the source

a guide to the asian

american community
at stanford university

2007-2008
Welcome to Stanford University
Over the next few weeks you will be inundated with
information about the many resources and opportunities
available to you as a Stanford student. We hope that this
Asian American sourcebook will serve as a useful guide
and that it will encourage you to explore and become
involved with the amazing Asian American community on
campus.

Asian Americans make up about 24 percent of the

undergraduate population and 12 percent of the graduate
student population. It is a diverse group representing nearly
every major Asian ethnicity. This diversity is reflected in
the many student organizations that flourish on campus.
Whether you want to celebrate the Lunar New Year,
practice martial arts, conduct research in the Philippines,
perform in a Mela show or explore issues of multiracial
identity, there is a place for you here.

We hope you will use the source to guide your explora-

tion of Stanford’s Asian American community. Start by
stopping by the Asian American Activities Center (A3C).
The A3C is a department of the university providing advis-
ing, programming, resources, leadership development,
space and a computer cluster. Shelley Tadaki, the A3C’s
Assistant Director, and I look forward to meeting you.

Cindy Ng
Assistant Dean of Students
Director of the A3C
 table of contents
history of asian americans at stanford 1
a3c frequently asked questions 2
frosh profiles 7
what the a3c can do for you 10
asan american studies at stanford 13
beyond black and white 14
how al became my advisor 16
health & well being 17
studying overseas 19
grants & fellowships 22
what is stanford? 25
student organizations 26
annual events at stanford 38

1891
The First Annual Stanford Reg-
ister lists the following under-
graduates: Sadanosuke Koku-
bo (Magoya, Japan), Greek;
Hatsuwo Mano (Tokyo, Japan),
Chemistry; Kenosuke Otaki
(Tokyo, Japan), Zoology; Siezo
Misaki (San Francisco, CA), Me-
chanical Engineering; Katsuma
Kusano (Tokyo, Japan); English;
Norio Takechi (Tora, Japan),
Economics. Note: Previously
written articles have made
reference to “seven” students;
however, only six names could
be found.
1910
The Chinese Students Asso-
ciation was founded. Members
include such distinguished
alumni as Mr. K. Y. Yeung ‘17,
Dr. James Hall ‘18, Mr. Chi Chen
‘20, and Dr. Frank Chuck ‘22,
Ph.D. ‘25.
1913
Japanese Clubhouse (later
known as the Tamarack Lodge)
housed Stanford students for
several decades. After 1942
and the evacuation orders, few
Japanese students returned to
live there, and it was demol-
ished in 1968.
1917
Yamato Ichihashi becomes
Stanford’s first Asian American
professor. With his A.B. and
M.A. from Stanford and Ph.D.
from Harvard, Ichihashi began
teaching Japanese History and
Government in 1913.
History of Asian
Americans at Stanford
1919
The Chinese Clubhouse was es-
tablished at the site where the
Law School now stands after
a Chinese student was thrown
out of Encina Hall by its Cau-
casion residents around 1971.
According to Dr. Frank Chuck
‘22 in Connie Yu’s Profiles of
Excellence, the Chinese com-
munity became quite incensed
by the eviction and decided to
build a house just for Chinese
students.
1942
During World War II, hysteria
concerning the Japanese hit the
Stanford Daily. On April 9, 1942,
a Daily staff member advocated
shooting “all possible fifth col-
umnists,” because “efficiency,
not humaneness, wins the war.”
Three days later, Paul Yamamoto
wrote in reply, “Since I am one of
those possible fifth columnists
... I would like to comment be-
fore the government decides to
shoot us.” Executive Order 9066
decreed that all Americans of
Japanese descent must evacu-
ate from the West Coast, includ-
ing students at Stanford. On May
26, Stanford’s last Nisei boarded
a guarded train and sped off to
concentration camps. In all, the
U.S. Army sent 34 students and
one professor of Japanese an-
cestry to concentration camps,
where most lived behind barbed
wire until 1945.
1971
Asian American Students Alli-
ance (AASA) forms.
The first Asian American Stud-
ies course taught by Gordon
Chang (then a History graduate
student) is offered.
Junipero House founded as
the Asian American Theme
Dorm; renamed Okada House
in 1981.
1977
The Asian American Activities
Center is located at the Old Fire
Truck House and is staffed by
student interns.
1979
David Henry Hwang, a then
Stanford student, writes the
play F.O.B.
1986
The Academic Senate Com-
mittee conducts a study of
Asian American admissions
prompted by student Jeffrey
Au. Results show a significant
climb that continues through
the 1980s.
1987
Rainbow Agenda (including
AASA, MEChA, SAIO, BSU)
proposes a set of demands
including the institutionalization
of the Asian American Activities
Center and the hiring of a full-
time Director/Dean.

1988
The University Committee on
Minority Issues is established
with the goal of promoting a
University environment in which
all members have equal oppor-
tunity to develop full human po-
tential. The committee includes
Professor Gary Okihiro (formerly
of Santa Clara University), Stan-
ford staff person Elizabeth
Hiyama and student Brian Kim.
The UCMI Report evaluated a
variety of areas including under-
graduate curriculum, faculty, un-
dergraduate students, graduate
students, student life, and staff.
Among its many findings, the
UCMI reported on the need for a
more developed Asian American
Studies program.
1989
Students take over the Presi-
dent’s Office to demand Asian
American Studies at Stanford.
The students chant, “Just one
Asian American History Profes-
sor ...”
Stanford Asian Pacific American
Alumni/ae Club forms. Emory
Lee ‘59 is selected president.
1990
Professors Gordon Chang and
David Palumbo-Liu are appointed
as tenure-track Asian American
Studies scholars.
1991
Asian American Studies schol-
ars offer a core consisting
of five Asian American Stud-
ies courses. This comes as a
result of collaborative efforts
with Prof. Sylvia Yanagisako
(Anthropology), Prof. Bill Hing
1992
Jesse Jackson speaks at Memo-
rial Auditorium on the issue of
anti-Asian violence.
1993
Asian American students con-
duct a survey showing broad
support for an Asian American
Studies program at Stanford.
A press conference is held, as
well as a rally supporting Asian
American Studies.
Japanese American alumni who
were incarcerated in World War
II return to Stanford for a rec-
ognition ceremony hosted by
President Casper.
Stanford Asian faculty form the
Stanford Asian Faculty Associa-
tion.
In response to threatened bud-
get cuts to ethnic centers,
students hold a speak out and a
forum entitled “Bridging the Gap
Between Rhetoric and Reality.”
history | 2
1993
The Dean of Students consid-
ers several proposals for budget
cutbacks for the ethnic centers.
In large part due to the drafting
of the document by the center
directors entitled “Opportunity
and Challenge: A Case for the De-
velopment of the Ethnic Centers,”
the ethnic centers are poised to
receive increased funding from the
President and Provost to further
develop recruitment and retention
programs.
1994
Concerned Students for Asian
American Studies disrupt a Fac-
ulty Senate meeting, demanding
consideration for an Asian Ameri-
can Studies program. They then
make a formal presentation to the
Faculty Senate. MEChA goes on
a four-day hunger strike. Commit-
tees are formed to look into the
demands of the hunger strike and
the possibility of both Chicana/o,
Native American, and Asian Ameri-
can Studies. culty Senate. MEChA
goes on a four-day hunger strike.
Committees are formed to look
into the demands of the hunger
strike and the possibility of both
Chicana/o, Native American, and
Asian American Studies.
The President and Provost pro-
vide additional funds to the ethnic
centers.
history | 3
1995
Dean John Shoven of the
Humanities and Sciences pres-
ents the Asian American Stud-
ies Commission Report to the
Faculty Senate.
The Asian American Studies
Curriulculum Committee is
formed and charged with de-
veloping a curriculum for an
Asian american Studies major
and minor.
Dean Shoven appoints Profes-
sor Daniel Okmoto to chair the
committee on Asian American
Studies at Stanford. The “Oki-
moto Commitee,” as it became
known, was responsible for
developing the proposal for
Asian American Studies which
is to be part of an emerging
Interdisciplinary Program in
Comparative Studies on Race
and Ethnicity, or CSRE.
1996
Okada celebrates its 25th anni-
versary. House founder Nelson
Dong speaks about his fight as
a student for an Asian American
theme house. The Faculty Sen-
ate unanimously authorizes the
initiation of the Comparative
Studies in Race and Ethnicity
program.
1997
Beginning January 1, 1997,
students are now able to major
in Asian American Studies. His-
tory Professor Gordon Chang is
appointed as the first director of
the program.
1997
Prof. Steven Chu of the Physics
Department wins the Nobel Prize
for research on interplay of light
and atoms.
1998
Prof. Akhil Gupta is granted tenure
in Anthropology, teaching courses
on ethics of development in a
global environment and on South
Asian and South Asian American
Studies.
1999
Two students become the first
to graduate with majors in Asian
American Studies.
Korean American students host
KASCON XIII, the Korean American
Students Conference.
2000
The first annual Stanford Asian
American Awards program is held
at the Faculty Club.
2001
The President and Provost in-
crease funding for the centers
after meeting with students.
2002
Stanford students launch a na-
tionwide boycott of Abercrombie
& Fitch to protest T-shirts with
stereotypical caricatures of Asian
Americans, resulting in the shirts
being pulled from stores.
2003-2004
Students work with the Under-
graduate Admissions Office
to increase the diversity of
the Asian American student
population.
2005
Professor Anthony Antonio is
granted tenure in the School
of Education. His research
examines the impact of racial
and cultural diversity on higher
education.
2006
Alumni who were members
of the Chinese Students Club
in the 1940’s raise funds
to support the A3C and the
renovation of the Old Union
Clubhouse Ballroom.
2006 - 2007
The A3C moves to renovated
space on the second floor of
the Clubhouse. The Ballroom
is dedicated with a plaque
honoring our donors.
Asian Americans have
always been an integral
part of Stanford’s history.
As our community
continues to change, we
must honor the history of
those who came before.
 a3c faq | 4

Asian AMERICAN ACTIVITIES CENTER

frequently asked questions

Lost in the alphabet soup of the Asian American community?

