‘Design of School’ is a critique of Carnegie Mellon University’s School of Design (Design.) program, organized and written by women of color in the program. Through addressing the current issues surrounding race, gender, and identity, we hope to spark conversation about the inequalities of power we experience. Our ultimate hope is to inspire action, from both faculty and students, to design a more transparent system that ensures every student here receives an equitable education. All quotes shared in this project come from current students and alumni who identify as women of color and have shared their experiences within the school. These women come from a wide array of classes, tracks, and ethnic backgrounds. All quotes have been anonymized to protect their identities, but are otherwise unedited as to not diminish the rawness and vulnerability of the experiences shared.
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Carnegie Mellon’s School of Design. (SoD) is an institution built on white cis–gender, male supremacy, which embodies and perpetuates systemic racism, sexism, and bias. Decades later those practices and attitudes are still ingrained in the foundation of this school. The continued and collective ignorance from Design.’s administration, faculty, and students actively affirms and expands Eurocentric discourse and ideology, and continues to erase the hard work, effort, and voices of the individuals at this school who fall under marginalized groups. Not only is this dated, but it contributes to our institution’s impoverished definition of diversity as conformity to white conceptions of social norms, educational practices, professional relationships, and design curriculums. This very definition sets up certain students for success to reap major benefits from the system, while others are left unseen. In our exploration of these matters, a glaring realization emerges. A substantial part of these issues can be traced back to a significant lack of transparency in communication between the faculty and students. This lack of clarity extends to how opportunities are distributed, how decisions are made, and how institutional processes are conducted. As students deeply engaged in this program, we recognize the imperative need to highlight an issue that starkly contradicts the school’s claimed commitment to its student body and the public, which highlights the importance of successfully recognizing diversity, equity, and inclusion. Our primary goal is to emphasize the profound lack of transparency within the system, which impacts various aspects from daily interactions to the overarching structures defining our educational experience. The misalignment between Design.’s professed commitments and its reality speaks for itself. Curriculum often neglects to consider student’s diverse backgrounds in the classroom, often exacerbated by faculty’s lack of effort in understanding and respecting students of non–white backgrounds . The tight knit culture of a small community without clear and professional processes has led to opportunities being often distributed through social networks rather than by needs or academic performance. Over time, these oversights have permanently shaped the culture of Design. One prominent challenge lies in elucidating the impact of seemingly minor actions on students. Regardless of all the intentions,
encounters and continued behaviors that make students question their presence and worth as designers, elicit a spectrum of emotions, from initial shock and disbelief to the agonizing decision of whether to speak out, ultimately leading to reluctant acceptance. What often goes unnoticed is the cumulative toll of these actions over time on the wellbeing of individual students, and the perpetuating culture and climate of the school itself, which is fraught with confusion about how decisions are made within the school. This not only affects individual experiences but also undermines the integrity of the education system as a whole. The faculty members inadvertently perpetuating these issues are largely unaware of the impact they have. However, mere ignorance is another form of complacency. Seemingly innocuous moments and behaviors contribute to more significant problems that compromise the quality of education, physical and mental well–being, and future prospects of affected students. This project extensively explores the lack of transparency within Design., centering on the revelation of systemic biases that permeate our system, practices, and faculty. Addressing these issues necessitates a crucial shift in awareness and a committed effort to dismantle the systemic barriers hindering the pursuit of genuine transparency and inclusivity within Design.
The manipulation of CMU Design.’s logo used throughout this project serves as a way to call out the inconsistencies between what the school outwardly claims they strive for and the realities of people’s experiences.
The wordmark overlayed with the word “silence” in the “Yakema” typeface represents the group of people within the school who have been overlooked and often do not have a voice in this space.
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POSTER SERIES As an entry point, a series of printed materials are prominently displayed in the hallways to introduce and highlight the disparity between the school’s claimed identity and its actual reality. Drawing reference from recognizable elements and metaphors of SoD, these posters visually represent crucial reflection points. Each visual juxtaposition pulls a direct statement sourced from the school’s website, and frames it into a question that urges for tangible actions. All data is collected from available public sources, including student and faculty demographics, which were used to generate AI portraits based on race, gender, and age. This deliberate contrast reflects these statements back as questions. Our goal through this work is to provoke a community dialogue around how the SoD can be held accountable to its proclaimed promises of fostering an educational experience which values diversity, equity, inclusion, and belonging, and asks for tangible measures towards achieving those goals.
