Disorientation Guide 2020: Welcome to Stanford

Item

Current View

Title

Disorientation Guide 2020: Welcome to Stanford

Date

2020

Place

Stanford, California

Source

https://issuu.com/slapstanford/docs/compiled_disorientation_guide

extracted text

introduction
1
9.(:.f::iv.i
~.t
..mqP.....................
...........................................................................
i .....
activist timeline
4
······························•····································································•··············•···························
~.t.q
.rJfqrd.x..~ 9.f
9.r1
f.q.(f~.m
....
.......
.......
........
.......
.......
........
......
........
..............
......
i.Q.
when the indianwas mascot
22
hf.~t.
9.rY.9.f.?.tqnf.9.r.q.
t.J.µ
!lqfng.r.!qm.~~
.......................................
i.~.
th.~.(;9.nµndrµ m..9.f.~.Q.OfJrY.mi~.$.i
9 n;.....
........
......................
......
.......
......i.4..
pro-palestinianismand partisanship
m.f!f.t.
q.r.f?.
.m.&...w.qr..qt ..~t.qnfg.r.c;!
......................
...............
.....................
..........
i.§.
th.~.w.9.rf
d::.rgn9.w.ngd,
.b.Y
.t.nggf
g(;.t~d.b.Y.
.$.ta.nf9.r.<!.,..m.qr
.tio.....
..2.?.
lutherkingjr. researchand educationinstitute
queerstudent resources
30
···· ········································
·············· ···················································
··· ···· ·· ············ ············
the hooverinstitution
32
•••••••••••••••••

••

••••

• •••••••••••••••••••••••••••••••



••••••••••••

••

•••••

••

••••

••

••••••••••••

•••

••••••••••••••••••••

• ••••••

• •••••

• •••••••

• ••

P.
_I].~~~!
D.
8..~.tq
.l].f.<?.r.g
..........................
........
.....
..............
........
........
.......
..............
..-~-~.
38
policeabolition101

P.!.!.Y..~~
~8.€!
..~.P.
.~..........
........
..........
....
........
.......
.......
.......
.......
.......
.......
........
.......
......1.~..
P.!.rJ.~k
.,~m!.rJl
~m..1.Qi.............
......
................
.............................
..................
.......4.?.

P.[9.t ~$.ti.rJ
g..1.
Q.1...................................................................
4.4..
directaction
46
···········································
···· ·····························
·· ············· ···················································

f9.?.~J!.tr.~~
..?.~qryf.~.~~!..q.l]
.~..~.'?.~.~.~,p~rytj
.~~tJ~.~.~t.~.t~.1].f.<?.!.~!.
......1.?..
g~ry.g~
.f.!~~( Y.?.lY
.~.~tg.ry
.fgrg
. .....
..............
.......
.......
..............
.........
......
.......
.......
?..9..

~.t.
Y.q ~.tJ.t
.q(flq.o.~~.
f9.rj.Y.$.ti
f.~..in..~dYf.qtf 9.n
...................................
.-?..
~..
~.t
Y.g
~.IJJ~
.fqr..~I).'f(r.9.1).m~ry
fg!..q.tJ.q
..r.g.~
!.q!.i.~
~tj~~................
.......
.......
?..?.
th~.
i.?:.P..~r.f;.~!1.~
..~9.m
P.<Jl8r.i
............
.......
......................
...................................?..~.
~~.C?..~
~..t~.q.~
h!.'JS.
..Y.?.
......................
............
.........................
......................
............
?..1..
~.~.~.P.
..~.~.~!.
rys.
.?.~~
~~.Y.!
9.!.€~~~
! ..~~ !!!.P~/s.ry
..............
.................
...........
.......
?..?.
~ 9.9.~ ..~ 9.Y~?.
~?.?
..P~9.
f.?.~
..q!]1..P~~8.!.~!!!.?.
..................................................
~.Q..
g~9.~~~

···············································································

radicalbook recommendations

········································ ~?. ..

64

DISORIENT

YOURSELF

NOW

Welcome to Stanford University - home of the palm trees and red-tile
roofs; bright students and world-renowned professors; resources and
opportunities you can only dream about. Welcome to Stanford - whose
beautiful veneer hides a dark and violent history, whose resources and opportunities are only available because of its long history of dispossession ,
displacement and death, who treats the members of its community with respect and dignity only if they derive immense profit from them . These two
realities may be hard to merge together - but as students (and as members
of the community who benefit a lot from the results of Stanford's exploitation ), we have an obl igatioo to see what Stanford really stands for and to
make sure it doesn't stay that way.
From the moment you are accepted, Stanford tells you that you're amongst
the most talented people in the world, that you will be an extraordinary
changemaker, and that it will give you the skills to enact that vision. When
you arrive at Stanford though , and you want to put those changemaking
skills to use; Stanford will shut you down or wait you out. This is the way
of Stanford - it is only invested in upkeeping its glossy image- so it can
continue to sell it on its brochures and its webs ites - so people like us can
continue to come here.
That's the real purpose of this guide - Stanford wants to craft a rosy image of itself , to continue recruiting the students they want and to continue building more violent apathy; and we, as student organ izers, want
to disrupt that and call for you to disorient yourself now. Every good and
meaningful thing that exists at this university - ethnic theme dorms, AAAS
and CSRE,physical community centers, free .99 therapy and more - doesn't
come because Stanford woke up one day and felt like being a little more
ethical, no matter what the university wants to sell to you. It comes from
decades of student resistance and organizing, from direct actions and escalation , from successful campaigns to painful failures. It comes from people
like you who stand up and decide that you're not going to take Stanford's
bullshit for one more day.
So whether you're an incoming freshman who is wondering what Stanford
is like beyond the VR headset or if you've been here for a while and know
exactly what Stanford actually stands for; we hope this guide can be an
opportunity to break away from the modes of thinking and structures of
oppress ion Stanford places us in and help you figure out what we need to
do to change this place for the better. It is only one small part of the conversation we need to constantly be having - but remember; at the end of
the day, Stanford would not exist without its students and if we stand tall
and fight hard; Stanford will not be able to stop us.

1

r---

Silicon Shutdown
Hands Up , Walk Out
1Highway 101 Shutdown

~ ;'§§:, ;#;S;;tanford68

,

en er or ompara ve u 1es1n ace an
frican and African American Studies
ish Studies
:

-,.,--

~~
- ~~--.J

n1c1

-

:




r--.._

Rally Against lslamophobia

- -----.J

'\!5
..~
I,:


• •

Living Wage Campaign
--- May Day March
Deportation Awareness Rally
:--___,
Carry That Weight
7-.f".Stanford Out of Occupied Palestine
Indigenous People's Day
Admit Weekend 2015
Transgender Day of Remembrance

u

~

Asian American Activities Center
Black Community Services Center
DGen Office
El Centro Chicano y Latino
Markaz
Native American Cultural Center
QSpot
Women 's Community Center

r.

1
2
3 I

4 :j
5 l
6
7
8

Casa Zapata
Muwekma-Tah-Ruk
Okada
Ujamaa

'---==-----===-==-=
:.!..:- ~
l-J

2



11

Sit-in for Divestment from South Africa
MEChA Hunger Strike
Sleep Out for Food Service Workers
Books not Bombs
APls4Blacklives
Rainbow Agenda Demonstration
SCoPE Family Weekend

/
_,/



a e ac
e 1c
Admit Weekend

I

z
r rop
Against White Supremacy

~

CIRCLE

-

OF DEATH

#Moral Monday

JUNIPERO

& SERRA



....,__
,.- Renaming Campaign




1.

Concerned Students for Asian American Studies ------~
Racism Lives Here
-""'

\(

/

-

--------~

3

:--__

___

_,


C

1965

1967

stanford sexual rights forum. In
1965 , The Stanford Sexual Rights Forum registered as a voluntary student
organization , creating one of the first
student groups nationally advocat ing for civil rights for TLGBQ peo ple. Members also sought changes in
campus regulations limiting visitation
between students in dorms , and lob bied for access to contraceptives. The
group is active through the spring of
1966.

Black Student Union founded. The
Black Student Union founded in
1967. A year later , in 1968 , they led
demonstrations on campus in the
wake of Martin Luther King Jr.'s assassination. The day after the assassination, 40 student protesters and
members of the BSU burned a flag in
White Plaza to symbolize the hypocrisy of its message.

1968

1966-69

stanford grape boycott committee.
The Stanford Grape Boycott Com mittee led a boycott of California table grapes in solidarity with striking
California farm workers fighting for
the right to organize and against low
wages.

anti-war actions. To oppose complici ty with the Selective Service system, a
system enforced by the U.S. army that
makes it mandatory for almost all men
to register for military conscription,
students staged a sit -in of the President 's Office on May 19-21, 1966.
Protests escalated through 1968, tar geting war -related research at Stanford 's Research Institute (SRI)and CIA
recruiting on campus. Some students
turned to violence , destroying the
ROTC building on May 7 and President Sterling 's office on July 5. On
April 3 , 1969, the April Third Move ment (A3M) was born. The group 's
goal was to bring an end to classified
research and war -related research on
campus and to stop chemical -biolog ical warfare and counterinsurgency
studies at SRI. Protesters closed the
Applied Electronics Lab, occupied Encina Hall , and blocked traffic to SRI,
where they were dispersed by tear
gas.

(april 8) take back the mic. Four days
after the assassination of Martin
Luther King Jr., Stanford held an allcampus assembly to address "Stanford 's Response to White Racism"
with a panel of entirely white men.
Seventy Black students and East Palo
Alto community members walked on stage, took the mic from the provost,
and read a list of ten demands to increase admissions, curriculum , hiring
and representation for Black students
and other communities of color. As a
result, Stanford established the Black
Student Volunteer Center (now the
Black Community Services Center)
and an African and Afro -American
Studies program in 1969.

4

1969

(october 15) Vietnam war protests.
More than 8,000 people took part in
the Vietnam Moratorium calling for
an immediate end to the war. These
demonstrations led the university to
sever ties to classified research and
the SRI.

Asian American Students' Association formed. The Asian American
student alliance, which later became
the Stanford Students Coordinating
Committee and now the Asian American Students ' Association, formed in

1969.

5

1970

1971-72

SAIO founded. Four Native students
petitioned to form the Stanford
American Indian Organization (SAIO).
SAIO's first order of business was
campaigning to remove stanford's
racist indian mascot. 54 members of
the university's Native community
signed a petition urging the university
to retract its use of the mascot, which
it succeeded in doing in 1972.

Casa Zapata founded. In 1971, after
some time as the Chicano corridor in
Roble Hall, the Chicano theme dorm
was reestablished as Muir House. The
next year, in 1972 , Casa Zapata was
dedicated.

1974
NACC founded. The Native Ameri can Community Center (NACC) was
founded in 197 4, and it hosts the
American Indian, Alaskan Native ,
and Native Hawaiian Programs. In
addition to providing a welcoming
community space, the NACC pro vides academic assistance, program
coordination , mentorship, leadership
opportunities, and advising for the
Native community at Stanford, beginning with a pre-orientation summer


1mmers1onprogram.

(november)Gay Student Union (GSU)
founded. Stanford community mem bers founded the Gay Student Union,
a social support and conscious ness-raising group of students and
non -stude nts.

1970-76
Ujamaa founded. In 1970, BSU
pushed stanford to establish Cedro
as a dorm that would have a majority
of Black freshmen. A parallel concept
was also created in Junipero for Black
upperclassmen. In 1971 , the concept
moved to Roble Hall, blending fresh men and upperclassmen. In 197 4,
students moved into Olivio Magnolia
House in Lagunita Court, and in 1976 ,
the house was renamed Ujamaa.

1975-76
first GSU campaign. GSU members
campaigned unsuccessfully to have
the Stanford Career Planning and
Placement Center closed to employers who discriminate on the basis of
sexual orientation.

1971
Okada dorm established. An Asian
American dorm, Junipero, which became Okada House, was established
in 1971, followed by the People's
Teahouse, which became the Okada
Teahouse.

6

1984-85
sit-in for the divestment from South
Africa. Led by the Black Student Union
(BSU) and Stanford Out of South Africa Coalition, students sit-in for Divestment all year in front of president kennedy's office. In spring 1985,
1,000 students marched to president
kennedy 's office and posted a sign on
the door demanding divestment. The
next day, 2,000 students rallied in the
inner quad.

t (Y r...
0.....-,

o.noo

WIIE
PL~

1987
(may 14) rainbow agenda demonstration. The Asian American Student
Association, Black Student Union
(BSU), Movimiento Estudiantil Chicanx de Aztlan (MEChA), and Stanford American Indian Organization
(SAIO) formed the Rainbow Agenda
and dropped ten demands to improve
conditions for students of color at
Stanford. Over 60 students interrupted Stanford's centennial celebration
to present their demands, which included: creation of an ethnic studies
graduation requirement, a high- level
administration
position dedicated
to serving ethnic minorities, a permanent rejection of the racist Indian
mascot, and a larger space for the
Asian American Activities Center
(A3C).

