front cover by

the source
asian american community
a guide to the

at Stanford University
2005-2007
 Stanford University!
Welcome to

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 25 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 exploration of Stanford’s Asian
American community. Start by stopping
by the Asian American Activities Center
to visit me or Shelley Tadaki, the
Assistant Director. We look forward to
meeting you.
Cindy Ng
Assistant Dean of Students/
Director of A3C
http://a3c.stanford.edu
 18
6 12
the
4 source
contents
10
33
4 History
Read about how past students, faculty, and staff
made Stanford history and help build the vibrant
Asian American community that it is today.
6 A3C FAQ
Answers to all of your questions about the Asian
American Activities Center (A3C).
8 What the A3C Can Do for You
Learn about the many events, programs, and ser-
vices provided by the A3C.
10 Frosh Perspectives
The A C Frosh Interns share their perspectives on
3
their first year at Stanford.
8
14
12 Asian-related Majors
Get help navigating through the various Asian-
related majors and types of degrees.
14 Study Abroad
Discover the opportunities to spend anywhere from
three weeks to a few quarters away from the Farm.
18 Student Organizations
Stanford offers a wide variety of opportunities for
students to get involved in the Asian American com-
munity outside of the classroom.
33 Annual Events
The Asian American groups on campus provide
exciting annual events you won’t want to miss.
 4 histor y

Asian Americans have

always been an integral
history of asian americans part of Stanford’s history. As
our community continues to

at stanford
change, we must honor the
history of those who came
before.

1917
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 demolished in 1968.
1919
The Chinese Clubhouse was established at the site where the
Law School now stands after a Chinese student was thrown out of
Encina Hall by its Caucasian residents around 1917. According to
Dr. Frank Chuck ‘22 in Connie Yu’s Profiles of Excellence, the Chinese
community became quite incensed by the eviction and decided to
build a house just for Chinese students.

1971 1971 1971

Asian American The first Asian American Studies course Junipero House founded as
Students Alliance taught by Gordon Chang (then a History gradu- the Asian American Theme Dorm;
(AASA) forms. ate student) is offered. renamed Okada House in 1981.

1987 1988 1989

Rainbow Agenda (in-
cluding 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.
The University Committee on Minority Issues is established with the goal of Students take
promoting a University environment in which all members have equal opportunity over the President’s
to develop full human potential. The committee includes Professor Gary Okihiro Office to demand Asian
(formerly of Santa Clara University), Stanford staff person Elizabeth Hiyama and American Studies at
student Brian Kim. The UCMI Report evaluated a variety of areas including under- Stanford. The students
graduate curriculum, faculty, undergraduate students, graduate students, student chant, “Just one Asian
life, and staff. Among its many findings, the UCMI reported on the need for a more American History Pro-
developed Asian American Studies program. fessor ...”

1993 1993 1993 1993

Asian American students conduct a Japanese American alumni Stanford In response to threatened
survey showing broad support for an Asian who were incarcerated in World Asian faculty budget cuts to ethnic centers,
American Studies program at Stanford. A War II return to Stanford for a form the Stan- students hold a speak out and a
press conference is held, as well as a rally recognition ceremony hosted ford Asian Fac- forum entitled “Bridging the Gap
supporting Asian American Studies. by President Casper. ulty Association. Between Rhetoric and Reality.”

1994 1994 1995 1995

Concerned Students for Asian American Studies disrupt a The Presi- Dean John Shoven The Asian American
Faculty Senate meeting, demanding consideration for an Asian dent and Pro- of the Humanities and Studies Curriculum Com-
American Studies program. They then make a formal presenta- vost provide Sciences presents the mittee is formed and
tion to the Faculty Senate. MEChA goes on a four-day hunger additional Asian American charged with developing
strike. Committees are formed to look into the demands of funds to the Studies Commission a curriculum for an Asian
the hunger strike and the possibility of both Chicana/o, Native ethnic cen- Report to the Faculty American Studies major
American, and Asian American Studies. ters. Senate. and minor.

1997 1998 1999 1999 2000

Prof. Steven Chu of
the Physics Department
wins the Nobel Prize for
research on interplay of
light and atoms.
Prof. Akhil Gupta is granted tenure Two students Korean American Th e f i r s t a n-
in Anthropology, teaching courses become the first students host KAS- nual Stanford Asian
on ethics of development in a global to graduate with CON XIII, the Korean American Awards
environment and on South Asian and majors in Asian American Students program is held at
South Asian American Studies. American Studies. Conference. the Faculty Club.
 histor y 5

1891 1910 1913

The First Annual Stanford Register lists the following undergradu- The Chinese Students Yamato Ichihashi becomes
ates: Sadanosuke Kokubo (Magoya, Japan), Greek; Hatsuwo Mano Association was founded. Stanford’s first Asian American
(Tokyo, Japan), Chemistry; Kenosuke Otaki (Tokyo, Japan), Zoology; Members include such dis- professor. With his A.B. and M.A.
Seizo Misaki (San Francisco, CA), Mechanical Engineering; Katsumi tinguished alumni as Mr. K. Y. from Stanford and Ph.D. from
Kusano (Tokyo, Japan), English; Norio Takechi (Tora, Japan), Economics. Yeung ‘17, Dr. James Hall ‘18, Harvard, Ichihashi began teach-
Note: Previously written articles have made reference to “seven” students; Mr. Chi Chen ‘20, and Dr. Frank ing Japanese History and Gov-
however, only six names could be found. Chuck ‘22, Ph.D. ‘25. ernment in 1913.

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 columnists,” 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 before the government decides to shoot us.” Executive Order 9066 decreed
that all Americans of Japanese descent must evacuate from the West Coast, including 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 ancestry
to concentration camps, where most lived behind barbed wire until 1945.

1977 1978 1986

The Asian American Activities Cen- David Henry Hwang, The Academic Senate Committee conducts a study of Asian
ter is located at the Old Fire Truck House a then Stanford student, American admissions prompted by student Jeffrey Au. Results show
and is staffed by student interns. writes the play F.O.B. a significant climb that continues through the 1980s.

1989 1990 1991 1992 % OF INCOMING ASIAN AMERICAN FROSH

Stanford Professors Asian American Studies scholars Jesse
1985........................................................7.8
Asian Pacific Gordon Chang offer a core consisting of five Asian Jackson
1986-88..........................................15.6-16.0
American and David Pa- American Studies courses. This comes speaks at
1989.......................................................18.1
Alumni/ae lumbo -Liu are as a result of collaborative efforts with Memorial
1990-93..........................................24.1-24.5
Club forms. appointed as ten- Prof. Sylvia Yanagisako (Anthropology), Auditorium
1994.......................................................26.9
E m o r y Le e ure-track Asian Prof. Bill Hing (Law), Prof. Chang (His- on the issue
1995.......................................................21.5
‘59 is elected American Studies tory), and Prof. Palumbo-Liu (Compara- of anti-Asian
1996.......................................................22.9
president. scholars. tive Literature). violence.
1997.......................................................24.5
1998.......................................................24.0
1993 1999.......................................................23.4
The Dean of Students considers several proposals for budget cutbacks for the ethnic centers. 2000.......................................................26.4
In large part due to the drafting of the document by the center directors entitled “Opportunity 2001.......................................................24.0
and Challenge: A Case for the Development of the Ethnic Centers,” the ethnic centers are poised 2002.......................................................23.4
to receive increased funding from the President and Provost to further develop recruitment and 2003.......................................................25.0
retention programs. 2004.......................................................23.9

1995 1996 1997

Dean Shoven appoints Professor Daniel Okimoto to chair Okada celebrates its 25th anni-
the committee on Asian American Studies at Stanford. The versary. House founder Nelson Dong
“Okimoto Committee,” as it became known, was responsible speaks about his fight as a student for
for developing the proposal for Asian American Studies which an Asian American theme house. The
is to be part of an emerging Interdisciplinary Program in Com- Faculty Senate unanimously authorizes
parative Studies on Race and Ethnicity, or CSRE. the initiation of the Comparative Studies
in Race and Ethnicity program.
Beginning January 1,
1997, students are now able
to major in Asian American
Studies. History Professor
Gordon Chang is appointed
as the first director of the
program.

2001 2002 2003-2004 2005

The President Stanford students launch a nation- Students work with the Professor Anthony Antonio
and Provost increase wide boycott of Abercrombie & Fitch to Undergraduate Admissions is granted tenure in the School of
funding for the cen- protest T-shirts with stereotypical cari- Office to increase the diver- Education. His research examines
ters after meeting catures of Asian Americans, resulting in sity of the Asian American the impact of racial and cultural
with students. the shirts being pulled from stores. student population. diversity on higher education.
 6 a3c faq

The Asian American Activities

Lost in the alphabet soup of the Asian American community? The following
tions that many people ask about the A3C at some point during their time
Hopefully, these answers will help to introduce you to all that the A3C has to

A3C, AASA, AANSOC, Okada ... uh, what?

1. A3C—The Asian Ameri- 2. AASA—An indepen-
can Activities Center, or dent student run cultural,
A 3C, is a University de- political, social, and com-
partment and one of four munity service organiza-
ethnic community centers tion that also serves as the
in the Dean of Student Af- umbrella organization for
fairs Division. It is located the other Asian American
in Old Union Clubhouse. 1 2 groups on campus.
3. AANSOC—The Asian 3 4 4. Okada—The Asian
American New Student American theme house,
Orientation Committee located in Wilbur Hall. The
hosts “We Are Family” and dorm was named after
the Big Sib/Lil’ Sib pro- John Okada, the author of
gram. It aims to make No-No Boy, a novel about
the transition into the AA Japanese Americans dur-
community a little easier! ing World War II.

