to stanford university

ver the next few weeks you will be inundated with information about the many resources and opportunities available to you as a Stanford student. We hope that this Asian American sourcebook will serve as a useful guide and that it will encourage you to explore and become involved with the vibrant Asian American community on and off campus. Asian Americans make up approximately 23 percent of the undergraduate population and about 14 percent of the graduate student population. It is a diverse group representing nearly every Asian ethnicity. This diversity is reflected in the many student organizations that flourish on campus. Whether you want to host Hmong high school students for a weekend on campus, practice martial arts, conduct research in the Philippines, dance in a Mela show, work on social justice issues or explore issues of multiracial identity, there is a place for you here. We hope the information in The Source will inspire you to connect with the Asian American community early in your Stanford career. Start by stopping by the Asian American Activities Center (A3C). The A3C is a department of the university and provides advising, programming, resources, leadership development, space and a computer cluster. Most importantly, the A3C provides a safe and welcoming place for all students. We look forward to meeting you.


Associate Dean and Director, Asian American Activities Center

cindy ng


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timeline: asian american history frequently asked questions frosh profiles a3c programs asian american studies health & well being studying overseas

grants & fellowships
student organizations annual events at stanford


Timeline: asian
american history
The first recorded arrival of an Asian Indian in the United States, brought as slaves through the USIndia slave trade.


The Chinese community at Stanford establishes a Chinese Clubhouse after a Chinese student is thrown out of Encina Hall by white students.

The Central Pacific Railroad Company hires 9,000 Chinese workers to build the transcontinental railroad.

Angel Island is established as an immigrant detention center for Asian non-laboring classes desiring entry into the U.S.

The Chinese Exclusion Act is enacted, prohibiting Chinese immgrants from becoming naturalized citizens.

The Filipino population in the U.S. increases, which prompts anti-Filpino riots and murders to occur up and down the West Coast.


In reaction to the bombing of Pearl Harbor, President Roosevelt signs Executive Order 9066, relocating 120,000 Japanese Americans (primarily U.S. citizens) to 10 concentration camps, including Japanese American students and staff from Stanford.

AASA challenges the ethnic composition of the Stanford delegation at the Senate Foreign Relations Committee in Washington, which has one token African American and one token Chicano, but no Asian Americans.

The National Origins Act raises the number of Asian immigrants to 20,000 per year for Asian countries, the same as European countries.


Students march in protest of the Vietnam War. The Asian American Students’ Alliance is rechristened as the Asian American Students’ Association. Gordon Chang, a then-graduate student in History at Stanford, teaches the first Asian American Studies course.

An informal meeting of Asian American students is held at Donner, with 220 Asian American students enrolled at Stanford at the time.


Also, the Asian American Students’ Alliance (AASA) is formed in order to facilitate an active and broadbased Asian American community at Stanford. Asian American students petition for Asian American Studies in order to cultivate self-awareness among the Asian American student body. The term “Asian Americans and Pacific Islanders” is coined.

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Junipero House is founded as the Asian American theme dorm. Anthropology professor Harumi Befu is the first resident fellow. It is later renamed Okada House, in honor of John Okada, author of the novel No-No Boy.

Students take over the President’s office to demand Asian American studies at Stanford.

Meanwhile, the fall of Saigon signaled the large arrival of Southeast Asian refugees in the U.S.

The Asian Awmerican Activities Center is formed, located at the Old Fire Truck house and staffed by volunteer student interns.

The Academic Senate Committee conducts a study of Asian American admissions prompted by student Jeffrey Au. Results show a significant climb that continues through the 1980s.


President Reagan signs the Civil Liberties Act of 1988, which apologizes and offers redress and reparations to thousands of Japanese Americans who were denied their civil and constitutional rights during WWII. The newly organized Students of Color Coalition leads a “rally against racism” from White Plaza to the Quad to present a platform for multicultural education.

Professors Gordon Chang and David Palumbo-Liu are appointed as tenure-track Asian American Studies scholars. The percentage of Asian American and Pacific Islander students admitted at Stanford breaks the 20% mark for the first time between 1990 and 1993.


AASA holds the first Listen to the Silence Asian American issues conference. The program continues to be held annually.

After the acquittal of white LAPD officers who were filmed beating black motorist Rodney King, one of the biggest riots breaks out in L.A. For days, massive violence and looting erupts, resulting in over 2,000 Korean-owned businesses being destroyed. Reverend Jesse Jackson speaks at Memorial Auditorium on the issue of anti-Asian violence. Concerned Students for Asian American Studies disrupts a Faculty Senate meeting, demanding consideration for an Asian American Studies program. MEChA goes on a fourday hunger strike. Committees are formed to look into the demands of the hunger strikers and the possibility of Chicana/o, Native American, and Asian American Studies programs.


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Proposition 209, described as the California Civil Rights Initiative, ends gender and racial preferences, thus ending affirmative action. Students march in protest. AASA works with the Students of Color Coalition to encourage Stanford Admissions to continue to value diversity. Derogatory racial epithets are found in the Asian American Activities Center couchroom and refrigerator in two separate incidents.


Students work with the Undergraduate Admissions Office to increase the diversity of the Asian American student population.

The Hmong Student Union is founded. The severe national economic downturn forces the University to take drastic measures to reduce its budget. Along with all university departments the community center budgets were impacted, resulting in reduced programming and reductions in staff time.

After more than 25 years of protest, students were now able to major in Asian American Studies. History Professor Gordon Chang was appointed the first director of the program.

AASA celebrates its 40th anniversary with a panel of former AASA chairs representing its 4 decades of existence. AATP celebrates its 30th anniversary with a production of FOB and a panel of AATP founding members, including David Henry Hwang. PASU celebrates its 20th anniversary with a weekend celebrating Pamilya.

AASA, along with the other community groups, pushes the University to establish a policy against hate crimes after a racist email threatens various ethnic groups across campus in 1999.

AASA members launch a nationwide boycott of Abercrombie and Fitch to protest T-shirts with stereotypical caricatures of Asian Americans, resulting in the shirts being pulled from stores.


So many acronyms... What do they mean?

The following are a few questions that people often ask about the Asian American community at some point during their time at Stanford. Hopefully, these answers will help introduce you to the resources that the A3C has to offer!

about the a3c


The Asian American Activities CenThe Asian American Students Associ3C (”A Cubed C”), is a Uniter, the A ation is an independent student-run versity department and one of four cultural, political, social, and comethnic community centers under the munity service organization that Vice Provost for Student Affairs. It is located in serves as the umbrella organization for the the newly renovated Old Union Clubhouse. many Asian American groups on campus.



OKADA, located in Wilbur Hall, is The Asian American New Student the Asian American theme dorm. It Orientation Committee hosts “We was named after John Okada, the Are Family” and assists the Big Sib/ author of No-No Boy, a novel about Lil’ Sib program. It aims to make the transition to Stanford life by connecting fresh- Japanese Americans during World War II. men to the Asian American community.
Q: I’m not part of a student organization, so why would I go the A3C? A: The A3C offers resources for both organizations and individuals. If you are not involved with a student organization we welcome you to attend one of our events or progams, study in our computer cluster or comfortable lounge, use the white board to do problem sets with classmates or just relax on the soft couches. The staff are also available to offer individual advising and resource referrals. Q: Can anyone come to the A3C? A: The A3C is a resource for the entire Stanford community. Our center and programs are open to everyone. Q: How can I get involved in the community? A: There are many ways to become involved. If you have interests in Asian American culture, identity, community issues, literature, activism, public service or performing arts you will find student organizations focused on those interests. Stop by the A3C and we will help you get connected.

Okada House


The Asian American Activities Center, or simply the A3C (“A Cubed C”), is a department under the Vice Provost for Student Affairs and serves as Stanford’s primary resource for Asian American student affairs and community development. The A3C contributes to the academic mission of the university through its partnerships and collaborative work with faculty, departments and academic programs. Through programming and advising, the center contributes to the multicultural education of all students and to the development of leaders able to negotiate an increasingly diverse and complex workplace and global environment. The physical space of the A3C includes offices for the professional staff, a lounge which serves as the primary meeting space for Asian American student groups, and the ballroom, which is shared with Old Union Clubhouse tenants and other campus organizations. The Center also houses an Asian American resource library with reference texts, literature, hard-to-find Asian periodicals, university documents, newspaper clippings, and videos often utilized for coursework research. The Center’s Mac computer cluster serves as a space for studying and working on projects.

