosting the first
student panel during admit weekend
focused on the First Generation Student
Experience at Stanford.

In 2009, HSU hosted their very first


Stanford Hmong Outreach Program
Promoting Education, bringing 15
students to campus for a weekend.
The purpose for this program was
to expose high school students to a
college experience in hope to inspire
students to pursue higher education.
During the program, students attend
course lectures, Hmong American
identity workshops, and other activities relative to the college experience. SHOPPE is now a program that
the Hmong Student Union puts on
every year.

06 / The Asian American Activities Center convened a Task Force to examine


mental health concerns for Asian American students after several suicides. The
following year, a first-of-its-kind survey
was sent out to all self-identified Asian
American students gathering information
on health & well being as well as help
seeking behavior. Findings led to the
establishment of the After Dark Program
at the Asian American Activities Center
focusing on mental health concerns.
07 / As a result of the student push for
increased outreach to the Southeast
Asian community, the first Hmong and
Khmer student groups are formed on
campus providing support for these
smaller communities.

2008

2008

Statewide Hmong
Issues Conference at
Stanford

2009

2009

Cuts to the
Community Centers
Programs & Staffing
Concerned
Students for
Community Centers

08 / Students from the Hmong Student


Union host the first Statewide Hmong
Issues Conference to be held at Stanford,
drawing an audience of over 200 from all
areas of the State to campus to explore
history, culture and issues facing the
Hmong community.
09 / Vice Provost for Student Affairs
Greg Boardman announces $3M in cuts
to the Student Affairs division as part of
the two-year $100M cut to the University
Budget. In 2010, professional staff of
all centers were reduced from full-time
employment to half time status & benefits for two months of the summer. One
month was restored in 2012, bringing the
staff to an 11-1 schedule. Staff were restored to full-time status in January 2015
09 / Students gather to revive the
Concerned Students for the Community Centers to hold meetings and rallies
to protest planned cuts to staffing and
funding of centers.

11

28. UCLA student Alexandra


Wallace posts a Youtube
video titled Asians in the
Library the same day the
earthquake and tsunami hit
in Japan. In the video, Wallace imitates and mocks the
hordes of Asian people at
UCLA. UCLAs Asian Pacific
Coalition called for the University to discipline Wallace
for using hate speech and
violating the student code
of conduct. The University
does not take action against
Wallace for the video, but
she announces publicly that
she will no longer attend
UCLA in an apology letter.

29. The Pew Research


Center publishes The Rise
of Asian Americans. The
report notes that Asian
Americans are the most educated and has the highest
median household income
but does not disaggregate
data by different ethnic
groups as captured from
the U.S. Census Bureau or
calculate household income
based on a per capita basis.
The report perpetuates the
model minority stereotype,
preventing policy makers
from fully addressing the
educational, economic,
and social service needs of
Americas fastest growing
racial group.

30. Nina Davuluri, Miss


New York is crowned Miss
America 2014 over Stanford
alum, Crystal Lee 13, Miss
California. This was the first
year that the top two candidates were of Asian descent
and as a result, social media
was flooded with hateful
comments attacking their
American citizenship status.
Davuluris identity as an Indian American is specifically
targeted and inaccurately
referred to as Muslim, Arab,
tied to the terrorist al-Qaeda, and not American
enough to win the title.

2012 Pew Report: The 29


Rise of Asian Americans

2015 Indictment of Peter Liang 31


for the murder of Akai Gurley

Miss America
30 2013
Pageant

2011 UCLA 28
Youtube Incident

2010

2011

31. Following the fatal


shooting of Akai Gurley, a
28-year-old black man in
New York City, Peter Liang,
a rookie police officer, is
indicted for his murder. A divide was created within the
Asian American community
who thought on one hand
that his indictment was part
of a broader support for
the larger #BlackLivesMatter movement to demand
greater police accountability and on the other hand,
particularly with Chinese
Americans, who argue that
the indictment was unfair
scapegoating of a nonWhite police officer.

2012

2013

2012
A3C Staff
Change

2014

2013
Chair of
Faculty Senate

Two Asian American


Studies Professors
named Endowed Chairs

2015

2014

2015

Professors
Denial of Tenure

Whos Teaching
Us? Campaign

API Solidarity
with Black Lives
Matter

2010-2015

KEY

12

13 / David Palumbo-Liu, the Louise


Hewlett Nixon Professor, is elected as the
chair of Stanfords 46th Faculty Senate,
making him the second person of color
in the institutions history to hold this
position.
12 / After a year-long national search,
Jerald Adamos is hired as the third
Associate Director of the A3C following
the departure of former director Shelley
Tadaki.
12 / Asian American Studies Professors
Gordon Chang is named the Oliver H.
Palmer Professor in Humanities and
David Palumbo-Liu is named the Louise
Hewlett Nixon Professor.
A sia n A merica n timeli n e

14 / Assistant Professor of English,


Stephen Sohn is denied tenure and joins
other denied faculty of color such as Estelle Freedman, Akhil Gupta, Robert Warrior, and Lora Romero. This case prompts
continued concern over the future of the
Asian American Studies program, particularly since there are few diverse faculty
available to teach these courses.

14 / The deaths of Michael Brown, Eric


Garner, and Tamir Rice that followed
other black individuals killed by law enforcement fuel members of the Stanford
API community to organize teach-in &
community discussion about Ferguson
and how it relates to the API community.
Attendees connected the state violence
in Ferguson to their families fleeing
from violent regimes in Asia and to
discriminated Asian and Asian American
communities in America. Members of the
API community followed up with an afternoon demonstration in the Main Quad
for national and cross-cultural solidarity
for Ferguson.
15 / Whos Teaching Us Campaign is
launched to ensure that marginalized
students have a safe and inclusive learning experience.

what you need to know


about the Asian American
Activities Center

the a3c builds a community


of asian and asian american
students, faculty, staff, and
alumni that fosters a greater
understanding and awareness
of the asian experience in
america. The A3C offers many
resources, programs, and
services for the community and
is home to over sixty student
organizations that hold weekly
meetings and rehearsals in the
center and also use the office as
a workspace for planning events.

13

what is the A C?
3

The Asian American Activities Center, or A3C (A cubed C), is a


department under the Vice Provost for Student Affairs that serves
as Stanfords primary resource for Asian and Asian American
student affairs and community development.
The A3C contributes to the academic mission of the University through

The physical space of the A3C provides a home to the Asian and Asian
American community on campus. Find more information on pages 14-15.

W h o c a n u s e t h e a 3c ?
The A3C is open to the entire Stanford community. Everyone can attend our
programs and visit our center.

W h y s h o u l d I g o t o t h e A 3C ?
The A3C offers a wealth of resources for both students and organizations. We
welcome you to attend our events and programs, study in our computer cluster,
or relax on our soft couches. You can also talk to the staff, faculty, or student
staff at the A3C for advice or to learn about our resources.

H o w c a n I g e t i n v o lv e d wi t h
the community?
Participating in student groups is a great way to get involved. There is a diverse
set of groups ranging from service to activism to performing arts to cultural for
you to connect with. Stop by the A3C for more information!
14

A 3 C B asics

W h o s at t h e A 3C ?

Cindy Ng

Associate Dean and


Director of the A3C

Cindy is a longtime Alameda


resident who graduated from
UC Berkeley with a BA in Math.
Since joining the A3C staff in
1991, Cindy has worked with
faculty, staff and alumni to
build community and to create programs and opportunities that support students in
the academic and co-curricular endeavors. She also works
with students on programming,
leadership development, and
advising and collaborates with
campus partners to ensure that
the needs of students are met.

student staff

Jerald Adamos

Assistant Dean and


Associate Director of the A3C
Each year, the Asian American Activities Center employs roughly 15 undergraduate students who each
work 5 to 7 hours a week.
They serve as office staff for
the Center and implement
programs throughout the
year. The students are a critical component in the work
of the A3C and ensure that
the Centers offerings match
the needs of the student
body.

Jerald, originally from Southern California, received his BA


in English Education and MS in
Higher Education from the California State University. Since
joining the A3C staff in early
2012, Jerald works closely with
the A3C student staff to coordinate Center programs and
major events and serves as an
advisor to student leaders. He
also collaborates with the staff
of other University departments to bring awareness of
campus resources to students.

Advisory board
The Asian American Activities
Center Advisory Board promotes and supports the work
of the Center. This includes
fundraising,
advocacy
for
needed student services, and
advising on the overall direction of the A3C. The Board is
composed of undergraduate
and graduate students, staff,
alumni, and faculty.

W h at d o t h e s e t e r m s M e a n ?
Asian American Activities Center | The A3C (pronounced A cubed C) is a University
department and one of four ethnic community centers under the Vice Provost for
Student Affairs. It is located in the Old Union Clubhouse.
Asian American Students Association | A student-run cultural, political, social, and community service organization, AASA serves as the umbrella organization for many undergraduate Asian American groups on campus.
Asian American New Student Orientation Committee | AANSOC
helps new students transition to Stanford and connect with the Asian
American community by hosting programs like We Are Family.
Okada House | Located in Wilbur Hall, Okada is the Asian American
theme dorm. It is named after John Okada, author of No-No Boy, a novel
about the incarceration of Japanese Americans during World War II.
15

the space
The physical space of the A3C includes offices for the professional staff, a lounge
space, a ballroom shared with Old Union Clubhouse tenants and other campus
organizations, a computer cluster with the Asian American resource library, and
more. Take a tour of the center below. Stop by in-person anytime!

sta
ge

first floor
2

ballroom

to 2nd floor
couchroom
the a3c is in the old union clubhouse, which is on the left-hand
side of the old union complex if
you are facing the central fountain.
When you first walk up the steps of
the clubhouse (1), youll notice to
two sets of double doors that lead
to the A3c ballroom (2), a large
open space that student groups
can reserve for anything from regular dance practices to events. to
your right, youll find the conference room (3), which many student group meetings happen in.
youll also find an elevator (4) for
increased accessibility.
to get to the a c couchroom, the
central hub of most asian american activities on campus, just follow the stairs up or take the elevators to the second floor.

elevator

conference
room

entrance

2 Ballroom
spare chairs for
event set-up
stage for performances
and presentations

open space for performing


group practices and events

3 conference room
whiteboard

16

A 3C B A S I C S

conference tables
and chairs

When you walk through the


doors on your left, youll find the
couchroom (4). Many students
come here to rest, chat, hang
out, and study. Complete with
many comfortable couches, a TV,
dVd player, and stereo set, many
groups use this space for meetings and events.
On your right-hand side, youll
notice a door with a keypad that

leads to the computer cluster


(5), which houses computers,
printers, and a scanner for student/student group use as well
as the Asian American resource
library. To get in, just ask someone at the center for the code -anyone is welcome.
On the right, youll also find cindy and Jeralds offices (6). You
can find more about them on

page 15. Stop by and introduce


yourself! The A3C also includes
a kitchenette (7) and restrooms
(8) for your convenience.
The second floor also houses
room 209 (9) adjacent to the
couchroom, in which CAPS counselor Kathy Lee and the A3C
Graduate Student-in-Residence
hosts drop-in counseling and advising services.

Cindy & Jeralds offices


8

restrooms
7

computer cluster

kitchenette
4

couchroom

room 209

second floor
4 couchroom

TV for presentations, movie


screenings, and more

6 cindy & Jeralds

offices

couches

more meeting space

feel free to stop by


to chat

Asian American
Resource Library

5 computer cluster

7 Kitchenette
microwave

computers to
work on
workspaces
couches

refrigerator

sink
17

events & programs


In addition to being a physical space for Asian American students and groups
to convene, the A3C hosts a variety of academic and enrichment programs to
help students transition into and thrive at college.
sPeaKer series The A3C Speaker Series is a lunch series featuring faculty and staff speaking on
such issues as academics, career options, and public service. during Fall Quarter, the Series particularly
addresses issues that first year students tend to experience during their transition to college life. The Series
allows students to gain different perspectives about life at Stanford, as well as meet various faculty, staff,
and students.
1

2 graduate student in residence for


undergraduate researcH suPPort The A3C
graduate Student in Residence is available to serve
as a mentor and coach to encourage and support
undergraduate 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 formulating a research
question, grant writing, institutional review board
submission, and tips on data collection and writing
of the research paper.

18

A 3C B A S I C S

3 leadersHiP retreats & student grouP advising The A3C hosts quarterly leadership retreats for
the student officers of over thirty Asian American student groups that utilize A3Cs 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
different VSos to collaborate and interact, and provide
leadership training, such as effective communication
and conflict resolution. The professional staff at the
A3C also serve as advisors to the student organizations
that utilize the center.

4 ilive series ilive was founded in 2007 as


a result of the A3C's health & well-being survey.
The ilive Series aims to dispel misconceptions,
increase awareness, and encourage dialogue
about mental health and well-being in the Asian
American community through discussion-based
events throughout the year. Past topics include
defining successes and failure, friendships and
relationships, body image, and imposter syndrome.

5 caPs because mental health can be stigmatized


in Asian American communities, Counseling and Psychological Services (CAPS) offers a drop-in hour every
week at the A3C to allow students to learn more about
mental health and well-being services from a psychologist who brings cultural sensitivity. They can help students learn whether counseling would be helpful for
particular issues they may be experiencing, or to talk
about how to help a fellow student or friend with issues
such as stress, relationships or depression.

6 asian american interactive mentoring (aim) Program Founded in 1993, the Aim Program
matches Asian American sophomore undergraduates with Stanford affiliated Asian American staff, faculty,
graduate students, and alumni for one-on-one mentoring experiences. Aim seeks to provide students with
mentors who are sensitive to cultural differences that may affect a students experiences and success.
7 asian american siB (aasiB) Program The AASib program helps incoming frosh and transfer
students transition into Stanford by matching new students with upperclassmen and exposing them to
various components of the Asian American community on campus. First year students (lil Sibs) are paired
with other lil Sibs and upperclassmen (big Sibs) based on similar academic interests, majors, hobbies, or
personal pursuits.

19

8 leading tHrougH education, activism,


and diversity The leAd Program is a collaborative effort led by the professional staff of the A3C,
black Community Services Center, el Centro Chicano
y latino, and native American Cultural Center. leAd
was first established in 1999 as a two-quarter course
based on the Social Change model of leadership.
The mission of leAd is to develop the cross-cultural, collaborative leadership skills of student leaders
at Stanford by providing them with theoretical and
real-life experiences in non-hierarchical leadership
for the purpose of creating a shared vision for/and
effecting social change. by focusing on leadership
development, coalition building, and how culture impacts leaderships, leAd provides students with the
foundation for becoming collaborative social change
leaders on-campus and beyond.

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 Pacific American
Alumni Club and the Asian American Activities Center. The ceremony honors faculty, staff, alumni, graduate, and undergraduate students for their outstanding
achievements and service for the community.
asian american graduation celeBration The
Asian American graduation Celebration dinner brings
together students, families, faculty, staff, 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 A3C 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 A3C also collaborates with the Stanford Asian Pacific 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 opportunity 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 exceptional 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.

20

A 3C B A S I C S

student
features
hear from students
themselves about their
experiences at Stanford

With so many opportunities


to choose from and decisions
to make, college can feel
overwhelming. The student
reflections found in the
following pages can help you
navigate your first year. From
how to choose among the many
extracurricular activities to
finding support and overcoming
barriers, their stories address
many issues and questions that
incoming students have about
life at Stanford.

