Asian American Activities Center Sourcebook 2020

ASIAN

AMERICAN

ACTIVITIES

CENTER

SOURCEBOOK 2020 a guide to the Asian American community at Stanford

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We l c o m e t o Stanford University Welcome Class of 2024! I know that this is a very difficult time to be transitioning to college with the COVID pandemic continuing and the Black Lives Matter protests changing the world and our lives.

Over the next few weeks you will be inundated with information about the many resources and opportunities available to you as a Stanford student. We hope that this Asian American sourcebook will serve as a useful guide and that it will encourage you to explore and become involved with the vibrant Asian American community on and off campus, even if just virtually for now.

A3C first floor entrance

Asian Americans make up approximately 23 percent of the undergraduate population and about 15 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, participate in Pilipinx Cultural Night, dance in a Mela show, work on social justice, or explore multiracial identity, there is a place for you here.

Cindy Ng

Associate Dean and Director Asian American Activities Center

We hope the information in The Source will inspire you to connect with the Asian American community early in your Stanford career. Start by joining the Asian American Activities Center (A3C) New Student Orientation events. 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. Our professional staff will continue to offer office hours throughout the summer so please feel free to reach out to us, we would love to meet you via Zoom.

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CONTENTS A S IA N AMERI CAN TI MEL I NE

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A 3 C B A S I CS

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What is the A C? Who’s at the A 3 C? Where is the A 3 C? Events & Programs 3

STU D E N T F EATURES Frosh Inter n Profiles Academic Achievement Asian American Studies and Comparative Studies in Race & Ethnicity Health & Wellness First-generation and/or Low-income Perspectives Research, Grants & Fellowships Studying Abroad Leadership Community Engagement Alter native Breaks

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24 25 26 28

31 32 34 36

38 40 42 44 46 48 50

VOL U N TARY STU DENT OR G A N IZ ATI ONS

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C O M M U NI TY EVENTS

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IN DE X

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A F T E R W ORD

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A SIAN AMERICAN T IMELIN E Asians have been in the Americas since the 1700s, and their history is a long and complex one, with both struggle and triumph. Learn about the experience of Asians both nationally and at Stanford, with national events located in the upper half of the page, and Stanford events located in the lower half.

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1763 S ETTLE M E N T OF FIL IPINO AMERI CA N S

1875 PAG E ACT OF 1875

The first resettlement of Filipino Americans is recorded. They escaped imprisonment aboard Spanish galleons in New Orleans and fled to the bayous.

1790 US-IND I A S LAV E T R AD E & N ATUR A LI Z AT I ON ACT The first arrival of Asian Indians in the US is recorded. They were slaves who were part of the USIndia slave trade.

The Naturalization Act made it law that only “free white persons” could become US citizens.

1770

1780

1790

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.

1848 G O L D R U S H B EGIN S

Gold is discovered at Sutter’s Mill and word spreads of “Gold Mountain” encouraging many Chinese to emigrate to the US through San Francisco, settling in Sacramento.

1800

1891 RE PRES EN TAT I ON I N STA NFO R D ’ S P ION EER C LA S S

The first annual Stanford register lists 7 students with Asian surnames out of the 555 students in the Pioneer Class.

1902 JA PA NES E ST U D ENT S A S S OC I ATIO N FO U ND ED

With an enrollment of 30 students, the Japanese Students Association forms to build a supportive community for Japanese nationals and US-born students of Japanese descent.

1910 C H INES E ST U D ENT S A S S OC IAT IO N FO U ND ED

Chinese students both American-born and from China gather together to support each other at Stanford.

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1810

1865 CHIN ESE RA IL ROA D L A B ORERS

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

1820

1830

1840

1913 F IRST PROF ESSOR OF A SIA N D ESCEN T

Yamato Ichihashi begins teaching in the History department specializing in Japanese history, international relations, and the Japanese American experience.

Immigrating from Japan in 1894 at age 16, Ichihashi graduated from Stanford with a bachelors and masters degree in economics. 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.

He and his wife, Kei, were forcibly relocated and incarcerated under Executive Order 9066 during World War II. A compilation of his wartime writings and biography were published in 1997 by current history professor, Gordon Chang.

1906 T H E G R EAT S AN FR A NCIS CO EA RT HQ UAK E

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.

1898 A NNEX AT IO N O F HAWAI’ I

U.S. annexes Hawaiʻi after 160 American armed marines land in Honolulu. Hawai’i later becomes the state with the highest concentration of Asian Americans and Pacific Islanders.

1882 CH I N E S E E XC LUSIO N ACT

This Act suspends immigration of Chinese laborers for 10 years and excludes Chinese from citizenship by naturalization and halts Chinese immigration for 60 years.

1850

1860

1870

1880

1890

1916 T E N S I ON S IN CAM PU S HO U S ING & E STA B LI S H M ENT O F T HE JA PA NES E CLU B HO U S E

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.

1917 A SIATIC B A RRED ZON E ACT

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.

1910

A N G EL ISL A N D

Angel Island is established as a detention center for Asian nonlaboring 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.

1900

1910

1920

1919 ESTA B L ISHM EN T OF THE CHIN ESE CLU B HOU SE

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.

CHINESE & JAPANESE STUDENTS STANFORD’S EARLY DAYS 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 Student Union, the first student organization at Stanford specifically catering to Asian Americans.

Upper Right: Professor Yamato Ichihashi, among the first academics of Asian ancestry in the US. He began teaching at Stanford in 1913, specializing in Japanese history and government, international relations, and the Japanese American experience.

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1929 ANTI-F I LI P I N O V I O L ENCE

As the Filipino population increases, antiFilipino riots and murders occur up and down the West Coast.

1935 F I L IPIN O RE PAT RI AT IO N ACT

This Act offers to pay the way back to the Philippines for Filipinos choosing to go.

2,000 Filipinos leave.

1942 E X E C UT I V E O R D ER 9066

This Executive Order, signed by President Franklin D. Roosevelt after the attack on Pearl Harbor in WWII, forcibly removes and detains 120,000 Japanese, who were primarily US citizens, in 10 concentration camps.

1930

1935

1955-75 VIETN A M WA R

Though American troops had been involved in the war between North and South Vietnam starting in 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.

1944 KO R EM ATSU V. U S

The US Supreme Court rules Executive Order 9066 constitutional.

1940

1942 ST U D ENT S & FACU LTY OF JAPANES E D ES CENT S ENT TO INT ER NM ENT CAM PS

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.

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1945

1965 DE LA NO G R A PE ST R IK E

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.

1965 I M M I G RAT I O N ACT O F 1965

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.

1950

1955

1968 CO IN IN G OF THE TERM “A SIA N A M ERICA N ”

Yuji Ichioka, a UCLA scholar, coins the term “Asian American” to bring diverse Asian groups together as he formed the first panAsian American political group—the Asian American Political Alliance. Previously, people of Asian descent were referred to as Asiatic, Mongoloid, or Oriental.

1960

1965

1965 STA NF ORD CA M PU S VIET N A M PROTESTS

Students and faculty protest Stanford’s policy on Selective Service examinations and classified research including Stanford Research Institute’s work on chemical weapons. Board of Trustees votes to sever ties with SRI.

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1975

FA LL O F S A IG O N

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.

API COMMUNITY TRANSFORMED 1969-89

1965

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1969

AS I AN AME RICAN ST U DENTAL L IANCE FO RM E D 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.

T HE FIGH T FOR AS IA N A M E RICA N ST U DIE S AT STANFO RD B E G IN S 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

AS I AN AME RICAN T H E M E DORM ESTABL ISH ED 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.

F IR ST ASIAN AMER ICA N ST U DIE S 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.

1977 I- HOT E L EVICTION S

Elderly Filipino and Chinese tenants of the International Hotel in San Francisco are forcibly evicted from the low cost residential unit in historic Manilatown despite thousands of protesters who formed a human chain around the building to prevent officers from entering.

1970

1975

1974

T H E P E O P LE ’S TE A H O USE Students establish a non-profit student-run cafe that donates funds to worthwhile Asian American related projects and groups on and off campus.

1975

A S IA N A M ER I CA N N E W STUDE N T O RE N TAT IO N CO M M I TTE E E STA BLI SH E D 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.

1981

O KA DA H O USE F O UN DE D The Asian theme dorm is moved from Junipero to Madera in Wilbur Hall and renamed Okada, after pioneer Asian American artist and author, John Okada. It houses 96 students, 40% Asian American.

1977-78

A S IA N A M E R I CA N ACTI VI TI E S C E N T E R E STA BLI SH E D Asian American Activities Center is located at the Old Fire Truck House and staffed entirely by volunteer student interns.

A S IA N A M E R I CA N TH E ATE R P ROJE CT ESTA BLI SH E D AATP is founded to help shape a more realistic image of Asian Americans in theater and to present relevant Asian American works.

1982

VI N C E N T C H I N M U R D ER ED

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.

1980

1985

1987-88

RAI NBOW AGE NDA & INSTITUTIONAL IZIN G CO M M U N ITY CENTERS Students from the Rainbow Agenda (including AASA, MEChA, SAIO, BSU) propose a set of demands including institutionalization of the Asian American Activities Center and hiring of a full time Director/Dean.

WESTERN CULTURE C U RRIC U LU M DEBATE Students rally to change the Western Cultures course requirement to one that includes ethnic minority and women authors. Rev. Jesse Jackson led a march with over 200 students chanting “Hey hey, ho ho, Western Civ has got to go,” drawing national media attention. In 1989, Western Cultures was replaced by Cultures, Ideas, & Values (CIV), that included critical works on race, class, and gender.

1988-89

FOUND ING OF MAN Y A P I ST U D E N T ORGANIZATIONS As the Asian American student body grows, new student organizations that represent the breadth of diversity of the community flourish (e.g.

Chinese Folk Dance, Stanford University Nikkei, Stanford Vietnamese Association, Stanford Wushu, Hong Kong Student Association, Korean Students Association, Pilipino American Students Association, Stanford “K”lub of India, the Thai-American Intercultural Society, and the Undergraduate Chinese American Association).

1990

ST U D EN TS O F CO LO R COA LI TI O N 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.

TA K E OVE R O F TH E P R E SI DE N T’S O F F I C E Students take over President Donald Kennedy’s office with a list of 120 demands including Asian American Studies at Stanford, chanting “Just one Asian American Studies Professor!” Kennedy releases a statement, saying “We confirm that many minority issues and concerns are not 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.

U N IV E R SI TY CO M M I TTE E O N M IN O R I TY I SSUE S ( UC M I ) 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.

A S IA N A M E R I CA N ACTI VI TI E S C E N TE R IN ST IT UTI O N A LI Z E D W I TH FIRST F ULL TI M E DI R E CTO R 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.

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1992

LO S A N G EL ES RIOTS

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 in the Koreatown area, and over 2,000 Korean-owned business are destroyed.

1990

1991

1990 A S I A N A ME R ICA N FAC ULTY TO EX PAND A S I A N A ME R ICA N ST U D IES 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.

1990 R E P ORT ON B U IL D ING M ULT I C ULT U R AL U NIVER S ITY

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.

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1992

1991 A 3 C STA F F CHA N G ES

Cindy Ng is hired as the full-time A3C Program Coordinator.

1991 M O R E A PI STU D EN T G R O U PS F OU N D ED

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.

1993

1994

1994 CON C E R N E D ST U D ENT S FO R A S I A N A ME RI CAN ST U D IES

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.

1993 ET H N I C C E N T ER STAFF EQ U ITY

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.

1993 STUDE N T S UPPO RT FO R ET HNIC COMM UN I TY CENT ER S 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.”

1995

1994 A SIA N A M ERICA N ISSU ES A LTERN ATIVE SPRIN G B REA K

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.

1994 IN CREA SED F U N D IN G F OR COM M U N ITY CEN TERS

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.

1994 4 CHICA N O STU D EN TS G O ON HU N G ER STRIKE

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.

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1996

PROP OS I T I ON 2 0 9

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

Cheryl Taylor ‘90, Gina Hernandez ‘88, and Richard Suh ‘88 protest during the takeover of President Kennedy’s office over slow administrative response to systemic racial injustices on campus.

1995

1996

1997

1995 MINO RI TY A LUMNI HAL L OF FA M E E STA B L IS HED

Stanford’s ethnic community centers establish the Alumni Hall of Fame to recognize the contributions of the University’s outstanding alumni of color in an awards ceremony during Reunion Homecoming Weekend.

1996 F UN DI N G F O R ET HNIC C E N T E R S R ENEW ED

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.

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1996 Q U EER & A SIA N STU D EN T G R OU P ESTA B L ISHED

Stanford’s 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.

1996 L IST EN TO THE SIL EN CE CO N F EREN CE ESTA B L ISHED

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.

STUDENT ACTIVISM 1989-PRESENT

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.

1998

In 2016, the Who’s Teaching Us? campaign issues 25 demands for the administration, calling for diversity and inclusion at all levels of the university.

1999

1997 AN T I - A S I A N H AT E CR IM ES O N CA M P US

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.

1997 AS I A N A ME RICAN ST U D IES PROG R A M E STA B L IS HED

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.

2000

1999 L EA D IN G THROU G H ED U CATION ACTIVISM A N D D IVERSITY PROG RA M ESTA B L ISHED

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.

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2001 T H E ORI G I N A L “ D R EA M ER ”

Born in Brazil, South Korean Tereza Lee becomes the first inner-city child to win a prominent piano competion and play with the Chicago Symphony Orchestra. Unable to provide her social security number to receive her scholarship, she was urged to speak to Illinois’ senor U.S. senator, Dick Durbin who then wrote a bill for her. The bill was then redrafted and became the early iteration of the DREAM Act to support undocumented students.

2001 9/1 1 AT TAC K S & A FT ER M AT H

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

2000

2001

2000 CULTUR A L AWA RE N ES S ASSO C I AT E S

2001 STA B IL IZ ING F U N D IN G F OR ET HNIC CEN TERS

Students participating in the LEAD project called for the creation of Cultural Awareness Associates in the residences to promote cross cultural dialogue and awareness for all Stanford students. The first four CAA positions began 2002.

2000 CO N C E RN E D ST UD ENT S F OR COMM UN I TY CENT ER S

Students gather to fom 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.

2002

President John Hennesy approved an additional 15K in soft funding for the community centers. In later years he would approve a conversion of the initial 25K to hard funding and added an additional 25K to each center’s budget.

2001 HAT E CR IM ES IN THE QUA D

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 don’t get it, this is a White only class.” Police and Stanford administrators cover up graffiti and did not disclose the threatening contents until the Stanford Daily and San Francisco Chronicle broke the story.

2002 A B ER CR O M B IE & F ITCH CA M PA IG N

Stanford students launch a nation-wide boycott of Abercrombie and Fitch to protest T-shirts with stereotypical caricatures of Asians Americans, resulting in the shirts being pulled from stores.

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2004 R EF U G EE RESETTL EM EN T

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

2004 ANT I-HM ON G SEN TIM EN T B U IL D S

Hmong hunter, Chai Vang, is charged with six counts of murder and two counts of attempted murder after being caught trespassing and returning fire. Racial slurs against Hmong proliferate in the mid west in response. Vang is found guilty of all counts and sentenced to 6 life sentences.

2004

2003

2002-04 INCR E A S I N G DI VER S ITY IN STUDE N T OR G ANIZ AT IO NS

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, Noopur, Kayumanggi, and the sorority Sigma Psi Zeta as well as many others.

2003 B OOK S NOT B O M B S

Students march, rally, and conduct a teach-in calling for Books Not Bombs at the Quad to protest impending US military action in Iraq.