7

1988

1991

(march) end of western culture requirement. Faculty Senate voted to
replace the previous Western Culture
requirement with Culture, Ideas, and
Values.

women's community center (WCC)
founded. The WCC was founded
in 1991 and serves as a community
space to gather and foster scholarship, leadership, and activism. Their
programs include student leadership
training, the yearly Stanford Women's Leadership Conference, career
development series, and free tutoring
in collaboration with the Society of
Women Engineers.

1989
(may 15) takeover of 189. Over 60
students, using the name "Agenda for
Action Coalition;' occupied President
Kennedy's office and presented their
demands . Over 50 students were arrested , and eight Black and Brown
students were unfairly singled out for
especially serious charges. The action
won significant victories, including
the hiring of more faculty of color,
creation of a university committee to
address minority issues, and expand ed funding and space for El Centro
and the A3C.

8

1992

1994

(may) march to palo alto police station. The night that a jury acquitted
the police officers of assault in the
beating of Rodney King in Los Ange les, more than 300 Stanford students,
led by the BSU, and joined by AASA,
MEChA, and SAIO, marched from
campus to the palo alto police station
and protested the verdict.

(may 4- 7) MEChA hunger strike.
Sparked by the firing of progressive
administrator and Casa Zapata Resident Fellow Cecilia Burciaga and racial epithets against Latinx students
at a movie showing, MEChA lead
a hunger strike demanding great er consideration of and support for
the Latinx community both on- and
off -campus. The strike resulted in the
development of Latinx Studies as a
.
maJor.

9

1994

2002

(may 18) concerned students for
Asian American Studies. About two
dozen students disrupted a Faculty
Senate meeting advocating for the
establishment of a full Asian American studies program. Students presented a letter with over 700 student
signatures supporting Asian American
studies and chanted, "Asian American
studies now - Not another 20 years,"
referencing the first attempt in 1972
to establish a program.

(spring) sleep out for food service
workers. The Stanford Labor Action
Coalition (now called the Student
Labor Alliance) and the NAACP had
a 4-day sleep out calling for higher wages for campus food service
workers. As a result, subcontracted
cafe workers earned wage parity with
Stanford dining workers, resulting in
significant raises.

1996

books not bombs. In March 2003,
over 500 students walked out to protest the Iraq War, in conjunction with
over 30,000 students at over 400 col leges nationwide. In 2004, Students
held an anti -war rally and march to
Hoover Tower to protest the ties between the Hoover Institution and the
Bush Administration.

2003-04

(november) comparative studies in
race and ethnicity. Faculty Senate
voted unanimously to approve a new
program in Comparative Studies in
Race and Ethnicity (CSRE)after three
decades of student struggle.

1997

.

J

>

STANF8RD
..:
ffAd

ethnic studies majors. Students can
now major in Asian American Studies,
Chicanx/Latinx Studies, and Native
American Studies. However, these
majors are still under CSRE and not
their own departments or programs.

1998
action to hire first official staff position at the QSR. Students camped
out in White Plaza to pressure admin istration to create the first full -time
staff position at QSR.

10

2006

2009

(may 1) may day march. On May Day,
the International Day of the Worker
and the International Day of Action
for Human Rights, students, facul ty , and employees joined a national
march across campus to show support for immigrant rights. Organized
by the Student Coalition for Immi grant Rights, students gathered at
Ujamaa and proceeded to each eth nic theme dorm before ending with a
candlelight vigil at White Plaza to recognize the deaths of the many people
trying to cross the US border.

(may 26) protest against proposition
8. Students protested the Supreme
Court's decision upholding Proposi tion 8 (the California statute banning
queer marriage rights) by blocking
Palm Drive.

2003,

2011
(april) Diversity and First Gen (DGen)
Office founded. The DGen Office was
founded in 2011 to support first -gen
and/or low -income (FLI) students.
The DGen Office is a student -friendly
hangout space, while offering diversi ty resources and training , inter -group
education through diversity labs in
and out of the classroom , a variety of
community building and empower ment programs for FLI students, and
the Opportunity Fund for emergency
funds not covered by financial aid.

7, 10

living wage campaign. In 2003, the
Stanford Labor Action Coalition and
the Coalition for Labor Justice staged
a week - long hunger strike to rehire
a fired worker speaking out for her
rights. President Hennessy agreed
to create an advisory committee on
workplace issues and the worker was
rehired, but little came out of the advisory committee. In 2007 , students
held a hunger strike demanding a
living wage for hired employees and
increased transparency in the subcontracting process. In 2010 , stu dents held a rally for the Living Wage
Campaign and marched to President
Hennessy 's Office.

11

(may 5) town hall on faculty diversity.
SAAAC hosted a town hall on criticizing the Faculty Diversity Initiative for
being unclear and having no effect on
hiring and retaining minority professors. From the town hall, the Who's
Teaching Us (WTU) campaign was
initialized with a focus on: hiring and
retaining at least ten more faculty
for ethnic studies programs, provide
transparency in the tenure process,
change categorization criteria for
student and faculty demographics
to disaggregate data , reinstate the
pre-2008 fund allocation to community centers, and keep the University
accountable to their commitment to
faculty diversity.

2013
Markaz founded. The Markaz, the
Resource Center for Engagement
with the Cultures and Peoples of the
Muslim World, was founded in 2013
from advocacy by students, faculty,
and staff. The Markaz's name comes
from the Arabic, Farsi, Hebrew, Turkish and Urdu word for "center," and
they offer programs to facilitate dialogue and discussion around critical
social and political issues, promote
wellness, and cultural development.

2014
(april) professor Stephen Sohn denied tenure. Professor Sohn, a queer
Asian American Assistant Professor
of English and affiliated professor for
CSRE, Modern Thought & Literature,
and Asian American Studies programs, was denied tenure. This was
the latest in a series of tenure denials
to other faculty of color, including Estelle Freedman, Akhil Gupta, Robert
Warrior, and Lora Romero. Students
started a letter writing campaign and
a change.org petition with over 1,600
signatures.

(october 27) #moralmonday. Black
Student Union and NAACP staged
a disruptive demonstration to raise
awareness of the murder of Michael
Brown on August 9 by a police officer in Ferguson. Missouri protesters
blocked large parts of the street at
the Circle of Death, holding signs.
Protesters stood for 4 ½ hours to
match the time that Michael Brown's
body was left outside.

OVA
5 Uf\\'MU.
I.S

POLITICAL

12

(december 1) hands up, walk out.
At nationally coordinated times, stu dents dropped their commitments
and marched into downtown Palo
Alto to show that there could be "no
business as usual." Students shut
down major intersections and read
out the names of Black lives taken by
police violence.
october 30) carry that weight. More
than 130 students carried mattresses
to White Plaza to show solidarity with
Emma Sulkowicz and other survivors
of sexual assault on college campus es. Their goals included "mandatory,
evidence -based education initiatives "
and "expulsion as a default sanction
for students found responsible of
sexual assault."

(december 3) highway 101 shutdown.
In response to the non-indictment of
the police officers who murdered Eric
Garner in New York, student protest ers marched from White Plaza and
shut down Highway 101 .

I

(november 25) silicon shutdown.
The day after the non - indictment of
Darren Wilson for the murder of Mi chael Brown , students marched along
University Avenue. The marchers
stopped at Cogswell Plaza to com memorate and celebrate Michael
Brown and other stolen Black Lives.

13



2014
(december4-5) AP1s4Blacklives.The
Stanford Asian American Activism
Committee held a teach-in and com munity discussion on Asian Pacific lslanders and Ferguson. The next day,
API students held a demonstration
in Main Quad to show solidarity with
Black Lives Matter and counteract
the dominant narrative that APls are
political and indifferent.

2015
Oanuary19) #stanford68. On Martin
Luther King Jr. Day, a group of close
to 100 stanford students, commu nity members, and organizers shut
down the San Mateo Bridge as part
of Black Lives Matter protests to
#ReclaimMLK and in support of the
Ferguson Action National Demands
for Change. Protesters demonstrated
solidarity with students from Ayotzin apa and Palestinian liberation move ments. Sixty -eight students were
arrested and became known as the
#Stanford 68.

2014-15
stanford out of occupiedPalestine.A
coalition of student groups, including
AASA, BSU, MEChA, NAACP, MSAN,
SAAAC, SSQL, SJP, and many other
organizations, formed Stanford Out
of Occupied Palestine to push the
University to divest from multination al companies benefiting from human
rights violations in occupied Palestine. The Board of Trustees' Advisory
Panel on Investment Responsibility
and Licensing refused to reevaluate
its holdings.

14

(april 23-24) admit weekend 2015.
The night before Admit Weekend
2015, students chalked statements
highlighting Stanford's complicity in
sexual assault, racism, the Palestinian
occupation, and other issues. By the
next morning, staff and students had
washed off most of the chalk. Students protested at a Q&A event with
President hennessy, holding signs and
inviting prospective students to an
educational event at the Black House.
(october 14) Indigenous People's
Day. Students organized an Indige nous People's Day Candlelight Vigil
to honor the people affected by colonial ism, celebrate the folks who have
survived, and mourn the atrocities
that colonizers inflicted. Several Native students and students from other
organizations spoke and performed,
and this became a tradition repeated
on Columbus Day each year.
(november 20) transgender day of
remembrance. The Transgender Day
of Remembrance is an international
event celebrated annually on Novem ber 20 to honor Rita Hester, whose
still unsolved murder on November
28th, 1998 started the "Remembe ring Our Dead" web project and San
Francisco candlelight vigil in 1999.
Stanford Students for Queer Liberation organized an event to memo rialize transgender people who have
been murdered or who have commit ted suicide since Nov. 20, 2014. Students dressed in black and lay on the
ground holding signs with statements
of solidarity, such as "I will educate
myself and challenge complacency

•I

2016
(march 27) Who's Teaching Us demands dropped. The campaign pub lished its list of 25 demands, as well
as a timeline with expectations for
administration response.

2016-17
Who's Teaching Us changes implemented. Working groups of WTU
members and Stanford administra tors were created to address their
demands . Stanford Residential Education developed a comprehensive
identity and cultural humility training
for residence staff.

15

2017

2016-18

(april 27) admit weekend 2017.
During the official welcome event in
Memorial Auditorium, students from
Stanford Sanctuary Now, SLAP, ME ChA , and the Stanford Student and
Labor Alliance took the stage to pro test for increased support for undoc umented students. Students stayed
on stage for roughly an hour, stay ing silent during the administrators '
speeches but chanting during inter mission. Earlier that year, the uni versity rejected demands to declare
Stanford a sanctuary campus.





Jun1pero
serra renaming
campaign.
junipero serra was a missionary from
the 1700s responsible for imposing
Christianity, suppressing Indigenous
communities , and contributing to
the genocide of Indigenous commu nities on and around the land that
is now owned by stanford. In 2016,
Native students drafted a resolution
demanding that Stanford rename
places on campus (freshman dorms
junipero and serra, serra mall, serra
house). The resolution was passed by
the ASSU and a Renaming Commit tee was formed. On November 15,
2017, students marched from serra
dorm, down serra mall, to President
tessier - lavigne's Office, where they
demanded a meeting; as a result , two
new committees were created. Following pressure by Native students,
the administration formed an advisory
group in 2018 to study the renaming
of features of the university . This has
led to the renaming of many campus
features. Renamed spaces include:
junipero serra mall, renamed to jane
stanford way; serra dorm, renamed to
sally ride dorm, after stanford gradu ate, physicist , and the first american
woman in space, sally ride; and serra
house home of the Clayman Institute
for Gender Research, renamed to the
Carolyn Lewis Attneave House, after
Stanford graduate and internationally
renowned scholar and psychologist
who was instrumental in creating the
field of Native mental health .

(november 14) rally against lslamophobia. In response to anti - Muslim
author of the "jihad watch " blog robert
spencer's invitation to speak on campus, students organized a rally adjacent to the building where he spoke.
More than 140 students walked out
of spencer's talk and joined the rally
after approximately 25 minutes , leaving only approximately 20 people remaining in the 250 -seat auditorium.

16

(february 21) hoover tower banner
drop. charles murray, white suprem acist author of "the bell curve," "losing ground," and other controversial
works claiming a genetic basis for IQ
and calling for cuts to welfare , was
invited to speak alongside francis
fukuyama at the hoover institute as
part of Cardinal Conversations , a pro gram intended to create "discussions
with well-known individuals who hold
contrasting views on consequential
subjects." To criticize Stanford 's complicity with white supremacy and the
hoover institute 's non -transparent,
non - representative process for inviting speakers, a Coalition of Concerned Students dropped a banner
from Hoover Tower reading "Stanford
Loves Racism."