21

Peto tHomPson

Dover, NH
Hyper-undecided
Involved with Hmong Student Union, Creative Writing, dance, A3C Frosh Intern
What did being an intern for the a3c teach you? I learned how to work with the leaders of different clubs and
how to navigate the many resources the A3C has to offer.
What you wish you had known. Professors give great advice. Also, FloMo has Indian food every Sunday dinner.
Why did you become involved with the asian american community? I wanted to connect with my Hmong
heritage.
most valuable thing you learned. Its worth taking classes you think youll enjoy over classes you think youll
need for your major.
advice for future frosh. Take an introsem, chat with your professors outside of class, Cs get degrees, and
make time every day to do something just for fun.
Provide your perspectives on social life: It can be hard to make genuine connections your first year. A great
way to find people you really vibe with, though, is to get outside your dorm and join a couple of clubs. There
are sooo many clubs at Stanford, just ask an RA! dont be afraid to reject the stereotypical frosh experience.
do your own thing, because thats another way youll run into people you click with.

racHelle PaBalan

Oakdale, CA
STS & CSRE

Involved with Asian American Students Association, Low Batt/Full Power,


LSJUMB, Pilipino American Student Union, Student Alumni Council
What did being an intern for the a3c teach you? In the context of
impact, intent is paramount. Our thoughtful considerations and goals
during the early stages of community event planning are just as important as the eventual impacts of the event itself!
Best decision made your first year. deciding to apply for A3C Staff,
even though it was the beginning of fall quarter, and even though I had
never been to the Center itself.
advice for future frosh. dont spend all your meal plan dollars at the
beginning of the quarter! And always ask people if they want to come
with you to get Late night.
Provide your perspectives on community involvement: Everyone
brings a unique perspective to the community that is grounded in their
experiences and cultivated interests, and everyone will have different
capacities for discussion and activism. Community involvement is just
as much about understanding these things as it is about you actually
doing whatever you think community involvement looks like to you.

amy KoucH

Rohnert Park, CA
Human Biology
Involved with photography, hiking, drawing, singing, awkwardly
dancing, reading, writing, and spending time with people.
Best decision made your first year. Meeting davis who convinced me
to apply to be a frosh intern and then befriending Peto.
What you wish you had known. There is an iStanford app. download it
to avoid being a lost freshman.
Why did you become involved with the asian american community?
I didnt really have an Asian American community back at home, so
I knew I wanted to explore more about culture and identity when I
came to college.
What is the most valuable thing you learned? Its okay to fail.
advice for future frosh. Everyone here has such interesting stories and
perspectives that can really influence the way you see the world. You
just need to make the effort to listen and be open.
Provide your perspectives on balancing academics: Youre going
to have to miss out on something. I think thats the hardest thing to
accept. And try to be honest. If you dont have time for a meal you
planned a week ago, reschedule. If you cant make a deadline, try
explaining to your professor whats going on. At the end of the day,
people want you to succeed, and you have the capacity and support
to do so.

22

S T U d E n T F E AT U R E S

Hear some reflections from our


own frosh interns about their
first-year experience at Stanford.

Hillary HermaWan

Hacienda, Heights, CA / Psych, Bio, or CS


Involved with Taiwanese Cultural Society (TCS), Stanford
Japan Exchange Club (SJEC), Pacific Free Clinic (PFC)
What did being an intern for the a3c teach you? Among
the five interns there was not one leader but five. A
leader does not necessarily mean taking full control, but
recognizes individual strengths and complements these
strengths.. This teamwork style really worked for us to
the mild embarrassment of the rest of the staff calling us
loveydovey.
Why did you become involved with the asian american
community? Growing up, I rarely, if ever, had conversations about Asian American issues and identity. I became
involved with the API community through the A3C and
cultural clubs like TCS to explore what it means to be
Asian in America in a supportive, inclusive environment.
advice for future frosh. (1) Explore Stanford, find shortcuts and study spaces, and make it your own. (2) Check
out Thai Cafe near the psychology building in the main
quad. Make sure to bring cash (everythings $6) and have
it ready to avoid incurring the wrath of the Thai Cafe lady.
I like the chicken noodle soup, especially in the winter. (3)
The nearest Asian supermarket is 99 Ranch in Mountain
View (I think).
Provide your perspective on living away from home. I
got homesick two weeks in after the initial rush of orientation. Call your family often.

stefanie Ky

Holland, MI
Undeclared

Involved with Preschool Counts, Stanford Khmer


Association, and the A3C
Best decision made your first year.
Accepting that I have no idea what Im doing. Im glad
I can allow myself to take the time to explore different
options and discover what I enjoy, what Im good at, and
what I want to do in the future.
How did you become involved in the asian american
community? I was first introduced to the community
during Admit Weekend -- I stayed in Okada (S/O to my
RoHos Vy and Linda <3) and I went to the A3Cs community welcome. I later signed up to be a lil sib in the AASIB
program, and my big sibs encouraged me to apply to be
an A3C Frosh Intern.
most valuable thing you learned. The community centers are great places to find resources, to study and do
homework, to nap in between classes, or to just hang out!
I probably spent more time in community centers than in
my dorm throughout the year.
Provide your perspectives on being a frosh intern:
Working at the A3C and being involved in the API
community really helped me transition into Stanford. I
was able to develop professional skills and get to know
student leaders in the community, especially the upperclassmen former frosh interns. I especially loved working
on our Frosh Social and the Asian American Awards
Ceremony. Hearing the award recipients speeches was so
inspiring.

23

Academic
Resilience
Its easy to feel like you dont belong at Stanford,
especially when it comes to academics. All students
struggle at some point, but there are many ways to
overcome these challenges. Learn how being active in the
API community can positively impact your academics.
How has the community you Tell me about a time
come from affected your
when youve felt you were
academics at Stanford?
struggling academically.
RC: My parents were always proud of the
fact that they did not need to find me
any tutors, and that I seemed to never
need help theyve even mentioned that
again to me this past year (2016). They
came by boat from Vietnam back in 1975,
and because they had to rely on so many
people to keep them afloat during their
first days in the US, they were ecstatic
that I seemed to excel academically
without help.
I came from a 9th-12th grade public
high school that served about 5200
kids. I vividly remember a few of my
overcapacity classes we had about 50
students in a classroom that seated 35.
The support we had was minimal. Each
Science, Technology, and Society major of my teachers had about 180 200
Associate Technical Support Analyst at Visa students to teach, so we did not get any
time with our teachers unless we were
truly struggling.

RC: When I got to Stanford, I was


slammed. 5-6 page essays within the
first couple of weeks? In disbelief, I saw
many of my peers take it in stride. The
longest I had written in my 200-student
high school classes was probably about
three pages. I was told to always keep
my writing concise, since the teacher had
limited capacity.
Learning at the quarter system pace
was (and is) brutal, and I absolutely hated asking for help. I felt like I was picking
things up too slowly, comparing myself
to my peers constantly. I was afraid of
going to office hours, of meeting the professor, since, at home, meeting with the
teacher signaled failure and disappointment. During my freshman fall, I didnt
know who to turn to. Resources were
getting thrown at me left and right, but I
didnt feel comfortable reaching out.

MV: As a first-generation and low-income


Hmong-American college student, I faced
particular challenges that made my transition from high school to college really
difficult. With my parents low-wage jobs
and limited formal education and English
fluency, they could not assist me with my
schoolwork and provide me with the essential resources to prepare for college.
I often relied on academic enrichment
programs and help from teachers and
mentors to become college-bound. Furthermore, I attended an under-resourced
school in Tulsa, OK that did not prepare
me for the academic rigor demanded at
the college level. Once I came to college,
I took STEM courses that I had very little
exposure to growing up, and I did not
perform well. I struggled in school for the
first time in my academic career, and I
did not know where to begin to look for
social and emotional support.

MV: The classes I took during my first


quarter were difficult, and even though
I utilized the tutoring resources on campus, I still did not perform my best. For
my Math and Chemistry courses, I had to
go back and re-learn old materials and
concepts when the rest of the class had
moved on. Without a solid foundation, I
had difficulty learning the new materials,
so I fell further behind and always found
myself playing catch-up. Towards the end
of that first quarter, I became even more
afraid to ask for help during tutoring
sessions and office hours. I thought that
I was inadequate, so I stopped asking
for help altogether. Because I was not
doing well, I refrained from talking about
academics with my peers, so no one
on campus knew that I was struggling.
Although I was open about my academic
troubles with my family, there was very
little they could do to help me. Ulti-

Rachel Cao 15

Mai
Ka Vang 17
Psychology Major, Public Health Focus
24

S tu d e n t F eatures

mately, I felt alone in my struggles and


doubted my ability to succeed.

How has being active in


the API community gain
academic confidence?
RC: I found my home with the API
community in the Stanford Vietnamese
Student Association (SVSA) and Sigma
Psi Zeta (SYZ). The upperclassmen were
so welcoming, and my shy freshman-self
looked up to so many of them. Not everyone came from a similar background,
but I found that there were cultural
nuances that many of them were aware
of. I found that I could confide in my new
family, and that all of them struggled
at many points during their Stanford
careers.
My worth and confidence were based
on my self-reliance, and how much I
could do on my own, and that certainly
shattered during my first months. Only
when I sat down years later and spoke
about it with some of the A3C staff (and
some of my friends in the API community) was when I realized that I truly was
not alone in this feeling. Through both
SVSA and SYZ, I met one of my most
trusted mentors, someone in the class of
2013. She listened and encouraged me,
coming from a similar background. At
her recommendation, I looked more into
my own Vietnamese background, and the
API community as a whole. Through her,
I also found courage to apply to become
an Ethnic Theme Associate at Okada,
which partially led me to my staffing
position at the A3C as well. In becoming
part of staff for my last two years, I discovered that many other students enter
Stanford with those feelings of inadequacy, and I was more than happy to talk
to them about my journey so that they
could not be as lost for as long as I was.

Stanford. Therefore, I engaged with very


few student groups, faculty, and staff on
campus. However, towards the end of
freshman year, some friends from Hmong
Student Union encouraged me to apply
for a student staff position at the A3C.
Moreover, that following year, I became
more involved in the Asian American
community, serving as the Speaker Series
Coordinator at the A3C, and began to
develop a sense of belonging. The A3C
provided me with leadership opportunities that enabled me to recognize my
power in making positive impact and

Your struggles and


experiences are all valid, so
utilize the resources around
you to get the help and
support you need to thrive.
prosper to my full potential. Through the
A3C, I also met Cindy and Jerald, two individuals who have fostered my personal
growth and introduced me to resources
and opportunities I did not know existed.
The support I received from the A3C
allowed me to comfortably share and
articulate my academic struggles and life
experiences, providing me with positive
affirmation and validation I needed to
recognize my ability to thrive at Stanford.
After three full years at Stanford, I have
a stronger sense of who I am and what
I can achieve. I am on track to graduate,
and I would not have been able to get
here without the communities and individuals that continue to believe in and
support me.

What advice do you have


for students who may be in
the same boat?

MV: As a first-year experiencing academic challenges, I felt like I did not belong at RC: Do not be afraid to ask for help

office hours, other students, your student


staff, and even the A3C staff! Even if you
are feeling like you are struggling and no
one around you is--there are plenty of
people in your shoes. They may hide it,
and look like they are having the time of
their lives (all the time), but beneath the
faade is also a form of invisible struggle.
During my first year, the people
around me seemed to be getting it. I
was not. I was frustrated, and became resigned to the fact that I just might not
be the right fit for Stanford. Only when
I was on dorm staff my junior year and
overheard freshmen in Wilbur, did I truly
realized that everyone was struggling in
some context, whether it was dropping
down to 9 units, or taking that F, and
retaking the class. Help is somewhat of
a foreign concept that many students in
the API community are reluctant to ask
for, but there truly are many resources
for you on campus. Make sure to utilize
them, and step out of your comfort zone
in doing so. I may have done that a bit
too late, but its better late, than never.
MV: My first piece of advice is to not be
afraid to reach out and ask for help. Your
struggles and experiences are all valid, so
utilize the resources around you to get
the help and support you need to thrive.
For example, there have been occasions
when I reached out to a TA to ask for an
extension on a paper. After I explained
my situation to my TA, he granted me
the extension, and that minimized the
stress I was experiencing to complete the
paper. My second piece of advice is to go
at your own pace and take ownership of
your different learning styles. Lastly, take
advantage of the countless opportunities
you have to connect and build relationships with people. Surround yourself with
people who energize, support, and believe in you, and invest in these relationships. They will make your time here so
much more meaningful and worthwhile.

Academic Resources

The professional staff at the A3C want to see you succeed. Feel free to stop by and start
a conversation. Below are a list of resources that you can also take advantage of.
Hume Center for Writing
and Speaking

The Office of Vice Provost


for Teaching and Learning

Office of Accessible
Education

Whether youre working on a project


for a course or applying for a grant or
job, Humes writing and speaking tutors
can help you develop effective strategies and sharpen skills to improve your
written/oral communication.
Hume provides one-to-one tutoring
sessions, small group consultations,
and workshops, and is located in Building 250, Main Quad on Lasuen Mall.

The Office of the VPTL promotes


and advances the vibrant, intellectual
endeavor of teaching and learning. In
particular, the office provides essential
resources and learning support services
such as peer tutoring, academic skills
coaching, language instruction in the
Digital Language lab, media consulting
and check-out at the Lathrop Tech
Desk and Media Studio, and 3D printing
in create:space.

OAE provides a myriad of accommodations and services to give students with


access needs an equal opportunity to
benefit from the educational process.
Academic accommodations include
changes to a classroom environment or
task, modifications to policies, practices, or procedures (e.g., reduced courseload, extended time to degree, etc.),
provision of auxiliary aids and services,
and other necessary modifications.

undergrad.stanford.edu/tutoring
-support/hume-center

vptl.stanford.edu/studentlearning-center

oae.stanford.edu/accommodations/
academic-accommodations

25

Asian AMerican
STUDIES
Learn from current and
previous students on what
they gained and how they
apply what they have learned
from their degree in Asian
American Studies.

60 Units

15-Unit CSRE Core Curriculum


Choose from
ANTHRO 32 Theories of Race and Ethnicity
CSRE 196C Introduction to Race and Ethnicity
CSRE 200X. Senior Seminar (WIM)
EDUC 245/CSRE 245 Understanding Racial and
Ethnic Identity Development
HISTORY 64 Introduction to Race and
Ethnicity in 20th Century America
HISTORY 255D/CSRE 255D Racial Identity in the
American Imagination
POLICSCI 125V/CSRE 125V Minority Representation
and the Voting Rights Act
PSYCH 75 Introduction to Cultural Psychology
SOC 147A Comparative Ethnic Conflict

One foundational thematic course


Choose from
COMPLIT 148 Intro to Asian American Cultures
HISTORY 59 Intro to Asian American History

Additional 40 Units Including


1 course with an international dimension,
preferably a focus on Asia
2 courses offering a comparative
perspective on race and ethnicity
5 courses with an Asian American focus
**If students take 15 or more units of an Asian language, they may
apply 5 of these units to the major as an Asian American focus class.
See Comparative Studies in Race and
Ethnicity on exploredegrees.stanford.edu
for a full set of course options.