Who’s who at the A3C?

Cindy Ng, Assistant Dean of Students and Director of the Asian American Activities Center
Cindy Ng 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 Asian American Activities Center
Shelley Tadaki was born and raised in Kaneohe, Hawai’i and has a A.B. in History, a minor in CSRE, 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 at other university departments to bring awareness of campus resources to students.
Student Staff
Each year the Asian American Activities Center employs roughly 20 undergraduate students who
work 5-7 hours a week each. They serve as the office staff for the Center and implement programs
throughout the year. The students are a critical component in the work of the A3C and ensure that the
Center’s offerings match the needs of the student body.
A3C Advisory Board
The Asian American Activities Center Advisory Board serves to promote and support the work of the
Center. This includes fundraising, advocacy for needed student services, and advising on the overall
direction of the A3C. The Board is composed of undergraduate and graduate students, staff, alumni,
and faculty.
 F AQ
a3c faq 7

requently
Center sked
uestions
are a few ques-
here at Stanford.
offer.

The “What” and “Where” of the A3C

The Asian American Activities Center, or simply the A3C, is a department under the Dean of Student Affairs and serves
as Stanford’s primary resource for Asian American student affairs and community development. The A3C contributes to
the academic mission of the University through its partnerships and collaborative work with faculty, departments, and
academic programs. Through 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 increasingly diverse and complex workplace
and global environment.
The physical space of the A3C includes: the Office (for the professional staff and student workers), the Ballroom (which
is shared with Old Union Clubhouse tenants and other campus organizations), and the Couchroom (which serves as
the primary meeting space for the Asian American student groups). The Center also houses an Asian American resource
library with reference texts, literature, hard-to-find Asian periodicals, university documents, newspaper clippings, and
videos often utilized for coursework research. Students also use the Center’s iMac computer cluster as a space for
studying and working on group projects. Note: Due to remodeling of Old Union during the ‘05-’06 school year, the Center
will be relocated to 543 Lomita Drive at the corner of Santa Teresa Lane and Lomita Drive.

Want to read more?

In addition to the source, the A3C produces other publications and online resources. Be sure to check them out!
A3C Web Presence, http://a3c.stanford.edu and http://a3c.stanford.edu/eguide
The Asian American Activities Center Web-Connect serves as the primary online resource for the Stanford Asian American
community. The student webmasters have designed a user friendly site full of information specifically for students, such
as resources for academic research, contact information for student services personnel
on campus, and links to student groups. The website also includes downloadable
versions of all the A3C publications, including the source and communicASIANS.
In addition, The Entertainment Guide, or e-Guide for short, is an invaluable source
of information about events on campus, Bay Area attractions, restaurants, movies,
music, and much more.

communicASIANS, an Asian Interest Magazine

communicASIANS is a magazine distributed to all Asian American
undergraduates, the Asian American faculty and staff, and the larger
campus community twice a year. communicASIANS is a forum for students
to voice their opinions on issues affecting the community. It also provides
the larger Stanford community with valuable insights about Asian
American students and the issues that concern them.
 8 a3c programs

What the A3C C

Asian American Art Show

Academic Enrichment / Retention Programs

Asian American Ph.D. Forum
The Asian American Ph.D. Forum was created
in response to the report of the 1994 Provost’s
Committee on the Recruitment, Retention and
Asian American Awards Graduation of minority graduate students. The
Forum seeks to create 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.
Graduate Student Programming
A3C Couchroom
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. Past
programs have included film showings, massage workshops, sushi making, and a welcome
dinner in October. The A3C also participates in the Graduate
Leadership Retreat 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 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”.

From 9066 to 9/11 Speaker 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,
From 9066 to 9/11 Panel to identify common concerns, and to learn to collaborate in
achieving social change.
 a3c programs 9

Can Do for You

LEAD Retreat

Leadership Retreats & Student Group Advising

Twice a year, the A3C hosts 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 serves as advisors
to the student organizations that utilize the Center.

Community Celebrations & Collaborations A3C Staff

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
A3C Parent’s Weekend Welcome
parents and families are recognized for their contributions to the
success of the graduate. Graduates receive a gift and a red honor Leadership
cord to wear during the Graduation ceremony. Retreat
Asian American Awards
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 opportunity for the Stanford community to recognize the outstanding
achievements of Stanford’s diverse alumni leaders. Alumni selected for the Hall
of Fame are those who have distinguished themselves through exceptional
advancement and success in education, career, and/or outstanding contributions
to the Stanford community and society as a whole. These outstanding alumni are Speaker Series
honored at a special gathering during Alumni Homecoming Reunion.
10 frosh profiles
Frosh
Profiles
The first few weeks as a freshman
can be a hectic time. Besides hav-
ing to constantly consult a map
to avoid getting lost, freshmen
have to juggle choosing classes,
exploring the many extracurricu-
lar activities, and settling into an
entirely new environment.
The Asian American Activities
Center’s five 2005 Frosh Interns,
as their title implies, recently
went through the freshman ex-
perience themselves. As you will
soon read in the following pro-
files, each Intern has had a very
unique experience and take on
freshman year. They offer their
perspectives on different aspects,
from academics and balance to
community involvement.
If you have any questions, feel
free to go to the Asian American
Activities Center for more infor-
mation. In addition, you may
directly contact any of the 2005
Frosh Interns. We look forward to
hearing from you!
Catherine Chu
(catchu@stanford.edu)
Julie Kim
(jekim@stanford.edu)
Yang Lor
(ylor@stanford.edu)
Beijia Ma
(beijiama@stanford.edu)
Amy Yu
(amy.yu@stanford.edu)
Catherine Chu ‘08
Hometown:
Hong Kong.
Prospective major: Biological Sci-
ences and Economics.
Activities: A3C Staff, ASSU Senate As-
sociate, 2005 Reunion Homecoming
Student Team Leader.
How did you get involved with the
AA community?: I applied to be a Lil’
Sib and spoke with Cindy, the Direc-
tor, about interning at the A3C.
Freshman year must do: Fountain
hopping!
Advice: Don’t be afraid to ask for help.
Perspective–Academics & Balance:
As an economics major, I took sev-
eral Economics courses last year, in-
cluding Econ 52. This course focused
on macroeconomic analysis and the
professor used China as an example
for growth. He provided us with arti-
cles and lecture notes that explained
the sources of China’s economic
growth, such as the understated in-
flation and the increasing inputs.
Coming from Hong Kong, these de-
tails helped explain the current eco-
nomic situation in Asia.
With an academically demanding
schedule, I try to make time to do
other things by making sure I have at
least one study break a day. Weekly
meetings are a great way to get out
of the dorm and switch gears. Weekly
office hours at the A3C help me relax
and give me a chance to do other
things. I maintain a social life by mak-
ing sure I spend some time with my
friends, watching a movie, relaxing,
or partying at least once a week. I
also hang out with my AANSOC Sib
family every once in a while.
Julie Kim ‘08
Hometown:
Torrance, CA.
Prospective major: Undecided/Bio-
logical Sciences.
Activities: A3C Staff, communicA-
SIANS, Urban Styles.
How did you get involved with the
AA community?: I attended the Ac-
tivities Fair at the start of the year and
stopped by the A3C booth, where I
learned about the Frosh Intern posi-
tions.
Freshman year must do: Long, late
night conversations.
Advice: Try new things!
Perspective–Being a Frosh Intern:
At the start of my freshman year, I
must admit that I did not even know
what “A3C” stood for. Fortunately, at
the Activities Fair in the Fall, I stopped
by the A3C booth and learned about
the Frosh Intern position. As a Frosh
Intern for the Asian American Activi-
ties Center, I gained more than just
the meaning of the acronym.
As an Intern, I was at the hub of
AA activities, which allowed me to
stay updated on what was happen-
ing in the community. Like with any
organization, I had the satisfaction
of knowing my efforts had tangible
results. However, the most valuable
reward was having the opportunity
to meet people I would not normally
meet in my classes or in the dorm. I
met upperclassmen with interesting
perspectives. I also had the chance
to get to know Director Cindy Ng
and Assistant Director Shelley Tadaki.
Come by the A3C sometime to meet
them or just relax on the comfortable
couches!