2003-04 F OC US O N FIL IPINO, V I E T N A M ES E & S O U T H A S I AN ST U D ENT S

The Asian American Activities Center launches new Speaker Series focused on smaller Filipino, Vietnamese and South Asian communities.

2005

2004 A S IA N A M ERICA N ACTIVITIES CENT ER N EW A SSOCIATE D EA N & D IR ECTOR, CIN DY N G After serving as the Assistant Director for 13 years, Cindy Ng was 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, MA’03 was hired as the new Associate Director.

2004 TAS K F ORCE ON M IN ORITY A LU M N I R EL ATION S REPORT

In recognition of the increasingly diverse alumni community and the growing diversity of the student body, the Board of Trustees convened a second Task Force on Minority Alumni Relations in 2001. The group researched alumni perceptions and concerns and released a report in 2004 encouraging University leadership to: increase minority alumni participation in leadership roles throught the University; cultivate minority alumni as donors; and increase faculty diversity.

Stanford’s first ever Minority Alumni Conference was held at the time the report was released.

2004 A DVA N CIN G D IVERSITY IN A SIA N A M ER ICA N A D M ISSION S

Over forty students stage a protest at Dean of Admissions Robin Mamlet’s office to demand an increase in Filipino and Southeast Asian American student outreach and admissions acceptances.

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2007 A NT I-HM ON G VIOL EN CE

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 Vang’s case a few years earlier arise.

2005 H UR R I CA N E KAT R INA

Hurricane Katrina hits the US Gulf Coast.

Approximately 400,000 residents were displaced including many Vietnamese Americans who faced property loss, elimination of their fishing businesses, and for some, a return of PTSD symptoms triggered by similarites to their refugee experience in coming to the US.

2005

2006

2005 9 066/911 : COMM UN I TY & ID ENT ITY IN WARTI ME A M E RI CA The Asian American Activities Center marks the 5th Anniversary of 9/11 with a panel titled, From 9066 to 9/11, featuring leaders of the Muslm community, Japanese American community, and Civil Rights leaders who discussed parallels between anti-Japanese hysteria during WW II and anti Muslim, Sikh hysteria post 9/11.

2006 A S I A N A ME RICA N ST U D ENT H EA LT H & WE LL B EING ST U DY

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 it’s 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.

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2007 2006 CHIN ESE A LU M N I CLU B CO M M EM ORATION

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.

2006 FIR ST G EN ERATION EX PERIEN CE F OR STA N F ORD ST U D EN TS

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”.

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. 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.

2008

2007 HM ON G ST UDE NT U NIO N AN D STA N F ORD K HM ER AS S OC I AT I ON ESTA B L IS HED 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 STAT E W I DE H M O NG IS S U ES CO N F E R E N C E AT STA NFO R D

Students from the Hmong Student Union host the first Statewide Hmong Issues Conference to be held at Stanford, drawing an auidence of over 200 from all areas of the State to campus to explore history, culture and issues facing the Hmong community.

2009

2010

2009 CON CERN ED STU D EN TS F OR COM M U N ITY CEN TERS

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.

2009 CU TS TO THE COM M U N ITY CEN TERS PROG RA M S & STA F F IN G

Vice Provost for Student Affairs Greg Boardman announced $3M in cuts to the Student Affairs division as part of the two year planned $100M cut to the University Budget. Boardman cited “health and wellbeing, academic success or achievement, risk management and compliance mandates� as priority areas in deciding on cuts and all community centers suffered cuts in program funds to varying degress. In 2010, professional staff of all centers were reduced from FTE to 10-2 with half time status & benefits for two months of the summer. One month was restored in 2011, bringing the staff to an 11-1 schedule.

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2011 U CL A YOUT UB E I N C I D ENT

Alexandra Wallace, a junior political science major at UCLA posts a Youtube video entitled “Asians in the Library” the same day the earthquake and tsunami hit in Japan. In the video, Wallace imitates “the hordes of Asian people” at UCLA and mocked them for talking on the phone in the library with phrases like “Ohhhh!

Ching chong ling long ting tong!”.

UCLA’s Asian Pacific Coalition called for the University to discipline Wallace for using “hate speech” and violating the student code of conduct and after the University announced that it will not take action against Wallace for the video, she announces publicly that she will no longer attend UCLA in an apology letter.

2010

2012 PEW REPORT: THE RISE OF A SIA N A M ERICA N S

The Pew Research Center publishes the findings of a study on Asian Americans entitled “The Rise of Asian Americans,” that gives attention to an often misunderstood racial group, but ignores the tremendous social and economic diversity within Asian American communities. 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. The report perpetuates the misunderstandings of API’s that policy makers still can not fully address in regards to the educational, economic, and social service needs of America’s fastest growing racial group.

2011

2012 A S I A N A M ER ICA N ACT IVIT IES CENT ER STAFF CHANG ES

After a year long national search, Jerald Adamos was hired as the third Associate Director of the Asian American Activities Center following the departure of former Associate Director Shelley Tadaki.

2012 G O R D O N CHA N G & DAVID PALU M B O-L IU N A M ED TO EN D OWED CHA IRS

Professor Gordon Chang is named the Oliver H. Palmer Professor in Humanities and David Palumbo-Liu is named the Louise Hewlett Nixon Professor.

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2012

2013 MISS A ME RI CA PAG EANT

Nina Davuluri, Miss New York was crowned Miss America 2014 over Stanford alum, Crystal Lee ‘13, Miss California. This was the first year that the top two candidates were Asian American. Social media was then flooded with hateful comments attacking their “American-ness”. As an Indian American, Davuluri was specifically targeted and referred to as a “terrorist” and not “American” enough to win the title.

2013

2014 L AW SU IT AG A IN ST HA RVA RD

A group of students known as the Students for Fair Admissions filed a lawsuit against Harvard University in 2014 accusing Harvard of discriminating against Asian Americans in its admissions process and giving admission preference to other racial and minority groups.

Harvard won the case in 2019, but SFFA appealed the decision and will continue to pursue the case.

2014

2015

2014 D ENIED TEN U RE 2013 C H A I R OF FACU LTY S E N AT E

David Palumbo-Liu, the Louise Hewlett Nixon Professor is elected as the chair of Stanford’s 46th Faculty Senate, making him the second person of color in the institutions’s history to hold this position.

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

2014 AS IAN SOL IDA RITY WITH B L ACK L IVES M ATTER

The deaths of Michael Brown, Eric Garner, and Tamir Rice that followed Trayvon Martin and other black individuals who were killed by law enforcement, fueled members of the Stanford API community to lead teach-ins & community discussions 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 a demonstration in the Main Quad for national and cross-cultural solidarity for Ferguson.

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2016 F I RST I N DI A N A M ER ICA N WO M EN A RE E LE CT E D TO CO NG R ES S

Kamala Harris (CA) and Pramila Jayapal (WA) are the first Indian American women elected to Congress.

2015 CONTROV E R SY OF T HE IND ICT M ENT OF ASIAN A ME RI CA N R O O K IE OF F I CER Following the fatal shooting of Akai Gurley, a 28-year-old black man in New York City, Peter Liang, a rookie police officer, was 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 non-White police officer.

2015

On April 11, 2017, Airport police officers physically removed passenger Dr. David Dao from his seat and dragged him off the airplane, after he was requested to give up his seat for United Airline crew members on a flight from Chicago to Louisville, Kentucky.

2016 FIR ST HM ON G A M ERICA N M AYOR EL ECTED

Steve Ly became the first Hmong mayor in the U.S., in the city of Elk Grove, CA, formerly an Elk Grove city councilman and juvenile hall counselor. Ly came to the U.S. as a refugee from refugee camps of Southeast Asia. Ly’s focus will be to increase jobs and ease traffic congestion in Elk Grove.

2016

2015 WH O’S T EACHING U S ?

CA MPA I G N

Connected to the lack of faculty diversity and fight for ethnic students, the Who’s Teaching Us Campaign is launched to ensure that marginalized students have a safe and inclusive learning experience.

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2017 PO L IT ICS OF RESPECTA B IL ITY AND A D RAG G ED PA SSEN G ER

2017 DEP ORTAT I ON S O F VIET NA M ES E, CAM B ODI A N S LE AVE B AY AR EA ASIA N I M M I G RA N T S S HAK EN

In October 2017, More than 200 Vietnamese and Cambodian immigrants were detained by U.S. Immigration and Customs Enforcement (ICE) for deportation. The Trump Administration has increasingly targeted immigrants from countries who have refused to take people back, and the Trump Administration sanctions them for it.

2017 ASIA N A M E RI CA N A DVO CAT ES B L A ST TRUM P DE C I S I ON TO END DACA PRO G RA M

AAPI groups are among those opposing the Trump administration’s decision to end DACA. Often told as a narrative revolving around hispanic and latino communities, the AAPI groups fighting for DACA shine light on the more than 16,000 Asian Americans who have benefited from the program.

2018 S A N D RA OH IS F IRST A SIA N WOM A N N OM IN ATED F OR EMM Y F OR L EA D ACTRESS IN A DRAMA

Actress Sandra Oh (who starred on Grey’s Anatomy) earned an Emmy nomination for lead actress for her drama series Killing Eve (where she plays the titular role), becoming the first Asian woman in history nominated in her category. Sandra was born in Canada, raised by Korean immigrant parents, and admitted feeling “brainwashed” by the Hollywood acting business to assume she wouldn’t have been given a major role for Killing Eve, given Hollywood’s history of sidelining Asians and people of color.

2017

2018

2018 A S I A N A ME RI CA N ACT IVIT IES CENT ER GET S T H I R D F UL L-T IM E STAFF PO S IT IO N

The Vice Provost for Student Affairs approved funding for four 3-year fixed term positions designated to the community centers. Latana Thaviseth is hired as the assistant director to fulfill the third full-time staff position for the A3C.

2018 HAT E CRIM E ON A SIA N A MERICA N STU D EN T

Two Asian students were riding their bikes on Jane Stanford Way when a White female pushed one of the students off their bike and yelled ethnic slurs while she was on the ground. The incident was considered a battery and hate crime.

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2018 “CRAZ Y RI C H A S I A NS ” A IM ING TO BE M OR E T H A N J U ST A ROMA N T I C COM E DY FIL M The movie “Crazy Rich Asians” directed by Jon M. Chu aims to expand the narrative of Asian American films and inspire others like it to showcase the diversity of underrepresented communities.

2018 D ETRO I T RE P. B E T T IE CO O K SCOTT ON A S I A N O PPO NENT: ‘D ON ’T VOT E F OR T HE CHING CHO N G !’

Detroit Representative Betty Cook Scott, during the primary election campaign against fellow Detroit Representative Stephanie Chang, used a series of racial slurs against Rep. Chang and one of Chang’s campaign volunteers. Rep. Scott’s statements have caused an outcry against her campaign and for her to apologize.

2018

2019

2020 AT TACK ON EL D ERLY A SIA N M A N G AINS ATTEN TION THROU G H SOCIA L M ED IA 68-year-old Asian man is robbed and attacked in San Francisco and prompts police to investigate the incident as a possible hate crime as the incident was recorded and shared through social media. The victim sought a ‘restorative justice’ approach to the two men that were arrested.

2020 W HIT E HOU SE OF F ICIA L S ENCO U R AG ES RACISM B Y CA L L IN G PAND EMIC COVID -19 VIRU S THE “ K U NG FLU ” A N D “CHIN ESE VIRU S”

White House Officials refer to the COVID-19 as “Kung Flu” directly to News correspondent Weijia Jiang. Soon after President Trump refers to the virus as the “Chinese Virus” or “Wuhan Virus” creating xenophobia against all Asians in America. Racist acts against Asians begin to rise as the virus continues to

2020

2020 S U PR EM E COU RT B LOCKS TRU M P F ROM END ING DACA Supreme Court ruled that attempts to eliminate the Deferred Action for Childhood Arrivals (DACA) Program, were “arbitrary and capricious”. This policy change impacts the estimated 700,000 young people who receive DACA protections, many of which represent Latinx and Asian countries.

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A3 C BASICS The Asian American Activities Center (A3C) supports a community of Asian and Asian American students, faculty, staff, and alumni.

The A3C offers resources, programs, and services, as well as meeting and rehearsal spaces for over sixty student organizations. Learn about the center and the resources it offers.

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w hat i s th e A 3 C ?

Located in Old Union Clubhouse, the A3C (“A cubed C”) is one of seven community centers at Stanford.

Since 1972, the A³C has been building a community of Asian and Asian American students, faculty, staff and alumni that fosters greater understanding and awareness of the Asian experience in America, through:

1.

2.

3.

partnerships and collaborative work with faculty, departments, and academic programs programming and advising that contributes to the multicultural education of all students development of leaders able to negotiate an increasingly diverse and complex workplace and global environment

what do t h e s e term s mean?

Frequently Asked Questions Who can use the A3C? The A3C is open to the entire Stanford community. Everyone can attend our programs and visit the center.

Why should I go to the A3C? The A3C offers a wealth of resources for both students and organizations.

We welcome you to attend our events and programs, study in the 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.

How can I get involved with 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!

A3C // asian american activities center

Pronounced “A cubed C”, the A3C is one of the community centers on campus and provides a wide range of events, programs, and resources.

aasa // asian american students’ association

A student-run organization, AASA serves as the umbrella organization for many undergraduate Asian American groups on campus.

aansoc // asian american new student orientation committee

AANSOC helps new students transition to Stanford and connect with the Asian American community by hosting programs like our Community Welcome.

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.

AAS // asian american studies

AAS is an academic program housed under Comparative Studies in Race & Ethnicity (CSRE) that offers a major, minor, and classes about the histories and experiences of Asian Americans.

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w ho’s at t h e A 3 C ?

Jerald Adamos

Cindy Ng Associate Dean of Students and Director of the A3C Cindy is a longtime Alameda resident who graduated from UC Berkeley with a BA in Math. She has been on A3C staff since 1991. Prior to coming to Stanford, she spent time in New York working as a speechwriter for David N. Dinkins who became the first African American Mayor in New York City.

Assistant Dean of Students and Associate Director of the A3C Jerald is from San Diego, CA and received a BA in English Education, a MS in Higher Education from the California State University and a Doctor of Education from the University of San Francisco. Prior to Stanford, he worked in student leadership development, multicultural education, and Greek affairs in Southern California.

Student Staff

The A3C Advisory Board promotes and supports the work of the Center via fundraising, advocacy for needed student services, and advising on the overall direction of the A3C. The Board consists of undergraduate and graduate students, staff, alumni, and faculty.

Latana Thaviseth

Assistant Director of the A3C Latana identifies as Lao American and grew up in Des Moines, WA. She received her BA in American Ethnic Studies from the University of WA, and a MA in Higher Education and Organizational Change from UCLA, where she is currently pursuing her PhD. Prior to the AÂłC, she has worked in various capacities at higher education institutions in WA and Southern CA.

Each year, the A3C employs roughly 15-20 undergraduates who work 5 to 7 hours a week. They serve as office staff for the Center and implement programs throughout the year. The are a critical component of the work of the A3C and ensure that the Center matches the needs of the student body.

Advisory Board 25

w he re is t h e A 3 C ?

OLD UNION CLUBHOUSE Cindy’s office

Jerald’s office

Latana’s office

Computer Cluster

Stairs Kitchenette

Accessible Elevator Accessible All-gender Restroom

Couchroom

SECOND FLOOR

CAPS Room

Ballroom

Stage

FIRST FLOOR

Entrance

Conference Room

Native American Cultural Center

to Tressider

to The Axe & Palm

Entrance

GROUND FLOOR to Bookstore

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to Old Union Courtyard

The A3C is located in the Old Union Clubhouse. The physical space includes offices for the professional staff, a lounge, a ballroom shared with other members of the campus community, a computer cluster with an Asian American resource library, and more. Stop by in-person anytime!