WHO’S WHO AT THE A3C Cindy Ng Shelley Tadaki

Associate Dean and Director of the A3C

Associate Director of the A3C

cindy is a longtime Alameda resident who graduated from UC Berkeley with a B.A. in Mathematics. Since coming to Stanford in 1991, Cindy has worked with students on programming, leadership, development, and advising. She works closely with the staff of the Vice Provost of Student Affairs division and other departments to provide educational programming and resources to students. 10

shelley was born and raised in Kaneohe, Hawai’i and has a B.A. in History and a M.A. in Education from Stanford. Since returning to Stanford in 2004, Shelley has worked closely with the A3C staff to coordinate Center programs and major events. She also collaborates with the staff in other university departments to bring awareness of campus resources to students.

the ballroom the cluster
The Ballroom in Old Union Clubhouse is shared between Old Union Clubhouse tenants and other campus organizations through Tresidder Meeting Services.

the conference room
The Conference Room is conveniently located on the first floor of the Clubhouse and is used primarily for meetings and group discussions.

The Computer Cluster offers students a convenient place to use computers, printers, and scanner. It occupies the same room as the Asian American resource library.

the couchroom

The Couchroom is a favorite place for students to come in and rest, chat, hang out, and do homework. With large, comfortable couches and a TV, many Asian American student organizations hold events and meetings in the A3C couchroom. For those student groups looking for a movie or karaoke night, the couchroom also has a TV, VCR, DVD player, and stereo for use.

Student Staff

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

Advisory Board

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

The A3C website is full of information specifically for students, such as resources for academic research, contact information for student services personnel, and links to student groups.

Hometown: Merced, CA Prospective Major: Human Biology, minor in Music Activities outside of being A3C Frosh Intern: The Mendicants, Hmong Student Union Best Decision made during freshman year, and why: I have to say that my best decision during freshman year was to continue with music. Everything at Stanford can be so mentally taxing that you forget about the simplicity of music and the arts. How and why you became involved with the Asian American community: I first heard of the A3C at NSO and was instantly interested in becoming an intern. I feel that all students, no matter how Americanized they think they are, should get in touch with their heritage. I also joined the A3C to expose the Asian community to the underrepresented sectors inside the Asian community on campus. Seeing the collaboration of our community would be the greatest change to be a part of. Perspective – Academics and Balance I have found that although academics should be a priority, you should also explore your dreams and aspirations. Fall quarter was the most academically taxing quarter I have ever experienced. However, I still found the time to meet new people who have shown me the path of searching for what I want to do, both at Stanford and for the rest of my life. I feel that although academics did stress me out, I was able to make it through with the help of everyone around me. I also advise students to start managing their time in high school to prepare themselves for the limitless procrastination possibilities of college.

“...although academics should be a priority, you should also explore your dreams and aspirations.”

The first few weeks as a freshman can be a hectic time. Besides having to constantly consult a map to avoid getting lost, freshmen have to juggle choosing classes, exploring the many extracurricular activities and settling into an entirely new environment. The Asian American Activities Center’s five 2009-2010 Frosh Interns, as their title implies, recently went through the freshman experience themselves. As you will soon read in the following profiles, each intern has had a very unique experience and take on freshman year. They offer their perspectives on different aspects, from academics and balance to community involvement. If you have any questions, feel free to go to the Asian American Activities Center for more information. In addition, you may directly contact any of the 2009-2010 Frosh Interns. We look forward to hearing from you!


frosh profiles.

Hometown: Rochester, MN Prospective Major: English, East Asian Studies Activities outside of being A3C Frosh Intern: Hmong Student Union, Technology Education Connecting Cultures, SEALNet Best Decision made during freshman year, and why: Joining the Big Sib/Little Sib program—I made great friends who I know I will keep in touch with throughout my life. One thing you wish you would have known at the start of freshman year: I should have known that Monster and coffee are necessary in life. I should have given into temptation sooner. How and why you became involved with the Asian American community: I have always been interested in cultures and knew from the start that I wanted to get involved with it at Stanford. How? The A3C, of course! Perspective – Social Life I came to Stanford with a view that students were going to be hardcore nerds. I was dramatically wrong. After a day or two, I found that in reality, the students, faculty and staff are the very core and life of what makes Stanford flourish.

Hometown: Danville, CA

“...the students, faculty, and staff, in reality, are the very core and life of what makes Stanford flourish.”

Prospective Major: Management Science and Engineering Activities outside of being A3C Frosh Intern: Reading, swimming, digital photography, black and white photography Best Decision made during freshman year, and why: The best decision I made fall quarter was to stop using a tray at the dining hall. But really, the best decision I’ve made so far is to study in the library instead of in my dorm room. One thing you wish you would have known at the start of freshman year: I wish I had known that non-cup ramen can be made without a pot and stove. It would have saved me lots of time and money at Late Night. How and why you became involved with the Asian American community: I joined the A3C to broaden my knowledge and experience within the Asian American community at Stanford.

“...the best decision I’ve made so far is to study in the library instead of in my dorm room.”

Perspective – Academics and Balance Adjusting to the super fast pace of Stanford’s quarter system has definitely taken some getting used to. I learned that I can save myself frustration and more than a few white hairs by actually doing problem sets a few days in advance.


Hometown: Westminster, CA Prospective Major: Undeclared, but definitely a fuzzie! Activities outside of being A3C Frosh Intern: The Courage Project, Asian American Students’ Association, Listen to the Silence Conference, Technology Education Connecting Cultures, Alternative Spring Break Best Decision made during freshman year, and why: Not to limit myself to a specific academic route. Although it has caused me much frustration with class changes and has made me question myself and my goals, keeping an open mind has given me much more room for exploration and the chance to be happier and healthier overall. How and why you became involved with the Asian American community: I was bored from unpacking my luggage on the first day of NSO, so I looked into the Student Events Calendar and decided to attend AANSOC, the community welcome for new Asian American students. I sat alone on the grass, but almost immediately, one of the A3C staff came and sat with me. She encouraged me to apply to be on staff, so I decided to try it out. It has all been uphill from there.

“...keeping an open mind has given me much more room for exploration and the chance to be happier and healthier...”

Perspective – Community Involvement I think that at college, it’s easy to lose that drive for community service because of time, classes and homework. It is also different from high school in that you don’t see the same people all the time. However, it’s just as easy to get that involvement back with all the resources available, such as the community centers and the Haas Center.


Hometown: Marysville, CA Prospective Major: Biology/Human Biology Activities outside of being A3C Frosh Intern: Hmong Student Union, Bing Nursey Teacher Assistant Best Decision made during freshman year, and why: Taking on the A3C as a Frosh Intern. Through the A3C, I got the opportunity to meet some really awesome people that have left a lasting impression on me. How and why you became involved with the Asian American community: I applied for a position as a Frosh Intern because I was curious as to how the Asian American student groups operated and because I wanted not to be just Asian American, but to be part of the community as well. Perspective – Academics and Balance It’s all about “Play Hard and Study Hard.” Fortunately, there comes a point in your freshman year when you realize—“Oh, maybe I shouldn’t have spent all that time procrastinating, and maybe I should have been reading or writing instead.” Every now and then we all procrastinate; however, the good thing is that I’ve found my balance between work and play. SLE also makes it especially hard, but that’s what SLE’s known for—to Play Hard and Study Hard. The best of both worlds.

“It’s all about ‘Play Hard and Study Hard’.”