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

A3C AASA
The Asian American Activities Cen- The Asian American Students
ter, the A3C (”A Cubed C”), is a University Association is an independent
department and one of student-run cultural, politi-
four ethnic community cal, social, and community
centers in the Dean of service organization that
Students Division. It is serves as the umbrella or-
located in the newly ganization for the other
renovated Old Union Asian American groups on
Clubhouse. campus.

AANSOC Okada
The Asian American Okada, located in Wilbur
New Student Orien- Hall, is the Asian American
tation Committee theme house. The dorm was
hosts “We Are Family” named after John Okada, the author
and assists the Big Sib/Lil’ Sib program. of No-No Boy, a novel about Japa-
It aims to make the transition to Stanford nese Americans during World War II.
life by connecting freshmen to the Asian
American community.
a3c faq | 5

The A3C: what & Where

The Asian American Activities Center, or simply the A3C, is a depart-
ment under the Dean of Students and serves as Stanford’s primary
resource for Asian American student affairs and community develop-
ment. The A3C contributes to the academic mission of the University
through its partnerships and collaborative work with faculty, depart-
ments, and academic programs. rough its programming and advising,
the Center contributes to the multicultural education of all students
and to the development of leaders who are able to negotiate an in-
creasingly 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. e Center
also houses an Asian American resource library with reference texts,
literature, hard-tofind Asian periodicals, university documents, news-
paper 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
Assistant Dean of Students
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 Dean of Students division and other
departments to provide educational programming and
resources to students.
Shelley Tadaki
Assistant Director
of the A3C
Shelley was born and raised
in Kaneohe, Hawai’i and has
a B.A. in History and an M.A.
in Education from Stanford.
Since returning to Stanford in
2004, Shelley has worked closely with the A3C student
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.
 a3c faq | 6

in addition to the source, the a3c produces other publications

and online resources. be sure to check them out!

a3c Website | http://a3c.stanford.edu

The Asian American Activities Center website serves as the primary online resource
for the Stanford Asian American community. The student webmasters have designed a
userfriendly site full of information specifically for students, such as resources for aca-
demic research, contact information for student services personnel on campus, and links
to student groups. The website also includes downloadable versions of A3C publications,
including The Source and communicASIANS.

communicasians | an asian interest magazine

communicASIANs is a magazine distributed to all Asian American undergraduates, the

Asian American faculty and staff, and the campus community twice a year. communicA-
SIANs is a forum for students to voice their opinions on issues affecting the community,
locally and nationally. It also provides the Stanford community with valuable insights about
Asian American students and the issues that concern them.

Student Staff A3C Advisory Board

Each year the Asian Ameri-
can Activities Center em-
ploys roughly 20 undergradu-
ate students who each work
5-7 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 offer-
ings match the needs of the student body.
The Asian American Activities Center Adviso-
ry Board serves to promote and support the
work of the Center. This includes fundrais-
ing, advocacy for needed student services,
and advising on the overall direction of the
A3C. The Board is composed of undergradu-
ate and graduate students, staff, alumni,
and faculty.
frosh profiles | 7
Frosh
Profiles
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 Cen-
ter’s five 2005 Frosh Interns, as their
title implies, recently went through
the freshman experience themselves.
As you will soon read in the follow-
ing profiles, each Intern has had a
very unique experience and take on
freshman year. They offer their per-
spectives on different aspects, from
academics and balance to commu-
nity involvement.
If you have any questions, feel free to
go to the Asian American Activities
Center for more information. In addi-
tion, you may directly contact any of
the 2006-2007 Frosh Interns. We look
forward to hearing from you!
Christie Sung Ah Cho‘10
Hometown: Seoul, Korea & San Jose, CA
Prospective major/areas of interest: History
Other activities/clubs you were involved in during your
Freshman Year:
A3C Staff, Stanford Symphony Orchestra, Alternative Spring
Break, Korean Students Association, Chamber music
Best decision made during freshman year, and why:
I took an introductory seminar during fall quarter, which shaped
the way I approach my education at Stanford. Being in a small,
interactive class really challenged me to be in charge of my own
education and to take the initiative to approach faculty members,
staff, and other mentor figures. The class was awesome, but the
experience with interacting with a professor has changed the way
I handle my academic life.
One thing you wish you would have known at the start of
Freshman Year:
I wish I had had the courage to try out more activities without
worrying about lack of experience or feeling intimidated by the up-
perclassmen. The clubs and activities on campus are very open
and welcoming, and they are great ways to meet people with
similar interests.
How and why you became involved with the Asian Ameri-
can community:
Coming from an area with a large Asian-American population, I
suddenly found myself as a minority on campus. That feeling gave
me a sense of connection to the Asian American community on
campus, and with the encouragement of my CAA (Cultural Aware-
ness Associate), I decided to become involved with this dynamic
community.
Perspective - Academics and Balance:
First of all, one of the smartest things I did at Stanford was not
taking 20 units fall quarter. Sure, I didn’t get to take Econ, but I
was able to focus on meeting new people and making new friends
– a worthy investment of time during my first quarter in college.
My frosh intern position at the A3C was a combination of fun and
work, since it offered me valuable
leadership experience while giv-
ing me the chance to meet many
amazing people in the Asian Amer-
ican community at Stanford.
Outside the more serious aspects
of college life, I enjoyed the cham-
ber music rehearsals, crazy dorm
events (like ski trip), spontaneous
singing/dancing study breaks in
the room, conversations about
the meaning of life, and the occa-
sional outings with my friends.