Old Union Clubhouse can be entered through a wheel-chair accessible ramp across from the Bookstore, or through the stairs in the Old Union courtyard.

The first floor includes the Ballroom and the Conference Room.

Conference room

The Ballroom is located across from the elevator. With a large open space, hardwood floors, spare chairs, and a small stage, the Ballroom is perfect for anything from regular dance practices to events.

The conference room is located to the right of the elevator. It contains conference tables, chairs, and a

Ballroom

whiteboard, and is often used for student group meetings.

The second floor includes the work room and the couchroom.

CAPS drop-in hours are held in the CAPS Room located to the right of the elevator, separate from the main Center space for more privacy.

Jerald’s office

The couchroom is located through the doors across from the elevator. Many students come here to rest, chat, hang out, study, or nap. With comfortable couches, a TV, and a whiteboard, many groups use this space for meetings and events.

The computer cluster is located to the right of the couchroom entrance. It houses computers, printers, and a scanner for student group use, as well as Latana’s office and an Asian American resource library. To get in, ask someone at the center for the keypad code; anyone is welcome. Stop by to chat with Latana and meet her plants.

Cindy and Jerald’s offices are located to next to the computer cluster. Feel free to enter and introduce yourself.

Couchroom entrance

Further in, you’ll find the kitchenette and two all-gender restrooms. The kitchenette includes a refrigerator, a sink, a microwave, and tableware. There is also an electric kettle located in the couchroom.

Couchroom

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events & p rog rams

01 03

01 Asian American Sib Program (AASIB)

02

03

Program (AIM)

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 student’s experiences and success.

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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 wellbeing 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.

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.

02 Asian Interactive Mentoring

04

04

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.

05

06

07

05 Graduate Student in Residence

07

The A3C Graduate Student in Residence acts as a mentor and coach to support undergraduate research.

Through workshops and one-on-one advising, the graduate student can help undergraduates think about research early in their Stanford careers, formulate a research question, write grants, prepare an institutional review board submission, collect data, and write the research paper.

06 Counseling and Psychological Services (CAPS)

Because mental health can be stigmatized within Asian American communities, Counseling and Psychological Services (CAPS) offers counseling appointments and drop-in hours every week at the A3C, where students can learn about mental health and well-being services from a culturally-sensitive psychologist. They can help students learn whether counseling would be helpful for the issues they are experiencing, or how to support a fellow student or friend with issues such as stress, relationships or depression.

08

Leadership Retreats & Student Group Advising The A3C hosts quarterly retreats for the officers of over thirty Asian American VSOs that use A3C’s space and resources.

The retreats educate students about the history of Asians at Stanford and national current issues, provide spaces for leaders from different VSOs to interact, and teach leadership skills such as conflict resolution.

The professional staff at the A3C also serve as advisors to the VSOs.

08

Leading Through Education, Activism, and Diversity The LEAD Program began in 1999 as a collaboration between the A3C, BCSC, El Centro, and NACC, and has since expanded to include all seven community centers. A two-quarter course, LEAD’s mission is to develop student leaders and create a shared vision for social justice. By focusing on non-hierarchical leadership, coalition building, and culturally-impacted leadership, LEAD provides students with the foundation for social change leadership on and off campus.

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09 11

09 Asian American Awards

10 12 11

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.

10 Asian American Graduation

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.

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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.

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Alumni Hall of Fame The Multicultural Alumni Hall of Fame was established in 1995 as an opportunity for the Stanford community to recognize the outstanding achievements of diverse alumni leaders. Alumni selected 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 alumni are honored at a special gathering during Alumni Homecoming Reunion.

ST U D EN T F EAT U RES Entering college and navigating the fast-paced system can be overwhelming.

Read about how other students have faced struggles and found support from resources and communities across campus.

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fro sh i nte r n profi les Frosh interns are paid staff members at the A3C, who primarily act as ambassadors to the frosh class, by promoting center programs and activities and encouraging others to participate. Many Frosh interns stay on A3C staff for numerous years.

Hear from current and past interns about their experiences and ways they have been impacted by their time at the A3C. Applications are due very early in the fall through the A3C new Student Orientation events so check us out!

Why did you decide to apply as Frosh Intern?

Ji Hong Ni (JN) ‘23 Back home in Minnesota, I never got the chance to have a cultural center just focused on a certain identity. Sure I had a very diverse school, but a center just cultivates this sense of community and belonging that you just can’t get from brief exposures. It challenged me to think about all the issues that are within the Asian American community.

Britney Ky (BK) ‘22 I applied to be a Frosh Intern to explore my Asian American Identity. I come from a predominately white area, so I saw this position as a great opportunity to connect with and learn about diverse Asian/Asian American communities on campus.

Gillyn Maung (GM) ‘20 Not only did I want to learn about the Asian American community at Stanford, further explore my identity, and have a source of income during my frosh year, but I was also inspired and drawn in by Jerald, seeing another Pilipinx-American on staff and knowing he was someone I could relate to.

GM I learned about the diversity of the Asian American community, how unique everyone’s experiences are, how to event-plan, how to work closely with a group of people, how to think critically and intentionally about everything we do/plan for the community (and even in our every day lives).

What are some of your most memorable experiences/memories as a Frosh Intern?

NK Definitely our Staff Retreat, where we spent the weekend in San Francisco and were able to visit the I-Hotel. This was the first time I had met the other student staff, and bonding with everyone while also visiting and learning about such a critical part of Asian American history was such a transformative moment in my experience as a freshman.

What are some things you learned as interns?

JN People come from everywhere, with their own stories, identity, cultures, and aspirations, and learning about how each part is essential to being Asian American is super important. We also have to learn about the negatives within the community too. From microagressions, model minority myth, and the cruel parts of Asian American history, the staff retreat taught me more about myself I never knew.

Nietnimol Khay (NK) ‘23 I’ve found incredible mentors in the professional and student staff at the A3C, and I’ve discovered that I’m capable of much more than I initially thought. I’ve also learned how uplifting, supportive, and passionate the individuals who make up the Stanford API community are, and feel so lucky to be in community with such amazing leaders.

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2019-20 Cohort of Frosh Interns

(from left to right) Top row: Ji Hong Ni, Benjamin Nguyen, Aarushi Patil Bottom row: Chanmarie Un, Nietnimol Khay, Ashley Nguyen

Sabrina Chao (SC) ‘21 Spending time together as a team to accomplish tasks, such as when we all stayed in the couchroom late one night to finish setting up the decorations for our frosh social.These bonding moments are a huge part of why I’m glad I decided to be a frosh intern.

GM Some of my most memorable experiences were whenever Jerald and Cindy would joke around with us, and whenever we would joke around while trying to plan events, and most specifically when we were trying to decide between red or blue as the staff color theme for our year’s Asian American Awards Ceremony.

How has being a Frosh Intern changed the way you view your identity?

JN I’ve learned so much about other aspects of the API identity, like being Chinese American (or East Asian) brings certain privileges over other marginalized identities within the Asian Community, and it’s my job to learn, understand my privilege, and also advocate for others.

NK Being a frosh intern has allowed me to openly explore my identity as an Asian American, Khmer American, and as a queer person of color. The A3C gave me a safe place to learn, grow, and connect with what these different aspects of my identity mean to me, and what it means to be at the intersection of them all.

Soly Lee (SL) ‘20 It brought me a lot closer to my own identity and showed me how I can better serve my community. In addition, being an intern made me more comfortable with my Hmong identity and educating others on my own experiences as a Hmong-American student.

How has being a Frosh Intern impacted your experience at Stanford?

NK Although stressful at times, being a Frosh Intern has allowed me to find my place at Stanford.

Like many frosh, I struggled intensely with impostor syndrome, feeling intimidated and out of place at such a prestigious university.

Being a Frosh Intern has allowed me to serve the API community in meaningful ways and build connections which have affirmed my place on campus.

SC I think it served as the push I needed to start making the transition to living at Stanford and feeling comfortable/at home with being away from home. Being around the other Frosh interns gave me the courage I needed to branch out and make a place for myself here.

SL

Being a frosh intern was one of the most rewarding opportunities I have ever taken part of at Stanford. It gave me a strong foundation to succeed for the next four years at Stanford.

Would you encourage incoming students to be a Frosh Intern? If so, why?

JN If you’ve never gotten a chance to learn about your API identity–join! If you worked with API organizations before and want to learn about Stanford’s A3C center–join. If you want to gain experience, fun friends, and memories–join!

There’s nothing to lose if you apply :) BK Yes! The A3C is a great resource to help you transition into Stanford. You are able to meet and work with so many incredible people. And you have really cool bosses! Latana, Jerald, and Cindy are amazing people to have as mentors.

You learn about so many resources and are able to develop your professional skills while doing meaningful work in Stanford’s API community.

SL

Yes! You get the opportunity to meet people from various backgrounds and have amazing mentors (upperclassmen and the directors) to guide you.

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aca d emic ach i eve m e nt It’s easy to feel like you don’t belong at Stanford, especially when it comes to academics. Learn how others have struggled with these challenges.

Soly Lee ‘20

Human Biology Major

and we were one of the few Filipino families in the area. I tried to blend in to be accepted, while also trying to be an outstanding student for myself and my family. My high school funded sports before science and didn’t have a strong academic culture. I came to Stanford with no lab science experience, I sat next to peers who’d already created their own apps, and I struggled to feel heard in large classes after spending years in small ones where I excelled. I’d gotten used to allowing my academic performance speak for me in high school, but it become obvious that succeeding at Stanford required a more holistic approach than just working hard in the classroom.

How has the community you come from affected your academics at Stanford?

Soly Lee (SL) I come from a community where only 14% have attained bachelor degrees and 4% have attained postgraduate degrees.

Moreover, 28% of my community lives in poverty. As a low-income, first-generation Hmong-American and the first in my family to pursue a career in STEM, I have experienced the pressure to succeed academically while navigating financial struggles, social pressures, and academic resources alone.

Coming from my neighborhood public high school which lacked opportunities for me to pursue my academic curiosities, I found it difficult to access and navigate the opportunities at Stanford. I felt lost. I often felt as if I was behind my peers despite countless hours of studying, and my test scores a few weeks into my first year confirmed this feeling. This feeling made me uncomfortable reaching out to others due to the fear of being judged and ostracized. I felt unable to access the resources offered. These thoughts would be something I struggle with throughout my Stanford career.

Rachelle Chastine Pabalan (RCP) Before Stanford, I spent 18 years in a small farming town in Central California. My parents were Registered Nurses who immigrated for work, 34

Rachelle Chastine Pabalan ‘19 BA in English

Tell me about a time when you’ve felt you were struggling academically.

SL My first two quarters at Stanford were the most difficult. During those two quarters, I struggled with homesickness, transitioning to Stanford, and using academic resources.

In addition, I was struggling to deal with the instability at home. I had to address health, relationship, and financial issues, all while away from home. My academic performance began to suffer, especially in chemistry. I entered Stanford with basic knowledge of chemistry, but this knowledge felt far less

than my peers. It felt like everyone understood the material while I remained confused.

Homework took me longer to complete. Even after attending office hours and tutoring, I had trouble grasping key topics. I was falling further and further behind the class. I became afraid of asking for assistance. I felt hopeless and alone.

RCP There have been a few times over the years, but sophomore spring was probably the most I’ve struggled. Despite wanting to be an English teacher in high school, I’d misguidedly told myself “Who goes to Stanford to work in education? How will I make money for my family?” I tried to balance my passions and doubt by declaring a major that blended humanities and tech, but I started feeling something was wrong by spring quarter. I couldn’t get out of bed for class, missed deadlines, and lost academic motivation.

This wore at my mental health over time, and I realized that I’d spent the first two years at Stanford in a field that did not sustain me, after telling myself that what I was passionate about wasn’t “worth” pursuing. That quarter, I withdrew from two classes, failed another, and ended with a term GPA below 2.0.

How has the API community helped you face struggles and gain academic confidence?

SL Becoming involved in the API community at Stanford was the first time I felt that I belonged at this elite institution. Being a frosh intern for the Asian American Activities Center was one of the most valuable experiences in my life. As a frosh intern, I was given the space to learn and grow without fear of judgment. It gave me an opportunity to explore my identity within higher education and motivated me to strive for success. Through my year as an intern, I finally felt like I had contributed something meaningful to the greater Stanford community.

I also joined the Hmong Student Union, where I found a community I was able to call home that supported me through my academic struggles.

By becoming involved in the API community, I was connected to lifelong mentors who understood the struggles I faced and helped build my confidence. The API community was where, for the first time, I found someone I could ask for help.

RCP Succeeding at Stanford required me to care for myself outside the classroom, and A3C programs like iLive helped me build towards ACADEMIC RESOURCES

Hume Center for Writing and Speaking Tutoring & Academic Support: One-on-one tutoring sessions, small group consultations, skills coaching, foreign language practice, and writing/speaking support. Located in Building 250. https://undergrad.stanford.edu/tutoringsupport/hume-center

that. iLive encouraged me to examine how my physical and mental health affected my classroom experiences and vice versa. It offered a community space for me to address misconceptions about API wellbeing and engage in honest dialogue. I also was able to talk with community members about their experiences, which helped put my struggles into a more workable perspective. For once, instead of running away, I felt empowered to work towards my future with a new set of resources and a strong community behind me. I switched majors, made space for classes that spoke to my identities, and got through sophomore spring. I came out of that more confident and—most importantly—not alone.

What advice do you have for students who may be in the same boat?

SL Practice self-care! Take care of yourself by creating good study habits, maintaining a healthy sleep schedule, getting organized, and especially asking for help. Asking for help was one of the most difficult challenges I had to overcome. I had become so accustomed to dealing with financial, academic, and personal issues alone. However, in college, these issues eventually caught up to me and affected my academics and extracurriculars. I would also advise students to realize that they have more time than they think to learn and explore.

When I walked onto campus, I felt as if I had to have my whole life figured out. I’ve come to realize that college is the time for figuring things out. Stanford has many opportunities for you to explore your academic interests, so take advantage of them!

RCP When it comes to resources and programing, try everything once. Stanford is a place where you have more access to resources than ever before, and the biggest mistake to make is not to take advantage of that because you’re convinced that you don’t need it. Even if you think “I don’t need help,” push yourself to go to the next iLive program, even just to listen. Go to CAPS drop-in hours at A3C, even if you’re not sure what to talk about. It may take trial and error to find what works for you, and it definitely takes bravery to put yourself out there—but a little bit of activation energy early on will have tremendous payoffs in years to come and give you more time to flourish during your time at Stanford.

Vice Provost for Teaching and Learning Provides resources and learning support services, such as peer utoring, academic skills coaching, language instruction, and media consulting and check-out. https://vptl.stanford.edu

Office of Acessible Education Provides accommodations and services to students with access needs. https://oae.stanford.edu/accommodations/ academic-accommodations

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as ian ame r i can s t u d ie s & comparat i ve s tud ie s i n ra ce an d et h n i c it y Asian American Studies (AAS) & Comparative Studies in Race and Ethnicity (CSRE) are two interdisciplinary academic programs that examine the social, political, and economic dimensions of race and ethnicity.

