Diso 2002 (Stanford)

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Title

Diso 2002 (Stanford)

Date

2002

Place

Stanford, California

extracted text

¿n a sH íiO A

ANarao-sia
Stanford University: home to fanning palm trees and red tile roofs, worldrenow ned professors and incredible research opportunities - and a place
that fires workers for attempting to organize, that regularly denies tenure tc
female and m inority faculty, that invests billions of dollars in corporations
infamous for abusing people and nature. As members of this community, i\
is time to rouse ourselves from complacency and acknowledge a troubling
backdrop to our pretty public image.
No matter w hat impression our mile-long driveway was built to create, we
do not exist in isolation. From the railroad money that funded its construction
to the workers who still serve our meals; from the struggle for ethnic theme
houses to our lucrative contract w ith Nike, Stanford's history is one of
am azing w ealth and o p p ortunity created at incredible expense through
inexcusable exploitation.
In the classroom, we are taught about the im portance of critical thinking
and the power of analytical tools. But as students, we are discouraged from
applying these tools to our own environment, to the reality that our university
helps create. This separation between our academic studies and the conditions
within which they exist is stifling. It contributes to the silent acceptance of the
*— is of wealth and privilege that created this oasis of intellectualism. It
o the isolation felt by those who, despite opposition, persist in fighting
wer structure.
uide is, at present, one of the few documents that tells another side of
>ry. It is only a prelude to a larger and more complex conversation. But it

is a good start, with histories and resources, questions and currents of thought
that bind us together and can lead us toward change. If we can bring its ideas
to life - through discussion and argum ent, confrontation and cooperation,
persistence and action - there is great power in these pages.
Approach these pages with an open mind, and we can provide a Dis-Orientation
- cutting through the glossy advertisements that may have brought you here
- and begin a process of Re-Orientation, initiating a new perspective on the
history of this institution, its current structure, and your role in it.
People created the systems and traditions of this University that foster certain
notions of access, wealth, and elitism; people can tear them down. They are
larger than any individual, but they can be confronted. Confronted by an
articulate and committed student body, they can be defeated.
Read this guide w ith that in mind. Read it as it was written: with an ear to
the past, a heart bent tow ards truth, a m ind open to the future, and eyes
intent on change for w hat you believe to be right. Then, look again at where
you are and ask yourself:

“W h a t w i l l i t t a k e f o r m e t o t a k e a s t a n d ?”

Who Is Our

Faculty?^

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O f Stanford's
1,701 fa c u lty m em bers,
1,428 are w h ite and 1,335 are m ale .

366 are women (22%)
53 are H ispanic/Latino (3%)
45 are African American/Black
(3%)
4 are American Indian or Alaska
Native (< 1%)
171 are Asian American or Pacific
Islander (10%)
How can you find
any satisfaction..

..in the success
you achieve...

/

In 1996,

X

f full professors \
f had an average ^
salary of $104,000 if
I they were men and i
V $96,400 if they y
\ were women. /

J f it was due to
your race or gender-

V

4=
T3
C
(O

<

rAfn*mm
4CT7ÔA* Æ
...and not your
qualifications orabilfty?

Why don't
you tell me...

Ánd the students:
O f Stanford's 6,637 undergraduates,

• 49% are women
• 571 are African-American (9%)
• 116 are American Indian or Alaska
Native (2%)
• 1,626 are Asian-American or Pacific
Islander (24%)
• 695 are H ispanic/Latino (11%)
• 3,285 are Caucasian (49%)
• 344 are International (5%)

O f Stanford's 7,536 grad students,

• 36% are women
• 235 are African-American (3%)
• 48 are American Indian or Alaska
Native (1%)
• 959 are Asian American or Pacific
Islander (13%)
• 410 are H ispanic/Latino (4%)
• 3,365 are Caucasian (45%)
• 2,510 are "Other" or unknow n (31%)

Data from February 2002. Sources: http://zuwzu.stanford.edu/home/stanford/facts &
http://www.stanford.edu/home/administration/womenfaculty.html

What do you think caused your heterosexuality?
When and how did you decide that you were a hetero­
sexual?
To whom have you disclosed your heterosexuality? How
did they react?
Could it be that your heterosexuality is just a phase?
Is it possible your heterosexuality stems from a neurotic
fear of others of your same gender?
If you have never slept w ith some one of your same
gender, then how do you know you w ouldn't prefer it?
Isn't it likely that you just haven't met the right same-sex
partner yet?
7. Heterosexuals have a history of failures in gay relation­
ships. Do you think you may have turned heterosexual
out of fear of rejection?
Why do you flaunt your lifestyle with wedding rings,
photos at work and talk of your heterosexual escapades?
9. Your heterosexuality doesn't offend me as long
as you leave me alone, but w hy do so m any
heterosexuals try to seduce others into their
orientation?
10. Are cancer, earthquakes and floods God's
way of punishing heterosexuals?
11. Considering the battering, abuse and divorce
rate associated w ith heterosexual coupling,
why would you want to enter into that kind of
relationship?
12 . If you should choose to have children, would you want
them to be heterosexual, knowing the problems they
would face?
13 . How can you ever hope to become a whole person if you
limit yourself to a compulsive, exclusively heterosexual
lifestyle and remain unwilling to explore and develop
y our norm al, healthy, G od-given hom osexual
potential?
. And anyway, why do heterosexuals
place so much emphasis on
sex?
Take it TODAY!

Heterosexual
Questionnaire

he growing corporatization of universities across
the nation has caused many to question the
integrity of academic freedom on our campuses.
With the increasing frequency of industry endowed
chairs such as West Virginia University's "Kmart
Chair" and the proliferation of company logos on
our school campuses, it is difficult to ignore the
presence of corporate money in our universities.
In addition to maintaining an elaborate
website titled, "A Guide for Corporations," at
corporate.stanford.edu, Stanford also operates
the Office of Technology Licensing (OTL),
which works to commercialize Stanford
innovations and manage its
growing

T

shaping what is researched and
what is not, is incalculable.
Where does this leave stu­
dents as recipients and con­
tributors to corporate-directed
oming
r educaknowlcts o
ion, t
g us out
for corporate jobs?
In 1969, three Stanford stu­
dents decided to challenge such
a system. They were witnesses
to the University's growing rela­
tionship with the military indus­
trial complex (in 1967 Stanford
was the

We All
Live in a Knowledge
Janelle Ishida and Rebecca Trotzky-Sirr
Factory
patent portfolio.
When the office opened, school
deans were initially concerned about the atten­
tion this would divert from teaching and research,
but these concerns were abated by OTL's po
of including both departments and profess*
direct profiteers of their commercialized re:
As a result, last year Stanford generated
million in technology-transfer activities and
received 250 invention disclosure applica­
tions, 1/4 of which were patented.
The commercialization of academic
research in the last two decades has
resulted in an upsurge in funding for
information technology, computer science,
and biotechnology; however, corporate
funding comes with a price. A study of major
gering research centers found that
university
ved corporate sponsors to delete
35% of ti
aeir findings prior to pub
informât!
Stanford like most universities, ftas a
In addit:
90-day w, ing period between the completion of
research and publication to give their sponsors time
to file patent applications if applicable. Under this
provision, research with important public health
implications could be delayed for months before
being released. Ultimately, corporations' effect in

third largest recipient of Depart­
m ent of Defense contracts
nationw ide). SWOPSI—Stan­
ford Workshops on Political and
w as created to
nts the opporclaim their academie :reedoffiny creating
and participating in
innovative courses.
These
workshops
addressed current
issues
and
emphasized student
and
commu­
nity-based knowledge
rather than the tradi­
tional, credentialed professorlecture format. With an actiond focus on developing
tions to these social and
:al img§s, SWOPSI estab­
lished a reputation for its will­
ingness to confront systemic
causes, thus putting it in an
adversarial position with uni­
versity administration. Finally,
in 1991, despite a long struggle

The aim of public education
is not to spread enlighten­
ment at all; it is simply
to reduce as many indi­
viduals as possible to the
same safe level, to breed
dissent and originality.

to m aintain student control of
the program, university adm in­
istrators decided to end SWOPSI
due to a "lack of funding."
With corporate donations
to universities across the nation
rising from $850 m illion in
1985 to more than $4.25 billion
a decade later, one m ay ques­
tion how our academ ic atm o­
sphere contrasts from the days
of SWOPSPs beginnings in
the 1960's. A lthough w e m ay
no longer m aintain a research
center for m ilitary technology,
the corporatization of our aca­
dem ic realm is co ntinually
expanding w ith consequences
that are just as insidious. Unless
we begin to acknowledge uni­
v e rsitie s' roles in p ro d u c in g
students vulnerable to corporate
interests, w e cannot begin to
challenge the restrictions p er­
petuated by such relationships.
In Spring of 2000-2001, the
student-led tradition of SWOPSI
w as su ccessfu lly rev iv ed , as
Student Initiated Courses [SIC]
at Stanford University emerged.
A sam pling of SIC courses
includes: C alifo rn ia P riso n
Issues; U n d erstan d in g 9-11;
A narchist Theory; H om eless­
ness an d P o v erty in the Bay
Area; and Alternative "Green"
Construction Methods.

SIC em powers students to pursue and direct
their intellectual passions and expand upon existing
educational offerings-especially in areas of social
justice and community service learning. The unique
experience of d esig n in g and p a rticip atin g in a
student led course enhances learning and fosters
a spirit of intellectual agency. Given the diverse
talents and resources of our student body, these
courses hold great potential for broadening and
challenging our academic discourse.
Most importantly, SIC aspires to enhance the
intellectual environment at Stanford by increasing
the diversity of course offerings, supporting students
as they pursue their convictions, broadening and
c h a lle n g in g c u rre n t d isco u rse s, an d allo w in g
students to play an integral role in defining the
nature of their Stanford experience. >
Tof in d out how you can take or teach a Student
In itia te d Course contact sic@assu. stanford, edu!

he 1993-94 school year was
especially difficult for Stan­
fo rd 's co m m u n ities of color.
During winter quarter, students
feared that their ethnic
munity centers would
cuts
closed because of bu
or all merged into one. As those
fears subsided, a worse see:
unraveled itself for the
;et c
commir
aril firing
fstrato r
h-rank
of
k Cecilia
m m un ity
and her husband,
Ant i B riaga, had preStanford's Chi­
li m unity as »
ide Fellows,
af the firing rea
stu d en ts w h en they retr
from S prin g Break.
For over a

T

of Main Quad at daybreak and began a hunger strike
protesting the adm inistrators' lack of compliance
w ith their dei an d s, w hich included: a form al
ilia Burciaga for the w ay she was
to
apolo
of a Chicano
ig; the forma
ed in her
ity center
major, tne building of
St
e ban on
a univ< it>
Palo Alto
m
Workers.
the
United
with
gr
ers sent
icano facul
Later tha Ida
ids. Qn
of support ir the proteste: de
lett
ors volunte
the third day of the strike, pro:
to be p art of A ztlan U niversity teach-ins
this was gon on, a team of student neg
met with the Idministration to come to a n lution
on the strikers' dem ands. At 11:30 that n: t, an
1 ended.
was finally reached and the
agree
President
eement was signed
On
Gerhard C aspe and Provost Condoleezza Rice
Phaf wa¡ gained by the
strike?
urniger
ere wa

Chicano
Students Go On Hunger
m onth student;
Strike!
protested the firing, demar .ling
Maribel Ledezma
to know how >mec new hi had
Star ford
dedicated h |
d so easi
could be dis
t at Sun<
Then on M,
ncident es caFlicks, a se
lated the fru stratio n and iselt by Chica no
respect bi
ort film, "No
students.
at MEChA's
Grapes” w
turequest to
ifid
dents abc ut pe ticide
other issues su rro u n d in g the
United Farm W orkers' boycott
of table grapes, students in the
audience began to shout "Beaners go home!” and other racial
epithets. That n ig h t stu d en ts
m et to plan a response to the
attacks they were experiencing.
O n M ay 4, C hican o s tu ­
dents camped out in the center

for Cecilia Burlent and Provost only agreed to
the Pi
recognize her cc ntributions to Stanford. They agreed
to establish a¡ committee to investigate the issue of
grapes on campus and make commendations for
at 1thal time. After months
the University's p'
itte<e reco mendations, the
of meetings and co:
remained thi same each dorm would vote
le th e r to sierve g rapes or not in th eir dining
lall. The Pre sid en t and Provost both prom ised
to consider fundraising efforts and other support
foj comprehensive ervice program in East Palo
fe is no such program which
Alt< o this day,
ted from the strike. Finally, the lasting effect of
Stanford, w ith ! ligfirst group of majors graduatih;
in 1999. >
subscribe mecha@lists. stanford, edu

Home is me
by Rita Rico
I am admitting to you
I have no home
I fall short of the Mexican Meter/
Downness-Brownness- Barometer.
The Verdict is Shown:
Roots unknown
Home, where the heart resides,
Is a place I can't find
Though searching for a forgotten
Zion,
I pretend to know who I am and
where I belong
So lost in my need to
Be found

White girl, Are you bitter? Being the killer and the
killed?"
We, the white girl and me, told her,
Yes, My tongue is
Clumsy, speaking colonized languages that
Stumble from my soul
but the words are whole,
borrowed, mournful, and mestizo
My tongue-mosaic of words-like me
Mosaic of pasts.
I must admit to you
I have no home,
but I have many
Places...

I like to think
Home is Aztlan
And I am the cruel goddess
Screaming battle, mouth
dripping
Full of bloody blue hearts of
Men that weren't enough.
Or home is this land where
I stand
And my name is KissesFlower with
skin smelling like turquoise
leather and
black braids held by secret
blue beads.

A student addresses then President Casper and Provost Condoleeza Rice
during the hunger strike.

Or I'm a lucky Irish drunk named
Kathleen
With a chipped tooth that slurs
only when I'm sober,
Blue eyes deeper than blood,
stronger
Than my allergy to anything
potato.
I form my lips to a foreign tongue
and ask
"What do I belong to?
What is mine?"
The brown girl in me laughs,
"You're just a white face dis­
placed, misplaced, and untraced.

The ones you won't see
On my face or skin
The paths untold
I wonder where will it be
The place I can call
Home, let it all down
Tumbling off my back
All these years a safe place
To fall, a safe place to
Call to all of the people that
Are in me,
A home where they
Can be, where I can be
Home at last
Free at last.

s Stanford students in 2002, it is difficult to
understand how our University is living our
Founders' vision of creating a university to serve the
"public welfare." If we take to heart the apparent
message of Stanford's new leaders—that educating
students w ith o u t their participation in decision
making and their leadership in disciplinary research
is serving the public w elfare—th en w e are in a
crisis. As John Dewey and others have stated, for
our educational in stitu tio n s to serve the public
welfare in a democratic society, they m ust practice
democratic organization themselves.
Stanford, democratic!? Given our current lack of
voice, perhaps we are better off not aspiring to such
a vision! But shouldn't students and other members
of the Stanford com m unity at least participate in
the decisions that affect our lives? If students do
not actively practice democracy on our university
campuses, we will only continue to struggle w ith it
in our greater society.
Some may challenge the assertion that we lack
voice by saying that m any students, chosen by the
ASSU's Nominations Commission, sit on uni­
versity committees. However, this
access does

A

Student
Voice: Privilege
or Right?

meaningful input in im portant
decisions, and are calling for
institutional changes to correct
this problem . A gro u n d sw ell
occurred w hen the Platform for
Accountability and Change and
elected into ASSU leadership
in May 2000. PAC has since dis­
solved as a platform , and its
elected members have assumed
the role of representa-

Seth Newton

tives of the
student voice. In order for these
_
n o t exist at all rep resen tativ es to effectively
levels of decision-m aking, and serve us though, we all m ust
it is often bypassed altogether. Furtherm ore, w ork to see th at this voice is
given a meaningful place in the
rarely are students seen as equal contributors or
University.
their engagement as integral to the University. The
The movement has begun.
current ASSU leadership views student participation
It needs your voice to be heard.
not only as a right, but as an essential perspective in
It needs us all to harness our
University decision-making. But the administration,
creativity and use it to
w hen granting students "a seat at the table,"
discover alternatives.
often m arginalizes their participation.
challenge
How do we reclaim
you to look
From this p ersp ectiv e, the gracious
this voice? Here are
around
the
table
next
U niversity is aw arding students the
some suggestions:
time you're at a
privilege of participation.
meeting. If you are
M obilize to get
Students are becom ing increas­
completely comfortable,
students as voting
you're at the wrong
ingly aware of and dissatisfied with this
members on our
table.
paradox. They have discovered they lack
Marta Miranda

Board of Trustees. Advocate for Nom Com 's right
to select students for all committees. Create mecha­
nisms for equal participation where they do not cur­
rently exist (you will not find a dearth of opportuni­
ties here). Hold adm inistrators accountable. Hold
your representatives—the ASSU—accountable for
institution ally elevating your voice before they
claim it as their own. Take control of your education
and engage your inquiry in the problems and needs
of com m unities beyond our textbooks and palm
trees.
Finally, involve others. Ask your friends w hat
they believe to be the role of this University. Ask if
they w ant influence over the decisions that affect
their lives, and if they don't, ask them why! Above
all, if you are told that you are transitory, that you
lack expertise, or that your voice here is a privilege

Mirrielees...
Synergy...
Paloma...
Kimball.
The only undergrad­
uate residences with
elevators.

by Josh Kramer
1. You don’t need to play by their rules. If the
administration offers access the form of
committee meetings proposals and reports,
don believe for a se ond tha ese are the
only ways to raise yo ir voice By all means try

3. Never let the administration set one student
group or in erest against another I ’s a diver

and not a right, remember first to question, second to
organize, and third to reflect. This process of finding
voice will allow us all to create our own knowledge
and claim meaningful, democratic involvement in
our University and greater society. >
contact p r e s i d e n t o r vp@assu. stanford, edu

Now think about
living in a w heel­
chair...

low many of your friends live upstairs in dorms or houses without
levators?
Have you ever missed a class due to not being able to find the roor
because the room numbers weren’t in Braille

)o you have professors who talk and write on the board at the
ame time? Does it drive you nuts that you can't see their mouths
d read their lips?
Do you usually get a syllabus on the first day o f class? W hen do yo
start the reading? Do you have to wait a week to receive the books yo
need on tape because of your learning disability

)oes it bug you that no one in your dorm knows sign language?
Do you like to have a cup of coffee in the morning? How far ahead o
time do you need to plan to go to the bathroom

)o people ever assume you can't hold a job because you have a
evelopmental disability?
Has a parent ever pulled a child away from you or scolded the chit
not to look at you or ask you a questio:
t Stanford I don't m ind the extra time it m ight take me to go in my wheelchair
from my dorm to the quad. W hat I do m ind is taking hours of time that could
be spent w riting that p ap er or m eeting som eone new to convince som eone that
my needs are genuine or to get a group m eeting m oved to an accessible location
or to fight to have an elevator installed so that I can be included in campus life. It
makes a huge difference w hen disabled and nondisabled students work together for
im proved access. It matters w hen you say that you w ant money spent on installing
Braille and building ramps. It changes people's lives w hen you ensure that an event
is accessible to everyone.
Maybe you're curious about disability but don't know how to find out. Ask. D on't
expect everyone to w ant to talk about their disabilities; respect people's
preferences and ask som eone else. Start educating yourself.
Think about people's needs. People with disabilities need
gensitivity and support but not pity. We need you
as an ally in the struggle for equal access
^
and equal civil rights. >

A

Jessica Lehman

subscribe
dss@ lists

7, ove
Stanford
tioifs&n a p a rt

South Africa and
Stanford
Randy Schutt

the week
hile hundreds more
up to the sit-in,
n v iol|nt demonstration garnered
people engaged in a
age and widespread supinternation
g similar demonstrations at universities thre|f-day vigil and fast. Five
?^iuuents continued fasting for a
M. These demonstrations launch!
all acr
“ eek. On the day of the sit-in,
the divestment movement
several students traveled to the
undp
Trustees' meeting, and one, still
ried out
fasting, was allowed to address
ponfible Ir
Committee fol
the meeting. The Trustees agreed
(SCRIP) was i®
to form a committee to study
Columbae He se, acpope
the issue, but refused to vote
of social change through on
e resolutions. After a great
connected with other stu
ts who
of discussion, 294 of the
on anti-military, affirmai e action, la
occupying Old Union
campaigns.
stay.
In Winter Quarter, a sTucfe
ries appeared in newsclass (see p. 8) researchfed SoufJf A
*This cam- "V papers across the counheid and Stanford's connections
paign for
\
.
an(^ e v e n o v e r ­
prepared a well-documented papej
change was so
\ J
seas.* The students
powerful and inspir­
argued that corporate involvemi
ing that it helped to
who stayed knew
e apartheid
South Africa su;
create a massive
:he Stanford movement for divest­ they were risking jail
regime. It was^
ment across the
time, cut-off of their
dministrators. Copies
Trustees an
country.
J
s* y ,
financial
aid, or even
rm
s
and
n
d
ljt
i
m
mos
were also
expulsion
from
Stanford,
Hunched
a
m
i
aj
of
..
Meyer Libra:
en, SC
had been moved
education effort, distributing leaflets door-to-door Still;
y the campaign to risk
in all the dormi * and
*..........................
talking
all
this
to
help bring down the
support grew,
racist
South
African govern­
signatures,
ment.
And
their
efforts eventu­
from twenty
ally
paid
off.
The
divestment
Stanford Emplo
movement
was
crucial
in ending
to the Daily and
apartheid.
>
also guerrilla theater performances, music, and
gigantic posters provided by SCRIP artists, d
SCRIP tried to meet with the Trustees to point Full tex t available online.
out the Stanford community's growing support. But )
the Trustees only agreed to abstain from voting.
were

outside

reetings to all of you incoming (and returning)
Stanford students!
We w ant to welcome you to your new home
at Stanford. We spend so much time here over the
years, it is kind of a home for us too. You'll be seeing
a lot of us — probably every day — over the next
few years, and m any of you will come to rely on us
in very im portant ways. So, we extend our hand in
m utual assistance and respect.
We are the U nited Stanford W orkers (USW)
and we w ork in virtually every corner of Stanford
University - from the kitchens to the golf courses, the
hospitals to the Stanford Linear Accelera­
tor and everyw here

G

Welcome
from United Stanford
Workers
in between. The
USW (part of SEIU Local 715) is
the labor union representing over 2,500 w ork­
ers at Stanford University and Stanford Hospital.
Our members cook your breakfast, serve you coffee
at Tresidder, clean your dorm s, cut the grass, fix
your light fixtures, set up your experiments, keep
your m useum open, tend to you at the hospital keep this campus running.