AcAdemic enrichment / retention ProgrAms

3c a


After Dark Series Founded in 2007 as a result of the A3C health & well being survey, the After Dark Series aims to dispel misconceptions, increase awareness, and encourage dialogue about health and wellbeing topics relevant to Asian Americans, and to introduce students to resources on campus. Asian American Interactive Mentoring Program (AIM) Founded in 1993, the AIM program matches Asian American sophomore undergraduates with Asian American faculty, staff, graduate students, and alumni for one-on-one mentoring experiences. AIM seeks to provide these students with mentors who are sensitive to cultural differences that may affect a student’s experience and success at Stanford. 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. Freshmen in particular benefit from the Series during the Fall because the speakers address topics about making a smooth transition into college life. The Series also provides students with an opportunity to meet various faculty and staff through informal lunchtime talks. Past topics have included: “How to Avoid Model-Minority Burn-Out”, “The Pre-Med Thing: Is it Really for Me?”, and “How to Work with Faculty”. Leadership Retreats & Student Group Advising The A3C hosts quarterly leadership retreats for the elected student officers of over thirty Asian American student organizations that utilize the space and resources at the Asian American Activities Center. The objectives of the retreats are: 1) to educate students about the history of Asian Americans at Stanford and present day national issues, 2) to provide the space for student leaders to interact, fostering collaborations, and 3) to provide leadership training, such as workshops on effective communication and conflict resolution. The professional staff at the Asian American Activities Center also serve as advisors to the student organizations that utilize the Center. 15

community celebrAtions & collAborAtions
Stanford Asian American Awards The annual Stanford Asian American Awards is hosted by the Asian American Activities Center Advisory Board, in partnership with the Stanford Asian American Alumni Club and the Asian American Activities Center. The awards ceremony honors faculty, staff, alumni, undergraduate and graduate students for their outstanding achievements and service. It is an opportunity for the community to come together, renew ties, and look forward to new collaborations and projects. Asian American Graduation Celebration The Asian American Graduation Celebration dinner brings together students, their families, faculty, staff, and other members of the Stanford community to recognize the achievements of graduating Asian American students. This event is one of the few where parents and families are recognized for their contributions to the success of the graduate. Graduates receive a gift and a red honor cord to wear during the Graduation ceremony. Alumni Collaborations The A3C collaborates with the Stanford Alumni Association (SAA) in planning Homecoming Reunion each October. The Center assists in identifying class leaders and plans events that appeal to the increasingly diverse group of alumni. The A3C also collaborates with the Stanford Asian Pacific American Alumni Club (SAPAAC) to co-sponsor various events throughout the year. Alumni Hall of Fame The Minority Alumni Hall of Fame was established in 1995. The Alumni Hall of Fame provides an opportunity for the Stanford community to recognize the outstanding achievements of Stanford’s diverse alumni leaders. Alumni selected for the Hall of Fame are those who have distinguised themselves through exceptional advancement and success in education, career, and/or oustanding contributions to the Stanford community and society as a whole. These oustanding alumni are honored at a special gathering during Alumni Homecoming Reunion.

Stanford Alumni Association (SAA) Seeks to reach, serve and engage all Stanford alumni and students http://www.stanfordalumni.org Stanford Asia Pacific American Alumni Club (SAPAAC) Hosts networking opportunities for APA alumni, funds a scholarship for current students, supports the Asian American Activities Center (A3C) at Stanford, and advocates for APA communities on campus http://www.sapaac.org


Asian American Studies

by Jill Yuzuriha ’10

AS A FOURTH-GENERATION Japanese American who has only ever spoken English and whose parents graduated from Stanford, I am the epitome of the “banana” metaphor—yellow on the outside, white on the inside—and seemingly an unlikely candidate for a major in Asian American Studies. However, I often find that regardless of how American I feel, I am reminded of my ethnicity in one way or another almost every day of my life. Perhaps this discrepancy is part of what first inspired my interest in Asian American Studies. I will always remember one day early in elementary school when I was playing on the bars in my school’s playground. A boy knocked me off the bars unintentionally and was about to apologize until his friend told him, “Don’t apologize to her; she doesn’t speak English anyway.” Another experience occurred in seventh grade, when I was pulled out of class to attend a support group aimed at helping Southeast Asian girls succeed in school. As it turned out, girls were chosen for the group based solely on our names in the school roster. Somebody had seen my name and, unable to recognize the nationality, automatically lumped me into a group in which I did not belong. Race and ethnicity have been very relevant in my life, and having a means to study these social forces in college has excited and enlightened me. Ethnic studies programs are often accused of legitimizing “me-search” —a scholar’s selfcentered desire to learn more about him or herself. While my personal experiences initially drew me to Asian American Studies, I have found that a large part of this field concerns how to relate to other people. Through my courses, I have become more aware of cultural considerations for patient care that will enrich my future career as an optometrist. I have learned how to be more sensitive to others, especially with regard to their own struggles and decisions about identity. I have learned to ask questions, listen and not to assume what I do not know. Asian American Studies courses can be relevant to anybody, because even we “bananas” don’t live in isolation.

David Palumbo-Liu’s Asian American Culture and Community class at the top of the International Hotel Manilatown Center in San Francisco.

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Health & Well Being

by Gabrielle Gulo ’12

IT STARTS with a small, niggling feeling in the back of your mind—a tiny worry probably from a combination of new classes, new faces and maybe a bit of homesickness. You tell yourself it’s nothing, just first-weekof-college jitters. Then it travels down your spine and settles into your gut. Your mood swings. Party on Saturday night? You’re there! But then you come back to your room at 3 a.m. and you feel hollow. It’s sunny and warm and everyone’s so nice here. So why aren’t you smiling and laughing like everyone else? You call your friends back home. Hearing their voices makes everything seem okay, but the instant they hang up, you’re back to feeling empty. Lonely. Tentatively, you tell your RA a little about that ex-best friend who broke your heart. “Gaby, it’s okay to feel like this. If you need more than just a talk, I can refer you to someone at CAPS, Counseling and Psychological Services.” Inside, you feel offended. CAPS? You don’t need to spew out your secrets while lying down on some leather sofa. All you want is to have fun without these stupid mood swings. You tell your RA that you’re fine and life is good; you don’t need professional help. The next day, you’re walking with a dormmate. She’s lagging behind, so you turn around to snicker at how slow she’s going when you see him. Your ex-best friend, laughing with another girl. Your stomach plummets and you’re grateful you’re wearing sunglasses because oh-my-god-you-can’t-stop-crying. That’s when you really know something is wrong. It took me a month into fall quarter before I asked my RA to book me an appointment with CAPS. I didn’t want to be the crazy girl, the one who had to see a shrink every week just to cope with some high school friendship. I got into Stanford. I could handle all of this on my own. 18 But some of us are more deeply affected by broken relationships or family drama. We

fracture more easily and our pain resonates in our daily lives. Maybe you lost a best friend, like I did, or maybe you fell in love. Maybe your family has financial problems or someone close to you is sick or dying. Maybe you’re questioning your sexual orientation or you don’t feel comfortable in your skin. These issues are normal, but sometimes, talking to your peers just isn’t enough. Your peers are going through exactly the same things as you are. My friends, as amazing and supportive as they are, would not have pushed me to admit the abandonment, betrayal and love I felt for the boy who broke my heart. They would not have told me “Gaby, start listening to your needs. Stop pretending that you don’t need anything because you do.” As Stanford students, we’re special—the “chosen” 7.5 percent. But we’re also human. We hurt, we cry, we get angry. We fail midterms and get C’s on papers (hello, IHUM). We make mistakes and don’t know how to fix them. And sometimes, we need help.