Eunice Lee ‘10
Hometown: Cupertino, California
Prospective major/areas of interest: Undecided/Man-
agement Science & Engineering
Other activities/clubs you were involved in during
your Freshman Year:
Korean Students Association, Intervarsity Christian Fellow-
ship
Best decision made during freshman year, and why:
The best decision I made freshman year was to take an
introductory seminar in a topic that interested me, but that
I didn’t know much about. I took a great class called Busi-
ness on the Information Highways which let me interact with
professors in a small class setting of about fifteen to twenty.
It was a great experience.
One thing you wish you would have known at the start
of Freshman Year:
I wish I had known that the most important thing about
choosing PWR classes is to choose a topic that interests
you because writing a fifteen to twenty page research paper
requires a lot of enthusiasm about the topic.
How and why you became involved with the Asian
American community:
I became involved in the Asian American community through
my big siblings who sent me lots of emails about how to
get more involved in the Asian American community. One of
them was about a freshman internship at the Asian Ameri-
can Activities Center, which was how I became involved as
a student staff member of the A3C. I really wanted to stay
connected with the Asian American community on campus
and learn more about the Asian American student groups
on campus and the role of the school in nurturing these
groups.
Perspective – Being a Frosh Intern:
Being a Frosh Intern was definitely a great way to get more
involved in the Asian American community and opened up
a lot of exciting and memorable experiences for me. From
helping to host and organize events such as the annual
Asian American Awards Night to helping decorate the A3C
for a friendly winter holiday
competition among the
activities centers on cam-
pus, I really enjoyed being
able to play an active role
within the community and
develop my leadership and
organizational skills at the
same time. I also really ap-
preciated and enjoyed get-
ting to know my fellow A3C
Staff over the year and be-
ing able to form meaningful
friendships with them.
frosh profiles | 8
Andrew Wu
Pipathsouk ‘10
Hometown: Rockford, IL
Prospective major/areas of interest: Undecided En-
gineering
Other activities/clubs you were involved in during
your Freshman Year:
A3C Staff, Lambda Phi Epsilon, AASA, AASIB Coordina-
tor, UCAA
Best decision made during freshman year, and
why:
Pledging LFE, allowing me to strike a more balanced life
academically and socially
One thing you wish you would have known at the
start of Freshman Year:
When it rains, the bike seat absorbs water so just wiping
it off isn’t good enough. Use a plastic bag as a cover for
best results.
How and why you became involved with the Asian
American community:
During Admit Weekend, I was assigned to Okada, and
was basically recruited there by prominent members of
the Asian American Community. I then signed up for the
Asian American Sib program over the summer, and ap-
plied to be an A3C Frosh Intern during the fall.
Perspective – Academics and Balance:
I initially chose Stanford for the academics—the sunny
skies were simply a really nice bonus. So when I arrived,
I took 19 units of all hardcore academic techie stuff. I
did fine, but I found that I wasn’t that happy with classes
sucking up all of my time. I wanted to take fuller advan-
tage of the whole education offered by Stanford.
I soon realized what I had truly come to Stanford for—to
grow as a person, not just academically. Pure academ-
ics are of little use if you don’t have the people skills
to go along with them. Also, what’s the use of doing
something that you don’t enjoy overall? Of course there’s
going to be some
rough patches, but the
best things are those
which you can look
back at and genuinely
say that you enjoyed
them. Don’t do things
because it’s the norm,
find something (or lots
of things) that you truly
enjoy and do them.
frosh profiles | 9
Jason Jia ‘10
Hometown: Diamond Bar, CA
Prospective major/areas of interest: Mechani-
cal Engineering/Economics
Other activities/clubs you were involved in
during your Freshman Year:
TCS, ITASA, Intramurals, Lambda Phi Epsilon
Best decision made during freshman year,
and why?
Pledging Lambdas
One thing you wish you would have known at
the start of Freshman Year:
As the quarters progress, the harder it gets to main-
tain good study habits, and the more impossible it
gets to start making good study habits…
How and why you became involved with the
Asian American community:
I applied to be a Lil’ Sib and attended We Are Family.
From there, I knew I wanted to stay active with orga-
nizations that strengthened the bonds in the Asian
American community at Stanford.
Perspective – Social Life
Social life at Stanford is what you make of it. Same
as any other university, it will take some time before
you find your niche, but as long as you’re open to
meeting and hanging with new people, you’ll find
a good group of friends in no time. The common
knock is that Stanford is a bubble, which is lamenta-
bly true to an extent. This means that it’s up to you
to find the social scene that suits you best. No mat-
ter how cliché it sounds, the most effective way to
do this is to get involved, and that can be as simple
as getting out of your room every once in a while to
chill with your floor mates.
Last but not least, the party scene. All I’m going to
say is, parties are hit or miss. They’re either gonna
be straight up ballin, or downright tragic. Have fun!
Lan Le ‘10
Hometown: Sacramento, CA
Prospective major/areas of interest: Human Biology
Other activities/clubs you were involved in during
your Freshman Year:
Sweat-free Stanford Coalition; Stanford Journal of East
Asian Affairs.
Best decision made during freshman year, and
why?
I always made time to attend discussions and panels, led
by either faculty or students. These discussions focus on
important issues and for some reason, instill within me a
growing desire to save the world on multiple fronts. At-
tend the Listen to the Silence conference!
One thing you wish you would have known at the
start of Freshman Year:
Most Stanford students are very understanding regard-
ing busy schedules. If you have too many commitments,
don’t be afraid to explain your situation to the club lead-
ers asking for a smaller role or for temporary/permanent
withdrawal from the group.
How and why you became involved with the Asian
American community:
On Admit weekend at the A3C Community Welcome, I met
three influential and inspirational members of the Asian
American community - Linda Tran, Yang Lor, and Mark
Liu. They bribed me with pho (and encouraged me to learn
more about the A3C and activities in the community).
Perspective – Community Involvement
When we think of communities, we often think of ones
based on common interest or ethnic and cultural ties.
While these are of course important, we should not over-
look the community comprised of all our fellow students.
As Stanford students, we naturally inherit SDS – Stanford
Duck Syndrome – a condition characterized by hidden
struggles to maintain control on life while unintentionally
appearing as if we are floating on water with ease. Al-
though we might not fully comprehend
another’s struggles, we should nonethe-
less be prepared to offer our smiles,
support, and beneficial advice.
For example, by stopping a friend from
drinking too much or encouraging each
other to find safe ways to have fun and
relieve stress, we contribute a great ser-
vice. By being mindful of our thoughts,
words, and actions, we create a safe
and welcoming environment for all.
 a3c programs | 10

(1)
what the A3C can do for you
(2) (3) (4)

(5) (6) (7) (8)

(9) (10) (11) (12)

(1) Asian American Art Show (4) Leadership Retreat (7) LEAD Retreat (10) Leadership Retreat
(2) A C Couchroom
3
(5) From 9066 to 9/11 (8) A C Staff
3
(11) Asian American
Speaker Awards
(3) Asian American Awards (9) A3C Parents’ Weekend
(6) From 9066 to 9/11 Panel Welcome (12) Speaker Series
a3c programs | 11

what the A3C can do for you

Academic Enrichment / Retention Programs

Asian American Ph.D. Forum
The Asian American Ph.D. Forum was created to provide a supportive environment and a sense of
academic community by bringing together doctoral students and faculty in the Schools of Humanities
and Social Sciences, Business and Education. Quarterly dinners give students the opportunity to
network and share research interests.
Graduate Student Programming
The A3C supports Asian American graduate students by offering quarterly programming that enables
students to network with other students within and outside of their fields. The A3C also participates in
the Graduate Diversity Admit Weekend activities to enhance the acceptance rate of Asian American
and other graduate students.
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 addresses topics about making a smooth transition to college
 a3c programs | 12

life. The Series also provides students an opportunity to meet various faculty and staff through
informal lunchtime talks. Past topics include: “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 about 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.

Community Celebrations & Collaborations

Stanford Asian American Awards
The Stanford Asian American Awards dinner honors faculty, staff, alumni, undergraduate and
graduate students for their outstanding achievements and service. The dinner is an opportunity
for all segments of 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 the Asian
American graduates. 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
On an ongoing basis, 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. For instance, the A3C worked with the Stanford Alumni Association to plan the 2004
Minority Alumni Conference and assisted Okada House in planning an alumni reunion.
Alumni Hall of Fame
The Minority Alumni Hall of Fame was established in 1995. The Alumni Hall of Fame provides an

Leadership Development Programs

LEAD: Leading Through Education, Activism, and Diversity
The A3C works with the Black Community Services Center, El Centro Chicano, and the Native
American Cultural Center on the Leading Through Education, Activism, and Diversity (LEAD)
program. LEAD was launched in 1999-2000 as a two-quarter student leadership development
program for emerging leaders of color. The goal of LEAD is to develop the ability of student
leaders to work together across cultural and ethnic differences, to identify common concerns,
and to learn to collaborate in achieving social change.
academics & faculty | 13

Asian American Studies at Stanford

My name is Cynthia Liao and I am an Asian American Studies major. Along with other Com-
parative Studies for Race and Ethnicity (CSRE) related majors, the Asian American Studies
(AAS) program at Stanford was established in the late 1990s. I didn’t know this when I first got
to Stanford, but AAS exists today only because students fought for it for thirty years before
a student hunger strike finally convinced the powers that be to create a program and major
that would allow students to study the culture, history, literature, and social issues of Asians
living in America.

I took my first AAS class, Professor Gordon Chang’s Introduction to Asian American History,
mostly out of curiosity. Before college, my knowledge of Asian American history began with
the Chinese railroad workers and ended with Japanese American internment camps in World
War II. While it had been nice to see some recognition of Asian Americans in my U.S. history
textbook, as the daughter of immigrant parents who came in the 1980s and raised me in the
suburbs, I couldn’t see what ancient history had to do with my lived experience as an Asian
American today.

Introduction to Asian American History, along with other AAS classes I took on Asian American
politics and literature, helped me understand the common historical and social forces that
characterize the way Asian Americans relate to broader society, the way my family and other
Asian families immigrated to the U.S., and even the way my peers and I grew up perceiving
ourselves. I learned about an Asian American legacy of struggle and social protest against
discrimination, especially in the ‘60s and ‘70s and up to now. I also came to understand how
invisible Asian Americans really are to the rest of society, which made me appreciate how im-
portant it is to take AAS classes because if we do not understand our community issues and
advocate for them, then who will?

Out of all the majors available at Stanford, I chose AAS because it was the most relevant and
intellectually stimulating course of study I could find. Majoring in AAS gives me access to
CSRE’s rich resources, including research and internship opportunities and advising by top
faculty. It also allows me to integrate my academic interests into my extracurricular activities
and summer internships. Most importantly, AAS challenges me everyday to think critically
about identity and community, the two most important things I came to college to find.

I encourage you to take at least one AAS class while here at Stanford. There are a variety of
courses that also satisfy GER requirements.

Cynthia Liao
Stanford ‘08
academics & faculty | 14

Beyond Black and White:

Seminar explores the nuances of ethnic lit.
Reprinted with permission from Stanford Magazine: January/February 2005

BEFORE ANYONE could say existentialism, the discussion

turned to transcendent notions, social consensus and a priori
knowledge à la Kant.

So we must be deep into fuzzie territory? Not exactly. It’s a lit

course, all right—Comparative Literature 24Q: Ethnicity and
Literature—but many of the students in the bright white room
in Wallenberg Hall are confirmed techies. “I think kids tend to
take SIS classes that are not in their majors,” says physics
major Carey Myslewski.

That’s one reason David Palumbo-Liu, professor of compara-

tive literature, enjoys teaching Stanford Introductory Seminars.
“They feel user-friendly and they’re not intimidating because
they’re not filled with specialists,” he says. “I get students who
say, ‘I’ve never done well in literature, but I would really like to
take this course.’ It’s not said defensively—it’s just ‘I want you
to know.’ And to me, that’s positive.”

Palumbo-Liu, who has chaired the doctoral program in modern

thought and literature for six years, looks for a mix of students
from diverse backgrounds for his sophomore seminar. And
from Day One he steers them away from the notion that enjoy-
ment of literature is phenotypically determined—that “only
if you’re Asian-American can you understand Maxine Hong
Kingston.”