We are dedicated to the University and take our
jobs here seriously, yet sometimes we don't get the
respect from the University that we deserve.

MONEY!
HEIL IT MAY BE
SPLATTERED RED WITH
THE BLOOD OF THE
EXPLOITED. BUT IT STILL
LOOKS GREEN TO ME.

Zev Kvitky
These p a st few y ears have
been a difficult an d exciting
one for USW! After a long
struggle
w ith
Stanford
University, a new contract was
ratified for over 1,100 workers on
September 1, 2000. We won

True peace is not the
absence of tension; it is
the presence of justice»

fair w age increases, b ette r
retirem ent benefits, and m any
o ther contract im provem ents.
P rior to this victory, roughly
1,500 w orkers at Stanford and
Lucille Packard Hospitals finally
won a first contract in November
1999, having struggled to orga­
nize with the union for over two
years.
Students at Stanford, par­
ticularly those active in the Stu­
d en t Labor A ction C oalition,
have played a significant and
im p o rta n t role in ou r recent

re had a
ou tc on

HS P

yV

rien t yoi

shown u
that the University administra
tio J L le a d K
more responsive to

you have
come to help us,
you are wasting your
time. But if you have
come because your lib­
eration is bound up in
ours, then let us work
together.

students and
in recent ye

The Cami
dents and workers are uniting
to call for living wages, to end
sweatshop labor in university
products, and to fight against the
contracting of services to venThese campaigns are having a
policies, and m any victories
have already been realized. We
want to build on this momen­
tum, uniting students, workers,
Faculty, and community mem­
bers to make Stanford Univer­
sity an example of justice and
social responsibility, in speech
and in action.
Just like we try our best
to support your education at
Stanford, we hope you will sup­
port our continued movement
for respect and justice on the job.
We encourage you all to take a
"real life" labor studies course
by being aware and informed of

Fair traders believe that their sys
based on respect for workers1rig
ronment, if adopted by the big p
global economy can play a big p;
the growing inequities and enfin
radation that have accompanied
world trade.
StanFair is the student organization at Sti
pressing for adoption of Fair Trade practic
principles on campus and in the surroundj
community
L ocal so u rces o f F A IR T R A D E prod ucts:

• JJ&F Grocery 520 College Ave, Palo Alto
• Country Sun, 440 S. California, Palo Alto
• Peet’s Coffee and Tea, 153 Homer, Palo Alto,
77 Town and Country Village, Palo Alto
• Java City

For more info contactmalibu@stanford.edu
Check us out a t http://www.stanford.edu/
~burklo2/stanfair.html

Poverty at
Stanford _

Right: Lured by the promise of a crisp
new $20, performance artist Tim
Corrigan meets a painful end.

Anna M um ford

u d r e
L o rd e
once said "survival is
not an academ ic skill."
N o b o d y ever to ld me
that I w ould feel incred­
ibly isolated. N obody
ever w a rn e d m e th a t
being different w o u ld
th ru st me to the outer
margins
away
from
humanity — detached from
the world.
I trie d to h id e m y
p o v erty w h en I came
to Stanford. It was
easy in high school: I
avoided the truth and
pretended as though
everything was just
snazzy. I p layed
the
role.
I
constructed
the / ¡t
p e rso n I w a n te d I y p
to be and fought
hard to keep that

A

secure.
T
hat's
changed
Hollie Ivory
now. I can't run
here, I'd only be
running from myself. I can't ignore the
fact that there are real walls of distinction at this
institution and those w alls force me to face the
skeletons I sum m oned to my closet years ago.
Being poor is an inescapable, psychological
reality. It pervades the consciousness
and rem ains there indefinitely. You
never forget about sitting in a welfare
office for h o u rs on en d only to
talk to som eone from behind a
glass w in d o w as if you w ere
co n tag io u s. You n ev er forget
about the surge of anxiety and fear
that rushed through you whenever
you had to use food stamps at the
grocery store and maybe someone
from school would see you: vulnerable,
embarrassed, cut wide open for others to
ostracize. Those realities stick.
E v ery d ay th a t I w ake u p , get
d re sse d and shuffle off to class I'm
reminded of the fact that the more things
change the m ore they stay the same.
H ere I stand fighting to get my share,
yet always locked in the past and con­
strained by the ignorance that refuses to
recognize my experience as valid. No
one is an island, but sometimes I think
they wished we all were. >

April 1968: Four days after the assassination of
M artin Luther King Jr., 70 m embers of the Black
1994: Asian Pacific Islander
Student Union walked onto the stage of Memorial
s
tu d e n ts d isru p te d a faculty
Auditorium , interrupting an address by University
sen ate m eeting d em a n d in g
Provost Richard Lyman called "Stanford's Response
A sian A m erican Studies, and
to W hite R acism ." The stu d e n ts took over the
podium and issued a set of ten dem ands challenging in May, C h ic a n o /L a tin o s tu ­
Stanford to prove its commitment to fighting racism. dents w ent on a hunger strike
for, am ong other dem ands,
After issuing the final dem and the BSU students
Chicano/Latino
Studies (see pg.
w alked o u t to a sta n d in g o vation. W ithin tw o
8).
days, the university agreed "in substance" to nine
of the ten
IF WE A L L W O R K . T O G E T H E R ,
demands.

WET C A N

1969: Stan­
ford e stab ­
lished p ro ­
gram
in
African and
Afro-Amer­
ican S tu d ­
ies. For the
next twenty

y e a r s ,

TOTALLY D I S R U P T THE SYSTEM.

students
argued passionately and com pellingly for C hicano/Latino Studies, Asian American
Studies, an d N ative A m erican Studies, b u t the
u n iv ersity contained stu d e n t m om entum in an
endless cycle of proposals, petitions, committees
and meetings.

May 1987: After a backlash against the student-led
movement to replace the freshman "Western Cul­
tu re " re q u ire m e n t w ith "C u ltu res, Id eas, an d
Values," several student organizations formed The
Rainbow A genda, w hich issued seven dem ands
requiring the university to meet commitments to
"ethnic m inority life at Stanford" and launched a
major demonstration at the university's Centennial
ceremony . In March 1988, the Faculty Senate voted
in favor of the new CIV program.
May 1989: Takeover '89 (see pg. 39). D em and
in clu d ed p ro fesso rsh ip s for A sian
American Studies and Native
American Studies.

Nov. 1996: After three decades
of student struggle, resistance,
and action, the Faculty Senate
voted unanimously to approve
a new program in Comparative
Studies in Race and Ethnicity.
1997: Stanford students could
finally declare a major in Asian
A m erican S tudies, C h ic a n o /
Latino Studies, or Native Ameri­
can Studies.

Sources: Justice and Hope b¡j|
Steven Phillips; Thj>
Daily .

30 Years:

After

CSRE

hink of crime—and who do
you think of? If you believe
w hat you saw on TV, w hether
on COPS or the evening news,
you m ight think that the face
of crim e is the face of youth,
especially you th of color. But
in reality, youth crime has w it­
nessed a significant decrease
over the past decade. Between
1991 and 1996, it dropped 21%,
and it continues to drop.
In 1999, presidential hope­
ful (and former California Gov­
ernor) Pete Wilson, in an effort
to boost his prospects, played on
the popular misconceptions of
California residents and placed
P ro p o sitio n 21, the so called
"G ang Violence and Juvenile
C rim e P re v e n tio n

T

Initiative" on the
March 2000 state ballot.
The ballot initiative expanded
the death penalty to youth, put
youth in adult prisons (where
they are 50% more likely to be
sexually assaulted), eliminated
the fitness h e a rin g s w h ere a
)uring
f 2001,
onm en
y/orked
ion o f C

coa
laniz

ju d g e decides w h e th e r a y o u th sh o u ld be
tried as an adult (it left this pow er in the
h a n d s of th e d is tric t a tto rn e y ), all<
1
juvenile court records to be
open to

Stop
the Attack on
Youth!

the public
so youth w ould be labeled
criminals for life, and included many more
provisions that punished—but none for prevention
or intervention.
But youth all over California rallied to stop this
"Attack on Youth." All over the state, youth joined
in coalitions and fought to keep the ballot measure
from becoming law. They targeted major funders
of the proposition like PG&E, H ilton Hotels and
Shell, dem anding that they agree to stop funding the
Anti-Youth campaign. A series of demonstrations,
sit-ins and other forms of civil disobedience won
concessions from PG&E and Shell to cease any
further financial support. At Stanford, students from
a broad range of organizations like the Stanford
Advocates for Children, MEChA, AASA, BSU, and
the Stanford Democrats worked w ith the South Bay
Coalition (comprised of organizations like YUCA of
East Palo Alto and California Youth Connection) to

organize direct actions against
Stanford's Hoover Institute (see
p .38) because of its a p p o in t­
ment of Pete Wilson as a Distin­
guished Fellow.
Over 100 Stanford stu ­
dents and Bay Area youth ral­
lied throughout the campus in
p o u rin g ra in to d e m a n d the
revocation of W ilson's fellow­
ship. Filing and spilling out of
H oover's lobby, a delegation of
youth and students presented a

bui ding more jaiis is
like fighting cancer by
bui ding more ceme-

my son should be more
tin than at UC-Berke- Dorsey Nunn

gift to the Hoover: a brick (rep­
resenting the prisons to be built),
a bar (representing w hat youth
were being placed behind) and
a dollar bill (representing all the
money being spent on prisons
instead of schools). The delega­
tion, backed by a crowd of sup­
p o rters, follow ed to confront
th e n -p re sid e n t C asper ab o u t
Wilson's relationship w ith Stan­
ford. Taken off g u a rd by the
youth's preparation and organi­
zation, Casper h ad n 't m uch to
say and stum bled away.

LIFE IN HELL by M A TT G R O E N IN G
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Organizing at Stanford continued, as students
rallied to ed u cate the cam pus com m unity and
register people to vote. In California as a whole, the
ballot measure unfortunately passed. But in the areas
where there were youth activated and organized, we
succeeded in registering and educating thousands
of people and getting the m easure defeated, but
more importantly, we succeeded getting more youth
to commit to the struggle for respect and justice that
lasts beyond any single battle. >

Bay Area youth confront Pres. Casper over the Hoover's
support o f Prop 21.

To my mind, it is cíe;
race is to be discoun
numberless millions, «
There can be no doub

lement among us of an inferior
agitimate means. Asia with her

upon the superior race, and to a certain ext
immigration. It wil afford me great pleasure
Legislature in any constitutional action, havi
repression of the immigration of the Asiatic race
Leland Stanford, founder

elcome to Stanford. It is ironic how m uch
things have changed. Today A sian Pacific
Islander Americans m ake up 23% of the student
po p u latio n , have an A sian A m erican A ctivities
Center, a them e house (Okada), and over thirty
student organizations.
You sort of w onder if Leland is rolling over
in his grave.
3o m uch has changed, and yet
m uch has rem ained the

W

Why Asian
American Studies
Matters
-—
same. Racism is
not over. Hate is not over.
"Chinks suck." D uring m y freshm an year,
these two words were scrawled more than once in
black perm anent marker on the Reflections table and
a computer screen in the Asian American Activities
Center (A3C). Later in the year, someone wrote "Fuck
you chinks" in m ustard inside the A3C refrigerator.
I w asn 't su rp rised to see b latan t racist rem arks
scrawled at an educational institution as esteemed
as Stanford, but I am still saddened.
A sian A m ericans are still oppressed by
stereo ty p es an d m essages in this country. You
are passive and accepting. You are hardw orking.
You are a m ath w hiz-m aster violinist-black belt.
Your wom en are sexual conquests, and your men

anuary 10th, 1862 in his
is Governor o f California

are sexually in adequate. You
are w eak, w ith o u t voice and
therefore w ithout power. That
is the m odel minority. The
perfect minority. This is an
idea th a t exists in the m inds
of all Americans and Asian
Americans. People of color are
often dealt a card, an expectation
of w h a t th ey are to becom e.
Categorization is a form of
control stemming from fear in
this country.

I
have fo u g h t
for Asian American Studies
exactly because this hate and fear
exists. Many students graduate
unaware of the sweat and blood
of Asians running deep in
the b u ild in g of A m erica and
even Stanford University.
Shiploads of Asian bodies
w ere sent hom e in the 1800's,
killed while building our
railroads. Many others sweated
over plantation fields, your
dirty clothes, and menial work,
barely m aking enough to eat.
Asians were seen as expendable
hum ans, as w ere m any other

people of color, m ade to do the d irty
work of making this country "great."
A sian A m ericans have a long and
valuable story that has been ignored
and m arginalized in our educational
system . Lack of u n d e rs ta n d in g of our
story and cu ltu re has created h arm fu l
stereotypes whose influence on society is
far from over. Sentim ents of w ild eyed
"Japs" tak in g over the w o rld , "yellow
m onkeys go home," p retty C hina dolls

$W

* y: s:

an d "stran g ers from
a different shore"
m ust end. Asian
American Studies
would
not
be
necessary if we were
considered a valuable
and in teg ral p a rt of
the society at large.
A m ong others, our
voice
m ust
be
expressed. >

super model minority
Junichi P. Semitsu was a Stanford Law Student who wrote this poem
during the struggle against CA Proposition 209 which brought an end
to affirmative action in the state in 1996. This proposition followed the
1995 vote of the University of California Board of Regents to prohibit
consideration of race in university admissions.

ladies and gentlemen
the republican congressmen contracted me here
ronald reagan and george bush pushed me to attend
then i got the word from wilson
to fill some gaps in today's racial dialogue
with a harmless non-invective
from the perspective of a people
who made it
as your designated racial model
i oughta let you know
they paid me
half of the university president's pimpmobile pension
to denounce government intervention
divert your racial tension
and defend these conservatives' good intentions
so now i need every other minority's god damn attention
to convince you
jet blacks
wet backs
and redskin maniacs
to calm your angry reaction
you can live
a life of satisfaction
if you mute this jesse jackson
and salute your anglo-saxon brothers and sisters
hide your fists
your race
your signs
and apologize
for reverse discriminating all these years

here's the 411:
as your personal savior
i say mold your behavior mellow
like us yellow orientals
then you'll go
from rags to riches
you bell curved bitches and
savages:
stop these ravages of complaining
and start refraining
from this ruckus and riot
act quiet
so you can gain and obtain like me
the feeling-the-glass-ceiling
authority
and your super model minority
now thanks to the u.c. regents'
decision
the institute of justice envisions
that except for the brown men in
prison
we can lie in melting pot
assimilation
a humanitarian habitation
where the evil vultures are those
who pride in their own cultures
and ward connerly keeps callin' me
to plead
that i do this deed and concede
you wouldn't need affirmative
action
if you spent a fraction of your time
trying to climb this ladder of
success
- and i stress through merit.
^ j

now even though most rich
people's wealth they inherit
listen to me
if you want in this university
raise your s.a.t. scores
find the fees for that kaplan prep
course
and see if you can force up that
g.p.a.
pray your school has honors
so your B's count as much as A's
cuz even though children of alumni
get priority
you can get in like me
your super model minority
as i close my appearance
take it from clarence and me
your asian uncle tom
democracy through meritocracy is
the bomb yo!
and even though you might end up
the academic vanishers

the school could always use a few more maids
and part-time janitors
end your rage
your pickets
and your massive demonstrations
a passive subjugation
leads to this nation's american dream
have high self-esteem
despite your racial inferiority
and in this hazy shade of lazy
if you stand accused
hope you ain't used
by the majority
like me
your super model minority

^took, if it was up to my tastes, of
course I wcxildnl work with
Item. But it's not Just up
tome, I have to think
about the people suffering
fight now,
litio I couid be helping!

/

How much longer will we put o ff^
overthrowing this fucked up system
just to work towards temporary
solutions to the problems it
causes? Lets cut to the



Everyone has the Right
to an Education
Lolita R oibal

Left: Students celebrate International
Women's Day in White Plaza with
a giant anatomically-correct chickenwire-and-fruit Goddess figure.

