Stanford University

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Hongbin Li

John A. and Cynthia Fry Gunn Building, 366 Galvez Street
Stanford, CA 94305-6015

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Faculty Co-director of the Stanford Center on China's Economy and Institutions
Professor, by courtesy, of Economics
Senior Fellow at the Freeman Spogli Institute for International Studies
Senior Fellow at the Stanford Institute for Economic Policy Research
Faculty Affiliate at the King Center of Global Development
Faculty Affiliate at Stanford Institute for Human-Centered Artificial Intelligence
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Hongbin Li is the Co-director of Stanford Center on China's Economy and Institutions, and a Senior Fellow of Stanford Institute for Economic Policy Research (SIEPR) and the Freeman Spogli Institute for International Studies (FSI).

Hongbin obtained Ph.D. in economics from Stanford University in 2001 and joined the economics department of the Chinese University of Hong Kong (CUHK), where he became full professor in 2007. He was also one of the two founding directors of the Institute of Economics and Finance at the CUHK. He taught at Tsinghua University in Beijing 2007-2016 and was C.V. Starr Chair Professor of Economics in the School of Economics and Management. He also founded and served as the Executive Associate Director of the China Social and Economic Data Center at Tsinghua University. He founded the Chinese College Student Survey (CCSS) in 2009 and the China Employer-Employee Survey (CEES) in 2014.

Hongbin’s research has been focused on the transition and development of the Chinese economy, and the evidence-based research results have been both widely covered by media outlets and well read by policy makers around the world. He is currently the co-editor of the Journal of Comparative Economics and co-author of the forthcoming book, “The Highest Exam: How the Gaokao Shapes China” published by Harvard University Press.

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Global Human Rights and Minority Social Movements in Japan: A Webinar by Professor Kiyoteru Tsutsui

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On December 10, 2020, 44 educators from across the United States joined a webinar titled “Global Human Rights and Minority Social Movements in Japan.” The webinar was offered on Human Rights Day, 72 years after the Universal Declaration of Human Rights (UDHR) was adopted. The featured speaker was Dr. Kiyoteru Tsutsui, who is the Henri H. and Tomoye Takahashi Professor and Senior Fellow in Japanese Studies at the Shorenstein APARC at Stanford University. He is also Director of the Japan Program, a Senior Fellow of FSI, and a Professor of Sociology.

The webinar can be viewed below:

Tsutsui has written extensively about human rights, including his latest book Rights Make Might: Global Human Rights and Minority Social Movements in Japan. In his talk, Tsutsui introduced the three most salient minority groups in Japan—the Ainu, an indigenous people in the northern part of Japan whose numbers range from 25,000 to 30,000; resident Koreans (Zainichi), a colonial legacy whose numbers have hovered around a half million; and the Burakumin, a former outcaste group whose numbers are approximately three million.

Tsutsui set the context for his talk by providing an overview of the global expansion of human rights dating from the UDHR in 1948 to the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social, and Cultural Rights—both adopted by the UN General Assembly in 1966 and came into force from 1976. Human rights are now established as one of the key principles in the international community. He noted that despite the wide recognition of human rights as an important international norm, whether the institutionalization of human rights in international society has done what it was intended to do still remains debatable.

Concerning the era of global human rights in Japan, Japan ratified the two International Covenants noted above in 1979 and has been a member of the UN Commission on Human Rights since 1982 and the UN Sub-Commission on the Promotion and Protection of Human Rights since 1984. These as well as participation in other forums have impacted ethnic minorities in Japan.

Tsutsui shared the historical backgrounds and key issues concerning the Ainu and resident Koreans. Concerning the Ainu, he underscored their lack of ethnic/indigenous pride—much less political activism—prior to the 1970s. This was largely because of their dependence on government welfare and strong pressure for assimilation. He then highlighted how Ainus’ self-perception changed after the 1970s as a result of their exposure to the Global Indigenous Rights Movement, which led to a reawakening of indigenous pride and the rise of Ainu activism.