Myslewski had studied only American and European literature

before enrolling in the seminar. “I’ve always been in the gen-
eral, mainstream white culture,” she says. Now she’s reading
short stories by Japanese-American author Toshio Mori, who
spent World War II in an internment camp in Utah, and by Chi-
nese-American novelist Frank Chin. Myslewski gave a presen-
tation to the class about The Man Made of Words, by N. Scott
Momaday, MA ’60, PhD ’63, a Native American, a Pulitzer
Prize winner and a former Stanford professor of English.
“David has always stressed that there are not black-and-white answers in
comp lit,” Myslewski says. “I’d probably say that ‘ethnic literature’ doesn’t
truly exist as a genre, but that the mainstream culture defines it as anything
that presents a minority point of view. This course has opened me up to
many more options that I now feel more free to explore.”

As Palumbo-Liu encourages students to think about the books from multiple

points of view, he points to interpretive realms of gray. “Ethnicity is really
about relations between various groups,” he says. “More often than not, we
find that the texture and meaning of the narratives cannot easily be divided
between ethnic and nonethnic.” Working without outlines or notes, he
asks quiet, provocative questions: “Why is it that the meaning of literature
doesn’t always fully hit us until our lives catch up?”

Earth systems major Katy Yan says she had already studied one book on
the syllabus, Sandra Cisneros’s novel The House on Mango Street. “But
reading it again for this class was like reading it for the first time,” she
says. “Here we’re able to discuss it, and we think more on our own.”

That’s sweet music for Palumbo-Liu, who gets more than 40 applications
for the 14 seats at his seminar table. As he reads essays students submit
about why they want to enroll, he’s looking for an indefinable intensity. “The
more energy they put into the essays, the more energy I know they’ll put
into the class.”

On a recent morning, the discussion turned to the ways in which oral story-
telling traditions tend to change over time, compared to the relative perma-
nence of the written word.

“We’re so conditioned to look for themes and theses in a book,” Jasmine

Hanifi said. “But oral history is more tolerant of tangents.”

The professor was loving it.

“There’s some flexibility in reading a book,” Hassan Abudu said. “But with
storytelling, you’re in the spell of the person who’s talking.”

Really loving it.

“An author has the freedom to create environments that don’t exist in real
life,” Abudu continued. “The way imagination works, he can drop different
cultures into a petri dish to create an experiment.”

Palumbo-Liu rested his chin on his fingertips and smiled. “That’s wonderful,”
he said.

“When the chemistry is right between students,” he remarked later, “you

learn things you could never have imagined.”
 Al

I was so nervous for the first Public Service

through Public History class. There were only
five students in the class and the instructor was
renowned History professor, Al Camarillo. With
all his awards and honors, I was intimidated to
be in his presence. At the same time, I was in-
trigued by Professor Camarillo’s work and love
of History. I really wanted to talk to him about
the History major, but I didn’t know how to ap-
proach him. I realized, however, that I wouldn’t
get anywhere if I passively sat around. I even-
tually worked up the guts to go to his office
hours.

At first I did not know what to say to Profes-
sor Camarillo, but his friendliness immediately
put me at ease. He asked what interested me
in the course and the discussion flowed from
there. I enjoyed our conversation so much that
I ventured to his office hours the following week.
The week after that I frequented Professor Ca-
marillo’s office hours again. This time I walked
out of his office a declared History major and
one of his advisees.
During one office hour conversation, I brought
up my interest in the Tule Lake Segregation Cen-
ter, one of the World War II Japanese American
internment camps. As a granddaughter of for-
mer Tule Lake internees, I was curious about
the historic preservation effort of the site. Pro-
fessor Camarillo encouraged me to explore
the current work being done at Tule Lake as a
possible summer internship. Two weeks later, I
secured an internship researching the Tule Lake
Segregation Center. Unfortunately, it was an un-
paid internship, but Professor Camarillo made
a few calls and secured a grant to support my
research. I found my research so intriguing that
it is now the basis of my honors thesis
Professor Camarillo by his first name is some-
thing I am still getting used to.
My incredible experience working with a faculty
member like Al is not uncommon at Stanford.
Many students nurture close relationships with
their introductory seminar (introsem) professors.
The small and personal setting of introsems is
perfect for getting to know professors. I know
students who have landed research positions
with their introsem professors or eventually be-
come their advisees.
The opportunities to interact with Stanford fac-
ulty are boundless. All it takes is a little initia-
tive. I learned that you have nothing to lose by
going to a professor’s office hours and asking
them for guidance. Chances are that they will
be more than happy to talk with you since many
professors are excited by the prospect of a new
and curious student.

Recently, Professor Camarillo said that there’s

no need to call him “professor” anymore. My Christine Hironaka
parents taught me to respect titles so calling Stanford ‘09
 Health & Well Being
Your undergraduate years at Stanford represent
a unique time in your life. The next four years are
a transition to adulthood. While still not completely
responsible for yourself (e.g. who pays for your tuition
and housing?), you are now in control of what you want
to pursue academically and socially. You will decide
who you will become in the future. Your parents aren’t
around to tell you what you can or can’t do, or to re-
mind you to eat your vegetables at dinner. It’s a lot of
freedom, but as the cliché goes, with freedom comes
a lot of responsibility.

I’m not your mom, but I’m a fellow student equally

bright-eyed and ready to take on this university. Here
is my advice on how to make the most of your un-
dergraduate experience by avoiding certain habits
that could turn into regrettable lifestyle choices in the
Resource list future.

Asian American Activities Center College is a lesson in moderation and becoming

Career Development Center
Counseling and Psychological Services*
comfortable with our bodies. I’m sure we’ve all heard
Office of Accessible Education about the dreadful freshman 15- the belief that since
Office of Religious Life we are no longer under the watchful eye of our par-
Undergraduate Advising Programs
*You can also contact Naomi Brown of Counseling
ents, we run amok and eat junk food to no end. While
and Psychological Services directly at (650) 723-3785 I doubt that any of us gorge on fried food products
or naomi.brown@stanford.edu . For faster response, and Oreos our entire freshman year, I actually wouldn’t
e-mail is preferred.
be surprised if we gained a pound or two, or ten. But
Body Image Issues don’t sweat it and obsess over weight – it’s perfectly
CAPS normal to gain a few pounds because we’re getting
Vaden Website:
http://vaden.stanford.edu/library/eatingDisor-
used to a new place, there are new stressors, and the
dersFriend.html dining hall may not serve food we’re used to.
The Mirror:
http://www.stanford.edu/group/bridge/mirror/
http://www.stanford.edu/group/bridge/mirror/ Many people respond to college weight gain by becom-
Nutrition Consultation with Vivian Crisman: ing very self-conscious about their weight, going into
vcrisman@stanford.edu “I-must-go-to-the-gym-everyday” mode or even mak-
Alcohol/Drug Abuse ing harmful choices about eating. I’m not saying that
CAPS working out everyday is bad or that watching what you
Ralph Castro: rjcastro@stanford.edu eat is unhealthy. However, when these lifestyle choices
The Bridge: (650)723-3392
are based on the belief that you are not skinny or buff
Stressed/Overwhelmed/ enough without real consideration as to whether or
Pressured to do well not the choice is a healthy one, then that’s when it can
Naomi @ CAPS
The Bridge: (650)723-3392 become a problem and lead to more serious eating
A3C Staff disorders.

I’ll have to admit, I started looking at the mirror
more and more as I became aware of how oth-
ers noticed their own bodies, and I too began to
think “maybe I should skip lunch today to make
up for that piece of cake I ate last night.” But
then I realized that in order to really enjoy my
time at Stanford, I needed to not always focus on
my weight, and that it was important to not skip
meals so that I would have the energy to keep
up with classes and all of the fun group activities
going on here.
Speaking of fun, since we are on a college
campus, there will inevitably be partying, and
with such social settings, there will inevitably be
alcohol. While my job isn’t to say that alcohol is
a bad thing, I will say that I’ve seen many friends
who use the bottle much too often to escape
stressors in life, and that it becomes a habitual
action – every Thursday or Friday is their “key”
to freedom and relaxation. What’s worrisome is
that this is the only alternative they look for – they
look to party and imbibe to forget just for a while,
but what happens when they go out into the real
world? Are they going to do the same thing? In
college we are lucky to have peers watching out
for us and bringing us home after a night’s hard
partying, but in the real world, there often won’t
be a helping hand to take you home or make
sure you’re okay. It’s one thing to have fun, but
it’s another thing to escape by drinking and lay a
foundation for an unhealthy lifestyle.
Since we are at Stanford University, one of the top
academic institutions in the country, surrounded
by talented and top-of-their-class students from
around the world. It is easy to understand the
high level of stress that we are under that can
lead to the unhealthy lifestyle choices mentioned
above.
There was a time when I sat in Chemistry 33 think-
ing, “Why am I here? I’m not good enough com-
pared to my peers, and they look like they have
such an easy time with all their classes and they
health & well being | 18
barely study. Plus, they do all these activities
and excel in everything. I study for HOURS for
these tests, and I just don’t make the cut – what’s
wrong with me?!” It was important for me to real-
ize that I wasn’t the only with these feelings.
After talking to fellow Stanford students, I real-
ized that, at some point, every student has these
same thoughts. Everyone works hard even if
they don’t show it, everyone isn’t always on top
of the material, and everyone makes a bad test
score or two.
No one may show it, no one may want to express
it (who wants to admit they’re not shiny and excel-
lent?), but it’s important to remember that we’re
not alone, we’re all at the same elite university,
and we’re all in it together.
Throughout my years here, I’ve realized that there
are a lot of resources for us if we are feeling
stressed out and overwhelmed. I encourage
everyone to make use of residential staff, the
Bridge with their anonymous 24-7 hotline, or
Naomi Brown at Counseling and Psychological
Services. All are all here to help us navigate our
way through the stresses of college life. I’ve also
found it helpful to drop by the Asian American
Activities Center or any of the ethnic community
centers to talk to the staff who are willing to
just listen and be supportive. It’s tough being
away from home, but it’s also important for us to
remember that there are people here on cam-
pus who we can lean on for support. The most
important lesson that I’ve learned in my road to
becoming an adult is: Don’t be afraid to reach
out, you’d be surprised how much other folks
need comfort, too.
Amy Yu
Stanford ‘08
Stu d y i n g Ov e r s e a s r e e w e e k s to a few quarters
here from th e best ways
Spending anyw ca n b e o n e o f th
m e r se d in a d ifferent culture
im nford Bubble”
fr e e o f th e “S ta
to break

Kyoto
Megan Li ‘08
Wanting to explore an Asian culture different from my Taiwanese
upbringing, I decided to study in Kyoto, Japan, through the Stan-
ford Center for Technology and Innovation (SCTI) program. Despite
my hesitation to leave Stanford, I realized immediately upon my
arrival at Narita Airport how fortunate I was to have such a unique
opportunity.