,

* &

We Wear
RED for the Blood
HeSHED
night, and that
these four white police officers
are guilty of m urder. H ow ever, they w ere
acquitted of all charges.
Thousands of people protested both the initial
indemnity and the acquittal over a year later. This
included a collective of Stanford students, who on
March 10th, 2000 coordinated a two-hundred-person
rally in protest of the Diallo verdict and all other acts
of police brutality. Over one thousand community
members signed petitions to the U.S. Dept, of Justice
dem anding a new federal trial.
Ultimately, the problems of police brutality and
racial profiling may be alleviated by race-sensitive
police training, requiring officers to be from the neigh­
borhoods they police, and most importantly, decen­

Damon Jones

The
Diallo
incident is a clear model of
h o w racism o p e ra te s in th is
country. Racism is much more
complex than feelings or acts of
hatred tow ard another race; it
is an institutionalized system
of oppression, sharing similari­
ties w ith sexism, classism, and
hom ophobia but w ith distinct
differences. This institutional­
ized effort creates an environ­
m en t w h ere f our w h ite m en
can lynch a Black m an and be
absolved of all guilt.
H ig h lig h te d to the rig h t
are m any com ponents of our

Damon Jones

n the night of February 4th 1999, Am adou
Diallo, an unarm ed and
innocent African im m i­
grant, was gunned
down in a hail of 41 bul­
lets while standing in the
vestibule of his own apartm ent
building in the Bronx. The officers
responsible for D iallo's death w ere
part of New York Police Departm ent's
"elite" Street Crim e U nit. The p la in ­
clothes officers approached Diallo and
pulled their weapons. When Diallo, prob­
ably believing they were thieves, pulled
out his wallet, the "elite" officers opened
a barrage of 41 bullets on the unarm ed
black man.
W itnesses an d forensic evidence
suggest that the officers fired a second
round of shots after a brief pause and that
Diallo's frame absorbed a majority of the bullets
after having h it the ground. These facts clearly
show that Diallo's hum an and civil
rights w ere violated th at

O

tralizing the police depart­
ment. This would include
h o ld in g po lice officers
accountable
to
an
effective
com m u nity-elected
review board that
would take the place
of internal affairs
investigations. U ntil
then, brothers will con­
tinue to be m u rdered
by racist police officers.
In the past year alone,
at least three unarm ed
black men (Diallo, Mal­
colm F erg u so n , an d
Patrick D orism ond)
were killed in New
York City. In all three instances,
police were acquitted of all
charges. K enneth Boss of the
NYPD has been acquitted of two
m urders, Amadou Diallo (1999)
and Peter Bailey (1997), and is
still working as a police
:ficer.

society that together comprise a systematic effort
to m aintain the status quo in America. In this case,
the right to life, let alone liberty and the pursuit
of hap p in ess, is d en ied to black p eople in this
country, and this denial is institutionally backed
on m any fronts. This, essentially, is the w ay that
institutionalized racism operates in this country.
In order to be racist, then, one m ust have pow er
over such institutions. Therefore, in am erikkka,
m inorities and people of color do not have the
agency to commit acts of institutionalized racism. In
this country, whites alone have the pow er to commit
such acts on an institutionalized level. Furthermore,
this system is based on maintaining skin privilege;
so all white people, simply because of the color of
their skin, benefit from this system at the expense
1) the media plays a major role in the criminalization of
Black people, creating stereotypes that are used to
justify racial profiling. Diallo's neighborhood is portrayed
as a cesspool and war zone, and the officers claimed
that Diallo fit the description of a rapist in the Bronx;
this was their excuse for approaching the victim with
deadly force.
2) law enforcers in general abuse the unnecessary powers
they are granted, with fatal results. Officers of the Street
Crime Unit are trained to use excessive force in policing
a community of color.

contact Damon Jones, P o liti­
cal Action Chair o f the B SU at
damonjones@hotmail.com
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3 ) once the initial murder was committed, the court
system played its role in ensuring the offices' acquittal.
The trial was moved from the Bronz to Albany, a
predominately white neighborhood 6 hours away. The
District Attorney and prosecuter, T. Johnson -- who is
a puppet for the city of New York -- made unbelievable
errors in the trial. The not guilty verdict is an implicit
okaying of such heinous behavior; officers can now be
confident that they will not be held accountable for the
murder of black people.
4 ) both the mayor of New York, "Adolph" Giuliani, and
police commissioner Howard Safir publicly supported
the officers' actions and the trial's verdict.

of other races, and are therefore to a certain degree
racist. This reality may be hard for m any to swallow,
but whites m ust be conscious of their active and
passive participation in this country's institutional­
ized racism before they can attem pt to effect any
significant changes in the status quo. >

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5) furthermore, appeals to the United States Justice
Department for investigation and a new federal trial
have produced no results.

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From 1989 to 1996 the
U.S. sold more than $117
per cent of the global

Department of Defense! Foreign Military
Assistance Act, Report to Congress, Finan­
cia! Year 1996: Authorized US Commercial
Exports, Military Assistance, Foreign Military
Sales and Military Imports, Sep 1997,

any of the first activists
in the Stanford anti-w ar
m ovem en t h a d tak en p a rt in
th e civil rig h ts stru g g le an d
the 1964 Free Speech M ove­
m ent at UC Berkeley. As the
Vietnam War rapidly escalated,
S tan fo rd s tu d e n ts

M

protest Stanford's adm inistration of the Selective
Service Examination.
Spring-Fall 1967: Over 100 students sign statement:
"We Will N ot Fight in Vietnam and Further We
Will Not Be Conscripted Into the Military." Former
ASSU President David Harris goes to jail for draft
resistance. In October, Stanford students join "Stop
the D raft Week" outside the O akland Induction
Center. Some experience arrest and jail for the
first time.
M ay 8, 1968:250 students occupy the Old Union for
3 days to protest the suspension of students who
had disrupted CIA recruitment on campus. Faculty
votes to lift suspensions!
O cto b er-N o vem b er 1968: S tanford S tu d e n ts
for a Democratic Society (SDS) issues^
d e m a n d s th a t S tan fo rd
and
its

Stanford
Anti-War Movement
( 1966 - 69 )
Dave Pugh '70

educated th em ­
selves—and
took
action. They laid the
foundation for a rapid expan­
sion of the movement w hen the
anti-w ar and Black liberation
struggles reached a "high tide"
all over the country—including
Stanford.

Spring-Fall 1965: First TeachIns on cam pus after President
Johnson sends Marines to south
Vietnam. Committee for M edi­
cal Aid to Vietnam solicits blood
donations and money for m edi­
cal supplies for victims of U.S.
bom bings; speakers in W hite
Plaza rally are pelted w ith gar­
bage by ROTC students.
M ay 1966: Three day sit-in (a
first!) at P re sid e n t's office to

w h o lly -o w n ed Stanford
Research Institute (SRI) end all m ilitary
and Southeast Asia-related research. Trustees refuse
to discuss demands.
January-February 1969: 50 SDS m em bers "open
up" a closed meeting of the trustees in Tressider. 29
students are tried—and found guilty of "disruption"-by the Stanford Judicial Council. The SDS defen­
dants treat the trial as an educational event, explain
w hy the Trustees should be on trial for materially
assisting U.S. w ar crimes in Vietnam.
February 1969: The Black Student Union (BSU), with
support of SDS, issues dem ands to hire more Black
faculty, provide increased financial aid to Black
students, and establish an Afro-American Studies
Department. President Pitzer passes up a meeting
to discuss these demands.
Spring 1969: The W om en's L iberation F ront is

formed on campus. Key issues
in clude S ta n fo rd 's refu sal to
sell contraceptives to unm arried
students, the need for a child
care center; and discrimination
against w om en in adm issions
and faculty hiring.

research, security. Up to 1000 attend general meet­
ings, broadcast live over KZSU. Bobby Seale, Chair­
m an of the Black Panther Party, speaks at AEL.
After the Judicial Council threatens discipline, 1400
students sign a Solidarity Statement that they, too,
are part of the occupation!

Anna Mumford

Spring 1969: Stanford students April 18-22,1969: A3M votes to leave AEL after the
join in strikes and dem on­ faculty prom ises to end classified research. Four
days later, faculty votes to phase out classified
stratio n s at B erkeley an d SF
research at S tanford—the culm ination of 3
State—where Black, Gai­
u phill years of anti-w ar education and
cano and other Third
Success
organizing.
W orld S tudents are
d e m a n d in g etn n ic
is the child
ay 16, 1969, 7am: After A3M votes to
studies departm ents
of audacity. M
demonstrate at SRI facility, 500 students,
and increased admis­
Benjamin
organized in affinity groups, blockade
sions of non-w hite
Page Mill Rd. and Hanover Street. The SRI
students.
D
office is surrounded and shut down.
March 11, 1969: 1500 a tte n d
debate at Dinkelspiel, a major 1970: Anti-war students launch a successful cam­
tu rn in g p o in t in the anti-w ar paign to halt Reserve Officer Training Corps (ROTC)
movement at Stanford. Speakers p ro g ram s on cam pus. A fter N ixon o rders U.S.
produce evidence that extensive troops into Cambodia in April 1970, student strikes
classified m ilitary research is sw eep across the U.S. Black and w hite stu d en t
being done on campus; trustees
Hewlett and Ducommon insist
th a t Stanford does n o t m ake
"political decisions." [Provost
Condolezza Rice m ade similar
claims in 1999.]
April 3-9,1969:14 liberal and radi­
cal groups meet and pass demands
for an end to military and counter­
insurgency research at Stanford/
SRI, and for closer control of SRI
by the Stanford community. This
becomes the April 3rd Movement
(A3M). After Trustees refuse to
act, 900 students meet and vote
to seize the Applied Electronics
Laboratory (AEL).
April 9-18, 1969: AEL Building
Occupation: H undreds of stu ­
dents are involved in small
w o rk in g com m ittees—d o rm
organizing, political education,

dem onstrators are shot at Jackson State and Kent
State. At Stanford, police are called onto campus 13
times that spring but that is another story. >

Full text available online. To read about current
anti-war organizing, turn to page 55.

p until December 10, 2001, the sole remaining
commercial medical waste incinerator in Cali­
fornia sat in the middle of a low-income community
of color in East Oakland. O perated by Integrated
Environmental Systems (IES) / Norcal, the incinera­
tor collected and burned waste from hospitals across
the state. This process resulted in the release of
dioxin, one of the most potent carcinogens known.
People United for a Better Oakland (PUEBLO), a
multi-issue, multi-ethnic group had been battling
IES and regulatory agencies for years.
These incinerators were a classic case of envi­
ro n m e n ta l racism : a system atic and often

U

IESs num erous violations even
in the face of community efforts
to make them accountable. The
trash that I throw away on my
unit is actually causing people
to get the cancer and reproduc­
tive problem s w hich I'm then
treating." Susan Forsyth, R.N.
form erly of Stanford H ospital
SEAS, a stu d e n t g ro u p d e d ­
icated to e n v iro n m en ta l and
social justice, got involved
w hen we learned that Stanford
w as navine IES to disoose

Louise Auerhahn and Adrianna
Hernandez-Stewart

Health
Care With Harm

resulting in lowincome people of color bearing
a disproportional burden of the nation's envi­
ronmental contamination.
In this case, a hazardous
and laxly regulated facil­
ity servin g the w hole
state w as located in the
East Oakland community,

transferring the risks asso­
ciated with medical waste

of its m edical
waste in Oakland. Working with
PUEBLO and other organiza­
tions, we researched the issue,
spoke out at public hearings,
an d talk ed w ith co m m u n ity
members. In February 2000, we
released a 25-page p ro p o sal
calling on Stanford H ospital
to stop se n d in g its w aste to
IES and outlining alternative
disposal methods. Winter and
spring of 2000 we focused on

I
Bj
! iiíiSiii

away from the communi­
ties th a t p ro d u ce it and
onto East O akland. The
Bay Area Air Quality Man­
agement District (the per­
m ittin g agency for IES)
consistently overlooked

campus education and a series
of publicity actions, including a
10-foot-tall puppet representing
Stanford and the incinerator.
Over 400 students and medical
staff members and over 150 East
O aklanders signed postcards
dem anding a switch from IES.

Despite repeated meetings and
d em onstrations o f c o m m u n ity
each o f o u r three dem ands. V is ib ly s ta rtle d b y
support, Stanford adm inistrators
o u r large and assertive presence, Saksen agreed
refused to co m m it. In the fa ll
to all three demands
o f 2000 w e decided to step up
and got d o w n on his
the cam paign . We in te n s ifie d
hands and knees to
Jntil October, ^ 3( 0?
^ sign a paper v e ri­
campus education and applied
d ire c t pressure on o u r ta rg e t,
fy in g o u r com plete
a d m in is tra to r L o u Saksen, b y
victory. The p u b lic ­
fly e rin g at the h o s p ita l its e lf.
it y generated fro m
O u r e ffo rts c u lm in a te d in an
Stanfords break w ith
October 31st ra lly in W h ite
IES c o n trib u te d to
Plaza a fte r w h ic h a g ro u p o f
the o n g o in g cam ­
students, in clu d in g SEAS m em ­
paign of the Oakland
bers and representatives fro m pul§|jf&ji w m i i 3 i i f i w i i i c o a l i t i o n In Decem
of the term 'environment ber o f 2001, after
other concerned student groups,
tai racism.'
headed over to the hospital fo r
eig h t years o f com ­
an a cco u n ta b ility session w ith
m u n ity s tru g g le in
L ou Saksen. This tim e, we were response to increasing pressure targeted at IES and
d eterm ined to direct the meet­ the B A A Q M D , the incinerator shut dow n! >
in g and to force h im to respond
a ffirm a tiv e ly o r n e g a tiv e ly to
Tof i n d out more, subscribe seas@lists

yr

Buildings,
directly and ^
indirectly, con­
sume 50% of the
nation's energy and
produce 2 /3 of
V the greenhouse
gases.

f

J

a tio
an ford huí

Part I:

ince my freshman year, I
have been an active member
of both the queer and A sianA m erican com m unities. Like
many other people of color, I feel
comfortable identifying myself
as b o th "q u eer" and "A sianA m erican " h ere at Stanford.
However, my Stanford experi­
ence has ta u g h t m e th a t the
racism and hom ophobia
in American soc

S

shops, socials, and dances, the norm of whiteness
m arks us as "O th er", renders us invisible, and
commodifies us as exotic. Two communities claim us
and reject us simultaneously because of racism and
homophobia. The gay com m unity and the ethnic
communities welcome you on paper, but exclude
you in person - that is the ultimate dis-orientation.
The silence of the closet and the history of racial
oppression both bear heavily on the shoulders of
queer people of color. Our very existence forces the
dom inant culture to reconsider how community is
defined. These unspoken definitions reserve queer­
ness for the "white middle-class" and equate ethnic­
ity w ith "heterosexual C hristian m en." Stanford
University assigns its students a label, an identity,
and an occupation, but dominant discourses lack the
vocabulary to discuss queer people of color. Unlike
straight people of color and white queers, we do not
have the "privilege" of making opposition
to racism or hom ophobia
the center of our

Queers of Color
ety at large still
operate on our campus to make
Chester Day & Shin-Ming Wong
m any queer people of color
uncomfortable with their sexual­
ity or racial identity.
political, social, and cultural identities. We view
Dis-orientation is a common racism and hom ophobia as different sides of the
experience for queer people of same struggle, our lifelong struggle to recognize
color here at Stanford. W hen and end all forms of discrimination.
ethnic groups "orient" us, we
We refuse to choose our cause, accept our label,
often feel like the only non-het­ com prom ise o u r values, rank our p riorities, or
erosexual in the community. At quantify our multiple identities. Marginalization is a
their conferences, dinners, and qualitative experience, one that cannot be measured,
parties, compulsory heterosex
homogenized, diluted, packaged, or explained.
uality erases our iden­
We in h ab it hostile b o rd e rla n d s at the
tities an d ign o res
intersection of race, sexuality, class,
believe
in
our issues. When
gender, disability, and nationality.
redemption, just
queer
groups
We d e m a n d a space th a t crosses
as
I
believe
in
the
"orient" us, we
boundaries, that defies categoriza­
nobility
of
the
despised,
often feel like
tio n , d e stro y s ste re o ty p e s, an d
the dignity of the out­
the only n o n ­
celebrates diversity.
cast,
the
intrinsic
honor
white person in
Diversity at Stanford is not about
among misfits, pariahs,
the community.
dividing the Stanford com m unity
and queers.
At their w ork­
any further. Instead, the goal of diver­
D oro th y Allison

sity is to make all students comfortable

w ith them selves and welcome
in any com m unity w ith which
they choose to identify. As queer
people of color we are not help­
less victims - we have agency
and bear some responsibility for
the state of our marginalization.
A ctively crossing b o u n d aries
and forcing the LGBT CRC and
ethnic com m u n ity centers to
accept us in their m idst is part
of our ongoing struggle to make
Stanford safe for queer people
of color.

<1

and religion. This equality extends beyond mere
equal protection under the law, which does not and
can not m andate social change. This equality is not
a bourgeois luxury, but a protection from tyranny.
A society fractured along a thousand demarcations
and loyalties is w ide open to being exploited (a
time-honored tradition).
Diversity at Stanford is not about dividing the
Stanford community any further. Instead, the goal
of diversity is to make all students comfortable with
themselves and welcome in any community w ith
which they choose to identify. As queer people of

Part 2:

t hom e, I am Chinese, in
Stanford I am Asian, in
China, I m ight be C antonese.
Race m arkers d a rt about and
vary in their absoluteness. The
arbitrarily defined racial groups
we are identified w ith each
encompasses cultures, ethnici­
ties an d h isto rie s so d iv erse
that there's no reason to take
classifications b ased on race
seriously. People still do.
Activism and identity have
conveniently been classified into
various categories of opposition
to a presumed norm. Disorienta­
tion occurs w hen one is forced
to choose between two or more
"identities," each of w hich is
affected by a particular aspect
of discrimination.
We do not have the "privi­
lege" of focussing on one pre­
defined issue alone. We have an
impetus, therefore, to realize that
all forms of discrimination share
a common origin and essence,
an d th a t w h a t is of u ltim a te
im p o rtan c e , w h a t w e are all
responsible for, is equality for
every person regardless of color,
language, sex, gender, national­
ity, disability, sexuality, wealth

A

wmw
twm à

am m m s
■ mmm

/

fm
i m

pmnmài

color we are not helpless victims - we have agency
and bear some responsibility for the state of our
marginalization. We can help make Stanford a safe
space for all. >
subscribe to Queers o f Color Coalition a t
queercolor@lists. stanford, edu
B la ck & Q ueer a t S ta n fo rd - su bscribe blaqslist@ lists
L a Fam ilia - subscribe fa m ilia@ lists
Q&A (Q ueer a n d A sia n P a c ific -Isla n d e r) subscribe q-an ew s@ lists
Queer N ative A m ericans - siouxS2@ stanford.edu

The End of Latin
American
Sabrina Fernandes and Dana Gundling
Studies

^ ^ ^ ^ r ig in s and
socio-political situa-

A:

t the end of
LNovember,
2001, Stanford adm inistrators
informed students in the Latin
Am erican Studies program at
Stanford that the degree-grant­
ing status of the program had
been canceled. We strove to
find so lu tio n s b u t w ere to ld
it w as too late; th e d ecisio n
w as already final. We asked
ourselves w hy we had not been
in clu d e d in a
decision-m ak­
ing
process
th a t w ill p ro ­
foundly affect
our
educa­
tional ex p eri­
ence at Stan­
ford.
This
is a university
that constantly
ad v ertise s its
commitment to
a
diverse
undergrad­
: o re w o rd h \
uate education.
B ringing top
visiting schol­
ars like Edu­
ardo Galeano, LAS has created a
diversity of courses and oppor­
tunities concerning Latin Amer­
ica th at no oth er p ro g ram or
departm ent at Stanford has
done. A program that enables
stu d e n ts to becom e aw are

tions of over half of California's population has
been denied its most im portant status. A program
that builds community and creates an environment
of intellectual rigor, challenging students to further
examine problem s that deeply link us to the rest
of the Americas, has been deem ed academ ically
unfit.
Why does Stanford advertise a desire to
diversify its faculty then w eaken a program that
has a high percentage of minority faculty? Accord­
ing to the university, the Latin American Studies
program lacks sufficient affiliated tenured faculty
to ad v ise en ro lled stu d e n ts. The p ro g ram has
been underm ined by policies that in general are
known to favor non-minority men.
More broadly, regional and ethnic
studies have greatly contributed
to understanding American com­
munities and the constantly evolv­
ing w ork of m u ltie th n ic social
ju stice. U n iv e rsity -le v e l stu d y
and research of ethnicity and race
are critical towards achieving the
decency of a tolerant society and
h av e an in te lle c tu a l h isto ry of
asking disturbing questions about
the u n b alan ced d istrib u tio n of
reso u rces u n d e r th e A m erican
economic system. Equally im por­
tant, ethnic studies represent a re­
orientation of university curricula
away from Eurocentric preoccupa­
tions. It has provided a new and
invaluable forum for communities
th a t h av e b een d e n ie d voices an d in te llec tu al
legitimacy.
Moreover, the decision to de-legitim ize
LAS does not bode well for other area studies and
program s whose focuses are not consistent with the
university's conservative agenda. W ho's next on the
chopping block? Consider the long, hard struggle
Comparative Studies in Race and Ethnicity fought to
become a program, not even a department.

