Stanford Disorientation Guide 2005

Item

Current View

Title

Stanford Disorientation Guide 2005

Date

2005

Place

Stanford, California

extracted text

Ml

O N

tfiasH íiO A

xNarao-sia
Stanford University: home to fanning palm trees and red tile roofs, world-renowned
professors and incredible research opportunities —and a place that fires workers
for attem pting to organize, that regularly denies tenure to female and minority
faculty, that invests billions of dollars in corporations infamous for abusing people
and nature. As members of this community, it is time to rouse ourselves from com­
placency and acknowledge a troubling backdrop to our pretty public image.
No m atter what 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 them e houses to
our lucrative contract with Nike, Stanford’s history is one of amazing wealth and
opportunity created at incredible expense through inexcusable exploitation.
In the classroom, we are taught about the importance of critical thinking and the
power o f 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 systems of wealth and
privilege that created this oasis of intellectualism. It adds to the isolation felt by
those who, despite opposition, persist in fighting the power structure.
This guide is, at present, one of the few documents that tells another side of the
story. 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 argument, 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 with that in mind. Read it as it was written: with an ear to the past,
a heart bent towards truth, a mind open to the future, and eyes intent on change for
what 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 ?”

1k K IP S ®

/= "

f

Introduction.............................................................................. 2

J & W 'J

Who Is Our Faculty?.............................................................. 6
The Heterosexual Questionnaire....................................... 7
t«d

We All Live in a Knowledge Factory...................................8

IJ l Chicano Students Go On Hunger Strike!....................... 10
Y our d re a m f ° r

......................................................................

Student Voice: Privilege or Right?.................................. 12
"

¥ "

Update 2005: Our Housing Our Voice............................. 13
Think About It...................................................................... 14

South Africa and Stanford............................................................................................. 15
Welcome from United Stanford Workers....................................................................16
No Legacy Here............................................................................................................... 18
After 35 Years: CSRE..................................................................................................... 19
Respect for All: Students and Workers UNITE!........................................................20
Why Asian American Studies Matters.........................................................................22
Supermodel minority................................................................................

23

The Fight for the A3C.......................................................................................................25
We Wear Red for the Blood He Shed

..............................................................26

Stanford Anti-War Movement, 1966-69....................

28

Health Care With Harm..................................................................................................30
Lessons from the Fight..................................................................................................31
Queers of Color...............................................................................................................32
The End of Latin American S tudies........................................................................... 34
The “Rape” of Mr. Smith.................................................................................................35
You Know Enough to Act......................................

36

Stanford’s Shame: The Hoover Institution................................................................ 38
Survivors...........................................................................................................................40
Takeover ‘89 ....................................................................................................................41
How Much Is Your Time Worth?.................................................................................. 44
Unsung Heroes...............................................................................................................45
Military Academic Complex.......................................................................................... 45
Tenure: Academic Freedom for White M e n ..............................................................46
Lessons from Cancún.................................................................................................... 48
The Other Palo Alto........................................................................................................30

This Guide is printed on 80% post consumer recycled paper.

¿ P /S -

CPO A/ T£FA/ r s

Making Stanford Sustainable.......................................................................................52
Untitled............................................................................................................................. ..
The Two Stanfords................................................................... ...................................... 54
The End of the Grape Boycott.................................................................................... 55
Fear and Loathing in CA..............................................................................................56
After 25 Years on the F a rm ........................................................................................57
SUCCESS! The Women’s Center is Funded........................................................... 58
Pilipino Americans at Stanford University................................................................ 59
Missing: $ 12.2 billion..................................................................................................... 60
Unpacking the Knapsack of White Privilege........................................................... 61
Fight War, Not Wars: Books Not Bombs....................................................................64
The fight for Community Centers................................................................................66
Finally, Diversity in the Arts........................................................................................ 67
A Letter to My Sister..................................................................................................... 68
Foreign Body...................................................................................................................68
Before the Tree.................................................................................................................
Support Community Organizations and Earn Money!.............................. .............71
$12,200,000,000.00

.

Know Your History (or be doomed to repeat it)....................................................... 72
Hate Crimes at Stanford................................................................................................73
Seeing the Connections................................................................................................74
People to Meet..................................................................................................................
The Hierarchy of the University...................................................................................77
Places to Start................................................................................................................78

Visit http://diso.stanford.edu/ 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!

Who Is Our
Faculty

O f S t a n f o r d ’s
i, 749f a c u lty m em b ers,
1 ,4 5 6 a r e w h i t e a n d 1 ,3 5 5 a r e
m a le .

394 are women v iy /o )
60 are Hispanic/Latino (3%)
45 are African American/Black (3%)
3 are American Indian or Alaska
Native (< 1%)
184 are Asian American or Pacific
Islander (11%)
How can you find
any satisfaction,.

in the success
you achieve...



f
f
f

In 1996,
full professors \
had an average A
salary of $104,000 if
i they were men and J
V $96,400 if they
\ were women. /

J

- i f it was due to
your race or gender.

ACTWM Æ

j££ù ù ttM im

...and not your
qualifications or ability?

Why don't
you tell me.

And the students:
O f Stanford’s 6,654 undergraduates,
• 49% are women
• 682 are African-American (10%)
• 127 are American Indian or Alaska
Native (2%)
• 1,654 are Asian-American or Pacific
Islander (25%)
• 789 are Hispanic/Latino (11%)
• 3,032 are W hite (46%)
• 367 are International (6%)

O f Stanford’s 7,800 grad students,
• 36% are women
• 216 are African-American (3%)
• 44 are American Indian or Alaska
Native (1%)
• 943 are Asian American or Pacific
Islander (12%)
• 396 are Hispanic/Latino (5%)
• 3,586 are W h ite (46%)
• 2,620 are “O th er” or unknown (33%)

Datafrom Febrary 2005. Sources: http://www.stanford.edu/home/stanford/facts

W hat do you think caused your heterosexuality?
. W hen 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 with some one of your same gender,
then how do you know you wouldn’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 relationships.
Do you think you may have turned heterosexual out of fear
of rejection?
W hy 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 why do so many heterosex­
uals try to seduce others into their orientation?
10. Are cancer, earthquakes and floods God’s
way of punishing heterosexuals?
you
don’t
11. Considering the battering, abuse and divorce
I ’m
strai
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?
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 your normal,
healthy, God-given homosexual potential?
And anyway, why do heterosexuals place so much emphasis
on sex?
-

Take it TODAY!

Heterosexual
Questionnaire

h e g r o w in g c o r p o r a t i z a t i o n o f u n iv e r s itie s a c r o s s

T

w ith im p o r ta n t p u b lic h e a lth

t h e n a t i o n h a s c a u s e d m a n y t o q u e s t io n t h e i n t e g ­

i m p l ic a t io n s c o u ld b e d e la y e d f o r

r i t y o f a c a d e m ic f r e e d o m o n o u r c a m p u s e s . W i t h t h e

m o n th s b e f o re b e in g re le a s e d .

i n c r e a s in g f r e q u e n c y o f i n d u s t r y e n d o w e d c h a ir s s u c h

U lt im a t e l y , c o r p o r a t i o n s ’ e f f e c t

as W e s t V ir g in ia U n iv e r s ity ’s “K m a r t C h a i r ” a n d t h e

in s h a p in g w h a t is r e s e a r c h e d a n d

p r o l if e r a t i o n o f c o m p a n y lo g o s o n o u r s c h o o l c a m p u s e s ,

w h a t is n o t , is in c a lc u la b le .

i t is d if fic u lt t o ig n o r e t h e p r e s e n c e o f c o r p o r a te m o n e y
i n o u r u n iv e r s itie s . F o r t h e

W h e r e d o e s t h i s le a v e s t u ­

fisc a l y e a r e n d in g A u g u s t

d e n t s as r e c ip ie n t s a n d c o n t r i b u ­

31, 2 0 0 2 , c o r p o r a ti o n s f u n d e d r o u g h ly $39 m illio n in

t o r s t o c o r p o r a te - d i r e c t e d s c h o l­

s p o n s o r e d p r o j e c t s h e r e a t S ta n f o r d , a n 11% in c r e a s e

a rs h ip ? A r e w e b e c o m in g p a s s iv e

o v e r t h e p r e v io u s y ear.

c o n s u m e r s o f o u r e d u c a t io n , t h e

I n a d d i t i o n t o m a i n t a in in g a n e la b o r a te w e b s ite
t i t l e d , “A G u i d e f o r C o r p o r a t i o n s , ” a t
c o r p o r a t e .s t a n f o r d .e d u ,

Stan-

p r o d u c t s o f a “k n o w le d g e f a c to r y ”
c h u r n in g u s o u t fo r c o r p o ra te
jo b s?
I n 1 9 6 9 , t h r e e S ta n f o r d s t u ­
d e n t s d e c i d e d t o c h a l-

We All
Live in a Knowledge
Janelle Ishida and Rebecca Trotzky-Sirr
Factory
1e n g e

f o r d a ls o o p e r ­
a te s th e O ffic e o f T e c h n o lo g y
L ic e n s in g ( O T L ), w h ic h w o r k s t o c o m m e r c ia liz e
S t a n f o r d in n o v a t i o n s a n d m a n a g e i ts g r o w in g p a t e n t
p o r t f o l i o . W h e n t h e o ffic e o p e n e d , s c h o o l d e a n s w e r e
in itia lly c o n c e r n e d a b o u t t h e a t t e n t i o n t h is w o u ld d iv e r t
fro m te a c h in g a n d re se a rc h , b u t th e s e c o n c e rn s w e re
a b a t e d b y O T L s p o lic y o f in c lu d in g b o t h d e p a r t ­
m e n t s a n d p r o f e s s o r s as d i r e c t p r o f i te e r s o f
t h e i r c o m m e r c ia liz e d r e s e a r c h . A s a r e s u lt
la s t y e a r S ta n f o r d g e n e r a t e d

$4 9 .5 m illio n

in

t e c h n o l o g y - t r a n s f e r a c tiv itie s a n d r e c e iv e d
350 in v e n tio n d is c lo s u r e a p p lic a tio n s , 1/4 o f
w h ic h w e re p a te n te d .
T h e c o m m e r c i a l i z a t i o n o f a c a d e m ic
r e s e a r c h in t h e la s t tw o d e c a d e s h a s r e s u l te d
i n a n u p s u r g e in f u n d in g f o r i n f o r m a t io n t e c h n o l ­
ogy, c o m p u t e r s c ie n c e , a n d b io te c h n o l o g y ; h o w e v e r ,
c o r p o ra te fu n d in g c o m e s w ith a p ric e . A s tu d y o f
m a jo r u n i v e r s i t y e n g i n e e r i n g r e s e a r c h c e n t e r s f o u n d
t h a t 35% o f t h e m a llo w e d c o r p o r a te s p o n s o r s t o d e le te
i n f o r m a t i o n f r o m t h e i r f in d in g s p r i o r t o p u b li c a ti o n . I n
a d d i t i o n , S ta n f o r d , lik e m o s t u n iv e r s itie s , h a s a 9 0 - d a y
w a itin g p e r i o d b e t w e e n t h e c o m p le ti o n o f r e s e a r c h a n d
p u b l i c a t i o n t o g iv e t h e i r s p o n s o r s t i m e t o file p a t e n t
a p p lic a tio n s i f a p p lic a b le . U n d e r t h is p r o v is io n , r e s e a r c h

s u c h a sy s te m . T h e y w e r e w itn e s s e s
t o t h e U n iv e r s ity ’s g r o w in g r e la ­
t i o n s h i p w i t h t h e m i li ta r y i n d u s ­
t r i a l c o m p l e x ( in 1967 S t a n f o r d
w a s t h e t h i r d la r g e s t r e c i p i e n t o f
D e p a r t m e n t o f D e f e n s e c o n tr a c ts
n a tio n w id e ) . S W O P S I —S t a n f o r d
W o r k s h o p s o n P o litic a l a n d
S o c i a l I s s u e s —w a s c r e ­
a te d to p ro v id e s tu ­
d e n ts th e o p p o r tu ­
n i t y t o r e c l a im t h e i r
a c a d e m ic f r e e d o m b y
c re a tin g a n d p a r tic i­
p a tin g in in n o v a tiv e
c o u rse s. T h e s e w o rk ­
sh o p s a d d ressed c u rre n t
is s u e s a n d e m p h a s i z e d s t u d e n t
a n d c o m m u n ity -b a s e d k n o w l­
e d g e r a t h e r t h a n t h e tr a d i ti o n a l ,
c r e d e n tia le d p r o fe s s o r - le c tu re
f o r m a t. W i t h a n a c t i o n - o r i e n t e d
f o c u s o n d e v e lo p in g s o lu tio n s t o
t h e s e s o c ia l a n d p o li t i c a l is s u e s ,
S W O P S I e s ta b lis h e d a r e p u ta ­
t i o n f o r its w illin g n e s s to c o n f r o n t
s y s te m ic c a u s e s , t h u s p u t t i n g i t
in a n a d v e rs a ria l p o s itio n w ith

The aim of public education

ment at all; it is simply
to reduce as many indi­
viduals as possible to the

and train a standardized
citizenry, to put down

university administration. Finally,
in 1991, despite a long struggle to
m aintain student control o f the
program, university administrators
decided to end SW OPSI due to a
“lack o f funding.”
W ith corporate donations to
universities across the nation rising
fro m $850 m illio n in 1985 to
more than $4.25 billion a decade
later, one may question how our
academic atm osphere contrasts
from the days of SWOPSFs begin­
nings in the 1960’s. Although we
may no longer maintain a research
center for military technology, the
corporatization o f our academic
realm is continually expanding
w ith consequences th a t are just
as insidious. Unless we begin to
acknow ledge universities’ roles
in producing students vulnerable
to corporate interests, we cannot
begin to challenge the restrictions
p e rp e tu a te d by such re la tio n ­
ships.
In Spring of 2000-2001, the
student-led tradition o f SW OPSI
was successfully revived, as Stu­
dent Initiated Courses [SIC] at
Stanford University emerged. A
sampling o f SIC courses includes:
California Prison Issues; Understanding 9-11; Anarchist Theory;
Homelessness and Poverty in the
Bay Area; A lternative “G reen”
C onstruction M ethods; and Jobs

<

w ith Justice.
SIC empowers students to pursue and direct their
intellectual passions and expand upon existing educa­
tional offerings-especially in areas o f social justice and
community service learning. T he unique experience
of designing and participating in a student led course
enhances learning and fosters a spirit o f intellectual
agency Given the diverse talents and resources o f our
student body, these courses hold great potential for
broadening and challenging our academic discourse.
M ost im portantly, SIC aspires to enhance the
intellectual environm ent at Stanford by increasing the
diversity of course offerings, supporting students as they
pursue their convictions, broadening and challenging
current discourses, and allowing students to play an
integral role in defining the nature o f 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!

hunger strike protesting the adm inistrators’ lack o f
h e i9 9 3 _94 s c h o o l y e a r
was especially difficult for com pliance w ith th eir dem ands, w hich included: a
formal apology to Cecilia Burciaga for the way she was
Stanford’s communities of color.
treated in her firing; the formation of a Chicano Studies
D uring w inter quarter, students
feared that their ethnic and com­ major, the building of a community center for East Palo
m unity centers would either be Alto; and a university-wide ban on grapes in solidarity
closed because o f budget cuts I w ith the United Farm Workers. Later that day sixteen
Chicano faculty members sent letters of support for
or all merged into one. As those
the protesters’ demands. O n the third day o f the strike,
fears subsided, a worse scenario
professors volunteered to be part of Aztlan University
unraveled itself for the Chicano
teach-ins. W hile this was going on, a team o f student
com m unity. B udget cuts w ere
said to be behind the April firing negotiators m et w ith the adm inistration to come to a
o f high-ranking adm inistrator and resolution on the strikers’ demands. At 11:30 that night,
an agreement was finally reached and the fast ended.
com m unity leader C ecilia B u r
O n Saturday the agreement was signed by President
ciaga. She and her husband, José
Antonio Burciaga, had previously G erhard Casper and Provost Condoleezza Rice.
W h at was gained by the hunger strike? T here was
served Stanford’s Chicano com­
munity as Casa Zapata’s Resident no formal apology for Cecilia Burciaga; the President
and Provost only agreed to recognize
Fellows.
News o f the firing reached her contributions to
stu d e n ts w h en th e y r e tu rn e d
from Spring Break. For