2018
students for workers' rights (SWR)
founded. Students for Workers '
Rights is a group dedicated to form ing meaningful relationships with
Stanford 's service workers , organizing
campaigns dedicated to improving
workers ' conditions , raising aware ness of workers ' issues to members of
the Stanford community, and working
alongside the workers ' union to advocate for fair wages and reasonable
working conditions.
(february) racism lives here. The
Racism Lives Here Too movement
was created by a group of first -year
Black and Indigenous women and
supported by a number of faculty of
color after a law student received anti - immigrant hate mail in their mailbox. Students raised a banner reading
"Racism Lives Here Too," released an
op-ed on forms of racism present in
the Law School, and posted fliers with
quotes heard at the Law School.

17

2018

2019

(february 22) rally against white supremacy. During charles murray and

(may9) panel:how siliconvalley helps
the cops and ICE. SLAP and NAACP

francis fukuyama 's discussion in the
hoover institute , students organized a
rally across the street. Students , fac ulty, and staff spoke and performed
to uplift the vulnerable populations
targeted by murray 's hate and high light their beauty, intelligence, and
power.

members held a panel in Cubberley
Auditorium with guest speakers Jacinta Gonzalez from Mijente, Stepha nie Parker from the Tech Workers Coalition , and Steven Renderos from the
Center for Media Justice. The panel
discussed the existence of contracts
between several big-name tech com panies (Palantir , Salesforce, Amazon)
and federal immigration agencies and
law enforcement and the current activism by tech workers and other or ganizers against such contracts.

(february 24) SCoPEfamily weekend.
Stanford Coalition for Planning an Equitable 2035 (SCoPE 2035) formed to
push Stanford to develop more equi tably and sustainably and address the
housing crisis in the Bay Area , begin ning with their General Use Permit
process. SCoPE held a walking tour
of campus to hear from Stanford service workers, educate the community
about these issues, and uplift their vi sion for an equitable Stanford.

(november 23) big game banner
drop. During the big game, students
dropped a banner that read "40% of
stanford women experience unwanted sexual contact " to bring to light
stanford's lack of action taken against
predators and acts of assault on campus.

18

2020
(february 21) WTU action in solidarity with Harvard's Ethnic Studies
Coalition. WTU members dropped
a banner in solidarity with Harvard 's
Ethnic Studies Coalition protesting
Harvard's denial of tenure to the
Black Latina professor Garcfa-Peiia.
(february 28) WTU family weekend
action. In protest of Stanford's lack of
ethnic studies and also of recent hate
crimes on campus, WTU members
dropped a banner and hung flyers on
the statues in Main Quad.

students for workers' rights campaign: support workers who have
been laid off to due COVID-19. As a
result of campus closure due to the
COVI D -19 virus , Stanford chose to
not commit to pay all of their work ers, including subcontracted workers,
through the end of their spring terms.
The campaign 's petition has over
5,500 signatures and SWR has raised
over $250 ,000 to support workers.
They held a press conference on April

23.

19

STANFORD x COLONIALISM
Stanford is seen as a place of "prog ress", situated
in the supposedly ahistorical West and Silicon
Valley, even as our architecture is made in the
style of missions and colonization is actively
enacted on this campus.
Stanford is the ancestral homeland of the
Muwekma Ohlone people. Despite a mainstream
colonial viewpoint that insists Native People
belong in the past, the Muwekma Ohlone
people have subverted colonial forces to survive
colonization and live today in the Bay Area.
Stanford sits on land violently stolen from them,
when during the Mission Era many California
Natives were forced into involuntary labor and
abuse under the Spanish mission system. After
the civil war, U.S.Army soldiers were conscripted
to "bounty-hunt" Native Peoples for the purposes
of land theft.

The primary architect of this California Genocide was Leland
Stanford, who was the governor of California at the time. Leland
Stanford not only supported legislation that made the California
Genocide state-sanctioned, but he also personally recruited
soldiers to join the army that would hunt Native Peoples.
Stanford's land was bought with wealth and power amassed
by Leland Stanford's exploitation of Native People. He built his
fortune through the Central Pacific Railroad, the completion of
which led to the increased flow of the U.S. army into Plains Tribes'
territory and the near-decimation of the buffalo, both of which had
disastrous effects for the Indigenous people of the Great Plains.
Colonialism lives on at this school. Until 1972 this school's
mascot was a racist caricature of an Indian. The names of the
prime architects of genocide in California serve as street and
building names on the campus. Only last year were some campus
features named Serra changed and this pictured rock is the only
acknowledgement by Stanford that this campus is on stolen land.
Erasure is violence.

When the ''Indian'' Was Mascot
by Denni Woodward, 1996 Disorientation Guide
Every year at t he time of Big Game you are very likely to hear some of Stanford's older
alumni reminiscing about the bygone days when the mascot was an "Indian:' They
reminisce about an Indian mascot that they were forced to give up - the Stanford mascot
they wish they could have kept. Folks might even look at you expecting you to understand
the mascot's history, maybe even feel guilty that it was taken from them, and perhaps
promise to change your mind and give it back. (On one occasion a group of enthusiastic
marketing types thought it might be clever to provide Stanford football fans with foam
rubber "axes" so they could do their own version of the "tomahawk chop" - sound
familiar?). So just what is the story about the Indian mascot at Stanford anyway?
The "Indian" became the mascot for Stanford's athletic teams in 1930 and continued as
such through 1970, its most common representation a caricature of a small Indian with a
big nose. In November 1970 a group of Nat ive Americans including Dean Chavers, Chris
McNeil, and Rick West presented to the acting Dean of Students a petition objecting
another incarnation of the Indian mascot, the live performances over 19 years at athletic
events by Timm Will iams, or Prince Lightfoot. The students believed the performances to
be a mockery of Indian religious practices . In January 1971, the Native American
stude nt s met with University President Richard Lyman to discuss the end of the mascot
performances. The first collective action established the Stanford American Indian
Organization.
In February of 1972, 55 Native Americans students and staff at Stanford presented a
peti tion to the University Ombudsperson who, in turn, presented it to President Lyman.
The 1972 petition urged that "the use of the Indian symbol be permanently discontinued"
- and further urged that the University "fulfill its promise to the students of its Native
American Program by improving and supporting the program and thereby making its
promise to improve N ative American education a reality:' The petition f urther stated that
the Stanford community was not sensitive to the humanity of Native Americans, that the
use of a race's name on entertainment displayed a lack of unders ta nding , and that a race
of humans cannot be ent ertainment. The mascot in all its manifestations was, the Indian
group maintained , stereotypical , offensive, and a mockery of Indian cultures . The group
suggested that the "University would be re nou ncing a grotesque ignorance that is has
previously condoned" by removing the Indian as Stanford's symbol , and by "retracting its
misuse of the Ind ian symbol" Stanford would be displaying a "readily progressive concern
for the American Indians of the Un ited States:'
When Ombudsperson Lois Amsterdam presented the petition to President Lyman in
February of 1972, she added her own understanding of the issue. "Stanfor d's continued
use of the Indian symbol in t he 1970s brings up to visibility a painful lack of sensitivity
and awareness on the part of the Univ ersity. All of us have in some way, by action or
inacti on , accepted and supported the use of the Indian symbol on campus . We did not do
so with malice , or with intent to defile a racial group. Rather, it was a reflection of our
society's absurd understanding, dulled perception and clouded vision. Sensitivity and
awareness do not come easily when ch ildish misrepresentations in games, history books ,
and motion pictures make up a large part of our experience:· President Lyman then made
the official decision to remove forever the Indian as Stanford's mascot.

22

HISTORY OF

STANFORD

BUILDING

NAMES

JORDAN HALL
Named after David Starr Jordan , a eugenicist who published
many articles describing processes for "improving" the gene
pool. These articles later formed the cornerstone of the Nazi
eugenics programs . He also covered up the murder of Jane
Stanford.

KNIGHT MANAGEMENT CENTER
Named after Phil Knight , a co-founder
sweatshop labor to build up his brand.

of Nike . He used

TERMAN ENGINEERINGFOUNTAIN
Allegedly the fountain is named after Frederick Terman, who
created Silicon Valley by having Stanford lease out land to
high-tech companies. However , it could also be a reference to
his father , Lewis Terman, who was a prominent eugenicist and
highly influential part of his son's life .

'

SERRASTREET& DORM

Junipero Serra was the administrator of the California mission
system . Under his administration, the missions enslaved
California Indians, converted them to Catholicism , and
destroyed much of California Indian society . The resulting
living conditions of the Indians were alike to a concentration
camp, and resulted in mass death. The counter-argument to
this being a bad thing is that he thought he was doing the right
thing.

STANFORDHIMSELF
See Stanford Imperialism

23

The Conundrum of Canary Mission:
Pro-Palestinianism and Partisanship

In 2016

a pro

Israel-protest

was

astroturtecr
·at··a··student
s··tor··justice
\
in Palestine Conference by the -.._
Emergency Committee
for Israel with.. .
.. . ... . ....... .. ...... ..............
help from the Hoover Institution . The\
astroturfing is when you
"protest " staged at the Conference :_ use corporate money to
claimed that SJP is a hate group that :_ manufacture the image
endorses violence and terrorism and \. of a grassroots movement
by paying people to show
that BDS (Boycott, Divestment , and \
up as activists.
Sanctions, the call to action on behalf :_
of Palestinians to pressure Israel to \.
comply with international law) is a hate :_
movement . On college campuses all \
across the country , one would be hard
:
pressed to find a more divisive issue
housed at 5t anford!
......... ..................... .
than that of the Israeli occupation .'·.•
Students speaking out against the Israeli ·..
occupation , especially Muslim and ·.
Palestinian students , have been unfairly
often
euphemistically
targeted,
vilified,
misrepresented ,
referred to as the Araband doxxed
online.
Well-funded
Israeli Conflict.
organizations like Camera on Campus
and Turning Point USA that aim to
disseminate their conservative agendas
surveil student activists on campus and
have established presences at Stanford
by copiously funding conservative
student campaigns.

I

24

Canary Mission, for example, an organization
erroneously identified by the pro-Israel
Anti-Defamation League to be a legitimate
identifier of antisemitic hate speech on college
campuses and beyond, is an anonymously
run online blacklist that tries to frighten proPalestinian students and activists, mostly of
color, into silence by posting dossiers on their
politics and personal lives. This conflation of
criticism of Israel with antisemitism is willful
and politically convenient, giving Zionists
broad leverage to discredit anyone, Jewish
or not , who scrutinizes Israel's human rights
record as antisemitic. It carries especially
heinous consequences for Palestinians in
particular, who have been refused entry
into Palestine due to their listing on the
website . The mission of the doxxing website,
purportedly, is to "ensure that today's radicals
are not tomorrow's employees" by stifling
free speech that advocates for Palestinians '
dignity. It wreaks havoc on the professional
lives of predominantly students of color, or
anyone bold enough to speak out against the
machinery of white supremacy that denies
Palestinians their dignity .

25

Militarism

& War

at

Stanford

What is militarism?

M ilitarism is a belie f t hat prioritizes war and t he military as
solutions to problems. It manifests as the prioritization of
aggression over collabo ration, scarcity over abu ndance, and
violence over repair.
When we ta lk about militarism, we're ta lking about air strikes
on fo reig n countries, milita ry bases on indigenous land, secret
arms deals and milita ry coups, and nuclear testing t hat po llutes
the earth. We' re also ta lking about a militar ized pol ice force
killi ng Black and Brown commun ities, a militarized borde r wa ll
and detention cente rs on the US-Mex ico borde r, and t he draft of
low-i ncome high school students. The wa rs are not just waged
against fo reign countries, but also on ou r commu nities, ou r
climate, ou r famil ies, our neighborhoods.

Militarism in the US

Milita rism is deep ly rooted with in the US. The
US is t he biggest military spender wo rldwide: in
2019, the US spent $684 .6 billio n, more than
the next eleven count ries combined 1 . A lmost
half of t he fede ral budget to the Departme nt
of Defense (DoD) t hat year. The US has spent
$4.93 trill ion on wa rs since 2001.

Milita rism is also entrenc hed in our
governme nt, on bot h sides of the
politica l spectrum. In 2016, Hillary
Clinto n took $12 million in donations
from defense compa nies, wh ich was
three times more t han Tru mp. In
2018, defe nse cor poratio ns donated
over $24 millio n to congressional
candidates. The re is a revolvi ng door
between the Pentagon and defense
corporatio ns, w it h elites profiting
f rom wagi ng war.

We have everything we need to survive
The government is always telling us there is not enough
money for affordable housing, a living wage, universal
healthcare, free college tuition , etc. There is not enough
money for basic human needs. Yet, there is always money
for the military. If we defunded war and redirected those
resources elsewhere, ourcommunities could thrive. In 2018,
the US spent over $700 billion on wars and occupation,
while free college for all costs $70 billion a year 2 • That
means, with just 10% of our military spending, we could
provide free higher education. We must stigmatize war,
and force politicians and institutions to divest from war,
and to reinve st in life and healing instead.