Yang Lor ‘08
Hometown:
Sacramento, CA.
Prospective major: Sociology/
Cultural and Social Anthropology.
Activities: A C Staff, Stanford Asian
3
American Activism Committee,
Asian American Student Associa-
tion.
How did you get involved with the
AA community?: I am a A3C Frosh
Intern and member of SAAAC.
Freshman year must do: Take
IHUM.
Perspective–Involvement:
My involvement in the Stanford
Asian American Activism Commit-
tee and my position as a Frosh In-
tern at the Asian American Activi-
ties Center has allowed me to get to
know the Asian American commu-
nity at Stanford and neighboring
cities better. I have been exposed to
various issues that are confronting
the Asian American community. My
extracurricular activities have also
been a great asset in the classroom,
helping me better understand and
critique ideas presented in the
classroom.
Another great experience I had
my freshmen year was when I went
on the Asian American Issues Al-
ternative Spring Break (ASB) trip, a
week-long trip to visit various Asian
American community organizations
in San Francisco and Los Angeles. It
was a life-changing experience as
it opened my eyes to many of the
struggles that the Asian and Asian
American community still face;
struggles that we hear little about
at Stanford.
Beijia Ma ‘08
Hometown:
Boston, MA and
Philadelphia, PA.
Prospective major: Biological Sci-
ences/Economics (possibly).
Activities: A3C Staff, Sigma Psi Zeta
Sorority, AANSOC Sib Coordinator,
AASA Fashion Show.
How did you get involved in the
AA community?: The very first thing
I did was send in the Lil’ Sib applica-
tion during the summer. Once I got
to campus, I attended all the activi-
ties fairs. This formally introduced me
to the Stanford Asian American com-
munity, and this was also where I ap-
plied to be a Frosh Intern for the A3C.
Advice: Try to participate in all your
dorm activities. You only get to be a
freshman once, so enjoy yourself. Be-
sides, that IHUM grade really doesn’t
matter anyway (just kidding).
Perspective–Involvement:
Getting involved in not only the
Asian American community, but
the Stanford community in general
is one of the most valuable things
you can do as a freshman. Some of
my best memories come from these
activities: ice cream sundaes at Ghi-
rardelli Square with my Sib family,
fashion show rehearsals that last till
2 am, pledging (enough said), bon-
fire and Lambda Legacy dinner at
Mars, etc. I met some of my closest
friends from these activities as well.
There is a lot more to Stanford than
just academics. You just have to go
out and see for yourself. Although it’s
important to get a good education,
it’s even more important to learn and
grow as a person.
frosh profiles 11
Amy Yu ‘08
Hometown:
Irving, TX.
Prospective Major: Human Biology.
Activities: A3C Staff, Stanford Ar-
chery, TCS, Lambda Legacy.
How did you get involved with the
AA community: I checked out the
different groups at the Activities Fair
and visited the A3C. I joined the orga-
nizations I found interesting and the
rest is history.
Freshman year must do: Explore
(and have fun)!
Advice: Don’t be afraid to talk with
professors. Go to the library to study
if you really want to study (haha). If
you’re looking for a summer intern-
ship after freshman year, start early.
Perspective–Involvement:
Coming from a community that
lacked Asian Americans, I was very
excited about becoming involved in
the Asian American community at
Stanford. I started by signing up with
different organizations at the Activi-
ties Fair. This is where I heard about
the Asian American Activities Center,
the Frosh Internships, and signed up
to be a member of Taiwanese Cultur-
al Society (TCS). I started attending
and staffing events that promoted
Asian American cultural awareness.
For me, becoming a part of the Asian
American community has helped
me to discover a niche where I can
explore and feel comfortable about
my culture. As for contributing to
my frosh experience, I strongly feel
that my involvement has built last-
ing relationships and has helped me
become more aware of who I am as
a person.
 12 majors and degrees

Major or Minor?
The In’s and Out’s of Asian-relate
My name is Linda Lee and I am currently majoring in Asian American Studies.
Historically, Asian American Studies (AAS) was born out of the student strikes
and social movements of the 1960s. Asian American Studies at Stanford follows
this same legacy of student struggles. Along with other Comparative Studies in
Race and Ethnicity (CSRE) related majors, the Asian American Studies program
was established in the late 1990s after a student hunger strike—thirty years
after students had first begun fighting for an AAS department and major.
There are many reasons why I majored in Asian American Studies. First, I have
found the courses and material to be intellectually provocative and challenging.
Also, the faculty is incredibly supportive of its students both inside and outside
of the classroom. However, the main reason I am an Asian American Studies
major is that I believe AAS is important and essential to understanding the
history, role, and complexity of Asian Americans.
Majoring in AAS has given me the tools to critically analyze the world in which
The Major we live. This major has allowed me to understand the existing Asian stereotypes
Asian American Studies and, more importantly, it has taught me ways to combat these stereotypes.
Ultimately, I have declared because I believe in the importance of continuing
Linda Lee ‘07 the struggle of Asian American Studies.

My name is Jeffery Lee and I graduated in 2005 with a double major in Chinese
The Double Major Language and Biological Sciences. Because language degrees have a relatively
Chinese Lang./Biology small set of requirements, many Chinese Language majors choose to double
major. As a double major, you are required to fulfill the major requirements for
Jeffery Lee ‘05 both majors, which can be difficult (but not impossible) to complete in four years.
Also, one of the degrees must be a Bachelor of Arts (A.B.) and the other must be a
Bachelor of Science (B.S.). Thus, it is best to decide early if you want to double major
and to plan your coursework carefully. However, a huge advantage to double
majoring is that you receive two degrees and it is more easily recognized outside
Stanford. With a dual major, you receive a single degree with your transcript
listing one major as the primary and the other as the secondary major.
Specifically, the Chinese Language major comprises of 3 years (or the
equivalent) of Chinese Language (reading, writing, and speaking) classes, five
core classes (dealing with culture, history, and literature), and three electives. The
best thing about the Chinese Language major is that it is the ideal major for a wide
range of students. If you’re interested in specific topics on Chinese culture and
language, there are many good classes that provide in-depth understanding. On
the other hand, if you want a broad overview of Chinese culture, the major is very
manageable and will give you a good perspective on the basics. The department
is also small, allowing students to become well acquainted with the professors.
My favorite class is Professor Zhu Qi’s Advanced Chinese Language class because
he tailors his lessons and discussion to his students’ interests in a relaxed, laid-back way. Lastly, I suggest planning classes
early because essentially all of the Chinese Language classes are only offered once a year or even once every two years.
 majors and degrees 13

Double or Dual?
ed Degrees at Stanford University
My name is Tim Marrero and my interests in both creative writing and East
Asian literature led me to major in English and minor in East Asian Studies.
Choosing this minor wasn’t a difficult decision for me. The East Asian Studies
minor has given me the opportunity to augment previously latent interests
in the East Asian region and culture. As a minor, I also have fewer and more
manageable requirements than if I were a double or dual major. There are six
required classes for the minor: three core courses and a choice of any three
East Asian Studies courses. The core provides a good foundation and a solid
historical, sociological, and political overview of the region.
As an English major with emphasis in creative writing, I’m particularly
interested in literature. This led me to tailor the elective portion of my East Asian
minor around Asian literature. I took Prof. John Wang’s class on classic Chinese
literature and Prof. Jim Reichert’s class on modern Japanese literature, both
in translation. Delving into these countries’ respective literary traditions and
analyzing how authors wrote about subjects ranging from the Ming dynasty to The Minor
the Meiji restoration to the atomic bombs dropped on Hiroshima and Nagasaki East Asian Studies
has given me the chance to join my passions for English and East Asian Studies.
Minoring in East Asian Studies has allowed this truly unique exploration. Tim Marrero ‘06

My name is Yangchen Chagzoetsang and I am a dual major with a primary

major in International Relations (IR) and a secondary major in East Asian Studies. The Dual Major
With a dual major, the secondary major is only noted on the transcript and not
on the diploma. However, the main advantage of a dual major, opposed to a
East Asian Studies/IR
double major, is that the same class may double-count towards both majors. Yangchen Chagzoetsang ‘07
This was the perfect option for me because it offered me the flexibility to fulfill
the requirements for both majors and shape my coursework according to my
own specific needs.
From nearly the start of freshman year, I decided to major in International
Relations because the major fit my interests perfectly. I knew that I wanted to
study abroad and learn a new language. Incidentally, both are requirements
to major in IR. I also have a strong interest in international politics, especially
human rights in Asia. During my sophomore year, I realized that the majority of
the IR classes I was taking focused on Asia and that I was becoming increasingly
interested in the politics and development of China. I decided to combine East
Asian Studies and IR for a dual major.
Like IR, an East Asian Studies major requires completing 2 years of an Asian
language and one quarter of study abroad in the country of focus. In addition,
the major requires taking three of the East Asian core courses. The rest of the
major is open to fulfilling the “substantive concentration” of the student’s
choice. Because IR and East Asian Studies majors are interdisciplinary, many of
the courses I’ve taken are listed under both departments and double-counted for both majors. This combination allows
me to develop my overall knowledge of world affairs while also pursuing a focused study in China and central Asia.
 16 study abroad
14
24

Study Abroad
Spending anywhere from three weeks
to a few quarters immersed in a different
culture can be one of the best ways to
take a break from the “Stanford bubble”

Beijing WITH ATHENA MAK ‘06

W
hile being a Chinese American in Beijing isn’t learning about the Chinese legal system and the Chinese
a rarity, the experience of being in Beijing for culture at large, this field trip added to our unique oppor-
three months was quite an experience for me. tunity to experience and understand the continual
Although I was studying abroad, I didn’t expect the high- development of China as a whole.
light of my trip to be an academic one. I was wrong. In a
class called “Comparing the Legal Systems,” our professor
from Peking University organized a field
trip to a civil courthouse
in Beijing. We not
only observed an
actual trial, but also
had a tour of the
courthouse (includ-
ing a VIP lounge)
and talked to several
judges over lunch. The
conversation was ex-
ceptionally memorable
because we got first-
hand accounts of the
current state of the Chi-
nese legal system as well
as opinions on the future.
Furthermore, the judges
were revolutionary in that
they are working from the
inside to reform the judicial
system.
This experience was
u rthou se
a co
g in
unique in that it was the cli-
max of an extraordinary aca-
f riend Yujin
an d h e r
Athena
demic experience where our
interest was piqued and our
worlds enlarged. Combined
with everything else we were