T

Chicano
Students Go On Hunger
Strike!
Maribel Ledezma

m o n th stu d e n ts
protested the firing, dem anding
to know how someone who had
d ed icated her life to S tanford
could be dismissed so easily. T hen
on May 1st at Sunday Flicks, a
second incident escalated the frus­
tration and disrespect being felt
by Chicano students. As a short
film, "No Grapes" was shown at
MEChA’s request to inform Stan­
ford students about pesticide use
and other issues surrounding the
United Farm W orkers’ boycott of
table grapes, students in the audi­
ence began to shout "Beaners go
home!" and other racial epithets.
T h at night students m et to plan a
response to the attacks they were
experiencing.
O n May 4, Chicano students
camped out in the center o f Main
Q uad at daybreak and began a

Stanford. They agreed to
establish a com m ittee to investigate the
issue of grapes on campus and make recommendations
for the University’s policy at th at time. A fter m onths of
meetings and com m ittee recommendations, the policy
remained the same - each dorm would vote w hether to
serve grapes or not in their dining hall. T he President
and Provost both prom ised to consider fundraising
efforts and other support for a comprehensive service
program in East Palo Alto. To this day, there is no such
program which resulted from the strike. Finally, the
lasting effect of the strike was the creation of Chicana/o
Studies at Stanford, w ith th e first group o f majors
graduating in 1999. >

subscribe mecha@lists. stanford, edu

Your dream for me turned
into my dream for you
by Joseles De La Cruz
There is history left untold/
Times we didn't think to cry
about/
It is much easier for me, than it is
for you/
My dream was to drink 40's and
smoke joints like we we're God's
burning away our fleeting exis­
tence rising in mists cuz we knew
we were doomed/
Your dream is to sing and dance
after we cooked and ate. "I
que vivir con Corazón, baik
con la canción," you would
say/

You sleep in family and friend's couches after sur­
gery puts you out of work, and I travel to Indonesia
to see the people drink coffee with grains left in the
cup and sacrifice pigs when the moon's glow is just
right/
You cry over the phone about the dream drying
up and leaving you in Nebraska, while I meet with
administrators who say using your hands is not
worth paying a wage that's more than what they pay
for a palm tree/
Your dream is Hector's, a Stanford farmworker
valued at 7.80 an hour/
Your dream is Doroteo's, a Janitor and poet extraor­
dinaire/
Your dream is Victoria's, an 8 year temp fired for

Say would you catch my
dream/
My dream for you began
with your eyes giving birth
to joy when a fat package
from Stanford came
Your dream for me began
with 20 million dreams
fighting in the city built on
a lake that shook your path
apart, bouncing you across
border to pick fruit and clea A student addresses then President Casper and Provost Condoleeza Rice during the
toilets/
My dream for you began with
speaking up
tearing down a wall of pictures,
The
beginning is a community's week of fasting,
cramming my life into boxes,
marching, chanting, singing and negotiating a
unprepared to start the dream
dream/
that drove you to leave home/
The end is written in the veins of my heart's capillar­
Your dream for me began seeing
ies that dig in/
your father shot to death/ living
And said I wouldn't leave this place until it was free
off rice and beans because you
like the dream that built it/
were too prieta, too dark para la
My dream is fighting your dream, it is a penny flicked
familia to reach the fruit/
across a stage. Somehow it didn't choose to land
there but did/
It is much easier for me than it is
for you/
You battle disease without
healthcare on graveyard shifts
while I study words by dead white
men who speak of the liberty and
justice our society provides/

How do you live knowing the Dreams you do/

s Stanford students in 2005, it is hard to u n d e r
stand how our University is living our Founders’
vision o f creating a university to serve the “public
welfare.” If we take to heart the apparent message
o f Stanford’s new leaders—th a t educating students
w ithout their participation in decision making and
their leadership in disciplinary research is serving the
public welfare—then we are in a crisis. As John Dewey
and others have stated, for our educational institutions
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 community at least participate in the decisions
th at 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 many students, chosen by the ASSU’s
N om inations Commission, sit on university commit­
tees. However, this access does not exist at all levels
of decision-making, and it is often bypassed
altogether. Furtherm ore, stud e n t s are

A

Student
Voice: Privilege
or Right?

exist (you will not find a dearth of
opportunities here). Hold admin­
istrators accountable. Take control
o f your education and engage in
the needs o f communities beyond
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 th at affect
th eir

Seth Newton

lives, and if
they don’t, ask them why! Above
all, if you are told that you are tran­
r a r e ly s e e n as
equal co n trib u to rs nor an in te ­ sitory, th at you lack expertise, or
th at your voice here is a privilege
gral voice on university committees. From this
perspective, the gracious University, by including a and not a right, rem em ber first to
question, second to organize, and
tokenized student member, is awarding students
third to reflect. This process
the privilege of participation. But student
o f finding voice will allow
participation is not only a right, it is an
I
challenge
us all to create our own
essential perspective in University
you
to
look
knowledge and claim
decision-making.
around the table
m eaningful, d em o ­
How do we reclaim this voice?
next time you're at
cratic involvem ent
Mobilize to get students as voting
a meeting. If you are
in our University and
members on our Board of Trustees.
completely comfort­
greater society >
Advocate for N om Com ’s right to
select students for all committees.
Create mechanisms for equal p a r
ticipation where they do not currently

able, you're at the
wrong table.
- Marta Miranda

U p date 2005: O u r H o usin g , O u r Voice

Branner...

B y Lin d a Lee and R eid Yokoyama
T h e U n ive rsity rece ntly announced
changes th a t d ire c tly affect student life
— decisions th a t have been made w ith o u t the
voice o f students d ire ctin g them . O n Feb. 8,
2005, V ice Provost o f Undergraduate Educa­
tio n John Bravman in tro d u ce d m ajor housing
changes to the Board o f Trustees and ASSU
executives. T h e housing plan w o uld essen­
tia lly elim inate fou rclass dorm s by creating a
“ mega~Branner” and negatively im p act eth nic
them e houses. Ujamaa w o u ld be moved o u t
o f Lagunita w ith o u t the residents’ consent,
upperclassmen o f Casa Zapata and O kada
w o uld be isolated and surrounded by an allfrosh Stern and W ilb u r, m aking such housing
arrangements clearly un attractive, and there
is a d istu rb in g silence as to w h a t w ill happen
to M uw ekm a. Freshmen w o uld be isolated in
all eth nic them e dorm s fro m all o f th e ir peers.
I t seems obvious th a t n o t all freshm en w a nt
to live in all-frosh dorms. A n d n o t any them e
dorm s have asked to be moved.
T h e U n ive rsity’s tre n d o f token in clu ­
sion o f student voice is especially alarm ing
w h en we examine past student struggles to
create the eth nic them e dorm s and foster a
m u ltic u ltu ra l campus. Yet, the U n ive rsity is
w illin g to reverse these in s titu tio n s w ith o u t
even once consulting the students w ho live o r
have lived there.
T h e U n ive rsity needs to recognize th a t
students are m o b iliz in g to demand th a t th e ir
voice be heard. U ltim ately, decisions affect­
in g students cannot be made w ith m in im a l
o r token student involvem ent. Stanford, as a
leader in high er education, cannot continue
in this un dem ocratic approach to decision­
m aking. T here needs to be m ore transparency
and dem ocracy in decisions made overall.
Students need a real voice in decision-m aking
process th a t affect th e ir lives and th e ir learn­
ing. T h e U n ive rsity is o n ly a name w ith o u t its
students; therefore, it is ou r lives and ou r edu­
catio n th a t should be the forem ost concerns
o f the University, and we should have a say in
it.

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

Now think
about living in a
wheelchair...

How many of your friends live upstairs in dorms or houses with
out elevators?
Have you ever missed a class due to not being able to find the
room because the room numbers weren’t in Braille?

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

Does 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 of time do you need to plan to go to the bathroom?

Do people ever assume you can't hold a job because you have a
developmental disability?
Has a parent ever pulled a child away from you or scolded
the child not to look at you or ask you a question?

t Stanford I don’t m ind the extra tim e it might take me to go in my wheelchair from my
dorm to the quad. W h at I do mind is taking hours of tim e th at could be spent writing
th at paper or meeting someone new to convince someone th at my needs are genuine or to
get a group meeting moved 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 when disabled and
nondisabled students work together for improved access. It m atters when you say th at you
w ant money spent on installing Braille and building ramps. It changes people’s lives when
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 someone else. Start educating yourself. T hink
about people’s needs. People with disabilities need sensitivity
and support but not pity. We need you as an ally in
the struggle for equal access and equal civil
rights. >

A

Think
About It...

Jessica Lehman

subscribe
dss@ lists

o;

South Africa and
Stanford

May 9, 1977,
over 900 Stanford students
occupied Old Union to protest Stan­
ford’s support of corporations in apartheid
Randy Schutt
S outh A frica. T h a t night, 294 stu d e n ts
refused to leave and were arrested, while
hundreds more kept vigil outside. This nonviolent dem­ continued fasting for a week. O n
onstration garnered international media coverage and
the day o f the sit-in, several
widespread support, inspiring similar dem onstrations
students traveled to the Trustees’
at universities all across the U.S. These dem onstrations
meeting,
and one, still fasting, was
launched the divestment movement which was crucial
allowed
to
address the meeting.
in undermining the racist South African regime.
T
he
Trustees
agreed to form a
T he campaign, carried out by the Stanford Com ­
com
m
ittee
to
study
the issue, but
m ittee for a Responsible Investm ent Policy (SCRIP)
refused
to
vote
for
the
resolutions.
was initiated primarily by students living in Columbae
A
fter
a
great
deal
o
f
discussion,
House, a cooperative house w ith a them e o f social
294
of
the
students
occupying
Old
change through nonviolent action. T hey connected
Union
decided
to
stay.
w ith other students who had worked on anti-military,
Stories appeared in newspapers
affirmative action, labor and other campaigns.
across
the country and even o v er
In W inter Q uarter, Jk student-taught SW O PSI
seas.*
T
he students who stayed
class (see p. 8) researched South African apartheid and
knew
they
were risking jail time,
Stanford’s connections. T he class prepared a well3
cu
t-o
ff o f th e ir financial
docum ented paper th at argued that corporate
*This
aid,
or even expulsion
involvement in South Africa supported the
for diangew as \
from Stanford. Still,
apartheid regime. It was distributed to the
so powerful and
they had been moved
Stanford Trustees and top Administrators.
inspiring that it helped
enough
by the cam­
Copies were also placed in m ost dorms and
to create a massive
paign
to
risk all this
movement for divest­
in Meyer Library. Then, SCRIP launched a
ment across the
to
help
b
rin g dow n
major education effort, distributing leaflets
country.
the
racist
South
African
door-to-door in all the dormitories and talking
g
o
v
e
rn
m
e
n
t.
A
n
d
th e ir
to students. As support grew, they collected over
efforts
eventually
paid
off.
T he
3,000 student signatures, 80 faculty signatures and
divestment
movement
was
crucial
support from tw enty campus groups, including the
in ending apartheid. >
U nited Stanford Employees labor union. T hey wrote
letters to the Daily and longer guest columns. There
Full tex t available online.
were also guerrilla theater performances, music, and
gigantic posters provided by SCRIP artists.
SCRIP tried to m eet w ith the Trustees to point
out the Stanford com munity’s growing support. But
the Trustees only agreed to abstain from voting.
In the week leading up to the sit-in, over 50 people
engaged in a three-day vigil and fast. Five students

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
many o f you will come to rely on us in very im portant
ways. So, we extend our hand in mutual assistance and
respect.
We are the United Stanford W orkers (USW) and
we work in virtually every corner of Stanford University
- from the kitchens to the golf courses, the hospitals
to the Stanford Linear Accelerator and
everywhere in between.

G

MONEY!
HELL IT MAY 8 £
SPLATTERED RED WITH
THE BIOOO OF THE
EXPLOITED. BUT IT STILL
LOOKS GREEN TO ME.

The

Welcome
from United Stanford
Workers
U SW (p a rt o f
SE IU Local 715) is th e labor
union representing over 2,500 workers at Stanford
University and Stanford Hospital. O ur members cook
your breakfast, serve you coffee atTresidder, clean your
dorms, cut the grass, fix your light fixtures, set up your
experiments, keep your museum open, tend to you at
the hospital - keep this campus running.
We are dedicated to the University and take our

jobs here seriously, yet sometim es we don’t get the
respect from the University that we deserve.
These past few years have been a difficult and excit-

Z e v K v itk y

one
for USW! A fter a long struggle
w ith Stanford University, a new
contract was ratified for over 1,100
workers on September 1,2000. We

w on fair wage increases, b e tte r
re tire m e n t b en efits, and many
o th e r co n tra c t im provem ents.
Prior to this victory, roughly 1,500
workers at Stanford and Lucille
Packard Hospitals finally won a
first contract in November 1999,
having struggled to organize w ith
the union for over two years.
Students at Stanford, particu­
larly those active in the Student
L ab o r A ctio n C o a litio n , have
played a significant and im portant
role in our recent campaigns,and
have had a great influence on the

outcome o f labor struggles in the
University Events have shown us
that the University administration
and leadership is often far more
responsive to the students whom
Stanford serves than the workers
w ho make the U niversity func­
tion.
S tu d e n ts have c irc u la te d
p etitio n s, atten d e d rallies, and
organized events to raise aware­
ness am ong th e s tu d e n t body
ab o u t labor issues on cam pus.
The Union has also helped spon-

Who gets the risks?
The risks are given
to the consumer, the
unsuspecting con­
sumer and the poor
work force. And who
gets the benefits? The
benefits are only for
the corporations, for
th e money makers.

versity 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 support our continued
m ovem ent for respect and justice on th e job. We
encourage you all to take a “real life” labor studies
course by being aware and inform ed o f labor issues in
your new home at Stanford.
D isorient yourself to a part o f Stanford in which
you can make a difference!
Sincerely,
if
you have
come to help us,
you are wasting your
time. But if you have
come because your
liberation is bound up in
ours, then let us work
together.

The
Me
United
Workers,

-Lila W a tso n

Contact
the U S W a t 33680 f o r more

C esar Chavez
sor a variety o f student activities,
including publications, lectures,
and film screenings. T his coop­
e ra tio n b etw een stu d e n ts and
workers cultivated in recent years
is not unique to Stanford. At hun­
dreds o f universities across the
country, students 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 vendors
w ith unfair labor practices. These
campaigns are having a dramatic
impact on university policies, and
many victories have already been
realized. We want to build on this
m o m en tu m , u n itin g stu d e n ts,
workers, faculty, and community
members to make Stanford Uni­

SE I
715

I am not inter­
ested in picking up
crumbs of compassion
thrown from the table
of someone who considers
himself my master. I want
the full menu of rights.
Bishop Desmond Tutu

No Legacy
Here I

from not being able to
ence because you are too
- Karen Bush
Right: Lured by the promise ofa crisp
new $20, performance artist Tim
Corrigan meets a painful end.