Concerning resident Koreans, Tsutsui introduced their history prior to the 1970s as Japanese colonial era immigrants and their descendants who came to Japan or were brought to Japan by increasingly forceful means towards the end of World War II. He discussed issues concerning their loss of Japanese citizenship after World War II, resulting practices such as the fingerprinting of resident Koreans, and hurdles to mobilize for civil and human rights due to their non-citizen status and divided identities. Like the Ainu, things began to change from the 1970s with the beginning of the human rights era in Japan. For example, from the 1980s, encouraged by universal human rights principles, some resident Koreans refused to be fingerprinted, a practice they had previously resented but reluctantly complied with, and by 1985, over 10,000 resident Koreans joined in refusal. Resident Koreans made appeals to the UN Commission on Human Rights and other international forums to pressure the Japanese government. Amid mounting pressure domestically and internationally, the government terminated the fingerprinting practice for permanent residents in Japan (largely resident Koreans) in 1993, and for all alien residents by 2000.

Tsutsui summarized his talk by noting that global human rights galvanized minority social movements in Japan in four ways: (1) they empowered local actors with a new understanding about rights; (2) they provided political opportunities at the global level; (3) they increased international flows of mobilization resources; and (4) they provided vocabulary to frame their causes effectively. He closed his talk with a question, “Should we have hope or despair in terms of the future of human rights in the world?” and noted that the empowering capacity of global human rights is often overlooked, that reform takes time, that it is important to identify conditions conducive to improvement, and that contemporary backlash poses serious challenges.

In reflecting on the webinar with the educators, Tsutsui noted, “I was honored to present my work to the educators who can teach students in their formative years how important it is to continuously work to support human rights and how these efforts in the local context can change human rights practices not just locally but globally. This is a particularly important moment in the United States and in the world to reinforce the importance of human rights and democracy, as fundamental principles of democratic governance are challenged and protection of basic rights is in jeopardy. In these challenging times, I’d like to emphasize the importance of continuing grassroots-level work to support the principles of human rights and democracy. Ideas matter, and education shapes the future of our world.”

Teachers might consider some of the following as essential questions to raise with their students after viewing the lecture by Professor Tsutsui:

  • How does the Ainu experience compare to the experience of Native Americans?
  • How do textbooks in Japan cover ethnic minorities, and how is this similar and different to how ethnic minorities in the United States are covered in textbooks?
  • How was ethnic minority participation in the Japanese military during World War II similar and different to ethnic minority participation in the U.S. military during World War II?
  • What role can museums that focus on ethnic minorities play in educating the public, e.g., National Ainu Museum, National Museum of African American History and Culture?
  • How is the backlash against ethnic minorities in Japan, e.g., being perceived as receiving special benefits, similar or different to that of ethnic minorities in the United States?
  • Why is it important for young students to understand the significance of universal human rights?

The webinar was made possible through the support of the Freeman Foundation’s National Consortium for Teaching about Asia initiative. The webinar was a joint collaboration between SPICE and Stanford’s Center for East Asian Studies, and the Shorenstein Asia-Pacific Research Center. Special thanks to Dr. Dafna Zur, CEAS Director, and John Groschwitz, CEAS Associate Director, for their support; to Dr. Gi-Wook Shin, APARC Director, and Dr. Karen Eggleston, APARC Deputy Director, for their support; and to SPICE’s Naomi Funahashi for facilitating the webinar and Sabrina Ishimatsu for planning the webinar.

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Tokyo’s Shin Okubo neighborhood, known for its Korea Town
Tokyo’s Shin Okubo neighborhood, known for its Korea Town; photo courtesy Dr. Kiyoteru Tsutsui
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Tsutsui introduced the audience to three minority groups in Japan—the Ainu, resident Koreans (Zainichi), and the Burakumin—and illustrated how human rights have galvanized minority social movements there.

Riana Pfefferkorn

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Former Research Scholar, Stanford Internet Observatory
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Riana Pfefferkorn was a Research Scholar at the Stanford Internet Observatory. She investigated the U.S. and other governments' policies and practices for forcing decryption and/or influencing the security design of online platforms and services, devices, and products, both via technical means and through the courts and legislatures. Riana also studies novel forms of electronic surveillance and data access by U.S. law enforcement and their impact on civil liberties. 