Militarism at Stanford

Stanford is also strongly implicated in the military industrial
complex. Silicon Valley was born from military contracts, and
tech companies and Stanford continue to produce research
and technology instrumental for war. We even have a course
called "Hacking for Defense :' where students actually work
with the DoD on defense projects. Many of the top weapons
manufacturing companies are partners with the Aero/Astro
Department and recruit at career fairs.
The Hoover Institution has deep ties to the military. A
conservative think tank at Stanford, Hoover is directed by
Condoleezza Rice, former National Security Advisor under the
Bush Administration. She supported the 2003 invasion of Iraq,
falsely claiming that they had WMDs, and she played a role
in approving torture techniques in interrogation techniques.
Many other war criminals and war profiteers are Hoover
fellows, doing research to advance US militarism.
We want Stanford to divest from war. This means removing its
investments and partnerships with weapons manufacturing
companies and other defense corporations, stopping its hiring
of war profiteers, and ending defense related research. We
do not want to participate in the killing of communities and
environments worldwide.

PBB
CHESBYTHE LEA

In 1985 , Coretta Scott King invited historian Clayborne
Carson to oversee the King Papers Project , which
continues to this day at the King Institute on Stanford's
campus . The story goes that Coretta asked Clayborne
to take her late husband's papers , including those that
were underneath their bed , and archive them . Today ,
seven out of fourteen expected volumes of Dr. King's
work are published , complete with handwritten speech
drafts , letters (did you know college-aged King wrote
"capitalism has outlived its usefulness" in a letter to
Coretta?) , invitations to hundreds of events (and some
of his polite rejections) , manifestos , and sermons .
In 2005 , Dr. Clayborne Carson founded the King
Institute as the permanent home of the King Papers
Project . A handful of students conduct research for
these massive volumes , helping construct timelines and
discovering the niche details of the civil rights
movement . Outside of the King Papers , the Institute
hosts the Liberation Curriculum and facilitates global
outreach. His Holiness the Dalai Lama has visited , and
Dr. Carson routinely invites civil rights icons to campus ,
including Clarence Jones and Reverend James Lawson .
Despite this incredible resource , most students and staff
do not know that the King Institute or its projects exist .
(Also , might I add , Dr. Carson is a living civil rights

legend on his own - people should be lining up to listen
to his ideas and stories!) . The Institute sits across from
the new multi-million dollar Science and Engineering
Quad , in a hallway-sized building that Stanford claimed
was its temporary home over 3 decades ago .



PBBCHES
BYTHE LEA

Surviving off a $2 million endowment, there 's little
money for a new building , but Dr. Carson isn't allowed to
reach out to donors . Instead , Stanford raises funds billions - and distributes them as it pleases . And , you
guessed it, Stanford hardly provides anything to the
King Institute . Right now , about half of the lnstitute's
support is from football Hall of Farner Ronnie Lott alone .
As AAAS and CSRE also struggle to receive support ,
students must demand better and make it clear that
social justice and human rights are valued . At 75, Dr.
Carson plans to retire , after serving as the lnstitute 's
director for the last 35 years . It's heartbreaking that he
feels like he didn 't do enough to make Stanford prioritize
the Institute , when in reality Stanford ignores anything
that isn't hugely profitable . It's on us to make sure that
the King Institute stays afloat beyond his retirement .

If every pet project a CS bro dreams up gets funded , the
most comprehensive collection of Dr. King's work in the
world deserves a permanent home and the funding to
· become a place for activists to visit and gather from all
over the world .

when i came to stanford in 2015, qsr was called the lgbt
community resource center, or ere for short. it was pristine white inside, with no decorations save canvases
on the wall with the logo, a single colorful circle with a
muted rainbow pattern inside.

the ere got a looot of shit from the queer people i first
associated with during freshman year, people who were
seen as activists and were committed to holding their
identities as organizing tools. it was run by two white
cis people. one of them directly said the space couldn't
hang a philly pride flag because the space needed to
be "apolitical" so as not to alienate community members (which community members did they care about?
because that in itself definitely alienated a shit ton of
people who weren't white and cis). there were barely any people of color on staff and the complexion of
the room during staff meetings was uniformly pale. the
whole campus knew the ere had a racism problem. and
a classism problem. and more. the center was really well
funded, but was completely unequipped and unable to
meet the needs of queer communities on campus because the space itself, student staff positions, and the
directors were only representative of a small fraction
of queer identities, most of them extremely privileged.
my friends talked a lot of shit, and most of it was deserved (some of it, i think, was trying to distance their
own selves as people with privileged identities-whiteness, wealth, citizenship, stanford students-from the
behavior of the ere).

the center started rebranding almost immediately after my freshman
year. the name was changed to qsr to try to be more of a 'catchall'. flags went up on the ceilings. one of the directors left, a new
director was hired . then another director was hired. both of them
were non-cis Black or Indigenous poc . one of them used to work
in the then-named diversity and first-gen office. the structure of
student staff positions changed, and the amount of programming
staff did skyrocketed. the number of student staff nearly tripled
between 2015 and 2020. the demographics of who was on student
staff changed , and all of a sudden student staff meetings didn 't look
so homogenous. staffers started doing survey projects to collect
community opinions on the center to figure out what needed to
change. during this transition , the experience of being on staff there
changed from being pretty blanketed in professionalism to feeling
more like working in community with a big group of queer and trans
people, as it should be. the name of the center stopped being so
much of a dirty word in activist spaces. the entire character of the
center changed-not to perfection, or anywhere close to it. the
center still has a racism problem. and a classism problem. and more.
in our outreach surveys an overwhelming majority of the criticism
qsr received was not feeling like a comfortable or home-like place for
queer and trans students of color . things are very different though.
there seemed to be so much resistance to these changes, until little
by little they started happening and then a landslide kicked in.

i'm writing this because i want the history of qsr to be remembered.
i want incoming freshmen to know that qsr is not a queer utopia and
never was, and the only way it 's improved is because of the labor of
the communities and people it actively excluded less than 5 years
ago. queer spaces are not inherently good or liberatory-they take
work and reflection and intentionality to even come close to these
ideals, just like any other community space. this isn't to say qsr is
a worthless problematic place and you should never go there. it 's
to say that it 's important to be skeptical of institutions, no matter
who they claim to or want to serve, and it 's even more important to ,
when we can, push these institutions to change and improve when
they 're fucking up. be the resources held by community spaces on
this campus belong to us, not to stanford and the kinds of queer
people it deems acceptable . they belong to us.

The Hoover Institution
Adapted and updated from 1996 - 1997 and 2018-2019 articles.

The Hoover Institution is a conservative "think tank "
housed in and around the Hoover Tower. Originally
founded as a World War I library by Herbert Hoover ,
it has furthered racism, imperialism , and inequality for
one hundred and one years. Former director Westley
Campbell said it best in 1960:
"The purpose of this institution must be, by its research and publications , to demonstrate the evils
of the doctrines of Karl Marx - whether Commu nism , Socialism, economic materialism , or athe ism- thus to protect the American way of life
from such ideologies , their conspiracies , and to
reaffirm the validity of the American system ."

Former Stanford provost and Secretary of State (under
Bush) Condoleeza Rice is the current director of the
Hoover Institution. While at Stanford, Rice halted the
application of affirmative action in tenure decisions ,
tried to consolidate ethnic community centers , and
presided over the discontinuation of student -led social justice workshops (SWOPSI). In government, Rice
was a principal architect of the Iraq War, which began
with an illegal invasion and ended with hundreds of
thousands of civilian deaths.

Other Hoover Fellows include former Secretary of Defense (under Trump) Jim Mattis, former Secretary of
State (under Reagan) George Schultz, and former Secretary of State (under Nixon) Henry Kissinger. Visitors
hosted by the Hoover Institution in the last few years
alone include the white supremacist author of The Bell
Curve, Charles Murray, and former Secretary of State
(under Trump) Rex Tillerson.

However , this who 's-who of conservatism doesn't fully
capture the Hoover Institution 's influence. In the era
of COVID - 19, Hoover fellow Richard Epstein has used
his platform to spread medical misinformation despite
having no epidemiology background whatsoever. The
Washington Post shared that White House officials
have consulted an essay of his that called international
response to the pandemic an "overreaction ."

Epstein's academic peers interface with students
like you in classes across the university. 54 Hoover
fellows taught students during the 2019-2020
school year , according to course listings in the Stanford bulletin. Despite constant admin insistence
that Hoover is an entity independent from the uni versity, there is no avoiding the shadow of conser vatism it casts. By continuing to host the Hoover
Institution, Stanford legitimizes the violence, greed,
and prejudice of the pundits who inhabit it.

The Stanford Review is an online, conservative
publication that has plagued our campus since 1987.
Co-founded by Peter Thiel, a Trump donor and the
author of a book arguing that rape accusations "vilify
men;' the Review brands itself as "contrarian." In 2018,
judicial nominee Ryan Bounds was withdrawn from
consideration for a federal court position because of
his writings in the Review; his argument that "there
is nothing really inherently wrong with the University
failing to punish an alleged rapist" proved too much
for even Mitch McConnell.
During the 2019- 2020 school year, the Review
published an article lauding Scott Walker's defunding
of Planned Parenthood, a column calling for
"affirmative action for conservative students," and
satire ridiculing the equity concerns of FLI students.
Fortunately, the Review's readership has faded over
the years; unfortunately, we still have to deal with
the students who produce its hot takes.

34

The Stanford College Republicans (SCR) are a small
but vocal group that maintains a Facebook page,
invites conservative speakers to campus, and spreads
lslamophobic, imperialist, anti-feminist, transphobic,
and racist rhetoric. SCR was behind Ben Shapiro's
2019 Stanford visit, which was met with a large
silent protest by a coalition of more than ten antiracist, LGBTQ, gender liberation, ethnic-themed, and
political student groups . In 2017, when SCR brought
in lslamophobe Robert Spencer, more than 150
activists staged a walkout, leaving the auditorium
mostly empty, and in 2018, Dinesh D'Souza's visit
was met with a concurrently held presentation on "A
People's History of Racism."
When they're not hosting conservative speakers,
SCR advertises by arguing with passersby in White
Plaza and flyering in dorms. Taking down flyers is
pretty easy, but be careful: SCR often stakes out flyer
locations in order to film and harass dorm residents,
sometimes even sharing the footage through outside
conservative social media outlets. This filming has
been especially common in ethnic theme dorms, with
videos from both Zapata and Okada being shared on
Facebook last year.

35

FINESSING STANFORD
I am a FLI student here at Stanford. For those of you who do not know, it stands for Finessors
of Legal Income Uk, it actually means first generation or low income student). If you're a FLI
student you probably are already plotting on how to milk this institution for resources while
you have the chance. Whatever you think of add to this list! For the rest of you these tips
will still be helpful , but we hope that you will use them to help organize inside and outside of
campus.

1. ReadYour Emails
The first thing I will say is READ YOUR EMAIL. Sometimes it is
easy to become overwhelmed with fellowships and opportunities and accidently miss deadlines. Use your time wisely and
put effort into specific applications instead.

2. Pocket Money From Studies
Beyond fellowship and job opportunities (many of which you
can send to your communities at home as well) there are a
lot of paid studies you can participate in. Many times these
studies will give you cash or amazon cards. These funds can be
used for any from your personal expenses to materials for protest (paints , shirts etc). Look up Stanford GSB studies to start.

3. There are Art Grants every quarter
These grants provide financial support for producing on-campus performances and exhibitions featuring Stanford students.
Contact swilensk@stanford.edu if you have any questions.

4. Other Small Grants
Apply for a Small Grant. Plan to apply for funding at least two
months in advance of your project's start date. Consult the
UAR Grant Writing Timeline for more information.

Or apply for a Major Grant (Like the Chappell Lougee Scholarship for Sophomores) if you have a project in the humanities,
arts, or qualitative social sciences
If you are interested in attending some sort of conference, especially for organizing , you can even apply for a Conference
Grant.

5. ELFfund from your RFs
ResEd Experiential Learning Funds "values original and creative ideas, and programs that haven't been done before". If
you have want to organize and event to support a community
on campus, like workers or otherwise, and do not know where
to start this is a great place.

36

6. VSO's Can Assist Organizersin Many Ways
If you are part of a group that came together out of concern
for an issue but are not an official Voluntary Student Organi zation (VSO) reach out to those who are to contribute vital
things for protests: water bottles, paint

7. JaneStanford Fellowship
Stanford might seem like a summer camp now, but this place
can be overwhelming and even suffocating at times. This fel lowship funds a gap quarter were you can design and imple ment a service experience that is important to you, ground
yourself or even help plan the next student revolution.
8. Lathrop and the Lending Library
Lathrop library allows all Stanford students to borrow (until
5pm the next day) camaras, mies, stands and even tablets. All
useful to documenting protests, walk outs, and narratives of
people's voices you want elevated on campus among other
things.
The Lending Library is more useful if you needed heavier
equipment: lights, stage material, big speakers all that good
stuff. All Stanford students are eligible to borrow equipment
for five days; items must be picked up on Thursdays and returned on Mondays during the specified open hours.