What factors were involved in your decision to major in Asian American Studies/CSRE? Diana Khong (DK) Going into Stanford, I wanted to explore in terms of my academics. I didn’t understand what I wanted to do yet, but I knew what I cared about. I witnessed the impacts of racism growing up, but I began to connect my lived experience to concepts like “institutional structures” after seeing these ideas on social media. This is where I first learned about race scholarship, and after coming to college, I wanted to study this theory and put it into practice. Race theory had always appealed to me as someone deeply interested in the collective history of marginalized and displaced people. My freshman year, I tried to choose classes that excited me, and by the end of the year, I had made significant progress towards a major in CSRE or Asian American Studies. The decision to major seemed clear from there; ethnic studies molds me as a student, an artist, and a future teacher and organizer.

Savannah Pham (SP) When I came to Stanford, I knew that I wanted to major in Psychology because I was interested in understanding individual differences in how people navigate the world.

I found that my coursework typically did not highlight experiences of ethnic minorities and other underprivileged populations.

Growing up as the child of refugees, I saw first hand that there were mental and behavioral health disparities within the Southeast Asian community. I sought to double major in Asian American Studies, with the goal of learning about theories and historical contexts that may underlie ethnic health disparities.

What was one AAS course, class, or experience that has deeply impacted you?

DK My freshman year I took Development of Southeast Asian Communities with Dr. Hien Do, an incredible Vietnamese professor from 36

Diana Khong ‘22

Comparative Studies in Race & Ethnicity and Art & Art History Major SJSU. As a Vietnamese person, this class inundated me with pivotal dates, legislative acts, and theory that contextualized the refugee journey that my parents had recounted to me over and over. I suddenly had the language to describe the real experience of generational trauma that I had known forever but at once could finally hold in my hand and begin the work to bury.

SP One course that deeply impacted me was “The Development of the Southeast Asian American communities.” This course examines historical events that resulted in the migration of Cambodian, Hmong, and Vietnamese communities to the U.S., as well as contemporary issues faced by these communities (e.g., educational attainment, poverty). The course helped me further my understanding of how migration histories deeply impacted contemporary communities.

We also had the opportunity to interview family members about their refugee stories.

I was able to interview my mom and write a paper about her refugee narrative, which was a really powerful experience for both of us.

I’ve always found myself desiring to know more. For me, it was transformative to learn about Asian American Studies and ground my passions in an understanding of the work that has preceded me.

How has AAS shaped your trajectory after Stanford and your current aspirations?

Savannah Pham ‘18

BA in Asian American Studies and Psychology

What advice do you have for students on the fence about majoring in Asian American Studies?

DK For students who aren’t sure whether to make their home in Asian American Studies, I highly encourage them to think about the following: what knowledge brings you hope?

Hope, for me, has always been a difficult thing, and for everyone, it can come from a variety of sources. I didn’t know what would bring me that my freshman year, whether it’d be concrete financial stability (and for that, CS looked real attractive for a minute) or something else. Ultimately, CSRE/Asian American Studies provided me hope that came from knowing what I was learning allowed me a deeper understanding of a liberated future, one I wanted to work towards.

SP Through Asian American Studies you’ll learn about historical and cultural contexts that can inform and be applied to so many different fields and interests. I love that AAS can be intersectional; understanding our shared histories can inform the way you understand the world in addition to your academic trajectory. If you’re on the fence about majoring in Asian American Studies, I would highly recommend taking courses and talking to other folks who majored in/are majoring in AAS.

Why is Asian American Studies important?

Why should students take Asian American Studies classes?

DK Asian American Studies teaches you about the history that otherwise won’t be named as history. For people of color in the United States, our collective histories of struggle and resistance often aren’t centered, and

SP AAS completely shaped my trajectory. Having a basic understanding of psychological processes and how Asian American history and cultural values help frame these psychological experiences empowered me to conduct honors thesis research on Southeast Asian American psychology. I am now a Ph.D. student in Clinical Psychology; my research focuses on examining how personal and cultural factors influence mental health outcomes, and identifying who may be at greater risk for illnesses. AAS has informed my current aspirations; I aim to give voice to people of diverse backgrounds and with distinct needs through culturally responsive research, and leverage advocacy work to inform research.

MAJOR REQUIREMENTS 60 UNITS AAS

15 units 3-5 units

Core curriculum Methodology course 6-10 units Interdiciplinary breadth course One Community Engaged Learning course 20-28 units Asian Americanfocused course 4-5 units Major core course 3-5 units International dimension course

CSRE

15 units 3-5 units

Core curriculum Methodology course 6-10 units Interdiciplinary breadth course One Community Engaged Learning course 20-25 units Subplan-focused course 10-16 units General CSREfocused courses

MINOR REQUIREMENTS 30 UNITS AAS

5 units 5 units 20 units

Core curriculum Major core course Asian American focused course

CSRE

5 units 5 units 20 units

Core curriculum Major core course CSRE-focused course

CSRE SUBPLANS Education & Inequality Environmental Justice Health & Wellness Identity Diversity Aesthetics Politics, Policy & Equity Race, Gender & Sexuality Race, Space & Belonging Technology & Media For more information, visit https://ccsre.stanford.edu/

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hea lt h & welln e s s Adjusting to Stanford can be difficult, but there are resources available to help you lead a healthy and sustainable life, including Peer Health Educators (PHEs) in the doorms, peer counselors at the Bridge, and many others. Read some reflections and words of wisdom from upperclassmen.

What motivated you to staff as the Okada PHE? Joseph Chao (JC) I wanted to staff Okada for a lot of selfish reasons. I knew it would be the best place for me to grow in both my mental health and identity and I knew it would be a place where I could be a resource to other Asian American Students that may be struggling on campus. As a frosh, things like my Mental Health and wellbeing weren’t things that I really thought about, and I struggled a lot with finding a sense of belonging. As PHE, I wanted to build a strong community based on accountability and resilience to alleviate these struggles.

What motivated you to staff as a Bridge Peer Counselor?

Haniyah Burney (HB) I heard about the Bridge my freshman year from an upperclassman in my dorm. Back in my high school, mental health was rarely addressed. I had seen many friends drag themselves through the worst of times, and I’d been right there with them. So, when I heard about a place staffed by students, where people could call in at any time anonymously, I knew I wanted to be involved. The presence of the Bridge moves us towards a culture where we truly give space and respect to our wellbeing.

The Bridge exemplifies what community care can look like.

HB I don’t think there’s enough discussion about burnout. I’ve seen myself and others push through it day by day, but eventually, I think we need to ask ourselves what a healthy baseline looks like, and see if how we’re operating aligns with that baseline. At a place like Stanford, it’s easy to get burnt out, and I don’t just mean academically. Being FLI or queer or a person of color at Stanford can take a toll.

Fighting to change things on campus takes a toll. Sometimes, surviving the day takes a toll.

That’s a difficult thing to confront. I would really push folks to take the time to interrogate what matters to them, and practice centering their health and relationships in day-to-day life. It’s important to internalize the belief that your wellbeing is a priority and vital for sustaining anything else you do. Make the difficult choice­ ­­—sleep early, say no to things, schedule time for yourself in your calendar even on busy weeks, and remind yourself every chance you get that your health, friendships, and communities are precious. Dealing with burnout won’t be solved with a face mask: learn your limits, establish firm boundaries for yourself, and set aside intentional time to do things that add to your wellbeing (and yes—sleep counts!).

How do you think being Asian American factors into your/students’ understanding and practice of health and wellness?

What are some struggles that students face that people don’t normally talk about?

JC There’s so much, but one thing I heard a lot this year have been conceptions of food.

Especially in Okada where we share a lot of “home”-cooked meals, I get to hear a ton of conversations that folks are having when eating.

Things like frosh-15 were thrown around a lot, and I think these concepts often negatively skew folks’ perceptions of food, body image, and nutrition. I don’t have the answers myself, but I’m thankful that there are nutritionists and mental health experts on campus to help students through what they need.

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Joseph Chao ‘21

Asian American Studies and Psychology Major

JC

I would not nor could not say there were specific qualities within the Asian American experience (one that is very diverse) that factors into every AA students’ understanding of health and wellness. On a large note, I think its important to acknowledge that while the existing sytems in play have created racialized conceptions of non-white peoples that may impact the way they perceive themselves and perform (stereotype threat), there’s a creation of stereotypes that comes with saying “I am Asian American, therefore I experience ____.”

In the end, the intersection between our health and identity will be up to us.

HB I know my identity as an Asian American woman has meant processing a lot of intergenerational trauma. The more I learn about my history, the more there is to work through. That also means that a lot of my healing has been done in community. Being a part of the Asian American community at Stanford has allowed me to have conversations about shared experiences and know my history. The Asian American community gave me the support I needed to imagine a future of liberation, love, and health.

What tips do you have for students to live a more healthy and sustainable life?

JC

Use your resources and engage in community!!

CAPS has great psychologists that you can see short-term, and if you would like longer-term care, they can help connect you with someone given your circumstances. Community Centers not only have a specialized psychologist, but are staffed with amazing community leaders that are amazing and great to know. There are a lot of resources available especially at an elite institution like Stanford to help students when they need it. “Good” and sustainable

Haniyah Burney ‘22 Human Biology Major

health is something that is different and looks different for everyone, so it’s important to see what it looks like for you. Seeking mental health professionals and engaging with like-minded folks have been two techniques I’ve used to sustain my health, but there are so many more campus resources one can (hopefully) use to find what they’re looking for.

HB Build support systems—plural. It’s so important to have people you feel comfortable reaching out to without shame or guilt. I really believe in cultivating a culture of interdependence where we all rely on each other. Also, at least in my experience, you have to work at centering your health and separating your value from your labor every day. Make time for yourself, your communities, and your wellbeing the same way you might block out time for classes and meetings. And be patient with yourself. Centering these things is hard, and it’s not something most people can accomplish overnight.

HEALTH & WELLNESS RESOURCES

Counseling & Psychological Services (CAPS) Free on-campus couseling services. Includes 4-6 sessions, off-campus referrals, 24/7 crisis counseling and drop-in sessions at community centers. https://vaden.stanford.edu/caps CAPS @ A3C CAPS counseling appointments and drop-in hours at the A3C. https://a3c.stanford.edu/resources/caps-c iLive Discussion-based events about mental health and wellbeing, hosted by the A3C. https://a3c.stanford.edu/programs/ilive Bridge Peer Counseling Anonymous and confidential 24/7 student-run peer counseling. https://web.stanford.edu/group/bridge iThrive Helps students achieve and enjoy a healthy life. Courses, workshops, and services address topics related to physical and mental health and well-being. https://vaden.stanford.edu/wellness/ithrivestudent-health-and-well-being Undergrad Resident Deans Support and consultation for residential staff

and crisis intervention for students. https://resed.stanford.edu/student-support/ find-your-residence-dean Wellness Network Online directory with resources to connect students to immediate help, health & wellness, and communities of support. https://wellness.stanford.edu Sexual Violence Support & Resources Urgent help, reporting, accommodations, policies and information related to sexual/ relationship violence. https://sexualviolencesupport.stanford.edu Office of Sexual Assault & Relationship Abuse Education & Respose (SARA) Office providing education, advocacy, and consultation about sexual/relationship violence, sexual harassment, gender-based discrimination, and healthy relationships. https://sara.stanford.edu Confidential Support Team (CST) Provides confidential, trauma-informed support for those impacted by sexual, relationship, and gender-based violence. https://vaden.stanford.edu/cst Weiland Health Initiative A collective that provides gender-inclusive

mental health and wellness resources, programming, and advocacy. https://weiland.stanford.edu Sexual Health Peer Resource Center (SHPRC) Student-run shop for safer sex supplies, sex toys, sexual health counseling, and more. https://stanfordshprc.wordpress.com Eating Disorders Program Confidential assessment and psychotherapy for students under 22 with eating disorders. https://stanfordchildrens.org/en/service/ eating-disorders-program Nutrition Counseling Nutrition consultations with on-campus registered dieticians. https://vaden.stanford.edu/health-resources/ nutrition-body-image-and-disordered-eating/ nutrition-counseling Office of Alcohol Policy & Education (OAPE) Office working to reduce high-risk alcohol/ drug usage and their related harms with educational strategies and programs. https://alcohol.stanford.edu Windhover On-campus meditation space. https://windhover.stanford.edu

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f i rst- ge n an d/o r low in co m e p e rs pe c t ive s Attending Stanford as both a First-Generation and/or Low-Income student and as an Asian American, is challenging and stressful. Learn how other students have navigated their experiences, found support, and advocated for their communities.

What does being FLI and Asian American mean to you? How have these identities affected your experiences?

Navigating Stanford as a FLI and Asian American student has been an interesting ride. There was, of course, the bad: not knowing anything about college, dealing with imposter syndrome, trying to balance school and home life. But there has also been so much good: a warm and loving community, support networks, and amazing friends. Being FLI and Asian-American has meant that I have had to navigate issues unique to these identities, but it has also meant that I have been able to find people who share my experiences, and make Stanford feel a little more like home.

Why is it important to talk about both racial/ethnic and class identity? How does the intersection of these identities make your experience unique?

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My FLI and Asian-American identities are intertwined, inseparable. My experience being FLI is different from other AsianAmericans who are not, and my experience navigating my FLI identity is different from other FLI students who are not AsianAmerican. While I may face similar issues of classism as my FLI peers, I also understand I do not face the same kind of racism that may affect other FLI students of color.

Similarly, there may be issues that are shared by the Asian-American community, but there are specific issues faced by lowincome Asian-American communities that may not necessarily be a concern for classprivileged Asian-Americans. Race and class are not interchangeable, and it is important for us to recognize the different experiences that come with various intersections of these (and other) identities.

Daniella Caluza ‘21

Major in Comparative Studies in Race & Ethnicity and Art & Art History

Tell me a brief summary of your involvement in these communities.

I was a part of the First-Generation and/or Low-Income Partnership’s (FLIP) advocacy committee my sophomore year, and served as co-president my junior year. I’ve worked on FLIP’s national FLI Conference for two years, and have also worked as a student staff member in the FLI Office since my freshman year.

I’ve been a part of the Pilipino American Student Union (PASU) since my freshman year, most recently as Kababayan co-chair.

In my sophomore year, I co-led the Pilipinx Issue Alternative Spring Break. This year, I’ll also be one of the Ethnic Theme Associates in Okada, the Asian-American theme dorm!

Race and class are not interchangeable, and it is important for us to recognize the different experiences that come with various intersections of these (and other) identities.

What are some resources or tips you have for FLI students (especially students of color and Asian/Pacific Islander students) to navigate their class identity at Stanford?

My biggest piece of advice is to not be afraid to ask for help! Growing up, I was taught not to ask for help, and it took me a while to unlearn that way of thinking. I realize now that asking for help is not a weakness—in fact, there are so many resources here that you should take advantage of! Don’t be afraid to reach out to people at the A3C or at the FLI Office if you ever need anything!

Secondly, do not be ashamed of your class identity. My parents taught me to never talk about money and our financial circumstances, but honestly, being FLI and Asian-American is a huge part of my identity.

In particular, being FLI has greatly shaped the way I navigate the world. It is something I am deeply proud of, not something I want to hide.

My biggest piece of advice is to not be afraid to ask for help! Growing up, I was taught not to ask for help, and it took me a while to unlearn that way of thinking.