KYOTO CENTER FOR JAPANESE STUDIES
LINDA TRAN ‘06 & JEFFREY HU ‘06
I H
participated in the Kyoto Center for Japanese Studies
(KCJS) Program, offered through the Stanford
Overseas Program Office and studied abroad in
Japan for a total of 8 months. With its focus on intense
language study and learning, the KCJS program gave
me an in-depth exploration into a different language
and culture, compared to the other Stanford Overseas
Program, Kyoto-Stanford Center for Technology and
Innovation (SCTI) program, which is more techology-
based. The various field trips, cultural events, and travel
outside the classroom were opportunities to see, learn,
and experience little known aspects of Japan. I even
began research in Japan that opened doors to a whole
new understanding of the people and culture.
The options you have when you study abroad are
both exciting and limitless. I learned so much from this
experience, despite the fact that none of the classes, the
field trips, the amazing people, the cool research, or the
personal growth I experienced were related to or counted
toward my major. This only goes to prove that the choices
you make don’t always have to fit into a grand scheme.
ACL 3
ove!
study abroad 15
aving grown up in Beijing, China, where school
field trips meant nothing but patriotic education
at the Anti-Japanese War Memorial, I had never
imagined myself one day visiting Japan, let alone living
there for an extended period of time. It was this lack
of exposure to today’s Japan and my obsession with
languages that motivated me to start taking Japanese
three years ago.
During the fall quarter of my junior year, my dream
to immerse myself in a Japanese-speaking environment
came true through my participation in the Kyoto Center
for Japanese Studies program. Beyond the classes at the
Center and the excursions to various temples and shrines
in the historic city of Kyoto, I found myself inseparably
attached to my host family—Okaasan, Otoosan,
Yasuhiro, and Enzeru, the house Siberian husky. I could
only wish that it was for a longer period of time. So do
listen to me and listen to others: whether you aspire to
learn a language, to explore the other side of the globe,
or simply to take a break from ordinary campus life, take
three months out of your life, and go abroad!
okyo
As a kusa, T
Sensou
Tem ple i n
16 study abroad

Looking for Something Else?

Create your own study abroad opportunity through a URP
grant or a Haas fellowship.

E
ach year, the Haas Center for Public Service offers several Summer Fellowships
to students to work in public service related projects for 9-10 weeks of full time
work. These projects can be either pre-designed or self-proposed fellowship
opportunities in both domestic and international settings. Examples include working
in a non-profit organization, government agency, or foundation on issues as diverse
as education, environmental studies, the arts, and health care. Applications for
summer fellowships are due in February of each year. For more details, go to the
web address http://haas.stanford.edu.
During the summer of 2005, I traveled to Vietnam for nine weeks in a self-
proposed fellowship to work on adolescent reproductive health issues at a
women’s hospital in Ho Chi Minh City. When I arrived, it quickly became apparent
that my original project proposal did not match their needs. However, I was able
to negotiate a transfer to the Maternal and Child Health/Family Planning Center,
where I became involved in various projects, such as organizing a peer health
educator training program, conducting a needs assessment of reproductive
health materials, and creating leaflets about youth-ortiented health services.
While it required persistence and patience to secure my desired fellowship
experience, the overall process was extremely rewarding. This opportunity Jenny
also allowed me to travel to my ancestral homeland, improve my Vietnamese Truon
language skills, and become immersed in a different culture and lifestyle.
g ‘05

A
s a part of the President’s Scholar Intellectual Exploration Grant (PS Grant),
I studied abroad in Beijing, China during the summer of 2004. PS Grants are
awarded upon admission to Stanford. However, it is just one of the
many different Undergraduate Research Program (URP) grants offered to
travel abroad for research. Learn more at http://urp.stanford.edu.
I conducted research on the experiences of women migrant workers
who work in the domestic service sector. I wished to explore how women
migrants negotiate and challenge dominant representations that
categorize them as either docile or deviant. During my sophomore year,
I worked closely with my advisors to submit a complete proposal to the
URP. Professor Sylvia Yanagisako’s class, The Pre-Field Research Seminar
(CASA 93), was incredibly helpful in preparation for my fieldwork. This
course gave me a solid understanding of ethnographic field methods,
from specific interview strategies to broader questions of ethics and
my own positionality.
In short, studying abroad and completing summer research has
been one of the most amazing opportunities Stanford has given me.

n g ‘0 6 Through this experience, I have had the opportunity to work with

Do remarkable faculty and I have found an academic interest that I am
Li ang truly passionate about.

FOR MORE INFO LOGON TO HTTP://OSP.STANFORD.EDU

Tas

Overseas Seminars
Short on time? These three-week programs take off right before school begins.
BEIJING AND SHANGHAI
WITH JESSICA WANG ‘06
A T
lthough I’ve been to China several times with
my family on groups tours, these trips did not
compared to the Beijing Overseas Seminar
on Chinese city life that I took before the start of my
junior year. Led by Sociology Prof. Andrew Walder, our
class of 15 students explored Beijing for three weeks,
delving into the evolution of the city as impacted by
Communism and economic modernization. Along
the way, we engaged in independent research
projects, ranging in topic from the rock music scene
to my own project on fast food culture in China. On
the side, we met Beijing University students, went
out to clubs in Shou Sui Jie at night, ate gourmet
10-course meals for less than a price of an American
hamburger, and haggled with the locals for fake Louis
Vuitton purses. We not only learned about city life in
China, we experienced it for ourselves. This cultural
submersion is what made this seminar not only an
unforgettable academic and cultural experience, but
also an amazingly good time.
g The famo
at a garden in Beijin
ety of teas
sting a vari
study abroad 17
GUANGDONG PROVINCE
WITH KEVIN GAO ‘06
he idea of exotic, faraway lands and amazingly
unique cultures really appeals to me. Thus, when
I discovered an Overseas Seminar traveling to the
Xinjiang province in Northwest China, I jumped on the
opportunity. To me, Xinjiang was a land of vibrant desert
cultures, beautiful nomadic peoples and Ghengis Khan.
While I may have exaggerated the ideas in my head, the
experience didn’t fail my expectations. We rode camels
in the deserts, interacted with locals from a myriad of
rich histories, and saw more eye-boggling natural scen-
ery than the mind can imagine.
The Stanford Overseas Seminars are an unparalleled
opportunity. It gives you the chance to discover new
passions while hanging out with an incredible group
of new friends. Best of all, it gives you something to
do in those three weeks after your high school friends
leave for college and you’re stuck at home, a victim of
the quarter system. Whether it’s China, Europe, or Af-
rica, these seminars are the chance to really explore the
world, and to do so with a purpose.
us Dunhu
ang Villa
ges
 O
18 organizations

rganizations
For many, a Stanford experience is not complete without
community involvement. Participation in extracurricular activi-
ties is an important avenue for students to gain valuable experi-
ences and knowledge that cannot be found in the classroom.
Stanford offers a wide variety of opportunities for students, and
many of them are within the Asian American community.
With many Asian and Asian American organizations on cam-
pus, we hope you will find one that matches your interests. At
the same time, students are constantly creating new cultural,
social, political, religious, and service-oriented groups to ad-
dress 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!

alpha kappa
delta phi
The Zeta Chapter of alpha Kappa Delta Phi (KDPhi)
began in 1993 and is Stanford’s first Asian American
interest sorority. With over 38 chapters nationwide,
KDPhi is the nation’s largest and most established
Asian American interest sorority. KDPhi’s national
philanthropy is the Susan G. Komen Breast Cancer
Foundation. Every year KDPhi participates in Race for
the Cure and hosts a Women’s Conference that helps
create a voice for Asian American women and ends
with a benefit concert featuring Asian American art-
ists.
KDPhi also has an impressive alumnae network.
Stanford sisters have gone
to top graduate schools such as Harvard Law and UCSF Med. Other sisters have successful
careers as investment bankers, engineers, and TV news broadcasters.
The strength of KDPhi lies in its sisterhood, where members build a “Timeless Friendship
Through Sisterhood.” The bonds the sisters build provide love and support during their Stan-
ford years and beyond graduation. Website: http://www.stanford.edu/group/KDPhi
 organizations 19

asian american aansoc

graduate students
association
The Asian American Graduate Students Association
(AAGSA) is primarily a social organization for Asian
American graduate students who want to have fun,
meet new friends, and participate in cultural events.
Activities include potluck dinners, movie nights, eth-
nic holiday celebrations, skiing and camping trips,
sports, music, and dancing. Website: http://www.stanf
ord.edu/group/aagsa/
asian american
student association
The Asian American Students Association (AASA)
serves the Asian/Pacific Islander (API) community at
Stanford through education, organization, service, and
action. AASA promotes consciousness of API cultures,
identities, and issues, sponsoring major events such as
the annual Listen to the Silence conference, the Fash-
ion Show, the Extravaganza festival, and API Heritage
events during the month of May. While serving as a
central voice of the API community on campus, AASA
strives to develop leadership within its membership
to provide the opportunities and resources necessary
for individuals to pursue their interests and strengthen
our community. As such, AASA welcomes community
input and involvement. AASA is also the coordinating
umbrella organization for over 30 API student groups
on campus and is dedicated to fostering open com-
munication and cooperation among these different
groups. Furthermore, AASA supports the ongoing API
struggle for jus-
tice and equal-
ity, affirming
the importance
of interethnic/
interracial di-
versity while
standing in sol-
idarity with all
communities of color and the Lesbian, Gay, Bisexual,
Transgender movement. Website: http://www.stan
ford.edu/group/AASA/
big sib/lil’ sib program
The Big Sib/Lil’ Sib Program was established to
help incoming freshmen adjust to Stanford life and
take advantage of the many opportunities available
in the community. The program organizes upperclass-
men and freshmen into “Sib families.” Your first year
at Stanford will definitely be exciting and fun and, at
times, a bit trying and confusing. Your Big Sibs are
here to help.
Your Big Sibs
were once fresh-
men, too, and
are probably
all too familiar
with the anxi-
ety, confusion,
and excitement
that you’ll be
experiencing
your first year
here at Stan-
ford. Your Big
Sibs are familiar
with all the in’s
and out’s of campus life, and are eager to share their
advice with you. Wondering which classes to take?
Where you can grab something to eat off campus?
Ask your Sibs. And they’re not just there to give out
advice; they’ll take you out to dinners, introduce
you to their upperclassman friends (the other three-
quarters of the student body), set you up with dates
for the Screw Your Sib Dance (more on this later), or
just be there to hang out. From Korean BBQ nights
to study breaks to Screw Your Sib, the Big Sib/Lil’ Sib
Program is nothing but fun! Website: http://www.
stanford.edu/group/sibs
20 organizations