9. The Opportunity Fund
*THIS IS FOR FL/ STUDENTS ONLY* If you are experi encing some sort of hardship, if your laptop broke and you
can't buy a new one, if your parents really want to come see
you graduate but cannot afford it you can apply for emergency funding from the Opportunity Fund. There is no maximum
amount of times you can apply, however you will be asked for
proof of circumstances or purchase of items.

POLICE ABOLITION

101

so you wanna abolish the police?
first, it's important to unde rstand t he history of policing in the united states:
police sta rted out as forces to protect white settlers from Native peoples. in many southern
areas, police began as slave pat rols:
as you can see, the resemblance between cop badges and
slave patrol badges is qwhite uncanny ...
if you need more evidence that the police have always been an arm of white supremacy, police
regularly protect kkk members at rallies:
the police are here protecting a kkk rally in
connecticut. notice the sign the klan member holds,
reading "support your local police"
the connection
between the police and white supremacy is deep,
and so is the connection between the police and
capital! >:O in 19th and 20th century especially ,
police were recruited to help break strikes
without giving workers demands and to protect
strikebreakers.
the cent rists amongst you may be asking, but why can't we just reform the police into
something that does protect our communities?

>>>REFORM DOESN'TWORK <<<
f rom the comprehensive and well -studied MPD150 report, there have been multiple reforms
through the years to improve the Minneapolis Police Department's (MPD) relationship with
communities of colour through things like outreach and making the police seem less scary. the
problem with these reforms is:

no accountability (especially difficult when the police influence policy)

multiple demands for accountability failed

reforms can always be undone with new mayors and new police chiefs

surface level reforms failed to fix the racist and broken culture of MPD
"To believe that we are just one or two reforms awa y from turning the police into a tru sted
partner of the very communitie s it has treated like enemies to be conquered for a century
and a half... that is the ultimate in naive thinking! " -- MPD150 report
a police -free future

it can be hard to imagine what it's like to live in world with no police , and everyone may have
a different idea. here are some core concepts that need to be addressed when considering
police abolition:

Alternatives to police

Holding each other accountable without threat of violence

Decriminalisation

Mental health care
the first step that every individual can take towards a police -free future is DON 'T CALLTHE

COPS!
why? because it does more harm than good, especially in communities of colour when calling
the cops can mean a death sentence for black and brown people nearby . because it escalates
violent situations. because it puts vulnerable people in dangerous situations .

38

if you f eel compelled to call the police , ask yourself these questions:

Conside r who we feel threatened by and why?

How do we define "safety "?

Do we feel unsafe in working -class neighborhoods , or around people with certain styles of
dress or colors of skin?

What prejudices ground this fear?
this next step requires more than a single person to do , but if you work with your community , these
are important and feasible strategies to work towards a police -free neighbourhood:

Hold/attend workshops in your community for:
0
De -escalation
°
Conflict resolution
°
First -aid
0
Volunteer medic
0
Self-defense

Protest police rec ruitment campaigns

Develop "cop -free zones" in our neighbourhoods
lastly , here are several situations where people commonly would call the police. a police -free future
requires out of the box thinking to find a solution without calling the police , and is completely
possible! i urge you to rethink calling the police , and to tell your neighbours and friends about these
alternatives :
you see someone damaging Property (especially corporate or "private"). ask yourself: is anyone
being hurt by "theft" or damage? if not , don't call the police!
2 . you think someone stole your property. instead of calling the police and bringing the threat of
violence into your neighbourhood , simply go to the police station to file a report. it 's the same
thing!
3.
you see someone acting Odd. ask if they 're OK , ask if they have a medical condition , ask if
they need help. do not call the police, especially if this person is mentally ill. in the worst case
scenario , the police murder mentally ill people. in the best case scenario , a suicidal person may
be restrained , hospitalised against their will, and stuck with a huge ambulance/hospital bill.
keep contacts of community resou rces like suicide hotlines!
4.
you see someone having car trouble. simply ask if they need help , or ask if you can call a tow
truck. there 's no need to bring the police into a situation like this.
5.
you see someone suspicious. check your impulse to call the cops. is their race , gender , class,
housing situation influencing your choice?
6.
your neighbours are being loud. go over and talk to them! get to know your neighbors with
community events like block parties. a police -f ree future is all about building strong communities.
7.
you see someone peeing in public . look away! for many houseless people , finding a bathroom
is really hard
8.
you see a homeless person. there 's no need to call the cops , ever . instead, contact community
resources like Bay Area Community Services (www.bayareacs.org/contact/). also, fight the root
cause of homelessness in the bay area -- evictions and gentrification!
9.
you see graffiti. street art is beautiful -- leave it alone. if it's hate speech , paint over it with some
friends
10 . you 're aware of a domestic violence situation . calling the cops is especially violent in this case,
because the police are required to make an arrest and in many cases, the victim ends up arrested.
reach out to the person being harmed and offer a place to stay , offer a ride somewhere , offer
to watch their children/pets. use community resources like safehouses and hotlines , instead of
bringing in the police .
1.

for your convenience , here are local hotlines you can use to start your journey towards building
strong communities and making police obsolete:


M ental Health Urgent Care: 1 (408) 885 -7855



CST Hotline: (650) 725 -9955



CAPS Hotline: (650) 723 -3785



The Bridge: (650) 723 -3392



Substance use hotline: 1(800)488 - 9919

39

ACCESSIBILITY AND DISABILITY 101
SocialModel of Disability:






Traditionally , people have thought of disability in terms of the medical model;
namely , that a disabled person's body or mind itself is dysfunctional and must
be "fixed" to conform to societal norms. But in the past 50 years, activists and
disability studies scholars have redefined the way we think about disability.
The social model of disabilitystates that it is inaccessibility in society -- rather
than diagnoses -- that disable people.
The social model holds that disabi lity is not inherently a bad thing. The
ultimate goal is not to "fi x" peop le, but to remove barriers that prevent the
disabled people from living independently , achieving an education, and accessing institutions.
We live in a society that denigrates "otherness." Ours is a world that was able
to launch peop le into space decades ago but claims there are no resources to
make public buildings accessible to the disabled. Ours is a world where the
President of the United States has mocked and belittled the disabled. Ours is
a world that wants disabled people to be silent or out of sight because disabilities are unacceptable in a society that values productivity and perfection.

Accessibility
at Stanford:
Stanford is a more accessible campus than ot her similar schoo ls, but it still has a
long, long way to go. Sometimes, buildings are "technically" (legally) accessible ,
but are still practically inaccessible. The university is struggling to fund a Intro to
Disability Studies course. Th at being said, accommodations provided by the Office
of Accessible Education and the Diversity and Access offices make the campus a
more welcoming space for disabled students. Moreover , disabled student advocates have made a lot of strides in recent years. Recent efforts by Power2Act (the
disability rights advocacy group on campus) and the ASSU Executive Committee
have led to the founding of the Abilities Hub (A-hub) , a space on campus for
disabled students to hold meetings and social events, from movie screenings to office hours. Kids With Dreams also supports young disabled people in the broader
community.

DisabilityRightsActivism:
On Stanford's campus, Power2Act advocates for disabled students on campus.
Power2Act's next goals are to continue running the A-hub and to write accessibility reports for buildings on campus.
Nationally speaking, disab led activists have recently come into the spotlight
advocating against healthcare bill proposa ls that would slash Medicaid and harm
disabled people. Other goa ls for the disabled activist community are to promote
independent living , to protect the Americans with Disabil ities Act, to promote
the Disability Integration Act , and to make sure that disabled voices are heard in
decisions affecting our community.
Some of the most active groups include ADA PT, a radical disabled rights group
that uses non-violent direct actions and civil disobedience, Disability Rights
Education and Defense Fund (DREDF), and the National Council on Independent
Living (NCIL).

NOTHING

ABOUT US, WITHOUT

40

US

...' ,.,.,_,.,.,
' ,.,...---..,
; PR IVI LE CE 101
People on this campus need to get over themselves , period. So much of
managing your own privilege comes from having critical self-awareness
and understanding you're not the most important person on the planet.
The many forms of oppression that exist in the world exist in spectrums,
and people need to be honest about where they lie with their relative
privileges. It's not as simple as an on and off switch, where you're either
oppressed or not. It's so multidimensional that no amount of literature ,
essays, or twitter threads will ever be able to fully capture all the ways
which capitalism oppresses people around the world. Still, everyone holds
a responsibility of understanding their privileges and learning how they can
help others with it, especially those with the most.
I grew up in a poor , black and brown neighborhood that was segregated
from all the white people , went to a terrible public school, and have
immigrant parents with health issues stemming from all the field labor
they had to do when they got here. Still, there are so many privileges I
know I hold, some of them realities that I've struggled to accept because
of my own ego. I'm Latino , and the majority of my ancestry comes from
indigenous people in Mexico. When people assume or say I'm white, I'd feel
like my entire identity was getting erased. The reality is, I'm pale as fuck and
I look /am a white latino. And I'm straight, cisgender, and now know I'll have
wealth when I grow up because I could sleep through all my classes and
that Stanford logo will still have me employed. I also have a driver 's license,
passport, and have most always been able bodied. So what if it sucks when
people think I'm white. That 's a lot of fucking privilege I gotta handle, and
I'm continually learning how to do that every day. When a cop stopped my
friends and I while we were walking around back home, I did everything I
could so that cop would think my name was Brad when I was talking to him.
We all drove home safe that night, and I'll take that over my feelings being
hurt any day of the week.
In and out of Stanford, more people have to think about the role privilege
plays in their life. Oppression isn't as simple as someone not liking you
because you're Black, or someone giving you a weird look because you and
your partner ain't straight. Different forms of oppression operate through
capitalism in a systematic and violent way. Privilege is so important to
understand because of the very real violence that exists because of them.
Understanding where you might in all of this doesn't erase your realities-it discovers them. If you think realizing your family kinda wealthy changes
the reality of the life you've lived , then that was never the reality to begin
with . Check yourself, check your friends , and be more intentional with your
self-awareness. It 's not just important for you- -it's important for everyone
around you.

41

Black Feminism 101
Feminism . It's for everyone , right? Wrong . While your "Of Course
I'm a Feminist" stickers are cute or whateva, let 's get one thing
clear : they are not for everyone . What does "Of course I'm a
Feminist " mean anyway? Well...obviously you ' re for equal pay,
equal opportunity, and equal treatment for and of women , yeah?
Yet when y'all fight for these rights , what do you advertise?
'Women get paid 77 cents to a dollar! Let's break the glass ceiling!'
Whoop dee freakin ' doo. But let 's look at the statistics. Who
exactly is getting paid 77 cents to a man 's dollar? White women .
And what do black women make? 64 cents . Latinx women? 56
cents . What about Native women? Immigrant women? Are y'all
gonna stop campaigning once that 77 becomes 100? And leave
black and brown women fighting for themselves? Women of color
are constantly a second thought when it comes to these
movements , if even a thought at all. Even down to the pink "pussy
hats" y'all decided to brand the 2017 Women's March with - OUR
PUSSIESARE NOT PINK. White women 's are , and they were the
only ones in mind . American Feminism is white feminism . And
frankly , calling white feminism "feminism " at all is gracious when
we look at voter turnout for sexual (and peadophilic) predators
like Donald Trump and Alabama senator Roy Moore . White
women showed up and showed out for these roaches in
disgraceful proportions : 52% and 63% of white female votes went
to these vermin , respectively . But I thought y'all were for women 's
rights? Or do victims of sexual assault not count? So where do we
turn after faced with the glaringly flawed and racist nature of
feminism in America? A great starting point is black feminist
theory . Black feminist theory has been groundbreaking in terms of
introducing intersectional feminism into the conversation .
So what is Black Feminism? [refer to scholarly text below]
Black feminism or womanism encompasses too rich a thing to say
quickly. Among the many, many things it is, it's important to note
that one of the things black feminist social and political thought is
not , and that 's new. lntersectionality (properly understood), is an
analytic , a way of understanding and responding to compounding
systems and experiences of oppression , an analytic black feminist
philosophers (some of whom studied at the Sorbonne , some of
whom never or barely escaped human bondage) have championed
for over 150 years . Alice Walker 's cheeky-serious poem (for what
better theory is there than a poem) offers some definitions of
womanism , of black feminism . My favorite parts aren 't the bits
about purple and lavender (although , yes! go awf, Alice), but the
bits about loving "love and food and roundness. " Black feminism

is a political geometry , a round one, that punctures, bends, wraps
understanding to clarify a matter (like violence , sex/uality ,
economy , knowledge, sociality , subjectivity, the law) precisely by
pointing out its otherwise incomprehensible dimensions . Black
feminists of the past used to say that black feminism was
necessarily anti -racist, anti-sexist , anti-imperialist . The politic
gathered well the full reach of racial hetero-patriarchy and with it,
racial capital. It critiqued the terms of power and "inclusion ." All
of this continues to characterize black feminism. Generational
iterations of the politic/analytic have come to add other terms and
concerns like beauty and aesthetics, intimacy, safety,
representation, politics of respectability (properly understood) ,
public and institutional enactments of "misogynoir " (h/t Moya
Bailey), gender non-binarism , the importance of celebrating if,
perhaps scaling back the deification of, literary and political
heroes like Octavia Butler and "the Lorde." These terms and
concerns have been crucial. In more radical situations , there also
concerns about the encompassing problem of the prison nation
and racial/gender/sexual criminality . Black feminists , for example ,
fight against the gross discursive trick and massively harmful ,
paternalistic business of moves like FOSTA/SESTA,and we push on
the boundaries of queer . We agitate against the institutionalized
pathologization and bio -determinist attacks on black maternity,
body control , and rights to health and safety and survival on every
register - from Moynihan to Bloomberg to Carson . From what we
know of it over all this time , we can be sure that Black feminism
will grow and grow and grow as it always has , not as a
"movement " nor as a casual , en vogue interweaving into popular
discourse , but as a critical methodology for moving ever, ever
forward .