RESOURCES & SUPPORT

First-Gen and/or Low Income (FLI) Office Provides advocacy, mentorship, community, and resources for FLI students https://diversityandfirstgen.stanford.edu/firstgen-andor-low-income-fli The Opportunity Fund Financial assistance from the FLI Office that can be used for a variety of requests, including travel, technology, medical expenses, and summer storage https://diversityandfirstgen.stanford.edu/fli/ resources FLIbrary Library of textbooks, readers, and books available for free checkouts https://diversityandfirstgen.stanford.edu/firstgen-andor-low-income-fli/resources/flibrary Mind Over Money Provides events, courses, coaching, and resources to help students make informed financial decisions https://mindovermoney.stanford.edu Financial Literacy FLI Guide Guide created by Mind Over Money and the FLI Office https://sites.google.com/stanford.edu/ financial-literacy-fli-guide/home?authuser=0 Stanford FLI Conference Annual conference that brings together FLI students from different universities to build belonging and advocacy https://www.stanfordfliconference.org Asian American Activities Center (A3C) Support, mentorship, community, and resources for Asian and Asian American students. https://a3c.stanford.edu/ Centers for Equity, Comunity, and Leadership (ECL) The seven cultural and community centers at Stanford. https://studentaffairs.stanford.edu/about-ecl

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re s ea rch , g rant s & fe llows h i ps Students have access to many resources and opportunities to advance their academic interests. Learn about how these students took advantage of these resources to give back to their community.

Please provide a brief summary of your project for the Braden Storytelling Grant.

Ethan Lo (EL) The Braden Grant is a grant from the Stanford Storytelling Project to a handful of undergrads each year. It provides funding, equipment, and mentorship to students to create and produce an oral documentary, which is a documentary entirely in podcast/ audio format. The piece I produced is centered on API individuals who came to the U.S. as refugee children. I interviewed a Karen high school student, a Nepalese college student, and a Laotian middle-aged man. I spoke to them about how their experiences as API refugees brought them to where they are now.

How did you come up with this research idea?

What resources did you access to prepare the grant application?

Ethan Lo ‘20

Symbolic Systems Major 2019 Braden Grant Recipient investigating. This is a great opportunity to explore and better understand an aspect of yourself, while producing something tangible.

EL This research idea came to me after reflecting on the experiences my various Asian American friends I already knew there were many statistics describing have shared with me. I the discrepancy in education and income between noticed that the families of my Asian American these two groups of Asian Americans, so I wanted to friends of East/North Asian approach this question from a more human-centered, lineage have had a much storytelling perspective. different experience after immigrating to America than those of those of my Southeast Asian Tell me about a highlight of your research American friends. I became curious as to why experience and how that has influenced you. this was the case. I already knew there were EL One highlight of my research experience many statistics describing the discrepancy was getting to know some of the community in education and income between these two members at the Asian Prisoner Support groups of Asian Americans, so I wanted to Committee (APSC) based in Oakland. I was approach this question from a more human“following a lead” which brought me to centered, storytelling perspective. a gathering that APSC was putting on to celebrate the return of some of the formerlyWhat advice do you have for students incarcerated men and women who were sent interested in applying for the Braden grant? straight from prison to ICE detention centers.

EL My main advice is to dig deep and find a This was an amazing celebration with friends, topic which you care a lot about. Producing an family, and freedom fighters. Hearing the oral documentary from scratch takes a lot of stories of those who returned provided me logistical and creative effort but is well worth with a much more nuanced understanding it in the end. The only way you’ll be able to of the unjust pipeline that exists between see things through, though, is if you have schools, prisons, and ICE. a deeply personal stake in the topic you’re 42

Jennifer Xiong ‘22

Prospective Music and Art Practice Major 2020 Chappell Lougee Recipient

Please provide a brief summary of your project for the Chappell Lougee.

Jennifer Xiong (JX) I am writing four musical themes based on leitmotifs inspired by four of Johannes Vermeer’s paintings to express my understandings of the paintings and to create a character for each of the figures in Vermeer’s paintings through the musical themes.

How did you come up with this research idea?

What was the process like in developing the idea? What resources did you access to prepare the grant application?

JX I wanted to do something that related to what I wanted to do in the future, which is composing soundtrack music. A lot of soundtrack music in games or in film are associated with certain characters or specific moods, and so I wanted to recreate this with Vermeer’s paintings. This idea went through many different stages, from musical themes of a specific location to a full album of songs. The most important resources that helped me to narrow down my idea was the A3C Graduate-Student-In-Residence and my project advisor. My project advisor knew me as a student and was aware of what my skills were capable of so it was very helpful to get feedback from someone who knew that side of me. The graduate student was a clean slate for me reflect my ideas off of and was extremely beneficial to preparing the grant application.

your project idea and when you will start your grant application/proposal. I started thinking about my project in late September and my idea didn’t solidify until mid to late October.

These dates were pushing it; I was extremely stressed balancing this with a busy quarter.

The proposal felt like a PWR RBA—but with more value. It’s NEVER TOO EARLY to start thinking about your project. It’s also NEVER TOO EARLY to reach out for help and/or feedback! Grad students in residence are tremendously supportive; they also have experience writing grants, too. It will not hurt to seek help!

Future steps?

JX Due to current events with COVID-19, my project will be conducted remotely. Originally, I had planned to travel to New York City, Washington, D.C, and the Netherlands to see the paintings. Since traveling is no longer permitted, I will be working with online resources and digitally-reproduced images to write my music.

RESOURCES & SUPPORT

A3C Graduate Student in Residence for Undergraduate Resarch Support Graduate student mentor and advisor for undergraduate research at the A3C https://a3c.stanford.edu/resources/academicresources/c-graduate-student-residenceundergraduate-research-support Undergraduate Advising & Research Advising Related to academics & research https://undergrad.stanford.edu/advising/makeappointment Bridging Education, Ambition, & Meaningful Work (BEAM) Advising related to career pathways, job searching, and internship opportunities https://beam.stanford.edu

What advice do you have for students who are interested in applying for the Chappell Lougee grant?

JX You have to have self-initiative to do this. The only deadline in the Chappell Lougee grant process is the final proposal deadline, so it is up to you to decide when you will finalize 43

s tu d yi n g ab ro a d For students of all backgrounds, studying abroad can be a formative learning experience. Hear from students about their motivations for and their takeaways from their quarter abroad.

What factors influenced your decision to study abroad?

My Nguyen (MN) During the Vietnam War, my grandfather self-taught himself French and immersed himself in other aspects of French culture, such as the arts and classical music. He had a major influence on me choosing French as my third language in middle school. Also, the Faculty-in-Residence during winter quarter was Dr. David Rehkopf, and my interests in population health aligned with his course on longevity. I wanted to learn more about how socioeconomic factors play a major role in healthcare and access to resources, especially comparing the French universal healthcare system to America. Studying abroad junior year was a much-needed escape from the stress of Stanford after feeling burnt out due to the sophomore slump.

Niki Saelou (NS) After growing up in the “Koreatown of Georgia” and taking two years of Korean language classes at Stanford, I knew I wanted a chance to immerse myself within the vibrant culture and bustling lifestyle of South Korea. That’s why I chose to study abroad at Yonsei University—it was the perfect opportunity to continue my language studies at a top institution, while also experiencing life within the heart of Seoul and meeting lifelong friends with a similar enthusiasm for the exciting city.

Kimiko Hirota (KH) I decided to attend Stanford because of its diversity and the ability to study in Japan! So from the start, my goal was to study Japanese and eventually make my way there for a quarter. I prioritized my language classes, joined Japanese Student Union, and made my course load fit around this quarter.

I knew that studying abroad was a unique experience, especially because the Stanford in Kyoto program features host family arrangements.

Did you face any barriers to studying abroad?

MN As a first-generation, low-income student, I 44

My Nguyen ‘20

Human Biology Major Paris Winter 2019 always had the misconception that studying abroad was financially inaccessible due to its cost. However, I’m extremely grateful for Stanford’s financial aid package and the one-time travel grant to cover the majority of the costs. The program gives students a free metro card and admission to the Louvre, so there aren’t any financial barriers to fully experiencing the oldest history and art museums. Also, being a Vietnamese daughter made it difficult to convince my reluctant mom to let me study abroad, and I’m really thankful for my host family to reassure her of my safety and make me feel at home in a foreign country.

NS Because there were no Stanford-sponsored study abroad programs in South Korea, I had to research non-Stanford summer opportunities and acquire funding on my own. This resulted in a lot of struggles communicating with offices based in Seoul, difficulties preparing and mailing official documents overseas, and scrambled efforts to find scholarships for my flights, tuition, and general living expenses. Thankfully, I received grants from both Yonsei University and Stanford’s East Asian Languages Department, and even managed to convince a close friend of mine (from Korean class!) to embark on the journey abroad together!

KH One barrier I faced when preparing to study abroad was the travel cost. While the total tuition cost stays equivalent to being on campus, the plane tickets are not covered. I struggled to get BOSP and the Financial Aid Office’s help. Ultimately, I had to pay for the tickets up front and receive a retroactive $1000 travel grant from the Financial Aid Office.

How did your identity shape the way you experienced the country, and did living abroad reshape your identity?

MN Living in France broadened my outlook by giving me an understanding of French influence in Vietnam and the nuances of my own ethnic identity. Hearing narratives in the Vietnamese French community highlighted the diasporic differences from the Vietnamese immigrant experience in Tennessee or California. Also, I became very conscious of how my appearance as a young Vietnamese woman shaped how the French perceived me. You do face racism walking around, but just be hypervigilant of your surroundings and travel in a group.

NS Although I’m ethnically Malaysian-Chinese, I grew up in a part of metro-Atlanta known for its large Korean-American comunity. As a result, Korean friends, music, food, and even language were normal aspects of my life that I lost touch with after moving to Stanford. As I re-engaged with the culture while abroad, I realized how deeply your upbringing can shape who you are. Through the “Seoul-searching” experience, I felt how familiarity could ground my sense of identity and belonging, and I witnessed the power of appreciation and open-mindedness in sparking connections between people of all backgrounds.

Kimiko Hirota ‘20

CSRE and Sociology Major Stanford in Washington 2019 Kyoto Spring 2019 KH Studying abroad provides a more immersive experience than being a tourist for a couple of weeks. I did not see a way that I could get an equivalent experience outside of Stanford. I’m fourth-generation to the United States, so my Japanese American family is quite assimilated.

Although it would have been exciting to explore Florence or Cape Town, my ethnic background really drove my decision to choose Japan. Living in Japan for a brief time allowed me to better develop my Japanese language skills and cultural understanding, both of which I hope to pass down to my children. Personally, this time gave me the opportunity to visit my relatives, whom I had only met once before, and renew the significance of my Japanese heritage for my family.

RESOURCES & SUPPORT

Bing Overseas Study Program Learn more about Stanford’s own study abroad programs https://undergrad.stanford.edu/programs/bosp Overseas Resource Center Located in the Bechtel International Center and serves to provide information & advising about opportunities abroad https://bechtel.stanford.edu/overseasscholarships

Niki Saelou ‘20

Human Biology Major Seoul Summer 2019

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l ea d ers h ip 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.

Tell me a brief summary of your involvement in the API community.

Tenzin Yuthok (TY) I have worked at the Asian American Activities Center for the past four years, and have also been involved in various organizations related to the Asian American community including being President of the Tibetan Student Union, the Asian American liaison to the Students of Color Coalition, served on the Executive Board of Sigma Psi Zeta Sorority Inc., and Co-Chair of the Asian American Students’ Association!

Kavita Selva (KS) I started my involvement with the Asian American community through the Listen to the Silence (LTS) conference, serving as an intern in my sophomore year and as a committee co-chair in my junior year. In sophomore year, I also joined the Sigma Psi Zeta (SYZ), Kayumanggi (the artistic arm of the Pilipino-American Student Union), the Asian American Theater Project (AATP), and Noopur (a classical Indian dance group). I currently serve as a Kayumanggi Co-Chair, and also as a CoPresident of SYZ. I also serve as one of the undergraduate representatives on the A3C advisory board.

Tenzin Yeshi Wangdak Yuthok ‘20

Comparative Studies in Race & Ethnicity and Human Biology Major KS

How did you get involved with the API community?

TY

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My frosh year I was an intern here at the A3C! I would say being a frosh intern at the A3C was one of the most pivotal things I did - it really shaped my relationship to my own Asian American identity and to the broader Stanford community. Besides the center, I also was welcomed by the Tibetan students on campus - they really helped me adjust to campus life, and I felt well supported especially since there are so few of us at this university.

I wasn’t involved with many communities during frosh year, so I got involved with the Asian American community as a sophomore. I joined LTS as an intern, and I was introduced to PASU, Kayumanggi, AATP, and Noopur during the fall activities fair! I learned about SYZ, a multicultural sorority, later on in the year from others I met in the Asian American community. All of these orgs were very welcoming, despite me not having experience in many of the issues/ goals they work towards. I was able to meet and learn from others I would have otherwise never met.

What was it like to take on leadership roles in your respective orgs?

TY

I think sometimes on campus being in a leadership role is painted as a “burden.”

But honestly, although yes you have more responsibilities and things to do but it really does not feel like “work.” I really have felt supported and feel that the work I have done has been meaningful to

me and to my community. Reflecting on my time at Stanford, I think I have come to realise that selfcare is truly rooted in community care, and that although it may be taxing at times there is always love through accountability and support.

KS

Participating in orgs as an intern, no matter what year, is a great way to get to know how an org operates – without having to shoulder a larger amount of responsibility as a new member. After having that experience, it becomes much easier to evaluate for yourself what future roles you’re interested in taking on. Taking on leadership roles can heavily increase the time and mental commitment by a lot, and I found myself overcommitted at certain points during my junior year.

For me, I found it useful to regularly evaluate my balancing of extracurriculars, schoolwork, and free time!

What is one accomplishment you achieved through your involvement that you are most proud of?

TY

This isn’t like an established event or moment, but I really am proud of the Tibetan students on this campus and the work we have done through the Tibetan Student Union. There are so few of us on this campus (literally six undergrad and one law student my senior year) and so much advocacy and work to be done—but I am really proud of the caring community space and work we have done. One event that I think showcases this is our high school outreach program where we support and inform Tibetan youth on how to navigate the process of higher education!

Kavita Selva ‘21

KS

Anytime one of my orgs puts on a successful event, I am always very proud to have contributed in some way! I was very proud to have helped put on Noopur’s first spring show in a campus theater, choreographing and performing dances throughout the year as part of Kayumanggi, helping to create the publicity materials for last year’s LTS conference, and seeing the costumes I designed and helped tailor as part of AATP’s production Guards at the Taj, and helping to fundraise for the San Jose Asian Americans for Community Involvement (AACI), just to name a few.

What resources/people did you reach out to in order to achieve this accomplishment mentioned above possible?

KS

For all of these accomplishments, I had to reach out to people both internal and external to my org for help and/or advice.

For example, I needed to find a lighting designer for Noopur’s spring show, and I was able to ask my friends at AATP for recommendations of who I could reach out to, and what steps I could take. Within all my orgs, any accomplishments I’ve had wouldn’t have been possible without the empathy that other members show whenever I needed extra support, and I hope to pass that forward as a leader in my communities.

RESOURCES & SUPPORT

Office of Student Engagement Support for all voluntary student organizations (VSOs), ASSU, and class councils https://ose.stanford.edu Fraternity & Sorority Life Advising and support for 26 Greek-letter organizations across four governing councils https://ose.stanford.edu/fraternity-andsorority-life-fsl Multicultural Greek Council: Governs our Asian, Latinx, and Multicultural organizations Office for Inclusion, Belonging, and Intergroup Communication Promotes social justice, liberation, and a sense of belonging for students https://diversityandfirstgen.stanford.edu/ inclusion-diversity-education-office

Computer Science Major 47

co mmu n i t y e ng ageme nt Each year, many students engage with the larger Asian American community beyond Stanford. Learn how they have continued to challenge inequity and provide suport to their community.