30 Units

2 CSRE Core Curriculum Courses


See above for list

One foundational thematic course


See above for list

Additional 20 Units

See Comparative Studies in Race and


Ethnicity on exploredegrees.stanford.edu
for a full set of course options.
more information at:

aas.stanford.edu

26

S tu d e n t F eatures

cluded the Asian American Studies program in 1997. This is a department that
essentially came into being because of
the actions of college students like us
this thought inspires me every time I take
an AAS course. I also believe that as an
Asian-American, it doesnt matter what
major I am pursuing knowing more
about Asian-American history is a way of
knowing myself better. It is a meditation
on my ethnic identity, and I can use it to
fuel whatever passions I harbor.
What are opportunities unique to AAS
that students can take advantage of?
The two best things unique to AAS
that students can take advantage of is
how interdisciplinary it is as well as, as
mentioned before, how tied to activism
it is as a department. When you major
Asian American Studies Student Liaison or minor in AAS, you can choose from
an amazing range of tracks, including
humanities, arts, and get this: health and
Tell me about an AAS experience that
law! Many classes have a mix of politics,
has had an impact on you.
literature, and health/psychology related
components you can really learn about
My freshman year, I went on the Asian
Asian American culture through a variety
American Issues Alternative Spring
of different lenses, all in one class. Thats
Break. Before, when I thought of our
something you cant really do in, say, a
Asian American collective history, I
typical Philosophy or Political Science
thought of something like World War
class. Secondly, you can take what you
I: events that were important, but
learn from class, and engage with other
remained as black-and-white entities of
the past. The AAI ASB took activism and students interested in activism a lot
of AAS courses and professors engage
Asian American history and established
students with leadership and community
a concrete bond between them. Thats
the magic about Asian American Studies; building skills that are helpful for organizing events or student groups.
you become equipped with knowledge
about Asian American history, and you
realize how that knowledge can be used Who should take an Asian American
Studies classes? Why?
to take action today and make an actual
change. As we sat down for our nightly
I think Asian American Studies coursreflections over spring break, we grew
aware that our understanding of the past es are life-changing regardless of your
major. Anyone who wants to turn a
was empowering our present incentive
for change as we visited non-profit orga- seemingly passive, permanent identity
into a catalyst for inspiration, reflection,
nizations for Asians/Asian Americans.
and change will really benefit from taking
an AAS course. These courses combine
How has taking AAS courses complepracticality with imagination, hard-line
mented your Stanford experience?
policy with literary analysis, the past with
the present and future; most importantly,
Asian American Studies (AAS), not just
it combines your personal identity with a
at Stanford but in general, was foundcollective identity by tracing the history
ed on protests by students of color in
and nature of that collective identity.
Northern California. In the late 1960s, a
These courses give you a venue not only
group of students of color at San Franto internally reflect on your ethnicity
cisco State University and UC Berkeley
but also to activate your identity for the
demanded college education to include
purposes of collective social progress
the histories of people of color in Amerin sum, AAS courses prepare you to be a
ica. At Stanford, similar protests led to
the founding of Ethnic studies, which in- true leader dedicated to a true cause.

Tina Pham 12

Asian American Studies and Biology Major


Internal Medicine Resident Physician at Emory University

the last couple of months of medical


school, I believe my foundation in AAS
has helped me better understand social
aspects in medicine and has helped
What was one AAS class that deeply
me become a good patient advocate.
impacted you?
Ill be starting my residency in internal
There are many memorable AAS classes, medicine this summer and am intending
to sub-specialize in Gastroenterology
but in particular, Professor Stephen
and stay involved in academic medicine.
Sohns Geography, Time, and Trauma in
Ultimately, I plan on staying in metro-AtAsian American Literature course really
stuck with me. It was my first real English lanta as a bilingual physician to serve the
course, so I was incredibly intimidated at Asian American population here.
first, but it has been one of my favorite
What advice do you have for students
classes at Stanford. The class was an intimate size and Professor Sohn would try on the fence about majoring in AAS?
to take each of our personalized interests
A major in Asian American Studies can
into account. For example, I was wrote
be personalized to any interest. It promy final paper on post-traumatic stress
in Vietnamese American boat people and vides a strong humanities background
that is easily applicable to whatever
their children using a mix of literature
Tell me about how you decided to major and mental health research publications. career you pursue. The flexibility of this
major also makes it easy if you decide
The readings and discussions further
in AAS.
to pursue a double major or a minor in a
helped me understand my parents experiences as well as my own identity as a completely different field. In addition, the
I grew up in Duluth, GA and I never
faculty, staff, and studies within AAS, as
2nd generation Vietnamese American.
really knew much about Asian Amerwell as the overarching CSRE departican history or culture outside of my
ment are very close-knit and a wonderful
How has AAS shaped your trajectory
parent backgrounds as Vietnamese
source of support. AAS is multi-discirefugees. Freshman year, I lived in Okada, after Stanford and your aspirations?
plinary, offering classes in numerous
the Asian American theme dorm, and
fields including English, history, health,
As a premed, I felt AAS could give me a
learned more about social injustices
fine arts, language, and service learnunique foundation that would serve me
and minority histories. I soon became
ing, in which you have the opportunity
well
in
understanding
how
to
serve
the
immersed in organizations such as the
for local community service. Furtherincreasingly diverse patient population
AASA, SAAAC, and SVSA. With the
encouragement of some upperclassmen, once as a physician. I had the opportuni- more, AAS is not solely focused on the
ty to complete my AAS honors thesis re- Asian American experience, as it is well
I decided to take AAS courses to have
searching metro-Atlanta Asian American complemented with core CSRE classes,
a structured academic experience. I fell
giving you better context of the role of
health disparities and the importance of
in love with the major and people. AAS
offers a wide breadth of courses that can cultural competency. Now, as I approach ethnic studies in society.
be applicable to whatever career you
choose-- even premed.

Asian American Studies Minor


Psychology Major
to take a lot of classes that would fulfill
the requirements, so finishing the minor
came naturally by just following my
interests. I also wanted to help support
the program in general because I feel
like were incredibly lucky to have the
opportunity to learn about our history,
so I wanted to help ensure more people
could have that chance.

be lifelong friends and mentors. The professors in the AAS program take the time
to genuinely care for all of their students,
and it is rare to find this kind of dedication. I know that I will definitely be
keeping in touch with them beyond Stanford. Also, due to the personal reflection
and sharing involved with these courses,
I have had the priceless opportunity to
make close friends and get to know them
Tell me about a AAS course that has had on a deep level: their personal stories,
an impact on you.
family history, and beyond.
One of my favorite Asian American
Studies Courses was ASNAMST 110, The
Development of the Southeast Asian
American Communities. Here, I had the
opportunity to learn more about histories
that are typically overshadowed due to
When and why did you decide to pursue the problematic nature of the US interthe Asian American Studies minor?
vention abroad. Here, I also explored the
I decided I wanted to pursue an AAS
intersection of class and race and considminor at the start of my junior year. I
ered how I can best exercise my role as a
knew I wanted to become a mental
global citizen. My professor became one
health professional that provides culturof my mentors and role models, supportally competent care for my community,
ing me with my transition out of college
so I wanted to take classes that would
and life beyond the classroom.
help me better understand its history
and relevant issues. I also wanted to take How has taking AAS courses complecoursework that could supplement the
mented your Stanford experience?
work I was already doing in the Asian
The greatest part of taking AAS courses
American community on campus and
has been building relationships with proin the Bay Area. I had already planned
fessors and classmates who are sure to

Why is AAS important?


Coming to Stanford as Asian American
students, it is our duty to honor our
history and the sacrifices our ancestors
made so that we could be here. Theres a
saying which states, No history, no self.
Know history, know self. In other words,
you need to know where you have come
from to know where you are going. The
AAS program had to be fought for by
students to be created and sustained,
so its up to us to take the classes to
make sure the program not only survives
but thrives. Regardless of needing to
sustain the program, having the chance
to learn about your history and reflect on
who you are provides a unique sense of
wholeness that you can carry with you
the rest of your life.

27

Health &
Wellness
Being at Stanford can get overwhelming, and many have a hard
time adjusting to life on-campus. The good news is that there are
many resources to help you lead a healthy and sustainable life.
Hear some reflections and words of wisdom from upperclassmen.

Emily Nguyen 17

Peer Health Educator in Okada House 2015-2016


Bridge Peer Counselor

you trust, like a dorm staff member or a


good friend, about academic struggles is
not only stress-relieving but also a step
in the right direction towards making a
change or connecting to a resource that
can turn the situation around.
How do you think being Asian American factor into your understanding and
practice of health/wellness?

What are some struggles that students


face that people dont talk about?
In my experience, it can be very difficult
for students to talk about their academic
struggles, especially during fall quarter
of freshman year. People tend to keep
quiet when theyre not making As like
they used to in high school. For example,
academic probation is rarely discussed.
It sounds like a punishment and a sign
that someone isnt smart enough to
handle Stanford academics. However,
every year students get put on academic
probationand every year, students get
off of probation too. Having academic
struggles often means you need time
and extra support to adjust to new circumstances, and University policies like
academic probation are meant to serve
as a call to action, for students, faculty,
and staff alike, to get students the help
they need. At a place like Stanford, it can
be very discouraging and daunting to
reach out for help. Talking to someone

28

S tu d e n t F eatures

Asking for help, or even talking to


someone about having a serious problem
(whether academic, social, emotional, or
otherwise), is difficult for many reasons,
and it can be especially so for those
raised in Asian American households.
In many Asian cultures, the collective
success and well-being of the community is highly valued, and the well-being
of each individual affects the health of
the entire community. This can translate
into individual responsibility: take care
of yourself, for the sake of others. My
dad always told me that he tries to stay
healthy so that he can go to work and
support his family as long as possible.
To me, that is a selfless way of thinking
that underscores the value of interdependence within families and in society.
Yet, individuals sometimes hide their
struggles in order to uphold the standard
of health in their community, thinking
that they should fix their own problems
without burdening others by asking for
help. As an Asian American and a child
of immigrants, asking for help or even
telling my parents about my struggles
felt like burdening them because I knew
they had their own set of worries. However, I have learned that to truly value
interdependence is to recognize that we

need to rely on each other for support.


Health and wellness is not the absence
of struggle but rather the strength of our
resilience, to bounce back when we do
struggle. Part of this resilience comes
from the support of our community.
Together, we thrive.
What tips do you have for living a more
healthy and sustainable life at Stanford?
Be compassionate to yourself. This
means giving your mind and body what
they need, like adequate rest and nutrition, and, every once in a while, a special
treat (because you deserve it!). This also
means doing yourself a favor by asking
for help when you need it and listening
to yourselflisten to your body when
its tired, to your heart when its hurting,
to your conscience when its in conflict.
Being compassionate to yourself can
take time, spent mindfully and intentionally on you. To do this, I sometimes
walk instead of bike to class, so I can be
alone with my thoughts. Or I spend an
evening alone, in my room pampering
myself and reading a book or on a walk
to somewhere scenic on campus (many
places to choose from!). Exercising on
my own often helps me clear my head
too. Other times, I need advice, guidance,
or help from others; thankfully, Stanford
offers multiple accessible resources, like
Counseling and Psychological Services
(CAPS) Counselors at cultural centers
like the A3C and Residence Deans for
each dorm complex. There are so many
ways to be compassionate to yourself,
and each person has their own way of
finding peace during the hectic day in
the life of a Stanford student.

annie phan 16

Ethnic Theme Associate at Okada House 2014-2016


Asian American Students Association Co-Chair 2015-2016
How do you think being Asian American factor into your understanding and
practice of health/wellness?

What are some wellness resources you


have accessed on this campus?
Ive used a number of wellness resources
on campus such as CAPS, including the
office hours with Dr. Kathy Lee at the
A3C; iLive; and most recently a wellness
course on behavior change. I highly
recommend all of these programs, and
I think iLive and the wellness class in
particular are great if you want to have
questions answered or skill-build with a
group of people. It may sound intimidating to go straight to CAPS (though
I did and think you should if you have
concerns!) so try getting your feet wet
with a group setting first. If you want to
learn more about these resources, come
by the A3C or talk to upperclassmen!

good for us. Tell people when you are


having a difficult time; get out of your
mind and typical routines by taking long
walks, disconnecting from technology,
As a Vietnamese-American, my family
or anything that makes you feel deeply
distrusts the notion of therapy. I didnt
good and whole. Do your best not to
think I had real problems because I
didnt realize I was buying into the model compare your struggle to others and
trust your gut; like with any illness, if
minority myth. It took me a while to
realize that I wasnt just a stressed Asian youre even feeling mild symptoms, you
can always take preventative measures
overachiever but that in reality, I had a
number of issues with mental illness, due so it doesnt become a full-blown issue.
Of course, it takes time to figure out how
to personal traumas as well as intergento trust yourself, so talk to people you
erational trauma I was exposed to from
care about and trust to help you out.
my parents, who are survivors of the US
War in Vietnam. I grew up thinking if I
If you could change one thing about
expressed pain or sadness, then I was
Stanford to make it more conducive to
ungrateful for all the opportunities I
wellness, what would it be?
had been given, and I didnt know how
to articulate that my sadness ran much
deeper than just having a case of the
blues. All of these things made it difficult
for me to think that therapy or wellness
on campus were things that I could
utilize, but Ive found that in combination
with Eastern practices like meditation,
they actually help me enhance my understanding of what it means to be a whole
and happier Asian American.
What advice do you have for students
who feel overwhelmed at Stanford?
Trust your gut. Set boundaries. Communicate with loved ones. Those are
the three things I would emphasize. Its
easy to rationalize behaviors that are not

To be honest, I wish there was less of everything! Less requirements for academics, less programming, less when2meets,
etc. In my time here, I have felt like my
time has been reduced to multicolored
blocks on my Google calendar stacked
up like Tetris blocks. There seems to be
this mentality on campus that we must
fill every single moment in our day with
something, and I wish we could take a
step back and just make more time to
breathe and be spontaneous. While overcommitting may at times be inevitable,
do your best to check in with yourself
regularly, explicitly making a point to review every week, month, and/or quarter
to see how youre feeling, what you are
taking on, and what you could let go.

Health & Wellness Resources


Wellness Network at Stanford

Online directory with resources that connect students to immediate help, health
& wellness, and communities of support.
wellness.stanford.edu

Vaden Health Center

Counseling and Psychological Services


(CAPS): confidential one-on-one counseling with trained psychologists, stress
management, and other health and
well-being resources. Staff psychologists
specializing in the needs of Asian American students include Naomi Brown, PhD,
Kathy Lee, PhD, and Oliver Lin, PhD
vaden.stanford.edu/caps-and-wellness

Wellness & Health Promotion Services


Workshops and individual consultations
including substance abuse prevention,
nutrition, sexual health and relationships.
vaden.stanford.edu/caps-and-wellness/
wellness-and-health-promotion-services

Undergrad Resident Deans

Support and consultation for residential


staff and crisis intervention for students.
resed.stanford.edu/get-know-us/findyour-residence-dean-rd

Undergrad Academic Life

Resources include academic advising,


academic planning, and tutoring.
undergrad.stanford.edu

Sexual Assault Support & Resources


A range of programs to educate community members on issues of sexual
violence and sexual misconduct, provide
support in the wake of an incident,
encourage reporting, and investigate
allegations of misconduct.
Stanford University Confidentiality Support
Team (24/7): 650-725-9955
YWCA Rape Crisis Hotline:
650-493-7273 or 408-287-3000

notalone.stanford.edu

Office of Sexual Assault &


Relationship Abuse Education &
Response (SARA)
Prevention, education, intervention &
outreach
sara.stanford.edu

Bridge Peer Counseling

Confidential peer counseling. Available


by phone 24/7 at (650) 723-3392 or by
in person drop-in from 9AM - midnight.
stanfordbridge.wordpress.com

iThrive

Healthy Body Image Program

Healthy eating and body image program


that includes online eating disorder
screening, self-help prevention programs
and in-person outreach activities.
vaden.stanford.edu/health-resources/nutrition-body-image-and-disordered-eating

Staff Nutritionist

Individual consultations for general nutrition, nutritional issues, disordered eating


or eating disorders, weight management,
vegetarianism, and high cholesterol.
Vivian Crisman, MPS, RD (650) 498-2336,
ext 1, vcrisman@stanford.edu

vaden.stanford.edu/health-resources/
nutrition-body-image-and-disordered-eating/nutrition-counseling

Office of Alcohol Policy & Education


(OAPE)

Reducing high-risk drinking and related


negative consequences among students,
increasing social outlets that support non
and light drinkers by providing collaborative, cutting-edge, empirically-proven
educational strategies and programs.
alcohol.stanford.edu

Helps students achieve and enjoy a


healthy life. Courses, workshops, and services address topics related to physical
Community Centers
and mental health and well-being, such
General advising & referrals to resources
as nutrition, relationships, self-esteem,
undergrad.stanford.edu/tutoring-support/
stress management and HIV prevention.
community-center-resources
vaden.stanford.edu/caps-and-wellness/
ithrive-emotional-well-being

29

Leadership
Leadership is much more than simply a title, role,
position, or action. Hear from students about
how they took on responsibility and
initiative in the Asian American
community.