/Inna JVLumJorcl

rhen I
first
stepped foot on Stanford’s
ca m p u s d u rin g A d m it
W eekend 2004, th e re ’s
only one w ord for how
I felt: alienated. Almost
every event I attended
felt tailored to a particu­
lar group o f students from
a p articu lar background,
and th a t b ack g ro u n d was
not mine, a working class,
im m igrant, first genera­
tio n college stu d e n t.
Sure they adm itted me,
but th at doesn’t mean I
feel like I belong here
To this day, that
feeling of alienation
s t i l l f o llo w s m e
around. I feel I have
to suppress who I
am, since so few
people can relate
to where I ’m
coming from.

Unlike
m ost S tanford
students, I attended an
u n d erfunded, u n d erp erfo rm in g
high school th at had only one counselor
for 400 graduating seniors. Even if one was lucky
enough to graduate from high school and avoid getting
involved w ith gangs, future prospects remained
lim ited. A ttending college, let alone Stan­
ford, was an option available to very few
students. Coming from this place and
being the first one in my family to
attend college, it has been difficult
trying to reconcile these drastically
different communities.
Fortunately, th e re exist
places like th e A sian A m erican
Activities Center, which I have come
to consider my home away from home.
It is at the community centers and in
the student organizations th at I am able
to build supportive friendships w ith other
students who listen to my struggles, share
their own, and are able to understand and
relate. But in its com m itm ent to student
diversity, Stanford needs to do a b etter
job o f supporting students whose back­
ground does not fit the typical Stanford
profile. It must learn to support students
from a variety o f socio-economic and racial
backgrounds. A fter all, w hat good is a uni­
versity that claims a diverse student body
but is unwilling to provide the necessary
resources to support these students’unique
needs and concerns? >

p

April 196$: Four days after the assassination of Martin
Luther King Jr., seventy members of the Black Student
Union walked onto the stage of Memorial Auditorium,
interrupting an address by University Provost Richard
Lyman called “Stanford’s Response to W hite Racism.”
The students took over the podium and issued a set of
ten demands challenging Stanford to prove its commit­
ment to fighting racism. After issuing the final demand
the BSU students walked out to a standing ovation.
W ithin two days, the university agreed “in substance”
to nine of the ten demands.

can Studies, and in May, Chicano/
Latino students went on a hunger
strike for, among other demands,
Chicano/Latino Studies (see pg.
10).
Nov. 1996: After three decades
of student struggle, resistance, and
action, the Faculty Senate voted
unanimously to approve a new

1969: Stanford
F W £ A L L WOKV^v T O G E T H E R
established
a program in
A f r i c a n and
Afro-American
Studies. For the
next twenty
years, students
a r gu e d p a s ­
sionately and
com pellingly
for C hicano/
L atino Stud­ TOTALLY P t S R t / P T THE SYSTEM
ies, Asian American Studies, and
program in Comparative Studies
Native American Studies, but the university contained in Race and Ethnicity.
student momentum in an endless cycle of proposals,
petitions, committees and meetings.
1997 Stanford students could
finally declare a major in Asian
May 1987: After a backlash against the student-led American Studies, Chicano/Latino
movement to replace the freshman “Western Culture” Studies, or Native American Studrequirement with "Cultures, Ideas, and Values,” several
student organizations formed The Rainbow Agenda,
which issued seven demands requiring the university to 2005: CSRE expands to include
meet commitments to “ethnic minority life at Stanford” Institute for Diversity in the Arts
and launched a major demonstration at the university’s (IDA) as a concentration.
Centennial ceremony . In March 1988, the Faculty
Senate voted in favor of the new CIV program.
Sources:
M ay 1989: Takeover ’89 (see pg. 41). D em ands
included professorships for Asian American Studies
and Native American Studies.
1994: Asian Pacific Islander students
disrupted a faculty senate meeting and d ema nd ed
Asian Ameri-

by Steven P hillips;
The Daily.

55 CSRE
After 35 Years

n May o f 2003, six Stanford
students fasted for a week to
dem and improved working con­
ditions for Stanford’s low-wage
service w orkers. T h is hunger
strike was part of the much larger
cam paign to educate stu d e n ts
about the issues facing low-wage
workers on campus and to demand
th at the adm inistration take con­
crete steps to address these issues.
(See the Timeline below)
T his piece, however, is not
about the sacrifices o f the hunger
strikers, nor th e countless stu­
d e n ts an d o th e r c o m m u n ity
members who have supported us
throughout our six-year history
o f advocating for workers’ rights
at Stanford. Rather, it is about
the thousands o f workers on this
campus that serve the stu­
dents and

I

faculty and make
possible th e daily operations
o f this university, and how the
Stanford Labor Action Coalition
(SLAC) has worked to advocate
for and serve Stanford’s workers.
W h a t’s wrong, you might be
wondering, w ith the way workers
at Stanford are treated now? For
m any w orkers at Stanford, the
wages they earn aren’t enough to
cover basic living expenses in the
Bay Area. T here are hundreds
o f workers at Stanford who earn
less than the $14 per hour th at
the California Budget Project has
estimated is the minimum liveable
wage here. For example, ABM
janitors at Stanford earn between
$7.50 and $12 per hour, and some
employees who work in eateries
on campus earn as little as $6.75
p er hour. Because o f th e low

wages they earn, many workers at Stanford are forced
to take on a second or third job in order to cover rent
and many workers are unable to save money to invest in
their future or the futures of their children. In addition,
many low-wage jobs at Stanford don’t provide health
care, so workers and their children are forced to rely
on the emergency room for their health care needs.
W hile there are other employers in the U.S. who
do not pay their employees a “living wage,” Stanford
University is an influential institution, and therefore has
the responsibility to strive towards being an exemplary
employer. O ur founders believed so as well. In a letter
to the Board of Trustees, Leland Stanford wrote, “I want
an institution to deal particularly w ith the welfare of
the masses. T he few very rich can get their education
anywhere. They will be welcome to this institution if
they come, but the object is more particularly to reach
the multitudes- those people who have to consider the
expenditure o f every dollar.”
There can be no questio n th a t

Respect for All:
Students and Workers
UNITE!
Anna Mumford
Stanford has the
financial resources to ensure that
all workers on campus are assured certain minimum
wages and benefits. Stanford’s endowment o f $12.2 bil­
lion is the second largest in the U.S., and the projected
2004-5 surplus is $6.7 million.

TIMELINE
November 1998: SLAC is founded at a stu­
dent labor conference organized by SEAS and
MEChA.
Spring 1999: SLAC helps organize a march
that shuts down Campus Drive as part of the
Justice for Janitors campaign to support ABM
janitors.
Spring 2000: SLAC conducts a survey of
over 200 Stanford service workers.

Stanford has the resources
necessary to ensure th a t every­
one who works on “The Farm” is
treated fairly, so why hasn’t it done
so? This may be partially due to
the racism, sexism, and xenopho­
bia that, despite Stanford’s stated
com m ittm ent to diversity, remain
at issue on campus. W hile most of
the tenured professors and admin­
istration are w hite males, many
o f Stanford’s lowest-paid workers
are w om en and an overw helm ­
ing majority are immigrants and
people o f color. For the people
who make decisions about th e
allocation of funding, allocating an
extra dollar or two per hour so that
the janitor who cleans our class­
rooms or the hasher who washes
our plates can afford to pay rent is
not a priority As long as low-wage
workers on this campus are not
part o f the dialogues surrounding
the decisions that affect them, this
will continue to be a problem.
W hile there are many injus­
tices across the globe, it is im por­
tan t to rem em ber the injustices
that occur in our own communi­
ties. As Stanford students and
m em bers o f the Stanford com ­
munity, we have a responsibility
to ensure th a t all m em bers o f
this community are treated w ith
respect. We have been privileged
w ith a certain degree o f power;
it is o u r resp o n sib ility to use
this power to show the Stanford
adm inistration th a t it is im pon
tant to us th at Stanford workers
are treated w ith dignity As our
hard work in the past has shown,
we can make concrete changes
at Stanford th at affect the lives
o f S tanford w orkers and th e ir
families, people who make daily
sacrifices to make possible our
lives on “T he Farm.” >

Tim eline, con tinued
Fall 2001: SLAC establishes Habla La Noche,
a student-run ESL tutoring program for ABM
janitors.

Fall 2001: Six students are arrested in a sit-in
at the Stanford Hospital to stop the subcon­
tracting of janitorial jobs. After the arrests,
President Hennessey agrees to meet with SLAC
for the first time, and proposes a living-wage
standard for subcontracted workers.

Spring 2002: SLAC organizes a four-day
"sleep-out" in the Main Quad to support fair
wages for cafe workers at Tresidder. As a
result, the subcontracted cafe workers earn
wage parity with Stanford dining workers,
resulting in significant raises.

Spring 2003: SLAC and the Coalition for Labor
Justice (a coalition of student groups) organize

a week-long hunger strike which ends when
Stanford agrees to establish the Presidential
Committee on Labor Policies to make recom­
mendations on new labor policies at Stanford
and to hire a worker who was fired because
she spoke up for her rights at work.

Fall 2003: SLAC supports workers at the
Stanford power plant as they fight for a fair
contract.
Spring 2004: SLAC establishes the Student
And Labor Alliance (SALA), which brings
together unionized and non-unionized workers
togrther from different parts of campus.
January 2005: President Hennessey releases
a statem ent concerning which Presidential
Committee recommendations he will imple­
ment. This statement is extremely vague and
outlines no concrete policy changes.

To my mind, it is dear, that the settlement among us of an inferior race is
to be discouraged, by every legitimate means. Asia with her numberless 1
millions, sends to our shores the dregs of her population.... There can be
no doubt but that the presence of numbers among us of a degraded and
distinct people must exercise a deleterious influence upon the superior
race, and to a certain extent, repel desirable immigration. It will afford
me great pleasure to concur with the Legislature in any constitutional
* action, having for its object the repression of the immigration of the
Asiatic races.
- Leland Stanford, founder of Stanford University, on January 10th, 1862 in his

inaugural address as Governor of California
................

i

■■■...................'

Il

I 11'I.... 'WfffífiSfíri Iirii-i'i IIi if

riii'iii ii

i/ M tSS »

hy does Asian American Studies matter? Because
multiculturalism hasn’t saved us from the U.S.
government’s mass detention and deportation of South
Asian, Southeast Asian, Arab, and Filipino immigrants.
Because Lunar New Year celebrations alone can’t stop
th e hate violence th a t left an elderly South Asian
man bleeding outside the Old Pro Bar on El Camino,
hate violence m eant to terrorize us and tear us apart.
Because if A sian A m erican Studies
didn’t exist, would you

W

talk

Why Asian
American Studies
Matters

about these
things in your other classes? O r
maybe w e’re supposed to accept th a t fighting
against racism and for justice are “extracurricular
activities.”
Asian American Studies at Stanford has been a
true struggle for justice. The T hird W orld Liberation
Front organized students at San Francisco State in 1968
to go on strike fo r- and win— Ethnic Studies, while
students at Berkeley and other schools across California
also succeeded in organizing enough student power
to force the institution of Ethnic Studies and Asian
American Studies. But here at Stanford, administrators
had resisted similar student efforts until 1994. In that
year, M E C hA (M ovim iento E studiantial C hicana/
Chicano de Aztlan) organized a hunger strike w ith the



r .fWffWf if iWH.liilii.. i.i.

support o f all other communities
o f color demanding, among other
things, th e in stitu tio n o f a full
E th n ic S tu d ies p ro g ra m th a t
added Chicana/o Studies, Native
A m eric an S tu d ies, an d A sian
American Studies to the existing
A frican and A frican A m erican
S tu d ies. T h e v ery e x iste n c e
o f Asian A m erican Studies is a
standing testam ent to the ongoing
struggle for stu d e n t pow er
an d to th e

power we
have when
we nurture solidarity across our
communities.
B u t th e s tru g g le is n o t
over. Today, Ethnic Studies
programs are still only able to offer
a handful o f courses because the
administration has been unable (or
unwilling) to hire faculty who are
trained and able to teach classes
on th e h isto rie s, ex p erien ces,
and struggles o f people o f color
throughout U.S. history. Today,
we still find pressure w ithin the
university to roll back the few
gain s we have m ade th ro u g h
student activism and revert to an

even more Eurocentric curriculum, thereby ignoring the
existence o f white supremacy as an ongoing institutional
and cultural force. Today, our families and friends are
still being beaten black and blue for being black and
brown (and all other shades o f not-white). So why
does Asian American Studies matter? Because in case

you haven’t heard, in tim es
o f mass deception, speaking
tru th is a revolutionary act,
and after all, what university
can’t use a bit more truth? >

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

ftowMaI f

I

Uvet Peri
Gûtimkt

where the
who pride

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
evil vultures are those
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

“super m odel m in o rity 99continued
- and i stress -through merit.
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

rLook, If It was up to my tastes, of
counsel wouldn't work with
toem. But ifs not just up
to me, I have to think
about the people suffering
right now,
LWhoI could be helping!

/

How much tonger will we put o ff^
overthrowing this fucked up system
just to work towards temporary
solutions to the problems it
causes? Let's cut to the
root of the matter right now!

he h isto ry o f th e
A 3C d e m o n s tr a te s th e
importance o f student power in forming
com munity centers. Early Asian American com­
munity spaces at Stanford were formed as reactions to
white racism. The Chinese and Japanese Clubhouses
were form ed by Asian A m erican students seeking
refuge from a racist campus environment. Similarly,
the predecessors o f O kada House and the A3C were
founded after student campaigns demanded spaces for
Asian American students to m eet and congregate as a
community
From its inception in 1977, A3C was located in the
Old Fire Truck House before its renovation. Ironically,
the building itself was a fire hazard and had already
been condemned. Indicative of the lack o f university
concern regarding the Asian American community at
Stanford, the building would house the A3C for over a
decade despite its dilapidated conditions.
D uring the 1980s, the rising tide o f Reagan conservatism made university campuses increasingly hostile
to students of color. A series o f hate incidents rocked
the campus, and progressive student activists o f color
mobilized in coalition to demand institutional changes
at Stanford.
In 1987, students o f th e A sian A m erican Stu­
dents Association (AASA), the Black Student Union
(BSU), Movimiento Estudiantil Chicana/o de Aztlan
(MEChA), and Stanford American Indian Organization
(SAIO) formed the “Rainbow Agenda” which was a list
o f ten demands to improve conditions for students
o f color at Stanford. Over sixty students interrupted
Stanford’s centennial celebration that year to present
the demands, which included a larger space for the A3C,
a perm anent rejection of the racist Indian mascot, the
creation o f an ethnic studies graduation requirem ent,
and a high-level adm inistration position dedicated to
serving ethnic minorities.
In 1989, over sixty students o f color and white
allies, under the name ‘Agenda for Action Coalition”
occupied then-President Kennedy’s office and again
presented their demands. As a result of “Take-over ‘89,”
dozens of students were arrested, and eight were unfairly
singles out for especially serious charges. However, the
action won significant victories, including the hiring
of more faculty of color, the creation o f a university

T

The Fight for
the A3C
T im m y Lu
com m ittee
to address m in o r
ity issues, and espanded
funding and space for El C entro
Chicano and the A3C.
Since 1989, the place o f the com­
m unity centers has been by no
means secure. M ost recently, Old
Union renovation plans have once
more p u t the future o f the Old
Union centers—A3C, El Centro,
and N A C C — in question. And
despite significant increases the
population o f students o f color,
Stanford has not responded w ith
expanded resources for the centers
and stu d en t organizations th a t
serve communities o f color. Gains
for com munity centers have only
been accom plished by stu d e n t
pressure, as in 2002-2003, when
Black students successfully con­
vinced the university to allow the
desperately-needed expansion o f
the BCSC.
The early history o f the A3C
shows the power o f students to
achieve th eir dem ands through
activism and com munity solidan
ity But change will not occur if
we do not fight for it. Institutional
memory can show us past tactics,
warn us o f challenges, and inspire
another generation o f activists.
But it is up to us to ensure th at
those struggles were n ot wasted
and that history not forgotten. >

a

We Wear
RED for the Blood
He SHED
m urder. H ow ­
ever, they were 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. Department of
Justice demanding 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 neighbor
hoods they police, and most importantly, decentralizing
the police department. This would include holding