Women Defending Oersefwes has been leaching physical self defense and assertiveness training since 1985, Take a class! wdo@wdo,org

The decision to terminate the BA and MA
degrees of LAS w as clearly u n d em o cratic and
a c ad em ically reg ressiv e. Before th e n ex t area
stu d ies p ro g ram is sim ply term in ated w ith o u t
clear com m unication to the potentially affected,
the u n iv e rsity w o u ld do w ell to reev alu ate its
p ro ced u res and overall a ttitu d e to w ard s areas

The law discriminates against rape victim s
in a m anner that w ould not be toler
victim s o f any other crime. In the fblloxoi
example, a holdup vicitm is au
similar to those usually asi
urvi
o f rape.

"Mr. Smith, were you held up
point on the corner of Mayfi
Campus?
"Yes."
"Did you struggle w ith t]
"No."
"Why not?"
"He was armed.
"Then you made a consc:
decision
to com ply w ith his de:
than to resist?
"Yes."
"Did you scream? Cry out?
"No. I was afraid."
"I see. H ave you ever b
before?"
"No."
"Have you ever given money away?"
"Yes, of course—"
"And did you do so willingly?"
"W hat are you getting at?"
"Well, let's put it like this, Mr. Smith.
You've given money away in the past—
in fact, you have quite a reputatio n
of philanthropy. How can we be sure
that you weren't contriving to have the
money taken from you by force?"
"Listen, if I w anted—"
"N ev er m in d . W hat tim e
did this holdup take
place,
Mr
Smith?

studies. Latin American Studies
m ust be reinstated as a major
and masters degree immediately
if the university wishes to show
a true commitment to students'
needs and academic rigor. >

"About 11pm."
"You were out on the streets at 11pm?
Doing what?"
"Just walking."
"Ju st w alk in g ? You k now th a t it's
dangerous being out on the streets that
late at night. Weren't you aware that
ou could have been held up?"
I h ad n 't thought about it."
"W hat were you wearing at the time,
Mr. Smith?"
"Let's see. A suit. Yes, a suit."
//A


An expensive suit?
"W e ll-y e s."
"In other words, Mr. Smith, you were
walking around the streets late at night
in a suit that practically advertised the
fact that you m ight be a good target for
some easy money, is that so? I mean,
if we d id n 't know better, w e m ight
think that you were asking for this to
happened, m ightn't we?"
"Look, can't we talk about the past his­
tory of the guy that did this to me?"
"I'm afraid not, Mr. Smith, you
w o u ld n 't w ant to violate his rights,
now, w ould you?"
Want to get involved? Contact CASA
(Coalition A gainst Sexual
A s s a u lt), care o f the
W o m e n 9s
Center:

Did
You Scream?

the "Rape" of Mr. Smith

ke sides. Neutrality helps the oppres-, never the victim. Silence encourages
5 tormentor, never the tormented.

In spring 1999 Stanford students joined students ,
professors and community members from around the
Bay Area in support of six hunger strikers who were
protesting UC Berkeley's attempts to severely cut its
ethnic studies department. In the end Berkeley
agreed to student demands.

You Know
Enough to ACT

that was repressing indigenous
dissents in Indonesia through
to rtu re and m ass executions.
A udience m embers w anted to
know details about Indonesian
environmental law. The search
for total information can become
a w ay for people to discredit
th e ex p ertise of the activ ist,
rather than simply to make an
informed decision.
We assume that we can stay
neutral until we reach the per­
fect decision, but that night at
Berkeley illustrated to me how
impossible it is to avoid taking
a side. The

p o lic e
clearly
Oeindrila Dube & Sarah Eisenstein
did not
w
ant to
fter getting arrested for
p e a c e fu lly p ro te s tin g th e a rrest stu d en ts. They kep t
cuts in UC-Berkeley's Ethnic Studies departm ent, saying, "We d o n 't know any­
we returned to cam pus eager to bolster Stanford thing about Ethnic Studies;
students' involvement in the protests. While m any w e're neutral." This neutrality
joined us, m any more responded with skepticism. seem ed odd as they dragged
They w anted to know precise budgetary outlays peaceful protestors away in
pain-holds and
for both Ethnic Studies and other
handcuffs. Yet
departm ents at UC-Berkeley, Stan­
their response
ford, and other universities. They
rem inds us of
w anted ratios, percentages, costs,
w hat we often
enrollment figures, names of classes
hear Stanford
being dropped, and nam es of
st ud en ts
re tirin g p ro fesso rs. W hile th ey
saying w hen
approved of our decision to sup­
asked to sign
port the Berkeley students, nothing
petitions or go
short of a PowerPoint presentation
to a rally: "We
w ould have convinced them to go
don't
know
to the dem onstration themselves.
anything about
We students learn this skepti­
your cause; we
cism through the academic environ­
don't have any­
ment. We learn that taking a strong
th in g a g ain st
stance on an issue m eans we are
your
cause;
missing important information. For
w
e're
neutral."
example, in the fall, a presentation urged Stanford
A n in d iv id u a l's c o m p li­
to d iv e st from an A m erican m in in g co m p an y
ance w ith an unjust system can

A

conflict his or her in dividual,
hum an responses. Officer Torres
cut off our handcuffs after he
saw that our hands were swollen
and discolored. People on the
other side are not the enemy, but
hiding behind the complexities
of a situ a tio n does n o t g ran t
a m agical shield of neutrality.
In ste ad , claim s of n e u tra lity
are an excuse an d a w ay of
avoiding truly learning
about the issue.
We are not
arguing
that
people sh o u ld
act
w ithout
th in k in g , b u t
rather, realize
that not acting
is a form of activ­
ism th at p e rp e t­
uates the existing
im balance of pow er.
This realization is em power­
ing, but it is also demanding. It
requires us to grapple with the
inform ation th at we do have.
This dem and is one of the rea-

sons we believe so strongly in Ethnic Studies. So we
hope that w hen someone asks you to commit to a
cause you will evaluate the available evidence and
make an engaged and conscious decision —and that
you will then continue to learn. >

You
don't know
everything,
but you know
enough to
act.

John M anley

f liberal donors offered Stan­ come and go: the Republican cause continues.
ford m illions of d o llars for
W hen the co n tradiction betw een H o o v e r's
a F ranklin D elano R oosevelt m ission and the U niversity's has been exposed,
Institution on Social Justice H o o v er's defenders have resorted to a num ber
that would push liberal causes, of d isin g e n u o u s arg u m en ts. O n the one h a n d ,
w ould Joe Stevens the Univer­ Hoover touts itself and raised millions of dollars as
sity take the money?
a leading conservative think tank. When challenged,
Before you say "No" - the defenders say not everyone at the Hoover agrees
University's professed values of on everything: there are even some Democrats on
nonpartisan, nonpolitical, and the roster!
objective research are incompat­
H oover's own mission statement declares that
ible with policy advocacy - con­ the "In situ tio n is not, and m ust not be, a m ere
sider the H oover In stitu tio n . library," but rather a dedicated proponent of the
Hoover is widely regarded as a action, except where the local government, or the
leading conservative think tank, people, cannot undertake it for themselves". Small
b u t the direction of H o o v er's w onder that Hoover Director John Raisan claimed
bias does n o t
a large share of the credit for Newt
matter. That fact
Gingrich's Contract with America,
people on
that it has a bias
heralded the 1994 Republican take­
is the problem.
over of C ongress, ad m itted th a t
are Hoove*
Why
did
only generally conservative scholars
o u tg o in g P re s­
"fit well" at Hoover, and appointed
id e n t G erh ard
Gingrich a D istinguished Visiting
; include
C asper declare
Fellow.
the Hoover "of"
Basic policy research is not the
and not just "at"
only activity at Hoover. Policy advo­
Perry, Th
Stanford? Surely
cacy - p o litic a l p ro p a g a n d a - is
not because the
an integral part of the Institution.
Hoover gave the
In 1998, H oover's op-ed program
President a nice
placed nearly 600 pieces and col­
office w ith a view. H o o v e r's um ns in new spapers and periodicals. The Hoover
former director, W. Glenn Camp­ Digest, publishes Hoover material in an accessible,
bell, came closer to the m ark reader-friendly format. H oover's television show,
when he told the New York Times: "Uncommon Knowledge," is broadcast by some 80
"The average donor ... is con­ stations covering 57 television markets in 29 states.
servative: that's w hy Stanford A Media Fellows Program cultivates good relations
would be foolish to sever its rela­ w ith journalists by bringing selected reporters to
tions w ith us." H oover's politi­ Hoover for stays up to three months. The Hoover
cal role gained notoriety w hen Institution Press rounds out Hoover's "educational"
the Institution boasted that it efforts.
was Ronald Reagan's favorite
N ot only does H oover do all this aided by
think tank, a well-documented the good nam e of the University, the U niversity
claim that probably enhanced connection means Hoover enjoys tax-exempt status
H o o v e r's fu n d ra isin g . M ore as a Section 501 (c)(3) "public charity." The Board
recently, th e New York Times of Trustees has m ade its backing of the H oover
noted a "particularly heavy rep­ clear. For people who do not believe that such an
resen ta tio n from the H oover institution should be connected with a university Institution" am ong George W. and enjoy tax deductible contributions as a result B ush's a d v iso rs. C a n d id a te s this may be a fruitful source of change. >

I

t has taken me nearly all of my
time here to find peace at this
university — to find my "niche",
a space th a t v a lid a te s m e, a
course that gives me moments
of joy in between stresses. It has
not been easy, and I'm not sure
I'd do it over again if I could
choose to.

I

I have a feeling that many
other students here go through
sim ilar experiences as I have:
you get to college, aw ay from
your family for the first extended
period of time, you begin to find
out your own answers that may
contradict the w orld you came
from. Then you realize things
about your fam ily you d id n 't
see before. And then, one night
w hen you are making out with
a date, you start to cry — and
then cry harder — as they are
kissing your chest. And then you
realize that while you are crying
and shaking you feel like you
are five years old and your date
isn 't your date anym ore b u t
som eone from your
past, molestyou.

D ealing w ith the re-discovery of the sexual
abuse committed on me by my father has been my
greatest difficulty during my time here.
I know my experiences are shared — I have
met enough "others" to be convinced that there are
many of us. It is unfortunate that this topic is usually
so surrounded by silence. If 1 in 6 of us experience
this as a child, as the statistics say, then I know that
you others are all around me.
The hardest part in dealing with this has been
finding support here. Most friends aren't comfort-

able sitting w ith you as you are having a flashback
and crying out that you think that you're going
to die. And it's hard to lie to take sick days to get
extensions on papers, telling professors you're just
not feeling well w hen the fact is you're exhausted
because the flashbacks come every week w hether
you w ant them to or not. It's self-negating to have
to memorize in HumBio the reasons for the "incest
taboo" w h en you are th in k in g , "W hat taboo?"
Haggling w ith financial aid trying to convince them
that your parents aren't supporting you financially
anym ore and coming up against their response:
"You can't count as financially independent until
you are 26..." Working 20 hours a week while in
school to pay for it, while at the same time exhausted
from the "healing process," and still m anaging
B's in class...
I think we survivors have a lot on our plates
here at Stanford.
These are things that have been godsends to me
here at Stanford: the Disability Resource Center; the
YWCA in Palo Alto (sliding scale counseling); the
Rape Crisis hotline (for those long nights w hen you
are feeling so down) 650-493-7273; Tori Amos
music; my friends. These things have
me hope. >

Survivors

Takeover

Justice
and Hope is a
comprehensive history of
the Black Student Union and the
events that led up to its inception. Borrow
a copy from the Black Community Services Center.

akeover '89 was the result of months and years
of frustratio n and anger at the slow pace of
change and the low priority given to the concerns
of students of color. On May 15, 1989, that anger
exploded.
At 7:40 a.m., more than sixty Black, Chicano,
A sian-A m erican, N ativ e A m erican, an d w h ite
students took over President K ennedy's office to
dem and action on a long-standing list of dem ands
relating to multi-cultural life at Stanford. After hold­
ing the office all day, fifty-four students, including
several members of the BSU, were arrested. Local
journalists and campus adm inistrators commented
that the protest was unlike anything they had seen
at Stanford since the 1971 Hospital sit-in.
The takeover created an extremely volatile and
tense situation that presented both great dangers
and tremendous opportunities for change. Its impact
will be felt for
years to come.

T

from Justice and Hope

One m onth
shy of the en d of
the school year, all they had
received for their efforts were
detailed explanations of budget
restrictions and comments such
as "A sian A m ericans h a v e n 't
been in America long enough to
m erit an academic discipline."
Chicano students had been
struggling since 1987 to have
d em o cratic d ecisio n -m ak in g
and control over their center,
El Centro Chicano. W hat was
supposed to be a center for the
Chicano community where stu­
dents could come and hang out
with their broth­
ers and sisters
in a com fort­
able and rein­
Background
forcing
en v i­
Information
ro
n
m
en
t
h ad
The ro o ts
become
just
of the takeover
a
n
o
th
e
r
U
n i­
stretch far back
versity
b
u
ild­
into the history
ing
where
of stu d en ts of
white sorority
color at S tan ­
meetings
ford. For all
sometimes
of
the
displaced Chi­
p a r tic ip a n ts ,
cano
students.
the decision to
BSU protest, circa 1970.
The
University
take the build­
had prom ised
ing stemmed from extreme frustration at Univer­
to provide a full-time assistant
sity intransigence and inaction on very key and
dean for the community, but had
im portant issues. A sian A m erican stud en ts had
m ade no progress on the issue
been working to create an Asian American Studies
after an en tire year. M EChA
Program at Stanford since 1972. They spent the entire
determ ined that another year
1988-89 school year circulating petitions, w riting
could not end w ithout a breakletters, meeting with administrators and committees,
and trying to affect the U niversity bureaucracy.

Introduction...............................................................2
Who Is Our Faculty?................................................ 4
The Heterosexual Questionnaire........................ 5
We All Live in a Knowledge Factory................. 6
Chicano Students Go On Hunger Strike!
8
Home is me................................................... 9
Student Voice: Privilege or Right?........... 10
Lessons from the Fight......................... 11
Think About It....................................... 12
South Africa and Stanford............................ 13
Welcome from United Stanford Workers................14
The Campus Fair Trade Movement....................................15
Poverty at Stanford.................................................................... 16
After 30 Years: CSRE......................................................... 17
Stop the Attack on Youth!........................................ 18
Why Asian American Studies Matters............20
Supermodel minority.............................21
Everyone Has the Right to an Educa­
tion.......................................... 23
We Wear Red for the Blood
He Shed....................24
Stanford Anti-War
Movement,
1966-69.............. 26
Health Care With Harm
28
Making Stanford Sustain­
able......................
29
Queers of Color...................30
The End of Latin American
The "Rape" of Mr,
Smith. ..33

Studies
You Know Enough to
Act....................................34
Stanford's Shame: The Hoover
Institution........................................... 36
Survivors................................................... 38

Takeover'89..............................................39
How Much Is Your Time Worth?..................44
Unsung Heroes..............................................45
Military Academic Complex......................... 45

Tenure: Academic Freedom for White Men...46
Lessons from Seattle.................................... 48
The Other Palo Alto...................................... 50
Survival of Grrl Mama at Stanford..............52
The End of the Grape Boycott.................... 53
The Two Stanfords................................. 54
Fight War, Not Wars........................ 55
September, Tuesday Morn­
ing.........................
55
Fear and Loathing in
CA..................56
SUCCESS!
^

WL&

After 25 Years on
the Farm.................... 57
1
The Women's Center is
Funded................................... 58
Pilipino AmericansatStanford Uni­
versity.........................................59
Students Unite to Fight Subcon­
tracting..................................60
Unpacking the Knapsack
of White Privilege.......... 61
The Fight for Community Cen­
ters...........................................66
Finally, Diversity in the Arts
67
A Letter to My Sister............................ 68
Foreign Body............................................. 68
Before the Tree.................................................70
Support Community Organizations and Earn
Money!........................................................................... 71
$8,500,000,000.00................................................................. 71
Know Your History (or be doomed to repeat it)......................... 72
Hate Crimes at Stanford........................................................ 73
Seeing the Connections.................................................. 74
People to Meet.........................................................76
^
1

The Hierarchy of the University.............................77
Places to Start........................................................ 78
Visit http://seas.stanford.edu/diso for longer versions
of some of these articles, as well as online versions
of older guides. To verify facts, talk to the authors,
check the library, or go online. (There are too many
good websites to list.) And remember, please
share this Dis-0 with friends!

-flWÍRT THE

through in their efforts to give control of the center
back to the community.
N ative Am erican students had struggled for
years as an "invisible m inority." O nly w ith the
dem onstrations during the Rainbow A genda did
they achieve significant progress on staffing issues,
but they still lacked Native American Studies or even
a Native American history professor. The alienation
of those students was com pounded by the annual
indignation caused by the attem pts of alum ni to
resurrect the degrading Indian mascot. For Native
Americans, the issue was basic respect.
The Black students w ho particip ated in the
protest had sim ply h ad enough. As Fannie Lou
H am er used to say, they were "sick and tired of
being sick and tired." Many were freshmen who had
w atched as racist incidents occur and go u n p u n ­
ished while the University proclaimed its commit­
ing racist speech u n d e r
m ent to protectF irst A m en d m en t,
the banner of the
tio n h a d tak en
The administrathe M andate for
no actio n on
Black faculty had
Change.
No
v alued
Black
been
hired,
staff
members
faculty
and
and Kennell Jackwere leaving,
Afro-American
son, Chair of
announced
Studies,
s te p p in g
th a t he w as
d o w
he could

get adequate U niversity su p ­
p o rt. The rig h t of Black s tu ­
dents to obtain an education free
from racist harassment seemed
to h ave becom e a seco n d ary
concern, and the Black protest­
ers were determined to put the
struggle against racism at the
top of Stanford's agenda.
Dozens of w hite students
also risked th e ir academ ic
careers to support Supporting
the issues of the stu d e n ts of
color, they also fought for more
financial aid, increased funding
for teaching assistants, greater
democracy in decision-making,
and more relevant classes.
By mid-May, the patience of
Stanford's students of color had
run out. A coalition, the Agenda
for Action Coalition, w as cre­
a te d , an d sh o rtly th erea fter,
business as usual came to a
halt at Stanford. The takeover
w as tum ultuous, chaotic, and
very, very pow erful. Like any
risky venture, it was full of both
danger and opportunity.
The action was dangerous
because the potential con­
seq u en ce—arrests and
expulsion—were great.
The
U niversity
response to Take­
o ver '89 w as sw ift
and severe. From the
early hours of the
occupation, the admin­
istration asked no ques­
tio n s ab o u t the d em a n d s
an d refused to negotiate.
In ste ad , th ey th re a te n e d the
protesters w ith felony charges
and expulsion from the Univer­
sity, and called out the Santa
Clara County riot police w ho
proceeded to arrest dozens of
Stanford students later that
day.

\

After the protest, the hard
line response continued into the
early stages of the disciplinary
process. A dm in istrato rs from
the Office of Vice-President and
General Council openly talked
about how the expected penal­
ties to result from the process,
an d p ro te s te rs w ere w a rn e d
at a d o rm p ro g ra m th a t any
comments m ade could be used
against them. After questionable
disciplinary proceedings, eight
students w ere singled out for
"especially egregious" charges
even though the offenses were
never specified. In the ultimate
irony, all four of the students
from Ujamaa who were arrested
in the protest were charged with
the "especially egregious" viola­
tions in their action to protest
racism while the perpetrators of
racist acts in Ujamaa in October
h ad n o t b een ch arg ed u n d e r
the sam e U n iv e rsity code of
conduct (the "especially egre­
gious" charges were eventually
dro p p ed and all the stu d en ts

were treated equally in Stanford's internal disciplin­
ary process receiving seventy-five hours of com­
m unity service).
Stanford's history has shown that the greatest
strides tow ard change have come about as a result
of protests led by students of color. From the BSU
taking the mike in 1968 to the Rainbow Agenda sit-in
to the CIV victory, Stanford has m oved forw ard
only at the insistent urging of students of color. The
takeover provided another such opportunity. Since
the nature of the action was on a scale not witnessed
in almost two decades, there was excellent potential
for making breakthroughs.

ripatinj
*ting a new cliM artin Luther
ative tension
becam e

(99-00)

You Earn 250
($ /H o u r) 200

I f your jo b

NXN^VxsN\>
X
Sw



% '4 L

Quick
1) W hat is the name of the person
who cleans your dorm 's halls and
toilets (no sharing answers now...)