Yeji Jung 18

Leading through Education, Diversity, and Activism (LEAD) 15-16


Stanford Asian American Activism Committee | Whos Teaching Us? Campaign
How are you involved in the API community currently?
Im a member of SAAAC (Stanford Asian
American Activism Committee). For me,
SAAAC is a space for centering, healing,
learning, activating and organizing. We
are a group of Asian Americans and
accomplices dedicated to progressive
social change through radical love and
action. We organize events like a teach-in
on Ferguson and API/Black solidarity,
and also make time for internal education
and discussion. SAAAC is where I first
learned about my Asian American identity and started my political education,
and its also where I found the people
who are my home on this large campus.
Last year, I preassigned into Okada,
the Asian American theme dorm. As a
preassignee, I attended weekly theme
presentations related to API identity, and
also helped build the dorm community
in general. This admittedly wasnt hard
because Okada is such a warm community already. Even if you dont live in
the dorm, youre always welcomein
fact, sometimes its hard to tell whos an
actual resident.

What is one accomplishment you are


proud of that you have been a part of in
the API community?
One thing Im proud of is the coalition
weve built through Whos Teaching Us
(WTU), a campaign for faculty diversity and a more just university. WTU
started in SAAAC over two years ago in
response to a respected Asian American
professors denial of tenure. However,
SAAAC members saw that the fact that
our faculty are 70% white and 70% cis
men affects more than just API students,
and is also intertwined with a number
of other fundamental issues at Stanford.
WTU has thus grown into a coalition
spanning many communities and
identities, and has worked to demand
better from Stanford. We build on a long
legacy of student activism on campus, as
students have been organizing for progressive change on campus for decades,
including several years worth of pushing
for faculty diversity. While theres always
room to grow, Im proud of the deeply
loving and abundant community weve
created, and the connections weve been
able to draw between our respective
communities in the recognition that our
liberation as API people, for example, is
tied to the liberation of Black people.

How did you get involved with the API


community? What was it like to take on
leadership roles in your respective orgs? What resources/people did you access
make the accomplishment mentioned
above possible?
I owe a lot to the folks who radically
welcomed me into spaces where I could
learn about API identity and issues. As a Cindy and Jerald in the A3C are always
flat organization, SAAAC has no formal
cited as resources for API folks at Stanleadership positions. Instead, more
ford, and for good reason. I wish Id met
experienced folks in SAAAC facilitated
them sooner, but since getting to know
my learning by giving me opportunithem and the other community center
ties to directly practice skills, whether
staff through LEAD, Ive really benefitco-facilitating a meeting or helping run
ed from their knowledge of Stanfords
the Activist Tour workshop for Listen to
resources, their wisdom, and most of
the Silence, the annual Asian American
all their relentless commitment to the
issues conference. Another importwellbeing of students on this campus.
ant opportunity for me was the LEAD
Ive received help in all kinds of forms
(Leadership through Education, Activism from all the different community centers
and Diversity) program through the
staff, from equipment for events, to uncommunity centers. Through LEAD, I got expected emails from Cindy checking in
to meet and work with folks from the
on me, to a place for a between-classes
Native, Black, and Chicanx/Latinx compower nap. Building relationships with
munities who were thinking about social the community center staff (in not just
issues on campus. Being able to broaden the A3C but also the NACC, El Centro and
the scope of my Stanford experience
the Black House) has helped connect me
to include communities beyond the API
to resources and, more importantly, to
community has been incredibly importsome of the most supportive and caring
ant, and LEAD played a big role in my
people on campus.
introduction to those communities.

30

S tu d e n t F eatures

Two South Asian students reflect on how they were able to take on
meaningful leadership roles both as a frosh intern and a co-chair.
model minority, and about the colorism
and gender politics sometimes espoused
by members of the diaspora.
These have been tough conversations,
but theyve made me a more effective
and mindful chair and made Sanskriti a
more critical and inclusive organization.
Its thanks to the support of Cindy and
Jerald at the A3C, administrators at Student Activities and Leadership, and the
incredible staff of the Center for South
Asia that weve been able to make these
changes.

Sanskriti Frosh Intern 15-16


Sanskriti Academic Co-Chair 16-17

Joining Stanford Sanskriti core as an


intern was one of the best decisions I
made during my freshman year. Sanskriti
is Stanfords undergraduate South Asian
organization. Through Sanskriti, Ive
gotten the opportunity to work on awesome projects while meeting some of my
closest friends and influential mentors.
My main goal throughout the year was
working for queer visibility within the
South Asian community, and being a
part of Sanskriti core helped me find the
resources I needed to work towards this
goal. With Sanskritis support, I launched
Queer & Brown, an open mic night
that brought together poets, musicians,
and storytellers from various communities for a night of sharing. I also worked
with QuEST, a program that funds LGBT
events, for this event. We got lots of
positive feedback from this event, and
we hope to make it an annual Sanskriti
tradition. We also partnered with SOSAS
(Sharing Our Stories At Stanford), and
LGBT student panel program run by
Stanfords LGBT center, to host SamoSOSAS, a South Asian-centric SOSAS
panel (with samosas). With Sanskritis
support, we were able to organize, fund,
and publicize to get great turn out for
both of these events. On a personal level,
I really appreciated the opportunity to
organize events that provided spaces
for people like myself to explore our
identities.
Organizing Queer & Brown and SamoSOSAS helped me learn the ropes of
running events at Stanford. Hearing the
stories shared at these events and sharing my own stories with my community
helped me realize how important this
work is, and that I want to play a bigger
role in fostering discussions in the South
Asian community. In the 2016-2017
school year, I will serve as an Academic
Co-chair for Sanskriti, and I will focus
on running teach-in and discussions on
important to the South Asian community, such LGBT issues, mental and
sexual health, casteism in South Asia and
abroad, and more.

Im writing this just a couple weeks


before leaving Stanford. After I leave,
I know that many students will carry
on the projects of not only knitting the
members of the South Asian community
closer but also bringing new, diverse
voices into that community. I am so
Sanskriti Frosh Intern 12-13 hopeful because of critical discussions
Sanskriti Co-Chair 14-15 that Sanskriti has hosted around queer &
I joined Sanskriti, Stanfords South Asian brown identity, around caste in India and
in the diaspora, around sexual assault
Undergraduate Organization, as a frosh
and sexual violence. And I see incredible
intern just a few weeks into my time at
possibilities in the coming years to take
Stanford. Coming from Upstate New
York, where I was part of a small commu- a critical eye to rising Hindu nationalism
and its hold on the diaspora, to expand
nity of Indian families, I had been raised
our partnerships with the Muslim Stulearning about my familys heritage and
dents Union and with A3C subgroups to
practices, but had little idea of what to
expand our understanding of diversity
expect from a South Asian organization
in the subcontinent, and to continue
that drew students from both internagrowing this community of students that
tional and diasporic communities and
so incredibly supports and affirms each
that represented not only India but the
other.
several countries in South Asia.
It was the richness of the histories and
identities of the members of the South
Asian community, though, that ultimately
made Sanskriti and the broader community so important to me. I continued as a
member of Sanskritis Core over my four
years at Stanfordleading the organization as its sole chair my junior year and
serving as the advisor to the chairs (and
manager of several projects for the South
Asian community) my senior year.
As chair of Sanskriti, my focus has been
the organizations inclusivity. Ive taken
on the project of speaking with several
members of the South Asian community whove historically felt excluded by
Sanskriti and worked to create programmingcritical discussions of South Asian
identity and of the social and political
issues that shape the diasporathat lifts
the voices of those whove often been
underrepresented in the group.
This project has necessitated educating
myself, with the help of my incredible
peers and professors. Ive learned about
the violence of inclusion under the label
of Indian culturehow this rhetoric has
been used to exclude religious minorities
and lower caste people from a right-wing
vision of Hindutva India. Ive learned
about the marginalization of Dalits and
particularly Dalit Women, and about the
censorship of academics speaking about
India and Hinduism. Ive learned about
the shaping of the South Asian American
community as one largely construed as a

To future South Asian students and


members of Sanskriti, know that there is
a strong legacy of students before you
who have worked tirelessly to envision
Sanskriti as a more inclusive community.
Take time to understand what it means
to be South Asian here at Stanford, how
your own route here inflects your experience and how you can use your position,
energy, and involvement to uplift those
who arent represented. And remember
that you have so many administrators,
faculty, and alumni who are always here
to support you if you just ask!

Take time to understand


what it means to be
South Asian here at
Stanford, how your own
route here inflects your
experience and how you
can use your position,
energy, and involvement
to uplift those who
arent represented.
31

Students have access


to many resources to
maintain and advance
academic excellence.
Learn about how
these students took
advantage of these
resources to give back
to their community.
Resources & Support
Undergraduate Advising &
Research

Advising related to academics &


research
undergrad.stanford.edu/advising/
make-appointment

Bridging Education, Ambition,


& Meaningful Work (BEAM)
Advising related to career pathways, job searching, and internship
opportunities
beam.stanford.edu

A3C Graduate Student in


Residence for Undergraduate
Research Support
See page 18 for details.
a3c.stanford.edu/resources/
academic-resources/c-graduatestudent-residence-undergraduate
-research-support

Jason Li 18

2016 Chappell Lougee Grant Recipient


Human Biology Major

Please provide a brief summary of your


Chappell Lougee project.

rate is five times the national average, and the vast majority of them are
Chinese-Americans. I began to wonder:
why do Chinese-Americans consistently
Ill be exploring Chinese adolescent
mental health and stigma by interviewing under-perform in national mental health
students, families, psychiatrists, and pub- assessments? To delve beyond these
numbers, I wanted to immerse myself in
lic health officials and writing a series of
short stories told through these different perspectives at the issues heartadolescentsand unfold their complex, unheard
perspectives, all revolving around the
axis of an adolescent struggling through narratives. I began emailing professors at
Stanford and in China furiouslynot just
irreconcilable tensions of identity and
for advising, but also for perspectives on
cultural issues of mental health. With
culturally-competent ethnographic rerapid modernization and economic
search and cultural issues in an academic
growth, China has generated (or, more
but creative way to a Western world. I
aptly, uncovered) deep mental health
burdens, and I hope to probe a variety of found advisers, delved into both creative
questions through ethnographic research writing and research papers on the topic,
in both the rural countryside and bustling and wrote and rewrote my grant proposcities: how have internationalespecially al with crucial input from Psychiatry and
Westernforces shaped Chinese society Creative Writing professors as well as my
and ameliorated, aggravated, and shifted Academic Director and the A3C Graduate
perceptions of mental health and stigma Student in Residence for Undergraduate
among youth? Who is the Chinese
Research Support, Calvin Miaw.
millennial, and why cant she get the
support she needs from her family, her
What advice do you have for students
friends, her school and her nation? These who are interested in applying for the
are important questions, and through
Chappell Lougee grant?
an interview-based short story cyclea
novel told through storiesI want to
Be persistent in finding the best mentors!
dig through the answers.
Building an abroad project from scratch
was daunting, and at times, I just wanted
What was the process like in developing to give up and find a summer job with
the idea? What resources did you access a pre-packaged project. But given the
to prepare the grant application?
grants openness, you can essentially do
Underneath Palo Altos affluence
anythingso be creative and ambitious!
rumbles a deep issue no one seems to
For me, the grant provided an opportuunderstand: their high schools suicide
nity to synthesize my interests in mental

32

S tu d e n t F eatures

health, anthropology, and creative writing and chart an entirely independent


journey in a foreign country. The hardest
(but most important) partespecially
in abroad workis finding field contacts
and advisers who are genuinely invested
in you, your ideas, and your project. After
cold-emailing 50 professors here and in
China, I ended up with four advisers who
challenged my ideas, offered me unique
expertise, and forged my connections
with local experts and communities. The
Chappell Lougee provides you so much
flexibility; really invest time to get the
best mentors and craft a unique project!
Future steps?
Im hoping to finish a draft of my short
stories by the time school starts, when Ill
begin meeting with my Creative Writing
and Psychiatry professors for comments
and revisions. After an anticipated two
quarters of fiction workshops and a
Levinthal Tutorial, I hope to submit
my pieces for publication in literary
magazines and/or scientific journals. In
addition, I anticipate writing op-eds or
pieces of literary journalism for newspaper publications. After presenting my
research and work at SURPS, I also hope
to use my work to inform my current
efforts with Stanford psychiatrists to
develop mental health interventions for
Asian-American adolescents and find
platforms to raise awareness about cultural humility in mental health.

Major
Linda Nguyen 16 Biology
Research on Hepatitis B with Dr. Mindie Nguyen
How did you start working with your
lab? What motivated you to do so?

Please provide a brief summary of your


research experience at Stanford.
I have worked in Dr. Mindie Nguyens
clinical research lab in the Department of
Hepatology at the Stanford Hospital and
Clinics for two years. With the support
of the Haas Centers Community-Based
Research Fellowship, I conducted an
independent research project on the liver
cancer screening adherence of chronic
hepatitis B patients. In Spring 2015, I
presented my findings and first-author
abstract with poster presentations at
the European Association for the Study
of Liver Disease International Liver Congress in Vienna and Digestive Disease
Week in Washington, D.C.

My first experience with research was in


a fruit fly lab my freshman year. There
was little guidance from the lab supervisors and I didnt feel like I was learning
and growing enough. I asked my friend
Christina about her clinical research with
Dr. Nguyen and was impressed with her
positive experience with the lab. She
spoke very highly of the mentorship and
guidance she received from Dr. Nguyen and fellow lab members. Seeing Dr.
Nguyen as a female Asian-American
physician at the forefront of her field also
gave me hope that I can do the same
in my own career. Once I met with Dr.
Nguyen, I knew that she would not only
be a wonderful research principal investigator (PI), but also one of the most
important mentors I would turn to time
and time again at Stanford.