Please provide a brief summary of your involvement off-campus throughout your time at Stanford.

Huanvy Phan (HP) As a frosh, I had the privilege of meeting APIENC, a grassroots communtiy organization based in San Francisco Chinatown that builds queer and transgender Asian and Pacific Islander power to amplify our voices and increase the visibility of our communities.

APIENC coordinates and facilitates a variety of programming, including but not limited to intergenerational oral history projects, summer youth leadership development programs, grassroots fundraising campaigns, and quarterly community potlucks. I first got involved with APIENC as a volunteer for fundraising campaigns, and I later joined APIENC’s fundraising committee. In 2019, I was an APIENC summer organizer, and I joined APIENC core later that year.

Why did you get involved with APIENC and other organizing spaces off-campus?

HP I initially joined APIENC because I thought, “I’m queer and Asian American so I check off all the right boxes to join this organization.”

But APIENC turned out to be so much more than just an identity-based organization.

APIENC has uplifted me to become a leader and community organizer beyond my wildest dreams—I had seen and experienced injustice in the world, and APIENC gave me the tools to actually do something about it. I used to feel imposter syndrome in activist spaces because I thought I wasn’t “woke” enough or didn’t have enough experience. APIENC showed me that everyone brings valuable knowledge to the table regardless of their experience, that there are so many different ways to organize and I had a place in it all.

What have you learned from working with these orgs that you would not have learned on-campus?

HP APIENC centers transformative relationships 48

Huanvy Phan ‘20

Asian American Studies Major Asian Pacific Islander Equality – Northern California by practicing emotional rigor and accountability.

These are positively challenging relationships that affirm the best parts of me and challenge the parts that have room for growth. We can’t make it in this world alone—especially when systems of power tell us that we don’t deserve to exist—and it’s so important to lean on each other, ask for help, and practice interdependence. APIENC has taught me the importance of cultivating strong, deep, and authentic relationships, and these relationships will always be a core value of my work.

What is a highlight of your experience with APIENC, and how has it influenced you?

HP One of my favorite APIENC events is the annual San Francisco Trans March where we bring out 300+ people for an Asian/Pacific Islander contingent. Last year, I co-coordinated logistics, volunteers, and community security for the API contingent, and it was a whirlwind of spreadsheets and emails but one of the most fulfilling experiences of my life. Seeing the security team in matching yellow vests, hearing the chants of over three hundred queer and trans API people, and marching down the streets of San Francisco with my found family reminded me that there truly is no power as strong as the power of the people.

Tell me about your experience working with the Sikh Coalition.

JJ Kapur During the summer of 2019, I left the quiet suburbs of Iowa and spent three months working in the bustling city of New York. Supported by an Empowering Asian Americans Cardinal Quarter fellowship from Stanford’s Haas Center for Public Service, I worked at the Sikh Coalition—the nation’s largest Sikh civil rights organization—creating films of Sikhs across the nation involved in seva (community service) as a way to combat negative stereotypes about the Sikh community.

Des Moines was like that bar in the show “Cheers,” where “everybody knows your name.” New York was... less cozy. Because I was living with a host-family upstate, I had a daily one-hour commute via New York’s famous (or infamous) subway system to lower Manhattan. Every morning, I would feel anxious as I squeezed my way into a packed subway at Grand Central Station.

Most mornings, I would be so nervous to ask people to sit next to them that I would just stand the entire way. So even though—or perhaps precisely because—I was surrounded by so many people, I felt a profound sense of loneliness and anonymity.

I eventually learned to manage and integrate these elements of life in New York. I recharged by building a regular sleep cycle and incorporating mindfulness strategies on the subway such as listening to podcasts, deep breathing, and meditation. I also started to plan weekly dinners with my fellow interns and join my host-family for outings during the weekend like devouring dumplings in Flushing Chinatown with their two adorable kids. By the end of my summer, I no longer felt any of the

JJ Kapur ‘20

Theater & Performance Studies Major Sikh Coalition loneliness, exhaustion, or anxiety that marked my first few weeks in New York. Instead, I found that approaching new experiences with intentionality helped me understand that a city so different from Des Moines can also be my home.

RESOURCES & SUPPORT

Empowering Asian/Asian American Communities Fellowship Summer fellowship in partnership with A3C and Haas Center that provides a stipend to students working with a nonprofit organization or government agency on social, political or economic issues affecting Asian/Asian American communities https://a3c.stanford.edu/resources/academicresources/a3cfellowship Haas Center for Public Service Provides a wide array of opportunities for students interested in community-engaged service work https://haas.stanford.edu Center for Comparative Studies in Race & Ethnicity Provides opportunities for community-engaged learning, such as internships, grants, and courses for majors and non-majors https://ccsre.stanford.edu 49

altern at ive brea k s Each year, students lead alternative ThanksGiving Back trips (TGBs) and Alternative Spring Break (ASBs) that provide students with experiential learning opportunities focused on different Asian American issues and topics. Read what some students have to say about an experience that helped shape their life. that our experiences were very related. One of my biggest lessons was understanding how my family were refugees to the US because of Joshua Pe (JP) Asian American issues are issues the Vietnam War and Cambodian Genocide, that come from being racialized as Asian and meeting other Southeast Asians also and as Other, and in the ASB, we talk about affected by this. In my hometown, it felt like institutionalized racism, classism, imperialism, I was the only person with that background, and patriarchy and how they but I could connect with At Stanford, I think it’s very other Asian students on this touch other dimensions like queer identity, ability, the easy to get comfortable in level. A lot of my learning environment, health and was engaging with Asian the ivory tower, especially mental health, housing, Americans with different life with the “bubble” and labor, human trafficking, experiences. how disconnected it can immigration. For why it’s At Stanford, I think it’s very important to address them, be from communities offeasy to get comfortable in my personal belief is in campus, so ASB helped the ivory tower, especially striving for a world that we with the “bubble” and how show me that there is so can better live together disconnected it can be from much more out there. in and one for future communities off-campus, so generations. It’s important ASB helped show me that there is so much to have Asian American perspectives when more out there. addressing these issues since there are

What are Asian American issues and why is it important to address them?

specific and complicated ways that Asian Americans are impacted.

How has participating in ASB changed the way you view your Asian American identity?

JP Participating in ASB helped me develop a deeper and more community-engaged perspective about my identity. I had a sort of Asian American community in high school, but far different from how I understand community now. Most of my friends were Asian, and the ways we expressed our “Asianness” was narrow. We felt Asian when we referred to our immigration stories, felt otherized for looking different, or gave into stereotypes of hyper competitive academic achievement.

Coming into college, I expected other Asians to be geeky, booksmart, high achieving. I assigned into Okada which I thought was cool, but what problems did Asians face that warranted a dorm? I had my own personal family issues, but it took learning to understand

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Your trip title is from “Identity to Action”— what sorts of actions have you taken or do you plan to take stemming from ASB? JP The summer after I went on the ASB, I interned at the Asian Prisoner Support Committee, one of the organizations that we

Joshua Pe ‘22

Asian American Issues ASB Leader 2020 Asian American Issues ASB Participant 2019

visited, and I received funding from the Haas Center set aside for ASB participants to work with an organization from their trip. APSC teaches ethnic studies courses at San Quentin State Prison, runs a re-entry program for formerly-incarcerated, and helps to organize campaigns to stop deportations. Their work especially targets Southeast Asians, who’ve been disproportionately incarcerated and deported. I’ve also decided to major in Asian American Studies, and my sophomore year I pre-assigned into Okada.

What inspired you to create the TGB/ASBs for the Queer & Asian community?

Jacky Chu & Gillyn Maung (J/G) We created the Queer and Asian American TGB and ASB because we felt that in our experience, there was a lack of space and resources that promoted dialogue about issues for this specific community. While the Asian American Activities Center and Queer Student Resources are important community centers for the Asian American and queer community, respectively, we wanted to foreground intersectionality and institutionalize a communal space for continuous exploration of queer Asian American experiences.

Jacky Chu ‘20 Gillyn Maung ‘20

Queer & Asian ASB Leader 2020 Queer & Asian TGB Leader 2019

How has participating in ASB changed the way you view your identity?

J/G Unfortunately, because of COVID-19, we were unable to lead our trip. However, coordinating the class and planning the trip has informed us of the way in which Stanford While these issues are not necessarily exclusive to fails to recognize, support, and provide resources for the queer Asian community and are relevant to other marginalized communities marginalized communities, queer Asians have unique through an intersectional lens. positionalities that influence the way in which they Intersectionality has grounded experience and navigate oppressive systems. us in our understanding of our own experiences as queer What are some issues prevalent in the Asians whilst creating a sense of solidarity with other communities similarly impacted by Queer and Asian community and why is it oppression. important to address them? How are these

issues distinct from general queer/Asian communities?

J/G The systemic interplay between racism and queerphobia results in a plethora of issues that the queer Asian community faces. This manifests in the erasure of queer and Asian American hxstories, invisibility in the media, mental health disparities, educational and socioeconomic barriers, homelessness, sex trafficking, and more. While these issues are not necessarily exclusive to the queer Asian community and are relevant to other marginalized communities, queer Asians have unique positionalities that influence the way in which they experience and navigate oppressive systems.

PAST TRIPS Asian American Issues Pilipinx American Issues Queer & Asian Intersections VietAmerican Issues Khmer Resilience Education, Advocacy, and Prevention of Hepatitis B Japanese American Communities For information about the program, visit https://asb. stanford.edu Because the spring break trip is preceded by a Winter Quarter course, look out for applications early to mid-Fall Quarter.

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VOLUNTARY STUDENT O RGA NIZ AT I ON S Voluntary Student Organizations (VSOs) give students an opportunity to participate in extracurriculars and explore experiences, passions, opportunities, and relationships beyond the classroom.

Learn about some of the VSOs affiliated with the A3C.

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at a g la nce

64

Of the 55 undergraduate groups

different groups

TYPE OF GROUP culture/identity

27

arts

20

service & advocacy 5 pre-professional

3

categorized by primary focus; many groups fit multiple types

Voluntary Student Organizations (VSOs) are student-run organizations. The A3C works with Asian American undergraduate and graduate VSOs on campus to support and develop the Asian American community at Stanford. VSOs are also often referred to as “student groups” or “student orgs.”

The A3C also supports three multicultural fraternities and sororities. Fraternities and sororities are social organizations affiliated with National Greek organizations.

RECRUITMENT open to all

37

audition

9

application

9

FROSH-FOCUSED PROGRAM yes

12

no

43

but all groups accept frosh

LIST OF STUDENT GROUPS Listed in order of appearance (pg. 54-64) Culture & Identity

alpha Kappa Delta Phi International Sorority, Inc. (aKDPHi) Asian American Students’ Association (AASA) Hindu Student Association Hmong Student Union (HSU) Hong Kong Student Association (HKSA) Hui o Nā Moku Indian Stanford Student Association (ISSA) Japanese Student Union (JSU) Korean-American Student Association (KSA) Lambda Phi Epsilon Fraternity, Inc. Multiracial Identified Community at Stanford (MICS) Muslim Student Union (MSU) Pakistanis at Stanford (PAS) Pilipino American Student Union (PASU) Queer and Questioning Asians and Pacific Islanders (Q&A) Sigma Psi Zeta Sorority, Inc. (SYZ) Sikh Students Association at Stanford Singaporeans at Stanford (S@S) South Asian Society (SAS) Stanford Indonesian Student Union Stanford Khmer Association (SKA) Stanford Vietnamese Student Association (SVSA)

Taiwanese Cultural Society (TCS) Thai Student Association (TSA) Tibetan Student Union (TSU) Undergraduate Chinese American Association (UCAA)

Project Dosti Stanford Asian American Activism Committee (SAAAC) Team Hepatitis B Virus Stanford University (Team HBV)

Arts & Club Sports

Pre-professional

Alliance Asian American Theater Project (AATP) Basmati Raas Common Origins Kaorihiva Kayumanggi Filipino Dance Troupe Mua Lac Hong (MLH) Noopur Oceanic Tongues O-Tone Raagapella Spicmacay Stanford Bhangra Team Stanford Chinese Dance Stanford Chinese Sing Stanford Dragon Boat Stanford Lion Dance Stanford Newtype Stanford Taiko Stanford Wushu XTRM

Service & Advocacy

Alternative Spring Break (ASB) Asha for Education

Asian Pacific American Medical Student Association (APAMSA) Asia Pacific Entrepreneurship Society (ASES) Society of Asian Scientists and Engineers (SASE)

Graduate Organizations

(Not featured in Sourcebook) Asha for Education Asian American Graduate Student Association Asian and Pacific Islander Law Students Association (APILSA) Asian Pacific American Medical Student Association (APAMSA) Association of Chinese Students and Scholars at Stanford (ACSSS) GSB Greater China Business Club GSB South Asian Students Association Korean Students Association at Stanford Stanford GSB Asian Society Stanford Taiwanese Students Association (STSA)

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vso p rof il e s CULTURE & IDENTITY

AL PH A KA P PA DE LTA PHI I N TERN AT I ON A L SO R O R ITY, INC. (AKDP H I )

alpha Kappa Delta Phi Sorority, Inc. fosters the making of successful leaders by assisting and challenging our members to reach their maximum potential. We strive to maintain the highest levels of integrity and innovation in the promotion of sisterhood, philanthropy, scholastic excellence, and Asian-Awareness in the community while creating lifelong relationships.

ASIAN A M E RI CA N ST U D ENT S ’ ASSO C I AT I ON ( A AS A)

The Asian American Students’ Association (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 for our members to contend with contemporary issues and Asian American identity. Through advocacy and events, AASA works to center Asian American voices and concerns in working towards racial justice.

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HIND U STU D EN T A SSOCIATION

Our mission is to bring together everyone at Stanford who is interested in Hinduism to collectively understand our rich culture and heritage. We organize and facilitate various religious and cultural events across campus.

We also go to various temples in the Bay Area for pujas, service and worship. Additionally, we conduct weekly activities and celebrate special events and festivals.

HM O N G STU D EN T U N ION (HSU )

The goal of the Hmong Student Union is to: 1. build a supportive community for Hmong students contemplating or currently attending Stanford 2. promote the pursuit of higher education to the greater Hmong community 3. network and collaborate with other Hmong groups and organizations 4. promote awareness of Hmong ethnic identity at Stanford 5. educate the greater campus and community about the Hmong culture, history, issues and contemporaneous experiences in the United States

HON G KON G ST UDE NT A S S OCI AT I ON ( H K S A )

JA PA NESE STU D EN T U N ION (J SU )

The Hong Kong Student Association is a group of undergraduate and graduate students interested in Hong Kong and its culture. We hold monthly events celebrating Hong Kong culture and events relating to current affairs in Hong Kong.

The purpose of Japanese Student Union is to provide support and a social network for Japanese and Japanese American undergraduates and students interested in Japanese culture, society, and current issues, while raising cultural awareness and fostering information exchange with the Stanford community.

HUI O NĀ M OK U

KO R EA N-A M ERICA N STU D EN T

Hui o Nā Moku is a Stanford student group A S S O CIATION (KSA ) focused on learning, sharing, practicing and Stanford Korean-American Student Association celebrating indigenous cultural knowledge and (KSA) is Stanford’s only undergraduate Koreanhistory of the Pacific. interest student organization that welcomes anyone interested in Korean culture!

IN DI AN STA N F OR D ST U D ENT A S S OCI AT I ON ( I S S A )

ISSA exclusively focuses on the cultures and people of India.

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L AMB DA P H I E P S I LO N FR AT ER NITY, I N C.