A

Damon Jones
in t h i s
country. Racism is much more
complex than feelings or acts of
hatred toward another race; it is an
institutionalized system of oppres­
sion, sharing sim ilarities w ith
sexism, classism, and homophobia
but with distinct differences. This
institutionalized effort creates an
environment where four white
men can brutally murder a Black
man and be absolved of all guilt.
Highlighted to the right are
many components of our society
that together comprise a system­
atic effort to maintain the status
quo in America. In this case, the
right to life, let alone liberty and

ç a tjn i'Mntsvfis r

n the night of February 4th 1999, Amadou
Diallo, an unarmed and
innocent African immigrant, was gunned down
in a hail of 41 bullets while
standing in the vestibule
of his own apartm ent building in
the Bronx. The officers responsible
for Diallo’s death were part of New
York Police Department’s “elite” Street
f
Crime Unit. The plain-clothes officers
approached Diallo and pulled their weap­
ons. W hen Diallo, probably believing they
were thieves, pulled out his wallet, the “elite”
officers opened a barrage of 41 bullets on the
unarmed black man.
Witnesses and forensic evidence sug­
gest 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 hit the ground. These facts clearly show
that Diallo’s human and civil rights were violated that
night, and that these four white police
officers are guilty of

O

police officers accountable
to an effective communityelected review board that
w ould take
^ th e p la ce
of internal
affairs investi g a t i o n s .
Until then, brothers
will continue to be
m u rd ered by racist
police officers.
t
In one year
alone, at least th re e
u n a rm e d b la ck m en
(Diallo, Malcolm Fergu­
son, and Patrick Dorismond) were killed in
New York City. In all
three instances, police
were acquitted of all
charges. Kenneth Boss
of the NYPD has been acquitted
of two murders, Amadou Diallo
(1999) and Peter Bailey (1997), and
is still working as a police officer.
The Diallo incident is a clear
model o f how racism
operates

the pursuit of happiness, is denied to black people in
this country, and this denial is institutionally backed
on many fronts. This, essentially, is the way that insti­
tutionalized racism operates in this country
In order to be racist, then, one must have power
over such in stitu tio n s. T h erefo re, in am erikkka,
minorities and people of color do not have the agency
to com m it acts o f institutionalized racism. In this
country, whites alone have the power to com mit such
acts on an institutionalized level. Furtherm ore, this
system is based on maintaining skin privilege; so all
white people, simply because o f the color of their skin,
benefit from this system at the expense of other races,
and are therefore to a certain degree racist. This reality
may be hard for many to swallow, but whites must be
conscious o f their active and passive participation in
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.

f
I \NrtH * f

\h ètê> GÜfrMBMç ft-Q, j
vsOTP'j&e
m v \ f lUM M ttO
\ PCCORfcnOHft Y0O GOÜUt>
|
j frtí»
K fcfcfMCN
Of
¡ \ fEtfuctfC
i TwG.
............... _
.........................)

YOU KtP5?lN&? B fég Y O Ñ É W W i )

Ib íso (JACK Ib VMHÉ-l-4

Wfr& M"

iffc e€ 5ff„,M T )W E 'KPÆ-N 0ÜRVW-U&5

VÆRÊflMOe, teup JkNDiHtfvCT. ^
UPWRMLL,tsW W** Wfc W
SYfl* f f j
O f OOK Ê E ^ T « & T M t4 « R K f « m /

£V£0OMe
tttfkT BRK?

waw«» to SU Æ

VCU, 1lW tet'5 ÿiMKT

1W£ V IMXK&C 6\&H to wmG

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

this country’s institutionalized racism before they can
attem pt to effect any significant changes in the status
quo. >

. O K ...
¡¡aahbs M «r

ÊVE^È,.

..

! OH

v

From 1989 to 1996 the
U.S. sold more than $117
billion of arms, about 45
per cent of the global
total,
:

I

tion of the Selective Service Examination.
S prin g-F all 1967: Over 100 students sign statement:
“We Will N ot Fight in Vietnam and Further We Will
N ot Be Conscripted Into the M ilitary” Former ASSU
President David Harris goes to jail for draft resistance.
In O ctober, Stanford students join “Stop the D raft
W eek” outside the Oakland Induction Center. Some
experience arrest and jail for the first time.
M a y 8 ,1 9 6 8 : 250 students occupy the Old Union for
3 days to protest the suspension o f students who had
disrupted CIA recruitm ent on campus. Faculty votes
to lift suspensions!

any o f th e first activists
in th e S tanford anti-w ar
movement had taken part in the
civil rights struggle and the 1964
Free Speech M ovem ent at U C
Berkeley. As th e V ietnam W ar
rapidly escalated, Stanford stu­
dents educated them-

M

O cto b er-N o vem b er 1968: Stanford Students for a
D em ocratic Society (SDS) issues demands th at Stan­
ford and its wholly-owned Stanford Research Institute
(SRI) end all military and Southeast Asiarelated research. Trustees
refuse to

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

selves — and
took action. They laid
the foundation for a
rapid expansion of the movement
when the anti-war and Black lib­
eration struggles reached a “high
tide” all over the country—includ­
ing Stanford.
S p rin g -F a ll 196$: First TeachIns on campus after U.S. President
Johnson sends Marines to South
Vietnam. C om m ittee for M edi­
cal Aid to Vietnam solicits blood
donations and money for medical
supplies for victims of U.S. bom b­
ings; speakers in W hite Plaza rally
are pelted w ith garbage by RO TC
students.
M a y 1966: T h re e day sit-in (a
first!) at Stanford President’s office
to protest Stanford’s administra-

discuss demands.
J a n u a ry -F e b ru a ry 1969: 50 SDS m em bers “open
up” a closed meeting o f the trustees in Tressider. 29
students are tried—and found guilty o f “disruption”—
by the Stanford Judicial Council. T he SDS defendants
treat the trial as an educational event, explaining why
the Trustees should be on trial for materially assisting
U.S. war crimes in Vietnam.
F e b ru a ry 1969: T h e Black S tudent U nion (BSU),
w ith support from SDS, issues demands to hire more
Black faculty, provide increased financial aid to Black
students, and establish an A fro-A m erican Studies
D epartm ent. President Pitzer passes up a meeting to
discuss these demands.
S prin g 1969: T he W omen’s Liberation Front is formed
on campus. Key issues include Stanford’s refusal to sell
contraceptives to unmarried students, the need for a
child care center, and discrimination against women in

admissions and faculty hiring.
S p rin g 1969: Stanford students
join in strikes and dem onstrations
at Berkeley and SF State—where
Black, Chicano and other T hird
World Liberation Front students
are d em an ding e th n ic stu d ies
departments and increased admis­
sions o f non-white students.

AEL. A fter the Judicial Council threatens discipline,
1400 students sign a Solidarity Statem ent th at they,
too, are part of the occupation!
A p r il 18-22,1969: A3M votes to leave AEL after the
faculty promises to end classified research. Four days
later, faculty votes to phase out classified research at
Stanford—the culmination o f 3 uphill years o f anti-war
education and organizing.

M a r c h 11, 1 9 6 9 : 1500
M a y 16, 1969, yam : A fte r A3M v o tes to
atten d debate at D indem onstrate at SRI facility, 500 students,
k e ls p ie l, a ma j o r
organized in affinity groups, blockade Page
turning p o int in the
M ill Rd. and H anover Street. T he SRI
anti-w ar m ovem ent
office is surrounded and shut down.
at Stanford. Speakers
- Benjamin
produce evidence that
1970: Anti-war students launch a successful
extensive classified mili­
campaign to halt Reserve Officer Training
D.
tary research is being done
Corps (ROTC) program s on campus. A fter
Nixon orders U.S. troops into Cambodia in April
on campus; trustees H ew lett
and D ucomm on insist that Stan­ 1970, student strikes sweep across the U.S. Black and
ford does n o t m ake “p o litica l white student dem onstrators are shot at Jackson State
and K ent State. At Stanford, police are called onto
decisions.” [Former Provost and
campus 13 tim es th a t spring b u t th a t is an o th er
current Secretary o f State Constory. >
dolezza Rice made similar claims
in 1999.]

Anna JMLumford

Success
is the child
of audacity.

A p r il y 9, 1969. 14 liberal and
rad ical g ro ups m e e t and pass
dem ands for an end to m ilitary
and counter-insurgency research
at Stanford/SR I, and for closer
control o f SRI by the Stanford
com m unity. T his becom es th e
A p ril 3rd M o v e m e n t (A3M ).
After Trustees refuse to act, 900
students m eet and vote to seize
the Applied Electronics Labora­
tory (AEL).
A p r il 9-18, 1969: AEL Building
Occupation: Hundreds of students
are involved in small working com­
m ittees—dorm organizing, politi­
cal education, research, security.
Up to 1000 attend general meetings, broadcast live over KZSU.
Bobby Seale, C hairm an o f th e
Black P an th e r Party, speaks at

Full text available online. To read about recent anti-war
organizing turn to page 64.

p until D ecem ber 10, 2001, the sole remaining
commercial medical waste incinerator in C alifor
nia sat in the middle of a low-income community of
color in East Oakland. Operated by Integrated Environ­
mental Systems (IES) /Norcal, the incinerator collected
and burned waste from hospitals across the state. This
process resulted in the release of dioxin, one of the
m ost potent carcinogens known. People United for a
B etter Oakland (PUEBLO), a multi-issue, m ulti-ethnic
group had been battling IES and regulatory agencies for
years.
These incinerators were a classic case o f enviracism: a

U

even in the face o f com m unity
efforts to make them accountable.
“T he trash th at I throw away on
my unit is actually causing people
to get the cancer and reproductive
problem s w hich I ’m th en treat­
ing,” stated Susan Forsyth, R.N.,
form erly o f Stanford H ospital.
SEA S, a s t u d e n t g ro u p
dedicated to environm ental and
social justice, got involved when
we le arn ed th a t S tan fo rd was
n u n n r r TT7Ç f-r* r1tcr»r»ci*

tfc

cal w aste in Oakland, ^fo rk in g

Louise Auerhahn and Adrianna
Hernandez-Stewart

Health
Care With Harm
resulting in lowincome people o f color bearing
a disproportional burden o f the nation’s envi­
ronm ental contam ination.
In th is case, a hazardous
and laxly regulated facility throw away on
serving the whole state was
located in the East Oakland
people
com m unity, tra n s fe rrin g
th e risks associated w ith
medical waste away from the

w ith PUEBLO
and o th e r o rg a n iz a tio n s, we
researched the issue, spoke out
at public hearings, and talk ed
w ith co m m u n ity m em bers. In
F eb ru ary 2 0 0 0 , we released a
25-page proposal calling on Stan­
ford H o sp ital to stop sending
its w aste to IES and outlining
altern ativ e disposal m eth o d s.
W inter and spring of 2000 we
focused on campus education and
a series o f publicity actions, w ith

«+ M W

fitJWKlN #T<lW»
com munities that produce
it and onto East Oakland.
T he Bay A rea A ir Q uality
M anagem ent D istrict (the
perm itting agency for IES)
c o n s is te n tly o v e rlo o k e d
IES’s num erous violations

nurse Susan

over 40 0 students and medical
staff members and over 150 East
O ak lan d ers signing p o stc ard s
dem anding a sw itch from IES.
D espite repeated m eetings
and dem onstrations o f commu­
nity support, Stanford adminis­
trators refused to commit. In

the fall o f 2000 we
decided to step up
Where did Stanford Hospital
th e cam paign. We
send its medical waste up
intensified campus
until October, 2000?
e d u c a t io n and
applied direct pres­
a) Beverly Hills
sure on our target,
b) Palo Alto
ad m in istra to r Lou
c) East Oakland
Saksen, by flyering
d) Sausalito
at the hospital itself.
O ur efforts culm i­
if you know the answer,
nated in an O ctober
31st rally in '
Plaza after w hich a tal racism.'
group o f students,
i n c l u d i n g SEAS
m e m b ers and re p re s e n ta tiv e s
from o th e r concern ed stu d e n t
groups, headed over to the hospital
for an accountability session with
Lou Saksen. This tim e, we were
determ ined to direct the m eet­
ing and to force him to respond
affirmatively or negatively to each
o f o ur th re e dem ands. V isibly
startled by our large and assertive
presence, Saksen agreed to all
three demands and got down on

his hands and knees to sign a paper
verifying o u r co m p lete victory.
T h e p u b lic ity g e n e ra te d fro m
S tan fo rd ’s b rea k w ith IES co n ­
tr ib u te d to th e o n g o in g c a m ­
paign o f th e O akland coalition.
In D ecem ber o f 2001, after eight
years o f co m m u n ity struggle in
response to increasing pressu re
targeted at IES and the BAAQMD,
th e in c in e r a to r sh u t down! >

Environmental

Lessons from the Fight
by Josh Kramer
1. You don’t need to play by their rules. If the administration offers access in
the form of committee meetings, proposals, and reports, don’t believe for
a second that these are the only ways to raise your voice. By all means try
to work within the system, but don’t be too respectful or polite if it means
you won’t get anywhere,
2. Repeat after me: There is enough money If the university won’t budge,
it’s because its priorities are bankrupt, not its coffers.
3. Never let the administration set one student group or interest against
another. It’s a diversion, and can be highly destructive to students indi­
vidually and to their cause as a whole.
4. Stay fierce. Do not relent, or you will put at risk any inroads you may
have been able to make. Treat the administration like a wound: apply
constant pressure.