What is something that surprised you
about doing research in your field?
In my research, I have seen how
important it is to include Asians and
Asian-Americans as participants.
Asian-American health issues have long
been overlooked due to the model minority myth that Asian-Americans arent
affected by significant health disparities.
For example, hepatitis B affects 1 in 12
Asian Americans; a greater risk than
most other ethnicities. According to the
CDC, Asian Americans are 2 times as
likely to not have seen a doctor in the

past 5 years compared with non-Hispanic


Whites and African Americans. There
is clearly a discrepancy between the
perception and reality of Asian-American
health. Working with a predominantly
Asian and Asian-American cohort gave
me the satisfaction that I contributed to
medical knowledge that would inform
ethnic subgroup analyses and encourage
equitable health services.
How would you advise a freshman who
is considering starting research?
I would recommend exploring research in
subjects that pique your interest and get
you excited. There is no right type of
research; there are so many approaches
and resources that you can draw on to
test any research question you would like
to examine. Research is an involved process, one where you become an expert
on the topic you delve into. You should
aim to be in a research setting that is
supportive of your own personal and
professional development, working with
people who are equally as passionate
and curious. All it takes is an email to a
faculty member asking them about their
research, or talking to a friend about
what their research is. Dont be afraid
to reach out to the many resources on
campus for advice and funding, including
your Pre-Major Advisor, Academic Advising Director, Undergraduate Advising and
Research, and community and cultural
centers who offer expertise on specific
research areas.

Before, I would think of these applications as an individual task, but that was an incredibly
unproductive way to approach them. The support of others helped me improved my
application significantly, for it to become something that we were all collectively proud of.

Vy Luu 17

Sociology Major
Truman Scholarship Semi-Finalist, CSRE Honors Thesis Candidate
research that explores how immigrants
assimilate to American society to how
Asian American college students of
different ethnic heritages understand the
collective Asian American identity. In my
own experience, I worked as a research
assistant for a professor in the Sociology
Department to examine how US colleges
presented their financial aid information
on their websites. We were interested to
see if there exist patterns in the rhetoric
employed by different types of schools.
I learned so much from the experience,
from the research design process to tools
to collect data.

What is sociology research like?


Sociological research aims to make
sense of different social issues and
often explores questions related to
race, ethnicity, gender, sexuality, class,
to name just a few topics. I have seen

procrastinator that I am, I reached out to


people that could support me and make
sure I was on track in the process. Jerald
was on my case about the application to
make sure that I was working on it, and
he also connected me with Calvinthe
Graduate Student in Residence at the
A3C. Calvin was incredibly supportive
and helpful, so I recommend reaching
out to him if youre even considering it!

What advice do you have for students
who are working on a grant application?

Start early! But since you probably


heard that advice already, I would say
You were a semi-finalist for the Truman
reach out to people early as possible for
scholarship. What was the process like
guidance. Before, I would think of these
and what resources did you reach out to? applications as an individual task, where
I needed to complete it on my own. But
The application process was rigorous and that was an incredibly unproductive way
demanding, especially to make sure that to approach them, because the support
I was a competitive applicant. The UAR
of others was what helped me improved
adviser I worked with would say that
my application significantly and for it
applying to scholarships like the Truman to become something that we were all
was another class in itself. I had to work
collectively proud of. The experience was
to edit my application over a span of a
so much better with others being there
couple of months, once I had been sealong the way!
lected as a semi-finalist. So as the prone

33

Studying abroad
john
rafael 17
Human Biology Major (Pre-med)
Florence, Winter 16

Briefly describe the BOSP Florence program and what motivated you to apply.
Winter quarter back then did not require prior knowledge of Italian, which
factored into my decision. Students live
with host families, either alone or with
a roommate. The Palazzo Capponi, a centuries-old Florentine home, was where
instruction and events took place. Almost
everyone took Italian, and other courses
covered various topics ranging from
Renaissance art to Machiavelli. Students
could intern at various places, even as a
tour guide at the Florentine cathedral. If
students need extra Euros, they can do
certain jobs around the center for a little
money. It was encouraged to treat Florence like a huge classroom; there was
ample time to explore and we even got
reimbursements for museum visits!
I first applied on whim, but eventually
i felt compelled to have a different yet
equally stimulating experience outside of
Stanford. In addition, as a pre-med going
into a very focused profession, it would
be hard to have another opportunity like
this again. I wanted to take advantage
of my youth to explore not only majors
during college but other cultures, too!
What were some barriers you had to
overcome to study abroad?
The two biggest barriers were the
dealing with my parents and keeping
to my pre-med track while abroad. My
parents were first very reluctant. They
had a lot of questions - How does this fit
into your current and future plans? Why
waste money studying abroad when you
can go when youre older? Thankfully,
they eventually understood my reasons; I
needed a reset from Stanfords physically and mentally taxing environment
but still wanted an enriching experience.
Since then, theyve been very supportive.
Along with that, my course load was
worrisome; going abroad would derail
my original plan of loading up on premed and major units. However, I realized
that the gravity of the situation wasnt
as big as I thought. In Florence, I took
classes that fulfilled my W.A.Y.S. and had
ample time outside of class to prepare
for the MCAT. I can still adjust my schedule senior year if needed; I never really
had a 4-year plan, anyways. I know Im
going into medicine, so why rush it?

influx of refugees from war-torn regions


in the last few years. Furthermore, I
treated the experience not as a break
from school but a whole different type of
learning, one of cultural immersion, and
non-academic, experiential learning.
I learned more about myself studying
abroad than through any other experience. I found the issues important to me,
the communities I find valuable, penchant for exploration and avoiding touristy stuff, and appreciation for other
cultures for what they are and not what I
assumed theyd be. I learned to be proud
of my identity and appreciate how lucky
I am to be in a society where migrants
have higher upward mobility, easier societal integration, and more opportunities
to shape the world around them.
Describe a highlight of being abroad.
Our host dad was a simple, Italian man
who was positive, always smiling, and
invested in people. He went away one
weekend, and with the money he left
behind for food, my roommate and I
decided to make dinner for when he got
back. We took a cooking class where we
learned a neat Tuscan dish and decided to surprise him. It was our first time
cooking in the kitchen, and it ended up
being a lot of fun. When our host dad
came in, he was overjoyed; the whole
time he ate he had a smile. When my
family and I visited him this summer, he
couldnt help but brag about it.
What motivated you to return to Italy
during the summer?
Through a Haas fellowship, I worked with
Charito Basa and the Filipino Womens
Council (FWC), dedicated to empowering migrants with the knowledge
and tools to better integrate into Italy.
Although a small, grassroots organization, the FWC stood out to me in the
dedication of its members, who are also
migrants to help out fellow Filipinos on
a personal level. I am also conducting
research centered on social media usage
by Filipinos in Italy; much of my time is
spent around them, and the FWC has
been very helpful in giving me the tools
to make the most of these interactions.

I had intended to spend my summer


abroad in the Philippines, but I became
interested in the issues of migrants
through a course I took winter quarter;
What did you learn about your identity
as the son of immigrants I took the issue
from being abroad in Italy?
to heart and wanted to come back to
Italy. Through a Google search on Filipino
One important thing was being conadvocacy groups, I happened upon the
scious of how my appearance shapes
my perception by Italians. As a person of contact information of the FWC, and I
color, I assumed that my reception would was able to find them early enough to
be lukewarm at best. Italy, a country that apply for the Haas fellowship that funds
has increasingly accommodated migrants my summer. Life pro tip: always be open
to try new things; I never thought Id end
to fill in the economic gaps the past 40
up back here, but Stanford has so many
years, is still not as openly accepting of
foreigners into society, and that issue has funding opportunities and now I wouldnt
trade it for anything.
come under more scrutiny with the high

34

S tu d e n t F eatures

For students of all backgrounds, studying abroad can be a


formative learning experience. Hear from students about their
motivations for and takeaways from their quarter abroad.

gaozong
vang
Product Design major
Cape
Town,
Winter
15
16

Briefly describe the BOSP Cape Town


program.
The Cape Town Bing Overseas Studies
Program brings Stanford students to
South Africa to learn about the South
African racial and historical landscape.
In this program, students are partnered
with community organizations where
they work for three days out of the
week and take a corresponding class on
community engaged learning. During the
program, students live together and take
their academic classes at the Stanford
Center.
What motivated you to apply to the
Cape Town program?
Back home in Minnesota my whole
community was Hmong. I never once
questioned my racial and ethnic identity.
However, coming to Stanford University where 23% of the undergraduate
population identifies as Asian and being
one of the only 15 Hmong students on
campus, I have had to confront what my
Asian American identity means to me.
When I applied to this program, I wanted
to meet new people, learn about their
lives and what they cared about. South
Africas communities and racial identities
are strongly rooted in its history. I hoped
that being in South Africa would give me
the chance to reflect on my own Hmong
community back at home where our
history has also strongly impacted our
identities, culture and communities.
What were some barriers you had to
overcome to study abroad, and how did
you overcome them?

requirements in the quarters before and


after being abroad. The courses I took in
Cape Town were the polar opposite of
the types of classes I have taken on campus, making it one of the my most academically challenging quarters. However,
it was also one of my most academically
enriching quarters.
How did your identity influence your
abroad experience, and in what ways
have your abroad experience shaped
your identity?
Walking around in Cape Town, it is rare
to see any Asian person. I found myself
often walking the two blocks down to
Mr. Lins Thai and Sushi on Lower Main
[Road]. The Thai food and Asian cooks
provided me comfort that I did not
expect I would need. In Cape Town, my
salient identity was being American,
but in the US, I am Asian first. This shift
in the way that people around viewed
my experiences pushed me to ask why
being Asian first was so important me.
The Asian American community has
always been where I found community
and friendship, so being without it, I felt
lost. I found myself finding community
in storytelling. Listening to others share
their stories and sharing my own helped
me reflect on how I want to engage with
the Asian American community when
I return and how I engage with other
communities.
Tell me about a highlight of your abroad
experience.

At the end of the program, I walked away


with a few amazing friendships that I
would never have gained if not in Cape
Town. We found community and comfort
My decision to study abroad was met
with many challenges: financially, I need- in each other that was unexpected. I
ed to pay for my flights and have spend- found friendship at my placement, the
Tertiary School in Business Administraing money; culturally, my parents were
against my decision to go to Cape Town; tion (TSiBA). Every day, I would open
the gate to the Innovation Centre, sign
and academically, the classes I would
in, and say hello to all of the folks in the
be taking did not fulfill any requirement
office. We spent many lunches talking
for my Product Design major. However,
about how we could better support the
I was able to receive a travel grant from
students and the young entrepreneurs.
the financial aid office to pay for my
flights and designed a budget for myself During the program, my favorite moments were the late morning weekend
in Cape Town. My parents were strongbrunches at Hello Sailor. With a latte and
ly opposed to me living in a different
eggs benedict we would debrief about
country for an extended period of time,
but talking to them about my peers who the events of the week and check in with
had also gone abroad helped them begin one another. These moments helped me
process my abroad experience the most.
to feel comfortable with my decision to
study abroad. Academically, I talked to
upperclassman about how I could fulfill

Resources & Support


Bing Overseas Study Program

Learn more about Stanfords own study abroad programs


undergrad.stanford.edu/programs/bosp

Overseas Resource Center

Located in the Bechtel International Center and serves to


provide information & advising about opportunities abroad
bechtel.stanford.edu/overseas-scholarships

35

Each year many students engage with the larger Asian American
community beyond Stanford. Learn how they have continued to
challenge inequity and provide support to their community.

Sammie wills 16
Executive Director,
API Equality - Northern California

Resources & Support


Haas Center for Public Service

Provides a wide array of opportunities for students interested in community-engaged service work.
haas.stanford.edu

Center for Comparative Studies


in Race & Ethnicity
Opportunities for community-engaged learning such as internships,
grants, and courses for majors and
non-majors.
csre.stanford.edu/service.php

36

S tu d e n t F eatures

Tell me about your community engagement experiences.

up to learning like never before. That


same summer, I went through a series of
trainings that taught me the foundations
of grassroots community organizing.
Through my involvement with the Stanford Asian American Activism Committee These trainings questioned my concepts
of scarcity, competition, independence,
(SAAAC) as a frosh, I learned about and
and trauma, challenging me to redefine
started working with the Chinese Procommunity as a place of abundance,
gressive Association. In the summer following my first year, I began working as a interdependence, and compassion.
Summer Intern at API Equality - Northern
Within these lessons, I also had the
California (APIENC), later becoming
opportunity to meet LGBTQ API elders,
Program Assistant, and now working as
Community Organizer. I have consistently who have laid the groundwork for my
communities to exist and continue to
stayed connected to APIENC, working
fight for our rights. They told me stories
there every summer and during each
of finding community, moving people
academic term, with funds from the
to political action, and building chosen
Community Service Work Study profamilies that laugh, smile, and struggle
gram. My early off-campus involvement
has also led me to work with many other together. Learning hard skills and being
organizations, including other non-profits grounded in my histories showed me
like the National Queer Asian and Pacific how I can sustainably build a life commitIslander Alliance, volunteer-run organiza- ted to justice-work, and inspired me to
tions like Gabriela-SF, a Pilipina womens pursue organizing both on campus, and
in my future beyond Stanford.
organization, and direct-action groups
such as Asians4BlackLives.
Tell me about a highlight of your community-engaged experiences.
How did you get involved with community organizing?
One of my first projects with APIENC
was assisting in a grassroots fundraising
As I was searching for summer interncampaign. Since APIENC is such a small
ships in Winter of my first year, I knew
organization, much of our funding comes
I wanted to work at an API-issues or
from individual donors, giving what they
LGBTQ-issues organization. I had been
can because they believe in the commuinterested in social justice and grassroots organizing, and knew that so much nity and in the organization. When I first
knowledge was to be gained beyond the learned that we were fundraising, I was
classroom--in actually doing the work of terrified. I wasnt used to asking people
for anything, let alone asking my close
organizing with communities that resofriends and new community for money.
nate with my own histories and experiGrowing up in a low-income immigrant
ences. Yet, I couldnt even imagine that
household, I had always felt that, if
there would be an organization working
you need something, you go and get it
at the intersection of both API and
yourself. Asking for help, and especially
LGBTQ. A friend introduced me to the
organization by sending over some links, asking for money, was seen as weak.
and I sent an email to one of the staff
members. They directed me towards our Despite my fear, I made phone calls,
sent emails, and had conversations with
summer internship, and I applied! Once
people in person, asking for hundreds
I started working at APIENC, I was connected to a multitude of other communi- of dollars from people that I care about
ty organizations in the Bay Area. I started deeply. Every single time I made an ask,
I was petrified. Yet, every single time,
working on immigrant rights with ASregardless if they could donate or not,
PIRE, learned more about worker justice
with the Chinese Progressive Association my friend appreciated that I asked, and
affirmed the work that I was trying to do.
(CPA), and engaged with different API
I was in awe. People were so generous,
issues with Asian Americans for Civil
so caring, and so willing to give all that
Rights and Equality (AACRE).
they could. For so long I had been living
What have you learned from these orgs in a mindset of scarcity--thinking that
there wasnt enough, and that I wasnt
that you would not have otherwise?
enough. After hearing peoples reactions,
I began to understand that our communiWhen I started as a summer intern with
ties are just as strong as they need to be,
APIENC, I entered into a space that
and asking for help is actually just a way
affirmed all of my different identities
to build deeper trust between me and
without question. This feeling, of being
the communities that I care for.
unrestricted in who I am, opened me

Association of Workers and Im/migrants


Vanessa Ochavillo 17 Pilipino
Center of Independence for Individuals with Disabilities
munity-engaged experiences.
Research was one thing, but I think the
highlight of my experience with PAWIS
was being genuinely interested and present with people, not having the sit-down
meal or house visit be solely driven by
research purposes. Knowing how much
more you could understand about an
organization and individual people by
just being with them has encouraged me
to continue to stay involved with PAWIS
as a general member and to be more
open to public service opportunities that
call for nothing more than giving freely
of ones time. In fact, I am concluding the
Bay Area leg of my gap year as a volunteer with the California Clubhouse, which
has nothing to do with research.
Describe your experiences engaging
with communities on and off-campus.
Through community-engaged learning
classes and the Pilipino American Student Union (PASU) I found my way to the
Center of Independence for Individuals
with Disabilities (CID) and the Pilipino
Association of Workers and Im/migrants
(PAWIS). I did research with both CID
and PAWIS that looked at the barriers
individuals with disabilities faced in
securing housing and the effects labor
conditions have on Filipino workers
health, respectively.
Tell me about a highlight of your com-

Youre also taking a gap year. What


motivated you to do so, and how have
you continued being involved?
Working with communities on social issues off-campus, I started asking myself,
Did I have to be in school to learn? Of
course, the answer is no, but I wanted to
see what I would learn if I stepped away
from the formal, institutional setting.
Community engagement ended up being
my means of meeting this educational
dearth. I can comfortably say that the
objective of receiving an alternative
education was met. When were attentive
to our individual needs at any given point

in our lives, I think that we can easily


surmount barriers like, in my case, the
fixation of a four-year college track and
not graduating with my friends.
Im glad that my parents approved, not
without their hesitation of course. They
admitted that only I would know what I
needed to feel well adapted in college
and beyond. Though very supportive, I
still tried to hold my own by getting a
normal job to keep me afloat during
times when I received no financial support from Stanford to do some of the
service work I ended up doing.
What have you learned from these orgs
that you would not have otherwise?
Ive become a lot more aware of ways to
mitigate some of the sticky situations of
doing short-term projects as students.
The hardestand the most worth
bringing uppoint is to think critically
about the privilege that comes with
being a student from Stanford, with its
wealth of resources when engaging with
communities. Ask: Why do we apply for
grants? What we do with that money? Is
our project what the community needs?
If there are negative responses to any
of these questions, maybe saying no
to the money and the opportunity to do
research is wise. Next year, Ill continue
working with PAWIS but am still debating the merits of research in meeting
their most pressing needs.