alternative spring break

Alternative Spring Break (ASB) exposes students to social and cultural issues through direct service, expe-
riential learning, discussion, and reflection. Each ASB trip consists of three parts: a Winter Quarter academic
component, spring break trip component, and a Spring Quarter reflection. The ASB trip, “Asian American Issues,”
fosters awareness of issues in the Asian American community. The ASB trip, “An Identity in Crisis: The Pilipino-
American in California,” explores the presence and impact of Pilipinos. Website: http://www.stanford.edu/group/
ASB/asb_dev/index.htm

An Identity Crisis: The Pilipino Asian American Issues – Will Gutierrez

American in California – Mark Marzoña An excerpt from communicASIANS

The motto for Alternative Spring Break, “The
week that lasts a lifetime,” was no-doubt proven in
our trip “An Identity in Crisis: The Pilipino American
in California.” Within the course of seven days we
traveled from San Francisco to Stockton to Los An-
geles, experiencing and interacting with the vibrant
yet hidden Filipino community in each location. On
this journey, we learned about local Filipino issues,
from HIV/AIDS in the San Francisco API community
to workers’ rights in Los Angeles, and even national
issues, such as affordable housing and the grant-
ing of benefits to Filipino WWII veterans. Most im-
portantly, we learned what we could do to directly
help.
I believe what made this trip most poignant for
all participants (Filipino and non-Filipino alike) was
that it both exposed Filipinos’ contributions to Cali-
fornia and America and also pointed out the various
steps that still need to be taken to ensure justice in
the community. For me, it was both a lesson in my
hidden heritage and a call to take action.
The most memorable and surreal moment of
spring break occurred at a massive anti-war dem-
onstration in San Francisco. The sun was glaring
down intensely and we had been marching for a
few blocks with a contingent made up of Bay Area
minority groups ... My thoughts wandered to the
state of the Philippines today, where Nestlé workers
are also protesting for their right to a living wage.
As I watched the protestors, it enraged me to think
about laborers across the ocean getting trampled
under barbed wire, clubbed in the face and blasted
with hard sprays from hoses as they too protested
back in Manila.
Before I knew it, I was walking down a city avenue,
my voice getting hoarse, my fist raised tentatively
… [it] had a mind of its own as I continued chiming
in and chanting. After the protest ended, the en-
tire ASB group sat down to lunch, too exhausted to
even talk. I was exhilarated, savoring the moment,
savoring the entire trip. I couldn’t wait to see what
came next in this journey into my Asian heritage.

Rich in history and steeped in tradition, the Asian American Theater

Project (AATP) was started in 1979 by Tony award-winning playwright Da-
vid Henry Hwang (M. Butterfly), to encourage and promote talented Asian
American artists by providing opportunities for actors, writers, directors,
and producers of all experience levels. AATP puts on at least one full-length
production every year, and most
recently put on a production of
Michael Golamco’s “Achievers”,
a play about five college gradu-
ates who must confront their
own pasts in order to proceed
on with their futures. AATP also
asian american hosts acting and writing work-
shops for everyone interested.
theatre project E-mail: rsliu@stanford.edu
 organizations 21

api law students

association
Through academic support and social activities,
the Asian and Pacific Islander Law Students Asso-
ciation (APILSA) enhances the day-to-day lives of
Asian/Pacific Islander students at the Law School
and works to promote the interests of Asian/Pacific
Islander communities. APILSA members address
law school, campus, and community issues affect-
ing Asians/Pacific Islanders, such as increased fac-
ulty and student diversity. Members of APILSA es-
Hawai’i Club is a commu-
tablished the Asian Community Immigration Clinic,
which provides free legal advice to Asians in the Bay
hawai’i club nity of students of different
backgrounds—residents
Area. Website: http://apilsa.stanford.edu/index.htm
and non-residents of Hawai’i alike—who share a love
and respect for Hawai’i and its unique culture. For Hawai’i
residents or people with other personal connections to
the islands, we host social events that help celebrate
basmati raas aspects of the local culture such as spam musubi and
mochi cooking, trips to Hawaiian music concerts in the
Bay Area, small parties, and informal kanikapila Hawaiian
Basmati Raas first began as a subset of Sanskriti music making) sessions. Those with little experience are
and recently branched off as its own organization. encouraged to join in on the fun. We also seek to share
The group promotes South Asian culture through our culture with the larger community by bringing in
performing both Raas and Garba, two folk dances speakers on contemporary Hawaiian issues, performing
from the state of Gujarat in India. The group was hula, and organizing the Luau in May, our largest event of
formed to showcase the talents of Stanford students the year. Come on over, e hele mai! Website: http://www.
to the intercollegiate realm of Raas-Garba. The team stanford.edu/group/hawaii/
recently placed second in a competition hosted by
UC Irvine against numerous California schools as
well and other teams from across the nation. The
team competes and performs in numerous venues,
including the Winter performance, Rhythms.

dosti
Project DOSTI provides participants with an op-
portunity to learn more about India, create connec-
tions with local communities, and work with some
of India’s foremost social leaders. Volunteers work
towards fulfilling a recognized need in a particular
community. They play an active role in the implemen-
tation and design of Project DOSTI. They will be in
unfamiliar circumstances and will develop personal
skills to meet challenges. Past projects have included
community health education, raising funds for local
projects, and designing interactive educational cur-
ricula. Website: http://dosti.stanford.edu/index2.html
hindi
film
dance
The award-winning Stanford Hindi Film Dance team
incorporates modern dance with dance and music from
Bollywood films to compete at regional Hindi Film Dance
competitions and to perform on campus at various
events (Sanskriti shows, A3C Parents’ Weekend Welcome,
AASA Extravaganza, etc.). In just two years, this team has
become a staple example of what Stanford South Asian
dance talent is all about.
 22 organizations

hong hwimori
kong Stanford Hwimori is a Korean
American cultural group that

student performs traditional Korean folk

music. It is an expression of our
desire to provide a forum where
association students interested in Korean culture
can enrich their personal lives through the study
Founded in 1988, of traditional performance art and culture.
the Hong Kong Student The word “hwimori” has two different meanings. Hwimori
Association (HKSA) is a is a quick, energetic two-beat rhythm in Korean traditional
volunteer student organization of Stanford music. It also means to gather together all of our spirits and
University. HKSA is dedicated to serving energy. Today the meaning has a larger significance, especially
the Hong Kong community at Stanford and among student groups, bringing together people and groups
those interested in Hong Kong culture. HKSA in a united movement.
performs several activities, such as holding Hwimori utilizes performance to educate the larger
dinners. At the beginning of each school year community about social and political issues. In past years, we
we hold a party focused both our annual Spring Show and year-long efforts on
to introduce the humanitarian aid for the North Korean Famine Relief. We
new students raised over $2,000 which was sent as aid through the American
from Hong Kong. Friends Service Committee. Website: http://www.stanford.edu/
However, anyone group/hwimori/
in the Stanford
community is
welcome to join
our organization.
Website: http://
w w w.stanford.
edu/group/hksa/

hui ‘o hawai’i
Aloha everyone! In 2001, two freshmen,
Scott Shishido and David Hu, reactivated Hui
`O Hawai’i. The purpose of Hui is to bring the
Native Hawaiian culture to Stanford. While
Hawai’i Club focuses more on the hybrid cul-
ture known as the local culture, Hui ‘O Hawai’i
focuses more on the Native Hawaiian culture.
We look forward to various outings, such as
concerts given by Polynesian artists, and are
open to suggestions for possible activities.
Hui welcomes to any individual interested in
experiencing the lifestyles existing in Hawai’i
today. Well Folks, mahalo (thank you) for your
time, and malama pono (take care). Aloha a
hui hou (until we meet again, aloha). Website:
http://www.stanford.edu/dept/nacc/group-ha
waii/hawaii.html
indonesian club
at stanford
Established in January 1994, the Indonesian Club at Stan-
ford (ICS) is an informal organization dedicated to helping
Indonesian students to meet fellow Indonesians at Stanford.
Our mission is to welcome incoming students, support them
throughout their studies, and help them with their first steps
after graduation. Annual events include the International
Festival, where we introduce Indonesian culture to the pub-
lic through traditional foods, crafts, and performances, and
PORMIKA, a sports competition against other Indonesian or-
ganizations from other California universities. Website: http://
www.stanford.edu/group/ICS/index.html
 organizations 23

kayumanggi dance
troupe
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 Philippines. They
enjoy dancing and entertaining crowds at all different venues, showcas-
ing 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.