I spent the first half of my time living with the Kitamura’s and their
dog Max, who quickly grew to be my second family. Staying with a
host family allowed me to adapt to my foreign environment within
the comforts of a home. By immersing myself in this setting,
my language skills and mannerisms improved dramatically. Soon
enough, cashiers and waiters were mistaking me for a native Japa-
nese person.

When summer began, I started an internship at Kyoto University

studying the protein mechanisms of blood vessel formation. Com-
municating with my co-workers and living in my own apartment
for the first time ever proved to be two of my biggest yet most
rewarding challenges.

Throughout my stay, I was able to visit more of the country than many Japanese citizens are able to
explore. I experienced the full cultural spectrum, from clubbing in the bustling nightlife districts of To-
kyo, to bathing in the hot springs of a mountain village, to indulging in a traditional kaiseki dinner on
a beautiful island off the southern coast. During these short trips, the nights out singing karaoke, and
time spent relaxing on the banks of the Kamo River, I bonded with an amazing group of friends who I
otherwise never would have met.

After five months, I found myself leaving Japan not only more in love with its culture, but also as a
more independent, open-minded person. The perspectives and memories gained from being abroad go
beyond anything that can be taught in an ordinary academic setting, and I highly encourage others to
spend a quarter exploring a world away from The Farm.
 study abroad | 20

Beijing
Donald Hoang ‘09
As one of the most rewarding aspects of my Stanford education, the Beijing program fulfilled my wish
of traveling to China and linked my experience as an American with the culture of my family’s origins.
My courses, taught by Peking University professors, imparted different perspectives on U.S.-China
relations and made textual accounts of China more tangible.

I was soon able to crack jokes in Mandarin with our language teacher and tasted real Chinese food
for the first time. I learned that best way to cross a street is to ignore the traffic signals and just fol-
low a local. I found that the concept of a line is foreign to many Chinese and to keep your place you
have to box people out. I visited sights such as the Forbidden City, flew a kite in Tiananmen Square,
attended a Beijing Opera performance, climbed the Great Wall, and discovered the culinary wonders
of yak meat and yak products during my weeklong exploration of the Yunnan province in Southwest-
ern China. But none of this compared to the simple pleasure of getting to know several Chinese
students as people and as friends.

As cliché as it may sound, I now see the world in a completely new perspective. I have returned to
the States’ with a greater appreciation of its standard of living, political system, and unique society.
So as you embark on your journey as a Stanford student, I strongly encourage you to take advantage
this amazing opportunity and study abroad.
study abroad | 21

Santiago
Julie Kim ‘08
After returning from a quarter abroad in Santiago, Chile, people always asked me, “How was it?” My
best answer for this question is: amazing. It is hard to reduce three months of new, fun, challenging,
and unforgettable experiences into a paragraph or a page. What I gained from studying abroad goes
beyond knowing Spanish conjugations, beyond learning about Chilean history, and beyond academic
learning in general. Being placed in foreign environment and meeting people different from me made
me realize that there is much more to the world than home, whether that is Stanford or my hometown
near Los Angeles.

Early during my Chilean stay, I discovered that there, peanut butter was an uncommon commodity. I
was incredulous that people halfway across the world may eat toast and jelly for breakfast just like me,
but have never tried peanut butter. Well, incredulous is an exaggeration, but this feeling of surprise
was felt both by the people I interacted with and by myself. Having grown up in areas of cultural diver-
sity, I expected to see a mix of ethnicities around me. For many people I met in South America, I was
the first Korean American person they had ever met. Such differences and other similarities between
the culture I encountered and the culture I carried with me reinforced my understanding that there is
much more out there than what I am accustomed to. This realization is only one of many. I could fill
notebooks with all the little experiences and events that shaped my study abroad experience and con-
tributed to the experience’s overall “it was amazing” impression.

The best way for me to convey what I experienced is to encourage you to study abroad. Talk to upper-
classmen and dorm-mates for advice on different study abroad campuses and check out the Overseas
Study Program website for information on the various centers. Plan ahead a little to figure out what
classes are mandatory for your major and what quarter would be best to be away from campus. I am
positive that each person’s study abroad experience will be different from the next. Moreover, I can
confidently say that the months abroad will provide exposure to a wide spectrum of experiences. Best
of luck in your future travels!
 URP Grants &
Haas Fellowships
Creating your own
study abroad opport
unities

Bhopal, India
Joseph Arrendondo ‘09
This past summer I was given the opportunity to travel to Bhopal, India and do research on the
topic of my choosing. I actually ended up running a children’s program, learning about environ-
mental activism, getting an insider’s view of the Indian healthcare system, doing research on a
chemical disaster, and meeting people that have changed the way I live my life.

I was informed of this opportunity when I spoke with some other students about this program
after class one day. We then contacted the Sambhavna Trust Clinic in Bhopal and were allowed
to stay in the clinic’s dormitories while working in the country. Some of the student volunteers
were able to fund the trip through a Human Biology Department fellowship program. Unlike
conditions at many other international sites, we were given clean food and water, access to
the largest collection of material on the Bhopal Disaster, and wireless internet service that
worked most days.

While at the clinic I was able to perform two different chemical tests and modify one so that it
could be utilized in mapping groundwater contamination in Bhopal. In trying to figure out what
chemical tests to perform, I turned to my former chemistry professors here at Stanford for
advice, and was reminded of the importance of the relationships one makes at Stanford both
inside and out of the classroom.
study abroad | 23
Chiang
Yang Lor ‘08
Mai, Thailand
This past summer, through a fellowship from
the Haas Center for Public Service, I spent
two months in Chiang Mai, Thailand. I worked
with the Hmong Association for Development
(MDT), a non-profit organization, on the imple-
mentation of a self-designed youth empower-
ment project.
I have always been an advocate of understand-
ing the real living conditions of a community
before attempting to make change that will
be beneficial. I believe the best way to help
people is to live like them and get a first hand
understanding of what it is they really need.
Though I believe this strongly, I had never be-
fore been in a situation that required me to
change the way I personally live in order to
understand the people I intended to help. This
changed on my trip to Thailand when another
MDT staff member and I visited a Hmong vil-
lage to assess the progress of a project.
A week-long stay in this village taught me a lot
about myself, as I was confronted with an en-
vironment that was drastically different from
any that I have encountered. I was so used to living
in a developed world with all the luxuries that came
along with it, but in this particular village, electric-
ity had only been made available recently, houses
were constructed out of a combination of bamboo,
metal, and wooden planks, and families still relied
on wood to cook.
Over the course of that one week, I made some
very tough adjustments; I took cold showers from
rainwater in concrete tanks, woke up like everyone
else at 6 am when roosters began crowing, and ate
from the same bowl of rice and same meat dish
with four to five other people, using the same uten-
sils. For me, this was a minor accomplishment and
the first step in trying to make a positive impact on
the lives of the Hmong people in Thailand.
Do you have a similar service project in mind, or
do you want to conduct research on a particular
topic, but you are not sure where to locate fund-
ing to make either of these projects a reality? The
Haas Center for Public Service offers a variety of
fellowships each summer for students to engage
in service projects. The Undergraduate Research
Program, on the other hand, provides a number
of research grants for students to conduct inde-
pendent research during the summer. These great
resources are only two of the many available here
at Stanford to help you pursue your service or aca-
demic interests.
 study abroad | 24

Seoul
Jason Lee ‘09
has got my Soul
I am Korean American. My past two summers have been quests
in figuring out the meaning of the Korean half of my identity.
Arriving at Stanford as an eager Pre-Med, I had no idea I would
spend 6 months in Seoul within just two years. The journey
started freshman year when my Intermediate Korean professor
recommended I apply for a language fellowship from the Center
for East Asian Studies (CEAS).

Through this language fellowship, I spent the summer after

freshman year completely immersed in Korean culture, study-
ing Korean for 25+ hours a week at Korea University. I was one
of three Americans in a language program of over 300 people
(composed primarily of Chinese and Japanese students), I was
the only native English speaker among my friends and class-
mates, and I was living alone in Seoul. My only means of survival
was to speak Korean, thus my language ability sky-rocketed.
Despite all that I learned, I realized I had a long way to go to fully
understand what it means to be Korean.