My motivating reason for helping this community was knowing that there are students
who share a similar story to me but are missing the guidance that was provided to me.

Johnny Xu 17

Chinatown Community
Development Center
these students did not have access to
the resources I had the privilege to have.
I took with me everything I learned as a
student and began mentoring students in
Chinatown, soon becoming a consistent
volunteer teacher. Although I had a direct
connection to these students because
my family background is grounded in
Chinatown, my motivating reason for
helping this community was knowing
that there are students who share a
similar story to me but are missing the
guidance that was provided to me.
Why is community engagement important to you as a student?

Being a student at Stanford is demanding. Work can be overwhelming and


make it difficult to see the applications
of everything that you are learning.
How did you get involved with CCDC
Although my classes do not necessarily
and what motivated you to do so?
teach me how to be a better teacher, they do push me to think critically
I became involved with Chinatown
Community Development Center (CCDC) about issues important to me. Engaging
communities that I care about allows me
at the end of high school. I was introduced to them through Next Generation to move away from theory and into practice. I can see results and I can create
Scholars, a college access program for
change in my own way, re-energizing me
low-income students that I participatand enabling me to be a better student.
ed in when I was in high school. I was
pushed to become involved with CCDC
Tell me about a highlight of your comby my teachers in this program because

munity-engaged experiences.
As I am studying for my Human Biology
core finals, I receive a text message that
two of my students received acceptances to prestigious universities. As the
days pass, more of my students tell me
that they got in as well. This is the most
exciting time for me. It tells me that our
collective effort and support has enabled
these students to break down barriers of poverty, language barriers, and
underfunded public high schools. Seeing
the success of my students continually
motivates me to work with this community and inspires me to work more
constructively. Their success pushes me
to be a better teacher and to think more
critically about efficacy.
What advice would you give to students
interested in community engagement?
Where do you come from? How does
your background inform how you think
about issues today? How do you want
to create change? These are some of the
important questions that have led me to
work in Chinatown. I think these questions need to be considered if you hope
to work with communities that you care
about in a sustained and ethical way.

37

AlTeRnATiVe
SPRing bReAK

Every year, student pairs lead the Asian American issues and
Filipino/Filipino American issues ASB trips. Hear what students
have to say about the week that shapes a lifetime.

davis cHHoa 18

Asian American Issues ASB Leader 2016


Asian American Issues ASB Participant 2015
of both your racial/ethnic identity and
social issues in the Asian American community, you will be able to contribute to
systematic social change and hopefully
find your own way of addressing particular issues that resonate with you. We are
the leaders that will make changes happen for the betterment of our community
and the people who will come after us.

the many other amazing ASBs, because


you will have the opportunity to learn
about social issues that directly affect
you and your community with a group of
students passionate for similar issues.
What actions have you taken or do you
plan to take stemming from asB?

After coming back from the ASB during


my freshman year, I was so energized
to get involved in and take action to
address the issues that personally
resonated with me on the trip. As CoAs both a participant and trip leadChair of the Stanford Khmer Association
er, I can definitely say that the ASB
this year, I was determined to facilitate
has changed the way I view my Asian
What are asian american issues and
discussions about social issues particular
American identity and what it means
why is it important to address them?
to the Cambodian-American community
to be Asian American. Growing up in a
and consider ways we as a student group
community where there were little to no
Asian American issues are issues parother Asians, I had always questioned my can help address them. I reflected a lot
ticular to the Asian American commuafter the experience and realized that I
racial
identity
and
wanted
other
people
nity, such as the model minority myth
wanted to continually be involved in the
from similar racial and cultural backand questioning your racial identity,
Asian American community throughout
grounds to relate to. The ASB provided
gentrification in predominantly Asian
my career, not only at Stanford, so I
communities, past and present immigra- the space and opportunity to engage in
complicated discussions about my iden- have been exploring a lot about cultural
tion policies, being LGBTQ+ and Asian,
humility and the importance of culturally
tities as a first-generation, low-income
and anything else you can think of that
relevant services in healthcare and mediaffects the Asian American community. It Cambodian-American college student.
cine. I am actually going to be working at
is important to explore your racial/ethnic Participating in the Asian American
Asian Health Services, a local non-profit
Issues
ASB
was
a
great
experience
with
identity in order to better understand
community health center, to continue
peers
who
are
questioning
their
racial
these issues and how they may be imexploring how to incorporate my passion
identities and have the desire to explore
pacting your peers, family, and commufor health with my interests in the Asian
it. I highly recommend participating in
nity back home. With a comprehension
the Asian American Issues ASB, or any of American community.
How has participating on asB changed
the way you view your identity?

Find more information


about the program, visit
asb.stanford.edu

Because the spring break


trip is preceded by a
Winter Quarter course,
look out for applications
early to mid-Fall Quarter.

38

S T U d E n T F E AT U R E S

ASB Leader 2016


Paula Reyna small 18 Filipino
Filipino ASB Participant 2015
sent back in the form of remittances.
These funds alone support approximately
15% of the Philippines GDP, meaning that
without the work they do as Overseas
Filipino Workers (OFWs), the Philippine
economy would suffer. In effect, the Philippines faces a very unique issue: unlike
other countries, it has, and continues to
be, dependent on its peoples success
abroad while overlooking the need to
create an economic stronghold at home.

Black and Filipino American, something


for which Im truly grateful.
Tell me about an experience that has
shaped how you think about Filipino/
Fil-Am identity and/or social justice.

I believe visiting the Manilatown Heritage


Foundation and International Hotel in
San Francisco during ASB was a prime
example of social justice. The hotel once
housed hundreds of Filipino bachelors,
or Manongs, who came to the U.S. to live
How has participating on ASB changed
and work. It was at the heart of what was
the way you view your identity?
called Manilatown, which spanned the
length of Kearny Street, and served as
Before ASB, let alone coming to
What are some issues Filipino/Fil-Am
a central community for other Filipinos/
Stanford, I didnt really have much
communities face?
Filipino-Americans. By the 70s, corpoexposure to or education about the
rations were moving in, buying up propPhilippines beyond things I picked up
The cycle of government corruption,
erty, and pushing hotel residents out. In
from
interacting
with
my
mother,
hearing
labor export, and worker exploitation is
response, though, people of different
my
grandmothers
stories,
performing
one too familiar to many Southeast Asian
ages, genders, races, religions, jobs, and
Filipino cultural dances, and watching
communities. The government works
the occasional Filipino drama. So having communities came together to pushback
in its own interests, functions for profit,
against the unjust displacement of the
the opportunity to take part in critical
collects debt, then exploits its people to
conversations regarding Filipino identity, Manongs. It was soon torn down, but the
stay afloat. This leads capable workers
communitys resilience, grassroots action
issues, and culture with other students
seeking jobs overseas, more often than
around my age was extremely eye-open- and solidarity led to it being repurposed
not, in life-threatening and sometimes
into a museum and low-income housing
ing
and
integral
to
my
growth
as
an
trafficked conditions. For the Philippines,
individual. Through ASB, I had the oppor- for the elderly. This story serves as a conthis cycle is constituted of over 6000
tunity to truly realize and appreciate the stant reminder that when a community
workers being exported everyday and
unites, justice can be won.
hundreds of millions of their wages being depth and beauty of my identity as a

ASB Leader 2014


Ed Salonga 16 Filipino
Filipino ASB Participant 2013
continuing legacy of Filipino resistance
and resilience. Moreover, we used this education as a means to utilize our Filipino
identity to fight for revolutionary change
in our communities.

How has participating on ASB changed


the way you view your identity?
ASB helped connect Filipino history
to my familys personal experiences
and narratives in way that I have never
understood before. I found answers to
questions that I had always had: Whats
the difference between Filipino and
Filipino-American? Why are millions of
Filipinos so poor? Why did my mom,
dad, and many of my relatives need to
leave the Philippines to find a job?
In the process of answering these
questions, I explored my heritage,
culture, and struggles as a Filipino, and
I found my connection to the rich and

Right after finishing ASB freshman year,


I joined one of the organizations we visited--Anakbayan Silicon Valley (ABSV),
a grassroots youth organization fighting
for social justice for Filipinos worldwide.
That summer, I interned for the Filipino
Tell me about the community you built
Community Center (FCC), another orgathroughout ASB.
nization we visited (and slept at!) during
ASB. At the FCC, I integrated with the
One of my favorite parts of ASB is the
predominantly immigrant, working-class
relationships and friends that Ive made
Filipino community in the Excelsior disalong the way! One of my favorite and
most unforgettable moments of ASB was trict of San Francisco and led a bi-weekly
clinic that offered free food, housing, and
sharing and listening to our talambuhay,
legal assistance to community members.
our life stories, with each other. For my
Following an exciting freshman year,
talambuhay, I first felt really scared to
I co-led the Filipino ASB my sophomore
open up and tell people about my life,
year, which was one of the greatest expebut that feeling soon faded away as I
riences Ive had at Stanford. Leading the
began to tell them about my deepest
trip was challenging to say the least but
struggles, most embarrassing moments,
extremely fulfilling to witness the growth
happiest childhood moments, among
of the participants on the trip and my
many other things. On the other end
own growth as a co-leader.
as a listener, I felt so much closer to my
In the following years, my ASB expefriends on the trip after connecting with
them and their personal experiences in a rience has served as the catalyst for my
continued involvement in Filipino comway that you dont really get to do anymunity organizing and activism at Stanwhere else. Ill never forget those nights
over spring break filled with great stories, ford, in the Bay Area, and throughout the
US. Years after my first ASB experience,
tears, laughter, hugs, and community.
my love for the Filipino people has grown
immensely and my commitment to fightHow has ASB shaped your Stanford
ing for social justice is stronger than ever.
trajectory both on and off-campus?

39

student
organizations
take advantage of the
vibrant student groups and
the opportunities they offer

For many students, a


Stanford experience is not
complete without community
involvement. Co-curricular
activities provide valuable
experiences, relations, and
knowledge that cannot be found
in the classroom. Oftentimes,
students find a strong social
community through student
groups. Stanford offers a wide
variety of opportunities and
many of them are within the
Asian American community.

40

S T U d E n T O R G A n I Z AT I O n S

at a glance

62

Of the 43 featured groups...

21 culture/identity
15 performing arts

TYPE OF
GROUP*

DIFFERENT
GROUPS

RECRUITMENT METHOD

4 service & advocacy


3 pre-professional
*many groups fit into multiple labels; they are
categorized here by their primary focus

FROSH-FOCUSED PROGRAM

30 open to all

15 yes

7 audition

28 no*

6 application

*but all student groups


accept freshman

List of Student Groups

(in order as featured


from Pg. 41-48)

Culture & Identity


Mua Lac Hong
alpha Kappa Delta Phi
Stanford Bhangra
Asian American Students
Stanford Chinese Dance
Association
Stanford Hwimori
Hawaii Club
Stanford Noopur
Hmong Student Union
Stanford Raagapella
Hong Kong Student Association
Stanford Taiko
Japanese Student Union
Stanford Wushu
Korean Student Association
XTRM K-Pop
Lambda Phi Epsilon
Muslim Student Union
Service & Advocacy
Pilipino American Student Union
Asha for Education
Sanskriti
Muslim Student Union
Sigma Psi Zeta
Stanford Asian American Activism
Singaporeans at Stanford
Committee
Stanford Dragon Boat
Team HBV
Stanford Khmer Association
Tzu Chi Collegiate Association
Stanford Queer and Asian
Taiwanese Cultural Society
Pre-Professional
Thai Student Association
Asia-Pacific Student
Undergraduate Chinese American
Entrepreneurship Society (ASES)
Association
Stanford Pre-Medical Asian Pacific
Stanford Vietnamese Student
American Medical Student
Association
Association (APAMSA)
Stanford Society of Asian
Performing Arts
Scientists and Engineers (SASE)
Alliance Streetdance
Asian American Theater Project
Basmati Raas
Common Origins
Kayumanggi

Additional
Organizations
(not featured)

Alternative Spring Break


Asian American Graduate Student
Association (AAGASA)*
Asian and Pacific Islander Law Students
Association (APILSA) *
Asian Pacific American Medical Students
Association (APAMSA)*
Association of Chinese Students and
Scholars at Stanford (ACSSS)*
Project Dosti
GSB Greater China Business Club*
GSB South Asian Students Association*
Hindi Film Dance
Hindu Student Association
Indonesian Club at Stanford
Korean Students Association at Stanford*
Multiracial Identified Community at Stanford
Pakistanis at Stanford
Satrang Sikh Student Association
Stanford Friends of Tibet
Stanford GSB Asian Society*
Stanford Newtype
Stanford Taiwanese Students Association*
*indicates student groups members are
primarily graduate students

41

alpha kappa delta phi


aKDPhi is Stanfords first and the
nations largest and most established
Asian American interest sorority. aKDPhi was established in 1989 and the
Zeta Chapter at Stanford was established in 1993. Our sorority strives to
promote sisterhood, scholarship, leadership, and Asian American awareness
in the university and the community,
while encouraging the expression of
the individual. We seek to empower
ourselves as women, be an active force
within the community, and support
each other in achieving personal and
collective goals.
Recruitment: Application in Spring Quarter
More Info At: stanfordakdphi.weebly.com

42

Hawaii Club
AASA was founded in 1969 to safeguard the cultural and political well-being of Asian American students on
campus. Today, AASA is an umbrella
group for seventeen other ethnic and
cultural organizations. AASA serves as
a gateway for students to learn about
Asian American history, heritage, and
culture, while providing a space to
contend with contemporary issues and
Asian American identity. Wed love to
see you at our major events, collaborative mixers, and general meetings!
AASA accepts applications for frosh interns in the
fall, core members are elected in spring quarter, but
general members can join at any point in time!