Previously, Riana was the Associate Director of Surveillance and Cybersecurity at the Stanford Center for Internet and Society, where she remains an affiliate. Prior to joining Stanford, she was an associate in the Internet Strategy & Litigation group at the law firm of Wilson Sonsini Goodrich & Rosati, and a law clerk to the Honorable Bruce J. McGiverin of the U.S. District Court for the District of Puerto Rico. During law school, she interned for the Honorable Stephen Reinhardt of the U.S. Court of Appeals for the Ninth Circuit.

Riana has spoken at various legal and security conferences, including Black Hat and DEF CON's Crypto & Privacy Village. She is frequently quoted in the press, including the New York Times, the Washington Post, and NPR. Riana is a graduate of the University of Washington School of Law and Whitman College.

Complete list of publications and recent blog posts here.

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Beyond Black and White: The Intersection of Race and Racism in Asian and Asian-American Studies

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Join the REDI Task Force for the next event in the "Critical Conversations: Race and Global Affairs" series featuring a conversation about how race and racism effects Asian and Asian-American studies.

This event will examine how race has historically been an important organizing principle in understanding Asia, with critical reflections on how racism has permeated research and teaching on Asia. The panelists will engage in a dialogue between ethnic studies and area studies to learn insights from Asian American studies in enriching Asian studies. 
 

About the Speakers

Gi-Wook Shin is the director of the Walter H. Shorenstein Asia-Pacific Research Center; the William J. Perry Professor of Contemporary Korea; the founding director of the Korea Program; a senior fellow of the Freeman Spogli Institute for International Studies; and a professor of sociology, all at Stanford University. As a historical-comparative and political sociologist, his research has concentrated on social movements, nationalism, development, and international relations.

Gordon Chang is Olive Palmer Professor of Humanities, Professor of History, and the founding director of Stanford's Asian American Studies Program. He is the former director of the Center of East Asian Studies. He is interested in several different areas of history, including the historical connections between race and ethnicity in America, on the one hand, and foreign relations, on the other, and trans-Pacific relations in their diplomatic as well as their cultural and social dimensions. He has written and continues to publish in the areas of U.S. diplomacy, America-China relations, the Chinese diaspora, Asian American history, and global history. His most recent books have examined the history of Chinese railroad workers in America in the 19th century.

Sharika Thiranagama is Associate Professor of Anthropology and President of the American Institude of Sri Lankan Studies. Her research explores the intersection of political mobilization and domestic life. Her work focuses on highly fraught contexts of violence, inequality, and intense political mobilization, attempting to understand (rather than romanticize) patterns of sociality and how people actually live together, often in highly fractious and unequal ways, and, to situate these processes in specific historical formations of “privates” and “publics” in South Asia.

Eiichiro Azuma is Associate Professor of History and Asian American Studies at University of Pennsylvania.  He is author of award-winning Between Two Empires: Race, History, and Transnationalism in Japanese America (Oxford 2005), and coeditor, with Gordon Chang, of Yuji Ichioka, Before Internment: Essays in Prewar Japanese American History (Stanford 2006) and, with David Yoo, of the Oxford Handbook of Asian American History (Oxford 2016).  The first two books have been translated into Japanese.  His latest monograph, In Search of Our Frontier: Japanese America and Settler Colonialism in the Construction of Japan’s Borderless Empire (California, 2019), received the 2020 John K. Fairbank Prize in East Asian History from the American Historical Association.  Azuma served as the director of Penn’s Asian American Studies Program from 2013 through 2018. 

There will be time for a Q&A. This event will be recorded and uploaded to the REDI website. 