Lambda Phi Epsilon is the first national Asian American interest fraternity, and the first Asian American interest fraternity at Stanford University.

Our fraternity’s motto is “To be Leaders Among Men,” and we strive to be leaders both as an organization and individually. Through our social and cultural programming, we aim to bring together a diverse community that is often divided along ethnic lines and to provide a united front when it comes to discriminatory actions that affect us all. We celebrate the diversity of all cultures and take pride in the unique heritage of each brother. Unlike other organizations on campus, we have no yearly turnover, no sudden changes in membership – the continuity of our organization allows us to make a long-term impact on the community and solidifies bonds of lifelong brotherhood that extend from actives to alumni.

M U S L IM STU D EN T U N ION (M SU )

The purpose of MSU is to foster cross cultural dialogue on issues that pertain to Muslims domestically and globally, and to promote awareness of the Islamic faith and culture to the entire Stanford community.

PAK ISTA N IS AT STA N F ORD (PA S)

PAS is a student organization aimed at bringing together people of Pakistani origin and other members of the Stanford community interested in Pakistani culture.

MULTIRAC I A L I DE NT IFIED CO MM UN I TY AT STA NFO R D ( M ICS )

The Multiracial Identified Community @ Stanford (MICS) provides space for mixed students to engage with diverse perspectives, talk about identity, connect with mixed faculty, and learn about mixed studies. We do this by hosting various socials, study nights, speaker events, discussions, workshops, and field trips. We also make it a priority to collaborate with other students groups as well as the various ethnic community centers on campus. First and foremost, we value community, and we always welcome any students who are interested in engaging with us!

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PI L IPINO A M E RI CA N ST U D ENT UNIO N ( PA S U)

The Pilipino American Student Union (PASU) at Stanford is an organization that aims to unite the Pilipino population as well as those interested in the culture and to spread awareness of Pilipino culture and issues to the Stanford community at large.

S IG M A P SI ZETA SORORITY, IN C. ( SYZ )

Through service, education, leadership, mentorship, and outreach within and outside of Stanford University, the Pilipino American Student Union strives to maintain a safe space for PilipinoAmerican students and allies to empower youth to act as agents of positive change, explore personal and collective Pilipino identity, celebrate the richness of Pilipino and Pilipino-American culture, and nurture the spirit of a supportive and thriving family.

Sigma Psi Zeta is a progressive multicultural Greek organization that provides a means to success and support for women, particularly women of color. SYZ was founded in 1994 and incorporated in 1996. While SYZ is a multicultural Greek organization, with many sisters in other chapters not identifying as APIA, SYZ has historically been rooted in APIA advocacy. 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. Nationally, regionally, and individually, we strive to embody the ideals of Sigma Psi Zeta.

QUEER A N D Q UE ST I O NING AS IANS A N D PAC I F I C I S LA ND ER S ( Q &A)

S IK H ST UD EN TS A SSOCIATION AT STA NFO RD

Queer & Questioning Asians/Pacific Islanders at Stanford (Q&A) provides a supportive space and network in which to engage with issues of Asian American/Pacific Islander (API) issues and LGBTQAI+identity alongside one another. We seek to create a space where members of Q&A identities are able to socialize with like- minded members while thinking critically about their identities in a comfortable and safe setting.

Satrang is Stanford’s Sikh Association. Satrang seeks to foster awareness about Sikhism in the Stanford community. The purpose of this organization shall be to broaden the understanding and awareness of the Sikh religion and heritage in the Stanford community through cultural, cross-cultural, social, religious, academic, and political activities.

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S I N GA P OR E A N S AT STANFO R D (S@ S )

STA NFO RD IN D ON ESIA N STU D EN T U NIO N

S@S is a social organization for Singaporeans and The Stanford Indonesian Student Union is a Stanford community members who are interested social and professional group of Indonesians, in Singaporean culture and issues.

Indonesian-Americans, and students interested in Indonesian culture.

S OUTH A S I A N S OC IETY ( S AS )

Founded in 1989, Stanford South Asian Society (SAS), formerly known as Sanskriti, has expanded quickly to become one of the largest cultural groups at Stanford. With over 600 members, SAS functions as a portal that connects the Stanford community to the diverse cultures of South Asia.

By exploring history and tradition, addressing issues of sociopolitical importance, presenting a social forum for our members, and promoting our performances and lively arts to the rest of the Stanford community, SAS seeks to strengthen student awareness of South Asian cultures.

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STA NFO RD KHM ER A SSOCIATION ( S KA)

The Stanford Khmer Association (SKA) promotes awareness of Khmer culture and CambodianAmerican issues through workshops & discussions, film nights, engaging workshops, cultural events, and community outreach. Open to all members of the Stanford community regardless of ethnicity, SKA features a diverse, welcoming membership and is building a community of shared identity with Khmer heritage. SKA encourages diverse cultural interests by collaborating with other Stanford-affiliated groups, Khmer/CambodianAmerican interest groups at other universities, the broader Khmer/Cambodian-American community, and the broader Asian Pacific Islander (API) community.

STANFO RD V I E T N A M ES E ST U D ENT ASSO CI AT I ON ( SV S A)

Founded in 1988, the Stanford Vietnamese Student Association (SVSA) has served as both a family and as a support network for Vietnamese identifying students and students interested in Vietnamese culture. 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 serviceoriented and cultural programming.

TAIWAN ESE CU LTU RE SOCIETY ( TCS )

The Taiwanese Cultural Society 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.

T HA I ST UD EN T A SSOCIATION (TSA )

TSA strives to promote Thai culture and create connections among students who share interest about Thailand.

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TI BETA N ST UDE N T U NIO N ( T S U )

Formerly known as Stanford’s Friends of Tibet, the Tibetan Student Union (TSU) is a student group that looks to provide a space for individuals who are interested in learning more about Tibetan issues and culture. It is also a space for Tibetan Americans and international Tibetan undergraduates to connect over shared experiences. We seek to promote Tibetan culture and engage in discussions about Tibetan issues both on campus and beyond. We aim to preserve the rich culture of Tibet and facilitate dialogue with anyone interested in Tibet - regardless of ethnicity. TSU presents a documentary screening during May (Asian + Pacific Islander Month) and TSU freshmen traditionally present a workshop related to Tibet during Stanford’s “Listen to the Silence” event early winter quarter.

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U ND ERG RA D UATE CHIN ESE A M ER ICA N A SSOCIATION (U CA A )

The Undergraduate Chinese American Association exists to connect students in the undergraduate population who, in any way, define Chinese American as part of their identity. We are additionally open to non-Chinese American students interested in understanding more about Chinese American identity or culture. Our goals are to build a strong and dynamic community, provide a safe space in which to discuss questions of identity, and host cultural, social, and activism events to share Chinese culture and spread awareness about Chinese American issues and heritage.

ARTS & CLUB SPORTS

B A S M ATI RA A S

Basmati Raas is Stanford’s Competitive RaasGarba Team. Raas and Garba, two folk dances from Gujarat are known for their grace and energy A L L I ANC E and our team hopes to celebrate and preserve Alliance is a completely student-run hip hop this part of Indian culture. Our team performs dance team whose members come from a variety on campus at various events and off campus at of backgrounds ranging from classical ballet to competitions. Our goal is to learn and perfect old school funk. one dance each year to perform at competitions where we represent Stanford on an intercollegiate level. Being a part of Basmati Raas should be a rewarding experience for all members – the tight knit community, the discipline, and the feeling of satisfaction and accomplishment after performing a dance are unique experiences that make this group so special.

A S I AN AME RI CA N T HEAT ER PROJECT ( A AT P )

The Asian American Theater Project believes that Asian/Asian American experiences are underrepresented in theatre and is dedicated to addressing the underrepresentation of Asian/ Asian Americans through the language of theater as well as to engaging the larger Stanford community by facilitating discussion of issues of identity, race and representation through the lens of Asian/Asian American experiences.

CO M M ON ORIG IN S

Common Origins is a non-audition, hip-hop/ urban dance group based in Stanford that was founded in 2010 on the belief that everyone has the potential to be great—they simply need the opportunity to take that first step. As a non-audition group, we welcome dancers of all levels, at any time, to join us. We focus on creating a unique and challenging environment that brings both experienced and new dancers together through their shared passion for dance.

Throughout the year, we aim to challenge and train both our dancers and choreographers by teaching and performing a wide range of fresh, exciting choreography that we perform in dance showcases throughout the year.

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KAO R I H I VA

Kaorihiva is Stanford’s premier Polynesian dance group founded in 2007. After establishing itself in the Stanford community, it quickly became a space for people to come together and celebrate Polynesian culture through dance. The group’s name is a combination of the word ‘dance’ in various Polynesian languages, representative of the group’s Polynesian choreographies of Hawaiian, Tahitian, Samoan, and Tongan origins.

Kaorihiva brings in local kumus and ra’atiras (teachers) to teach workshops throughout the year, and in the spring quarter, we have a hōʻike (show) to share our culture with the broader Stanford community.

KAYUM A N G G I F I LIPINO DANCE TRO UP E

Kayumanggi strives to bring cultural awareness to the Pilipino youths of the Bay area through outreach and performances, bringing the Pilipino traditions to schools and communities that would otherwise have little available resources. Utilizing the unique talents of every member, Kayumanggi fuses traditional Philippine background with the modern Pilipino-American experience through cultural dances, spoken word performances, various musicians and vocalists.

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M UA L AC HON G (M L H)

Mua Lac Hong Vietnamese Dance (MLH) serves as both a family and as a support network for students interested in Vietnamese traditional dance at Stanford University. MLH 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 through the performance of Vietnamese dance, through performances and cultural programming.

NO OPU R

The mission of Noopur is to foster the practice and awareness of Bharata Natyam, an ancient classical dance form of South India.

There are three overarching goals: 1. to encourage current students of Bharata Natyam to continue their art form at Stanford 2. to form a centralized, official group of Bharata Natyam performers on campus to facilitate performance 3. to promote awareness of this art form, and Indian classical dance in general.

OCEAN I C TON G UE S

R AAG APEL L A

Stanford’s first and only Asian American Writers’ Stanford Raagapella is a South Asian fusion a Workshop community. cappella group. Since 2002, Stanford Raagapella’s goal is to unite members and audiences and to encourage the appreciation of music from South Asia and other cultures by capturing the essences and energy of music in performance and recording. Raagapella is a warm and inclusive group, cultivating a culture of love and respect toward its own members and to members of the Stanford community and beyond.

O-TON E

O-Tone (“many voices, one tone”) is Stanford’s co-ed East Asian A Cappella Group. Founded in 2016, our repertoire includes Mandarin, Cantonese, Hokkien, Vietnamese, Korean, Japanese, and English songs from a variety of eras and genres, including K-Pop, anime, ballads, R&B, and traditional folk songs.

S PICM ACAY

Spicmacay Stanford is an organization dedicated to the conservation and promotion of Indian classical music.

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STANFORD B H A N G R A T EAM

Our team was founded in 1996 and ever since, we’ve worked hard to spread the love and joy of bhangra, a traditional dance form originating in Punjab, India that today, with its bass-infused beats and high-energy movements, has spread worldwide. In North America, there exists a competitive bhangra scene that draws the interest of countless colleges around the country, in addition to private dance academics and groups.

STANFORD CHIN ESE SIN G

Stanford Chinese Sing is a vocal music group founded by creative artists that are passionate in traditional and contemporary Chinese music.

Sing++ is the primary A Capella group under Stanford Chinese Sing.

STANFORD D RAG ON B OAT STANFORD C H I N E S E DANCE

Stanford Chinese Dance (SCD) provides Stanford students with the opportunity to experience Chinese dance and culture. SCD was founded in 2006 by three Stanford undergraduate students and Chinese dance enthusiasts Kerry Lee ‘07, Cheri Li ‘08, and Yung-Yee Chen ‘08, who sought an outlet on campus to learn and perform the art of Chinese dance. In 2007 SCD invited acclaimed Chinese dance instructor Hai Yan Jackson from Sichuan, China to take the group to the next level.

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The Sport Dragon boat racing is an exciting team water sport which emphasizes strength, endurance, and synchronization in a long canoe-like boat. Originally born out of Chinese tradition, it has recently risen to prominence both locally and internationally. Since 2003, the Team Stanford Dragon Boat is a co-ed club sports team that aims to foster athletic growth and strong community among its members. Prior experience is not required for team selection, as many members are new to the sport. Stanford Dragon Boat is a member of the California Dragon Boat Association (CDBA), and historically participates at the collegiate level in 2 to 3 races every year.

We also race internationally!

STANFO R D LI ON DA NCE

Stanford Lion Dance is an Asian performance organization dedicated to performing and spreading awareness about Asian culture and practices through a mix of costumes, dance, martial arts, music, and other performance styles.

STA NFO RD TA IKO

Stanford Taiko remains true to the goals of its original charter to (i) present taiko to the Stanford community, and (ii) to educate the community about taiko. In addition to performances, the group holds regular workshops for community members, supports the Music Department seminar Perspectives on North American Taiko, has their annual Spring Concert, and participates annually in the Intercollegiate Taiko Invitational.

Every member of Stanford Taiko contributes something of their own to the group, whether it be dance experience, musical background, or just great ideas!

STANFO R D N E WTY P E

​ tanford’s anime club dedicated to introducing S the Stanford community to anime through anime screen shows and movies, karaoke nights, anime conventions in the area, and generally a great time!

XTRM

XTRM (pronounced “extreme”) is Stanford University’s non-audition, competitive K-pop Dance Team. XTRM strives to provide opportunities to learn dances popularized by various K-pop groups and foster a community passionate about Korean pop culture. We welcome members from all backgrounds who are interested in dance and Korean pop culture.

STANFO R D WUS H U

Stanford Wushu’s mission is to promote the awareness and the advancement of Chinese Martial Arts (wushu, tai chi and sanshou,) including its study, history, and culture through instruction, practice and competition.

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SERVICE & ADVOCACY

ALTER N AT I V E S P RING B R EA K ( A S B )

Alternative Spring Break (ASB) and Thanksgiving Back (TGB) expose students to complex social/ cultural issues through direct service, experiential learning, group discussion, and individual reflection. The Asian American community holds trips each year that have and currently focus on: Asian/Asian American issues, Khmer American communities, Pilipinx/Pilipinx Amerian issues, Queer & Asian Intersections, Refugee & Immigrant Health, and Vietnamese/Vietnamese American communities.

PR OJ E CT D OSTI

Project Dosti puts on events to increase of awareness of social issues in India, helps with various Indian cultural events, and sends students to India to engage in community service projects.

STA NFO RD A SIA N A M ERICA N ACT IVI SM COM M ITTEE (SA A AC)

ASHA F OR E DUCATIO N

Asha for Education’s mission is “to catalyze socioeconomic change in India through the education of underprivileged children.” Volunteers of Asha work closely with the project partners in India, while locally organizing fundraisers and community awareness events. Asha Holi, a popular event in the Bay Area, is Asha Stanford’s primary fundraiser, which directly helps support several education projects in India. Every year we select diverse projects from the pool of proposals we receive from various sources like Nongovernmental organizations (NGOs) working in India, other Asha chapters and non-profits organizations working on similar issues and direct contacts.

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SAAAC’s mission is to create a supportive community for students to learn about progressive social change and build knowledge and leadership so that members can develop their own commitments to service. Issues that SAAAC will prioritize include the ways people of color are disproportionately affected by power and privilege in the US and globally, such as through immigration policy, labor exploitation, environmental racism, the housing crisis, drug policy and other ways that oppression manifests.