Part is
ince my freshman year, I have
been an active member of both
th e queer and A sian-A m erican
com munities. Like many other
people o f color, I feel comfortable
identifying myself as both “queer”
and “A sian-A m erican” h ere at
Stanford. However, my Stanford
experience has taught me that the
racism and homophobia in Ameri­
can society at large still operate
on our campus to

S

marks us as “O ther”, renders us invisible, and commodi­
fies us as exotic. Two communities claim us and reject us
simultaneously because of racism and homophobia. The
gay com munity and the ethnic communities welcome
you on paper, but exclude you in person - th at is the
ultim ate dis-orientation.
T he silence o f the closet and the history o f racial
oppression b oth bear heavily on the shoulders o f queer
people o f color. O ur very existence forces the dominant
culture to reconsider how community is defined. These
unspoken definitions reserve queerness for the “white
middle-class” and equate ethnicity w ith “heterosexual
Christian men.” Stanford University assigns its students
a label, an identity, and an occupation, but dominant dis­
courses lack the vocabulary to discuss queer people of
color. Unlike straight people o f color and white queers,
we do not have the “privilege” o f making opposition to
racism or homophobia the center o f our political, social,
and cultural identities. We view racism and
hom ophobia as different
sides of the

Queers of Color
make many queer
people o f color uncom fortable
Chester Day & Shin-Ming Wong
w ith th e ir se x u ality or racial
identity.
same struggle, our lifelong struggle to recog­
D is-orientation is a common
experience for queer people o f nize and end all forms o f discrimination.
We refuse to choose our cause, accept our label,
color here at S tanford. W h e n
compromise our values, rank our priorities, or quantify
ethnic groups “orient” us, we often
feel like the only non-heterosexual our multiple identities. M arginalization is a qualitative
in the community. At their con­ experience, one that cannot be measured, homogenized,
diluted, packaged, or explained. We inhabit hostile
ferences, dinners, and parties,
compulsory heterosexuality erases borderlands at the intersection o f race, sexuality, class,
gender, disability, and nationality. We demand a
our identities and ignores
space th a t crosses boundaries, th a t defies
our issues. W hen queer
categorization, destroys stereotypes, and
groups orient us,
believe in
celebrates diversity
we often feel like
redemption, just
Diversity at Stanford is not about
th e o n ly n o n ­
as I believe in the
dividing the Stanford com munity any
white person in
nobility of the despised,
further. Instead, the goal o f diversity
the community.
the dignity of the out­
is
to make all students com fortable
A t th e ir w ork­
cast, the intrinsic honor
w ith themselves and welcome in any
sh o p s, socials,
among misfits, pariahs,
com m unity w ith w hich they choose
and dances, th e
and queers.
to
identify. As queer people o f color we
norm of whiteness
D o ro th y Allison
are not helpless victims - we have agency

and bear some responsibility for
the state o f our marginalization.
Actively crossing boundaries and
forcing the LGBT CRC and ethnic
community centers to accept us in
their m idst is part of our ongoing
struggle to make Stanford safe for
queer people o f color.
Part 2:
t hom e, I am Chinese, in
S ta n fo rd I am A sian , in
C hina, I m ight be C antonese.
Race markers dart about and vary
in their absoluteness. T he arbi­
trarily defined racial groups we are
identified w ith each encompasses
cultures, ethnicities and histories
so diverse that there’s no reason to
take classifications based on race
seriously. People still do.
Activism and identity have
conveniently been classified into
various categories o f opposition
to a presumed norm. D isorienta­
tion occurs w hen one is forced
to choose between two or more
“id e n titie s ,” each o f w h ich is
affected by a particular aspect of
discrimination.
We do no t have the “privi­
leg e” o f focusing on one p re ­
defined issue alone. We have an
impetus, therefore, to realize that
all forms o f discrimination share a
common origin and essence, and
th a t w hat is o f ultim ate importance, w hat we are all responsible
for, is equality for every person of
every color, language, sex, gender,
nationality, disability, sexuality,
wealth and religion. This equality
extends beyond mere equal pro­
tection under the law, which does
n o t and cannot m andate social
change. T h is equality is n o t a
bourgeois luxury, but a protection
from tyranny A society fractured
along a thousand dem arcations

and loyalties is wide open to being exploited (a timehonored tradition).
Diversity at Stanford is n ot about dividing the
Stanford com m unity any further. Instead, the goal
of diversity is to make all students comfortable w ith
themselves and welcome in any com munity w ith which
they choose to identify As queer people o f color we are
not helpless victims - we have agency and bear some
responsibility for the state o f our marginalization. We
can help make Stanford a safe space for all. >

A

SûftftY Pore...
hot

c

im

\

mmtv

i WM é

HV iSgtif

AM M AIS

mm

s u b s c r ib e to Q u eers o f C o lo r C o a litio n a t
queercolor@lists. stanford, edu
B lack & Queer a t S ta n fo rd - su bscribe blaqslist@ lists
La Fam ilia de Stanford- subscribe fa m ilia@ lists
Q&A (Queer a n d Questioning A sians an d PacificIslanders) - subscribe q-a-news@ lists
S tanford A m erican Indian Gays cutiei@ stanford

The End of Latin
American
Sabrina Fernandes and Dana Gundling
Studies „
A ’
the end o f November
2001, Stanford administrators
inform ed students in the Latin
A m erican S tudies p rogram at
Stanford th a t the degree-grant­
ing status o f th e program had
been canceled. We strove to find
solutions b u t w ere to ld it was
too late; the decision was already
final. We asked ourselves why
we had no t been included in a
decision-m aking
process th at will
profoundly affect
our educational
e x p e r ie n c e a t
Stanford.
T h is is
a university th at
constantly adver
tises its com mit­
m ent to a diverse
u n d e r g r a d u a te
education. Bring­
ing to p visitin g
scholars like Edua rd o G a le a n o , Foreword by ;
LAS h as c r e ­
ated a diversity
o f c o u rse s and
o p p ortunities concerning Latin
America that no other program or
departm ent at Stanford has done.
A program that enables students
to become aware of the origins and
socio-political situations of over
half o f California’s population has
been denied its m ost im portant

DAWDC
PETER

status. A program th at builds community and cre­
ates an environm ent o f intellectual rigor, challenging
students to furth er examine problem s th a t deeply
link us to the rest of the Americas, has been deemed
academically unfit.
W hy does Stanford advertise a desire to diver
sify its faculty, then weaken a program that has a high
percentage o f faculty of color? According to the univer
sity, the Latin American Studies program lacks sufficient
affiliated tenured faculty to advise enrolled students.
The program has been undermined by academic policies
on tenure that are known to favor white men. More
broadly, regional and ethnic studies have greatly contrib­
uted to understanding American communities and the
constantly evolving work o f m ultiethnic social justice.
University-level study and research of
ethnicity and race are critical towards
achieving the decency o f a tolerant
society and have an intellectual his­
tory o f asking disturbing questions
abo u t th e unbalanced d istrib u tio n
o f reso u rces u n d e r th e A m erican
economic system. Equally im portant,
ethnic studies represent a re-orienta­
tion o f university curricula away from
E urocentric preoccupations. It has
provided a new and invaluable forum
for communities that have been denied
voices and intellectual legitimacy
M o reo v er, th e d e c isio n to delegitim ize LAS does n o t bode well
for other area studies and programs
whose focuses are not consistent w ith
the university’s conservative agenda.
W h o ’s next on the chopping block? Consider the long,
hard struggle Comparative Studies in Race and Ethnic­
ity (CSRE) fought to become a program, not even a
department!
The decision to term inate the BA and M A
degrees o f LAS was clearly undem ocratic and academi­
cally regressive. Before the next area studies program
is simply term inated w ithout clear com m unication
to the potentially affected, the university would do

Women Defending Ourselves has been teaching physical self defense and assertiveness training since 1985, Take a class! wdo@wdo,orcj

well to reevaluate its procedures and overall attitude
towards areas studies. Latin American Studies must be
reinstated as a major and masters degree immediately
if the university wishes to show a true com m itm ent to
students’ needs and academic rigor. >

The law discriminates against rape victims in a
manner that would not be toleratedby victims
ofany other crime. In thefollowing example, a
holdup vicitm is askedquestionssimilar to those
usually asked a survivor ofrape.
“Mr. Smith, were you held up at gunpoint
on the corner of Mayfield and Campus?”
“Yes.”
“D id you struggle w ith the robber?”
“N o.”
“W hy not?”
“H e was armed.”
“T hen you made a conscious decision to
comply w ith his demands rather than to
resist?”
“Yes.”
“D id you scream? Cry out?”
“No. I was afraid.”
“I see. H ave you ever b ee n held up
before?”
“N o.”
“Have you ever given money away?”
“Yes, o f course—”
‘And did you do so willingly?”
“W h a t are you getting at?”
“Well, le t’s put it like this, Mr. Smith.
You’ve given money away in the past— in
fact, you have quite a reputation o f phi­
lanthropy H ow can we be sure that you
w eren't contriving to have th e m oney
taken from you by force?”
“Listen, if I wanted—”
“Never mind. W h at tim e did this holdup
take place, M r Smith?”

E ditor’s Note: According to their
website, “CLAS is currently in the
process ofapplyingfor reinstatement of
[their] BA and M A programs. ”

‘A bout n p m .”
“You were out on the streets at npm ?
Doing what?”
“Just walking.”
“Just walking? You know th at it’s danger
ous being out on the streets th at late at
night. W eren’t you aware that you could
have been held up?”
“I hadn’t thought about it.”
“W h at were you wearing at the time, Mr.
Smith?”
“L et’s see. A suit. Yes, a suit.”
‘An expensive suit?”
“Well— yes.”
“In oth er words, Mr. Smith, you were
walking around the streets late at night
in a suit that practically advertised the
fact that you might be a good target for
some easy money, is that so? I mean, if we
didn’t know better, we might think that
you were asking for this to happened,
mightn’t we?”
“Look, can’t we talk about the past history
of the guy that did this to me?”
“I ’m afraid not, Mr. Smith, you wouldn’t
w ant to violate his rights, now, would
you?”

Want to get involved? Contact CASA
(C o a litio n A g a in s t S ex u a l
A ssa u lt) a t w w w .calcasa.org.

Did

You Scream?
the “Rape” of Mr. Smith

Take sides. Neutrality helps the oppres­
sor, never the victim. Silence encourages
the tormentor, never the tormented.
Eli Wiesel

Spring 1999: Professors and community members from
around the Bay Area gathered support o f six hunger strikers,
who were protesting UC Berkeley’s attempts to severely cut
its ethnic studies department. In the end Berkeley agreed to
lemands.

You Know
Enough to ACT

repressing indigenous dissents
in In d o n e sia th ro u g h to r tu r e
and mass executions. Audience
members wanted to know details
about Indonesian environmental
law. T he search for total informa­
tion can become a way for people
to discredit the expertise o f the
activist, ra th e r th a n sim ply to
make an informed decision.
We assume th at we can stay
neutral until we reach the perfect
decision, but that night at Berkeley
illustrated to me how impossible it
is to avoid taking a side. The police
clearly did not w ant to arrest
students.

They

Oeindrila Dube & Sarah Eisenstein
fter getting arrested for
Lpeacefully protesting the
cuts in UC-Berkeley’s Ethnic Studies departm ent, we
returned to campus eager to bolster Stanford students’
involvement in the protests. W hile many joined us, many
more responded w ith skepticism. They wanted to know
precise budgetary outlays for both Ethnic Studies and
other departm ents at UOBerkeley,
Stanford, and o th e r universities.
T hey w anted ratios, percentages,
costs, enrollment figures, names of
classes being dropped, and names
o f retiring professors. W hile they
approved o f our decision to sup­
p o rt the Berkeley students, nothing
short of a PowerPoint presentation
would have convinced them to go to
the dem onstration themselves.
We students learn this skepti­
cism through the academic envi­
ronm ent. We learn th a t taking a
strong stance on an issue means we
are missing im portant information.
For example, recently, [in Fall 1999]
a presentation urged Stanford to
divest from an American mining company th at was

kept

say in g ,
“We don’t know anything about
E th n ic Studies; w e’re n eu tral.”
This neutrality seemed odd as they
dragged peaceful protestors away
in pain-holds and handcuffs. Yet
their response reminds us o f w hat
we often hear
Stanford stu­
d e n ts saying
w h e n a sk e d
to sign p e ti­
tions or go to
a rally: “W e
d o n ’t k n o w
anything
about your
cause; we don’t
have anything
ag a in st y o u r
ca u se ; w e’re
neutral.”
A n
i n d i v i d u a l ’s
compliance
w ith an unjust system can con­
flict his or her individual, human

responses. Officer Torres cut off
our handcuffs after he saw th a t
our hands were swollen and discol­
ored. People on the other side are
not the enemy, but hiding behind
th e com plexities o f a situation
does n ot grant a magical shield
o f neutrality. Instead, claims o f
neutrality are an excuse and a way
o f avoiding truly learning about
the issue.
We are not arguing
th a t people should
act w ithout think­
ing, b u t rather,
realize th at not
acting is a form
o f activism that
perpetuates the
existing im bal­
ance o f pow er.
T h is re a liz a tio n
is empowering, but
it is also demanding. It
requires us to grapple w ith
the inform ation that we do have.
This demand is one o f the reasons
we believe so strongly in Ethnic
Studies. So we hope th a t w hen

someone asks you to com mit to a cause you will evalu­
ate the available evidence and make an engaged and
conscious decision —and th at you will then continue
to learn. >

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

John Manley

ow well do you know what
to a number of disingenuous arguments. O n the one
goes on inside the walls of hand, Hoover touts itself and raised millions o f dollars
that m ost prom inent o f p ro tu b e r
as a leading conservative think tank. W h en challenged,
anees, the Hoover Institution?
defenders say not everyone at the Hoover agrees on
Hoover is widely regarded as everything: there are even some D em ocrats on the
a leading conservative think tank,
roster!
but the direction o f H oover’s bias
H oover’s own mission statem ent declares th at the
does not matter. T hat fact that it
“Insitution is not, and must not be, a mere library,” but
has a bias is the problem, given rather a dedicated proponent o f action, except where
the University’s professed values
the local government, or the people, cannot undertake
o f nonpartisan, nonpolitical, and it for themselves. Small wonder th at Hoover D irector
objective research.
John Raisan claimed a large share o f the credit for Newt
W h y did o u tg o in g P re si­
Gingrich’s C ontract w ith America, heralded the 1994
dent G erhard Casper declare the
Republican takeover of Congress, adm itted th at only
H o o v er “o f ” and n o t just “a t” generally conservative scholars “fit well” at Hoover, and
S tan fo rd ? Surely n o t b ecause
appointed Gingrich a Distinguished Visiting Fellow.
the Hoover gave
Basic policy research is not the only
th e P re sid e n t a
activity at Hoover. Policy advocacy
8 out of 29 people on
nice office w ith
- political propaganda - is an integral
the current U.S. Defense
a view. H oover’s
p a r t o f th e
Policy
Board
are
Hoover
form er director,
fellows.
W. Glenn Camp­
Stanford donates
bell, came closer
Hoover fellows
$1
million
in general funds to
to the mark when
include Newt
Hoover Library and Archives each^
Gingrich, Pete
he told the New
Wilson, George
year.
Y>rk Times: “The
Shultz,
William Perry,
average donor ...
I n s ti­
Thomas Gale Moore,
is co n servative:
Condoleeza Rice, Milton
tution. In 1998, H oover’s op-ed pro­
th a t’s w hy Stan­
Friedman, Dinesh
gram placed nearly 600 pieces and col­
fo rd w o u ld be
D'Souza, and more...
umns in newspapers and periodicals.
foolish to sever
The Hoover Digest, publishes Hoover
its relations w ith
m a teria l in an accessible, readerus.” H oover’s political role gained
friendly format. H oover’s television show, “Uncommon
n o to riety w hen th e In stitu tio n
Knowledge,” is broadcast by some 80 stations covering
boasted that it was Ronald Rea­
57 television m arkets in 29 states. A M edia Fellows
gan’s favorite think tank, a wellProgram cultivates good relations w ith journalists by
docum ented claim that probably
bringing selected reporters to Hoover for stays up to
enhanced H oover’s fundraising.
three months. The Hoover Institution Press rounds out
M ore recently, th e N ew York
Hoover’s “educational” efforts.
Times noted a “particularly heavy
N ot only does H oover do all this aided by the
representation from the Hoover
good name of the University, the University connec­
In stitu tio n ” am ong G eorge W.
tion means Hoover enjoys tax-exempt status as a Sec­
Bush’s advisors. Candidates come
tion 501 (c)(3) “public charity” T he Board o f Trustees
and go: th e R epublican cause
has made its backing o f the Hoover clear. For people
continues.
who do not believe that such an institution should be
W h e n th e c o n tra d ic tio n
connected w ith a university - and enjoy tax-deductible
betw een H o o v er’s m ission and
contributions as a result - this may be a fruitful source
the University’s has been exposed,
o f change. >
H oover’s defenders have resorted

H

t has taken me nearly all o f my
time here to find peace at this
university — to find my “niche”, a
space that validates me, a course
th at gives me m om ents 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 have a feeling th a t many