PROTESTING


101

Hellooo and welcome to Protesting 101. This is a huge topic! A disclaimer for those
of us trying to figure out protesting our first time : I'll try and outline some basics but
please do yourself a favor and spice this text up with some of your own research
before embarking on your protest journey . If your goal is not to end the institutions
of oppression that kill marginalized people: fuck off! I don't give a fuck about a
chain restaurant that you really liked closing. Stop reading and don't inconvenience
people going about their day for that. T hat said:

PLAN YOUR PROTEST!
So, something's going on and someone's gotta respond to it. That person is you. 0th
thing you need to decide is whether you need to do mo re research before you make
a move. Is this something that is directly affecting you? Have you consulted with
the people that the something does direct ly aff ect to know how they feel about it?
Once you've figured out your position relative to t he something, first thing you've
gotta know is who else is with you on this. If it's just you , don't worry about it. Single
people on monopods are shutting down the Mountain Valley Pipeline right now. A
single person anonymously posting signs and stickers around campus will receive
the same reaction as a group of people doing the same thing. Got comrades?
Three people can handcuff themselves together and to structures to shut down
entrances to buildings (look up more advanced tactics for immobility protest t han
uncomfortable cuffs). Ten people can hijack an event and take the mic. A note on
numbers: unless your work requires a high level of info rmation security , having more
people participate in your protest will make your group less arrestable and generally
make your protest higher profile. However , since this unive rsity is dominated by
apathetic techies , numbers can be hard to come by. Make do with what you have!
Once you've got an idea of the scale you want to work with , think about the impact
you want your protest to have and pick a tactic. Do you want to gather support
for a cause, disrupt, raise awareness , demand , or something else? Think about the
difference in tactics we see between activism associated with Black Lives Matter
and gun control. A highway shut down has vastly different effect than a rally. Taking
the mic at an event is sends a different message than standing outside and handing
out fliers as people walk in. Are you going to drop a banne r? Where? Throw up a
wheatpaste? Vandalize or sabotage something? THIS IS THE PART WHERE YOU
USEYOUR IMAGINATION! Someone invented the die-in. I'm gonna plug a teach in occupying MTL's office.
Whatever it may be, the tactic should match your goals/demands and your tone
should be appropriate for the cause you are protesting for. Chanting "poop poop
pee pee Stanford invests in the prison industry" would be pretty fucked up in
my opinion just saying. ALSO: consider the impact on everyo ne this action could
possibly affect. It's super cool to deface a wall with a pro-workers' rights message
until those workers have to clean it up. Shutting down a highway is incredible , but
what if your *insert identity(ies) that are abused by the police* friend is arrested?
(I'm gonna assume that you've already taken into account people being late for
work).

44

That brings us to execution. Maintain information security. Keep it off 'ffedbook
if you can. Try to find a National Lawyers' Guild Legal Observer (or get trained)
to document the stuff t hat the cops/Stanford wi ll lie about. Publicize your shit
however you can, news outlets, twitter , whatever - Stanford is a brand name that
HATESbad press. Use a messaging service with end-to-end encryption (like Signal)
to communicate about details because you know the police are reading our texts.
In terms of organizational st ructure , that's definitely action dependent. A large
rally could have multip le committees for security, law enforcement liaison, Audio/
Visual, etc. etc. A banner drop might have spotters, droppers, police liaison, and
photographers. For your sit-i n or extended occupatio n you might want an executive
shot-caller to give the gtfo signal or maybe you want it to decide by consensus.
Consider having mini-goals for your action, so even if your demand is "Stanford
Divest from Wells Fargo" you could consider just trying to block the entrance or
hold space for a certain symbolic amount of time and still having a win even if
Stanford isn't falling over itself to get its money out of the t rash.
Special safety/legality/technicality
section. DO YOUR OWN RESEARCH ON THI S.
Stanf ord is a fucker and has a "f ree speech space" (white plaza) and "free speech
hours." They can enforce these dumbass codes because they can. Stanford students
challenged this in 1994 under Leonard Law and won btw. You never know how
Stanf ord will react. If you' re being nonviolent , odds are they'll call the cops to have
them on hand and try and have some likeable administrato r talk you down. Please
challenge the ambiguity of the Fundamenta l Standard with regard to protest if it is
within you r privilege. It is used so rarely but has a hugely chilling effect.
Police liaisons: your job is to de-escalate. Do not fuck around, your job is to keep
people safe. You can always buy more time by saying you need to consult with
your group bef ore making a decision. The cops wi ll usually give you a few warnings
before making a move for arrest but you can never really know. Be transparent
with your group about what the cops are t hreatening to do. Consider a traffic-light
system for quickly communicating arrest risk (many definitions here, maybe green:
cops not present, yellow: cops on scene, red: cops have ordered you to disperse a
few times.). The effects of getting wrapped up in the court system are terrible and
unlike ly to get you whe re you want to go (not saying that going to court is nota
legitimate tactic ofc).
Sustainability is key. I need y'all out of jail. I need you to stay alive and provide for
your communities if you can. Activism can be energizing , but it is without a doubt
inc redibly draining. Build trust and community with the people you organize actions
with. Debrief and celebrate after you escape t he clutches of the law. Be prepared
for people to need some time to regene rate after an actio n that didn't go so well
and check in to make sure you r f riends are alright. I know I said you can do this
alone earlier but you don't have took!!

45

Direct Action Organizing
adapted from API Equality - Northern California's LEX training and
Network for Climate Action's Direct Action Handook

Direct Action is a way for us to take power into our own hands. Working
with ad min, waiting for bureaucracy to move, relying on institutional power
are often not enough. We must escalate to direct actions, in order to
demonstrate our power and pressure our targets to agree to our demands.
Actions are also great for energizing and onboarding people.

BEFOREACTION
Clarify the strategy: how does this support your campaign?
Know the history: what have your or other groups done before?
Identify the opportunity: why now?
Find allies:who should be involved? who is impacted?
Pick a target: who is the decision-maker? who can pressure the
decision-maker?
Develop action demands:what do you want from your target?
Assessyour resources:what skills, supplies, and people do you have?
Choose a tactic: what will you do and why?
Determine your audience: who do you want to mobilize?
Decide the tone: what will the action feel like?
Focusyour message:how do you make your issue understandable?
Create visuals and audio: what will your action look /soun d like?
Choose the location: where will the action happen?
Scout the location: how will your action go down logistically on site?
Make an action plan: what are the final roles, schedule, equipment,
and logistics? make backup plans!
Practice the action

Roles
Activist, organizer, coordinator,
campaigners: make sure work is
grounded in organizing and that
the action is strategic
Fundraisers
Researchers:learn about target
Scouters
Outreach and organizing

46

Logisticsand support
Meeting facilitators
Artists, painters, sewers: to make
props, signs, etc
Media outreach: contact the press
Media kits: write, gather, and
photocopy contents
Writers: write materials , flyers, etc

Direct actions take many forms and are not restricted to marches and
rallies. Be creative and think of what kinds of actions are most strategic.
Here are some examples of actions: office occupations , blockades , vehicle
actions , banner drops, counter -recruitment actions, die-ins, sit-ins , ethical
shoplifting, and subvertising. Participating in the action itself may not be
accessible to everyone , but there are many tasks before, during , and after
the action that can give everyone a role in the movement.

DURING ACTION
Perform the action!

Roles
People riskingarrest: those
committing civil disobedience
Direct support people: staying
with and protecting people
committing civil disobedience
Police liaison
Security monitors: nonviolent deescalators
Deployment team: helpers to get
demonstrators ready and in place
Diversionteam: draw attention
away from those most vulnerable
Media spokesperson

Media outreach: stays behind and
does outreach
Communicationteam: helps
groups stay in contact
Demonstrators/sign-holders/
chanters/singers
Videographers/photographers:to
document action for media
Medic/EMT /Medical team
Legalobservers
Jail support contact person
Off-site support people: have
vital info of ppl risking arrest

AFTER ACTION
Celebrate! acknowledge successes , even if demands
were not met
Debrief the action: what were the pluses and deltas?
Follow up: reach out to participants , get the story
out , provide jail support, and keep track of legal
issues if necessary

Roles
Legal support: to help people in Public speakers
Letter writers: write to decision
jail, coordinate with lawyers
makers and newspaper editorials
Lawyer
Emotionalsupport and friends:for
Historian/archivist
post-action fatigue and emotions
Fundraisers

47

FOSSIL
FREE
STANFORD
Fossil Free Stanford is a student group addressing our school's investment in
destruction and injustice and the procedural barriers to making our endowment
more just. This June, Stanford's Board of Trustees will decide whether or not
to divest the school 's endowment completely from fossil fuels. Despite having
researched and discussed the ethics of the fossil fuel industry for nearly a year,
they were bewildered when a student organizer mentioned the recognition
of state - led genocide against Missing and Murdered Indigenous Women
in Canada during a meeting this April. The path to endowment justice will
continue to depend on students to lead the way.

Why is FossilFree Stanford askingfor divestment?
Divestment is the opposite of investment- -selling off assets in companies or
industries that Stanford determines unethical. Divestment has been used to
great effect in the past: from the slave trade, from tobacco companies, and from
Apartheid South Africa. Now, fossil fuel divestment is a student movement
for social change at hundreds of colleges. Divestment as a movement carries
power because it weakens the industry's social license , condemns an unjust
system, and breaks the power it has on our political system.
After petitioning from students, Stanford divested from coal in 2014. But oil
and gas companies continue to directly profit from human rights violations and
injustice, causing disproportionate harm to the health, safety , and well -being
of frontline (often Black Indigenous People of Color and/ or poor) communities.
This happens at the site of extraction , at the site of refinement, and everywhere
affected by the global warming these companies knowingly propel.
1) The industry places extraction sites and refineries near vulnerable
communities, contributing to extreme health and economic disparities
and repeatedly violating indigenous land sovereignty.
2) Wet 'suwet'en land defenders continue to resist the construction of the
Coastal Gaslink pipeline in their unceded territory in so-called British
Columbia despite militarized RMCP raids this winter.
3) Port Arthur , Texas is home to eight oil and chemical industrial sites , and
its population is predominantly people of color. Cancer rates are 15%
higher among Black people in this zone than for the average Texan. The
county 's mortality rates are 40% higher than average.
4) Crops are failing in South Asia as the Mekong river failed to flood for the
first time in living memory. Bush and forest fires have displaced over 21
indigenous tribes in California , and thousands of individuals in Australia

48

The industry's global impact through environmental destruction and
global warming will only worsen over time. And since the 70s, Big Oil
has knowingly continued to manufacture environmental conditions
for climate catastrophe, while pouring millions into misleading the
government and the public through fake science and lobbying.
Stanford continues to silently profit from this destruction, despite few
financial arguments left for remaining invested in oil and gas.

What is Endowment Justice?
Stanford relies on its endowment for part of its annual budget, as a
safety net, and as a status symbol among universities. We have one of
the largest endowments of any university, and it 's growing incredibly
quickly. It's hypocritical for Stanford to claim to "to promote the
public welfare by exercising an influence in behalf of humanity and
civilization" - taking particular pride in its contributions to sustainability
- and yet profit from companies committing these same abuses. We
want a just university that puts its money where its mouth is, that
refuses to be complicit in injustice, and whose investments reflect the
only acceptable future ahead. We want ethical investment decisions
to become more transparent and participatory to allow conversations
about divestment from prisons, from companies involved in violence
against Palestinians , and more . While you're here, pay attention to
companies and industries committing injustices, and ask questions
about what could justify Stanford's investment and support of these

companies .
http://www.diveststanford.org
Facebook: @FossilFreeStanford
lnstagram: @fossilfreestanford
Twitter: @diveststanford
DM any of these to join our Slack or mailing list!