When I returned to campus in the fall, I dropped Pre-Med and

started looking into International Relations. Considering what to
do the summer after sophomore year, I again turned to CEAS
to find an internship at the US Embassy Commercial Service in
Seoul. Interning at the US Embassy Commercial Service has
been an eye-opening introduction to Korea’s dynamic business
world and I have aspirations to facilitate business between Ko-
rea and America.

During this second summer in Korea, I made many more Korean

friends who taught me aspects of Korean culture that I could
never learn from a classroom full of fellow foreigners. The hard-
est lesson I learned is that despite how close I became with Ko-
rean friends, there still was a wall between these two very differ-
ent cultures. Going forward, I hope to slowly dismantle enough
of this wall, brick by brick, so that I can climb back and forth
freely and play a role in creating a truly global society.
what is stanford | 25

What is Stanford?
Stanford is TCS dumplings served fresh and tender in Tresidder Oak. Stan-
ford is SVSA presentations on Agent Orange and stories of its survivors.
Stanford is Magic Mic karaoke with PASU, partition discussions with San-
skriti, 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 Ameri-
can 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 orgs that it can get a little over-
whelming. Maybe it feels scary (“Do any of these groups represent/accept
me?”), maybe it feels irrelevant (“Uh, I just came to major in Electrical En-
gineering.”), 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 organiz-
ing 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 space 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 A3C. Hang out at Okada. Check out what everyone has to
offer. Who knows—maybe you too will fall in love.

Takeo Rivera
Stanford ‘08
A3C Community
Building Coordinator
Okada RA
Student Organizations
For many, a Stanford experience is not complete with-
out community involvement, Participation in extracur-
ricular activities is an important avenue for students to
gain valuable experiences and knowledge that cannot
be found in the classroom. Stanford offers a wide va-
riety 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. At the same time, students are con-
stantly creating new cultural, social, political, religious,
and service-oriented groups to address the changing
needs of the community. The following will provide
you with descriptions of some of these organizations.
Check out the A3C website (http://a3c.stanford.edu)
or the Office of Student Affairs website (http://osa.
stanford.edu) for more up-to-date information.

The Asian American community continues to flourish

through the hard work and dedication of each group,
So, take advantage of these opportunities at Stanford!
organizations | 27
Alliance Streetdance
Alliance Streetdance is a group of diverse Stanford
students who share a common passion—hip-hop
dance. Our original pieces are choreographed by our
own members and utilize a wide-ranging collection of
styles. Innovative and exciting, we strive to entertain
the Stanford community and the Bay Area with our
high-energy, risk-taking performances. But most of
all, we are a close-knit family that shows what can
happen when people from all different backgrounds
get together to do something they love.
http://www.stanford.edu/group/alliance/
alpha Kappa Delta Phi
alpha Kappa Delta Phi (KDPhi) is Stanford’s first
and the nation’s largest, most established Asian
American interest sorority. Founded at Stanford in
1993, KDPhi strives to promote sisterhood, scholar-
ship, leadership, and Asian American awareness.
We support the fight against breast cancer through
service events, participate in various cultural and
social events both on and off campus, bond through
sisterhood dinners and outings, and connect with our
extensive network of actives and alumnae from our
43 chapters across the nation.
http://www.stanford.edu/group/KDPhi/
Asian American Student Association
The Asian American Students’ Association
(AASA) serves the Asian Pacific Islander (API) com-
munity at Stanford through education, organization,
service, and action. AASA actively promotes con-
sciousness of API cultures, identities, and issues.
In addition to being an independent organization,
AASA is also the coordinating umbrella organization
for over 30 other Asian Pacific American groups on
campus and is dedicated to fostering communica-
tion and cooperation among these groups. AASA
sponsors several major events each year, including
an Asian American issues conference and a charity
Fashion Show.
http://aasa.stanford.edu/
Asian American Sib Program
The Asian American Sib Program (AASIB) is an
organization that connects Stanford upperclassmen
with Stanford freshmen to provide a mentoring and
support network. AASIB matches freshmen (Lil Sibs)
with upperclassmen (Big Sibs) to form sib families.
AASIB provides Lil Sibs with cultural, academic, and
social support. Big Sibs recruited for the program
serve as guides, mentors, and friends to the Lil Sibs.
AASIB fosters a familial relationship by hosting family
gatherings every quarter and holding a greatly antici-
pated annual dance.
http://www.stanford.edu/group/sibs/

Asian American Theatre Project
The Asian American Theater Project (AATP) is
a 25-year-old student-run theatrical society. AATP
brings fresh voices to the stage by featuring Asian
Americans in positive, non-stereotypical roles and
encouraging Asian American talent in the arts. We
welcome those of all backgrounds and cultures to
act, direct, write, and design.
http://aatp.stanford.edu/
Basmati Raas
Basmati Raas is Stanford’s Raas-Garba team. Raas-
Garba is a style of dance from the folk culture of Gu-
jarat, India. This competitive Raas-Garba dance team
serves as an outlet for those interested and serious
about Indian folk dance of the Gujarati tradition to
learn, practice, and perform at cultural and competi-
tive activities both on and off campus. The team
has placed first in Los Angeles the last two years,
and has traveled to the Best of the Best competi-
tion twice. Tryouts required; with regular practices
throughout the year.
organizations | 28
Chardi Jawani
Chardi Jawani, The Stanford Bhangra Team, is a
culturally traditional yet stylistically modern dance
group established in 2003, which practices and per-
forms Bhangra. Bhangra is a traditional folk dance
noted for its high energy and lively beats, originat-
ing from the Northwestern state of Punjab. Chardi
Jawani performs at competitions throughout the na-
tion and the team has placed second in Los Angeles
two years ago. In addition, the team performs at
various campus and Bay Area events, per request.
Tryouts are required, and regular practices are held
throughout the year.
http://bhangra.stanford.edu/index2.html
Hong Kong Student Association
Founded in 1988, the Hong-Kong Student Asso-
ciation (HKSA) is a volunteer student organization
comprised of both graduate and undergraduate
students of Stanford University. HKSA is dedicated
to serving the Hong Kong community at Stanford
and those interested in Hong Kong culture by hosting
events promoting awareness of Hong Kong issues
and culture.
http://www.stanford.edu/group/hksa/
organizations| 29
Hui o Hawai’i
Hui o Hawai`i is a group dedicated to celebrating
and learning about Native Hawaiian culture, and shar-
ing it with the greater Stanford community. Above
all, the Hui o Hawai`i hopes to provide an environ-
ment were people of all backgrounds can come
together as an `ohana,’ or family and explore the
Hawaiian culture.
http://nacc.stanford.edu/group-hawaii/hawaii.html
Indonesian Club at Stanford
The Indonesian Club at Stanford (ICS) is a social
and non-political club at Stanford comprised of Indo-
nesian undergraduate and graduate students along
with faculty members from all departments at Stan-
ford, as well as Stanford affiliated students or faculty
interested in Indonesian culture and language. The
club’s goal is to foster an active and thriving Indone-
sian community at Stanford by facilitating networking,
cultural and educational activities.
http://www.stanford.edu/group/ICS/
Korean Student Association
The Korean Student Association (KSA) is an un-
dergraduate student organization that aims to foster
a tighter Korean and Korean American community
at Stanford and provide a forum for diverse cultural,
social and political issues concerning the Korean
peninsula and the Korean American society. Through
events such as speaker series, social gatherings,
community services, movie festivals, and culture
shows, KSA provides valuable resources to bring to-
gether students, faculty, and the community outside
Stanford. KSA currently reaches about 250 students,
and welcomes anyone who is interested in Korea.
http://www.stanford.edu/group/KASA/
Kayumanggi
Kayumanggi, the Tagalog word meaning “brown-
skinned,” is the Filipino dance troupe at Stanford.
They perform traditional Filipino folk dances that are
as diverse as the many different islands in the Philip-
pines. They enjoy dancing and entertaining crowds
at all different venues, showcasing the gracefulness,
energy, and rhythm of the Filipino culture to the
Stanford community. Open to all who are interested,
Kayumanggi is one way to connect with the rich
culture of the Philippines.
http://pasu.stanford.edu/kayumanggi.html
Lambda Phi Epsilon
Lambda Phi Epsilon is the first and only nationally
recognized Asian American interest fraternity. Found-
ed in 1981, the Stanford brothers of our fraternity
strive “To Be Leaders Among Men” on all fronts of
university life through community service, social inter-
action, academic and professional achievement, and
above all, brotherhood. In the past twenty years, the
brothers of Lambda Phi Epsilon have played integral
roles in the Asian American community at Stanford
and seek to continue its hallmark of excellence and
brotherhood.
http://www.stanford.edu/group/lambdas/