korean students lambda phi epsilon

association
The Korean Students Association (KSA) is the repre-
sentative body of the Korean American undergradu-
ates at Stanford. KSA seeks to educate Korean Ameri-
cans and the student body
about a culture that highlights
the individuality of each Kore-
an yet stands as a foundation
for ethnic solidarity.
What does KSA emphasize?
Community service, political
awareness, cultural knowl-
edge, interethnic coalition
building, and of course, having fun! KSA works with
other ethnic organizations to develop mutual under-
standing. Stanford KSA also participates in events with
Korean American organizations from various Northern
California schools.
Whether you are interested in the issues that affect
Korean Americans or desire to serve the community,
KSA serves as an avenue to fulfill your goals. Meet other
Korean Americans and those interested in KSA’s goals,
be involved in more than just studies, and finally, be part
of an organization that spans across the nation. Web-
site: http://www.stanford.edu/group/KASA/
Lambda Phi Epsilon is the first nationally recognized
Asian American interest fraternity. Founded in 1981,
the Lambdas have rapidly grown nationwide. The
brothers strive “To Be Leaders Among Men” through
community service, social interaction, achievement,
and above all, brotherhood.
With thirty actives and ninety-five alumni, the broth-
ers of Theta Chapter have played integral roles in the
Stanford community. Through our service as officers
in Asian American organizations, the fraternity has
emphasized the importance of Asian American issues
and contributed to these organizations. In addition
to participating in community service, the fraternity
maintains strong, active relationships with other chap-
ters of Lambda Phi Epsilon and routinely engages in
off-campus social events. Active brothers are involved
in organizations such as BASES, Stanford Consulting,
and Stanford Student Enterprises. Brothers have gone
on to successful careers at companies such as Gold-
man Sachs, Merrill Lynch, and Morgan Stanley. Other
alumni have become doctors, engineers, lawyers, mili-
tary officers, researchers, and teachers. Most impor-
tantly, Lambda Phi Epsilon and its members strive to
keep their brotherhood alive and growing during and
beyond their undergraduate careers. Website: http://
www.stanford.edu/group/lambdas/index1.html
 24 organizations

multiracial identified community at stanford

MICS (pronounced “mix”), the Multiracial Identified Community at
Stanford, is a group dedicated to fostering community through social,
educational, and activist events for all students who identify as mixed
or transracially adopted. We work to create a forum for dialogue about
identity for people of all backgrounds. We aim to raise awareness about
mixed race issues and forge bonds with other communities on campus
to recognize the intersecting identities everyone experiences. As an
anti-racist organization, MICS is dedicated to promoting social justice.
Every year, MICS
sends a group of its
members to the Na-
tional Student Con-
ference on the Mixed
Race Experience. In 2005, we hosted a West Coast Mixed Race Sum-
mit, which over 80 people from all over the country attended. We work
closely with national organizations such as Mavin Foundation and the
Level Playing Field Institute on the Campus Awareness and Compli-
ance Initiative, a movement to enforce the law requiring schools to al-
low students to mark more than one box on racial checkboxes. Come
check out what we’re all about at any one of our many events through-
out the year. Get in the MICS!

muslim noopur
students The mission of Noopur is to foster the practice and aware-
ness of Bharata Natyam, an ancient classical dance form of
awareness South India. The group was officially recognized at Stanford
in Fall 2003 and has about a dozen performing members.
network Noopur has represented Bharata Natyam at events hosted by
Sanskriti like the Diwali Show, Rhythms, and Mela, as well as
A3C Parents’ Weekend Welcome, the AASA Extravaganza, and
The Muslim Student Awareness Network the Art Affair.
(MSAN) is a non-religious, cultural student
organization dedicated to promoting aware-
ness about Islam and issues that pertain to
Muslims domestically and globally. Through
speaker events, cultural dinners, film screen-
ings, and dorm talks, MSAN fosters dialogue
on important issues, which include Islamic
culture, women in Islam, jihad, civil rights for
Muslims in America, and crises in Sudan, Pal-
estine, Kashmir, Iraq, Afghanistan, and many
other nations. MSAN also strives to help stu-
dents understand the foundations of Islam
and celebrate its culture. MSAN is the only
student organization on campus that strives
to shed light on these and other issues. Web-
site: http://www.stanford.edu/group/MSAN/
 organizations 25

north korea outreach to asian

focus
NK Focus is a student-run or-
ganization that aims to: establish
a forum for critical discussion among
faculty and students on the North Ko-
rean human rights situation, increase
detailed awareness of the North Kore-
an human rights situation on the Stan-
ford campus, network and foster relationships
with North Korean activists around the globe, and act as a
resource for students who are interested in the issues. Web-
site: http://www.stanford.edu/~sub8hr/nkfocus/index.html
immigrant students
Outreach to Asian Immigrant Students (OA-
SIS) is a Big Brother/Sister group founded at
Stanford University in 1995 to address the issues
concerning the rising number of “parachute kids”
in the Bay Area. Brought to the United States and
“dropped off ” to receive education here, these
students live with relatives or sometimes even on
their own. Our half-day events, which take place
three or four times a quarter, focus on building
strong relationships between the mentors and
the mentees. Through these relationships, we
encourage the high school students to build bet-
ter self-confidence, leadership, and social skills.
Some of the activities we have had in the past
include beach trips, sushi-making, Asian Ameri-
can Theatre Productions, and trips to nearby col-
leges. Mentees are usually matched with a men-
tor who can speak their native language so that
they feel comfortable. However, encourage them
to use English as much as possible to build bet-
ter communication skills. Ultimately, our goal is
to provide students with a strong foundation by
having someone they can look up to, seek advice
from, and of course, hang out and have fun with.
Website: http://www.stanford.edu/group/oasis/

okada
Okada, one of the eight residences that make up Wilbur
Hall, is one of Stanford’s four ethnic theme houses. Its name-
sake, John Okada, was the Japanese American author of the
highly acclaimed No-No
Boy (1957), an influen-
tial work in early Asian
American literature.
Thus, in addition to pro-
viding a warm environ-
ment for all of its resi-
dents, Okada House’s
goals include spreading
awareness and knowledge about API (Asian/Pacific Islander) issues, culture, and his-
tory throughout the house and the greater Stanford community. To that end, Okada
acts as a hub for Asian American issues and groups of all kinds. Resident Fellow:
Anne Takemoto. Website: http://www.stanford.edu/group/resed/wilbur/okada/
 26 organizations
pakistanis at
project aiyme
Project AIYME is a mentor-
ing program that provides
Asian American 8th graders
positive role models from the
Stanford community. Project
AIYME stands for Asian Amer-
ican Initiative for Youth Moti-
vation and Empowerment.
Project AIYME was created
in 1993 by a group of Stanford
students returning from the
Asian American Issues Alterna-
tive Spring Break. They want-
ed to address the lack of social
services available for Asian
American youth due to the
stereotype that Asian Ameri-
cans have “already made it.”
As a result, they founded Proj-
ect AIYME through the Haas
Center for Public Service and
AASA. What began as a once-
a-year weekend conference
has grown into an increasing-
ly holistic program that strives
to build lasting relationships
between Asian American
youth and Stanford students.
Website: http://www.stan
ford.edu/group/aiyme/
Founded in 1996, PAS is a student organization
aimed at bringing together people of Pakistani origin
and other members of the Stanford community inter-
stanford ested in the Pakistani culture. We provide a forum to
discuss issues related to Pakistan and life at Stanford,
and to pass on important news to one another. Our objective is to promote the
culture, language
and identity of Pak-
istan on campus.
We also organize
recreational, aca-
demic and cultural
activities. Every-
one is welcome to
join PAS. Website:
http://www.stan
ford.edu/group/
pakistan/
pilipino american student union
The Stanford Pilipino Ameri-
can Student Union (PASU) was
founded in 1990 and has since
been a social/cultural/political
organization for Pilipinos (and
friends) on campus. PASU’s pri-
mary goal is to give back to the
community. The group has been
aware of the lack of Pilipinos in
top tier schools like Stanford.
PASU has tried to encourage
the Admissions Office to make a
stronger effort in admitting more Pilipino Americans. Other initiatives include
raising money for a scholarship fund, coordinating visits of Pilipino high school
students to Stanford, and organizing Pilipino Youth Leadership Conferences.
PASU has also re-established its high school youth mentorship program.
PASU is committed to social
justice issues facing the Pilipino
community. The student group
joined the national effort to gain
full equity for Filipino WWII Vet-
erans who have been stripped of
their benefits by the 1946 Reces-
sion Act. PASU is coordinating a
conference in collaboration with
Student Action for Veterans Eq-
uity, where it hopes to not only
educate, but also to involve the
community in a fight for justice.
Website: http://pasu.stanford.edu