I

o th er students here go through
sim ilar experiences as I have:
you g et to college, away from
your family for the first extended
period o f time, you begin to find
out your own answers th at may
co n tradict the w orld you came
from . T h e n you realize things
about your family you didn’t see
before. And then, one night when
you are making out w ith 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
anymore but someone from your
past, molesting you.
D ealing w ith
the re-discov­
ery of

the sexual abuse com m itted on me by my father has
been my greatest difficulty during my tim e here.
I know my experiences are shared — I have m et
enough “others” to be convinced th at there are many
of us. It is unfortunate th at this topic is usually so sur­
rounded by silence. If i in 6 o f us experience this as a
child, as the statistics say, then I know th at you others
are all around me.
T he hardest part in dealing w ith this has been find­
ing support here. Most friends aren’t comfortable 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 when the fact is
you’re exhausted because the flashbacks come every
week w hether you w ant them to or not. It’s self-negat­
ing to have to memorize in HumBio the reasons for the
“incest taboo” when you are thinking, “W h at taboo?”
Haggling w ith financial aid trying to convince them that
your parents aren’t supporting you financially anymore
and coming up against their response: “Tou can’t count
as financially independent until you are 26...” W orking
20 hours a week while in school to pay for it, while at
the same tim e exhausted from the “healing process,”
and still managing B’s in class...
I think we survivors have a lot on our plates here
at Stanford.
These are things th at have been godsends to me
here at Stanford: the Disability Resource Center; the
Y W C A in Palo Alto (sliding scale counseling); the Rape
Crisis hotline (for those long nights when you are feeling
so down) 650-493-7273; Tori Amos music; my friends.
These things have given me hope. >

Anonymous

Survivors

Takeover’89

Justice
and Hope is a
comprehensive history o f
the Black Student Union and the
events that led up to its inception. Borrow a
copyfrom the Black Community Services Center.

akeover '89 was the result o f m onths and years of
frustration and anger at the slow pace of change
and the low priority given to the concerns of students
o f color. O n May 15,1989, that anger exploded.
A t 7:40 a.m., m ore than sixty Black, Chicano,
Asian-American, Native American, and white students
took over President Kennedy’s office to demand action
on a long-standing list o f demands relating to m ulti­
cultural life at Stanford. A fter holding the office all
day, fifty-four students, including several members of
the BSU, were arrested. Local journalists and campus
adm inistrators com m ented that the protest was unlike
anything they had seen at Stanford since the 1971
H ospital sit-in.
T he takeover created an extremely volatile and
tense situation that presented both great dangers and
trem endous opportunities for change. Its impact will
be felt for years
to come.

T

the end of
the school year, all
they had received for their
efforts were detailed explanations
of budget restrictions and com­
m ents such as ‘Asian Americans
hav en ’t b ee n in A m erica long
enoug h to m e rit an academ ic
discipline.”
Chicano students had been
struggling since 1987 to have dem­
ocratic decision-making and con­
trol over their center, El Centro
Chicano. W h a t was supposed to
be a center for the Chicano com­
munity where students could come
and hang out w ith their brothers
and sisters in a
c o m fo rta b le
and reinforcing
B ackground
e n v ir o n m e n t
Inform ation
had becom e
T h e ro o ts
ju s t a n o t h e r
o f the takeover
University
stretch far back
building where
into the history
w h ite s o r o r ­
o f stu d e n ts o f
ity m e e tin g s
co lo r at S ta n ­
sometimes dis­
ford. For all o f
placed Chicano
the participants,
stu d en ts. T h e
the decision to
University had
take th e build­
p r o mi s e d to
in g s te m m e d
BSUprotest, circa 1970.
provide a full­
fro m e x tre m e
tim e assistan t
frustration at University intransigence and inaction on
dean for the community, but had
very key and im portant issues. Asian American students
m ade no progress on th e issue
had been working to create an Asian American Studies
a fte r an e n tire year. M E C h A
Program at Stanford since 1972. They spent the entire
d e te rm in e d th a t a n o th e r year
1988-89 school year circulating petitions, writing letters,
could n o t end w ithout a break­
meeting with administrators and committees, and trying through in th eir efforts to give
to affect the University bureaucracy. One m onth shy of

control of the center back to the community.
Native American students had struggled for years
as an “invisible m inority” Only w ith the demonstrations
during the Rainbow Agenda did they achieve significant
progress on staffing issues, but they still lacked Native
A m erican Studies or even a N ative A m erican h is­
tory professor. The alienation of those students was
com pounded by the annual indignation caused by the
attem pts of alumni to resurrect the degrading Indian
mascot. For N ative Americans, the issue was basic
respect.
The Black students who participated in the pro­
test had simply had enough. As Fannie Lou H am er
used to say, they were “sick and tired o f being sick
and tired.” Many were freshmen who had w atched as
racist incidents occur and go unpunished while the
University proclaimed its com m itm ent to protecting
racist speech under the banner of the First Amendment.
T h e a d m in istra
tio n had taken no action
on th e M andate
for Change. N o Black
faculty had been
hired, valued Black
faculty and staff
m e m b e r s w e re
le a v in g , a n d
K ennell Jackson,
Chair o f AfroAmerican Studies,
announced that
he was ste p p in g
down because
he could not get
adequate University support.
T h e right o f
Black students
to o b ta in an
education
f r e e f ro m
h ara ss-

seem ed to have becom e a sec­
ondary concern, and th e Black
protesters were determined to put
the struggle against racism at the
top o f Stanford’s agenda.
D ozens o f w h ite stu d e n ts
also risked their academic careers
to support Supporting the issues
of the students o f color, they also
fought for m ore financial aid,
increased funding for teaching
assistants, greater dem ocracy in
decision-m aking, and m ore rel­
evant classes.
By mid-May, the patience o f
Stanford’s students o f color had
run out. A coalition, the Agenda
for Action Coalition, was created,
and shortly thereafter, business as
usual came to a halt at Stanford.
T h e takeover was tu m ultuous,
chaotic, and very, very powerful.
Like any risky venture, it was full
of b oth danger and opportunity
T h e actio n was dangerous
b ecau se th e p o te n tia l c o n s e ­
quence—arrests and expulsion-w ere g r e a t. T h e U n iv e rs ity
resp o n se to T akeover '89 was
swift and severe. From the early
hours o f the occupation, the
adm inistration asked no
q u e s tio n s a b o u t th e
demands and refused
to negotiate. Instead,
th ey th rea ten e d th e
protesters w ith felony
charges and expulsion
fro m th e U niversity,
and called out the Santa
Clara County riot police who
proceeded to arrest dozens o f
Stanford students later th at day.
A fter the protest, the hard
line response continued into the
early stages o f th e disciplinary
p ro cess. A d m in istra to rs fro m
the Office o f Vice-President and
G eneral Council openly talked
about how the expected penalties

to result from the process, and
protesters were warned at a dorm
program that any comments made
could be used against them. A fter
questionable disciplinary proceed­
ings, eight students were singled
o u t fo r “especially eg reg io u s”
charges even though the offenses
were never specified. In the ulti­
mate irony, all four o f the students
from Ujamaa who were arrested
in the protest were charged w ith
the “especially egregious” viola­
tions in th eir action to p ro test
racism while the perpetrators of
racist acts in Ujamaa in O ctober
had not been charged under the
same University code of conduct
(the “especially egregious” charges
were eventually dropped and all
the students were treated equally
in Stanford’s internal disciplinary
p ro cess receiving seventy-five
hours o f com munity service).
Stanford’s history has shown
th a t the greatest strides toward
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 sitrin to the C IV victory,
Stanford has moved forward only at the insistent urging
of students of color. T he takeover provided another
such opportunity. Since the nature o f the action was
on a scale not witnessed in almost two decades, there
was excellent potential for making breakthroughs. >

__

« -a ~

ill

sion,’

1 ____ J

'

You Earn 250
($ /H o u r ) 200
$46.0Ç$5°.00

I f your

j

-4

A

\ \

•Sb.

\\ \\ \>W
\V
v '

V %,

Sfuick
1) W hat is the name of the person
who cleans your dorm’s halls and
toilets (no sharing answers now...)
2) Have you ever talked to her/him?
3) How much does s/he earn?
4) How many children does s/he have
to support on that salary?
5) W hat is the average cost to rent a
one-bedroom apartment in Santa
Clara County?
( $ i 9ioo p er m on th )

6) W hat is the federal poverty line for
a family of four?
($16,895 Per year )

7) Can a Stanford janitor raise a family
on $8.04/hour?
8.04 x 40 hours/week = $321.60/
week
$321.60 x 4 weeks/month =
$1286.40 per m onth (before
taxes!)
x 12 months= $15,436 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 Stan­
ford workers? ...C om ejoin us!

How
Much Is
Your Time Worth?

subscribe labor-slac@ lists
Lolita Roibal and
Jen Wekselbaum

Y.

Unsung Heroes

o u have no
d o u b t h e a rd a b o u t th e
m any b u siness and te ch n o lo g y
“entrepreneurs” that have sprung from the
hallowed halls o f Stanford. But little m entioned are
the many other initiatives and programs that students
have started to prom ote social change and the common
good. It would be impossible to list them all, but here
is a sampling o f some of Stanford’s more inspirational
entrepreneurs:
• C h ris B is c h o f founded Eastside College Prepa­
ra to ry School in E ast Palo A lto.

• Steven Chen ('96, medical school '00), organizer of
Public Service Medical Scholars program (PRISMS)
and alternative classes for med. students,
• M a g d a E s c o b a r & B a r t D e c r e m fo u n d e d
P lu g g e d -In , a co m m u n ity tech nology center
in E ast P alo A lto .

• Rob Gitin and Taj Mustapha founded At the Crosroads, a street youth support program in San
Francisco.
• P rija H a ji founded Free at Last, a com m unitybased p ro g ram p ro v id in g culturally appropri­
ate tre a tm e n t p ro gram s, residential services
and su p p o rt to those dealing w ith a d d ictio n ,
in c a rc e ra tio n , and fa m ily b reakd ow n .

• Kris Hayashi and Charisse Domingo helped found
Youth United for Community Action (YUCA), a

Cody Taylor

youth-ofcolor-led envi­
ronmental justice orga­
nization during the mid '90s.
• C a ro ly n L a u b s ta rte d th e
B ay A re a G ay- S tra ig h t A lli­
ance N e tw o rk , a y o u th -le d
o rg a n iza tio n th a t connects
school-based G a y -s tra ig h t
A lliances to each o th e r and
to co m m u n ity resources.

• Julias Paras co-founded Stan­
ford's Pilipino American Stu­
dent Union and founded Proj­
ect PULL
• Abby Reyes founded W om en
W o rk in g fo r C hange.

• Steve Williams founded
POWER, People Organized to
Win Employment Rights, an
organization of low- and-no
wage workers including work­
fare workers.

ecently, H arvard President Lawrence Summers
garnered criticism for citing women’s lack “innate
ability” as the cause o f gender inequality in university
m ath and science departm ents. This statem ent would
appear to be held by Stanford adm inistrators about
women and all other marginalized groups in all depart­
ments, when one examines the discrimination present
in the tenure process here.
Following seven years o f teaching at Stanford,
tenure candidates undergo a many-tiered process 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
p ro fe sso r “w ith o u t lim it
o f tim e .”
mmm
-

R

are creating and sustaining an elite
cohort o f w hite males w ith job
security and no mandatory retire­
ment. It is extremely difficult for
people w ith innovative research
in terests and p rio rities outside
the norm al range o f subjects to
get tenured.
Several controversial cases
regarding discrim ination in the
tenure process have p ut Stanford
in the limelight. Recently, public
a tte n tio n has su rro u n d e d th e
cases o f Karen Sawislak, a history
professor and specialist in Ameri­
can labor history; A khil G upta,
an anth ro p o lo g y

Tenure:
Academic Freedom for
White Men
Irene Hsu

p rofessor whose
Ifocus o f study is post­
colonial societies; and
However, the Pro­
vost, President and other administra­ R obert Warrior, an English pro­
fessor specializing in A m erican
tors can and do deny tenure even to faculty whose
and A m erican Indian texts; Bill
departm ent unanimously approves it. If refused tenure
during any stage of the process, these faculty must leave Hing, an immigration law profes­
sor who specializes in how U.S.
Stanford.
immigration policies have shaped
T he stated purpose o f tenure is to shield academic
freedom from political and administrative strain. How­ the Asian American community;
and Rudy Busto, a religious studies
ever, the current hiring and tenure practices at Stanford
professor researching religious tra­
ditions among different racial and
ethnic communities in the United
States. All o f these instructors,
though highly esteem ed w ithin
their respective fields, were ini­
tially denied tenure for no specific
reason. A nother professor given
recent atten tio n is Sharon H ol­
land, a professor who has worked
in the fields o f African American,
feminist, and queer studies, who
in d istru st o f S tanford’s tenure
Provost
process, left in 1999 — one year
before her tenure review began.
As outlined by the W omen’s
Coalition for Gender Equity, there
are three “costs” to Stanford while
gender (and racial) inequity exists

within its faculty: “a lessened field
of intellectual diversity, as women
often specialize in new areas of
scholarship, which, in turn, are
under-represented at the Uni­
versity; a failure to tap the entire
talent pool of available faculty;
a more difficult environment for
the limited num ber o f women
faculty who are at Stanford. These
women shoulder disproportionate
burdens of service and advising.”
The culture in academics
holds conscious and subconscious
biases that lead primarily white
male faculty and deans to perceive women and people of color
as inappropriate for tenure. In
addition, the tenure process dis­
criminates against scholars whose
research “is so innovative that
it threatens established work”;
female and nonwhite professors
are more likely to do such pioneer
ing, progressive research.
In a d d itio n , w ith few er
women and nonwhite faculty to
begin with, each is likely to be
approached for advice by more
students than white, male faculty
Women and nonwhite faculty are
also more often asked to serve on
committees than others. Hence,
the time and resources of m inor
ity and female faculty are spread
thinner than those of their peers,
causing them to have less time for
research. Yet mentoring, teaching
and service are given little or no

in applicant pools in some disciplines.
While these factors certainly contribute to the lack
of tenured minority and female faculty, we must not
allow the university to use them as excuses to do nothing
to improve faculty diversity We need to ask why, even
in those fields in which women receive the majority of
PhD’s, are they not the majority of newly-hired and ten­
ured professors? W hy are there not enough female and
minority
candi­
LET ME PUT IT W YOUAU*
- p m - U r n T SHOULD A
dates for
m m m o f m la w
TmfmoMfflAs&m
p
rofes­
OF M om m y
p m u csrf
sorships
in some
fields ?
A large
p a r t of
t h i s
problem
is due to
the lack
moF
m t Jvsr/cB.
of insti­
m¿mr
of a x M s a /
mmm
tu tio n al
s u p p o rt for
women
a n d
people
of color
in a c a ­
demi a.
Would-be candidates for professorial positions are
discouraged early on from pursuing a professorship
because they observe the university’s lack of commit­
ment to diversity at best —and outright harassment
at worst. It is a cycle of discrimination that must be
attacked on all fronts at once: by providing resources for
diversity programs at the undergraduate, high school,



As of 1997,41% of departments in both the School of Humanities and Sciences and the School of
Engineering had either NEVER hired or NEVER promoted a female assistant professor.

value in the tenure process.
According to the university,
other factors that prevent equity
are: i) low turnover rate of Stan­
ford faculty (less than 2 percent
per year); 2) low representation of
women and people of color

even elementary school level; by making a commit­
ment to mentoring junior minority faculty; by publicly
and aggressively working to eliminate the atmosphere
of discrimination that runs rampant in academia. As
students, we need to organize and agitate until our
university does its part. >

a n c u n , M ex ico ,
2003: The streets
are swarming. People
from around the world
have converged on this
spring-break hotspot,
r e p la c in g calls fo r
tequila w ith calls for
an end to the injus­
tices p e rp e tra te d by
the World Trade Orga­
nization (WTO). We
are clustered around
G round Zero, drum ­
ming on dumpsters and
chanting in many differ
ent languages, waiting
for the call to tear down the wall
that has been erected to “protect”
the W T O delegates from the dem­
onstrators. We are because want
a voice in the decision­
m a k in g