Register here: https://stanford.zoom.us/meeting/register/tJclc--sqjkuHdcf85To1OhVqW1if…

Director, APARC

Gi-Wook Shin

Shorenstein APARC
Encina Hall E301
616 Jane Stanford Way
Stanford, CA 94305-6055
(650) 724-8480 (650) 723-6530
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Senior Fellow at the Freeman Spogli Institute for International Studies
Professor of Sociology
William J. Perry Professor of Contemporary Korea
Professor, by Courtesy, of East Asian Languages & Cultures
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Gi-Wook Shin is the William J. Perry Professor of Contemporary Korea in the Department of Sociology, senior fellow at the Freeman Spogli Institute for International Studies, and the founding director of the Korea Program at the Walter H. Shorenstein Asia-Pacific Research Center (APARC) since 2001, all at Stanford University. In May 2024, Shin also launched the Taiwan Program at APARC. He served as director of APARC for two decades (2005-2025). As a historical-comparative and political sociologist, his research has concentrated on social movements, nationalism, development, democracy, migration, and international relations.

In Summer 2023, Shin launched the Stanford Next Asia Policy Lab (SNAPL), which is a new research initiative committed to addressing emergent social, cultural, economic, and political challenges in Asia. Across four research themes– “Talent Flows and Development,” “Nationalism and Racism,” “U.S.-Asia Relations,” and “Democratic Crisis and Reform”–the lab brings scholars and students to produce interdisciplinary, problem-oriented, policy-relevant, and comparative studies and publications. Shin’s latest book, The Four Talent Giants, a comparative study of talent strategies of Japan, Australia, China, and India to be published by Stanford University Press in the summer of 2025, is an outcome of SNAPL.

Shin is also the author/editor of twenty-seven books and numerous articles. His books include The Four Talent Giants: National Strategies for Human Resource Development Across Japan, Australia, China, and India (2025); Korean Democracy in Crisis: The Threat of Illiberalism, Populism, and Polarization (2022); The North Korean Conundrum: Balancing Human Rights and Nuclear Security (2021); Superficial Korea (2017); Divergent Memories: Opinion Leaders and the Asia-Pacific War (2016); Global Talent: Skilled Labor as Social Capital in Korea (2015); Criminality, Collaboration, and Reconciliation: Europe and Asia Confronts the Memory of World War II (2014); New Challenges for Maturing Democracies in Korea and Taiwan (2014); History Textbooks and the Wars in Asia: Divided Memories (2011); South Korean Social Movements: From Democracy to Civil Society (2011); One Alliance, Two Lenses: U.S.-Korea Relations in a New Era (2010); Cross Currents: Regionalism and Nationalism in Northeast Asia (2007);  and Ethnic Nationalism in Korea: Genealogy, Politics, and Legacy (2006). Due to the wide popularity of his publications, many have been translated and distributed to Korean audiences. His articles have appeared in academic and policy journals, including American Journal of Sociology, World Development, Comparative Studies in Society and History, Political Science Quarterly, Journal of Asian Studies, Comparative Education, International Sociology, Nations and Nationalism, Pacific Affairs, Asian Survey, Journal of Democracy, and Foreign Affairs.

Shin is not only the recipient of numerous grants and fellowships, but also continues to actively raise funds for Korean/Asian studies at Stanford. He gives frequent lectures and seminars on topics ranging from Korean nationalism and politics to Korea's foreign relations, historical reconciliation in Northeast Asia, and talent strategies. He serves on councils and advisory boards in the United States and South Korea and promotes policy dialogue between the two allies. He regularly writes op-eds and gives interviews to the media in both Korean and English.

Before joining Stanford in 2001, Shin taught at the University of Iowa (1991-94) and the University of California, Los Angeles (1994-2001). After receiving his BA from Yonsei University in Korea, he was awarded his MA and PhD from the University of Washington in 1991.

Stanford Next Asia Policy Lab (SNAPL)

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Shin's Reflections on Korea

A monthly column in the Korean magazine Sindonga
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Reengaging North Korea

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Stanford Asia-Pacific Innovation

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Director of the Korea Program and the Taiwan Program, Shorenstein Asia-Pacific Research Center
Director of Stanford Next Asia Policy Lab, APARC
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Sharika Thiranagama Associate Professor of Anthropology Panelist Department of Anthropology
Eiichiro Azuma Professor of History and Asian American Studies Panelist University of Pennsylvania Department of History and Asian American Studies
Critical Conversations

Do University Entrepreneurship Programs Promote Entrepreneurship?