Vaden health Center – Counseling and Psychological Services (CAPS) Confidential one-on-one counseling with trained psychologists, stress management, and other health & well being resources http://vaden.stanford.edu/caps/index.html Staff Psychologist Naomi Brown, PhD. (650) 723-3785/naomi.brown@ stanford.edu Specializes in working with Asian American students. For a faster response, email is preferred. Alcohol and Drug Educator Ralph Castro, M.S. (650) 723-3429/rjcastro@stanford.edu http://vaden.stanford.edu/wellness/substanceAbuse. html Staff Nutritionist Vivian Crisman, MPS, RD (650) 498-2336, ext 1/vcrisman@stanford.edu http://vaden.stanford.edu/wellness/nutrition.html Undergraduate Residence Deans Support and consultation for resident hall staff and crisis intervention for students http://rescomp.stanford.edu/resed-directory/public/ subcategory2.html The Bridge Peer Counseling Center Confidential 24 hour peer-counseling The Mirror “How to help” consultation on addressing disordered eating http://www.stanford.edu/group/bridge/mirror Sexual Assault Advisory Board Offers a number of resources related to sexual assault, relationship abuse and stalking http://www.stanford.edu/group/svab/ Sexual Health Peer Resource Center (SHPRC) Providing sexual health resources and peer counseling to Stanford students http://stanfordshprc.wordpress.com/about/ Wellness Room Learn how to stay well physically, mentally, and spiritually while performing at your best at Stanford http://assu.stanford.edu/wellnessroom/

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Studying Overseas
Whether you travel to Asia or Australia, spending time immersed in a different culture is one of the best ways to break free of the “Stanford Bubble” and deepen your understanding of the world

Oxford, England
by Malee Yang ’11
MY FIRST FEELING of excitement that I had arrived in London didn’t come when I got off the plane. It just felt like another flight arrival. It didn’t come when I went through British customs, either. (That just caused me a lot of anxiety from a baseless fear that I wouldn’t be allowed into the country.) No— the exciting realization that I was actually in England first hit at the start of the one-hour bus ride

to Oxford, when I observed that we were driving on the “wrong” side of traffic! Oxford wasn’t a planned trip. I had originally been planning to go abroad spring quarter, but there were spaces open for winter, and I figured, why not? Since I didn’t have any important plans for winter quarter, I thought I might as well spend my rainy quarter in Oxford and make it more interesting. Unfortunately, this seemingly perfect logic backfired on me somewhat in the beginning. For the first few weeks, I was constantly freezing; I was sick, homesick and miserable. But I realized that it wouldn’t do
continued on page 21 >>

Seoul, South Korea

by Gea Kang ’11

ies Program’s Asia Internships program. While interning at Newsweek Korea, I got to attend press conferences and editorial meetings and actually contribute to professionally published stories.

“HI, MY NAME IS GEA and I’m reporting for Newsweek Korea. Do you have a moment?” I stood on the bank of the Han River, one of Seoul’s central landmarks, with a notebook and pen in hand for scribbling down interview notes in Korean, flashing the most confident smile I could muster. It was a dream come true.

But I jumped at this opportunity not only because I could acquire invaluable work skills; it also let me experience the country that my family had called home as someone more than a tourist. I admittedly struggled to find my footing in the heart of Seoul’s business district. I had to adjust to the work hierarchy that suggested I should be at my desk earI had never imagined myself reporting for the lier than my supervisors in the morning and publication I had always wanted to work for, in later than them at night. For the most part, I the city I had always wanted to work in. But the was also to eat and drink what was ordered summer of 2008, right after my freshman year, for me in communal portions. continued on page 21 >> I did just that through the Bing Overseas Stud20

to mope around when I only had three months in Oxford. It helped that everyone I met—the staff, the instructors, the other Stanford students and people at the colleges—were kind and friendly. I got to know the students in the Stanford House better (since I knew no one before going) and began to engage in my courses more. Perhaps most importantly, I began to enjoy my tutorial, a course component specific to the Oxford study abroad program. In fact, the dreaded Oxford tutorial that had so intimidated me and almost convinced me not to apply to the program eventually became one of my favorite parts about Oxford. I got to study a subject that I enjoyed, and I loved that the pace of the course was set up just for me. As an English major, I studied Renaissance Literature, and Oxford’s rich literary culture was an additional plus. What is particularly great about the Oxford tutorial is that it doesn’t matter what you are majoring in—you can request for a course on any topic, whether it’s in public policy, computer science or biology. Another great aspect about Oxford is that it ofIn exchange for this deference, however, I was well taken care of. A very tangible sense of closeness prevailed and, looking back, I miss that. My female supervisors would link arms with me as they pulled me into crowded restaurants, and my male supervisors would chuckle benignly as I flushed red with embarrassment taking multiple tries to complete the simple task of addressing an envelope—because I didn’t know that Korea’s address formatting is the reverse of America’s. As with all encounters, a lot of luck is at play with working abroad. Who knows what personalities you will be working with, what projects will be available and what global political situation you will face. After all, you could even find yourself in the middle of protests against American beef imports, like I did. fers so many opportunities for students to have firsthand experiences when studying historical subjects. I took an art history course, and one of the highlights was visiting countless museums with my class to study famous original art pieces. This was my first foray into a formal study of art, and I was excited to find that I had a newfound appreciation for Pre-Raphaelite art. I bring back from my time abroad a sense of personal accomplishment of knowing myself better—and, of course, of learning to write better. Despite my rough start and the cold weather, I look back on my experience in Oxford with only warm feelings.

Regardless, I would do it again in a heartbeat. Working in Seoul opened my eyes to what lies beyond the comforts of Palm Drive and how I as a Korean American who has grown up in the United States can fit into the picture of cross-cultural dialogue. Not only am I more well-rounded as a result, but I also know that I can always count on having someone to take me out to lunch when I visit Korea. In fact, I hope to work in Seoul again after graduating from Stanford. Although I was lucky enough to meet the Korean language requirement for my internship, many programs do not have any prerequisites. So, whether you are looking to explore your roots, check out a dream job or just immerse yourself in a new place, pack your bags and head out. You will be so glad you did. 21

action. I gained a personal connection as well; shadowing Mexican surgeons serving poor villagers confirmed my desire to become a physician, and interviewing political and economic leaders in Kenya has inspired my interest in health policy. I can now explain exactly why I care deeply about medicine, what I can contribute, and what I can still learn. In addition, I am more active on campus in student-initiated efTHROUGHOUT my Stan- forts to draw attention to global health. ford career, I have learned never to settle. I refused While Stanford’s quarter-long abroad programs to major in science to get into medical school have limited location choices, summer options when I wanted to study anthropology. I chose are available in nearly every locale. Most are to see the world instead of working in a lab usually four to six weeks long, leaving room for over the summer. Now, two of my most amazing more than one per summer! Never limit yourexperiences were in Oaxaca, Mexico, where I self to what Stanford provides—with the Interstudied healthcare access for poor indigenous net, it is easier than ever to find other opportufamilies, and in Nairobi, Kenya, where I report- nities. I went to Mexico through Stanford’s Bing ed on malaria eradication efforts. By pursuing Overseas Studies Program, but I went to Kenya opportunities that don’t usually fall within my by entering a national collegiate essay contest major or Stanford’s available programs, I have sponsored by the NGO Malaria No More. I was grown as a person and can proudly say that I fortunate to win, and my prize was a trip to the have no regrets. 2009 Multilateral Initiative on Malaria Pan-African Conference, where I witnessed the malaria I am a pre-med who recently switched majors epidemic and used social media to educate infrom Anthropology to Human Biology, but my ternational audiences. Anthropology background has made me a more viable candidate for programs that seek It seems safer to stick with what you already to integrate diverse fields in approaching com- know or what others have done in the past. But plex issues. In this connection, many depart- pushing yourself outside your comfort zone ments encourage going abroad as a crucial part and refusing to settle for anything less than of their curriculum, and Stanford faculty are en- what you are passionate about will leave you thusiastic about advising students. You can ap- with no regrets. You will have made yourself an ply to pre-structured programs or design your immensely more interesting and desirable job own, as almost any abroad experience can be or student candidate with experiences to share framed as independent research. and ideas for making the world a better place.