Introduces the audience to our project title and hints to the theme of transparency by obscuring a comprehensive roster of the school’s current demographic data as of 2023.
By creating the “average” face of each cohort, we point out the representation gap between faculty and students to highlight the discernable lack of effort being made to commit to the school’s DEI statement.
By vandalizing certain portraits within a student roster, we question if non–white American voices are truly heard and uplifted within Design.
Using Faculty Course Evaluation (FCE’s) as a metaphor, we emphasize the prevailing sense of distrust within the system, where despite voicing grievances and constructive feedback to faculty, there is still an evident absence of change.
Using the format of Design. awards as an artifact, we propose a simple way to offer transparency in recognizing student achievements.
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AR FILTER The second part of our exhibit involves an AR experience that “defaces” parts of the Design. building — Margaret Morrison Hall — which historically was the women’s college of Carnegie Mellon. Featured along the stairwell walls of Margaret Morrison is a curated collection of quotes gathered by Rebecca Deutsch in 2004. These are voices that provide us insight into women’s educational experiences within the CMU over the past century, and are meant to illustrate the evolution and progress of women’s representation in higher academia. With quotes highlighting experiences that describe senses of belonging and ownership over their education, a narrative is painted, that although genuine to some, might not ring true for everyone. As the school’s student body, faculty, and curriculum has evolved over the years, women of color within our student body now face unique and distinct challenges that are not adequately represented by the quotes on this installation. As we walk through these stairways daily, we wonder how our voices and experiences can coexist within this space without the fear of being silenced or censored. To address this issue, we have harnessed the power of augmented reality to draw a parallel between the historical quotes and new statements from women of color who have recently matriculated. This juxtaposition highlights the irony present in many of the historical quotes and emphasizes the importance of recognizing the evolving and diverse experiences of women in our educational environment.
Scan to activate
Images from Instagram Filter in use
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“Talking, talking, talking and just “I wouldn’t talk to professors feeling about this because I worry that I I would jeopardize my was in relationship with them.” college 2023 and the world was ahead.” 1938 “Andrew Carnegie “Many of the professors here are talked to our class, alumni of this school, which makes and at the end he it an insular environment without said, ‘Now I hope enough diverse perspectives brought you all leave here into the program.” and find good 2023 husbands!’” 1918 “As a freshman in secretarial studies, I chose the highest math course offered in Margaret Morrison, but I had studied most of the material in high school. I went to the Dean for special permission to take math courses in the engineering school. She went to bat for me, and I got necessary math credits to become a certified to teach high school math.” 1943 “The privilege is apparent when my white peers say things like ‘I’m not showing up with anything, I’ll just say I was tired, I don’t care about it.’ They have the luxury to not meet deadlines, and show up with half–assed work because the professor will always give them the benefit of the doubt. Whereas I, despite putting in a lot of work, will never be seen in that way because I don’t have the ability to be friends with the professor like they do.” 2023
“There were only a few of us women in Architecture but we were never treated like we didn’t belong.