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Yong Suk Lee and Charles Eesley examine how university entrepreneurship programs affect entrepreneurial activity using a unique entrepreneurship‐focused survey of Stanford alumni. OLS regressions find a positive relationship between program participation and entrepreneurship activities. However, endogeneity hinders causal interpretation. They utilize the fact that the entrepreneurship programs were implemented at the school level.

Using the introduction of each school's program as an instrument for program participation, they find that the Business School program has a negative to zero impact on entrepreneurship rates. Participation in the Engineering School program has no impact on entrepreneurship rates. However, the Business School initiative decreases startup failure and increases firm revenue. University entrepreneurship programs may not increase entrepreneurship rates, but help students better identify their potential as entrepreneurs and improve the quality of entrepreneurship.

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University Entrepreneurship Programs May Not Increase Entrepreneurship Rates, Stanford Researchers Find

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Entrepreneurship classes and programs in colleges around the world have proliferated over the last quarter of a century, yet the literature examining the impacts and effectiveness of such initiatives is still relatively sparse and limited. Do these initiatives make a difference in the long-term entrepreneurial activity and success of their students and alumni?

Yong Suk Lee, SK Center Fellow and APARC’s Korea Program deputy director, and Charles Eesley, an associate professor and W.M. Keck Foundation Faculty Scholar at Stanford’s Department of Management Science and Engineering, have been collaborating on research that aims to fill in some of the information gaps in assessing the efficacy of entrepreneurship education programs.

In a new article published in Strategic Management Journal, Lee and Eesley examine the entrepreneurship consequences of Stanford University’s two major entrepreneurship education programs that were founded in the mid-1990s. Their findings are sobering but offer lessons for improving such efforts. Lee provides a synopsis of their findings in the video below.

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Using a unique entrepreneurship-focused survey of Stanford alumni, Lee and Eesley investigated how the Stanford Center for Entrepreneurial Studies (CES) at the Business School and the Stanford Technology Ventures Program (STVP) at the Engineering School affect entrepreneurial activity. They administered the survey to a well-defined population of comparable individuals from multiple industries, in total generating 27,783 responses. Respondents reported information on their entrepreneurial status, participation in angel investing and venture capital, and on the founding, duration, and success of start-up ventures. Respondents also indicated to what degree, if any, they had participated in the CES or STVP programs.

The survey results reveal that overall participation in the Stanford Business School CES had a negative to zero impact on entrepreneurship rates and participation in the Engineering School STVP had no impact on entrepreneurship rates. However, the data suggests that participation in the Business School initiative decreased startup failure and increased firm revenue in the long-term. “University entrepreneurship programs may not increase entrepreneurship rates,” Lee and Eesley conclude, “but help students better identify their potential as entrepreneurs and improve the quality of entrepreneurship.”

These findings provide important context to broader questions about entrepreneurship development and incubation, such as whether entrepreneurship is an intrinsic or acquired trait, and as such, whether firms should seek to develop entrepreneurial capabilities internally or acquire them from external sources. This question equally concerns universities and the strategies institutions of higher education employ to foster entrepreneurial talent.

Lee and Eesley note that it is important to take into account variation in entrepreneurship training programs in course content, emphasis, and other dimensions. Their research suggests that general entrepreneurship education that targets a broader spectrum of startups, rather than one that solely focuses on technology startups, may be more effective in reducing the uncertainty in entrepreneurial ability or improving startup performance.

These findings may generalize to other samples of selective-admission college-educated alumni, although there is certainly need for future work that explores the effects of entrepreneurship education in different institutional environments.

Entrepreneurship, Technology, and Economic Development

The advent of how new technologies, such as artificial intelligence, automation, and cloud computing are opening up new possibilities for businesses and societies. New technologies also support entrepreneurial activity, while risk-taking, ambitious entrepreneurs are fundamental to harnessing these news technologies and to creating new innovations and growth pathways. Yong Suk Lee and Charle's Eesley's research effort evaluates the ways in which these new technologies affect regional entrepreneurship and employment.
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New Study Examines How Stanford Alumni’s Entrepreneurship Rates Differ by Ethnicity and Nationality