Oaxaca, Mexico Nairobi, Kenya

by Jesssica Uno ’11

Time overseas provides first-hand experience outside the classroom. Mexico and Kenya opened my eyes to the realities of poverty and at times made me feel helpless. Simultaneously, I became less naïve about the issues I am passionate about—expanding healthcare access and raising awareness about neglected infectious diseases—and more determined to take 22

Overseas Resource Center Located in the Bechtel International Center, serves to provide information and advising about opportunities abroad http://icenter.stanford.edu/orc/ Bing Overseas Studies Provides an overview of the study abroad programs offered by Stanford http://bosp.stanford.edu/

Asian American Issues Alternative Spring Break in San Francisco & Los Angeles, CA
by Michael Tayag ’10
DURING SPRING BREAK of this year, I had the opportunity to participate in the Asian American Issues Alternative Spring Break program. We visited Bay Area and Los Angeles nonprofit organizations that are concerned with issues facing the Asian American community. Prior to the Directed Reading course required for the class, I had only been briefly exposed to stereotypes and discrimination, and I had never even heard of issues like environmental justice, workers’ rights, and the academic inequity faced by Southeast Asian Americans. But after completing the trip, the issues became real. I saw a room smaller than my own dorm room in which an entire family of seven might live. I met a man living in a city where elementary school children know the drill for an unexpected chemical spill. I heard a story about a mother who was working 105 hours a week and had not been paid in months. The experience taught me that race, culture, and socioeconomic status are so often catalysts for discrimination and barriers to fair living and working conditions. Before this ASB trip, I was already involved in the Asian American community. But I did not have the same kind of passion for these activities as I do now. I have learned how important it is to spread awareness about Asian American issues and culture and to promote positive change in the API community. 23

Grants & Fellowships
[Re]searching for community good

Designing your own research project, applying for a grant, and participating in a public service fellowship lets you pursue your interests full-time!

by Henry Tsai ’10

IN PICKING a topic to pursue for independent research, it was important to me that my research would benefit marginalized communities. I consulted with several campus mentors, such as Professor Gordon Chang of Asian American Studies, and decided to study a population of Vietnamese Americans who were displaced by Hurricane Katrina. At the time, this New Orleans community remained virtually invisible in the fervent national dialogue on Katrina, so I saw that I could contribute in recording stories for policy makers, scholars and perhaps even a wider audience. With the support of my professors, I applied to Stanford grants I found on the Undergraduate Advising and Research (UAR) website. These grants allowed me to focus on my research full-time during the summer and sent me on trips to conduct my interviews and field observations. Having the backing of Stanford also facilitated my research process, as individuals and organizations were probably more responsive to my requests for their time. However, just because I was well-funded does not mean that my project was without challenges. I became incredibly invested precisely because I was working so closely with my respondents. Yet, while this connection to the community members gave me much drive to produce my best work, it also made me struggle deeply with the fact if I were to devote less of my time and resources to research and instead focused on working to improve their living conditions, I could produce immediate tangible benefits for my interviewees. My advisors helped me see that the dividends for the community would be reaped over the long run and affect a broader set of people, and that is the reason why community research is important. Outside the community-specific aspects of my work, the process of writing a thesis has been enlightening. This extended academic effort gave me a taste of what graduate school might entail. In addition, because of its relative scale compared to that of any other academic work I have attempted, writing a thesis has also taught me much about my working style, my priorities and my passions. In the end, as much as this project has been a challenge, it has been incredibly rewarding.

Career Development Center (CDC) Advising related to career choice, job searching, and internship opportunities http://cardinalcareers.stanford.edu/default.htm Undergraduate Advising and Research (UAR) Advising related to academics and research http://www.stanford.edu/dept/uar

Reflections on my path so far:

My Summer as a Spirituality, Service, and Social Change Fellow

by Stephanie Hironaka ’12

I NEVER EXPECTED that a final research paper for PWR during my first quarter at Stanford would open so many doors. After researching nonprofits in the Tenderloin district of San Francisco for my paper, I felt there was more I could do than just write about the issues—I could show solidarity by serving these communities. I looked to the Haas Center for opportunities and soon discovered the Spirituality, Service and Social Change Haas Summer Fellowship. I applied because it would allow me to work directly with the Tenderloin community through a spiritually affiliated organization. I was fortunate to receive the fellowship, but to my surprise, I was placed with the Shinnyo-en Foundation (SEF), a nonprofit foundation near San Francisco’s Financial District. Working with SEF was a different service experience from what I originally conceived, as the Foundation supports programs, which engage and inspire youth in meaningful service. Many of my responsibilities were internship-like, such as organizing and copying documents, but nevertheless, the fellowship provided a vital opportunity to reflect and absorb SEF’s philosophy. The Foundation’s philosophy is centered on its “Six Billion Paths to Peace” initiative—a belief that every person can uncover his or her “path to peace” through service. During my work, the Foundation encouraged me to reflect on the role of service in my life—how family history, past experiences and the people that surround me have shaped my values and identity. Also at the core of its philosophy, the Foundation teaches that any act of service—whether it be baking cookies for friends or volunteering at a food bank— can spread ripples of peace throughout the world. While helping develop a reflection guide during my time at SEF, I also learned that bringing my passions and strengths into my daily life and vocation is one way that service can become meaningful to me. These lessons cultivated a hope and understanding that in the present and in the future, I can positively impact the world by acting on my values and pursuing my passions. In the end, my summer was not so much about offering direct service to a community, but about nurturing in me a spirit of service. My “path to peace” will continue to evolve, but right now I believe that exploring and remaining open to new opportunities will afford me the most meaningful impact in the future. Thankfully, Stanford offers many of these wonderful opportunities—and in times when I am lucky to have doors open for me, it is my responsibility to step through the threshold and be willing to grow.

Haas Center for Public Service Provides a wide array of opportunities for students interested in community volunteer work http://studentaffairs.stanford.edu/haas Office for Religious Life Advising related to religion, spirituality, and grief counseling



TCS dumplings served fresh and tender in Tresidder Oak. Stanford is SVSA presentations on Agent Orange and stories of its survivors. Stanford is Magic Mic karaoke with PASU, partition discussions with Sanskriti, Bohemian Jam and identity talks at Okada House. Stanford is the A3C pronounced “A cubed C,” the paradoxical Listen to the Silence concert, the Asian American Studies class that exposed us to Jhumpa Lahiri before she got popular. Stanford is, among boundless other things, her Asian American community. To all of this, we welcome you! Of course, I know that Stanford’s Asian American community contains so many groups, Greeks, and grassroots organizations that it can get a little overwhelming. Maybe it feels scary (“Do any of these groups represent/accept me?”), maybe it feels irrelevant (“Uh, I just came to major in Electrical Engineering.”), and certainly, having been pre-med, I know both feelings. But as you probably know, no matter your major, classes offer only so much. Whether you’re talking about the mentorship by AIM or direct action organizing by SAAAC, the community offers major venues to develop leadership skills, professional connections, and great friendships. Furthermore, the community is a conduit that connects with the African American, Chicano/a, Native American, Women’s and LGBT communities for greater common understanding. But most importantly for me, the communities at the A3C and Okada have been a home away from home, a safe place where I’ve been nurtured and also offered a space to ask challenging questions about myself and the world. Since freshman year, I’ve treasured this family, and it’s still my rock. My base. Where my questions get answered and where I find support. Please, drop by the A3C. Hang out at Okada. Check out what everyone has to offer. Who knows–maybe you too will fall in love.

A3C Community Building Coordinator

~Takeo Rivera ’08


student organizations.
For many, a Stanford experience is not complete without community involvement. Participation in co-curricular activities is an important avenue for students to gain valuable experiences and knowledge that cannot be found in the classroom. Stanford offers a wide variety of opportunities for students, and many of them are within the Asian American community. With many Asian and Asian American organizations on campus, we hope you will find one that matches your interests. Students are constantly creating new cultural, social, political, religious, and service-oriented groups to address the changing needs of the community. This section of the website provides you with up-to-date information about these organizations. The Asian American community continues to flourish through the hard work and dedication of each group. So, take advantage of these opportunities at Stanford!


Stanford Activities and Leadership Introduction to activities that match your interests or assist you with getting a new initiative off the ground

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asian american students association
AASA serves the Asian American community at Stanford through education, organization and service projects. Formed in 1969, AASA actively promotes consciousness of Asian American cultures, identities and issues to the larger Stanford community. As an independent student organization, AASA supports the ongoing Asian American struggle for justice and is dedicated to fostering bonds among diverse groups of people.

asian american theatre project
AATP is a 30-year old student-run theatrical society. It brings fresh voices to the stage, where students take part in a meaningful theater experience. AATP strives to feature Asian Americans in positive, non-stereotypical roles and to encourage Asian American talent in the arts. The theatrical society hopes to continue to build on our fine tradition of Asian American drama by providing opportunities to act, direct, write and design.

asian american sib program
AASIB is an organization that connects Stanford upperclassmen (Big Sibs) with Stanford freshmen (Lil Sibs) to provide a mentoring and support network by forming sib families. Big Sibs recruited for the program serve as guides, mentors and friends to the Lil Sibs; Big Sibs take on the role of the older siblings in a family. AASIB fosters a familial relationship by hosting family gatherings every quarter.

alliance street dance
Alliance is a group of diverse Stanford students who share a common passion—hip-hop dance. Its original pieces are choreographed by its own members and utilize a wideranging collection of styles. Innovative and exciting, Alliance strives to entertain the Stanford community and the Bay Area with its high-energy, risk-taking performances. But most of all, Alliance is a close-knit family that shows what can happen when people from all different backgrounds get together to do something they love.