There were no women in Engineering, but there were brilliant women in Architecture.” 1946 “During our toaster project final critique, our professor would ask the men complex questions, but only ask low–balled questions or give insignificant comments for the women, everyone noticed it.” 2023
“You “The products space is run by white have men. So as a small asian girl using this the bandsaw, I’m scared, but I can’t bridge show I’m scared because they will you respect me less.” have 2023 to walk over and you just don’t look down.” 1999
“Entering a class of less than 10% women, I realized for the first time that women in engineering was not widespread. That was the last time this thought occurred to me at CMU. We were all students, all working together, helping each other.” 1982 “[White student] has a [white professor], [white student] has a [white professor]. Who do I have? Who here will understand my work and give me opportunities?” 2023
All quotes displayed in the AR filter
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“There was a tremendous amount of creative opportunity for everybody. It felt like you could be anybody and you could still get the same opportunity.” 1976 “It feels like opportunities are being robbed from students who are more deserving, and it often falls under the issues of race, ethnicity, and personality traits.” 2023
“It’s weird how there was no explanation as to why people received awards at the Design. Award Ceremony. I wonder what the election process was like.” 2023 “I worked my way up the editorial ladder of the tartan. It was the war years and not a lot of guys were on campus, so I seized the opportunity. By my junior year I was managing editor and during my senior year I become editor.” 1944
“I met a man at orientation and married him 3 years later. I was raised to believe that I would support myself and that I needed marketable skills. “Because of our small class size, the I did not plan to marry professional lines get blurry and it before age 26, but ended stems into more like parent and up marrying at 21.” child vs. professor and student.” 1974 2023
“As two country girls loose in the big city, we did daring things– went to racy movies at
the art cinema and plays on Center Ave. Once we even hitched rides.” “Making an official report for DEI 1955 violations scares me. I wouldn’t want to jeopardize myself as an international student, it’s very hard to get to here.” 2023
“Why is it that a professor can have a 1.3 rating on ratemyprofessor.com and have tons of comments about being racist still allowed to teach? Why isn’t this addressed by any faculty at this school.” 2023 “I went to night school for six years for my masters because women could not enroll in the day school in engineering. I was the only women surrounded by curious males. I completed my courses in metallurgy. But they gave me a chemistry degree because the engineering department would not grant degrees to women.” 1937
“As soon as I started that programming course, I absolutely loved it. I had a great feeling of having my own creation, an art in itself.” 2000 “When working on a project regarding my cultural identity, the professor doesn’t take the time to fully understand it, ask insightful questions, or give critique.” All quotes displayed in the AR filter 2023
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As the information in this zine is being digested, it’s important to reflect on how our individual roles may play into these systems of power, and the ways we may have caused harm to others. While one could be quick to react when presented with information and critique that makes us uncomfortable, the act of acknowledging our privileges and the responsibilities that come with being in a position of power is an imperative step to creating change. Before inserting ourselves into the conversation and providing input, we as a community should reflect on the following questions to ensure further discussions are productive and meaningful.
for Faculty Am I able to acknowledge my position of power and the responsibility I have to be proactively non–biased that comes with it? How can I ensure my conversations with students remain professional without crossing personal boundaries? What steps am I taking to redistribute funding to support the communities I have an impact on? Do I know what all my students are working on or just the students who proactively talk to me? Do we have a transparent and clear process which mediates bias for giving merit based awards, to ensure that awards are truly given based on meritand money awards are given based on need? How do we create policy which acknowledges and minimizes bias? Do we let the current industry dictate how education should be or does education shape the future industry? Do I take the time to understand all of my students’ work even if I am uncomfortable or inexperienced with the content?
for Students Am I aware of how I occupy space in class conversations and activities? Am I making a genuine effort to understand my peer’s cultural identity and background before giving feedback or critique? How can I use my social capital to make space for others who don’t have the same privileges as me?
General How can I ensure that my actions and behaviors towards others match my words? How can we leverage collective privilege together to help understand each other? How can we learn from each other and acknowledge our different cultural backgrounds as collective strength? Have I used ignorance or lack of awareness as an excuse to not analyze my own behavior? How do my personal emotions hinder the larger conversation about systemic issues? Can I write out and acknowledge each person to whom I could have caused harm? Is my empathy helping or hindering progress towards change? What is the role of shame in calling out systemic issues? What am I risking in critiquing the system?