pacific free clinic
Pacific Free Clinic (PFC) is a student-run clinic,
located in East San Jose, an area with a high pop-
ulation of medically underserved individuals and
families, particularly Vietnamese immigrants. PFC
was established in May 2003 by Stanford Univer-
sity School of Medicine students to address the
unmet health care needs of these immigrants by
offering both free health care services and educa-
tion in a linguistically and culturally appropriate
manner. Services offered include primary outpa-
tient care, health screenings, basic medications,
and referrals. We’re looking for physicians, medi-
cal students, and undergraduates who are inter-
ested in an incredible medical and community
experience. Visit our website to contact us and
we’ll tell you how you can get involved! Website:
http://pacific.stanford.edu/aboutus.html
raagapella
Raagapella is Stanford University’s all-male
South Asian a cappella group, specializing in
the fusion of South Asian and Western musical
styles, and adding a touch of spice to Stanford’s
already hot a cappella scene. Raagapella’s mis-
sion is to help educate and spread awareness of
South Asian culture, giving it a new flavor with
the influences of Western music. The group has
performed in several shows at Stanford and has
been invited to other functions in the Bay Area,
spreading their enthusiasm for East/West fu-
sion music every step along the way. Though
still a nascent group, Raagapella arranges all of
their own music, imbuing their songs with their
uniquely engaging style and energy. Website:
http://www.stanford.edu/group/raagapella/
organizations 27
reorient
Reorient Magazine was founded in January 2004 to cre-
ate an outlet for Asian American creative expression. The
magazine seeks to not only address the lack of visibility of
Asian American creativity in mainstream media, but also to
spark discussion on issues surrounding what it means to be
Asian American. Reorient seeks to do all of this while keep-
ing in mind the importance of having a good time along
the way.
Reorient is the first and only journal for creative expres-
sion at Stanford and is widely distributed across campus. All
submissions are
always considered
anonymously, and
are never selected
based on message
or the author’s
race. The maga-
zine is published at
least once a year.
saheli
Saheli, Stanford’s South Asian Women’s Alliance, is a fo-
rum for South Asian undergraduate women. Saheli was de-
veloped to provide a safe space to discuss issues and form
friendships. This close-knit group of girls meets once a week
to thoughtfully discuss issues in a comfortable environ-
ment. Topics may pertain to being a South Asian, to being a
woman, or to some intersection of the two, but we are open
to and encourage dialogue about all ideas.
Other than providing a space for members to talk about
issues such as childhood influences and sexual health, we
also brainstorm and implement ideas for activities around
Stanford campus. This year, we hosted Yoni Ki Baat, a South
Asian version of The Vagina Monologues. However, our pri-
mary focus is to help ourselves develop and reevaluate our
own thoughts and ideas.
 28 organizations

sanskriti sigma psi zeta

Sanskriti is Stanford’s South Asian Undergradu-
ate Organization, a cultural organization composed
of Stanford students from India, Pakistan, Nepal, Sri
Lanka and Bangladesh. We take pride in being one of
the largest, most active and popular student organi-
zations on campus. Every year, Sanskriti puts on three
major campus-wide
cultural shows: the
Festival of Lights in
the Fall, Rhythms in
the Winter and Mela
in the Spring. Our cul-
tural committee puts
on weekly meetings
on political and cultural issues, and our Service Com-
mittee reaches out to the South Asian community in
the Bay Area and even in South Asia. Sanskriti also has
its own sib mentor program, coordinated by our social
chairs who also plan great parties and social events.
The South Asian students at Stanford are very active
and have formed several performance groups includ-
ing an a cappella group, a Raas team, a Bharat Natyam
team, a Hindi film dance team and a Bhangra team.
Please e-mail us if you have any questions. Website:
http://www.stanford.edu/group/sanskriti/
Sigma Psi Zeta Sorority (SYZ) is the newest multi-
cultural, Asian-interest Greek organization at Stanford.
The Omicron Charter was officially recognized in Janu-
ary 2004 and has been rapidly growing ever since.
SYZ is the first Asian-interest sorority with the na-
tional philanthropy of “Combating Violence Against
Women” and works to raise awareness of Asian and
Asian American cultures. Each year, SYZ partakes in
political, social, educational, community service and
cultural activities to promote these goals. For instance,
SYZ has collaborated with Vaden, the Police Depart-
ment, and the Women’s Center to create Dating 101, a
residential education workshop addressing the issue
of sexual assault. Social activities include an annual
campus-wide party in the Winter and exchanges with
other Greek organizations. In May 2005, SYZ was hon-
ored with the Dean of Students Outstanding Achieve-
ment Award in recognition for all of their achieve-
ments and contributions to the community.
With no national fraternity affiliation, SYZ prides it-
self on being an organization of independent, diverse,
and strong women. The close friendships and support
network formed make Sigma Psi Zeta Sorority unlike
any other group on campus. Website: http://www.
stanford.edu/group/syz/

singaporeans Singaporeans at Stanford (S@S) was founded in 1991 to serve the Singaporean com-
munity at Stanford University and the Palo Alto area. We wish to help new Stanford
students, both undergraduates and graduates, assimilate into the environment here
at stanford to can get the most out of the Stanford experience. S@S also aims to facilitate bonding
between fellow Singaporeans.
Our co-objective is to act as a resource for all those who are interested in learning more about Singapore, its people,
and its culture. We also wish to be an official channel for Singaporeans to reach out to the rest of the Stanford commu-
nity. We provide information and contacts to people who would like to visit or work in Singapore. Many of our members
are sponsored by or have links with numerous corporations in Singapore that can provide significant employment or
business opportunities. Thus, S@S can serve as a conduit for ready exchange of such information to interested parties.
Website: http://www.stanford.edu/group/sas/
 organizations 29

The Stanford Asian American Activism Committee is a grass roots student

stanford asian organization committed to social justice, equality, and each person’s right
to live with dignity and respect. We are people of many ethnicities, and we
american activism stand in solidarity with all communities who struggle for justice. We recog-
nize that our experiences of oppression are systematically connected; as a
committee result, we feel strongly that racism, patriarchy, homophobia, economic ex-
ploitation, and imperialism hinder the formation of a just and equal society.
We work toward building a community that is inclusive and mutually supportive by educating and empowering our-
selves and others. SAAAC campaigns for increasing student power
and voice in University decision-making processes, increasing un-
derrepresented Asian American communities at Stanford, support-
ing working-class students at Stanford, supporting Stanford workers
in their fight for a Code of Conduct, opposing environmental rac-
ism and illegal waste dumping in East Palo Alto, and demonstrating
against U.S. imperialism abroad and attacks on marginalized com-
munities at home. More specifically, SAAAC activities include film
screenings, skills-building workshops, Friday Chill Time, organizing
and attending rallies, a political education reading group, The Peo-
ple’s Voice (the SAAAC quarterly newsletter), and activist speaker se-
ries. Website: http://www.stanford.edu/group/saaac/

stanford The Stanford Khmer

Association was created in
2001 to promote aware-
khmer ness of Cambodian and
Cambodian American cul-
association ture, history, and contem-
porary issues. SKA serves
as a voice for the small yet burgeoning Cambodian
American population at Stanford, as well as a cultural
resource for the rest of the community. Its diverse mem-
bership demonstrates the club’s mission to promote

stanford bhangra team awareness of

the culture
and contem-
The Stanford Bhangra team is the first official, com- porary issues
petitive Bhangra team in over four years. In the past between both
year, the team has competed at UC Davis and UCLA. the Khmer
Each competition included teams from all over Califor- and the non-
nia, as well as some national teams. Although the team Khmer pop-
is new, prospects look very promising. The group has a ulations at
professional coach who has judged competitions and Stanford.
started several Bhangra competitions in the Bay Area. In addition
The Stanford Bhangra team focuses on the more to pot lucks,
traditional Punjabi folk dance. It tries to demonstrate movie nights, language and dance classes, and
how the art is actually performed in India and also tries cultural dialogues, SKA has participated in social-
to shake stereotypes that many people hold about the awareness projects including a Krispy Kreme boycott
dance form. At the same time, it incorporates mod- and rallies against the deportations of Southeast Asian
ern styles into the choreography, including hip-hop. immigrants. SKA also cosponsored the Okada Film
We are open to anyone who loves to dance. Website: Festival, organizing the showing of the Cambodian-
http://www.stanford.edu/~naman/bhangra themed film “Refugee.”
 30 organizations

stanford Founded in 1990, Stanford University Nikkei serves

as an organization for Japanese Americans and those

university interested in the culture. We aim to promote awareness

of Japanese American issues and cultures, build
community, and network with Japanese Americans
nikkei off campus. On top of these community service and
political-oriented aspects, we love socializing,
singing karaoke, and most importantly,
eating lots of good Japanese food!
Past events include: Children’s Day
(an on campus children’s festival),
2001 Spectrum Nikkei Conference, inviting Mr. Mits Koshiyama to share his
experiences in the draft resistance movement, socializing with the USC and
Berkeley clubs, Day of Remembrance, and Japanese Culture Night. Website:
http://www.stanford.edu/group/SUN/

stanford vietnamese
students association
Founded in 1993, the Stanford
Vietnamese Student Association
(SVSA) serves as a family and
support network to Vietnamese
American students at Stanford
University. SVSA seeks to share In 1992, with sponsorship from
the rich cultural heritage of
Vietnam with the Stanford
taiko a class taught by former San Jose
Taiko member Susan Hayase, Ann
community and foster social and Ishimaru and Valerie Mih founded Stanford Taiko.
cultural ties with the greater Bay Today, we are a student-run group that receives
Area. In 2003, SVSA made history support from the Stanford Music Department and
by hosting Stanford’s first annual Vietnamese Culture Night. faculty advisors Steve Sano and Linda Uyechi.
We also launched a program called College Application Our group currently consists of 16 members
Perfection Program (CAPP) to assist high school college- who perform original StanfordTaiko compositions
bound seniors. CAPP supplements our existing Mentoring at both on and off-campus functions throughout
Program, which pairs high school students with a Stanford the year. We
mentor. On campus, SVSA actively promotes collaboration build our
with various Asian American groups by hosting the annual Tet own drums
Festival for Lunar New Year. Our SVSA Dance Ensemble has and stands,
also performed sew our own
at various costumes,
community h o l d
events. We invite auditions in
you to join our the Fall, open
family and be a workshops
part of the special every quarter,
experience called and, in the third quarter, put on our own Spring
SVSA. Website: Concert. Come watch a performance, play in a
http://svsa-main. workshop, audition, and join the fun! Website:
stanford.edu/ http://www.stanford.edu/group/stanfordtaiko/
index.php
 organizations 31