AASA to Dil Se

basmati raas alpha kappa delta phi
aKDPhi is the first Asian American interest sorority on Stanford campus and an original member of the Multicultural Greek Council. Established in 1993, Stanford aKDPhi strives to promote sisterhood, scholarship, leadership and Asian American awareness throughout the university and the community, while encouraging the expression of the individual. Stanford aKDPhi seeks to empower its members as women, be an active force within the community and support each other in achieving personal and collective goals. Basmati Raas is a competitive Indian dance team specializing in a folk dance form that originated in Gujarat, North India, and that incorporates two dance styles—Garba and Raas. The team only learns Gujarati traditions through dance and also performs at cultural and competitive activities both on and off campus. The team has placed highly in national competitions since its founding and has traveled to the Best of the Best competition three times.

asia-pacific student entrepreneurship society
ASES is a global organization that seeks to build networks between students and professionals interested in business and high-tech entrepreneurship in the Asia-Pacific region. The society currently has a widespread network of over 15 chapters across Asia and the United States.

dil se hindi film dance
Dil Se incorporates modern forms of dance with dance and music from Bollywood films to compete at regional Hindi Film Dance competitions. Dil Se also performs at various events on campus, such as Sanskriti shows, Parents’ Weekend and Cantor Arts Center events.


hong kong students association
Founded in 1988, HKSA is dedicated to serving the Hong Kong community at Stanford and those interested in the culture of Hong Kong.

hmong student union
The purpose of HSU is to promote the Stanford community’s awareness of Hmong American identity, culture and issues; to provide support for Hmong American students attending Stanford; and to support and recruit Hmong American students interested in attending Stanford.

hindi students association
Open to all members of the Stanford Community, HSA seeks to spread awareness of Hindu philosophy, culture and values through invited speaker seminars, philosophy discussion groups and celebrations during Diwali and Holi.

hui o hawai’i
Hui o Hawai’i serves the cultural, social and educational needs of Native Hawaiian students at Stanford. Hui o Hawai’i is under the umbrella of the Stanford American Indian Organization and is housed in the Native American Cultural Center.



Stanford Hwimori is the Korean drumming group on campus. Hwimori’s repertoire includes both concert hall and traditional styles of Korean drumming, as well as Korean dance and song. Hwimori performs widely at both on- and off-campus events.

Kayumanggi, the Tagalog word meaning “brownskinned,” is the Filipino dance troupe at Stanford. They perform traditional Filipino folk dances that are as diverse as the many different islands in the Philippines. They enjoy dancing and entertaining crowds at all different venues, showcasing the gracefulness, energy and rhythm of the Filipino culture to the Stanford community. Kayumanggi performs throughout the year for numerous Stanford University events as representatives of Filipino culture and performance.

indonesian club at stanford
ICS is a social and non-political club at Stanford comprised of Indonesian students and faculty from all departments, as well as Stanford affiliated students or faculty interested in Indonesian culture or language. The club’s goal is to foster an active and thriving Indonesian community at Stanford by facilitating networking and cultural and educational activities.

korean students association
KSA holds weekly officer meetings to plan events and projects geared toward providing a forum for diverse cultural, social and political issues concerning the Korean peninsula and Korean American society, as well to foster a tighter Korean and Korean American community at Stanford. KSA has a membership of around 250 undergraduate students. For more information, please visit ksa.stanford.edu.

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lambda phi epsilon
Lambda Phi Epsilon is the first and only internationally recognized Asian American interest fraternity. The brothers strive To Be Leaders Among Men and to succeed on all fronts of university life through academic achievement, community service, social interaction and above all, brotherhood. At Stanford, the brothers of Lambda Phi Epsilon have played integral roles in the Asian American community as officers in a number of different organizations contributing to the vibrancy of the community. Most importantly, Lambda Phi Epsilon and its members strive to keep a strong brotherhood growing at the university and to provide services in the best interests of the Stanford community.

muslim student awareness network
MSAN is a secular political and cultural organization dedicated to promoting and fostering cross-cultural dialogue about Muslim identity, culture, history and politics. MSAN educates the Stanford community about the Islamic faith and culture by celebrating its diversity. By organizing academic lectures, conducting workshops, launching educational campaigns and hosting cultural events, MSAN helps Stanford students better understand the breathtaking diversity of the Muslim world.

malaysians at stanford
M@S is a community of dynamic, enthusiastic and funloving individuals who are of Malaysian heritage or are interested in Malaysian culture. M@S aims to provide a platform for Malaysian students to embrace their Malaysian identies. We take pride in representing Malaysia through special events as well as through personal interactions with other members of the Stanford community.

okada house
When his book was first published in 1957, Okada’s novel on WWII Japanese American internment evoked emotions and memories that many Japanese Americans and Americans in general did not want to recall. His book and endeavors to speak about the injustices of the internment were thus never recognized during his life time, but as the namesake of Stanford’s Asian American theme dorm his life and novel remind us how difficult but necessary spaces to speak on issues of race, ethnicity, culture, and social justice are. Okada strives to provide a place for its residents to live, thrive, express themselves, learn from others around them, and continually expand and challenge their ideas about issues at the intersection of race and identity.


project dosti
Project Dosti recruits summer volunteers to do service work in India. Current projects include teaching English at a village school in Tamil Nadu and teaching at an orphanage in Andhra Pradesh. It is free, fun and fantastic. Please visit dosti.stanford.edu for more information.

LPhiE to Q&A

queer and asian pakistanis at stanford
PAS is a student organization aimed at bringing together people of Pakistani origin and other members of the Stanford community interested in Pakistani culture. PAS provides a forum for discussing issues related to Pakistan and life at Stanford, as well as for passing on important news to each other. PAS’ objective is to promote the culture, language and identity of Pakistan on campus, and to organize recreational, academic and cultural activities. Queer & Asian (Q&A) aims to build a supportive network amongst members of the Stanford community who are interested in exploring LGBTQ & Asian identities and issues. We provide a safe space for all of our members to socialize, talk about their lives, and learn more about issues that are important to our community.

pilipino american student union
PASU is a community service organization focused on cultural awareness, social justice and empowerment of Filipino Americans in the Bay Area. PASU works toward creating a greater and deeper appreciation for Filipino customs and culture, as well as providing a warm and welcoming familial community. PASU is a social, cultural, community service and issues-oriented organization, reaching out to the community through its mentorship program, collaborations with outside organizations and schools and many campus-wide cultural events.


Raagapella is Stanford University’s all-male South Asian focus a cappella group, specializing in the fusion of South Asian and Western musical styles, and adding a touch of spice to Stanford’s a cappella scene. With a repertoire of Bollywood pop, traditional cultural music and fusion pieces, Raagapella has sung in venues ranging from campus dormitories to the Hollywood Bowl before an audience of 18,000. Raagapella hopes to continue spreading appreciation for the rich musical culture of South Asia through performances at Stanford and across the West Coast.

Sanskriti, Stanford’s South Asian undergraduate organization, aims to network South Asian students of all backgrounds by putting on biweekly cultural, social and service activities, as well as two large shows. In addition, Sanskriti also runs a Big Sib/Lil Sib mentorship program.

Satrang seeks to foster cultural and social awareness about Sikhism within the larger Stanford community. Major activities include the student-initiated Sikhism course offered in spring quarter, as well as cultural and religious events held throughout the year and open to the public. Lohri is held in February and the Kirtan prayer event is normally held in April.

stanford asian american activism coalition
SAAAC is a student organization that furthers the cause of social justice and full participation for all Asian Americans through promotion of social and political awareness as well as organized action. SAAAC recognizes the diversity within Asian America while acknowledging the logic and purpose of unity, as well as the inseparability of the Asian American struggle from other social and political struggles.