7) Can a Stanford janitor raise a
family on $8.04/hour?

2) Have you ever talked to her/him ?
3) How m uch does s /h e earn?
4) How m any children does s /h e
have to support on that salary?
5) W hat is the average cost to rent
a one-bedroom apartm ent in Santa
Clara County?
($1,100 per month)
6) W hat is the federal poverty line for
mily of four?
6,895 per year )

8) Have you ever left a mess in your
dorm 's common area for the house
cleaner to deal with?
9) Have you ever heard someone use
a worker as the butt of a joke? And
were you offended?
10) Have you ever signed a petition
or attended a rally in support of
Stanford workers? ...Come join us!

How
Much Is
^
Your Time Worth?

subscribe labor-slac@lists

Unsung Heroes

ou have no
doubt heard about the
m any business and technology
"entrepreneurs" that have sprung from
the hallow ed halls of Stanford. But little m en
tioned are the m any other initiatives and programs
that students have started to promote social change
and the common good. It would be impossible to list
them all, but here is a sampling of some of Stanford's
more inspirational entrepreneurs:

Y

• Chris B isch o f founded E astside
paratory School in East Palo Alto
• Steven Chen ('96, medic,
ical school '00)
of P ub lic Service
idical Scholar!
(PR ISM S) a n d al
la tiv e classes
students.
• M agda E scobar
Plugged-In, a c<
in East Palo Alto
• Rob G itin and Taj
C rosroads, a street
pport program
San Francisco.
ppillgl
• Prija Haji founded Free at Last
st, a communit
based program providing culturally appropri­
ate treatm ent program s, residential services
and support to th ose dealing w ith addiction,
incarceration, and fam ily breakdown.
• Kris H ayashi and C harisse D om ingo h elp ed
fo u n d Youth U n ite d for C o m m u n ity A ction

Cody Taylor
(YUCA),
youth-of-colorled environm ental jus­
tice organization during the
m id '90s.
I C arolyn Laub sta r te d th e
Area Gay- Straight A lli­
ance N etw ork, a youth-led
organization that connects
school-based G ay-straight
es to each other and
com m unity resources,
aras co-founded Stanilipino American StuU nion and founded
Project PULL
Reyes founded W om en
r Change.
Steve W illiam s fo u n d e d
POWER, People O rganized
to Win Em ploym ent Rights,
an o rg a n iz a tio n of low and-no wage workers includ­
ing workfare workers.

The milita
ons devel
for robots
ronm ents

university
90% of tl

3 urban e vi-

3d because
atio n aiza on
of Defe
Alliance
m ost p<

ollowing seven years of teaching at Stanford,
tenure candidates undergo a many-tiered pro­
cess of evaluation beginning w ith a vote by their
academic peers. If found to be a promising leader
in their field, the candidate is eventually appointed
associate professor"without limit of time." However,
the Provost, President and other adm inistrators
can and do deny ten u re even to faculty w hose
departm ent unanim ously approves it. If refused
tenure during any stage of the process, they m ust
leave Stanford.
The stated purpose of tenure is to shield
.aca d emic freedom from p o litical an d
Ldmin is tra tiv e stra in . H o w ­
ever, the

F

the limelight. Recently, public
attention has su rro u n d ed the
cases of Karen Sawislak, a his­
tory professor and specialist in
A merican labor history; Akhil
Gupta, an anthropology profes­
sor whose focus of study is post­
colonial societies; and Robert
Warrior, a Native American pro­
fessor. All of these instructors,
though highly esteemed within
their respective fields, were ini­
tially denied tenure for no spe­
cific reason. Another professor
given recent attention is Sharon
Holland, an African American
professor, w ho in

Tenure:
Academic Freedom for
White Men
Irene Hsu
c u rre n t h irin g an d
tenure practices at Stanford are creating
and sustaining an elite cohort of white males with
job security and no m an d ato ry retirem ent. It is
extrem ely difficult for p eo p le w ith in n o v ativ e
research interests and priorities outside the normal
range of subjects to get tenured.
Several controversial cases regarding discrimi­
nation in the tenure process have p u t Stanford in

d istru st of S tan­
ford's tenure process,
left in 1999 — one
year before her tenure review
began.
As outlined by the Wom­
en's Coalition for Gender Equity,
there are three "costs" to Stan­
ford while gender (and racial)
inequity exists within its faculty:
"a lessened field of intellectual
diversity, as women often spe­
cialize in new areas of scholar­
ship, which, in turn, are under­
represented at the University;
a failure to tap the entire talent
pool of available faculty; a more
difficult en vironm ent for the
limited num ber of women fac­
ulty who are at Stanford. These
women shoulder disproportion­
ate burdens of service and advis­
ing."
The culture in academ ics
h o lds conscious and subcon­
scious biases that lead primarily
w hite male faculty and deans
to perceive women and people
of color as in a p p ro p ria te for
tenure. In addition, the tenure

process discrim inates against
scholars w hose research "is h ire d an d te n u re d p ro fesso rs? W hy are th e re
so innovative that it threatens not enough fem ale and m inority candidates for
established work"; female and professorships in some fields? A large part of this
nonw hite professors are more problem is due to the lack of institutional support for
likely to do such pion eerin g , women and people of color in academia. Would-be
progressive research.
candidates for professorial positions are discouraged
In addition, w ith fewer
w om en and nonw hite faculty
L&fmmtrwmAu,
to begin with, each is likely to
W B H -m m sm L O a
be ap p ro ach ed for advice by
K m m m of m law
more students than white, male
Ô F M m ttT Y Pimm?/
faculty Women and non­
white faculty are also
more often asked to f
White
serve on commit­
T student: white 1
tees than others.
faculty ratio at Stan­
Hence, the time
ford: 2 3:1
and reso u rces
Hispanic student: His­
of minority and
panic faculty ratio at
female faculty are
i
Stanford:
J
spread
thinner
14 9:1
than those of their
m í, MSTÍC5,
peers, causing them to
tmimr
of axmef
mmm
have less time for research.
MM?
\
Yet m en to rin g , teach in g and
service are given little or no
value in the tenure process.
A ccordin g to the u n iv ersity ,
other factors that prevent equity
are: 1) low turnover rate of Stan­
ford faculty (less than 2 percent
per year); 2) low representation
of w om en and people of color
early on from p u rsu ing a professorship because
in applicant pools in some dis­
they observe the university's lack of commitment
ciplines.
to diversity at best — and outright harassm ent at
While these factors certainly
worst. It is a cycle of discrimination that m ust be
contribute to the lack of tenured
attacked on all fronts at once: by providing resources
minority and female faculty, we
for diversity program s at the undergraduate, high
m ust not allow the university to
school, even elementary school level; by making a
use them as excuses to do noth-

.

\

1997, 41 %

meering had either

ing to improve faculty diversity.
We need to ask why, even in
those fields in w hich w om en
receive the majority of PhD's, are
they not the majority of newly-

.

/

both the
Of Hu
R hired or NEVER promoted a

nces a
assistan t

commitment to m entoring junior minority faculty;
by publicly and aggressively working to eliminate
the atmosphere of discrimination that runs ram pant
in academia. As students, we need to organize and
agitate until our university does its part. >

t is N ovem ber 30, 1999, the sibly more than any other nation from economic
beginning of Dead Week. I'm globalization; the situation is far worse elsewhere.
not studying. I'm
We're here because the raison d'etre
not even procras­
of the WTO is simply to remove "bar­
tinating. Instead,
riers to trade", be they subsidies
I — along w ith
supporting local farmers, laws ban­
II other Stan­
ning gasoline additives shown to
ford students, 12
contaminate drinking water supplies,
Stanford w ork­
state and municipal purchasing poli­
ers, and about
cies against doing business w ith
75,000
other
notorious hum an rights violators,
people — am
labels telling consumers whether their
standing in the
clothing was made in sweatshops or
street
in
whether their beef is hormone-treated
downtown Seat­
— all of these would be WTO-illegal.
tle, with a hood
The WTO allows countries to chal­
on my head to
lenge (on behalf of their corporations)
keep the drizzling rain off and
other countries' national or local
a bandana over my nose and laws; if the WTO rules that the law impedes
mouth to keep the tear gas out. trade, the offending nation
That's right — we are protesting m ust
the World Trade Oronization

I

Lessons from Seattle

(WTO) ministe­
rial, supposed to take place in
Seattle beginning today.
Why are we here? We're here
because unfettered economic glo­
balization has widened the gap
between rich and poor in the U.S.
and throughout the world. From
1975 — when global liberaliza­
tion of trade and investment
first started accelerating — until
1993, the Gini coefficient (a stan­
dard economic measure of income
inequality) rose by more than
14% in the U.S. During this same
period, the average income of
the top 5% of households rose by
44.2%, while the average income
of the poorest 40% fell by 2.7 3.8% and the average real wage
fell by 11% (yes, the average real
wage is less today than in 1973).
And the U.S. has benefited pos­

Louise Auerhahn

the law or
face severe
economic penalties. Thus far, in every case in
which corporations have challenged environmental or
public safety laws, the WTO has ruled in favor of the
corporations. The WTO's next priority is privatization
of public services including education, health, welfare,
social housing, and transport. According to the U.S.
trade delegation, "The United States is of the view

A

t a iæ

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<T0DAY„, O.K. HONEY,...

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HERËS YoüR LUNCH
- B E CAREFUL IN T HE
FACTORY TODAY... O.K.
.

HONEY...

>

th at com m ercial o pportunities
exist along the entire spectrum of
health and social care facilities,
including hospitals, outpatient
facilities, clinics, nursing homes,
assisted living arrangements, and
services provided in the home."
We're here because the WTO
is fundamentally anti-democratic.
Though theoretically run by con­
sensus, in practice agendas are
set and most decisions are forced
through by a few pow erful coun­
tries, while representatives from

it. I d o n 't think I really believed th at until I came
to Seattle. The system is too strong, I'd learned, for
grassroots struggles to succeed on that scale. The most
you can hope for is to attract m edia attention to an
otherwise ignored issue.
Well, we did attract media coverage (distorted as
it was) but we did more that that. The initial talks for a
new WTO round, scheduled to happen today in some
of the buildings we are surrounding, did not happen.
By the end of this week, the U.S. proposal for a new
"m illennium ro u n d ' of tariff reductions w ill break
dow n completely. To p u t it simply — we won.
Of course, Seattle, and all the other anti-corporate
protests that followed, are just a beginning. Protests

Pmmmm
nations of the Global South (a.k.a.
the Third World) have little or no
voice. But even if this disparity
could be elim inated, the WTO
still w o u ld rem ain com pletely
unaccountable to nearly all the
people whose lives are affected
by its actions. Because the people
of a member nation have no voice
w h atso ev er in the WTO; only
the n a tio n a l g o v e rn m e n t can
speak. A nd in m atters of trade,
most national governments (U.S.
included) represent the interests
of their largest corporations and
their wealthiest citizens, not the
interests of their populations.
But m ost of all, w e're here
because we can do something about

can only accomplish so m uch w ithout other, longerterm strategies, and corporate dom inance/capitalism
is only one of m any intertw in ed roots hold in g up
the dom inant institutions. But it w as an incredible
beginning, the "m ovement" at its best, showing w hat
ordinary people can accomplish together. The police
may beat and gas you; the m edia m ay portray you
as crazy, ignorant, or ju st looking for trouble; the
politicians and other "leaders" may try to co-opt you;
but stick together, stick to your principles, d o n 't let
them tell you it can't be done, and you can do it.
Of all the speeches about globalization and unity
that I heard that day, the best one was shouted w ithout
a sound system while we were sitting in the street and
was only six w ords long:

"We shut down the WTO today!"
subscribe global-econ@lists

t is easy to ignore w hat we cannot see. In Palo Alto,
where the m edian price of a home has soared to
$1 million, the homeless are difficult to find, and are
marginalized economically and socially. The heavy
stigm a does no t, how ever, m ake hom elessness
illegal; the only w ay to keep them concealed is
to render aspects of their daily lives illegal. Their
presence would otherwise force cities to address the
roots of the problem, taking time and resources away
from the housed and more "deserving" members
of the community.

I

term "homeless" was not coined until the
1980s, a critical period
which w hat

The
Other Palo
Alto
=

in the streets, w aiting for that
check to finally come some day.
Single moms are forced to work
to earn the welfare needed to
feed their children, but are then
charged with child neglect. Drug
addicts have a better chance of
being incarcerated than being
accepted into already-crowded
rehab centers. President Clin­
ton's goal to "change welfare as
we know it" has only resulted
in the m ost ineffective social
services since their initiation by
FDR.
Homelessness is,

Dorcas Cheng

had once been a
transitory phase because increas­
ingly and irreversibly chronic. The sheer numbers
of homeless exploded, their visibility causing law­
makers and citizens — ---- — -—

alike to feel m ore
than a little uncom­
fortable.
The causes can be
economic, such as
the rising cost of
living and a m ini­
m um w age that is
not enough to sup­
p o rt in d iv id u a ls, .Ussy*
let alone fam ilies.
But m any more are
social. In a country
th a t b o asts of the
ever-attainable
A m erican d ream ,
the mentally ill
roam the streets <SlèmzàhIriWfeguM
with no proper
m edical facilities available. Vietnam vets w hose
rights were quietly ignored by the government sleep

its heart, a barom­
eter measuring the
health of American compassion
an d u n d e rsta n d in g . W here
hom elessness abounds, so do
racism, drugs, and poverty.
The num ber
of people on
the streets is
indicative of
how poorly
we
as
a
nation
are
serving our
citizens.
Those who
need help are
n o t g ettin g
it, and home­
*mVATI
lessness is the
m ost visible
hint
that
something
has gone ter­
ribly wrong.

Like
San
Francisco, Palo Alto has had its
share of law s and ordinances
lim itin g the activ ities of the

hom eless. The Palo Alto City
Council has passed several ordi­
nances targeting the homeless,
including restrictions on p a n ­
handling and sitting on the side­
w alks. E arlier this year, they
revived a proposal to ban pan­
handling and soliciting in certain
traffic areas. Citing the issue of
safety, the council told the public
that solicitors w ould increase
the likelihood of car accidents
by obstructing the view of driv­
ers and creating other potential
hazards.
U pon inv estig atio n , the Palo
Alto police d epartm ent's ow n
December 30, 1999, m em oran­
dum clearly dem onstrated these
concerns were unfounded: "The
accident rates at these intersec­
tions [targeted by the ordi­
nance] were not substan­
tially different from rates
at other comparable inter­
sections." The accidents
that did occur "did not
involve solicitation."
The ordinance was
ju stified in ste a d by
anecdotal evidence,
much of it from shop­
keepers w ho w ould
benefit
from
the
removal of the home­
less.

w hich the ordinance came up for a vote. N ight
Outreach members, the homeless, and other mem­
bers of the community spoke out in opposition at the
meetings. We turned in a petition with the signatures
of over 250 Stanford students, collected over three
short days. Every person who spoke felt that the
ordinance unfairly targeted the homeless, but no
one was listening. It passed by a 6-3 margin.
Most city council members avoided
our gazes as we spoke, busying
themselves w ith other activi­
ties instead. By law, they had
to give us a forum to speak. It
seemed like they were trying
to make us invisible too, even
w hen we were standing right
in front of them. >

If I give
food to the poor,
they call me a saint
If I ask why the poor
hawe no food, they call
me a communist
Dom Helder
Camara

To get involved with
Night Outreach,
email
night outre ach@
haas.stanford.edu
or visit http:il

www.stanford.edu/
group/night outreach
To write for Street
Forum, email
chogan@stanford.edu or
jenkinsl@stanford.edu

M em bers of Stanford's
N ight O utreach
group, w h i c h / '’ The Law, in

wor ks
w ith the
home
less

equality, forbids the
rich, as well as the

treacn
licati on

bridges, to beg in the
are nor-

attended
three city

bread.

council
meetings

in

Survival of Grrl Mama
at Stanford

grants,
and finan­
cial aid packages.
Little things that many stu­
dents take for g ra n ted - affordable
health insurance, getting to the library
Rebecca Trotzky-Sirr
late at night to cram for a final, break­
fast before classes— can become major headaches
t ' S
hard for student parents.
In 1999, thanks to the su p p o rt of the ASSU
eno u g h being a s tu ­
student
body president, undergraduate parents met
dent. But try to imagine bal­
ancing a child scribbling on your w ith the administration to talk about our concerns.
text book, working a part time We noted that o srtain policies (like financial aid that
to account the pricey EV housing
job, and studying for that econ did not ta
final, and you will begin to get requirem ent) m ade it disproportion ely harder
a sense of w h a t it's like as a for student parents to attend Stanfor Jniversity.
Like m ost policies, this affects our poorest moms
student parent.
There are two dozen or so the hardest. Some moms, isolated from family and
msive partners for
u n d e rg ra d u a te p a re n ts , like
ropped out of school,
myself, at Stanford University
The ad mini
rapidly responded w ith
We are the valedictorian w ho
ng undergraduate families
gave her graduation speech positive changes
together and ere
ire equitable financial aid
packages
m ade
sible for student parents to
couplfe who m in ioye at
Stanford and decide to start a attend school.
Reclaim ing
:or 'n o n -tra d itio n a l'
family, we are th<
student
parj its
aoor students fundazoom s aroum
mental Iv re
elite institution. Both
her motorized wheelch
Silicon Valley am itanford have a long
th her tw o-year o
w ay to becom ing tore family friendly,
of us are
hur
and j
nvironments, but we
lice, reaffirmDid you know
are
►rking to move them
iecisio n to
that the 1996
in tli
on.
Welfare Reform
Act prohibits
like to support
’icon
parents from
undergrai
s,
here are some
ey as a stu d en t
receiving w e l­
ideas: bal
lilies
out for
parent creates diffi­
fare while
«*.*
. k..- ^
dinner an
attending a 4
ur right
culties. Childcare—if
year university?
to make h aroductivi
rotect
you can find it—can
your body and u:
ru n $ 1 5 0 0 /m o n th
off that professor wh<
per baby. While under­
child
in his class w hen chi care
grads can live anywhere on
.
campus, those w ith children are able, dem and that Stanford creat more af
required to live in the twice-as- quality childcare for students and staff, clean
expensive E scondido Village. m om 's house, write letters for universal healtl
M any undergrad parents have and nationalized child care, and be an ally for
to use every resource available to and straight wom en of all races. >
"make it": foodstamps, welfare,
To offer direct support to undergraduate pi ents
contact dlisa@stanford.edu

E

he most memorable experience of my term as
in support for the boycott the
MEChA (M ovim iento E studiantil C hicana/ o
de Aztlan) Co-Chair was ending the campus-wide previous year.
Although the UFW sur­
Grape Vote/Boycott campaign w ith a bang. For five
years students spread awareness about farm-worker prised even MEChA by calling
rights, unfair labor practices, and exploitation of for an end to the boycott (mostly
the Mexican m igrant labor force in California to the due to monetary restraints), the
general student body This was in preparation for 2000 Grapes Boycott/Campaign
the annual vote that determ ined w hether grapes w as n o n e th ele ss h ig h ly su c ­
w ould be served in d ining halls and houses or cessful. MEChA stressed that
boycotted.
the boycott's
The
Stanford
end does not
a d m in istra tio n offi­
indicate sub­
cially elim inated the
stantial prog­
Grapes
Education
ress in the
P ro g ram a fte r the
area
of
UFW called an end to
farm-worker
the 18-year b o y co tt
ri ght s .
on grapes. D espite
Although
increasing apathy and
le g is la tio n
hostility towards what
against
was deemed a "dead
C a p tan and
issue",
the
2000
other h a rm ­
Grapes campaign was
ful pesticides
highly
successful.
has
been
During the last year of the campaign, MEChA and e n a cted , th e e n fo rc em en t of
the Grapes C oalition em ployed new aw areness- the law cannot be guaranteed.
raising tactics including the "C aranuval" Theatre A ccording to a 1999 EPA and
Project, the C an d lelig h t Vigil for Farm -W orker OSHA study, 57% of farms
Rights and the Rally for Grapes Awareness, all of were out of compliance. While
M EChA su p p o rts the U FW 's
which were hugely successful and well-attended.
Taking a different approach from previous years decision to end the boycott, we
when outreach was more grassroots-based via dorm rem in d the S tanford stu d e n t
presentations, MEChA decided to personalize the community and adm inistration
that labor issues are as critical to
issue in 2000. We aired stories of Stanford students the parents and grandparents of whom were farm­ address now as ever. >
workers —through m any media outlets, including
subscribe
the Daily, m ass e-m ails, and even the Stanford
mecha@lists. stanford. edu
Review. We felt that this type of outreach could
add another perspective to students' views regard­
ing the boycott, encouraging them to reconsider
their apathy towards farm-workers who have been
consistently exposed to dangerous pesticides. This
new approach resulted in a 53% dining hall
boycott on grapes after a 20% declin

Sarita Ocon

T

Gabriela Rico

The End of
the Grape Boycott

t took me about six months at
Stanford to realize that there
is more to the University than
meets the eye. Although Univer­
sity administrators will vocifer­
ously deny it, there are in fact,
not one, but two Stanfords.
The first—the public Stan­
ford—is the "do good,
feel good" in stitu tio n
dedicated to the pursuit
of knowledge, rational
discourse, and service to
society. It is Nobel lau­
reates, youthful schol­
ars, stimulating cultural
events, and the hoopla
su rro u n d in g football
games.
The second - largely
hidden - can be called
"Stanford Inc." It is
a state of m ind and
mode of operation single-mindedly devoted to increasing the
w e alth , p re stig e an d "g re a t­
ness" of S tanford U niversity.
Stanford Inc. operates on two
basic assumptions:

I

1) for the University to
thrive it must constantly
expand physically, and
2) to support this
expansion, it
must maximize
profits.