SAAAC will develop members’ commitment to service through various projects, including but not limited to internal political education, workshops for the broader Stanford community, volunteer opportunities at and connections to off-campus organizations, art projects, campaigns.

TEAM HE PAT I T I S B VIR U S STANFO R D UN I V E RS ITY ( T EA M HBV)

Founded in 2009, Stanford Team HBV’s goal is to create a strong, unified community that will promote, support, and further efforts to eradicate hepatitis B. We hope to raise awareness of the disproportionately high incidence of hepatitis B and liver cancer among APIs and provide educational and fun programming to the Stanford community to encourage healthy liver living and involvement disparity.

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PRE-PROFESSIONAL

ASIA PAC I F I C E N T R EPR ENEU R S HIP S OCI E TY ( A S E S )

AS IAN PACIF IC A M ERICA N M ED ICA L STU D EN T A SSOCIATION ASES was founded at Stanford University in ( APAM SA ) 1998 with the goal of connecting student entrepreneurs all over the world. Today, active ASES chapters provide educational programs on entrepreneurship, design, and venture capital for students across the globe. We challenge our members to think beyond Silicon Valley and solve global problems.

The Stanford Pre-Medical Asian Pacific American Medical Student Association serves as a resource for information and community of support for Asian Pacific Islander (API) students, pre-medical students, and students interested in API health issues; we work to spread awareness of the many health disparities in the API community, and strive to find ways to solve many of the difficulties APIs face in education, medicine, and society as a whole. Our organization provides a link between undergraduate students, graduate and medical students, faculty of API background or interests, as well as communities beyond the Stanford campus.

S O CIETY OF A SIA N SCIEN TISTS AND EN G IN EERS (SA SE)

SASE National’s mission is to: (1) Prepare Asian heritage scientists and engineers for success in the global business world. (2) Celebrate diversity on campuses and in the workplace. (3) Provide opportunities for members to make contributions to their local communities.

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COMMU N IT Y EVEN TS The Asian American community hosts a vast array of events each year, with opportunities for students, faculty, staff, and alumni to build community, celebrate, learn, and grow with one another. Check out some highlights from our community.

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FAL L

Alumni Reunion Homecoming

Asian American Activities Center (A3C)

Asian American New Student Orientation Committee (AANSOC) The Asian American Community extends a welcome to all new Asian American students through AANSOC, the Asian American New Student Orientation Committee. During this time, new students will get exposure to the various ways they can find community and resources to enrich their experience.

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 places at the end of AANSOC/beginning of Fall quarter.

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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.

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.

Okada House Events Okada House

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 celebration—come learn with us!

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.

Modern Dance Showcases Many dance teams such as Alliance, DV8, and Common Origins were formed as a way to artistically express the American pop influences on Asian American experiences.

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.

WINT E R

Listen to the Silence Asian American Students’ Association (AASA)

Listen to the Silence is a conference sponsored by AASA that gives students oncampus, in the Bay Area, and beyond, the opportunity to learn about pressing issues in the API community. It brings representatives from community groups like the Anakbayan Silicon Valley, Chinese Progressive Association, and Lunar New Year Asian Women’s Shelter, and Each year, student groups such speakers such as Helen Zia to as the Stanford Vietnamese campus.

Student Association (SVSA), Undergraduate Chinese American Association (UCAA), and Hong Kong Student Association (HKSA) organize campus-wide Lunar New Year celebrations. Complete with student performances, food vendors, and professional lion dancers, this event draws crowds of students, faculty, and passerbys.

Family Weekend Welcome

Asian American Activities Center (A3C) During Family Weekend in February, the A3C hosts a welcome event to introduce family members to the Asian American community at Stanford, complete with a reception, student speakers, and performances.

Alternative Spring Break The ASB Program provides an opportunity for students to explore social and cultural issues through communityengaged learning, service projects, organization visits, group discussions, and reflection activities. ASB offers programs that focus on Asian American, Pilipinx, and Queer & Asian issues.

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Groups like the Hmong Student Union (HSU), Stanford Khmer Association (SKA), Pilipino American Student Union (PASU), Stanford Vietnamese Student Association (SVSA), and Tibetan Student Union (TSU) partner with their local communities to create culturally sensitive opportunities for high school students to think about their identities and pathways to higher education. Through college preparation workshops and peer mentorship, student leaders are able to help expand and support their communities.

S P R ING

High School Outreach

Admit Weekend Asian American Center (A3C)

Activities

The Admit Weekend Welcome introduces the incoming class to the organizations, advisors, and resources within Stanford’s Asian American community. The event consists of food, student speakers, and performances, and allows the prospective frosh to interact with current students.

Culture Nights Groups such as the KoreanAmerican Student Association (KSA), Stanford Vietnamese Student Association (SVSA), South Asian Society (SAS), and Pilipino American Student Union (PASU) organize largescale productions to express their unique culture and heritage and increase public awareness of their culture.

SibFam Dinner

Asian American Sib Program (AASIB) After spending Fall Quarter getting to know your SibFam, the AASIB Family Dinner is a great way to meet other SibFams over a delicious meal. SibFams can look forward to an evening of dinner, entertainment, and lots of laughter.

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Stanford Lūʻau Kaorihiva

Typically held in April, Lū’au is organized by Hawai’i 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 Lū’au.

Taiko Spring Concert Asian American Awards

Stanford Taiko

Activities Stanford Taiko is a studentrun organization devoted to ensemble drumming rooted Stanford Asian American in Japanese folk tradition.

Awards is sponsored by the This annual full-length concert A3C to recognize individual showcases the creativity of faculty, staff, students, and Stanford Taiko, with all pieces alumni for their tremendous being original works composed service, achievement, and by the group.

Asian Pacific Islander dedication. Award recipients are selected from a wide variety (API) Heritage Month Asian American of constituencies throughout Recognizing the history and the community.

Graduation Dinner experiences of Asians in Asian American Activities America, Asian/Pacific Islander Center (A3C) Heritage Week was established Fraternity & Sorority The Asian American Graduation in 1978, and in 1991, was Life Recruitment Celebration dinner brings changed to API Heritage Month Stanford has a vibrant Greek- together families and friends in May. At Stanford, the A3C, lettered community with a to recognize the achievements Asian American Students’ history as old as the University. of our graduating students.

Association (AASA), and Okada The Multicultural Greek Council This event is one of the few help organize a calendar supports our culturally-based ceremonies where parents and of events held by student organizations, three of which families are recognized for their organizations throughout May. are based on advancing the contributions to the success of Asian American community. the graduate.

Night Market Taiwanese (TCS)

Cultural

Asian American Center (A3C)

Society

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 offcampus. First held in 2001, it hit an attendance of over 2,000 by 2014.

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ind ex A A3C Advisory Board 25 A3C Frosh Intern 32, 35, 46 A3C Graduate Student in Residence for Undergraduate Resarch Support 29, 43 Adamos, Jerald 18, 25 Admit Weekend 72 Alliance 53, 61, 70 alpha Kappa Delta Phi International Sorority, Inc. (aKDPHi) 10, 53, 54 Alternative Breaks @ Stanford › › A lt e r n a t iv e S p rin g B re a k ( AS B ) 5 0 – 5 1 , 5 3 , 66, 71 »» Asian American Issues: From Identity to Action 11 »» Kapwa: Exploring Pilipinx History and Identity as a Platform for Social Change 11 › › T h a n k s G iv i n g B ac k (TGB) 50 Alumni Reunion Homecoming 12, 70 API Leaders Retreat 29, 70 Asha for Education 53, 66 Asian American Activities Center (A3C) 8, 9, 10, 15, 16, 18, 21, 24, 32, 46 Asian American Awards 30, 73 Asian American Graduate Student Association 53 Asian American Graduation 30 Asian American New Student Orientation Committee (AANSOC) 8, 24, 70 Asian American Sib Program (AASIB) 10, 28, 70, 71 Asian American Students’ Association (AASA) 8, 9, 11, 24, 46, 53, 54, 71 Asian American Studies (AAS) 10, 11, 13, 24 Asian American Theater Project (AATP) 8, 53, 61, 70 Asian and Pacific Islander Law Students Association (APILSA) 53 Asian Interactive Mentoring Program (AIM) 28 Asian Pacific American Medical Student Association (APAMSA) 53, 68 Asian Pacific Islander (API) Heritage Month 73 Asia Pacific Entrepreneurship Society (ASES) 53, 68

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Association of Chinese Students and Scholars at Stanford (ACSSS) 53

B Basmati Raas 53, 61 Bing Overseas Study Program (BOSP) 45 Black Student Union (BSU) 8, 9, 11 Braden Storytelling Grant 42 Bridging Education, Ambition, & Meaningful Work (BEAM) 43

GSB Greater China Business Club 53 GSB South Asian Students Association 53

H Haas Center for Public Service 49 Hindu Student Association 53, 54 Hmong Student Union (HSU) 17, 35, 53, 54, 71 Hong Kong Student Association (HKSA) 9, 53, 55, 71 Hui o Nā Moku 53, 55 Hume Center for Writing and Speaking 35

C Chang, Gordon 8, 10, 13, 18 Chappell Lougee 43 Chinese Clubhouse 5, 16 Common Origins 53, 61, 70 Comparative Studies in Race & Ethnicity (CSRE) 36–37 › › A sian A me ric an S tu dies ( A A S ) 3 6 –3 7 › › Ce n te r for Comp arative S tu d ie s in Rac e & Eth n ic ity 4 9 Confidential Support Team (CST) 39 Counseling and Psychological Services (CAPS) 27, 29, 35, 39

D

I iLive 28, 35 Indian Stanford Student Association (ISSA) 53, 55 iThrive 39

J Japanese Clubhouse 5 Japanese Student Union (JSU) 5, 44, 53, 55

K Kaorihiva 53, 62, 73 Kayumanggi Filipino Dance Troupe 15, 53, 62 Korean-American Student Association (KSA) 9, 53, 55 Korean Students Association at Stanford 53

DV8 70

E

L Lambda Phi Epsilon Fraternity, Inc. 10, 53, 56 Leading Through Education, Activism, and Diversity (LEAD) 13, 14, 29 Listen to the Silence (LTS) 12, 71 Eating Disorders Program 39 Empowering Asian/Asian American Communities Fellowship 49

F Fraternity & Sorority Life 47

G

M Movimiento Estudiantil Chicanx de Aztlán (MEChA) 9 Mua Lac Hong (MLH) 53, 62 Multicultural Alumni Hall of Fame 12, 30 Multiracial Identified Community at Stanford (MICS) 15, 53, 56 Muslim Student Union (MSU) 53, 56

R Raagapella 53, 63

S

N Ng, Cindy 10, 15, 25 Noopur 15, 53, 62 Nutrition Counseling 39

Sexual Health Peer Resource Center (SHPRC) 39 Sexual Violence Support & Resources 39 Sigma Psi Zeta Sorority, Inc. (SYZ) 15, 46, 53, 57 Sikh Students Association at Stanford 53, 57

T Taiwanese Cultural Society (TCS) 53, 59, 73 Takeover of the President's Office 9, 12 Team Hepatitis B Virus Stanford University (Team HBV) 53, 67 Thai Student Association (TSA) 53, 59 Thaviseth, Latana 21, 25 Tibetan Student Union (TSU) 46, 53, 60

O Oceanic Tongues 53, 63 Office for Inclusion, Belonging, and Intergroup Communication 47 Office of Acessible Education 35 Office of Alcohol Policy & Education (OAPE) 39 Office of Sexual Assault & Relationship Abuse Education & Respose (SARA) 39 Office of Student Engagement 47 Okada 8, 24, 38, 50, 70 Old Union Clubhouse 24, 27 › › O ld Un i o n C lu bh ou se B a llro o m 1 6 , 2 7 O-Tone 53, 63 Overseas Resource Center 45

P Pakistanis at Stanford (PAS) 15, 53, 56 Palumbo-Liu, David 10, 18, 19 Pilipino American Student Union (PASU) 9, 53, 57, 71, 72 Project Dosti 53, 66

Q Queer and Questioning Asians and Pacific Islanders (Q&A) 12, 53, 57

Singaporeans at Stanford (S@S) 10, 53, 58 Society of Asian Scientists and Engineers (SASE) 53, 68 South Asian Society (SAS) 53, 58, 72 Speaker Series 15, 28 Spicmacay 53, 63 Stanford American Indian Organization (SAIO) 9, 11 Stanford Asian American Activism Committee (SAAAC) 15, 53, 66 Stanford Asian Pacific American Alumni Club (SAPAAC) 30 Stanford Bhangra Team 15, 53, 64 Stanford Chinese Dance 53, 64 Stanford Chinese Sing 53, 64 Stanford Dragon Boat 53, 58 Stanford GSB Asian Society 53 Stanford Indonesian Student Union 10, 53, 58 Stanford Khmer Association (SKA) 17, 53, 59, 71 Stanford Lion Dance 53, 64 Stanford Lū'au 73 Stanford Newtype 10, 53, 64 Stanford Taiko 10, 53, 65, 73 Stanford Taiwanese Students Association (STSA) 53 Stanford Vietnamese Student Association (SVSA) 9, 53, 59, 71, 72 Stanford Wushu 9, 53, 65 Students of Color Coalition (SOCC) 9, 46

U Undergrad Resident Deans 39 Undergraduate Advising & Research 43 Undergraduate Chinese American Association (UCAA) 9, 53, 60, 71

V Vice Provost for Teaching and Learning 35

W Weiland Health Initiative 39 Wellness Network 39 Who’s Teaching Us? 13, 20 Windhover 39

X XTRM 53, 65

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af terwo rd I remember receiving my copy of the previous edition of the Sourcebook, when I walked into the A3C during NSO. I visited before any of the official events, so it was quiet and only Cindy and Jerald were there. Cindy handed me a used, slightly sauce-stained copy of the sourcebook, and they told me about the history of the A3C, the student organizing and struggle it took to build the cultural centers, and the programs offered today. After that encounter, I signed up for the AASib program, applied to be an A3C frosh intern, registered for an Asian American Studies course, and made the A3C my home.

That is not to say that the A3C is perfect, in the same way that nothing in the university can be perfect. That’s why we have pages of stories and resources and histories and organizations—all built up over years, by the people who came before us, to make Stanford more liveable for us today. They are the result of challenging the university, of shifting power from administrators to students of color, of building community with one another.

Whether you are first-generation or multi-generation Asian American, whether you feel like you are a minority within a minority, whether you embrace the label of Asian American—we hope that the A3C can be a space for you.

And if you do not find your home within the A3C, we hope this Sourcebook and the resources we offer can help point you towards a community you can call your own, be it a dorm or dance team or student organization. Wherever you land at Stanford, remember that the A3C will always be open to you, and we are there to support you—emotionally, socially, academically, and more.

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Melody Yang ‘21

Engineering Physics Major

Designer & Editor -in-Chief

Melody Yang

Special Thanks

Cindy Ng Jerald Adamos Latana Thaviseth Sabrina Chao Ray Chen

Contributor Credits

Britney Ky Daniella Caluza Diana Khong Ethan Lo Gillyn Maung Haniyah Burney Huanvy Phan Jacky Chu Jennifer Xiong Ji Hong Ni JJ Kapur Joseph Chao Joshua Pe Kavita Selva Kimiko Hirota My Nguyen Nietnimol Khay Niki Saelou Rachelle Pabalan Sabrina Chao Savannah Pham Soly Lee Tenzin Yuthok

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Asian American Activities Center Old Union Clubhouse Stanford, CA 94305 650.723.3681 a3c.stanford.edu @stanforda3c @stanforda3c