New Study Examines How Stanford Alumni’s Entrepreneurship Rates Differ by Ethnicity and Nationality
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“Co-Bots,” Not Overlords, Are the Future of Human-Robot Labor Relationships

Yong Suk Lee and Karen Eggleston’s ongoing research into the impact of robotics and AI in different industries indicates that integrating tech into labor markets adjusts, but doesn’t replace, the long-term roles of humans and robots.
“Co-Bots,” Not Overlords, Are the Future of Human-Robot Labor Relationships
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U.S. Tech Companies Can Do More During the COVID-19 Outbreak

U.S. Tech Companies Can Do More During the COVID-19 Outbreak
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A study by Yong Suk Lee, the deputy director of APARC’s Korea Program, and Management Science and Engineering professor Charles Eesley investigates the efficacy of two major Stanford entrepreneurship education initiatives, suggesting they may not increase entrepreneurial activity.

Ambassador John Roos and the Importance of Student-to-Student Exchange

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Just over ten years after becoming the first U.S. ambassador to Japan to participate in the Hiroshima Peace Memorial Ceremony in 2010, Ambassador John Roos spoke about his experiences with 26 high school students in Stanford e-Japan from throughout Japan. In his October 16, 2020 online talk, Ambassador John Roos noted that his tenure in Japan—2009 to 2013—was defined by three major issues: (1) the 2011 Great East Japan Earthquake or 3/11; (2) Operation Tomodachi (“friend” in Japanese) during which the U.S. Armed Forces helped in disaster relief following the 3/11 crisis; and (3) the Hiroshima Peace Memorial Ceremony on August 6, 2010.

Regarding the first and second issues, Ambassador Roos recalled, “I was proud that the United States was there to help the people in Japan who obviously faced one of the biggest crises in your history… Vice President Biden came to Japan and the two of us traveled up to the Tohoku region because he wanted to see firsthand how he could help and how the United States could help, and I saw him interacting with not only the leaders but the people of the Tohoku region.” In addition to Operation Tomodachi, the youth-focused Tomodachi Initiative—a public-private partnership between the U.S.-Japan Council and the U.S. Embassy in Tokyo, with support from the Government of Japan—was born out of support for Japan’s recovery from the 2011 Great East Japan Earthquake. Regarding the third issue, Ambassador Roos shared, “I was the first United States ambassador to go to the Hiroshima commemoration ceremony. And I did that because I felt it was important to show respect for all of the victims of World War II and particularly obviously the victims of Hiroshima and Nagasaki. I did it because I felt that it was helping to promote President Obama’s agenda of the elimination of all nuclear weapons.”

During his talk, Ambassador Roos coupled his sharing of specific personal recollections with general insights on being the U.S. ambassador to Japan. For example, he explained that the role of the U.S. ambassador to Japan is twofold. First, the U.S. ambassador’s responsibility is to protect and look after the health and safety of the Americans that live in Japan—about 150,000 of them—including another 50,000 U.S. military personnel and their dependents. Second, nurturing and looking after the relationship between Japan and the United States, of course, is critical. He not only touched upon economic, political, and security relations but also emphasized the importance of student-to-student exchange. Concerning the latter, he is concerned that students from the United States are not spending enough time in Japan, and students in Japan are not spending enough time in the United States.

His insights profoundly connected to a student from Kyoto who commented, “When I am older, I hope to become a diplomat and maybe even an ambassador, so I’m really excited to get to talk to you today.” She continued, “What do you think makes a successful ambassador?” Ambassador Roos replied, “I hope you become the ambassador to the United States… Obviously, an ambassador needs to deal with all of the different policy issues and many difficult issues, but I think the most important thing is—and you may not expect this—but it is to listen… and to learn and to hear all sides of the equation… to show empathy.”

The current fall 2020 session of Stanford e-Japan is the 12th offering of the course since 2015. Stanford e-Japan is made possible by Mr. Tadashi Yanai, Chairman, President, and CEO of Fast Retailing Co., Ltd. Mr. Yanai and Ambassador Roos share a mutual concern for the need for students in Japan and the United States to spend more time in each other’s countries.