Raagapella to SCA

singaporeans at stanford
S@S is an organization for Singaporeans and students who are interested in Singaporean culture and socioeconomic issues. S@S is also a support network that helps incoming Singaporean students settle into Stanford. From time to time, S@S also organizes activities like the annual Chinese New Year dinner and discussion forums with eminent personalities from Singapore and the region.

stanford khmer association
SKA seeks to promote awareness of Khmer culture through community events, culture and film nights, as well as other sponsored events. The club is open to all members of the Stanford undergraduate community regardless of ethnicity and features a diverse membership. SKA is building a community of shared identity with Khmer heritage.

stanford bhangra
The Stanford Bhangra Team practices and performs Bhangra, a traditional Punjabi folk dance originating from the Punjab region in Northwestern India. This enables students to continue the Punjabi Bhangra tradition. Stanford Bhangra also directs and sponsors Stanford’s competitive team, Chardi Jawani, which attends competitions throughout California and across the country.

stanford cantonese association
The Stanford Cantonese Association seeks to provide opportunities for undergraduates to share in Cantonese culture and improve language skills through conversation, cuisine and entertainment.


stanford newtype
Newtype is dedicated to introducing the Stanford community to anime and connecting fans of Japanese pop culture through weekly anime screenings and fun outings, such as trips to karaoke and Japantown.

stanford dragon boat
Stanford Dragon Boat is interested in exploring the culture, history and art of the ancient Chinese sport of Dragon Boating. Stanford Dragon Boat will represent Stanford at competitive races against various groups and organizations.

stanford hawai’i club
Stanford Hawai’i Club welcomes people from the islands as well as people who share an interest in the culture and people of the islands. Hawaii Club sponsors activities ranging from social gatherings on and off campus to the annual Stanford Lu’au as a means of sharig Hawaii’s unique culture with people of other communities.

sigma psi zeta
SYZ is a multicultural Asian interest Greek organization. SYZ was founded in 1994 and incorporated in 1996. It stands today as one of the largest and most distinguished Asian interest sororities in the nation. SYZ promotes awareness of Asian and Asian American cultures through leadership, outreach, individual, community interaction and, most importantly, the bonds of sisterhood. SYZ is a cultural, social, educational and community serviceoriented sorority.


Stanford Dragonboat to Wushu

stanford university nikkei
SUN is the official campus organization formed to provide support and social networking for students of Japanese ancestry and students interested in Japanese culture and society. Nikkei often refers to persons of Japanese ancestry; however, the term has many different meanings to different people. We seek to share the same meaning of “nikkei” and we are dedicated to raising cultural awareness and fostering information exchange within the Stanford community.

stanford taiko
Founded in 1991, Stanford Taiko is an entirely studentrun group under the guidance of the Department of Music. Its goal is to bring awareness of taiko (modern Japanese drumming) to Stanford and the greater community. Stanford Taiko performs at various campus functions and cultural festivals, puts on quarterly workshops and holds an annual spring concert.

stanford vietnamese student association
Formed in the spring of 1993, SVSA has served as a second family for all members, providing a support network as well as opportunities to increase cultural and ethnic awareness. SVSA participates in many on-campus activities, including its spring quarter Culture Night and annual Lunar New Year Festival. Because Vietnamese culture emphasizes the family environment, SVSA embodies this message of home through the welcoming nature that characterizes its events.

stanford wushu
Modern wushu is a martial art that combines traditional Chinese fighting arts with a modern disposition toward aesthetics, grace and performance. It emphasizes a combination of strength, speed and flexibility rarely seen in other martial arts or sports. Along with open-hand training, wushu athletes do extensive training with weapons such as broadsword, staff, spear and straight sword. Stanford Wushu also holds practices in taiji, an internal form of Chinese martial arts. Taiji practices are held once a week.


taiwanese cultural society
TCS is a dedicated group of Stanford students who promote the awareness and preservation of Taiwanese culture. TCS seeks to explore issues related to the island and its members from the perspective of a group comprised mostly of second generation Taiwanese Americans. In the past, TCS has held social events like pearl milk tea trips and cooking nights. TCS has also sponosred screenings of videos on Taiwan and Taiwanese Americans and hosts the annual TCS Night Market.

thai-american intercultural society
THAIS is a student-run organization with the primary objective of promoting interactions among students who share an interest in Thailand and her culture. Through various activities, such as social events, panel discussions and cultural presentations, THAIS hopes to promote Thai culture and create a mutual understanding of diversity within the larger Stanford community.

team hbv
Team HBV is a national collegiate organization that strives to spread awareness about hepatitis B in affiliation with the Asian Liver Center at Stanford University. The Stanford Team HBV chapter will reach out to the campus and the surrounding community to educate others about the disease and its vaccine. Activities include educational presentations, service opportunities at outreach events held by the Asian Liver Center, sponsored screenings, a week-long campus-oriented hepatitis B awareness campaign and an annual national Team HBV conference held at Stanford.

undergraduate chinese american association
UCAA is a student-run organization whose goal is to promote and educate the Stanford community about Chinese culture. In addition, UCAA strives to build cohesiveness within the Chinese American community through cultural and social events.


additional organizations.
The organizations just describes are only some of the many organizations on campus that you can get involved with. Below are additional groups to add to that list. If you are interested in these or other organizations not listed here, there are various ways to find more information, such as at the Asian American Activities Center website (http://a3c.stanford.edu/) or at the Student Activities and Leadership website (http://sal.stanford.edu). Good luck!

Aiki Association of Stanford Alternative Spring Break API Law Students Association Arabesque Middle Eastern Dance Arbor Free Clinic Asha for Education Asia Technology Initiative Asian Amer. Business Students Assoc. Asian American Graduate Student Association Asian Amer. Immigration Clinic Asian Baptist Student Koinonia Asian Pacific American Medical Student Association Assoc. of Chinese Students & Scholars at Stanford Buddhist Community at Stanford Chinese Campus Evangelistic Fellowship Chinese Christian Fellowship at Stanford Classical Chinese Dance Troupe GSB Greater China Business Club GSB South Asian Students Association Hindu Students Council Hwa Rang Kwan Tae Kwon Do & Hapkido Islamic Society of Stanford University Korean Bible Study Association Korean Students Assoc. at Stanford Korean Tutorial Project Mana the Polynesian Dance Club Middle East Issues Dialogue Group Multiracial Identified Community at Stanford Noopur North Korea Focus

Oceanic Tongues Outreach to Asian Immigrant Students Organization of Arab Students In Stanford Pacific Free Clinic Queer & Questioning Asians and Pacific Islanders Saathi Saheli South Asian Preventive Health Outreach Program Southeast Asian Leadership Network Sri Lankan Student Association Stanford Desis Stanford GSB Asian Society Stanford India Association Stanford Japanese Association Stanford Journal of East Asian Affairs Stanford Judo Club Team Stanford Kenpo Karate Association Stanford Kokondo Academy Stanford Malaysia Forum Stanford Martial Arts Program Stanford Muay Thai Stanford Shorin-Ryu Karate Stanford Shotokan Stanford Society of Asian Engineers Stanford Tae Kwon Do Stanford Taiwanese Student Association Stanford Undergraduate Japan Association Stanford University Wing Chun Student Association Team Hepatitis B Virus Stanford University Tzu Chi Collegiford Chapter


aansoc | WE ARE FAMILY The Asian American Community extends a welcome to all new Asian American students through AANSOC, the Asian American New Student Orientation Committee. Showcasing various campus groups and awesome performances, We Are Family promises to open your eyes to the wide talents of the Asian American student groups.


AASIB | MEET YOUR BIG SIB The Big Sib/Lil’ Sib Program was established at Stanford over 16 years ago to help incoming freshmen and transfers adjust to life on The Farm and take advantage of the many opportunities available in the community. It pairs up Lil’ Sibs (new students) with Big Sibs (upperclassmen) in Sib families. Meet Your Sib takes place immediately following We Are Family.

A3C | API LEADERS RETREAT 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. A3C | ALUMNI REUNION HOMECOMING The Asian American Activities Center hosts a Reunion Weekend Welcome in the A3C Clubhouse during Stanford’s Reunion Homecoming in order to show the alumni how much the Asian American community on campus has grown. It also offers students the opportunity to come out and interact with distinguished alumni.