Management Company, whose CEO com
mands a salary higher than the Universi­
ty's president, epitomizes Stanford Inc.
The corporate mentality of Stanford Inc. dominates
U n iv ersity decision-m aking to an ever-greater
extent. In fact, Stanford has become a giant corpora­
tion m asquerading as an academic institution. Its
focus on profits led it to build a large research park
and a massive shopping center on University land.
Revenues from these enter­
prises' leases fill Stanford's
coffers even as the traffic and
pollution generated by them
damage the environment and
degrade the regional quality
of life. N ot surprisingly,
the U niversity's continued
expansion and development,
which threatens to exacerbate
these problem s, has stim u­
lated grow ing hostility and
grassroots activism in local
communities.
Further, I have no doubts that Stanford's profitmaximizing mode of operation negatively impacts
the quality of students' education - in the courses
offered or not offered, the faculty's em phasis on
research ra th e r th a n teaching, an d the ty p e of
research the faculty conducts. Because Stanford's
operations adversely affect us all - those both inside
and outside the University - it is imperative that we
work to make it the socially-responsible institution
its leaders purport it to be. >

M ichael Closson is a
fo rm e r A ssista n t Dean o f
Undergraduate Studies a t
Stanford.
Seef o r yo u rse lf ! Visit h ttp :/
/ corporate. Stanford. edu

Michael Closson

Sabrina Fernandes

Fight War, Not
Wars

ays a fter the tra g ic
events o f Septem ber 11th
S tan fo rd stud ents re tu rn e d to cam pus
to b e g in fa ll quarter. B u t th in g s w e re d iffe re n t.
There w as a general sense o f c o n fu s io n ab o u t w h a t
had h a p p en ed a n d w h a t w e, as students, c o u ld do
in response. I t w as o b v io u s to some th a t peace w as
a w o rth y cause to s u p p o rt an d soon a co a litio n o f
forces fc
ive responses,
his c o a litio n , the Stan]
lit y fo r Peace
in d Justice, operated o h
nciples:

D

JSPECT and JUS
jes, eth n ic itie s, n
ISP E C T fbr all Ai
istitiitio n a l right
pTICE and P E AC
[on, and n o m orf
io m e O R abroad.

CE foi
ín alitii

violent
filian de

September,
Tuesday Morning
(excerpts)
by Shahid Buttar, Stanford Law Studenl
The west coast woke up to wake-up calls
from people in the east, appalled
at a national tragedy, collective agony
our pride and joy having been broken across
our knees.
Then flags like rags popped up on pickup
trucks
while red, white and blue clues induced you
to surrender your savings
to spend a few extra bucks,
and duck when you get the mail,

Two thousand Muslim men in jail
io n the m o tiv e s a|
effectiv
as our Bill of Rights fails.
n t is m ore im pel
nt now
Hail to the Chief - 1 mean thief,
îfuse to accept o |
^overnn
commanding this petty fief,
lu rd e rin g thousa|
talking 'bout our loss, having used the world
>le w h o liv e in j
Being
\ as floss
cou ntrie s. We JW
patriotic at
^ fodder for our globalized imperial conquest
>t the harass- /
homogenized cultures breeding bombs
this moment
and festivals
means participating
in decisions about
to celebrate our having been slapped
o f tho usan ds o f A m e rica n s p e r­
the future of our
back at last
world.
j
fo rm e d in the d u b io u s nam e o f .
around the whole globe, flags flyin at half
- Barbara Lee /
mast
"n a tio n a l s e c u rity " We be lie ve \
even though our GDP serves as anesthesia,
th a t the o n ly w a y to e lim in a te hate
the world's strongest economy...
and te rro ris m is to address its ro o t causes:
in to le ra n ce an d d e h u m a n iz a tio n .
Now, go figure! We've been marked as a
military target
In o rd e r to educate and p ro m o te d ia lo g u e , SCPJ,
by those who don't give a damn about our
w o rk in g alon gsid e g ro u p s such as PASU, S LA C ,
markets.
SEAS, a nd the M u s lim S tu d e n t A w areness N e tw o rk ,
Far be it from me to declare what we should
be,
org a n ize d speaker panels, a ta lk b y R A W A (Rev­
but let me say uncontroversially
o lu tio n a ry A sso cia tio n o f the W om en o f A fg h a n i­
stan), and v a rio u s research p a m ph lets. These gro u p s
that, in this day, security
also o rg a n ize d ra llie s fo r in te rn a tio n a l stud ents and
is no longer assured by enhancing our power,
but rather, if we really give a damn about
im m ig ra n t a irp o rt screeners, as w e ll as protests on
our families
cam pus, in Palo A lto , and in San Jose. C o a litio n s
we need to reevaluate these "us" and "them"
such as ou rs p ro m o te awareness and m e a n in g fu l
analyses
d ia lo g u e th a t e m p o w e r S tan fo rd stud ents to take an
and realize that, to be free
active ro le in w o r ld events th a t have far-re a ch in g
from national insecurity,
consequences. >
there must be opportunities
for all people - not just Whitey - to be free.

subscribe peace- announce@ lists

Fear and Loathing
in California

Lindsay Imai

and all th e ra ce and g e n d e r s p e c ific
e d u c a tio n p r o g r a m s th a t w e r e fu n d e d
th rou gh A ffirm a tiv e A ctio n law.

you reg»In 1 9 9 8 , P rop 2 2 7 , fa lsely n am ed “E n g lish fo r
tered to
th e C h ild ren ”, e ffe c tiv e ly o u tla w e d b ilin g u a l
vote in California? If not, be
e d u c a tio n and d isso lv e d p a ren t, te a c h e r and
you an "out of stater" or a selflocal sch o o l board co n tro l over th e ed u ca tio n o f
proclaim ed pessimist, give me
L E P (L im ited E n glish P ro fic ien t) stu d en ts.
a chance to convince you w hy
you should vote here. California
1 lit 2 0 0 0 , P ro p 2 1 c r im in a liz e d C a lifo r n ia ’s
is one of the few states where
y o u th (se e p .2 0 ) and P rop 2 2 s ta te d th a t gay
citizens and legislatures
m a rr ia g e is n o t “le g a l o r r e c o g n iz e d ” in
alike m ay in troduce
C aliforn ia.
75% of
in itiatives th a t the
the elector­
general public votes
These racist and elitist laws were pro­
ate, but only
on directly to make
tested on cam puses across the state,
49% of the
into law. At first
but ultim ately passed by small m ar­
glance, this system
population, is
gins of votes. You have the pow er
of governing seems
white
to organize against these
like an awesome exam
sorts of in itiativ es:
pie of direct democracy.
to educate voters,
W hen exam ined more closely,
register people to
one will see that the initiative
vote and even
process really favors those citi­
to write your
zens with the time, money and
own
legis­
resources to vote and write and
la tio n .
sponsor initiatives.
• In 1 9 9 4 , P rop 1 8 7
d e n ie d u n d o c u ­
majority
m en te d
im m i­
of Blacks and
g ran ts and th e ir
Latinos voted
ch ild ren
b asic
against
Props
r ig h ts to so c ia l
187, 209, &
s e r v ic e s , p u b lic
227.
h ea lth care services V
An easier, but
and p ub lic sch o o l ed u ­
possibly just as significant contribution to
ca tio n .
California's future, is your vote. >

y

*In 1 9 9 6 , P rop 2 0 9 a b olish ed
A ffir m a tiv e A c tio n in all
p u b lic ed u ca tio n and h irin g,

To v o te in the N o v em b er elec tio n s yo u m u s t regis te r b y m id -O cto b er. P ick up a fo r m a t the
p o s t office, or f i ll one o u t online a t h ttp ://
w w w .ss .c a .g o v /e le c tio n s/v o te re g l.h tm l

ver noticed that produce stand just off 280 on
Alpine Road? That's p art of Webb Ranch, an
agricultural farm that has operated on land leased
from Stanford since 1922. Since then, working condi­
tions have changed considerably for farm workers
in the U.S. (thanks to the U nited Farm W orkers
movement and Cesar Chavez). Webb Ranch
workers, prim arily Mexican immigrants,
were part of this movement and continue
to strive for their rights as workers.
Many have worked over 20 years
at Webb Ranch and remember the days
of below -m inim um -w age pay, sevenday work weeks, and outrageous "rent
charged for living out of trucks in the park­
ing lot. Unionization has brought im prove­
ments, but workers still m ust struggle to have their
rights respected. Throughout all this, Stanford has
failed to denounce m istreatm ent and support fair
working conditions. Not surprisingly, adinistration
has refused to be involved in m atters "internal"
to Webb Ranch.
Instead, Stanford has played the wealthy and
absentee landlord, forgetting that with privilege and
influence comes responsibility. For years, studentfaculty coalitions have called on the U niversity
to be accountable. We act on the belief th a t an
injustice to Webb Ranch workers is an injustice to
the entire community. In 1989 we supported the
unionization drive, and subsequently have joined
workers to protest eviction threats and substandard
housing.
I use "we" because those activists laid
the groundw ork for current student
involvement. In January 2000,
members of Stanford

E

Labor Action Coalition (SLAC)
an d M ovim iento E stu d ia n til
C hicano de A ztlan (MEChA)
ren ew ed a relatio n sh ip w ith
Webb Ranch workers and their
u n io n . W orkers sh a red th eir
experiences w ith us, speaking
both as union members in the
m idst of intense contract nego­
tiations and as p ro v id ers for
their families. We m et several
times to monitor the course of
negotiations and w ith faculty
support, helped publicize the
situation in the Stanford Daily
and around campus.
In M arch 2000, the
contract w as finally
settled w ith wage
increases of about
$1.10 over three
years and some
vacation
days.
W hile these gains
are im portant, w ork­
ers and their families
seek more improvements in the
fu tu re , such as a h e a lth care
plan. Clearly, the impact of this
University on working families
is tremendous. As students and
faculty w ith a vision of social
justice, we have both the right
and responsibility to dem and
more from our school. >
To learn more, em ail laborslac@ lists or
m e c h a n ists

Shaw San Liu
(...LessThan $7 an Hour, No Benefits)

timmrewmnable one adajtothe world to herself.
n the spring of '96, the Col­
lective (now the Women's
Coalition), MEChA, SAIO, and
other groups lost their prim ary
together after the election to campaign for a Univer­
source of funding for the follow­
sity funded Women's Center. The tactic: thousands
ing year: Special Fee elections.
of flyers w ith statistics about wom en at Stanford
Despite the fact that over 60%
tap ed to the g round in converging paths to the
of those voting voted "Yes"
W omen's Center. Some paths began at President
for each of these groups, less
Casper's office, others at Escondido Road, Mayfield
than 15% of the student popula­
and the Oval.
tion voted on these particular
A lth o u g h the fliers w ere all gone the next
groups, m eaning an automatic
morning (Facilities removed our fliers, but left those
loss of special fee funding.
advertising a fraternity party), we attended Casper's
While all three of these
tea time the following afternoon decked out in "I
groups w on the cam paign for
support the Women's Center" pins, armed with a
Special Fee funding in the spring
few hundred signatures and m any questions, and
of 1997, the loss in 1996 meant
taping a new p ath of flyers right up to C asper's
a year of low spending for
podium.
each of these groups. Given the
Amazingly, Casper c
a proposal
large population of wom en on
for funding that afternq
cam p u s (at th e tim e, 53% of
W om en's C enter w as th m
undergraduates,
33%
of
graduate coordinator, 5 pai<
graduate
enough program m ing and
'ative
dents),
to keep the Center alive
jT
Women
conseem e
stitute half of the
1 W omen's Collective 1
ludicrou; f
, money on other proj<
world's population,
th at th<
perform nearly two-thirds I In the fall of '99, t
Wo r n
of its work hours, receive 1 after the W om en'
e n '
one-tenth of the world's
rallied for funding!
C e n te
income and own less than
I
of
the LGBTCRC'.s
one-hundredth of the
b
world's
property.
funded
p rim a rily
UN Report, 1980
th rough the
Special Fee pro
cess
for
groups.
R ealizing this, t
i ' s Cei

I

SUCCESS!
The Women's
Center is Funded

Cathy Rion

Pilipino Americans
^
at Stanford

t Stanford,
Pilipinos comprise
one of the smallest Asian Amer­
ican groups even though they are the
largest Asian American ethnic group in Califor
nia and the second largest in the United States. The
Michelle Watts
Stanford Pilipino American Student Union (PASU)
was founded in 1990 and has since been a social/ together twenty-five
cultural/political organization for Pilipinos (and m otivated Pilipino Amer­
friends) on the Stanford campus.
ican (and other minority) high
Pilipino Americans at Stanford are
school students from
not targeted by affirmative action policies
across the county to
because they are lum ped in the Asian
1.Direct
simulate the col­
American category. Former Asst.
lege undergrad­
Action
Director of U ndergraduate Admis­
uate experience
2. Direct Service
sions, Cecilia Evangelista, a Pili­
and
to
3. Advocacy
pino American, said the lack of
strengthen
good student counseling in high
4. Education
their leadership
school is one reason the Stanford
skills. >
All are necessary Pilipino American community is so
but alone, each is
small. According to Cecilia, "Stanford
To get involved
insufficient.
is looking at the top applicants coming
with PASU, con­
out of high school. Many groups, includ­
tact Kuusela,
ing Pilipino Americans, have traditionally not
kuusela@stanford.edu
had great access to student counseling." In light of
this, PASU has tried to encourage the Admissions
Office to make a stronger effort in adm itting more
Pilipino Americans. PASU has asked the office spe­
cifically, although unsuccessfully, to declare them a
targeted minority like African Americans, Chicano /
Latinos, and Native Americans.
Other pro-active projects PASU has under­
taken to increase the num ber of Pilipinos at Stan­
ford include raising money for a Pilipino American
scholarship fund, coordinating visits of Pilipino high
school students to Stanford and organizing Pilipino
Youth Leadership Conferences. Another significant
Pilipino youth out­
reach effort associ­
ated with PASU is
the Project PULL
Academy.
Each
summer, Project
PULL puts on an
Academy Lead­
ership Challenge
and College Pre­
view which pulls

A

Students Unite to Fight
Subcontracting

u n io n ­
ize. Stanford
Hospital, in response
to serious debt, w anted to
contract out 10 janitorial positions,
potentially followed by an additional 440
jobs. The company that they eventually signed with,
Molly Goldberg
Transpacific, w ould have saved the hospital less
t's
not than 1% of the money they needed to save while
a b o u t the giving w orkers poverty level wages and benefits
arrests (although six of us consisting of three sick days.
were arrested for civil disobedi­
In response to this, the coalition m entioned
ence). It's not about the numbers above m et with hospital and university adm inistra­
(though hundreds showed up to tors, seeking to find alternatives to this racist (99%
voice their support). It's not even of workers are people of color) and classist means
about us (though w e've built of cutting costs. On November 29,2001, six students
a strong coalition of cam pus in the coalition were arrested while sitting in on
groups including AASA, ASSU, the office of Hospital VP Lou Saksen. As a result of
BSU, PASU, MEChA, SAAAC, the publicity, the hospital revised their contract to
SCPJ, SLAC, an d SEIU local include the San Jose County living wage—$10.10 an
715). It's about making sure that hour with benefits. They are currently working on
Stanford takes responsibility in creating purchasing guidelines for future contracts.
providing a livable existence to
A lso in re sp o n se to o rg an izin g , P resid en t
all its workers. This fall, that Hennessy m et w ith coalition members and union
struggle for university account­ representatives. Though he m ade a com m itm ent
ability took the form of a cam­ to w ork w ith students and the union on a code
paign against subcontracting at of conduct, he then m ade a statem ent declaring
Stanford Hospital.
a set liv in g w age and a very specific g roup of
Subcontracting, or o u t­ Stanford workers who would be eligible for these
sourcing, means that a company
benefits. These decisions
h ire s a n o th e r
were made w ithout the
ibis
resim
e
,

s
ucry
'wprcssTveT)
company
to
input of those who
but
a c t u a l 'y jooKVog /
hire w orkers.
-for So n\eor\e whc> iîues in a
brought the issue of fair
fort'ar\ country an d is iWllinah ^
This
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labor to attention and
t o uuorK p jr th r ç ç d o lla rs y U c o s t- c u tt i n g
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----------w ith o u t the in p u t of
technique that
the workers. We have
allows employ­
not w on yet. There is
ers to avoid
still subcontracting at
accountability
the hospital. Hennessy
to their w ork­
w ill not listen to the
ers by placing
voice of the students or
responsibility
if f f"
workers, and will not
on the sh o u l- "
com m it to affordable
ders of the hired agency. Subcon­ health care or stricter regulations on subcontracting.
tracted w orkers earn approxi­ With a broader coalition of schools like H arvard
m ately 25% less than directly across the country we will continue to work toward
h ired w orkers, receive few er U n iv ersity acco u n tab ility to its w orkers. Keep
benefits, an d are less able to watching, something big is coming! >

f

subscribe labor-slac @lists, stanford, edu

Peggy M cIntosh is Associate D irector o f the Wellesley C enter for
Research on W omen. This essay is excerpted from her working
paper, "W hite Privilege and Male Privilege: A Personal Account
o f Coming to See C orrespondences Through W ork in Women's
Studies, " © 1988 by Peggy M cIntosh. Available for $4.00 from
address below. T h e p aper includes a longer list o f privileges.
Permission to excerpt or reprint m ust be obtained from Peggy
M cIntosh, Wellesley College C enter for Research on W omen,
Wellesley, M A 02181; (617)283-2520, FAX (617) 283-2504

hrough work to bring materials from Women's
Studies into the rest of the curriculum, I have
often noticed men's unwillingness to grant that they
are over-privileged, even though they m ay grant
th at w om en are d isa d v a n ta g e d . They m ay say
they w ill w o rk to im p ro v e w o m en 's sta tu s, in
the society, the university, or the curriculum, but
they can't or w on't support the idea of lessening
men's. Denials which am ount to taboos surround
the subject of advantages w hich m en gain from
women's disadvantages. These denials protect male
privilege from being fully acknowledged, lessened
or ended.
Thinking through unacknowledged male privi­
lege as a phenomenon, I realized that since hierar­
chies in our society are interlocking, there w as
most likely a phenom enon of white privilege which
was sim ilarly denied and protected. As a w hite
person, I realized I had been taught about racism
as something which puts others at a disadvantage,
but had been taught not to see one of its corollary
aspects, w h ite p riv ileg e, w h ich p u ts m e at an
advantage. I think whites are carefully taught not to
recognize white privilege, as males are taught not
to recognize male privilege.
So I have begun in an untutored w ay to ask
what it is like to have white privilege. I have come
to see w hite privilege as an invisible package of
unearned assets which I can count on cashing in
each day, but about which I was 'meant' to remain
oblivious. W hite p riv ile g e is like an in v isib le
weightless knapsack of special provisions, m aps,
p assports, code books, visas, clothes, tools and
blank checks. Describing w hite privilege makes
one new ly accountable. As we in Women
Studies w ork to reveal male priv
ilege and
ask m en
Peggy McIntosh
to give up
some of

T

their power, so one who writes
about having w hite privilege
m u st ask, "H aving described
it, w hat will I do to lessen or
end it?"
After I realized the extent
to which men work from a
base of unacknowledged privi­
lege, I understood that much of
their oppressiveness was uncon­
scious. Then I remembered the

frequent charges from women of
color that white women whom
they encounter are oppressive. I
began to understand why we are
justly seen as oppressive, even
when we don't see ourselves that
way. I began to count the ways
in which I enjoy unearned skin
privilege and have been con
ditioned into oblivion
about its exis­
tence.