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For the past 6 months, we have been very reflective of our own place within the institution as well as what we value for ourselves and others. Similar to many of the individuals we interviewed, we have been experiencing emotional outbursts of frustration, unsafeness, and distrust, which led us to question how decisions were made. To which we often found no answer because the school lacks transparency in policy and action. While it is clear certain aspects of racial and gender biases, favoritism, and professionalism issues are ingrained into SoD’s culture and often must be addressed at an individual level, it is undeniable that all these issues are interwoven with the lack of transparency. White supremacy is ingrained into our system and keeping students in the dark about how decisions are made in the school, how processes are run, and how opportunities are given, further perpetuates and fuels white power. There are direct steps that this school can take to address these issues, which over time can lead to an overall productive shift in the culture. The following is a synthesis of problem spaces that we noticed through our research: There is a lack of transparency about how and if there is a fair distribution of opportunities, academic extracurriculars, and awards within the school, and how merit and financial needs are considered during those processes. There is a lack of transparency surrounding the active effort the institution is taking to educate themselves on biases in the classroom and adequately support students. This includes not only discussions about our social capital and privileges, but also acknowledging the long history of this issue in our school and how complaints have been swept under the rug and forgotten about. It is as important for students who are affected to feel seen and acknowledged, as it is for students who benefit from the system to understand their privilege. There is a lack of transparency surrounding how the School of Design. is creating a culture of diversity within the faculty and classroom. This includes how and why we hire faculty members that more accurately represent the student body and value diversity, belonging, and inclusion in their practice of teaching. There is a gap in the way discussions
on inclusion and diversity happen in class about both the design we learn and produce, and the general student experience. [We acknowledge that when we say “women of color” in this project we are largely coming from an East Asian perspective. This is because the majority of the student body is Asian women, which is not true diversity.] There is a lack of transparency about the impact of student reports and feedback to the school. With its own culture and unique issues as a small cohort, SoD does not have a safe and effective system to report issues or guidelines as to how they will be professionally dealt with. Finally, there is a clear lack of action and accountability from Design. in addressing such issues. The school has made statements about DEI, as we’ve referenced in this project, but has yet to be transparent about any tangible plans nor metrics of assessment they have developed to put these words into action. This demonstrates to us a blatant lack of ownership over the power and responsibility they hold to create a safe environment for students. Affected students have been forthcoming about their own experiences, despite the fear associated with speaking out, because of a collective belief in highlighting issues to create positive change. However, leading efforts towards social equity and inclusion is not the responsibility of one member alone and should be ingrained in the core of our institution. This requires people in positions of power at our school to acknowledge and work to combat racial–bias and systemic injustices. In the interest of accountability, we see hope and opportunity, and there is potential in this institution to point light in its darkness. As a part of this system, we as a team wish to support, not attack, a learning space that considers the well–being of all.
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“Two months into a studio course, the professor mistook my name for another Asian woman and continued to give me the wrong feedback.” “I didn’t know Design. Lecture Series was even a thing that you could be a part of, at a certain point I found out that there was group of people doing it but to newly learn that was all word of mouth and based on favoritism was very strange. It is so whispered about and it feels kind of like a secret society. It wouldn’t be an issue if they made it transparent what the perks of it were, like being able to talk to professionals and have dinner with them, and had actual application process to join.” “There was a particular white male professor who would often call me another girl’s name because we were both of the same ethnicity. When I tried to talk to people in this school about it they rushed to his defense. That was even more frustrating because it made me doubt myself. I felt like it was my fault that I didn’t stand out more and that my name wasn’t worth remembering. It took me so long to even recognize that as a microaggression. This school is not used to having conversations about this stuff. A lot of the faculty here, especially that professor, like to present themselves as ‘woke’, when in practice their behaviors don’t align at all.” “There have been instances where student recognition has been given to certain students, with doubt from others and speculation that it’s because they have a better personal relationship with the professor or because they have a shared racial background. A lot of people in my track have noticed that one of our professors basically chooses a white male in every grade who he likes and will openly favor them the most and give them a bunch of opportunities. This is now a running joke in our class. Does it suck? Yes. But at this point, this has been the pattern repeatedly and for me to expect something else is unrealistic.”
“All of this stuff stays with you even when you leave and start working. The degree ends, but the trauma is forever.” “...I’m one of those people who just wants to get a degree and leave...and I don’t wanna say I went to this school. But I didn’t see that coming in to CMU, I thought all my dreams were coming true.” “Most Design. professors have favorites in the class which really changes the dynamic of the class. Not just in studio, but also with the trajectory of your career and the opportunities you get after graduating.” “...there will always be a little discomfort with being the only person who looks like you in the room. Speaking about my background in the room is uncomfortable because nobody resonates with it fully or cares about it as much because they don’t understand it.” “I would only go to certain people to talk to like [professor]. Partially because he openly talks about mental health and DEI, but also because he’s not a straight white man and that inherently makes things more comfortable. Sometimes it’s not really about people’s stances on issues, it’s just about having more diversity that makes people feel more safe.” “I recently started thinking about the privilege of favorites, and what plays into that. There is a lot of cultural and social capital in that privilege and who is able to kiki with the professors. There are nuances to how you socialize with professors and use language and put things into words that depends a lot on your cultural background.”