As a closing question, Stanford e-Japan Instructor Meiko Kotani asked Ambassador Roos what he expects from Japanese high school students and what role he thinks they should play to foster the U.S.–Japan relationship. Roos responded, “Well, first of all, let me tell you how impressed I am by this group of students. The reason I am doing this session at 9:00pm on a Friday night is because I think you are the future of the relationship. So I encourage you to find ways to connect with the younger generation of [the United States] because in the end, we need you. We need the best and brightest minds, not only in the United States but in Japan and the rest of the world to confront some pretty big challenges we have in the world right now… When I listen to you, it gives me a tremendous amount of hope, and so I’m just honored to have had the opportunity to talk with you.”

After Ambassador Roos signed off, the students shared some points that especially resonated with them. Among these were the deep respect that Ambassador Roos has for Japan and his visit to all 47 prefectures; the importance he placed upon the need for high school students in Japan to communicate with high school students in the United States; the importance he placed upon the leadership of the United States to be humble despite its power; and the importance of empathy. And since 2020 marks the 75th anniversary of the end of World War II, the following words that Roos stated seemed to especially resonate with the students: “President Obama said that we may not eliminate nuclear weapons in his lifetime or my lifetime. I hope in your lifetime.”

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Meiko Kotani

Instructor, Stanford e-Japan
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Stanford e-Japan

The Stanford University Scholars Program for Japanese High School Students or “Stanford e-Japan” is a distance-learning course sponsored by the Stanford Program on International and Cross-Cultural Education (SPICE) with generous support from the Yanai Tadashi Foundation.
Visit the Stanford e-Japan Page
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John Roos (right), former U.S. ambassador to Japan (2009–13), speaks with Michael Armacost, also a former U.S. ambassador to Japan (1989–93), at Stanford University; photo courtesy Meiko Kotani
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Just over ten years after becoming the first U.S. ambassador to Japan to participate in the Hiroshima Peace Memorial Ceremony in 2010, Ambassador John Roos spoke about his experiences with 26 high school students in Stanford e-Japan from throughout Japan.

China Scholars Program Instructor Dr. Tanya Lee Interviewed by US-China Today

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Valerie Wu, a student at the University of Southern California and an alum of SPICE’s Reischauer Scholars Program (RSP), Sejong Korea Scholars Program (SKSP), and China Scholars Program (CSP), recently interviewed Dr. Tanya Lee, instructor of CSP, for US-China Today, a publication of USC U.S.-China Institute.

In the September 26 interview, Lee shares insightful comments on her experiences teaching the CSP, including insights on the importance of studying China for everyone, regardless of their eventual career; and how she identifies topics for the course. In addition, Lee references SPICE’s newest course, Stanford e-China (SeC), which was developed for high school students in China and focuses on “Technologies Changing the World: Design Thinking into Action.” Lee and SeC instructor Carey Moncaster are engineering a collaboration between CSP and SeC students in November, in which they will work on a “green technology” project together, exploring practical solutions to sustainability issues they see in their own communities. The students will also be connecting informally over social media and are very eager to make contact with their counterparts overseas.

Looking back at her experience in the CSP, Wu commented, “The interdisciplinary, global thinking that I cultivated as a student at SPICE has become a fundamental aspect of my academic career. As a Narrative Studies and Law, History & Culture double major with an interest in China, the academic mentorship I received through the CSP highlighted the ways that intellectual study intersects with all these different ways of thinking about a certain topic. The way an issue is framed, specifically the way that we apply our own interpretation to it, reflects not only our understanding of culture, but also our place in it.” For Lee, witnessing students like Wu continue their study of China in college makes her feel more optimistic about future U.S.–China relations, despite the current tension between the two countries.

Wu’s interview of Lee can be accessed here.