Unpacking
the Knapsack
of White Privilege

My schooling gave me no training
in seeing myself as an oppressor, as
an advantaged person, or as a par­
ticipant in a dam aged culture. I was
taught to see myself as an individual
whose moral state depended on her
individual moral will. My schooling
followed the pattern my colleague
Elizabeth Minnich has pointed out:
Whites are taught to think of their
lives as morally neutral, normative,
and average, and also ideal, so that
w hen we w ork to benefit others, this
is seen as w ork w hich w ill allow
"them " to be more like "us."
I decided to try to work on
myself at least by identifying some
of the daily effects of white privilege
in my life. I have chosen those con­
d itions w hich I th in k in m y case
attach somewhat more to skin-color
p riv ileg e th a n to class, relig io n ,
ethnic status, or geographical loca­
tion, though of course all these other
factors are intricately intertwined. As
far as I can see, my African American
co-w orkers, friends and acquain­
tances with w hom I come into daily
or frequent contact in this particular
time, place, and line of work cannot
count on most of these conditions.

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1. I can if I wish arrange to be in the company o f people of my race
most of the time.
2. If I should need to move, I can be pretty sure of renting or purchasing
housing in an area which I can afford and in which I would want
to live.
3. I can be pretty sure that my neighbors in such a location will be
neutral or pleasant to me.
4. I can go shopping alone most of the time, pretty well assured that I
will not be followed or harassed.
5 .1 can turn on the television or open to the front page of the paper and
see people of my race widely represented.
6. When I am told about our national heritage or about “civilization,” I
am shown that people of my color made it what it is.
7 .1 can be sure that my children will be given curricular materials that
testify to the existence of their race.
8. If I want to, I can be pretty sure of finding a publisher for this piece
on white privilege.

9 . 1 can go in to a m u sic sh op and co u n t o n fin d in g th e m u sic o f m y race
r e p r e s e n te d , in to a su p e r m a r k e t an d fin d th e sta p le fo o d s w h ic h
f it w ith m y c u ltu r a l tr a d itio n s, in to a h a ir d r e sse r ’s sh o p and fin d
so m eo n e w h o can cu t m y hair.
10. W h e th e r I u se ch eck s, cred it cards, o r cash, I can co u n t o n m y sk in
co lo r n o t to w o rk a gain st th e ap pearan ce o f fin a n cia l reliability.
1 1 . 1 can arrange to p r o te c t m y ch ild ren m o st o f th e tim e fro m p eo p le
w h o m ig h t n o t lik e th em .
1 2 . 1 can sw ear, o r d ress in se co n d hand c lo th e s, or n o t a n sw er le tte r s,
w ith o u t h avin g p e o p le a ttr ib u te th e s e c h o ic e s to th e bad m o ra ls,
th e poverty, or th e illitera c y o f m y race.
13 . I ca n sp e a k in p u b lic to a p o w e r fu l m a le gro u p w it h o u t p u ttin g
m y race o n trial.
1 4 1 can do w e ll in a ch allen gin g situ a tio n w ith o u t b ein g ca lled a cred it
to m y race.
1 5 . 1 am n ev er ask ed to sp eak fo r all th e p eo p le o f m y racial group.
16. I can rem ain o b liv io u s o f th e lan gu age and cu sto m s o f p erso n s o f
c o lo r w h o c o n s titu te th e w o r ld ’s m a jo r ity w ith o u t fe e lin g in m y
cu ltu re any p en a lty fo r su ch ob livion .
17. I can c r iticize ou r g o v er n m e n t and ta lk ab ou t h o w m u ch I fea r its
p o lic ie s and b eh avior w ith o u t b ein g se e n as a cu ltu ra l ou tsid er.
1 8 . 1 can b e p retty su re th a t i f I ask to ta lk to “th e p erso n in ch a rg e,” I
w ill b e facin g a p erso n o f m y race.
19. I f a tr a ffic cop p u lls m e o v er or i f th e 1RS a u d its m y ta x retu rn , I can
b e sure I h aven ’t b e e n sin gled o u t b eca u se o f m y race.
2 0 . I can ea sily b u y p o ste rs, p ostcard s, p ictu r e b o o k s, g re etin g cards,
d o lls, to y s, and ch ild ren ’s m agazin es fea tu rin g p eo p le o f m y race.
2 1 . 1 can go h o m e from m o st m ee tin g s o f organ izations I b elo n g to feelin g
so m ew h a t tie d in, rath er th an iso la ted , o u t o f p la ce, o u tn u m b ered ,
u nheard, h eld at a d ista n ce, or feared.
2 2 . 1 can tak e a job w ith an a ffirm ative a ctio n em p lo y er w ith o u t h aving
co w ork ers o n th e job su sp e c t th a t I g o t it b eca u se o f race.
2 3 . I can c h o o se p u b lic a c c o m m o d a tio n w ith o u t fe a r in g th a t p e o p le
o f m y race can n ot g e t in or w ill b e m istre a te d in th e p la ces I have
ch osen .
2 4 . I can b e sure th a t i f I n eed legal or m ed ica l h elp , m y race w ill n o t
w o rk again st m e.
2 5 . I f m y day, w ee k , or year is go in g badly, I n eed n o t ask o f ea ch n eg a tiv e
ep iso d e o r situ a tio n w h e th e r it has racial ov er to n e s.
2 6 . I ca n ch o o se b le m ish co v e r or b an d ages in “fle sh ” c o lo r and have
th e m m ore or le ss m atch m y sk in.

these prerequisites as bad for the holder. m y list are inevitably dam aging. Some,
I now think that we need a more finely like the Expectation that neighbors will
differentiated taxonomy of privilege, for be decent to you, or that your race will
some of these varieties are only w hat one not count against you in court, should be
would w ant for everyone in a just society, the norm in a just society. Others, like the
and others give licence to be ignorant, privilege to ignore less powerful people,
oblivious, arrogant and destructive.
distort the hum anity of the holders as well
I see a pattern running through the as the ignored groups.
m atrix of w hite privilege, a p a tte rn of
We m ight at least start by distinguish­
assumptions which were passed on to me ing betw een positive advantages which
as a w hite person. There was one main we can work to spread, and negative types
piece of cultural turf; it was my own turf, of advantages which unless rejected will
and I was among those who could control always reinforce our present hierarchies.
the turf. My skin color was an asset for For example,the feeling that one belongs
any move I was educated to w ant to make. within the hum an circle, as Native Ameri­
I could think of myself as belonging in cans say, should not be seen as privilege
major ways, and of making social systems for a few. Ideally it is an unearned entitle­
work for me. I could freely disparage, fear, ment. At present, since only a few have
neglect, or be oblivious to anything outside it, it is an unearned advantage for them.
of the d o m in a n t c u ltu ra l form s.
This paper results from a process
Being of the m ain cu ltu re, I
of coming to see that some
could also criticize it fairly
Power
of the pow er w hich I origi­
freely.
nally saw as atten d an t on
from unearned
In p ro p o rtio n as m y
being a hum an being in the
privilege can look
racial group was being
U.S. consisted in unearned
like strength when
m ade confident, com fort­
advantage and conferred
it
is
in
fact
permis­
able, and oblivious, other
dominance.
sion to escape or
g ro u p s w ere lik ely b ein g
I have met very few
to dominate.
made inconfident, uncomfort­
men who are truly distressed
able, and alienated. W hiteness
about systemic, unearned male
protected me from m any kinds of
advantage and conferred dom i­
hostility, distress, and violence, which I nance. And so one question for me and
was being subtly trained to visit in turn others like me is w hether we will get truly
upon people of color.
distressed, even outraged, about unearned
For this reason, the w ord "privilege" race advantage and conferred dominance
now seems to me misleading. We usually and if so, w hat we will do to lessen them.
think of privilege as being a favored state, Many, perhaps most, of our white students
w hether earned or conferred by birth or in the U.S. think that racism doesn't affect
luck. Yet some of the conditions I have them because they are not people of color;
described here w ork to system atically they do not see "whiteness" as a racial
ov erem p o w er g ro u p s. Such p riv ileg e identity. In addition, since race and sex are
sim ply confers d om inance because of not the only advantaging systems at work,
one's race or sex.
we need sim ilarly to examine the daily
I want, then, to distinguish between experience of having age advantage,or
earned strength and unearned pow er con­ eth n ic a d v a n ta g e ,o r p h y sic a l ability,
ferred systemically. Power from unearned or advantage related to nationality,
privilege can look like stren g th w h en religion,or sexual orientation.
it is in fact perm ission to escape or to
Difficulties and dangers surrounding
dominate. But not all of the privileges
the task of finding parallels are many.
Since racism, sexism, and heterosexism are

"Your life is of consequence to me. How is my life of
consequence to you?" - Erica Huggins, Black Panther Party
not the same, the advantaging associated with them should not
be seen as the same. In addition, it is hard to disentangle aspects
of unearned advantage which rest more on social class, economic
class, race, religion, sex and ethnic identity than on other factors.
Still, all of the oppressions are interlocking, as the Combahee River
Collective statement of 1977 continues to remind us eloquently.
One factor seems clear about all of the interlocking oppres­
sions. They take both active forms which we can see and embedded
forms which as a member of the dominant group one is taught not
to see. In my class and place, I did not see myself as a racist because
I was taught to recognize racism only in individual acts of meanness
by members of my group, never in invisible systems conferring
onslaught racial dominance on my group from birth.
Disapproving of the systems won't be enough to change them,
I was taught to think that racism could end if white individuals
changed their attitudes. But a 'white' skin in the U.S. opens many
doors for whites whether or not we approve of the way dominance
has been conferred on us. Individual acts can palliate, but cannot
To redesign social systems we need first to acknowledge their
privilege are the key political tool here. They keep the thinking

talk by whites about equal opportunity^ seems to me n uv to be

It seems to me that obliviousness about white advantage, like
obliviousness about male advantage, is kept strongly inculturated
in the United States so as to maintain the myth of meritocracy, the
m yth that democratic choice is equally available to all. Keeping
people unaware that freedom of confident action is there for just
a small number of people props up those in power, and serves
to keep power in the hands of the same groups that have most
of it already.
Though system ic change takes m any decades, there are
pressing questions for me and I imagine for some others like me if
we raise our daily consciousness on the perquisites of being light­
skinned. What will we do with such knowledge? As we know from
watching men, it is an open question whether we will choose to use
unearned advantage to weaken hidden systems of advantage, and
whether we will use any of our arbitrarily-awarded power to try to
reconstruct power systems on a broader base. >

Charity is no substitute for justice withheld
- St. Augustine

The Fight for Community
num erous
investigative
meetings with adminis­
Centers
trators, community forums, and
Christine Cordero
and JaneUe Ishida

endless late night meetings with rep­
resentatives from each of the centers and the
ASSU's OCC (Organizing Committee for Change), a
document was produced and delivered to the presi­
dent calling for the following demands:

he struggle
to maintain
our community centers as
sources of support, culture, and
life on this campus started long
before students began organiz­
ing in Fall 2000. For many stu­
dents, community centers are
the reason they have survived
Stanford. Centers provide a safe
haven from the institutional
white male realm
academia. They provide cu
tural, academic, and social p
gramming, a
and suppli
campus or
six years, und<
Condi re me, the six commu- c
nity cen rs did not receive ¿
any inc
;e in funding or support-rej ardless of inflation dfi¡¡
increase
tlation—and both
the Woi n's Center and the
to fight to get

T

pp.
nity centers a
their supposed commitment t
" diversity" on campus—
a co
mitment that was reflected in
brochures and slogans, but not
in actual funding. Dialogues
began in each of the various
community centers and a coali­
tion was formed to lead the cam­
paign for increased support and
funding for the centers. After






In c re a se d Funding;
P e rm a n e n t (base b u d g et) funding;
A g u a ra n te e o f sufficient, c e n tra l space;
P e rm a n e n t fu n d in g fo r a t le a st tw o
fu ll-tim e em ployees; an d
V to fu n d ra ise fo r th e A sian
Activities C e n te r (A3C), th e
Services C e n te r
cano, th e Le
T ransgendei
C e n te r (LG1

ty Resoi
te Nativ<
►mens

Tits organi; ;ed a

aÉági

min­
ear, each
îd $50,
¡¡In g ra m of w
"in the
the form of
id.
^ ttp ilím ten t to
flu
the future.) The
------------ _ d e r and the LGBTCRC
assistant directors. Moreer, former Provost Montoya committed to workLg with the Office of Development in the future
in order to explore new fundraising possibilities for
the community centers and all of student affairs.
Lastly, a discussion has been initiated on the
topic of space. It is an ongoing objective of stu­
dents concerned with community centers to main­
tain adequate and centrally located space for all six
centers. For the three centers located in Old Union,
this will mean monitoring the future of that build­
ing as it is considered for renovation and reconstruc-

tion. In the case of the BCSC, this will eventually
mean finding a larger building. Students contin­
ued to hold the adm inistration accountable through
meetings and other forms of monitoring.
Without the understanding of all of the stu­
dents and alums and their collective willingness to
speak out this victory w ould not have been possible.
A key component to this campaign was the strategic
alliance between all of the centers and their commit­
ment to a level of financial support in line with the

im portant role they play on this
campus. But as always, there
is still much work to be done;
the struggle continues. H aven't
been to any of the community
centers yet? Then stop by and
visit! (Numbers and locations
are in the back of this guide.) >

Photo: Gabriela Rico and Kuusela Hilo
performing spoken word, backed by the
ID A jazz combo, with set design by
IDA visual artists.

mission: To engage
in residence, stu, and the coma collaborative
visual and
that inspires
culture
ues, social consciousness,
mutual
ng, and change with
regard to lssues of diversity in California.
002 marked the beginning of The Institute for
Diversity in the Arts (IDA). During winter quar­
ter, IDA brought four California artists of color to
Stanford for a residency. Mildred Howard (Visual
Art), Mark Izu (Jazz and Musical Performance), Aya
de Leon (Spoken Word), and Brenda Wong Aoki
(Performing Arts) each taught a workshop under
the course heading of Drama 110 (4-5 units). With
the theme of Cartographies of Race: M apping Race
and Space in California, the workshops engaged
students and the community to create visual and
performing arts projects exploring issues of diver­
sity in California. In conjunction with the w ork­
shops, IDA offered lectures open to the broader
community.
IDA ended the quarter with two
cial events. Mildred H ow ard's st
dents had an art exhibition
in the Stanford Gal­
lery, its art­

2

work inspired by interviews the
students did with community
leaders in East Palo Alto. The
final event was a performance
that brought together all four
workshops, interweaving work
produced throughout the quar­
ter into a powerful finale.
IDA will be offering work­
shops and lectures again winter
2003, so stay tuned! >
For the latest info check out
h t t p : /7w w w , s ta n fo r d , e d u /
d e p t/id a /

Emunah Edinburgh

Finally...
Diversity in theÁrts!

Foreign Body
t's been almost six years. No matter how hard I try
to forget the pain that came w ith the destruction
of our lives, I m u st b ear w itness to the crim es
committed against you (against us) that led to your
suicide. M emories require constant attention, or
else history will erase w hat happened, and you will
disappear as if you had never existed at all. Isn't this
why you haunt me to this day, to inscribe w hat you
had learned from living under siege?
Your obsession w ith plastic surgery exposed
the m yth of the w hole b ea u ty in d u stry , w hich
portrays plastic surgery as a beautifying, renewing
experience, "so m eth in g special you do ju st for
you." It began w ith your eyes and nose, and you
continued to go back for more. You tried to box
yourself into a preconditioned, Euroamerican ideal
and literally excised the parts that w ould not fit.
But plastic surgery is irreversible, and so were the
twenty-one years of assimilation.
I feel comfortable placing blame on everyone,
and some more than others. We have taken in the
values that ultim ately h u rt and divide us, while
some benefit from the suffering of "others." We
were too stupid (not innocently,
b u t as the resu lt

I

A Letter
to My Sister
of en g in eered
ignorance) to see it happening
to us. Even w hen it was clear, oftentimes all
I could bear was to take care myself, for my own
survival. Most of all, I blame dom inant institutions
and mainstream society, because of the impossible
alternatives they set up for us. They set up w hat
is "g o o d ," w h a t is "n o rm a l"e v e ry th in g else is
secondary, the "other." And they are very clever
about itthey fix it so that the suicide looks like an
individual problem, not a social or political matter.
Labels of "mental illness" and "madness" are ways
of silencing difference and shifting blame from the
social to the individual
Do you see w hat a lie it is and how it is used
to reinforce the American Dream and punish those

by Caitlin Delohery '02
Last night, I dreamt of my body.
Out of control, out of my control,
Spreading like forest fire, clumsy,
Picking the last of the flowers
Sitting top-heavy on the globe
Chewing on handfuls of stars.
I woke, scared of my heartbeat
Ashamed of my lungs, sucking in, blow­
ing out,
So disgracefully
So unladylike.
It is only when I see myself through His
eyes
That I pen laundry lists of faults
Hunch my shoulders against mirrors
As if they were gusts
Toppling the shanty towns
Of my self-perception.
I do not hate my body
When I am alone.
Away from eyes that score based on
Cosmo-standards,
I am not two-dimensional.