“I have not seen tangible change from systems like this. Even if I were to say something nothing would change. With Design. studies, each class complains and we come up with our own ways for how to make it better but there is no change. And even if there is, there’s no way to know where it’s grounded in and there’s no acknowledgment for the students who spoke up to make that change happen. We also do FCEs but the questions are superficial and outdated, and there’s no space to address problematic issues like bias or discrimination. We’ll never know if and how professors address the constructive feedback we provide.” “I wouldn’t talk to professors about this because I worry I would jeopardize my relationship with them.” “Many of the professors here are alumni of this school, which makes it an insular environment without enough diverse perspectives brought into the program.” “The privilege is apparent when my white peers say things like ‘I’m not showing up with anything, I’ll just say I was tired, I don’t care about it.’ They have the luxury to not meet deadlines, and show up with half–assed work because the professor will always give them the benefit of the doubt. Whereas I, despite putting in a lot of work, will never be seen in that way because I don’t have the ability to be friends with the professor like they do.” “During our toaster project final critique, our professor would ask the men complex questions, but only ask low–balled questions or give insignificant comments for the women, everyone noticed it.” “The products space is run by white men. So as a small asian girl using the bandsaw, I’m scared, but I can’t show I’m scared because they will respect me less.”
“[White student] has a [white professor], [white student] has a [white professor]. Who do I have? Who here will understand my work and give me opportunities?” “It feels like opportunities are being robbed from students who are more deserving, and it often falls under the issues of race, ethnicity, and personality traits.” “It’s weird how there was no explanation as to why people received awards at the Design. Award Ceremony. I wonder what the election process was like.” “Because of our small class size, the professional lines get blurry and it stems into more like parent and child vs. professor and student.” “Making an official report for DEI violations scares me. I wouldn’t want to jeopardize myself as an international student, its very hard to get to here.” “Why is it that a professor can have a 1.3 rating on ratemyprofessor.com and have tons of comments about being racist still allowed to teach? Why isn’t this addressed by any faculty at this school.” “When working on a project regarding my cultural identity, the professor doesn’t take the time to fully understand it, ask insightful questions, or give critique.” “There should be better boundaries sometimes because it becomes abundantly clear when faculty has favorites and it becomes discouraging for students who are not favorite students. And I say that as someone who has been considered a “favorite”. It puts me in an uncomfortable position where I’m like ‘why did you give me this opportunity or this piece of information?’”
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“The culture is so gossipy here with professors. It feels like in order to be academically successful I have to open up and be friends with my professors.” “I feel really small in this school. I don’t feel confident as a designer and I feel self conscious, like I’m back in middle school. And I’m literally 20 years old. Why do I feel like this? It’s very contrasted from how I view myself in most other spaces. I feel very secure in most other aspects of life, but here I feel like a half developed person.” “I think it’s important to note that many of my friends and I have spent a lot of time crying over the discrimination that we have faced in school. There’s this perception of women of color, specifically Asian women, that we aren’t super emotive, and can be seen as not as approachable or friendly. That makes it easy for people to not view us as whole individuals and overlook our pain and genuine concerns. Where as our white peers always get immediate care and consideration.” “Many people told me be on [professor]’s good side or be friends with them because ‘you’ll have an advantage at Confluence, and you’ll have a better chance with recruiters’. When they choose people to pair up for Confluence, it’s off–putting to me that they do it based on who they like, rather than a more fair or merit–based way. It was disappointing because I did a lot of preparation. I made a slide deck, took a class to prepare for it, and it was not at all what I expected.” “I have to draw the boundary myself, and only discuss academics and professional stuff with professors, because I guess that’s what I’m comfortable with and that’s how I’ve grown up in my culture. But I know that probably hinders my chance of getting opportunities and recognition, despite the fact that I do work hard.”
“I feel that we have been flat–out lied to about the mere presence of awards. Either told info that wasn’t true, or it feels like intentional hiding. I was told for the longest time that no $$$ aid was available from the SoD...and then when external parties swoop in to offer huge amounts of aid, it’s not publicized or presented as an opportunity for everyone to be considered for.” “During senior year, there were instances of [white professor] having a really hard time mixing up Asian women’s names. This professor had been there for 20 years was notorious for doing this. They would get my name and another Asian girl’s name mixed up. She’s taller, different skin tone, we’re in different tracks. But they would name her as me in the hallways” “I asked to get feedback since I was feeling behind and lost due to the lack of support for the situation I was in. I was instead told by my first studio professors that the solution would be to leave SoD and transfer majors. I went in with questions about my project, which they completely ignored” “I sacrifice a lot to do both academic and extracurricular work, all the while balancing the most stressful job searching seasons we have ever faced, but then I hear how a professor offered someone a work opportunity on a shining plate to someone who constantly talks about how they don’t care about Design. Meanwhile most other students in our studio were putting in a lot of time into earning a job.” “With micro aggressions and stuff, I always felt like I had no leverage to speak up about these issues unless I was able to prove my worth through my work. This made me try really hard to seek validation from people in power that hurt me. Almost like if I could prove I was an amazing designer, then I would have some leverage to prove that I was worth being treated like a regular human and get a regular education. It’s so fucked thinking about it now, how much mental turmoil I went through, for people who would and will never see me.”