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Tanya Lee

Instructor, China Scholars Program
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China Scholars Program

The China Scholars Program (CSP) is an interactive, synchronous online course for high school students in the United States—part of Stanford University’s SPICE Program in Pre-Collegiate Global Learning.
Visit the China Scholars Program Page

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China Scholars Program: East Asia Through a STEM Lens

The following reflection is a guest post written by Mallika Pajjuri, an alumna of the China Scholars Program and the Reischauer Scholars Program. She is now a student at MIT.
China Scholars Program: East Asia Through a STEM Lens
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Japan Day 2018: Recognizing future leaders in the U.S.–Japan relationship

Japan Day 2018: Recognizing future leaders in the U.S.–Japan relationship
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Valerie Wu at Stanford University, August 10, 2018
Valerie Wu at Stanford University, August 10, 2018; photo courtesy Rylan Sekiguchi
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Lee shares her experience teaching the CSP and discusses an upcoming cross-cultural collaboration between American and Chinese high school students.

Stanford e-Japan: A Turning Point in My Life

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The Stanford e-Japan Program provided me with the opportunity to take insightful lectures by front runners in various fields (for example, ambassadors, lawyers, and university professors), and to participate in absolutely riveting virtual classrooms, during which we could confer and raise questions about issues pertaining to the lectures.

Not only was it an intellectually enriching program providing extensive knowledge about the United States, I believe it was one of the turning points in my life.
Hikaru Suzuki

It was my gateway to cross-cultural understanding and international studies, and it was the key to finding my passion, as I realized that law and business were my specific areas of interests. The program pushed me to seek further education in those fields and learn more intensively.

In high school, I conducted comparative research between India and Pakistan, analyzing honor killing court cases dating back to the late 19th century, judicial systems, etc. I realized how law can reinforce social norms by signaling approval and dissent through legal decisions, and how a revision of judicial systems can have massive social impact. I decided to major in Japanese law to gain knowledge and insight into these legal regimes domestically, and to pursue my dream of addressing social injustice.

Studying law at the University of Tokyo was both rewarding and invigorating. I had chances to engage in frank discussions with professors about civil procedures and criminal law, scrutinize documents, participate in seminars, and write a research paper about criminal prosecutions for defamation in Japan. Whilst taking classes, I also had internship opportunities to see how law was put into practice at a number of domestic and international law firms, and these experiences greatly assisted in developing my practical and theoretical expertise in law.

At the same time, having an interest in business, I launched a project with university peers to tackle food insecurity in Asia with the ultimate aim of reducing social injustice through social entrepreneurship. The idea was to produce an environmentally sustainable source of animal feed and provide a new source of income for the local population. We presented this plan and placed in the top six in the Asian Regional Hult Prize competition—one of the world’s largest international social entrepreneurship competitions for students—and took our project further.

Stanford e-Japan was much more than a virtual classroom, as it introduced me to so many caring and enthusiastic educators who encouraged me to go beyond my limits, and it equipped me with the skills that are essential for learning, such as problem-solving, research, and communication skills. With these skills and personal ties, I intend to keep challenging myself and carrying on my lifelong journey of learning.

Stanford e-Japan Program

The Stanford University Scholars Program for Japanese High School Students or “Stanford e-Japan” is a distance-learning course sponsored by the Stanford Program on International and Cross-Cultural Education (SPICE) with generous support from the Yanai Tadashi Foundation.
Visit the Stanford e-Japan Program Page

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Blogs

Stanford e-Japan: A Gate for Learning about the United States and a Mirror for Reflection on Japan

The following reflection is a guest post written by Shintaro Aoi, an alumnus of the Stanford e-Japan Program.
Stanford e-Japan: A Gate for Learning about the United States and a Mirror for Reflection on Japan
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Blogs

The Future to Be Inherited

The following reflection is a guest post written by Haruki Kitagawa, a 2015 alum and honoree of the Stanford e-Japan Program.
The Future to Be Inherited
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News

Four Stanford e-Japan Alumni Awarded Yanai Tadashi Foundation Scholarships

In 2015, SPICE launched the inaugural online course, Stanford e-Japan, for high school students in Japan.
Four Stanford e-Japan Alumni Awarded Yanai Tadashi Foundation Scholarships
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Hikaru Suzuki at Akamon, University of Tokyo; photo courtesy Hikaru Suzuki
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The following reflection is a guest post written by Hikaru Suzuki, a 2015 alumna and honoree of the Stanford e-Japan Program, which is currently accepting applications for Spring 2021.

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