49

CENDER INCLUSIVE
STANFORD (CIS)
gender inclusive stanford (gis) is a coalition of staff and students
dedicated to making stanford a livable, safe, and joyful place for trans,
nonbinary, and gender non -conformi ng people. it has five working
groups (campus accountability, teaching and learning , health and
wellness, gender data, built environment) and a student advisory
board. together these groups address institutional policy, learning
environments, medical care, the online recording and storage of
gender related information, and living environments. we mostly work
on these issues by pressuring and partnering with the administration
to make changes. the student advisory board works to hold gis
accountable to students who are affected by our work but aren't
directly involved by hosting regular outreach events where anyone
can catch up on our work and give feedback.
gis came into existence within the last five years, building on the work
of lily zheng, callum bobb, and many other trans student organizers
from years past. some major wins include securing funding for a
curriculum development program to reduce transphobic content
being presented in classrooms, auditing mandatory sexual assault
and harassment prevention trainings to improve how they represent
gender identity, and partnering with weiland to create the qt fund,
a source of money for queer and trans students seeking mental,
physical, and/or gender affirming healthcare.
we're always looking for new members and there's an opportunity to
apply for paid work through qsr--so far there's only one position, but
that could change if there's need. to plug in, you can join our slack
and google drive by emailing gis_coordinator@stanford.edu . come
thru and work with us <33333

50

STUDENT ALLIANCE
FOR JUSTICE IN
EDUCATION
The Student Alliance for Justice in Education is a group dedicated
to providing a space for students to reflect on their own education,
as well as work to improve the education system of Stanford, the
surrounding community, and the world. We focus on increasing
student engagement with the University's decision-making process
as well as working with community organizations in K- 12 education.
Work we have done:
1) We have hosted an open mic to speak out about power dynamics
in the classroom
2) We have facilitated workshops on education activism for high
school students
3) We provide a space for reflection , conversation, community, and
snacks:-)
Work we hope to do:
1) We are working to increase student input in the new first -yea r
curriculum proposal which will be voted by the faculty senate .
We want to increase awareness of this monumental change
to the first-year experience and incorporate a more diverse
representation of student voices in the approval process.

51

SERJ is a student-organized coalition focused on increasing
awareness of environmental and racial justice issues, emphasizing
the connections between these two lenses, and pursuing tangible
solutions to specific ERJ related issues at and beyond Stanford. We
first organized in Spring 2019 around the Environmental Justice
Working Group (EJWG) long -range planning proposal to hire five
new tenure-track faculty focused on EJ and launch an Environmental
Justice Clinic. The EJ proposal was in response to the severe
deficiencies in our current academic landscape which harm and
marginalize Black, Indigenous, People of Color (BIPOC) students
that will persist by conti nuing to de-center environmental justice.
Stanford Earth's faculty is still 83% white and 64% male, there are
only two EJ courses offered despite demonstrated student need and
interest, and other courses fail to cente r or even adequately cover EJ,
often misrepresenting it or omitting it entirely. Thus, we circulated a
petition in support of the cluster hire that gathered over 750 unique
signatu res, wrote op-eds, organized a rally to mobilize students, and
submitted a list of demands to the university that included fulfilling
the cluster hire, paying the Shuumi Land Tax1 as reparation s to the
Ohlone peoples, and centering environmental and racial justice.
We've continued our work into the present, organized around the
following principles:
1) Support EJ and RJ awareness, education, and academic
opportunities;
2) Act in Solidarity with local and global Indigenous Sovereignty
movements;
3) Act in Solidarity with Racial Justice effo rt s at and beyond
Stanford.
Some of our current projects include suppo rting the Protect
Juristac movement by the Amah Mutsun Tribal Band 2 , organizing
Earthtones (an annual environmental justice arts festival centering
BIPOC), compiling educational resources around EJ, and working to
institutionalize support and funding for the courses Shades of Green
and Intro to EJ, which are now at risk of not being offered.
1
2

https://sogoreate-landtrust.org/shuumi-land-tax/
http://amahmutsun.org/

52

THE 22 PERCENT
CAMPAIGN

The 22 Percent Campaign is a campaign started by members of
underrepresented Asian American communities on campus asking the
university to support marginalized communities on campus through
two things;
1) For the University to publicly release disaggregated data that
breaks down the Asian American population on campus by
ethnic identity. We want this to not only apply to our racial
group, but for all racial categories.
2) For the University to understand and properly outreach to our
communities so the burden does not continuously fall upon
the students who are doing the work the admissions office
SHOULD be doing.
The work of the admissions office falls on the dwindling number of
Tibetan , Hmong, Lao, and Khmer students who spend their energy
recruiting students from their community by providing student run
outreach programs.As quickly as organizations like the Tibetan Student
Union, Hmong Student Union, and Stanford Khmer Association have
appeared, they are at risk of disappearing as the university continues
to accept fewer and fewer individuals from these communities.
We hope that disaggregated data allows the university and our
own communities to better understand the needs of these smaller
populations.
We also want to make it explicitly clear by calling for support of our
communities, we do not absolve Stanford of its commitment to other
communities. We stand in solidarity with Black, Latine, Native, Pacific
Islander, and other Asian communities.

LEARN MORE and SIGN IN SOLIDARITY@tinyurl.com/The22Percent

53

WHO'S TEACHING

US

Over 50 years after Stanford's Black Student Union (BSU) took back
the mic in 1968, Stanford continues to fail to adequately protect and
support BIPOC. Stanford's faculty is still 70% white and 70% cis-men;
consequently, faculty of color remain overworked and undervalued .
We build upon the work of the student activists preceding us, from the
BSU members in 1968, to the Rainbow Agenda coalition in 1987 and
the Takeover of '89, to all efforts to hold the university accountable
to its students of color. Most demands from these movements remain
relevant but unfulfilled , and the ones that were, such as equal pay
for ETAs, are the results of arduous campaigns by students of color.
Thus , we fight to realize Stanford's broken promises and our collective
visions of justice.
We organize around the needs of our communities, striving to center
Black, Indigenous, QTPOC, and all oppressed and marginalized
peoples.

What We Do:
We resist racism and white supremacy in all forms, and call on Stanford
to take action against racist hate crimes on campus, and to financially
and institutionally support students of color.
We fight for decolonized education, including faculty diversity, a
thriving ethnic studies department , and non -Eurocentric curricula.
We are in solidarity with Harvard 's #EthnicStudiesNow campaign,
Duke 's #AASWG, and ethnic studies campaigns around the nation.

Join us:
First, check out
WTUDemands

our

original

demands:

https: //ti nyurl.com/

Who's Teaching Us is open to everybody! We do social media
campaigns, direct action such as flyering and banner drops, negotiation
with administration, and more. We're currently updating our demands
and co-creating a movement nationwide.
Follow @whosteachingus on IG, Twitter , and FB to learn more, and
OM us with questions or if you want to get involved!

54



our campaign
We acknowledge tha t we sit on occupied indigenous land . At Stanford
specifically, we are uninvited visitors on Ramaytush Ohlone and Muwekma
Ohlone land. We share this wisdom from the California Immigrant Youth
Justice Alliance, that "Though many migrants who flee their homelands
are Indigenous and fleeing anti-Indigenous governments, the mainstream
immigrant rights movement has failed to make space and bring light to these
issues. As such, we acknowledge that we must defer to Indigenous peoples
whose lands we occupy for permission to stay, and establish a platform
for globally displaced Indigenous communities to speak their truth and
ultimately reclaim the land that was stolen from them ."1
Currently and historically the US uses bordersto authorise violence against
people of color, while wealth and resources flow without borders in a system
of global capitalism that brings huge profits to large corporations, and
political control to the United States.
The borders of the United States deny opportunities to people disenfranchised
by US imperialism . The continued existence of the borders make it profitable
to run detention camps and to deport people. "Separating families is an
ongoing tactic used t hroughout U.S. history against communities of color,
indigenous people, and people with disabilities" .26 US imperialism and
intervention in other countries to benefit US corporate interests has also
created widespread poverty, unemployment and violence. As a result many
people flee seeking safety and jobs . The US also helps cause the migration
that they then punish .
The US imprisons more people than any other country .5 This holds true for
immigrant detention .





Federally and privately-owned immigrant detention centers,
County jails working with ICE
Border Patrol-run temporary detention facilities
Bureau of Prisons facilities designed specifically to hold immigrants

We envision and organize for community care and safety outside of state
punishment .All forms forms of immigrant detention are motivated by racism,
profit, and control, rather than safety for immigrants or those who the state
labels citizens.
Tech companies like Amazon, Palantir, Microsoft, Salesforce, Northrop
Grumman, etc have contracts with ICE and Border Patrol. Palantir has been
called "mission critical" to ICE's success, using their technology to create

55

databases and profiles for immigrants to be later targeted by ICE. Salesforce
has a contract with Border Patrol that helps recruit Border Patrol agents
and manage border activities. All tech companies with contracts with ICE
or Border Patrol profit from the continued deportation and immigration
enforcement industry, the violent separation of families and children, and
the massive human rights violations that immigrants undergo in detention
centers.
Stanford, with its location in the heart of Silicon Valley and its close
relationships with neighboring companies-many of which do work with
ICE and Border Patrol-has a responsibility to pressure companies to cancel
their contracts. Technology has a huge presence on
STOP
Stanford's campus, and students are encouraged to
COOIN 6
major in computer science or related majors. CS is
ST/\TE
"\/Io I.EN.t consistently the top major and degree at Stanford,
with over 300 bachelor's degrees over 270 master's
degrees in 2018 . Through recruitment, seminars,
and other events, tech students are funneled into
tech companies that facilitate the detention and
deportation of immigrants in the United States.
Stanford students are especially well-positioned to
work at tech companies immediately after graduation,
helping build these companies' harmful work.
The consequences of detention centers, ICE,and Border Patrol have effects
on Stanford's own community. Students and workers at Stanford from
immigrant communities directly experience harm as a result of immigration
enforcement. We have an obligation to our community to end the profitable
deportation industry that abuses families and violates human dignity. We
will work alongside immigrant communities to make it unprofitable for
tech companies to work with ICE and Border Patrol..This means creating a
national network of organizers, tech workers and students across campuses
to organize toge t her and win .

ICE+ CBP
ICE

what is ICE?
Immigration and Customs Enforcement (ICE) was established in 2003 by
George W. Bush when he also created the Department of Homeland Security.1
While today ICE seems like an ancient and permanent part of the United
States military industrial colonial project, it has existed for less than 20 years.
During the surge of patriotism in the years following 9/11, the War on Terror
and the War on Immigrants converged, out of which emerged an increase in
modern surveillance, the Iraq War,and ICE.

56

According to the ICE government website, ICE is responsible for Enforcement
and Removal Operations (ERO) as we ll as Homeland Security Invest igations
(HSI), combining enforcement and investigative aspects. ERO includes "all
aspects of the immigration enforcement process, including identification and
arrest, domestic transportation, detention, bond management, and supervised
release, including alternatives to detention" as well as deportation . HSI has
legal authority to investigate "all types of cross-border criminal activity" and
works with international, federal, state, and local law enfo rcement. 2
ICE is generally viewed as a mainstay of Trump's administration, but was also
supported by Clinton and expanded by Obama, making it clear that it is a
bipartisan effort to maintain the United States' presence as a police state .

ICE as police and prisons
While officially operating to "uphold U.S. immigration law;· in practice ICE
acts like a police force for immigrant communities through violent and
inhumane practices . Because there is little oversight, ICE has engaged in
many human rights violations, such as sexual assault, separating children
from family, holding parents as political prisoners, and others. Furthermore,
ICE officers are trained to use military tactics, over-aggressive policing,
widespread surveillance, and disregard for constitutional and human rights.
The federal government motivates ICE raids through "performance goals" to
deport as many people as possible. When deporting migrants who threaten
public safety, ICE defines "public safety threat" as a wide range of people,
including those with serious medical/mental health issues and those with
decades-old conviction .
Through its acts of immigration enforcement, ICE acts as an extension of
the carceral state, which in turn serves the purpose of ethnic cleansing.
Immigration becomes criminalized, leading to immigrants being placed into
detention centers which are de facto labor camps. Families are split apart
and placed into poor conditions in camps often run by for-profit corporations
in the private sector.