My arms are stanza-

worthy
My legs a testimony to
twenty years of path work
My stomach, soft and mine,
littered with scars
That remind me of my strength.
Alone.
His gaze makes me foreign to myself
A foreign body
a parasite eating holes in my mind
simply with thoughts of me.
I avert my eyes
And assimilate to the public role of
shame.
I cringe, draw a hand to my belly,
To hide
To protect something still growing inside
of me
That has not been slaughtered by his
gaze.

of us w ho d o n 't "succeed," or w ho succeed "too
much?" It is m aking me m ad know ing the truth
of this culture, w hich is so obvious and yet so
strategically d issim u lated in the everyday th at
it becomes invisible, and nothing is left b u t the
violence that results from its disappearance. How
do you point out
omething that is so
fundam entally banal
ne that it ceases to
appear traumatic?
~o point out the
lie that is the truth,
alone
in seeing this and w;
out. It's enough
to make you paranoia, De<
a thorough
conspiracy--how can you
something that is so
structural, so absolutely ess
to the constitution
of this society? Therapy an
ial work are out of
the question, because the
not to help or to
copeno token of chance can re«
s injury Why
would you w ant to place yours*
/to the hands
of an institution that seeks to re! cialize you into
the environm ent that ma
ess o you in the
first place? Our inclusion
o the Ameri.can process
turned out to be the w orst f orm
ression. Most
people are proud to call themsel’
mericans, but
why w ould you w ant to be
11-adjusted
citizen when the prim ,ary requj
erican-ness
is racism? Isn't our m adness oft.
e only evidence
we have at all to she v for this civi lizing terror?
We became
hetic victims of whiteness. We
perm ed our hair and could afford to buy trendy
clothes. Money, at least, gave us some material status.
But we knew we could never become "popular," in
other words, accepted. It had something to do with
our "almond-shaped" eyes, but we never called it
racism. You once asked, "W hat's wrong with t;
to be white?" You said your w ay of dealing
racism was not to let them know it bothere
But they don't w ant it to bother us. If it di
would have a revolution on their hands,
convince-them-they-should-be-like us
so im portant for the American racial hiera
keep us consuming its ideals so we attack our
instead of the racial neuroses it manufactun
I feel disgusted and angry and so, so sorry
w hen I th in k of how I p a rtic ip a te d in the selfhatred that helped to kill you. I did not like to be
reminded of my own "Orientalness," and I could
not be satisfied w ith our failure to fit into the white
American mold.
So, w hy am I writing to you, dearest sister? I
am writing to let you know that I still remember,

It is very easy to finish
this university and get
that diploma and at the
same time be fucked up
inside. Be aware that the
expectations put on you
by so many people take
their toll. Don’t be afraid
of getting in touch with
these feelings. Take a
moment, step back, and
appreciate life; and if
that means stopping out
and taking care of your­
self, that should be your
priority: taking care of
yourself.
- Angel Fabian ‘99

and I will live to tell it regard­
less of my state of ruin, which
m eans I think it is possible to
m ilitate against violence and
loss w ithout buying into civil­
ity and unity. I am not even call­
ing for anarchy; I cannot allow
myself that luxury because we
already live in a (nation-) state
of organized chaos. Your pres­
ence h au n ts and com pels me
to recount your death. Maybe
m y story will be useful in some
w ay to galv an ize a h isto rical
or political consciousnesswho
knows? Maybe through remem­
bering I will even find a patch­
w ork place for myself to take
root, just as we do in my dreams.
>

This is an excerpt from a longer
essay in a collection of writings by
Asian-American women entitled
M aking More Waves.

Before the
Tree
ome
Big
Game time,
expect to hear some alumni
and current students clamoring
about the bygone days of the
Stanford "Indian." The "Indian"
was the m ascot for Stanford's
athletic teams from 1930 tol970,
its m ost com m on rep resen ta­
tion being a caricature of a
sm all Indian w ith a big nose.
In November 1970, a group of
N ativ e A m erican s in c lu d in g
D ean C havers, C hris McNeil,
and Rick West presented a peti­
tio n objecting to 19 y ears of

C

Denni Woodward

dents met with Univer­
sity President Richard Lyman
to discuss the end of the mascot perfor­
mances. This first collective action established
the Stanford American Indian Organization.
In February of 1972, 55 Native American stu­
dents and staff upped the ante. They presented a
petition urging that "the use of the Indian symbol
be perm anently discontinued" to the U niversity
O m budsperson who, in turn, presented it to Presi­
dent Lyman. The petition further stated that the
Stanford community was insensitive to the humanity
of Native Americans, that the use of a race's name as
entertainment displayed a lack of understanding,and
th at a race of hum ans cannot be entertainm ent.
The mascot in all its manifestations was, the Indian
group m aintained, stereotypical, offensive, and a
m ockery of Indian cultures. In response to their
outcry, President Lyman perm anently removed the
"Indian" as Stanford's mascot. Since that decision,
nearly every year people campaign to bring back
into fashion their Indian sweaters, headbands, and

Dollies masquerading as "Indians/' the former Stanford mascot.

live perfo rm an ces at athletic
events by Tim Williams, or
"Prince Lightfoot." The students
believed the performances to be
a mockery of Native American
religious practices. In January
1971, the Native American stu-

H allow een w ar paint under the justification that
being chosen as the symbol of a great university is
an honor. Thankfully, the University has maintained
its position every year, saying simply that the mascot
issue is not up for a vote. >
D enni W oodward is A ssista n t D irector ofthe
N ative Am erican Cultural Center.
Online a t h ttp://w w w .stanford.edu/dept/nacc/

Support Community
Organizations and Earn

11

If you receive a financial aid packqualify for the Community Service
Work-Study p
ally,

agrees to pay 10% f your wages. The other 90% is covered by Stanford and the
Feds. It's a great way to earn money and support community organizations that
have limited resources For more information, visit the Haas Center for Public Service

(http://haas.stanford.edu}.

*This endowm ent is invested in hundreds of corporations.

The Board of Trustees first adopted a Statement on Investment Responsibility
in 1971.
►Today, the Advisory Panel on Investment Responsibility (APIR) researches
corporate practices suspected of causing "substantial social injury" and
makes recommendations to the Special Committee on Investment Responsi­
bility (SCIR).
» The APIR has 12 members, including 4 students selected by the ASSU's
NomCom. Any student can apply. Student interns also do research for the
APIR.
* Despite (or perhaps because of) this institutionalized structure, Stanford's
commitment to investment responsibility has consisted of m uch talk and
little action—until outside pressure forces it to act. This first happened in
the 1980s, w hen after a decade of activism Stanford divested from apartheid
South Africa (See p.30.)
* More recently, students have campaigned for divestment from companies
doing business w ith Burma's brutal dictatorship, from Freeport McMoRan
for its hum an rights and environmental violations in Indonesia, and corpo­
rate members of the Global Climate Coalition.
1In 1996-97, SEAS proposed that the university create a Socially Respon­
sible Endowm ent Fund to which donors to Stanford could
choose to give their money. The SCIR rejected the
proposal, and despite 2000 signatures in
support of the idea, no action has
yet been taken on most of
revised proposal

Stanford's
endowment is worth

$8.2 billion (and growing)

Know Your History! (or be
doomed to repeat it...)
by Louise Auerhahn

o you've got a problem on campus. You
organize, educate yourselves, raise a ruckus,
and finally the Administration responds. What
do they say? "Let's write a report." For the next
year (or 2 or 3), you put all your energy into
detailing the compelling reasons for action and
giving recommendations for concrete actions.
What happens to that report?

S

Report of the Committee on the
Recruitment and Retention of
Women Faculty at Stanford ("Strober
Report"), Sept. 1993. Concluded that
Stanford is seriously lagging with
respect to recruitment and retention
of women faculty." Did spur some
action,but, Provost Rice decided "on
principle" not to develop hiring plans
for women faculty.
The Report of the Dean of Students' Working
Group on Lesbian, Gay, and Bisexual Student
N eed s, March 1995. The c o m p re h e n siv e
report, w hich took 3 1 /2 years to prepare,
examined the climate experienced by LGBT
students. Made 94 recommendations for action
to the U niversity, in clu d in g a p e rm a n e n t
full-time director of the LGBCC (repeating a
request first m ade in 1989). Students fought
for a full-time director for the next 4 years and
finally w on one in 1999. Also see the studentauth ored LGBCC Proposal for a Full-Time
Director.
C*

Find coptes

£. IA7

Final Report: Women's Needs
Assessment Study Group, Fall 1992.
Commissioned in 1989, this commit­
tee made twelve recommendations;
the first was the establishment of a
Committee on the Status of Women
to ad d ress the n eed s of w om en
faculty, staff
and stu d en
see the student-authored Women's
Center Funding Proposal.
at

the ASSV President’s

office,

community

c

Eric Hamako

Hate Crimes at
Stanford

or all its talk of valuing
diversity, Stanford was to me an
environment in which some injustices are
daily unrecognized, hushed up or explained aw ay
Facing the systemic unfairnesses that benefit some
of us and oppress others can be painful. But if
we deny that problems exist, if we aren't regularly
working to rem edy Stanford's festering inequities,
then they will periodically manifest in ways so
florid that w e're compelled to respond. And it seems
to happen every year.
Most recently, during Winter Finals 2000-2001,
someone began writing prolific amounts of hate
graffiti on classroom walls, in more than three
separate incidents. The comments included "Rape
all Asian bitches and dum p them," "Fuck Spies!"
"White m an is King!" "Nuke Arabs," "Niggers
don't get it, this is a White Only Class." In response,
police and Stanford adm inistrators decided to cover
up the graffiti and not disclose its threatening con­
tents, saying that they d idn't w ant students to be
disturbed. Only after the Stanford Daily and the
San Francisco Chronicle broke the story
did President Hennessy issue a public
statem ent-a tw o-paragraph letter to
the Daily.
The second week of Spring
Quarter, student groups began
issuing statements criticizing the
administration's weak response.
Members of student ethnic organiza­
tions formed an ad hoc coalition to
inform and mobilize other students.
Calling ourselves the Stanford Student
Diversity Coalition, the ad hoc group dem anded
that the University value diversity more actively. We
called for a public and university-wide hate crimes
protocol, diversity training for high-level adminis­
trators as well as students, active promotion of the
ethnic theme dorms and faculty diversity, and a halt
to its proposed merger of all non-English language
departments. By the third week of Spring quarter,
the coalition spread the w ord w ith fliers, asked stu­
dents to wear a white ribbon to show solidarity,
held a teach-in, and then rallied students in an effort
to increase the coalition's power.

F

Con
fronted by stu­
dent
pressure,
high-level University adm inis­
trators agreed to a series of
meetings; deferring to the supe­
rior organization of the estab­
lished ethnic student groups,
the Coalition asked those lead­
ers to step in to represent the
communities.
Shortly there­
after, the Coalition dissolved
itself.
To date, the major
successes of our efforts were
informing students about the
incidents and pushing the
University to both reveal its
Protocol for Addressing Acts
of Intolerance" and
broaden its cover­
age from Student
Affairs to the
entire University.
"Obvious"
incidents
of
prejudice like the
hate graffiti are
really just a natural
extension of the more
daily, institutional racism
and sexism at Stanford. We can
reduce the likelihood of the next
such incident by working on
the root causes. So don't wait
until the next incident to react!
Get involved now with student
groups who are proactively and
strategically working to halt and
prevent injustices. >

hough the events and issues presented on these
pages may seem very different, they are all part
of the same struggle. This tim eline, w hile by no
means complete, is an attem pt to show linkages, to
give a sense of the context in which events occurred,
w hat progress we have m ade and w hat is still to
come. Page numbers refer to this Dis-O Guide.

1991 - A dm inistraion cancels
SWOPSI. p. 6

1965-1969 - The a n ti-w a r an d Black lib e ra tio n
struggles reach a high tide all over the country including Stanford, p.26

1993-94 - A coalition of students
publish the first Dis-Orientation
Guide.

-A p ril 8, 1968 - Four days after M artin
Luther King, J r/s assassi­
n a tio n ,

1994 - Students disrupt a Faculty
Senate m eeting to dem and an
A sian A m erican Studies pro;ram. p.20

T

Seeing the
Connections

Salas Saraiya and
Louise Áuerhahn

sixty BSU m em ­
bers take over the MemAud stage
from th e P re sid e n t an d issu e ten d e m a n d s
challenging Stanford to prove its committment to
fighting racism, p. 17
1969 - African & Afro-American Studies
program is established, p.17
1969 - Students begin SWOPSI (Stu­
dent Workshops on Social and Politi­
cal Issues), a student-initiated course
program, p. 6

May 15,1989 - Over 60 students
take over President Kennedy's
office to dem and action on the
Rainbow Agenda, p.39

May 4,1994 Chicano stu ­
dents begin a hunger strike at
dawn; three days later, at 11:30
pm, administrators and strikers
sign and agreem ent resulting
in the Chicana/o
Studies at Stan­
ford. p.8

can achieve success.

Peo£e!L oTthe birth of

Nov. 1970 - Native American students
and faculty unite to oppose Stanford's stereotyped
"Indian" perform ances at athletic events. They
establish the Stanford American Indian Organization
(SAIO). p. 70
May 3, 1987 - 900 Stanford students rally in White
Plaza, then occupy the adm in istratio n build in g
to protest Stanford's support of apartheid South
Africa, p. 13
1989 - A student-faculty coalition supports Webb
Ranch w orkers in their successful u nionization
fciye.

Nov. 1996 - Com­
parative Studies
in Race and Eth­
nicity program
is established,
p .l 7

Nov. 1998 to present -Stanford
under investigation by the U.S.
Labor Dept, for possible illegal
discrim ination against w om en
in hiring, promotion and tenure,
based on a 400-page complaint
filed by faculty members, p.72
Feb. 1999 - The Women's Center
gets a full-time director, p.58
1999 - The LGBTCRC gets a full­
time director, p.72

Spring 1999 - Bon Appétit work­
ers, w ith the support of SLAC
and MEChA, successfully nego­
tiate a contract including a
yearly wage increase, p. 14

Feb. 22, 2000 - Despite the opposition of residents
and students, Palo Alto passes an anti-panhandling
ordinance, p.50

Spring 1999 - Six UC Berkeley March 7, 2000 - Props 21 and 22 pass, criminalizing
students, supported by students C alifornia's youth and outlaw ing gav m arriaee
6 '
from Stanford and throughout p .18 & p.56
the Bay Area, go on hunger strike
to protest cuts in Ethnic Studies March 10,2000 - 200 Stanford students rally in White
Plaza to protest the acquittal of the NYC police who
at Berkeley. Berkeley agrees to

killed Amadou Diallo. p.24
their demands, p.34
Oct. 1999 - O ut
of 1640 facu lty
members, 1401
are white and
1316 are male.
African-Amer­
icans and Lati­
nos each m ake
up less than 3%
of the faculty, p.4

Be
March 2000 - A jury finds that Stanford
patient. It
M edical School illegally fired Dr.
may take thirty
Colleen Crangle in retaliation for
years, but sooner or
her complaint of gender discrimi­
later they'll listen to
nation. p. 72
you. In the meantime,
May 2000 - Candidates running
KEEP KICKING ASS!

u nder the Platform for Account­
ability and Change (PAC), a coali­
Florence Ken­
tion of progressive student groups,
nedy
are elected ASSU President, Vice Presi­
dent, and Senators, p. 10
Nov. 30,1999 - An estimated
100,000 p ro testo rs, in clu d in g
24+ from Stanford, shut dow n
the World Trade O rganization
meeting in Seattle, p.48
Feb. 3, 2000 - Bay Area youth
and Stanford students rally at
Hoover Institute to protest the
anti-youth Prop 21, s p o n s o r ^
by Hoover Fellow Pete Wilson;
p.18

Oct. 2000 - Stanford Hospital stops incinerating its
waste in East Oakland, giving in to demands made
by SEAS and Oakland residents, p.28
Spring 2001 - Student Initiated Courses (SIC) are
revived, p. 7
April 2002 - AASA, along w ith other Bay Area
Asian organizations, helps spearhead a national
boycott against Abercrombie & Fitch for their racist
T-shirts, p.21
F a ll2 0 0 2 a n d beyond

???

People to
Meet

hough it is hardly com pre­
hensive, here is a list of fac­
ulty and staff who take seriously the idea that
education is a process of teaching students to question

T

ucius Barker

John Manley
(Political Science)

(Political Science)

Kevin Bean

Ray McDermott
(Studio Art)

(Education)

Joel Beinin

"

Michael McFaul

(History)

(Political Science)

Eduardo Capulong

Cherrie Moraga
(Law School)

(Drama)

Clayborne Carson

Paula Moya
(History)

(English)

Enrique Chagoya

Susan Okin
(Studio Art)

(Political Science)

Gordon Chang

I

David Palumbo-Liu

(History)

(Comparative Lit.)

Nadinne Cruz

1 Ronald Rebholz
(Urban Studies)

(English)

Kat Cushing

1 Rush Rehm
(Urban Studies)

(Drama)

Todd Davies

1 John Rickford
(Symbolic Systems)

(Linguistics)

Ben Davidson

1 Eric Roberts
(LGBT CRC)

(Computer Science)

Carol Delaney

1 Richard Rorty

(Cult, and Social Anthropology)

Harry Elam

i

(Drama)

(Comparative Lit.)

Renato Rosa Ido
(CASA)

Luis Fraga

1 Armin Rosencranz

(Political Science)

(Human Biology)

Estelle Freedman

Debra Satz
(Feminist Studies)

(Philosophy)

Michael Gorman

Paul Seaver

(Science, Technoiogy, & Society)

(History)

Suzanne Greenberg

Thomas Sheehan

(SLE)

(Religous Studies)

Monika Greenleaf

Winona Simms

(Slavic Studies)

(Dean's Office)

Akhil Gupta

Myra Strober
(CASA)

(Education)

Laura Harrison

Terri Winograd

(Women's Center)

(Computer Science)

Paul Kiparsky

Carolyn Wong
(Linguistics)

(Political Science)

Kent Koth

Tommy Woon
(Haas Center)

(Dean's Office)

Tony Kramer

Christine Wotipka
(Dance)

(Education)

Mark Mancall

Sylvia Yanagisako

(History)

(CASA)

Purnima Mankekar

Yvonne Yarbro-Bejarano

(CASA)

To

send

(Chicano Studies)

a

message
th is

to
lis t,

a ll
these
p ro fs
e-mailprogressive-profs@lists.

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hese are ju st som e of the
m any organizations and
places to get involved w ith
here at Stanford...

T

Community Centers;
• Asian American Activities
Center (A3C),
www.stanford.edu/group/a3c
• D isabled C om m unity Cul­
tural Center (DC3)
• Black C om m unity Services
www.stanford.edu/dept/BCSC
• Lesbian, Gay, Bisexual
Transgender Com m unity
Resources Center (LGBTCRC), www.s
group/QR
• Native American Cultural
Center, 725-69^
• El Centro Chicano
• Women s Comme
Center; 723-0545
• Haas Center for P ublic
vice, haas.stanford.
• Bechtel International
Center, w\
iford.edu/d
icenter
• Office for Rei
723-1762

Umbrella O rganizations
> AASA (Asian A
dents
aasa@lists.
>BSU (Black Student L

Laura Jean Torgerson
and Ping Kwan

hf.bcs@forsythe to join the BCSC list
> Disabled Students of Stanford
_
_
dss@lists.stanford.edu
> Lesbian, Gay, Bisexual, Transgender Commu­
nity
qnet@lists.stanford.edu
> MEChA (M< imiento Estucd iantil Chicano de
Aztlan)
mecha@lists
stanford.edu
c -y,
s - < --> SAIO (Stanford American Indian Organization)
contact Linda,orie@leland to join the list,
tudents2002@forsythe.stanford.edu
> Women's Coalition
womens-c iition@lists.stanford.ed

Organizing Groups:
SCPJ (S nford Commun ty for Peace and Justice)
tiscuss@lists.stanford.edu
tu den
mmental Justice at

anror
ï-members@lists.stanford.edu
abor A :tion Coalitioi
ac@lists.s tanford. edu

luslim

tudents A\

sts.stanford.edu
etwork
mroup/MSAN

More good
90.1 FM,
Bridse I r Counseling, 3-3392
Planned Parenth
www.ppn qrmonte.org
al Plans &
sociates, 723-0778
e s p rin g reak
.edu/group/ASB
tanford
m unity
munity-farm
Who.R
dent ride-sharing
tanford
irtation Se
o bus, bike, train,
m
goto

Places to Start
Note: Picture on following page not meant to be heterosexist.

groups
rd.edu/
dentorgs/
reggroups.htm

Comment on the Guide! Write diso@diso.stonford.edu
with thoughts, comments, or questions.
Contribute to the Guide! Write diso@diso.stanford.edu.
to offer or request an article on a certain topic or to get
involved with the production of the guide.

üwhere
m
ppnear
complete. It is
:;

up to you to
continue disAnd ! said, 'Why
doesn't somebody
do something?!1

.

Then I realized:
I am somebody.

Hitherto philosophers
have only interpreted
the world;
the point however is
to change it.

(so, what are you waiting for?)

Item sets