wushu
The Stanford Wushu Club started
in the Fall of 1998. Modern Wushu
is a martial art which combines tra-
ditional Chinese fighting arts with a
taiwanese modern disposition towards aesthet-
ics and grace. It emphasizes a combi-
cultural nation of strength, speed, and flexibil-
ity rarely seen in other martial arts or

society sports. Wushu is the national sport of

China and is practiced throughout the
world.
The Taiwanese Cultural Society invites you to join our family of Along with openhand training,
friends. TCS desires to cultivate pride in the Taiwanese and Taiwanese Wushu athletes extensively train with
American identity and encourage meaningful relationships among weapons. The Stanford Wushu Club
students with common interests and backgrounds. holds lessons twice a week, and is
TCS encourages everyone interested in exploring Taiwanese or Tai- open to all regardless of experience.
wanese American themes. We strive to increase knowledge and under- Classes are taught by world-class in-
standing about the culture, history, and contemporary issues through structors Phillip Wong, former U.S. Na-
social, cultural, and political events. Some past events include getting tional Wushu Champion, and Zhang
pearl milk tea (boba), watching movies, singing karaoke, participating Hong Mei, former Chinese National
in Taiwanese rallies, attending conferences, and hosting our annual Champion and Beijing Wushu Team
Night Market for the Stanford campus. member. We also compete in tourna-
We are excited to include additional programs about contemporary ments and perform at various events
political and social issues. TCS welcomes all opinions and dialogue so such as AASA Extravaganza, UCAA
that participants can gain valuable insight to make meaningful deci- Culture Night, and Big Dance. Every-
sions. We look forward to seeing you at our meetings and welcoming one is invited to be a part of our club
you to our extended family! Check out our website for more informa- and try out a lesson! Website: http://
tion, pictures, and fun facts. Website: http://taiwanese.stanford.edu/ www.stanford.edu/group/wushu/

undergraduate chinese
american association
Since the foundation of the Undergraduate Chinese American Associa-
tion (UCAA) 15 years ago, UCAA has constantly strived to act not only as a
resource, but a cultural beacon for Chinese and Chinese American students
at Stanford.
UCAA has provided opportunities to enhance student awareness of the
Chinese culture through social, cultural,
and community service events, includ-
ing our date auction, the Chinese Lunar
New Year Celebration, and quarterly
Study Breaks. At the end of each year, UCAA is proud to present our Culture
Night Celebration. Showcasing the talents of some of the Bay Area’s best
Chinese performers, we hope that the students wholeheartedly enjoy the
culinary delights and the exciting performances. We hope that you can join
us for these and other events during the year! Website: http://www.stanford.
edu/group/UCAA/
 32 organizations

additional organizations
The organizations described in the source are just some of the many organizations on campus. The fol-
lowing 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 Queer & Questioning Asians and Pacific Islanders
Alliance Saathi
Arabesque Middle Eastern Dance Satrang, Stanford Sikh Students Association
Arbor Free Clinic South Asian Preventive Health Outreach Program
Asha for Education Southeast Asian Leadership Network
Asia Technology Initiative Sri Lankan Student Association
Asian Amer. Business Students Assoc. Stanford Desis
Asian Amer. Immigration Clinic Stanford GSB Asian Society
Asian Baptist Student Koinonia Stanford India Association
Asian Pacific American Medical Student Association Stanford Japanese Association
Asia-Pacific Student Entrepreneurship Society Stanford Journal of East Asian Affairs
Assoc. of Chinese Students & Scholars at Stanford Stanford Judo Club Team
Buddhist Community at Stanford Stanford Kenpo Karate Association
Chinese Campus Evangelistic Fellowship Stanford Kokondo Academy
Chinese Christian Fellowship at Stanford Stanford Malaysia Forum
Classical Chinese Dance Troupe Stanford Martial Arts Program
GSB Greater China Business Club Stanford Muay Thai
GSB South Asian Students Association Stanford Newtype
Hindu Students Council Stanford Shorin-Ryu Karate
Hwa Rang Kwan Tae Kwon Do & Hapkido Stanford Shotokan
Islamic Society of Stanford University Stanford Society of Asian Engineers
Korean Bible Study Association Stanford Tae Kwon Do
Korean Students Assoc. at Stanford Stanford Taiwanese Student Association
Korean Tutorial Project Stanford Undergraduate Japan Association
Malaysians at Stanford Stanford University Wing Chun Student Association
Mana the Polynesian Dance Club Thai-American Intercultural Society
Middle East Issues Dialogue Group Tzu Chi Collegiate Association, Stanford Chapter
Organization of Arab Students In Stanford World Peace Buddhists

A3C Parent’s Weekend Welcome LEAD Retreat Speaker Series


Annual Events
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, danc-
ing, 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 remem-
bered for years afterward.
We Are Family
annual events 33
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 heri-
tage 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.
Diversity 201
 34 annual events
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
festival 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 traditional
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.
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.
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
Parents’ Weekend Welcome
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.
SPRING
A3C ASIAN AMERICAN AWARDS
Stanford Asian American Awards is sponsored by the A3C
and SAPAAC to recognize individual faculty, staff, students
and alumni for their tremendous service, achievement
and dedication. Award recipients are selected from a wide
variety of constituencies throughout the community.
API HERITAGE MONTH
Recognizing the history and experiences of Asians in
America, in 1978, President Jimmy Carter established the
Asian/Pacific Islander Heritage Week. In 1991, the federal
government declared May as Heritage Month in honor
of Asians and their rich and diverse cultures. The change
from a week to a month celebration of Asian Americans
is a reflection of the increasing recognition that Asian
Americans are receiving in modern society.
The Stanford community proudly celebrates Asian/
Pacific Islander Heritage Month (API Month) with a wide
variety of art exhibits, performances, educational sympo-
siums, cultural events, and films.
Asian American Awards

AASA EXTRAVAGANZA
When dormitory food just doesn’t cut it anymore, and
everything else has that “been there, done that” feeling,
you want something different. Extravaganza, AASA’s Asian
American cultural fair, fulfills that need. One of the more
popular events 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. Recognizing 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 Univer-
sity. 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.
TAIKO SPRING CONCERT
Stanford Taiko is a completely student-run organization
devoted to ensemble drumming rooted in Japanese folk
tradition. This annual full-length concert showcases the
creativity of Stanford Taiko, featuring all-original works
by current and former members of the group. Come
experience the energy and vibrant originality of the group!
AASA FASHION SHOW
The AASA Fashion Show is an annual charity event
dedicated to showcasing and publicizing Asian American
clothes designers to the Stanford community. Many
students at Stanford are not aware of Asian American
contributions to the fashion industry, and AASA feels that
by promoting modern professional designers, AASA can
raise awareness of their involvement to the community.
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
Mela
annual events 37
35
fashion show focuses on Asian American culture and
designers, the event is open to the general Stanford
community.
SANSKRITI MELA
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!
API Leaders Retreat
 AFTER
WOR
D
The beginning of your first year at Stanford can feel overwhelming as you are
ushered into an infinite number of orientation activities and presented with a
myriad of student organizations to join. We hope that the source served to inform
you of the different opportunities you have in the Asian community at Stanford.
Whether you are already culturally acclimated or are just starting to explore your
roots, there is a place for you in this rich and vibrant community.
In our experiences, working for the Asian American Activities Center has proven
to be extremely memorable and rewarding. Of course, our activities are not limited
to the Asian community and no guide can be comprehensive—we just hope that
we’ve introduced you to some of the possibilities at Stanford.
We urge you not only to check out the events listed in this sourcebook but to
become a part of the excitement you observe. We also encourage you to contact
any of us if you have questions. We’re here to help. We hope that your next few
years here will be defining and full of new discoveries. Welcome to Stanford!

TRACY LI CHEUNG ‘07 STEPHANIE NGUYEN ‘06

TRACYC@STANFORD.EDU STEPH417@STANFORD.EDU

JULIE KIM ‘08

JEKIM@STANFORD.EDU
CREDITS
Editors: Tracy Li Cheung, Julie Kim, Stephanie Nguyen
Special Thanks to: Cindy Ng, Shelley Tadaki, Kyle Bruck, and Julia Lee
Credit to: Yangchen Chagzoetsang, Cathryn Chu, Liang Dong, Kevin Gao, Will Gutierrez,
Jeffrey Hu, Jeffery Lee, Linda Lee, Yang Lor, Beijia Ma, Athena Mak, Tim Marrero, Mark
Marzoña, Yoko Okana, Linda Tran, Jenny Truong, Dana Ung, Vijay Vanchinathan, Jessica
Wang, Kara Wong, Amy Yu, and all of the Organization and Events contributors
back cover by
Julie Kim
 the entertainment guide
Campus
Bay Area
Food & Dining
Movies
Music

http://a3c.stanford.edu/eguide
Asian American Activities Center (A3C)
Old Union Clubhouse • Stanford, CA 94305-3064 • 650.723.3681