C

when the G22 (see Box of Acro­
nyms) walked out; however,
despite the victory, the W TO
and other “free-trade” organi­
zations and agreements con­
tinue to dominante the global
economy
“Free Trade” has proved to
be anything but free for billion
of people around the world.
N ot only are decisions within
free-trade agreements made
by privileged elite of corporate
interests, but their decision­
making process lacks b o th
transparency and democracy.
T hese agreem ents dem and
the privatization of basic human services, such as educa­
tion and distribution of potable water, and
in the name of free trade,
o v errid e

Lessons from Cancun
p r o ce s s and
because we ant the better world
we all know is possible. Some
members of the South Korean Fed­
eration of Farmers and Fishermen
are perched atop the wall, amidst
indigenous women in huipiles from
Southern Mexico and punk-rock
kids from Mexico City Energy is
high. Demonstrators from around
the world are united in this mani­
festation of resistance against the
rising tide of corporate globaliza­
tion. All of a sudden, Korean farmer
Lee Kyang-hae falls to the ground.
Word gets out that he has stabbed
himself, em bodying the slogan
“The W T O kills farmers.” Our
next convergence occurs outside a
hospital where we all silently swear
to ourselves that he will not have
died in vain.
The W TO fell apart in Cancun,

Kate Raven and Caroline Picker
national and local laws that
protect labor and the environment. Economic
disparities and inequalities have grown throughout the
world since the inception of the WTO, fueling hostilities
and threatening global security Dependence on a highlycentalized corporate elite has undercut the livelihoods of
subsistence farmers throughout the world. Bankruptcy

A

taxæ

Her e 's a n e w
Have A Gr e a t
T o d a y ,,, O.K. HO

of

S

tw o

occer

H E R ÍS YoOR LUNCH
- G E CAREFUL IÑ THE
FACTORY TODAY... O.K.
^

HOÑBY...

y

m o m s ...

and the inability of countries to pro­
vide for their own citizens ensues.
The United States and other pow er
ful countries (united in the Group
of 8) m andate agreem ents w ith
less wealthy nations that discour
age autonomy and further exploit
oppressed people of the world.
In response to these inhu­
mane policies, a movement uniting
Global N orth and Global South has
emerged: “If they globalize misery,
we’ll globalize resistance!” All over

the world, people from Chiapas
to Seattle, Geneva to Manila, have
demanded that the needs of people
be placed over corporations’ greed
for profits. The revolution is alive
and well. This is the movement of
our time, bringing together labor
unions and Greenpeace, elected
politicians and anarchists, students
and raging grandmas. This move­
ment provides a real alternative to
the interlocking systems of oppres­
sions that dictate the current world
order and joins all of our seemingly
disparate strugles. See you in the
streets! >

Box of Acronyms
NAFTA: North American Free Trade Agreement;
covers Canada, the USA, and Mexico; took effect
in 1994. Zapatistas in Chiapas rise up!
WTO: World Trade Organization began negotiations
in 1995. Battle of Seattle 1999 intensified interna­
tional attention to the anti-corporate globalization
movement.
FTAA: Free Trade Area of the Americas; will cover
all of the Americas unless it's stopped. Massive
protests in Miami m et with extreme police brutal­
ity, 2004.

CAFTA: Central American Free Trade Agreement; will
serve as a stepping-stone for the FTAA by extending
NAFTA to include Central American countries.
T h e W orld B a n k /IM F (In te rn a tio n a l Mon­
etary Fund) provide loans to defaulting nations; in
exchange, demand that countries implement neolib­
eral economic policies which diminish already weak
social safety nets and force famers off their land.
Began after World War II. Check out Argentina's
water privatization
G8. US, Canada, Germany, France, Italy, Japan,
Russia, England make decisions for the whole world
in closed-door meetings. Check what happened in
Geneva 2001.
G22: Group of 22 countries from the Global South,
organized by Brazil, South Africa, India, and China;
formed a coalition to shut down negotiations in
Cancún, 2003.

t is easy to ignore w hat we cannot see. In Palo Alto,
where the median price of a home has soared to $i
million, the homeless are difficult to find, and are mar­
ginalized economically and socially T he heavy stigma
does not, however, make homelessness illegal; the only
way 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 “deserv­
ing” members o f the community
The term “homeless” was not coined until the
1980s, a critical period in which what had once been
0 transitory phase became increasingly and
irreversibly chronic. The
sheer num-

I

The
Other Palo
Alto ___

day Single moms are forced
to work to earn the welfare
needed to feed their children,
but are then charged with child
neglect. D rug addicts have a
b etter chance o f being incarcerated than being accepted into
already-crowded rehab centers.
Former President Clinton’s goal
to “change welfare as we know
it” has only resulted in the most
ineffective social services since
their initiation by FDR. The
social safety net has only been
even more thoroughly disman­
tled under the Bush adm inistra­

Dorcas Cheng

to rs of homeless
exploded, their visibility causing
lawmakers and citizens alike to feel more than a
little uncomfortable.
T he causes
can be economic,
such as the rising
cost o f living and a
minimum wage that
is not enough to
support individuals,
let alone families.
But many more are
social. In a coun­
1 HO '
try that boasts of
feOtTEftifcte.
the ever-attainable
American dream,
the mentally ill roam
the streets w ith
no proper medical
facilities available.
Vietnam vets whose
rights were quietly
ignored by the gov- iSicb^/fcik
ernm ent sleep in the
streets, waiting for that check to finally come some

Homelessness
is, at its heart, a barom eter mea­
suring the health o f American
compassion and understanding.
W here homelessness abounds,
so do racism, drugs, and poverty
T he number
of people on
the streets is
indicative of
how poorly
we as a nation
are serving
our citizens.
Those who
need help are
not getting it,
and hom e­
lessness is
fu v A te
mmTVf
the m ost vis­
ible hint that
something has
gone terribly
wrong.
Like San Fran­
cisco, Palo
Alto has had its share o f laws and
ordinances limiting the activities
of the homeless. T he Palo Alto

City Council has passed several
ordinances targeting the hom e­
less, including restrictions on
panhandling and sitting on the
sidewalks. In 1999, they revived
a proposal to ban panhandling
and soliciting in certain traffic
areas. Citing the issue of safety,
the council told the public that
solicitors would increase the
likelihood o f car accidents by
obstructing the view of drivers
and creating other potential
hazards.
Upon investigation, the
Palo Alto police departm ent’s
own D ecem ber 30,1999, memo­
randum clearly dem onstrated
these concerns were unfounded:
“The accident rates at these
intersections [targeted by the
ordinance] were not substan­
tially different from rates at
other comparable intersec
tions.” T he accidents that
did occur “did not involve
solicitation.” T he
ordinance was justified
instead by anecdotal
evidence, much of it
from shopkeepers
who would benefit
from the removal of
the homeless.
Members of
Stanford’s Night
O utreach group, which
works w ith the hom e­
less, attended
three city
The
council
/Law, in its

reach members, the homeless, and other members of
the community spoke out in opposition at the m eet­
ings. We turned in a p etition w ith 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 listen­
ing. It passed by a 6-3 margin.
M ost city council members avoided our gazes as
we spoke, busying themselves w ith other activities
instead. By law, they had to give us
a forum to speak. It seemed like
If I give
they were trying to make us
food to the poor,
they call me a saint
invisible too, even when we
If I ask why the poor
were standing right in front
have no food, they call
o f them. >
me a communist

majestic eq u ality;^

ings in
which

nance
came up
for a vote.
Night Out-

and to steal bread.

Dom Heicfer
C am ara

To get in volved w ith N ight
Outreach , em ail
nightoutreach@haas.
stanford or v is it
h ttp://w w w . stan ­
fo rd . edu/
group/nightoutreach

Closely associated
With Night Outreach is
Street Forum, a quar­
terly publication on
homelessness and pov­
erty that confronts the
issues of social injustice
that are normally mar­
ginalized by the main­
stream press on both a
local and global scale.

o you rem em ber th e days
when the seas were teaming
w ith fish? W hen the ozone layer
had no gaping hole? W hen you did
not have to wash produce before
you ate it? And when a stable
and hospitable climate
w as th e rea lity ?
S ad ly , y o u
p r o b a b l y do
n o t re m e m b e r
because our
own u n su stain ­
able and sh o rt­
sighted lifestyles
and those o f pre­
vious generations
have caused th e
d e s tru c tio n o f o u r
p la n et, its resources,
and the species (includ­
ing people) th a t depend
on it. Due

D

environm ental agreem ents, including the M ontreal
Protocol, the Biodiversity Convention, the Kyoto Pro­
tocol, and even the World Bank’s principles. Lawmakers
have learned th a t we m ust consider
the lasting im pacts our activities
have on the future. As a result,
you will often find the term
“su stain ab le” before w ords
like “developm ent,” “agricul­
tu re,” and “energy,” w hether
in su b stan ce or nam e-only.
Some say th at we will be
able to ad ap t to a changing
world, b ut there are lim its to
our ability to adapt th at we have
no control over. O thers say that
these problems do not exist, or are
exaggerated, but the overwhelm­
ing m ajority o f sci­
entists
continue

Making
Stanford Sustainable

to the stress we
place on our environment, we live
Hammad Ahmed
in a polluted world o f diminished
to w a r n
resources. At this p o in t in our
the Bush adm inistration that, for
ecological history we have realized
example, global warming is very real. Many recognize
th a t w hat we do on this planet
the threat, but have no idea what to do about it or do
must be sustainable: we must leave
not realize the power th at we have as students, voters,
the resources and ecosystems of
consumers, etc. T he reality is th a t these environ­
the E arth intact for future gen­
mental problems are severe and must be addressed by
erations, or there
the global village, individual
will be no
governments, and
more
African American children are 5
local communities.
future
tim es more likely to suffer from lead poisoin
W e a re a ll
gener­
ing than w hite children.
alre
ad y a ffe c te d
ations.
- Centers for
Disease Control
_______________________________
by th e “b u si ne s s
A chiev
as usual” approach to
ing this calls for
addressing ev ergrow ing envi­
a fundamental change in the way
ronm ental hazards, though some are more than others.
we view th e w orld and a shift
In the United States, Latino children are five times
tow ards su stainable lifestyles.
m ore likely th a n C aucasian ch ild ren to develop
S u stain ab ility is a ce n tral
asthma. Americans have an ecological footprint four
co n cep t in m any in te rn atio n a l
times greater than that o f the rest o f the world. All
o f us are hitting puberty earlier; all o f us have over
five h u n d red new chem icals in our bodies w hich
are interacting in unpredictable ways; all o f us are

at risk for getting skin cancer; and all of us live on a
campus that has the ability to do something about it. p roducts, in itiated the G reat
In the face of all of these environmental problems, Annual Energy Bowl and Water
we must act to change our fate and the fate of our
Derby, and is m ounting an
world. Stanford University is a great place to
effort to encourage Stantake environmental action. Students for a
Buildings,
ford to purchase paper
Sustainable Stanford works to ensure that
fdirectly and
campus energy policies, recycling proIect|y,
r
consu
grams, building designs, dining services,
of the nat|on's energy
among other things'
water consumption, and culture all take the \ an^ ePr°duc®2/3 of / Through celebrations,
interests of future generations into account. \ . 2
demonstrationS) peti.
Students for a Sustainable Stanford has con- ^ —
tions, innovations, and
vinced Stanford to adopt Green Building Stancom petitions, we prom ote
dards, participated in the development of the Green the interests of everyone on this
Dorm Project, developed a program to convert the used planet by promoting the in te r
cooking oil from campus dining establishments into ests of a healthy environm ents
fuel, established a residential organic garden system,
worked with dining services to source local and organic

I

Untitled
Se dice que...
Los que vivimos en el East de Palo Alto
Somos los latinos, somos los mojados
Somos mexicanos indocumentados
Se dice que...
Los que vivimos en East Palo Alto
Somos los borrachos de los fines de semana
Madres solteras con más de tres hijos
Son nuestras esposas, o nuestras hermanas
Se dice que...
Los que vivimos en East Palo Alto
Somos los que vivimos hacinados
En las casas o garages para carros
Aquí es lo mismo lo junto que pegado
Se dice que...
Los que vivimos en East Palo Alto
Somos los que siempre nos peleamos
Entre nosotros mismos, por los hijos
Y en el trabajo jam ás nos ayudamos
Pero...no dicen que:
Que los que vivimos en East Palo Alto
Somos los que no tenem os licencias
Para manejar.
Y todos los días cruzamos el puente
A Palo Alto para salir a trabajar
Somos los que pagamos impuestos
Somos mexicanos vivimos como ilegal
Pero trabajamos como ciudadano americano

Tampoco dicen que...
Somos los que cruzamos el
puente para limpiar
Las oficinas de los ricos; somos
Los que limpiamos las casas de
los ricos
Los que cortamos el césped de
los ricos
Los que cocinamos en los
restaurantes
En donde comen los ricos;
somos los que
Lavamos los platos que
ensucian los ricos
Somos los que lavamos los
carros de los ricos
Somos los que limpiamos los
baños donde
Se cagan los ricos.
Los que vivimos en el East de
Palo Alto
O en el East de cualquier lugar,
somos
Los marginados del norte.
-Doroteo Garcia, an ABM jani­
tor who works at Stanford.

t took me about six m onths at
Stanford to realize that there is
more to the University than meets
th e eye. A lth o u g h U n iv ersity
adm inistrators will vociferously
deny it, there are in fact, not one,
but two Stanfords.
T he first—th e public Stan­
fo rd —is th e “do good,
feel g o o d ” in s titu tio n
dedicated to the pursuit
o f know ledge, ratio n al
d isco u rse, and service
to society. It is N o b el
laureates, youthful schol­
ars, stim ulating cultural
events, and th e hoopla
s u r ro u n d in g f o o tb a ll
games.
The second - largely
h id d en - can be called
“S tan fo rd In c .” It is a
state o f mind and mode
o f o p e ra tio n sin g le-m in d e d ly
devoted to increasing the wealth,
prestige and “greatness” o f Stan­
fo rd U niversity. S tan fo rd Inc.
operates on two basic assum p­
tions:

I

The Stanford Management Company,
whose CEO commands a salary higher
than the University's president, epito­
mizes Stanford Inc.
T he corporate m entality o f Stanford Inc. dominates
University decision-making to an evergreater extent. In
fact, Stanford has become a giant corporation m asquer
ading 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 enterprises’ leases
fill Stanford’s coffers even as
the traffic and pollution gen­
erated by th em dam age th e
environm ent and degrade the
regional quality o f life. N o t
surprisingly, th e U niversity’s
continued expansion and devel­
- Cornelius
opm ent, w hich th rea ten s to
Vanderbilt
exacerbate these problems, has
stim ulated growing h o stility
and grassroots activism in local communities.
Further, I have no doubts th at Stanford’s profitmaximizing mode o f operation negatively impacts the
quality of students’ education - in the courses offered
or not offered, the faculty’s emphasis on research rather
than teaching, and the type o f research the faculty con­
ducts. 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. >

The public be
damned!
I'm working for
my
stockholders!