Recruitment: Open to All, All Year


More Info At: aasa.stanford.edu,
fb.com/stanfordaasa

The Stanford Hawaii Club is for anyone


who is from, has been to, or wants to
visit the Aloha State. We are unified
by our interest, love, and respect for
Hawaii, its local culture, and its people.
Through our social and cultural events,
we strive to connect students who
share an appreciation for Hawaii and
aim to share our cultures and experiences with the Stanford community.
We sponsor activities such as social
get-togethers, native Hawaiian cultural
events, and the annual Stanford Lau.
We encourage all students to join us!
Recruitment: Open to All, All Year
More Info At: web.stanford.edu/group/
hawaii

Hmong Student Union

Hong Kong Student Association

Japanese Student Union

HSUs mission is to build a supportive


community for Hmong students and
those interested in learning about
Hmong culture and identity who are
currently or contemplating attending
Stanford. We encourage the pursuit of
higher education to the greater Hmong
community through our annual high
school outreach program. We network
and collaborate with other Hmong
student organizations at other college
campuses. Lastly, we educate the
Stanford community about the Hmong
diaspora and our contemporary experiences in the United States.
Recruitment: Open to All, All Year
More Info At: web.stanford.edu/group/hsu

HKSA brings Cantonese culture to


campus through dimsum runs, an
annual traditional hot pot dinner, other
cultural activities, and speaker events.
We are a group of undergraduate and
graduate students connected by our
ties and interests to Hong Kong and
invite other students to explore and
celebrate Cantonese culture with us!

JSU is a diverse community of Japanese, Japanese-Americans, and those


interested in learning about and sharing Japanese culture with the broader
Stanford community. JSU provides a
venue to learn about Japanese and
Japanese-American struggles, identity,
and influences. JSU organizes cultural,
social, and educational events including speaker series, discussions, and
language sessions open to all. JSU
members come from many backgrounds but form a tight-knit family
that seeks to raise cultural awareness.

stu d e n t orga n izatio n s

HKSA is open to students all year, with specific frosh


intern recruitment in the Fall.

Recruitment: Open to All, All Year


More Info At: hksa.stanford.edu

JSU accepts new member/frosh intern applications


in the Fall.

Recruitment: Application in Fall Quarter


More Info At: jsu.stanford.edu
fb.com/stanfordjsu

Korean Student Association

Lambda Phi Epsilon

Muslim Student Union

KSA is a panethnic, student-run undergraduate organization committed


to fostering a welcoming community
among students who identify as Korean or Korean American and/or share
an interest in Korean culture, politics,
and social issues. We aim to educate
the greater Stanford community and
beyond about Korean culture, issues
facing the Korean community, and the
Korean and Korean American identity
through our events and programs.

is the first and only nationally


recognized Asian American interest
fraternity. Founded in 1981, our presence is felt across the entire United
States with over forty chapters and
colonies nationwide. Our mission is
to continuously strive to be Leaders
Among Men. In the process, our goal
is to help one another achieve his fullest potential in every aspect of life.
Recruitment: Application in Spring Quarter
More Info At: stanfordlambdas.com
fb.com/stanford.lambdas

The Muslim Student Union of Stanford


University (MSU) has two key missions.
One, to provide the Muslim Community at Stanford with an environment
for all members to practice Islam as
a way of life. And two, to foster cross
cultural dialogue on issues that pertain
to Muslims domestically and globally,
promoting awareness of the Islamic
faith and culture to the entire Stanford
community.

Okada

Pilipino American Student Union

Sanskriti

Named after Japanese American


novelist John Okada, Okada House
is one of four ethnic theme houses
on campus, with the others being
Ujamaa, Muwekma-Tah-Ruk, and Casa
Zapata. Okada is located in Wilbur
Hall on East Campus and is a hub of
the Asian Pacific Islander community
at Stanford. Come by our lounge and
youll often find Filipino dance practice,
conversations on the model minority
myth, banana bread, and a lot of Super
Smash Bros!

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 (1) Empower youth to act as agents
of positive change, (2) Explore personal and collective Pilipino identity,
(3) Celebrate the richness of Pilipino
and Pilipino-American culture, and (4)
Nurture the spirit of a supportive and
thriving family.

Sanskriti is Stanfords undergraduate


South Asian student association. We
host academic, social, and cultural
events on campus in order to create
a space for and share South Asian
culture with the broader Stanford
community.

KSA accepts application for Core (open to Freshman too) in the Fall and elects officers in the Spring

Recruitment: Open to All, All Year


More Info At: fb.com/stanfordksa

PASU accepts interest forms for freshman interns


in the fall quarter and elects a new Core leadership
in spring quarter. General members are open to join
throughout the year!

We primarily recruit freshman in the Fall, but members are welcome to join throughout the year.

Recruitment: Open to All, All Year


More Info At: msu.stanford.edu
fb.com/islamicsocietystanford

Sanskriti recruits for frosh interns in the Fall and


general core members in the Spring by application.

Recruitment: Application in Fall and Spring


More Info At: sanskriti.stanford.edu
fb.com/stanford.sanskriti

Recruitment: Open to All, All Year


More Info At: pasu.stanford.edu
fb.com/stanfordpasu

43

Sigma PSi zEta

SingaPoREanS at StanfoRd

StanfoRd dRagon boat

SYZ is a multicultural, Asian-interest


Greek organization. It stands today as
one of the largest and most distinguished Asian-interest sororities in
the nation. SYZ promotes awareness
of Asian/Asian American cultures
through leadership, outreach, individual, community interaction, and most
importantly, the bonds of sisterhood.
Through a network of like-minded
yet highly individualistic women, the
sorority lends structure and support to
sisters that share this vision.
RECRuitmEnt: Application in Spring Quarter
moRE info at: instagram.com/StanfordSYZ
stanfordsigmapsizeta.tumblr.com

S@S is a social organization for Singaporeans and Stanford community


members who are interested in Singaporean culture and issues. We organize
a range of activities, including social
functions such as an annual Chinese
new Year dinner. We aim to give Singaporeans and all who have an interest in
Singapore a home away from home.
RECRuitmEnt: Open to All, All Year
moRE info at: web.stanford.edu/group/sas

Stanford dragon Boat is an exciting and unique team sport that has
been at Stanford for 12 years. The
sport requires both individual fitness
and perfect unity from a boat of 20
paddlers. The team races in both local
and international competitions against
other college and adult teams in San
Francisco, San diego, Arizona, and
China.
RECRuitmEnt: Open to All, All Year
moRE info at: dragonboat.stanford.edu
fb.com/stanfordb

StanfoRd khmER aSSoCiation


StanfoRd khmER aSSoCiation

StanfoRd QuEER and aSian

The Stanford Khmer Association seeks


to promote awareness of Khmer culture and Cambodian-American issues
through community events, culture
workshops, and film nights. The student group is open to all members of
the Stanford undergraduate community regardless of ethnicity and features
a diverse membership. SKA has a goal
of providing a supportive community
for all who are interested!
RECRuitmEnt: Open to All, All Year
moRE info at: web.stanford.edu/group/khmer
fb.com/StanfordKhmerAssociation

Stanford Q&A aims to facilitate a safe


space to celebrate and reflect on the
intersection of queer and Asian identities, as well as to educate the Stanford
community on the unique challenges
faced by people who identify as both
queer and Asian. You do not have to
be queer, Asian, or out to join!
Q&A accepts frosh interns in the fall, but new members are welcome anytime.

RECRuitmEnt: Open to All, All Year


moRE info at: fb.com/groups
/303825339727368
(secret group)

SVSA serves as a family and support


network for Vietnamese students at
Stanford University. SVSA members
seek to share their rich cultural heritage with the Stanford campus community and foster the development of
social and cultural ties with the greater
Bay Area community. Our goal is to
serve the local community, share in our
cultural heritage, and to educate the
community and our members about
the Vietnamese Culture. We attempt
to accomplish these goals through
frequent community service-oriented
and cultural programming.
SVSA accepts applications for freshman interns
(and some sophomore interns) in the Fall. Elections
for the following year are held in the Spring.

RECRuitmEnt: Application (see above)


moRE info at: svsa.stanford.edu
fb.com/stanfordvsa

44

S T U d E n T O R G A n I Z AT I O n S

Taiwanese Cultural Society

Thai Student Association

TCS at Stanford University is a cultural


student organization that celebrates
and promotes the rich cultural heritage
of Taiwan in Stanford and the greater
San Francisco Bay Area. With a diverse
group of members, we work with other
cultural organizations on campus to
help host a variety of events to parse
our knowledge of cultural identity into
terms Asian Americans can relate.

TSA builds the bonding of Thai students and promote Thai culture to
Stanford community
Recruitment: Open to All, All Year
More Info At: fb.com/stanfordthais

TCS recruits frosh interns by application in the Fall,


but members can join throughout the year.

Recruitment: Open to All, All Year


More Info At: fb.com/TaiwaneseCulturalSociety

Undergraduate Chinese American


Association
UCAA exists to connect the undergraduate Chinese and Chinese-American student body to build community
and extend cultural knowledge to the
greater campus. These goals are realized through cultural, social, and activist events and by providing a forum for
the undergraduate Chinese community
to discuss pertinent concerns. Within
the UCAA membership, it is our goal to
form a strong community dynamic by
bonding over shared heritage.
UCAA recruits frosh interns by application in the
Fall, but members can join throughout the year.

Recruitment: Open to All, All Year


More Info At: ucaa.stanford.edu
fb.com/stanforducaa

Performing Arts

Alliance Streetdance

Asian American Theater Project

Basmati Raas

Founded at Stanford University in


1998, Alliance Streetdance is a student-run hip hop dance group with
members who come from a variety of
backgrounds ranging from classical
ballet to old school funk. By bringing
together different styles and experiences, our choreography reflects our
unique style and swag, and we aim to
provide you with a show you cant get
anywhere else!

AATP is dedicated to the sharing and


creation of work that addresses the
Asian/Asian-American experience
through the performing arts. Our
mission is to increase representation of
Asian-American artists in theatre; address stereotypes and misrepresentations of Asian/Asian-American culture
through nuanced portrayals; cultivate
the talents of Asian/Asian-American
artists and allow them to explore acting, directing, and more in a safe and
open community; celebrate the works
of Asian/Asian-American playwrights;
and explore other works through an
Asian/Asian American lens.

We are a co-ed, 16-member Indian


dance team that competes across the
country in a form of dance known as
Garba Raas. With an unforgettable
routine, we combine powerful moves,
intricate costumes, and a colorful
storyline. Our performances have
taken us to competitions and shows
in New York City, Miami, Ann Arbor,
New Jersey, and Los Angeles. With the
contagious laughter and serious work
ethic that grace our every practice, we
dare you to try and not fall in love with
Basmati Raas.

AATP accepts applications for freshman interns in


the Fall and recruits board members in the Spring.

Recruitment: Auditions in the Fall


More Info At: basmatiraas.com
fb.com/basmatiraas

We are passionate about storytelling though dance,


and we are so excited about having new dancers
join our family this upcoming fall!

Recruitment: Auditions in the Fall


More Info At: fb.com/AllianceStreetdance

Recruitment: Open to All


More Info At: aatp.stanford.edu
fb.com/stanfordaatp

Sanskriti recruits for frosh interns in the Fall and


general core members in the Spring by application.

45

Common origins

46

Kayumanggi

Mua Lac Hong

CO is Stanfords only non-audition hip Kayumanggi, meaning brownhop dance team. Founded in 2010, CO skinned in Tagalog, is a Filipino
is built on the idea that anyone can be dance troupe at Stanford. We pera dancer. More than just a team, we are form folk dances that are as diverse
a family and pride ourselves on a close, as the islands of the Philippines.
supportive community as we prepare
Kayu promotes awareness of Filipino
for performances throughout the year. culture through dance, art, music, and
drama. We hope to create an outlet
Recruitment: Open to All, All Year
for self-exploration and discovery, enMore Info At: fb.com/commonorigins
web.stanford.edu/group/commonorigins couraging inclusiveness and openness
to the greater campus and Bay Area
community. Kayumanggi performs for
numerous Stanford University events
as representatives of Filipino culture.
The year culminates in an Spring Show,
where we showcase our repertoire of
dances framed by a skit that addresses
many aspects of Filipino identity.
Recruitment: Open to All, All Year
More Info At: fb.com/StanfordKayu

MLH is a Vietnamese dance group that


strives to share the rich Vietnamese
cultural experience through original
performances featuring both traditional and contemporary Vietnamese
music, choreography, costume, and
props. By educating through entertainment, MLH hopes to cultivate an
appreciation for and deeper connection to the Vietnamese heritage among
its members, the Stanford community,
and the greater Bay Area community.
No dance experience is required!
Recruitment: Open to All, All Year
More Info At: fb.com/mua.lac.hong

Stanford Bhangra

Stanford Chinese Dance

Stanford Hwimori

Stanford Bhangra practices and


performs bhangra, a traditional folk
dance originating from the Punjab
region in Northwestern India. The
team performs traditional and hip-hop
fusion variations across campus and
holds on-campus workshops. Stanford
Bhangra also attends competitions
throughout California and around the
nation. We invite anyone interested
in dance to try out for the team and
share the joyful culture of bhangra!
Recruitment: Auditions in the Fall
More Info At: fb.com/StanfordBhangra

Stanford Chinese Dance provides


Stanford students the opportunity to
experience Chinese dance and culture.
We perform a variety of classical and
contemporary Chinese dances from
the Han ethnic majority and from the
minority groups in China. Through our
performances, we encourage artistic
expression and cultural understanding.
Recruitment: Open to All, All Year
More Info At: chinesedance.stanford.edu
fb.com/stanfordchinesedance

Stanford Hwimori is a percussion


group comprised of students, alumni,
and other members of the Stanford
community that are committed to
the performance of Korean cultural
performing arts on-campus and in the
Bay Area. Hwimori means a quick,
energetic 2-beat rhythm in Korean traditional music and connotes a movement bringing together people in an
effort for social change. We members
of Stanford Hwimori aim to educate
ourselves and our audience about the
rich cultural heritage found in pungmul (folk drumming).
Recruitment: Open to All, All Year
More Info At: fb.com/
groups/276429615711758/

stu d e n t orga n izatio n s

StanfoRd nooPuR

StanfoRd RaagaPElla

StanfoRd taiko

Our mission is to preserve and promote the Indian classical arts, and to
integrate contemporary themes with
ancient traditions to create unique,
compelling pieces of art. All Indian
classical dance styles welcome!
RECRuitmEnt: Auditions in the Fall
moRE info at: fb.com/Stanfordnoopur

Stanford Raagapella is Stanford Universitys premier all-male South Asian


a cappella group. Formed in 2002,
Stanford Raagapella boasts an eclectic
repertoire of songs from around the
world and dedicates itself to actively welcoming singers and audiences
of all backgrounds to celebrate and
enjoy music from different cultures.
This spirit has guided the group across
the world to places including California, the East Coast, and India, both to
celebrate culture, and to share the joy
it finds in song.
RECRuitmEnt: Auditions in the Fall
moRE info at: raagapella.com
fb.com/stanfordraagapella

Stanford Taikos mission is to (i) present taiko to the Stanford community,


and (ii) to educate the community
about taiko.
RECRuitmEnt: Auditions in the Fall
moRE info at: taiko.stanford.edu
fb.com/StanfordTaiko

service & advocacy

StanfoRd wuShu

XtRm k-PoP

Stanford Wushu offers training to


students, alumni and friends of the
Stanford community in Chinese performance martial arts, namely wushu
and taichi. All levels are welcome,
including beginners who have never
done martial arts before! Coached by
some of the best wushu athletes in the
world, our members strive to improve
their physical fitness and engage the
community with the sport and art of
wushu. Through wushu, youll find lifelong friends within Stanford and within
other collegiate clubs as well! We
recruit members the first two weeks of
every quarter!
RECRuitmEnt: Open to All, All Year
moRE info at: fb.com/stanfordWushu

XTRM is Stanfords premiere K-Pop


dance team, and we seek to allow
people an outlet to express their love
for K-Pop culture and showcase it
with dance covers and performances.
Our group performs at many events
throughout the school year, and any
student interested in participating in
performances may join at the beginning of fall, winter, and spring quarter
to start training. Were a non-audition
group, and if you love K-Pop and want
to show it, come join us!
RECRuitmEnt: Open to All, All Year
moRE info at: fb.com/stanfordxtrm

aSha foR EduCation


Asha Stanford is a completely volunteer-driven non-profit organization
and also an active student group at
Stanford University. We believe that
education is one of the primary factors
in shaping a childs future and by
extension, future of the entire country.
Our mission is to catalyze the socio-economic change of India through
the education of under-privileged
children. As part of activities, we hold
fundraising events, discuss projects we
partner with in India and host talks to
educate ourselves.
RECRuitmEnt: Open to All, All Year
moRE info at: asha.stanford.edu

47

Stanford Asian American Activism


Committee

Team HBV

Team HBVs mission is to raise awareness of the disproportionately high


SAAAC is a progressive, pan-ethnic
incidence of hepatitis B and liver canorganization that furthers the cause
cer among Asian and Pacific Islanders
of social justice and the humaniza(APIs) by educating local communities,
tion of our communities. We do this
through education, empowerment, and developing outreach campaigns and
screening initiative programs, and parorganized action. SAAAC has a vision
ticipating in national and international
of inclusion for everyone interested in
Team HBV efforts.
the struggle for first class citizenship
Recruitment: Open to All, All Year
for all. We situate our activism in the
More Info At: fb.com/Stanford-Teamlarger Bay Area, the nation, and the
world, and we commit our solidarity to HBV-15-16-1607640386162961/
movements for labor, faculty diversity
and ethnic studies, and anti-racism.