Hindi Film Dance
With the goal of fusing modern dance styles, such as
hip hop, salsa, and jazz, with the music, acting, and
dancing style of Bollywood films, The Hindi Film
Dance team aims to recreate and showcase the es-
sence of Bollywood and Indian culture. As a nation-
ally and state-wide award-winning competitive dance
troupe, the team choreographs their own competitive
8-minute productions that incorporate background
sets, props, costumes, acting, and dancing. At Stan-
ford, the team performs annually at campus events
such as Rhythms and We Are Family.
Malaysians @ Stanford
Malaysians @ Stanford or our acronym, M@S is a
group of Malaysian graduates and undergraduates
currently enrolled in Stanford University. M@S is a
community that consists of a group of dynamic, en-
thusiastic and fun-loving individuals who are of Malay-
sian heritage or are interested in Malaysian culture.
M@S also aims to provide a platform for Malaysian
students to embrace their Malaysian identities. We
take pride in representing Malaysia through special
events as well as through personal interactions with
other members of the Stanford community.
http://www.stanford.edu/group/mas/
organizations | 30
Multiracial Identified
Community at Stanford
The Multiracial Identified Community at Stanford
(MICS) strives to create an inclusive community for
those who identify as multiracial and/or as trans-ra-
cially adopted in order to bring awareness to issues
concerning those of mixed background. In solidarity
with ethnic, racial, women’s, and queer communities,
MICS aims to provide a forum for dialogue about
intersecting identities and issues of marginalized
groups. In its efforts to encourage ethnic and racial
tolerance, MICS is dedicated to promoting social
justice in the Stanford community and beyond.
http://www.stanford.edu/group/mics/about.htm
Muslim Student
Awareness Network
The Muslim Student Awareness Network (MSAN)
at Stanford is a non-religious, cultural student
organization dedicated to promoting and fostering
cross cultural dialogue and interaction on issues that
pertain to Muslims domestically and globally. MASN
strives to shed light on common misunderstandings
about crucial topics such as Islamic culture and faith,
women in Islam, jihad, and civil rights for Muslims in
America. MSAN also aims to promote awareness of
the Islamic faith and culture within the Stanford com-
munity and celebrate its diversity.
http://msan.stanford.edu/
organizations | 31
Noopor
Newly founded, Noopur is Stanford’s Bharata
Natyam Association whose aim is to create oppor-
tunities for Stanford students to pursue the ancient
South Indian classical art form of Bharata Natyam.
Our funds and practices are geared towards prepara-
tion for major campus-wide performances such as
Rhythms.
Pakistanis at Stanford
The Pakistanis at Stanford (PAS) is a student
organization aimed at bringing together people of
Pakistani origin and other members of the Stan-
ford community interested in Pakistani culture. In
hopes of building an active and communicative
community, we provide a forum to discuss issues
related to Pakistan and life at Stanford, and to pass
on important news to each other. Our objective is
to promote the culture, language and identity of
Pakistan on campus, and to organize recreational,
academic and cultural activities.
http://www.stanford.edu/group/pakistan/index.htm
Pilipino American Student Union
The 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. We reach out to
the community through social, cultural, service, and
issues-oriented projects, such as our mentorship pro-
gram, our collaborations with outside organizations
and schools, and our many campus-wide cultural
events. Ultimately, PASU works towards creating a
deeper appreciation for Filipino customs and culture,
as well as providing a warm and welcoming familial
community.
http://pasu.stanford.edu/
Project Dosti
Project Dosti seeks to provide Stanford students
with an opportunity to learn about community devel-
opment efforts in India. Every summer, we organize
service-learning trips for students to work with NGOs
that improve educational opportunities for children.
Prior to their service trips, volunteers take a class
to learn about current development issues facing
India and collaborate to design their service projects.
Through these experiences, we hope to inspire stu-
dents to become involved with social change in India
and beyond.
http://www.stanford.edu/group/dosti/

Project AIYME
Project AIYME (Asian American Initiative for
Youth Motivation and Empowerment) is a men-
toring (not tutoring) program for Asian American
8th graders from throughout the Bay Area. Mentors
attend retreats about twice a quarter, held on the
Stanford campus. Retreats consist of activities that
help foster self-confidence, goal-setting, team build-
ing skills, and community awareness. AIYME seeks to
dissuade Asian American youth from blindly self-iden-
tifying with wrongful and restrictive preconceptions
based on race and/or ethnicity and hopes to empow-
er and inspire Asian American youth.
http://www.stanford.edu/group/aiyme/
Queer and Asian
Queer and Asian (Q&A) is a student group intent
on providing a welcoming and safe space for Stan-
ford students to engage in issues concerning Asian
American/Pacific Islander (API) and Lesbian, Gay,
Bisexual, Transgender, and Queer (LGBTQ) identities.
Q&A aims to build a supportive network for the API
members of the LGBTQ community by hosting weekly
meetings and other social events where like-minded
members of the Stanford community can promote
education and activism, as well as socialize in a com-
fortable, relaxed setting.
http://www.stanford.edu/group/q-and-a/About.html
organizations| 32
Raagapella
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 per-
formances at Stanford and across the West Coast.
http://www.stanford.edu/group/raagapella/
Saheli
Saheli is Stanford’s South Asian Women’s Alliance,
a progressive collective of South Asian women who
challenge and explore cultural and feminist identities.
We are primarily a reading and support group that
uses the intersections of ethnicity and gender as
a foundation for dialogue, we examine our diverse
viewpoints and promote an intellectual and emotional
network. We also co-sponsor events and discussion
groups with other campus organizations on issues
pertaining to South Asia and the diaspora with spe-
cific focus on gender.
http://www.stanford.edu/group/saheli/
organizations | 33
Sanskriti
Sanskriti, founded in 1989, has expanded quickly to
become one of the largest cultural groups at Stan-
ford. With over 600 members, Sanskriti functions
as a portal that connects the Stanford community to
South Asian culture. By exploring history and tradi-
tion, addressing issues of sociopolitical importance,
presenting a social forum for our members, and
promoting our performances and lively arts to the
rest of the Stanford community, Sanskriti seeks to
strengthen student awareness of South Asian culture.
http://www.stanford.edu/group/sanskriti/
Sigma Psi Zeta
Sigma Psi Zeta (SYZ) is the newest multicul-
tural, Asian-interest Greek organization at Stanford,
dedicated to its national philanthropy of “Combating
Violence Against Women” and raising awareness
of Asian/Asian American cultures. SYZ partakes in
social, educational, community service, and cultural
activities to promote these goals. In 2005, SYZ
received the Dean of Students Outstanding Achieve-
ment Award. SYZ prides itself on being an organiza-
tion of independent, diverse, and strong women. The
close friendships and support network formed make
SYZ unlike any other group on campus.
http://www.stanford.edu/group/syz/
Singaporeans at Stanford
The S@S is a closely-knit group of Singaporeans
who are willing to go the extra mile to let you know
more about the tiny nation-state of Singapore,
which incidentally is an island that is sovereign and
exclusively separate from other entities. Activities
vary but are always centered around good food and
good friends! You are always free to join us for our
occasional gatherings even if you aren’t Singapor-
ean!
http://www.stanford.edu/group/sas/
Stanford Asian American
Activism Commitee
Stanford Asian American Activism Committee
(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. We
continue the spirit that has driven the Asian American
movement since its beginnings. We recognize the
diversity within Asian America while acknowledging
the logic and purpose of unity as well as the insepara-
bility of the Asian American struggle from other social
and political struggles.
http://www.stanford.edu/group/saaac/

Stanford Hwimori
Stanford Hwimori is a multiethnic group com-
prised of students, alumni, and other members of
the Stanford community that are committed to the
performance and perpetuation of Korean cultural per-
forming arts on-campus and in the Bay Area. Since
its establishment in 1993, Hwimori has grown to a
membership of over 15 students, and expanded our
repertoire to include dances such as talchum (mask
dance), o-buk-chum (lit, “five buk dance”), and minyo
(songs) in addition to p’ungmul (folk drumming).
http://www.stanford.edu/group/hwimori/
Stanford Hawaii Club
The Stanford Hawaii Club is open to anyone with
an interest in Hawaii, its culture, and its people.
Our current members include both Hawaii residents
and non-residents. We sponsor activities such as
social get-togethers, off campus outings to Hawaiian
music concerts or Hawaiian food, guest speakers on
contemporary issues in Hawaii, outreach programs in
the Pacific Islander community, and the annual lu’au
celebration. We encourage all students to come and
share our love for Hawaii.
http://www.stanford.edu/group/hawaii/
organizations | 34
Stanford Japan Exchange
is a Club
SJEC is the Stanford Japan Exchange Club, which
student-run organization that plans a month of
activities for visiting Japanese university students
every winter quarter. The Club originated in 1954 as
a two-part exchange program with Keio University in
Japan. This was engineered by Professor James Wat-
kins of Stanford through his personal contacts with
Keio graduates while working in Nagoya, Japan in the
late 1920s. The goal of SJEC is to promote further
understanding and friendship between the U.S. and
Japan through cultural interaction.
http://www.stanford.edu/group/sjec/index.htm
Stanford Khmer Association
The Stanford Khmer Association seeks to promote
awareness of Khmer culture through culture, cooking,
and film nights, community events, and joint projects
with community and collegiate Khmer organizations.
The club is open to all members of the Stanford un-
dergraduate community regardless of ethnicity, and
features a diverse membership.
http://www.stanford.edu/group/khmer/
Stanford Newtype
Founded in 1992, Stanford Newtype is Stanford’s
anime club. We are dedicated to introducing the
Stanford community to anime by providing the finest
selection of original language and English subtitled
Japanese Animation and promoting awareness of
anime culture. We screen anime shows and movies
weekly, attend anime conventions in the area, and
generally have a great time!
http://newtype.stanford.edu/
organizations | 35
Stanford University Nikkei
Stanford University Nikkei (SUN): Japanese Cul-
ture Club is the official campus organization formed
to provide support and social networking for students
of Japanese ancestry and student interested in
Japanese culture and society. Nikkei often refers to
persons of Japanese ancestry; however, the term has
many different meanings to many different people.
We seek to share the different meaning of “Nikkei”
and we are dedicated to raising culture awareness
and foster information exchange with the Stanford
community.
http://www.stanford.edu/group/SUN/
StanfordTaiko
Stanford Taiko is a collegiate performing ensemble
devoted to bringing the awareness of taiko – a
style of Japanese drumming – to the Stanford and
greater communities. Founded in 1991, Stanford
Taiko is an entirely student run group composed of
fifteen to twenty Stanford students that are under
the guidance of the Department of Music and faculty
advisors Steve Sano and Linda Uyechi. Stanford
Taiko has an entirely original repertoire composed
by its members.
http://www.stanford.edu/group/stanfordtaiko//
StanfordTzu Chi Association
Part of an international community service organiza-
tion, the Stanford Tzu Chi Association strives to
serve the community on-campus as well as around
the world by offering various volunteer opportunities
to Stanford students. Activities range from charity
walks, food bank visits, donation drives, nursing
home visits, high school tutoring, to even health clin-
ics - basically catering to whatever needs in the great-
er community members feel should be addressed.
Open to new ideas about new projects! Newcomers
are always welcome!
http://www.stanford.edu/group/tc/
Stanford Vietnamese
Student Association
The Stanford Vietnamese Student Association
(SVSA) has served as an on-campus family for its
members, providing a support network and oppor-
tunities to increase cultural and ethnic awareness.
We participate in many campus activities in addition
to organizing our own events to promote the cul-
tural, social, and political aspects of the Vietnamese
community in Northern California. We are currently
organizing several projects to further reach the Viet-
namese American community and invite you to join us
on our journey towards this goal.
http://svsa-main.stanford.edu/index.php
 organizations | 36