“When I reflect on why I got certain prizes or opportunities, it’s mostly because I am more present in spaces where professors have casual conversations. Professors who I’ve never taken the class of know me very well. I have gained entry into a certain class because of the subtle casual relationships I’ve gained through proximity. Because people of power and professors know me in a casual setting, despite them not necessarily knowing my work, I’ve gotten opportunities. I know that this isn’t a possibility for other women of color though who aren’t as outgoing as me.”
“As someone who was a professor and student at the same time I see that faculty needs to work on improving certain interpersonal skills, understanding biases, and being open to getting feedback. They need to modernize themselves and keep up to date with current things that are relevant to students. There’s a lot going on behind the scenes and there needs to be a way to communicate the processes and how the school works for students so that there can be transparency on both sides. Because often times it feels like the faculty is not supporting us.”
“We need more women of color and more young people and just people that are not old white men.”
“I do feel like I have been treated differently because of my status as a woman or a woman of color. I talk with friends who are in similar situations as me, but there is yet a secure way to talk to professors about these issues.”
“I overheard one of my white peers ranting about one of my projects in our class. I used Korean lettering in it and she said that she didn’t like it because she didn’t understand what it said and essentially because it wasn’t designed for white people to understand. In another class she told me that I do too many ‘niche projects’ and that they ‘don’t reach a wider audience’. Why do my projects need to appeal to a white American audience?” “In three of my studios, I did very feminist projects. I noticed professors were more hesitant to give feedback on my projects and my concepts were never critiqued. It was a running joke in my class that doing a project related to women was an immediate way to get no critique from a professor. Life hack!”
“There was a professor freshman year who would openly make fun of an international student in our class to the rest of the students and almost treat him like a caricature. English wasn’t his first language and he wasn’t as immersed in American culture. Instead of trying to understand him, the professor would talk down to him and not treat him like a person. It felt like watching a middle school bully. I see professors act like that and hear so many stories about current professors being racist. How are they still allowed to be prominent figures in this school and not have to take any accountability for the things they say?”
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GLOSSARY
Bias: unfair prejudice either in favor of or against a person or group in comparison with another person or group Cis–gender Male Supremacy: an ideology rooted in the belief of the innate superiority of cisgender men and their right to subjugate women, trans men, and nonbinary people Discrimination: The unequal treatment of members of various groups, based on conscious or unconscious prejudice, which favors one group over others on differences of race, gender, economic class, sexual orientation, physical disability, religion, language, age, national identity, religion and other categories. Diversity: socially, it refers to the wide range of identities. It broadly includes race, ethnicity, gender, age, national origin, religion, disability, sexual orientation, socioeconomic status, education, marital status, language, veteran status, physical appearance, etc. It also involves different ideas, perspectives and values. Equity: the fair treatment, access, opportunity and advancement for all people, while at the same time striving to
identify and eliminate barriers that prevent the full participation of some groups. The principle of equity acknowledges that there are historically underserved and underrepresented populations and that fairness regarding these unbalanced conditions is necessary to provide equal opportunities to all groups. Inclusion: The act of creating an environment in which any individual or group will be welcomed, respected, supported and valued as a fully participating member. An inclusive and welcoming climate embraces and respects differences. Microaggression: everyday slights, indignities, put–downs, and insults that members of marginalized groups experience in their day–to–day interactions ith individuals who are often unaware that they have engaged in an offensive or demeaning way. White supremacy: a power system structured and maintained by persons who classify themselves as White, whether consciously or subconsciously determined; and who feel superior to those of other racial–ethnic identities.
Written and created by: Riya Bobde, Jessica Lai, Heysu Oh, Christy Zo Printed by: Kreider Printing Typefaces used: KTC Compact, VTC Tank Man, Graphik, Yakema, Asap
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