Tzu Chi Collegiate Association


Tzu Chi is an international humanitarian
organization with missions in Medicine,
Charity, Education and Culture. The
Stanford chapter works to engage with
the local community and participate
in volunteer activities, including food
service to low income families, senior
home performances, card recycling,
disaster relief fundraising, and much
more!
Recruitment: Open to All, All Year
More Info At: fb.com/
groups/168707363179344/

Recruitment: Open to All, All Year


More Info At: web.stanford.edu/group/saaac
fb.com/StanfordAsianAmActivismCommittee

Pre-Professional

48

Asia-Pacific Student
Entrepreneurship Society

Stanford Pre-Medical Asian Pacific Stanford Society of Asian Scientists


American Medical Student Association and Engineers

ASES is a global entrepreneurship


organization dedicated to connecting
Stanford students with those in the
Asia-Pacific, as we have a number of
international chapters at universities
across the region. Our mission is to
create a tight-knit community and
foster a global entrepreneurial mindset
among members through networking,
conferences, and educational opportunities relating to entrepreneurship and
design. As an organization, ASES values creating honest relationships and
providing opportunities for members
to engage with the global community,
all while having fun.
Recruitment: Open to All, All Year
More Info At: ases.stanford.edu
fb.com/ASESStanford

APAMSA is a resource for information


and a community for Asian Pacific
Islander (API) students, pre-medical
students, and students interested in
API health issues; we work to spread
awareness of many health disparities
in the API community, and strive to
solve many of the difficulties APIs face
in education, medicine, and in society.
We link undergraduate students with
medical students, faculty of API background or interests, and communities
beyond the Stanford campus.

stu d e n t orga n izatio n s

Core members are recruited during the Fall and coordinators (our officers) are selected in the Spring.

Recruitment: Application in Spring Quarter


More Info At: fb.com/
stanfordpremedapamsa

To prepare Asian heritage scientists, engineers and technologists for


success in the global business world,
celebrate diversity on campuses and in
the workplace, and to provide opportunities for members to make contributions to their local communities. SASE
membership is open to people of all
ethnic backgrounds.
Recruitment: Open to All, All Year
More Info At: web.stanford.edu/group/sase

community
calendar
a roundup of annual
events that you will
want to attend

Together with its affiliated


student organizations, the A3C
hosts and supports annual events
open to the entire Stanford
community. These and other
events provide opportunities
for students, faculty, staff and
alumni to build community, gain
new knowledge and perspective,
advocate for Asian American
issues and have fun! The next few
pages highlight a few of these
events that happen every year.
49

fall quarter
1 We Are Family
Asian American New Student Orientation
(AANSOC)
The Asian American Community extends
a welcome to all new Asian American students through AANSOC, the Asian American New Student Orientation Committee.
Showcasing various campus groups and
awesome performances, the WAF event
will open your eyes to the many talents
that exists within the Asian American
community at Stanford.
2 Sibfam Reveal
Asian American Sib Program (AASIB)
The Big Sib/Lil Sib Program was established in 1975 to help incoming frosh and
transfer students adjust to life on The
Farm and take advantage of the many
opportunities available in the community.
Every year through AASIB, Lil Sibs (new
students) are paired with Big Sibs (upperclass students) in Sib Families. The Sibfam
Reveal event takes place immediately following the We are Family event.
3 Asian Pacific Islander
(API) Leaders Retreat
Asian American Activities Center (A3C)
API Leaders Retreat is held once a quarter
in order to promote leadership and collaboration between the elected members of
various API groups on campus. The retreat
consists of a series of interactive activities,
hands-on discussions, and bonding exercises that allow for better intracommunity
dialogue and interaction.
4 Alumni Reunion
Homecoming
Asian American Activities Center (A3C)
The Asian American Activities Center
hosts an Open House during Reunion
Homecoming Weekend to welcome alumni back to campus, showcase the growing
Asian American community and offer current students the opportunity to interact
with alumni.

50

C ommu n ity C ale n d ar

5 Okada
Okada House

House Events

Beginning in Fall, preassign residents in


Okada House give one-hour presentations
on a topic of their choice. These presentations are great introductions to Asian
American history and issues. Additionally,
each quarter, the residents go off campus
to learn about the local API community.
Past trips include the Chinatown Alleyway
Tour and the Bay Area Hmong New Year
celebrationcome learn with us!
6 Theater Productions
Asian American Theater Project (AATP)
With lack of opportunities for Asian Americans to perform in the Arts, AATP puts on
large performances of plays and musicals
each quarter. These productions include
formal auditions and opportunities to design sets and costumes. Following each
event, the members often facilitate discussions about the importance of each performance in regards to the Asian American
identity and issues.
7 Modern Dance
Showcases
With pop culture having a big influence
on the Asian American experience, many
dance teams such as Alliance, DV8, and
Common Origins were formed as a way to
artistically express the American influences. What first started as the modern component of culture night events evolved into
separate large-scale productions showcasing pop and modern dance and music.
These showcases are open to all members
of the Stanford and local community. Typically, there is one modern dance showcase
per quarter.

51

winter quarte
1 Listen to the Silence
Asian American Students Association
Listen to The Silence is a conference
sponsored by AASA that gives students
on-campus, in the Bay Area, and beyond,
the opportunity to learn about the pressing
issues in the Asian American community,
such as immigration rights, mental health,
media representation, and intersectional
identities. Its aim is to bring awareness to
Asian American community issues and to
provide forums for students to speak on issues they may not otherwise have had the
opportunity to. One of the largest events
on campus, it brings representatives from
community groups like the Asians4BlackLives, Anakbayan Silicon Valley, Chinese Progressive Association, and Asian
Womens Shelter and speakers such as Phil
Yu, Angry Asian Man blogger and Helen
Zia, a prominent Asian American feminist
activist, to campus.
2

Lunar New Year

Lunar New Year is celebrated by many


Asian cultures. Each year, student groups
such as the Stanford Vietnamese Student Association, Undergraduate Chinese
American Association, and Hong Kong
Students Association work in collaboration with other Asian American groups to
organize campus-wide festivals. Complete
with campus group performances, ethnic
food vendors, and professional lion dancers, this event draws crowds of students,
faculty, and passerbys.
3 Alternative Spring
Break
The ASB Program provides an opportunity
for students to explore social and cultural
issues through community-engaged learning, service projects, organization visits,
group discussions, and reflection activities. Each year, ASB offers a program that
focuses on Asian American issues such as
immigration, identity, racism, stereotypes,
and popular culture and one that focuses
on Filipino American history regarding diaspora, identity, and activism. Find a complete profile on pg 38-39.

52

C ommu n ity C ale n d ar

er
4 Parents Weekend
Welcome
Asian American Activities Center (A3C)
Trying to explain what Stanford is like to
parents is often difficult for Asian American students. During Parents Weekend in
February, the A3C hosts a Parents Weekend Welcome to introduce parents to the
Asian American community at Stanford,
complete with a reception, student speakers, and performances.
5 rhythms
Sanskriti
Rhythms brings together dance and a
capella sensations from all backgrounds
to amaze crowds with their talent. As
Sanskritis Winter Quarter production,
Rhythms falls nothing short of spectacular. In addition to popular South Asian performing groups such as Basmati Raas and
Raagapella, Sanskriti also hosts non-South
Asian troupes such as DV8 and Taiko. After
a quarter of practice, many student groups
debut their new sets and routines at this
Winter Quarter production.
6 Sibfam Dinner
Asian American Sib Program (AASIB)
After spending Fall Quarter getting to
know your Sib families, the Asian American Sib (AASIB) Family Dinner is a great
way to meet other sib families over a delicious meal. Sib families can look forward
to an evening of dinner, entertainment, and
lots of laughter.

High School
Outreach
7

Groups like the Hmong Student Union


(HSU), Stanford Khmer Association (SKA),
Pilipino American Student Union (PASU),
and Stanford Vietnamese Student Association (SVSA) reach out to local high school
students through one-on-one group mentoring programs each year. Also, various
workshops are held on- and off-campus
addressing issues such as financial aid and
college preparation.

53

Spring quarter
1 Admit Weekend
Asian American Activities Center (A3C)
The Admit Weekend Welcome serves to
introduce the incoming class to the many
organizations, advisors, and resources that
exist within Stanfords Asian American
community. The event consists of food,
student speakers, and performances, and
allows the prospective frosh to interact
with current Asian American students.
2

Culture Nights

While Asian and Asian American students


are definitely proud of their cultures, culture is often lost as generations begin to
assimilate into mainstream American society. Culture Nights serve as a reminder
of the beauty and strength of the many
Asian cultures. Groups such as the Korean Students Association (KSA), Stanford
Vietnamese Student Association (SVSA),
Sanskriti, and Pilipino American Student
Union (PASU) organize these large-scale
productions throughout the year. Open to
both the Stanford and local communities,
these colorful and creative celebrations
are proud expressions of each groups
unique culture and heritage and are mediums for increasing pubic awareness of
ethnic cultures.
3 Stanford Lau
Hawaii Club & Kaorihiva
Typically held in April, Lau is organized
by Hawaii Club and features Hawaiian
music, dance, and food. Dances from all
over Polynesia, including Hawaii, Tahiti,
New Zealand, and Samoa, are performed.
A special Hawaiian meal prepared by the
students is served. Anybody, regardless
of dance experience, is invited to join the
dance practices during Winter Quarter and
perform at Lau.
4 Asian American
Graduation Dinner
Asian American Activities Center (A3C)
The Asian American Graduation Celebration dinner brings together families and
friends to recognize the achievements of
our graduating students. This event is one
of the few ceremonies where parents and
families are recognized for their contributions to the success of the graduate.

54

C ommu n ity C ale n d ar

r
5 Asian American Awards
Asian American Activities Center (A3C)
Stanford Asian American Awards is sponsored by the A3C to recognize individual
faculty, staff, students, and alumni for their
tremendous service, achievement, and
dedication. Award recipients are selected from a wide variety of constituencies
throughout the community.
6 Night Market
Taiwanese Cultural Society (TCS)
TCS Night Market is held in spirit of night
markets in Taiwan, which are concentrated areas where food and wares are sold
late into the night. Activities include food
booths, games, contests, and more, all
hosted by participating Asian American
groups from both on- and off-campus.
First held in 2001, it hit an attendance of
over 2,000 by 2014.
7 Asian Pacific Islander
(API) Heritage Month
Recognizing the history and experiences
of Asians in America, President Jimmy Carter established the Asian/Pacific Islander
Heritage Week in 1978. In 1991, the federal
government declared May as API Heritage
Month in honor of Asians and their rich and
diverse cultures. The change from a week
to a month celebration of Asian Americans
is a reflection of the increasing recognition that Asian Americans are receiving in
modern society.
8 Mela
Sanskriti
Each spring, Sanskriti recruits team leaders
to train students of all skill levels to perform South Asian dance and music. Mela
offers Stanford students the opportunity
to learn a new dance form and perform
without joining a formal group. In addition to performances, Mela also has South
Asian food and vendors for all to enjoy.
9

TaiKo Spring Concert

Stanford Taiko is a student-run organization devoted to ensemble drumming rooted in Japanese folk tradition. This annual
full-length concert showcases the creativity of Stanford Taiko, with all pieces being
original works composed by the group.

55

Perhaps you grew up with a strong community of people of your ethnic


group, or you found yourself to be one of the only, if not only, Asian American
in your classrooms. Maybe you are Pacific Islander or someone of multiple
ethnic identities and are wondering if you even count as Asian. Whether
your ancestors came to the States hundreds of years ago or if you are an immigrant yourself, I am confident that you can find a home in this community.
Many of you, if not all, want to be changemakers in some way or another, but
in order to engender effective and long-lasting change in todays increasingly complex and interconnected world, we must first understand ourselves
and how the identities we carry affect our perspectives and how we relate to
those around us. In addition to academic and career exploration, it is inevitable that you are going to engage in identity exploration here. It is better to
do this exploration within an intentional community that seeks to have critical, constructive, and compassionate dialogue that will build its members up.

r ay
cHen
16

Make use of the resources offered by and affiliated with the A3C, whether it
be stopping by the weekly Speaker Series or joining a student group. Seek
out courses that grapple with identity and how power is distributed in our
society, whether that be in the Comparative Studies of Race and Ethnicity
program or in your home department. Keep your head up; dont get bogged
down in Stanfords microcosm, and realize that theres so much going on
beyond the crazy whirlwind that is the quarter system and college life. Take
time to take care of yourself, each other, and people back home.
no matter how you identify or feel about the Asian American label, know
that the A3C will have a door open to support you, whether that be academically, emotionally, socially, or in other wayswe want to see you thrive.

designer

Ray Chen

special
thanks to

Cindy ng
Jerald Adamos

Photo
credits

Frank Chen
Harrison Truong
Jade Verdeflor
James Bui
Student Group
Contributors

content
credits

Amy Kouch
Annie Phan
davis Chhoa
Edward Salonga
Emily nguyen
Gaozong Vang
Hillary Hermawan
Jade Verdeflor
Jason Li
John Rafael

Katrina Gutierrez
Kunal Sangani
Lilian Kong
Linda nguyen
Mai Ka Vang
Maya Acharya
Paula Reyna Small
Peto Thompson
Rachel Cao
Rachelle Palaban

Ray Chen
Stefanie Ky
Tina Pham
Vy Luu
Yeji Jung

Asian American
Activities Center
Old Union Clubhouse
Stanford, California
94305-3064
650.723.3681
a3c.stanford.edu
fb.com/stanforda3c

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