Stanford Wushi Club THai-American

Intercultural Society
THai-American Intercultural Society (THAIS) is
a student-run organization with interest in Thai cul-
ture at Stanford University. Our primary objective is
to promote interactions among students who share
the same interest about Thailand and her culture
in the form of social events, panel discussions and
cultural presentations. Through various activities,
THAIS hopes to promote precious Thai culture and
create a mutual understanding of diversity among
the Stanford and the larger Bay Area community.

The Stanford Wushu Club was started in the fall http://www.stanford.edu/group/thais/

of 1998 devoted to the practice and promotion of
the Chinese sport and martial art of wushu. Modern
Wushu is a martial art which combines a founda-
Undergraduate Chinese
American Association
tion in the traditional Chinese fighting arts with a
modern disposition towards aesthetics, grace, and
performance. Along with open hand training, Wushu
athletes do extensive training with such weapons as
the broadsword, staff, spear, and straight sword. The
Stanford Wushu Club is open to everyone regardless
of experience.

http://www.stanford.edu/group/wushu/

Taiwanese Cultural Society

The Taiwanese Cultural Society (TCS) is a dedi-
cated group of Stanford students who promote the
awareness and preservation of Taiwanese culture. We
seek to explore issues related to the island and to
ourselves 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 sponsored
screenings of videos on Taiwan and Taiwanese Ameri-
cans, as well as host the annual TCS Night Market.
The Undergraduate Chinese American As-
sociation (UCAA), founded in 1998, engages the
Stanford community to learn more about Chinese
American culture while hosting an environment for
meaningful events and social activity. Popular past
events include hot pot brunches, karaoke, dim sum
outings, excursions to the beach, and the annual
Date Auction fundraiser. UCAA welcomes you to
join us, meet new people, have fun, and become a
part of the dynamic Asian American community at
Stanford.

http://taiwanese.stanford.edu/
organizations | 37

Additional organizations:
The organizations described in the source are just some of the many organizations on campus.
The following groups that are listed on this page are some more to add to the list. If you are
interested in these or other organizations not listed here, there are various places to find more
information, such as online at the Asian American Activities Center website (http://a3c.
stanford.edu) or at the Office of Student Affairs website (http://osa.stanford.edu). Good luck
and get involved!

Aiki Association of Stanford Pacific Free Clinic

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 As-
sociation
Asian Amer. Immigration Clinic
Asian Baptist Student Koinonia
Asian Pacific American Medical Stu-
dent Association
Asia-Pacific Student Entrepreneurship
Society
Assoc. of Chinese Students & Scholars
at Stanford
Buddhist Community at Stanford
Chinese Campus Evangelistic Fellow-
ship
Chinese Christian Fellowship at Stan-
ford
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
North Korea Focus
Outreach to Asian Immigrant Students
Organization of Arab Students In
Stanford
Queer & Questioning Asians and
Pacific Islanders
Reorient
Saathi
Satrang, Stanford Sikh Students As-
sociation
South Asian Preventive Health Out-
reach 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 Associa-
tion
Stanford Undergraduate Japan As-
sociation
Stanford University Wing Chun Stu-
dent Association
Tzu Chi Collegiate Association, Stan-
ford Chapter
annual events | 38
annual events at Stanford
fall
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.
AANSOC | 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.
AANSOC | 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.
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 KASA, SVSA,
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 | listen to the silence
Listen to the Silence is a conference sponsored
by AASA during Fall 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,
Superintendent of External Affairs Branch, California
Department of Education.
annual events | 39

winter
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 fes-
tival is so popular that food stands always sell out.
SANSKRITI| bhangra by the bay
Bhangra by the Bay is a statewide competition for
the traditional dance of Punjab. Bhangra is set to tra-
ditional Indian music or modern-day contemporary
music. Prizes are awarded to the best performers.
Usually 8-10 California colleges and universities
participate in the event. Bhangra by the Bay is a great
way to meet people and interact with other Indian
organizations.
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.
TCS| night market
In celebration of the Lunar New Year, TCS
collaborates with the many Asian American
organizations to coordinate a huge Asian ethnic
food and games market in Tressider. Popular
activities include DDR, Chinese chess, karaoke,
mah jongg, and dumpling eating contests.

A3C| parent weekend welcome

During the University’s Parent Weekend in
March, the Asian American Activities Center hosts
a Parent’s Weekend Welcome in the Old Union
Courtyard 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.
 annual events | 40

spring
A3C| asian american awards api heritage month
Stanford Asian American Awards is sponsored Recognizing the history and experiences of Asians
by the A3C to recognize individual faculty, staff, in America, in 1978, President Jimmy Carter estab-
students and alumni for their tremendous service, lished the Asian/Pacific Islander Heritage Week.
achievement and dedication. Award recipients In 1991, the federal government declared May as
are selected from a wide variety of constituencies Heritage Month in honor of Asians and their rich
throughout the community. 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
AASA| extravaganza are receiving in modern society.
When dormitory food just doesn’t cut it any- The Stanford community proudly celebrates
more, and everything else has that “been there, Asian/Pacific Islander Heritage Month (API Month)
done that” feeling, you want something different. with a wide variety of art exhibits, performances,
Extravaganza, AASA’s Asian American cultural fair, educational symposiums, cultural events, and
fulfills that need. One of the more popular events films.
among the entire Stanford community, this festival,
which is free and open to the public, features live
entertainment ranging from traditional folk dances
to modern music to martial arts and more. Recogniz-
ing that the Asian American community is not alone
on campus, Extravaganza additionally features acts
from all Stanford communities to highlight the unity
present at the University. The celebration of Asian
American diversity features food booths organized
by Asian American organizations, serving food such
as samosas, bulgolgi, beef teriyaki, Chinese pastries,
and more.

AASA| fashion show TAIKO| spring concert

The AASA Fashion Show is an annual charity Stanford Taiko is a completely student-
event dedicated to showcasing and publicizing run organization devoted to ensemble
Asian American clothes designers to the Stanford drumming rooted in Japanese folk tradition.
community. Many students at Stanford are not API Leaders Ret
This annual full-length concert showcases
aware of Asian American contributions to the the creativity of Stanford Taiko, featuring
fashion industry, and AASA feels that by promoting all-original works by current and former
modern professional designers, AASA can raise members of the group. Come experience the
awareness of their involvement to the community. energy and vibrant originality of the group!
In addition to modern designs, the fashion show
includes traditional outfits from Asian cultures,
such as kimonos, saris, and the like. Student models
showcase the clothing provided by designers and
clothing outlets. While the fashion show focuses on
Asian American culture and designers, the event is
open to the general Stanford community.
annual events | 41

spring con’t
AASA| fashion show
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.

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.

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.
Because each graduate has contributed much to
the community, their efforts and friendships are
valued in this ceremony. The strength and unity of
the Asian American community is demonstrated
in this end-of-year banquet!
 Afterword
I can’t tell you what this place will eventually
mean to you, but whatever definition you’ll
eventually give Stanford, the memories you’ll
make here will definitely be unforgettable.

Take advantage of all that Stanford has to

offer; don’t leave with any regrets. You’ll only
get to meet these people and do these things
within the few years that you’re here. Hope-
fully, the source has given you a glimpse
into some ways that you can do so. Best of
luck on your endeavors!

Cecilia Yang
Stanford ‘09

Credits
EDITOR\DESIGNER
cecilia yang

SPECIAL THANKS TO
cindy ng shelley tadaki

CREDIT TO
joseph arrendondo tracy li cheung christie cho
christine hironaka donald hoang jason jia julie kim
lan le eunice lee jason lee megan li
cynthia liao yang lor stephanie nguyen steve nguyen
andrew pipathsouk takeo rivera kelvin vuong amy yu
the source
asian american activities center
old union clubhouse
stanford, ca 94305-3064
650.723.3681