AASIB | SCREW YOUR SIB One of the largest, best-known, and most talked about traditions in the Asian American community, the Screw Your Sib Dance is a semi-formal occasion held every Fall Quarter by the Big Sib/Lil’ Sib Program. Yet what makes the dance unique is that the Sibs are set-up by their Sib families on blind dates. When the big night arrives, Sib Families can look forward to an evening of dinner, dancing, and lots and lots of gossip. Fun, exciting, sometimes controversial, but always memorable, the Screw Your Sib Dance is usually an event in everyone’s life that is remembered for years afterward.

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annual events.

AASA | LISTEN TO THE SILENCE Listen to the Silence is a conference sponsored by AASA during Winter Quarter. This conference gives students on campus, as well as students from throughout the Bay Area and country, an opportunity to learn about the pressing issues in the Asian American community, such as affirmative action, hate crimes, media representation, and immigration issues. AASA’s aim is to broaden awareness of Asian American community issues on campus and to provide forums for students to speak on issues they may not otherwise have had the opportunity to voice their opinions on. It is one of the biggest events on campus. Representatives from local community groups, such as Asian Law Caucus, Asian Immigrant Women Advocates, Organization of Chinese Americans, and the Asian Donor Project, participate in the workshops. In the past, speakers have included Angela Oh, an Asian American attorney-at-law, and Henry Der, former Superintendent of External Affairs Branch, California Department of Education. SVSA | LUNAR NEW YEAR Lunar New Year is celebrated by many Asian cultures. Each year, the SVSA works in collaboration with other Asian American groups to organize this campus-wide festival in White Plaza. Complete with campus group performances, ethnic food vendors, and professional lion dancers, this event draws crowds of students, faculty, and passersby. The festival is so popular that food stands always sell out. A3C | PARENTS’ WEEKEND WELCOME During the University’s Parents’ Weekend in February, the Asian American Activities Center hosts a Parent’s Weekend Welcome to introduce parents to the Asian American community at Stanford. The event features a reception and performances by various Asian American dance and music groups.


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SANSKRITI | RHYTHMS Imagine Stanford’s most prestigious musical student groups coming together for a single performance. Voila! You have Rhythms. This captivating night of splendor brings together dance and a cappella sensations from all backgrounds to amaze crowds with sheer unadulterated talent. In addition to popular South Asian performing groups, such as Basmati Raas and Raagapella, Sanskriti also hosts non-South Asian troupes, such as DV8 and Taiko, for Rhythms. And the overall result is something that simply cannot be missed. The hypnotic dance steps and crystalline voices will astound you with each new act and leave you begging for more. As Sanskriti’s chief Winter Quarter production, Rhythms falls nothing short of spectacular. So when you think of Stanford events, think Rhythms. Think grandeur. HIGH SCHOOL COMMUNITY OUTREACH Each year, API groups on campus give back to the community by reaching out to local high school students through oneon-one or group mentoring. Also, various workshops are held on and off-campus addressing issues such as financial aid and college preparation. ASB | ALTERNATIVE SPRING BREAK The Alternative Spring Break (ASB) Program allows for students to explore various social and cultural issues through service projects, community visits, group discussion, and reflection activities. Each year, ASB offers a program that focuses on Asian American issues such as immigration, identity, racism, stereotypes and popular culture.

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SANSKRITI | BROWN PLAZA Brown Plaza is an annual showcase of South Asian culture held in White Plaza. Typically Sanskriti serves food, hands out Sanskriti T-shirts, features dance performances by the various South Asian dance groups, and showcases the South Asiarelated student groups on campus. api heritage month A3C | Asian american awards Stanford Asian American Awards is sponsored by the A3C to recognize individual faculty, staff, students and alumni for their tremendous service, achievement and dedication. Award recipients are selected from a wide variety of constituencies throughout the community. A3C | admit weekend welcome Recognizing the history and experiences of Asians in America, in 1978, President Jimmy Carter estab lished the Asian/ Pacific Islander Heritage Week. In 1991, the federal government declared May as Heritage Month in honor of Asians and their rich and diverse cultures. The change from a week to a month celebration of Asian Americans is a reflection of the increasing recognition that Asian Americans are receiving in modern society.

The Stanford community proudly celebrates Asian/Pacific Admit Weekend Welcome serves to introduce the incom- Islander Heritage Month (API Month) with a wide variety ing freshman class to the multitude of groups that make up of art exhibits, performances, educational symposiums, cultural the API community on campus. The event usually consists of events, and films. food, fun, and various student performances and allows the incoming freshmen to interact with current Asian American sanskriti | mela Stanford students. Ever dream of stealing the limelight? Well that is exactly what Mela sets out to do. Each spring, Sanskriti recruits team leaders to train students of all skill levels to perform like the pros and wow the audience. Students learn dances, such as Bollywood filmi and raas, in a matter of weeks and show off their newfound talents in a frenzy of excitement and mischief. With the show open to participation from the public, Mela offers Stanford students the opportunity to participate in a large-scale performance without the hassles of joining a formal group. Mela is a veritable party in and of itself—one that is sure to leave a lasting impression on both the audience and the participants. 43 43

CULTURE NIGHTS Asian and Asian American students are definitely proud of their Asian cultures. Unfortunately, culture is often lost as generations begin to assimilate into “American” society. These culture nights serve as reminders of the beauty and strength of the many Asian cultures. Groups, such as KSA, SVSA, PASU, and Sanskriti, organize these massive productions throughout the year. Open to both the Stanford and local communities, these colorful and creative celebrations are proud expressions of each group’s unique culture and heritage and are mediums for increasing public awareness. AASA | sports day In the spirit of competition and friendly rivalry, the Asian American Student Association holds an annual sports day that features basketball and volleyball tournaments, allowing students to form their own teams with their sib families, student groups, or just friends. Other attractions include bounce houses, Frisbee, kickball, water balloon fights, and free food!

taiko | spring concert Stanford Taiko is a completely student-run organization devoted to ensemble drumming rooted in Japanese folk tradition. This annual full-length concert showcases the creativity of Stanford Taiko, featuring all-original works by current and former members of the group. Come experience the energy and vibrant originality of the group! TCS | NIGHT MARKET TCS Night Market is a celebration which offers students a leisure setting for eating yummy Taiwanese snacks and playing games along with other participating student groups. The occasion is held in the spirit of Night Markets in Taiwan, which are concentrated areas where food and wares are sold late in the night. Activities also include games, contests, and workshops! hawai’i club | stanford luau Typically held in the beginning of May, this celebration features Hawaiian music and dance by students in the Hawai’i Club. Dances from all over Polynesia including Hawaiian, Tahitian, 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 Hawai’i Club dance practices during Winter Quarter and perform in the Luau. kayumanggi | spring show Kayumanggi is the Filipino dance troupe at Stanford. Each year, they perform several traditional Filipino folk dances, some with a contemporary twist, that are as diverse as the many different islands in the Philippines. 44 44

A3C | Asian american grad banquet In celebration of the graduation of members in the Asian American community, the A³C offers its congratulations and thanks by holding a dinner banquet with family and friends in mid June. The banquet honors the contributions of parents and families to the success of the graduate.

I came to Stanford, starry-eyed and hopeful, and I leave every quarter still feeling the same way. Perhaps it is because of those nights spent talking beneath the stars between fuzzy blankets and hot concrete or days spent laughing with friends under the California sun. Or because outside of my essays and problem sets I know that there is a community to which I belong. And it is community that keeps you here. Step outside of your comfort zone and never regret. Search for moments that make feel you energized, excited, and alive, and prepare to meet turning points that will shape who you are and who you are becoming. Take advantage of all that Stanford has to offer because four years will never be enough. Stanford is so much more than these forty pages, but they’re definitely a start. Good luck.

katherine chen ’12

DESIGNER katherine chen EDITORS paul iona and gea kang SPECIAL THANKS TO cindy ng and shelley tadaki CREDIT TO sandy chang jeff chen gabrielle gulo stephanie hironaka gea kang

justin lam richard lee vince moua ralph nguyen huy phan

takeo rivera michael tayag liliian thaoxaochay henry tsai jessica uno

chia xiong malee yang victoria yee jill yuzuhira


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