ICE operation tactics
Through widespread surveil lance and military tactics, and collaboration with
police and prisons, ICE operates on a mass scale to arrest and deport people.
By surveilling private citizens and using deception, ICE is able to arrest
people outside their homes, on the street, in the courts, in government-run
spaces like homeless shelters, and in other places where people should be
ab le to freely exist . When making arrests, ICE often uses military tactics such
as SWAT teams for situations like civil arrests, where using such force is
excessive and traumatic.
ICE also depends on the proliferation of mass incarceration; without the
continuous re-population of prisons, ICE could not be as successful in

57

identifying and deporting undocumented people . Sheriff and police officers
detain undocumented immigrants or notify ICE when undocumented people
are released from jail and are vulnerable to arrest. This cycle entrenches
undocumented people in the prison indust rial complex; it enables the
complete exploitation of undocumented people through profiting from their
labor in prison and deporting them after release. Additionally, ICE uses its
connections with prisons and jails to identify undocumented people . ICE uses
the Criminal Alien Program to screen people in prisons and jails, partners
with Local Lawenforcement using 287(g) agreements, works with Local jails to
target specific individuals using the Secure Communications and the Priority
Enforcement Program, and uses task force operations to conduct home raids
and community arrests.

abuse by/CE
Without real accountability, ICE agents can use their Leeway to enact
abuse without fear of repercussions, Leading to gender-based and racebased violence. Using deceptive tactics Like pretending to be Local police,
ICE illegally enters-without
warrant- and searches the homes of private
citizens. The severity of ICE raids result in traumatizing experiences of those
targeted and present, especially children.
The exploitation and abuse of immigrant women has become common
practice as part of ICE operations and detentions. 3 ICE Agent Isaac Baichu
was convicted of sexually assaulting a woman, using coercion by threatening
to withhold her Green Card. Lloyd W. Miner, Eddie Miranda,and Kelvin Owens
are other ICE agents who have committed similar assaults . In ICE detention,
widespread sexual abuse is a systemic phenomenon enabled and perpetrated
by ICE officers themselves .4
In addition to facilitating sexual abuse, ICE operations are racially motivated
and disproportionately harm black and brown people. Due to substandard
medical care, 200 people have died in ICE custody. In Peter Sean Brown
v. Richard Ramsay, ICE detained someone named Peter Brown and almost
deported him to Jamaica, a country he has no connection to .6 This was made
possible by collusion between ICEand Local police in Florida. ICE intentionally
targets black and brown migrants while not investigating white migrants ,
did

you know I hove Cl

boseboU boti
yes, my dog
my tuition.

dtd you know omozon sells foclol

recQgnftion technology

To

ICU

how much Is your tulr lont

who poys your tultionf
does your doo pay

.

your tultlont

,.

58

pays

furthering the racial motiva t ions of criminalizing immigra t ion .

CBP
In the larger conversation about immigration enforcement, the focus is often
on ICE. However, Customs and Border Patrol (CBP) is one of the largest law
enforcement bodies in the world, with around 60,000 agents . This was not
always the case. CBP was only established in 2003 , and in 2004 only had
4,287 agents .7 Alongside growing anti-immigrant rhetoric and policies, CBP
has continued to grow exponentially, and as it grows, so does its abuse,
vio lence, human rights violations, and corruption.
Compared to any other law enforcement bodies, CBP perpetrates more
incidents of sexual abuse and assault, and like many statistics on border
violence, there is so much more that goes unreported. 8 While some people
try to paint ICE as the only culprit in the racist immigration enforcement
system, CBP's operations include, detaining 400,000 immigrants in detention
camps every year, separating thousand of families, illegally denying entry to
asylum seekers, and policing the majority of America's residents. 7 Does that
sound weird to you? The ACLU reports that "roughly 2/3 of the American
population lives within the 100-mile zone where CBP officers and agentsparticularlythe Border Patrol-claim and exercise extraordinary power based
on outdated and i LL-defined legal authority to stop, question, and detain
border residents as they go about their daily lives:•9
The numbers will never tell the whole story. As a group, we believe in
alternatives to putting people in cages. We say the names of Felipe Gomez
Alonzo and Jakelin Caal Maquin, the 8 and 7 year old indigenous children
from Guatemala, and a 16 year old boy only a few days ago, name yet to be
released, who have died in CBP custody since December. CBP has always
served as a violent, abusive, corrupt force without scope or account abi lity.
It is time to address the roots of immigration enforcement with abolition.and
create alternatives to ICE and CBP.We refuse to uphold the status quo that
abuses, incarcerates and separates families. Companies in Silicon Valley must
stop profiting from this violence and cease to create technology to increase
racist policing of black and brown immigrants.

policing
the prison industrial complex
In our vision to end the criminalization of immigrants, we challenge the roots
of all forms of policing, surveillance, and imprisonment . ICE and CBP act as
police for immigrant communities, so simply ending ICE and CBP would not
solve the broader issue of a broken criminal justice system . To tackle the
underlying issues of policing and incarceration , we look beyond ICE and CBP
to local police departments. Police departments historically acted as slave
patrols and enforcers of Black Codes11, and continue this practice t oday by

59

\

-'

C:

0
·-cii

c:.:>

--

.........

--

--

.,,,.,,..

:::::l

"C
Q)

C:

··-c:.:>
en
Q)

-:::::l

'

~

.p

I

Q)

c:.:>
C:

·---ctS

-- *(OUK5£5*
-- LONGLIVEOUR4 BILLIONYEAROLDMOTHER(AFRICAAM
39)
-- REALTALK:
INTIMATE
DISCUSSIONS
ABOUT
THEAFRICAN
DIASPORA
(AFRICAAM
31)
ctS
c::
Q)

"C

:::::l

en
Q)

..c::

E

0

~

en
C:

0
·-en
Q)

~
:::::l
en

ASIANAMERICAN
AUTOBIOGRAPHY
(ASNAMST
91A)
COMPARATIVE
FICTIONS
OFETHNICITY
(CSRE51Q)
FIRST-YEAR
SIGNLANGUAGE
(SPECLANG
178A)
LIVINGONTHEEDGE(FIELDTRIP, GEOLSCI
5)
INTRODUCTION
TOTEACHING
ANDLEARNING
(EDUC
101)
CORE
PEERCOUNSELING
SKILLS(EDUC
193A)
STUDENT-INITIATED
COURSES
(COURSE
NUMBER
ENDSWITH''SI'')

READ
COURSE
DESCRIPTION
SON
EXPLORE
COURSE
SOR
CART
A.STANFORD.EDU

*fKOFE550K5/5TAff*
reach
outtotheseprofsandstaffformentorship
andallyship

Dautd Palumbo-L
iu, Prof in Comparati
ue Lit - progrej~iue jtudent ally
MicheleDauber,LawSchoolProf - act iuijt againjt campu~
~exuala~~ault
qordonChang,Prof in Hi~tory- ~tudentaffair~ aduocate
Adam
Bann~
, PWR
FacultyDirector - art~ aduocate andFLIally
RuthStarnman,Lecturer in PWR
- FLIally andmentor
MaxeCrandall, Lecturerin Feminist,Gender, and SexualityStudies(FGSS)
A-LanHolt, Directorat Institute for Diversity in the Arts (IDA)
StephenMurphy-Shigematsu,
Lecturerin CSREand AsianAmericanStudies
JonathanRosa,Prof in CSRE

*fK06KAMMIN6*
ethnic themeprejentationj@ Ujaama,Caja Zapata, Onada
studentledteach-insatethnic themedormsaboutculturalandethnichistories,
issues,
andartpractices

Alternatiue Spring Brean(ASB
) and Than~~giuing
Bacnj
studentled 1-weekprogramto participa
te in communityengagement
andactivismduringschool breaks

Injtitute for Diuer~ityin the Artj (IDA)FellowProgram
fellowshipforstudentsto developyourownartpractice,supportprogramming
at theharmonyhouse,
andengage withacommunitycommittedto healingthrougharts

Commun
ity CenterIntern/Staff Programj
paid positions toorganizeandassist withprogramming
at theFL/office,ElCentro
, NACC,BCSC,A3C,
Markaz,
SARA
, WCC,andOSR

Independent
Art StudyStipendj
getfundingfor your ownartprojects fromtheuniversity,
search"stanfordartgrants"

StanfordSummer
£ngineeringAcademy
(SS£A)andLelandScholar~Program
(LSP)
fullyfundedsummer residential
programsforFL/and/orPOCfroshto buildcommunity,
learnabout
campusresources,
andmeetcoolstaff

so you've read the disorientation guide... but what is reflection and readingwithout
action?the following quotes have greatly impacted and influenced us, and we hope they
will do the same for you in being a call to action.
"The true revolutionary is guided by great feelings of love." Ernesto Che Guevara
" In a nation whose great informing myth is that it has no great informing myth, familiarity
equaled timelessness." David Foster Wallace
"The white Liberal differs from the white Conservative only in one way; the Liberal is more
deceitful, more hypocritical, than the Conservative . Both want power, but the White
Liberal is the one who has perfected the art of posing as the Negro 's friend and benefactor
and by winning the friendship and support of the Negro, the White Liberal is able to use
the Negro as a pawn or a weapon in this political football game, that is constantly raging,
between the White Liberals and the White Conservatives . The American Negro is nothing ,
but a political football." Malcolm X

"They cripple the bird's wing , and then condemn it for not flying as fast as they. " Malcolm

X

The White liberal must see that the Negro needs not only love, but justice. It is not enough
to say, "We love Negroes, we have many Negro friends ." They must demand justice for
Negroes . Love that does not satisfy justice is no love at all. It is merely a sentimental
affection , little more than what one would love for a pet. Love at its best is justice
concretized . Love is unconditional. It is not conditional upon one's staying in his place or
watering down his demands in order to be considered respectable ...." Martin Luther King ,
Jr.
"Those who exist on the margin are perhaps the most qualified to critique the mainstream ,
because their experience reveals its limitation ." Jewel Amoah
" Not everything that is faced can be changed, but nothing can be changed until it is faced ."
James Baldwin
" Inequality is not ordained by God, it is an unnatural societal construct ." Matthew E. Snipp
"The process of empowerment cannot be simplistically defined in accordance with our
own particular class interests . We must learn to lift as we climb ." Angela Davis

62

" Desegregation is a joke." Nina Simone
"No other group in America has so had their identity socialized out of existence as have
black women ... When black people are talked about the focus tends to be on black men;
and when women are talked about the focus tends to be on white women ." bell hooks
"Revolution is not a one time event. " Audre Lorde
"You can't have capitalism w ithout racism." Malcolm X
"Bury the government and your liberty in the same hope less grave." Frederick Douglass
" No one colon izes innocently." A ime Cesaire
"No person is your friend who demands your silence, or den ies your right to grow. " Alice
Walker
"Because love is an act of courage , not of fear , love is commitment to others. No matter
where the oppressed are found, the act of love is commitment to their cause- the cause of
liberation ." Paulo Fre ire
"Revolution- the deep thoroughgoing transformation of a society from the ground up."
Mumia Abu-Jamal
"The young always inherit the revolution ."
Huey P. Newton

63

Radical Book Recommendations:
They Came Before Columbus

Black Like Me
Native Son

We Should All Be Feminists

1984

T hrough My Eyes
T he Miseducation of the Negro

Dear /jeawele, or Feminist Manifesto in
Fifteen Suggestions

The Collection of Poems
T aste of Power : A Black Women 's Story

I Write W hat I Like
Shame of the Nation

Women, Cu lture , and Politics
Freedom is a Constant Struggle
Angela Davis an Autobiography

Black Skin, White Masks

Racism Without Racists

WhyAre All the Black KidsSitting Togetherin the
Cafeteria

Are Prisons Obsolete

Bad Feminist

I am Troy Davis
Demand the Impossible

Shadow of the Panther
Black Power

Antes De Ser Libre

Detroit: I Do Mind Dying

From #BlackLivesMatter to Black Liberation

Feminism is fo r Everybody
Socialism Seriously

Black Jacobins
Rules for Radicals
A merican Apartheid

Black Liberation and Socialism
The A utobiography of Malcolm X
The Fire Next T ime

Emergent Strategy

The John Carlos Story

T he Black Feminist Reader

W hy Black Power

Discourse on Colonialism
We Want Freedom: A Life in the Black

M alcolm A to Z
M alcolm X as Cultu ral Hero and Other

Panther Party

Af rocent ric Essays
Sto kely Speaks

Pedagogy of the Oppressed
Critical Race Theory: the critical writings

The A ssassination of Fred Hampton

that formed the movement
Borderlands/ La Frontera : The New

Between the W orld and M e
Homegoing

Mestiza

Power to the People: The W o rld of the Black
Panther
The New Jim Crow
W omen , Race and Class

Angela Davis, the Making of A Revolutionary

64

A Brief H istory of N eoliberalism

The Heterosexual Questionnaire
1. What do you think caused your heter-osexualiity?
I •
2. When and how did you first dec ide you were
heterosexua l?
3. Is it possible that your heterosexua Iiity is just a phase
you may grow out of?

-

4. Is it possible that your heterosexuality stems from a
fear of others of the,samesex?
5. If you have,never s tept wrth a member of your own sex,
is ctpossibl,e,that you migh,t be gay if you tliied it?
6. If heterosexua lity is norma l, why are so many menta l
patients heterosexual?'
7. Why do you heterosecua l people try to seduce others
into your Iifestyle?
8. Why do you flaunt your heterosexuality? Can[t you just
be who you arreand keep mtquiet?
,9. The great major ity of chi~dmolesters are heterosexu ,al.
Do you consider ft safe to expose your chtldrrento
heterosexual te ,achers?
10.With alllttie societal supp-0rttha1
t maliriage receives,
the divorce rate is spiraling. Why are there s,ofew

stable relatconslhips,among heterosexua l people?
11. Wh1y are heterosexual peop le so promisouous?
12,Wou Id you want your chiId ren to be heterose ,xual,
knowEngtlhe prob fems they would face, such as
heartbreak, disease, .and divor'ioo?
•created byMarrtin~

Ph.D~,.January1977,and adapted

for use here.

--....
• f

-

-. -'

Item sets