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

Michael Closson is a
form er Assistant Dean o f
Undergraduate Studies a t
Stanford.
Seef o r you rself ! Visit
http://corporate,stanford,
edu

Michael Closson

The End of the Grape
Boycott

he most memorable
experience of my term as
Gabriela Rico
M EChA (M ovim iento Estudi
antil Chicana/o de Aztlan) Co
Chair was ending the campus-wide Grape Vote/Boycott
campaign w ith a bang. For five years students spread
awareness about farm-worker rights, unfair labor prac­
tices, and exploitation of the Mexican migrant labor
force in California to the general student body This
was in preparation for the annual vote that determined
A lth o u g h th e U F W su r­
whether grapes would be served in dining halls and
prised even M E C hA by calling
houses or boycotted.
for an end to the boycott (mostly
The Stanford adm inistration officially eliminated
due to m onetary restraints), the
the Grapes Edu­
2000 G rapes
cation Program
Boycott/
after the U F W
Campaign
called an end to
was nonethethe 18-year boy­
co tt on grapes.
le s s h ig h ly
Despite increas­
successful.
ing apathy and
M E C h A
hostility towards
stressed th a t
what was deemed
the b oycott’s
a “dead issu e,”
end does not
the 2000 Grapes
indicate sub­
ca m p a ig n w as
stantial proghighly success­
r es s in t h e
fu l.
D u rin g
area o f farm­
the last year of
worker
rights.
th e cam p aign,
Although
M EChA and the
legislation
Grapes Coalition
against Captan and other harm ­
employed new awareness-raising tactics including the
“Caranuval” T heatre Project, the Candlelight Vigil for ful pesticides has been enacted,
Farm-Worker Rights and the Rally for Grapes Aware­ the enforcement o f the law cannot
ness, all o f w hich were hugely successful and well- be guaranteed. A ccording to a
1999 EPA and OSHA study, 57%
attended.
Taking a different approach from previous years o f farm s w ere o u t o f co m p li­
when outreach was more grassroots-based via dorm
ance. W h ile M E C hA su p p o rts
presentations, M EChA decided to personalize the issue the U F W ’s decision to end the
in 2000. We aired stories o f Stanford students — the
boycott, we remind the Stanford
parents and grandparents of whom were farm-workers
student com m unity and adm in­
-- through many media outlets, including the Daily, mass istration th at labor issues are as
e-mails, and even the Stanford Review. We felt that
critical to address now as ever. >
this type o f outreach could add another perspective
to students’ views regarding the boycott, encouraging
subscribe mecha@lists.stanthem to reconsider their apathy towards farm-workers
ford.edu
who have been consistently exposed to dangerous pes­
ticides. This new approach resulted in a 53% dining
hall boycott on grapes after a 20% decline in support
for the boycott the previous year.

T

Fear and Loathing
in California

Lindsay Ima

tion programs that were funded through
Affirmative Action law.

• In 1998, Prop 227, falsely nam ed “English for
the Children”, effectively outlaw ed bilingual
education and d issolved parent, teacher and
local school board control over the education o f
LEP (Lim ited English Proficient) students.

Ly o u
registered to vote in Cali­
fornia? If n o t, be you an “o ut
• In 2000, Prop 21 criminalized California’s youth (see
o f s ta te r” or a self-proclaim ed
p.20) and Prop 22 stated that gay marriage is not “legal
pessim ist, give me a chance to
or recognized” in California.
convince you w hy you should
vote here. California is one o f the
These racist and elitist laws were protested on cam­
few states w here citizens
puses across the state, but ultimately passed by
and le g isla tu res alike
small margins o f votes. You have the power
may introduce initia­
75% of
to organize against these sorts of initiatives:
tives th a t th e g en­
the elector­
to educate voters, register people to vote
eral public votes on
ate, but on If
and even to write your own legislation.
directly to make into
49% of the
A n easier, b u t possibly just as signifi­
law. At first glance,
population, is
cant contribution to California’s future,
this system o f gov­
is your vote, as d em on­
white
erning seems like an
strated in 2003 when
aw esom e ex am p le o f
S tan fo rd stu d e n ts
d ire c t dem ocracy. W h e n
ra llie d in c o a li­
examined more closely, one will
tion w ith groups
see th a t th e in itiativ e process
across the state
really favors those citizens w ith
to defeat Prop
the tim e, m oney and resources
54, whichto vote and w rite and sponsor
initiatives.

• In 1994, Prop 187
majority
d en ied u n d o c u ­
of
Blacks and
m e n te d im m i­
grants and their
Latinos voted
c h ild r e n b a s ic
against Props
righ ts to so cia l
187, 209, &
s e r v ic e s , p u b lic
V 227.
w o u l d
have
health care services
banned
the
collection
o
f
vital
statistics
about
and public school edu­
race
and
ethnicity,
undermining
civil
rights
laws
cation.
• In 1996, P rop 209 abolished
Affirmative Action in all public
education and hiring, and all the
race and gender specific educa-

and our ability to address racial and ethnic inequalities
in health care and education. By mobilizing others to
vote on propositions, people in California can make a
positive difference in the state government. Let your
voice be heard every way you have available! >

ver noticed th a t produce stand just off 280 on
Alpine Road? T h a t’s part of W ebb Ranch, an agri­
cultural farm that has operated on land leased from
Stanford since 1922. Since then, working conditions
have changed considerably for farm workers in
the U.S. (thanks to the United Farm Work­
ers movement and Cesar Chavez). Webb
R anch w orkers, p rim arily M exican
immigrants, were part of this move­
ment and continue to strive for their
rights as workers.
Many have worked over 20 years
at W ebb Ranch and rem em ber the
days o f below -m inim um -w age pay,
seven-day work weeks, and outrageous
“rent” charged for living out o f trucks in
the parking lot. Unionization has brought
improvements, but workers still must struggle to
have their rights respected. T hroughout all this, Stan­
ford has failed to denounce m istreatm ent and support
fair working conditions. N ot surprisingly, adinistration
has refused to be involved in matters “internal” to Webb
Ranch.
Instead, Stanford has played the wealthy and absen­
tee landlord, forgetting that w ith privilege and influence
comes responsibility For years, studentrfaculty coali­
tions have called on the University to be accountable.
We act on the belief that 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 “w e” because those activists laid
the groundwork for current student
involvement. In January 2000,
members o f Stanford

E

Shaw San Liu

Labor A ction C oalition (SLAC)
and M ovimiento Estudiantil Chicano de Aztlan (MEChA) renewed
a relationship w ith Webb Ranch
workers and their union. Workers
shared their experiences w ith us,
speaking b oth as union members
in the midst o f intense contract
negotiations and as providers for
th e ir fam ilies. We m et several
tim es to m onitor the course o f
n e g o tia tio n s and w ith facu lty
su p p o rt, h elp ed p u b licize th e
situation in the Stanford Daily and
around campus.
InMarch2ooo,
th e c o n tra c t was
finally settled with
w age in creases
o f a b o u t $1.10
over three years
and some vaca­
tion days. W hile
th e se g ain s are
im p o rta n t, w ork­
ers and their families
seek more improvements
in the future, such as a health
care plan. Clearly, the impact o f
this University on working fami­
lies is trem endous. As students
and faculty w ith a vision o f social
justice, we have both the right and
responsibility to dem and m ore
from our school. >

To learn more, em ail laborslac@ lists or mecha@lists

25 Years
on the Farm

(...Less Than $7 an Hour, No Benefits)

The reasonable person adapts her­
n the spring of ‘96, the Collec­
self to the world; the unreasonable
tive (now the W omen’s Coali­
one
adapts the world to herself.
tion), M EChA, SAIO, and other
Therefore
all progress is made by
groups lost their prim ary source
unreasonable
people.
o f funding for the following year:
Special Fee elections. D esp ite
the fact that over 60% of those
- after George Bernard Shaw
v oting voted “Yes” for each o f
these groups, less th an 15% o f for a University-funded W omen’s Center. T he tactic:
the student population voted on
thousands o f flyers w ith statistics about w omen at
these particular groups, meaning
Stanford taped to the ground in converging paths to
an autom atic loss o f special fee
the W omen’s Center. Some paths began at President
funding.
Casper’s office, others at Escondido Road, Mayfield
W hile all three o f these groups
and the Oval.
won the campaign for Special Fee
Although the fliers were all gone the next morning
funding in th e spring o f 1997, (Facilities removed our fliers, but left those advertising a
the loss in 1996 m eant a year of fraternity party), we attended Casper’s tea time the fol­
low spending for each o f these
lowing afternoon decked out in “I support the Women’s
groups. Given the large popula­ C enter” pins, armed w ith a few hundred signatures and
tion o f women on campus (at the
many questions, and taping a new path o f flyers right
tim e, 53% o f u n d erg rad u a tes,
up to Casper’s podium.
33% o f g rad u a te stu d e n ts), it
Amazingly, Casper asked us to write a proposal for
seem ed ludicrous
funding that afternoon. Six m onths later, the W omen’s
that the WomC e n ter was thriving w ith a half-tim e graduate
Women
en’s C enter
coordinator, 5 paid student interns, and enough
constitute
half
of
be funded
the world's population,
p r i the Center alive and well, leaving the W omen’s
perform nearly two-thirds
m arily
of its work hours, receive
Collective to spend its tim e and money on
through
one-tenth of the world's
other projects.
the Spe­
income and own less than
In the fall of ‘99, three and a half years after
one-hundredth of the
cial Fee
the W omen’s C enter com munity rallied for
world's property.
process
funding and partly as a result o f the LGBTfor student m
. I1VI _
^
CRC’s
long campaign for a full time director, the
V -UN Report, 1980
groups.
Women’s Center finally got a full-time professional
R ealizin g
director. Unfortunately, the new director resigned
th is, th e W o m en ’s
after one quarter, leaving the C enter again w ith a partC e n t e r c o m m u n i t y cam e
time interim director while a search com m ittee looked
together after the elec­ for a new one. T he new director, Laura Harrison, was
tio n to cam ­ selected and began work in May, 1999. University bind­
p a ig n
ing has institutionalized the Center, but it also lends

I

it over 25 years. >

SUCCESS!
The Women’s
Center is Funded

subscribe womenscoalition® lists

Cathy Rion

A,

Pilipino Americans
at Stanford

Lt Stanford,
Pilipinos comprise one
of the smallest Asian American
groups even though they are the largest
Asian American ethnic group in California and the
Michelle Watts
second largest in the United States. The Stanford Fili­
pino American Student Union (PASU) was founded
in 1990 and has since been a social/cultural/political (Student Action
for Veterans Equity),
organization for Pilipinos (and friends) on campus.
Recognized as a Volunteer Student Orga­ where it hopes to not only edu­
cate, but to also involve the
nization (VSO), PASU’s primary goal is to
community in a fight
give back to the community The group
1.Direct
for justice.>
has been aware of the lack of Pilipinos
in top tier schools like Stanford. This
Action
To get involved
is because they are lumped in the
2. Direct Service
with PASU,
Asian American category and are,
3. Advocacy
contact Hialy
therefore, ineligible for affirmative
4. Education
Gutierrez,
action. Pilipino American Cecilia
All are necessary hialyoy@
Evangelista, former Asst. Director
stanford.edu
of Undergraduate Admissions, also
but alone, each is
or
Nicole Salis
attributes the size of the Pilipino com
insufficient.
nsalis@stanford.
munity to the lack of good counseling in
edu
high school. In light of this, PASU has tried
to encourage the Admissions Office to make a
stronger effort in admitting more Pilipino Americans.
Other pro-active projects PASU has undertaken to
increase the number of Pilipinos at Stanford include
raising money for a Pilipino American scholarship
fund, coordinating visits of Pilipino high school stu­
dents to Stanford, and organizing Pilipino Youth
Leadership Conferences. This year, PASU has also
reestablished its high school youth mentorship pro­
gram with Fremont High School in Sunnyvale.
as you th in k necessary.
In addition to youth outreach, PASU is com­
mitted to social justice issues facing the Pilipino com­
munity We joined in the national effort to gain full
equity for Filipino
a hea^t? f f k
W W II Veterans
who have been
stripped of their
benefits by the
1946
Recession
Act. PASU will be
- C arlos
holding an issues
conference on May
14, 2005, fn collab­
oration with SAVE

^
p a n y
Missing: $12.2 billion of
in w hich the
university is invested;
our money
(2) the A PIR researches that
complaint; (3) it recommends an action
to
the
Board
of Trustees. Now the way it really
Ryan Schwartz
works: students are not allowed to know the companies
t ' s our money is invested in. Not even the members of the
APIR get to know. Since students do not know the
w o r th
over $12.2 billion and is companies the university is invested in, they do not
invested throughout the world to often bring complaints. Students have no voice; the
secure that new high-resolution investments have no ethical oversight.
The APIR argues that they check their invest­
projector that your professor can
ments with a third party: the Interfaith Center
never get to work. There is even
an entire company in charge of on Corporate Responsibility. Yet, as a document
making sure it gets the biggests leaked to SCID members shows, Stanford is invested
return possible. W hat is it? Our in companies that the Interfaith Center on Corporate
endowment. Too bad it’s social responsibility deems unethical. The Board of Trustees
impacts are not as well looked is so unconcerned with the social impact of its invests
after. W ith a history of Stanford ments that their endowment reports do not even
supporting companies like those mention the specific companies invested in, but only
that used slave labor in Burma in general performance ratings. (See page 71 for previous
1994, you would think there would campaigns against unethical investments.) And now,
be an oversight structure in place with endowment information as secret as ever, we
to make sure our money was not have no way of knowing what atrocities our university
being invested unethicallu. And is supporting.
But things are changing and that’s where Stanford
there is; it’s just treated like a
Coalition for Investment Disclosure (SCID) comes
joke.
The Board of Trustees
(in combination with the Stanford in. We united late in 2004 to bring this issue to the
M anagem ent
forefront of campus. As
/ i b i s resum e ¡s ucry 'imprest,'
Company)
a result of our outreach
but
ac-tu^Uy j 0 0 Kv09 /
decides where
efforts and pressure on
fo r Joirnçone u/ho(¡ues in cx
f o r t 'y country «Mod ¡6
^ university officials, the
those billions of
j
+ 0 uuorfc fbr* t h r ç ç d o l l a r s ¡ S J dollars go. The
Undergraduate Senate
1
------------- ^
V txn Wouf.j— \r - —
Advisory Panel
recen tly overw helm ­
1
on Investment
ingly passed a bill calling
Responsibility
for more student over­
(APIR) makes "1 !
sight of the investment
n o n - b in d in g
process and for disclo­
recom m en d a­
sure of the universities
JJJuk
\
tions to a sub­
investments. SCID has
com m ittee o f
joined with several other
the Board, (see p. 71 for more
student groups across the
information on the APIR.) This is nation to demand investment responsibility, forming a
the way it is supposed to work: (1) movement that has been featured in the Wall Street
students come to the APIR with Journal and on CNN. It is time Stanford considers the
complaints about a certain com- people, not just the profits, associated with our endow­
ment. It is time students have a voice in the oversight
of our $12.2 billion. >
subs cribe finance, groups,yahoo, com /group/
stanforddisclosure

Vi
op
J

£

Peggy M cIntosh is Associate D irector o f the Wellesley C enter for
Research on W omen. This essay is excerpted from her w orking
paper, "W hite Privilege and Male Privilege: A Personal A ccount o f
Coming to See Correspondences Through W ork in Women's Stud­
ies, " © 1988 by Peggy M cIntosh. Available for $4.00 from address
below. T he paper 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

training in seeing m yself as an
o p p re sso r, as an a d v a n ta g e d
person, or as a particip an t in a
damaged culture. I was taught to
see myself as an individual whose
moral state depended on her indi­
vidual moral will. My schooling
followed the pattern my colleague
hrough w ork to bring materials from W om en’s E lizabeth M innich has po in ted
Studies into the rest o f the curriculum, I have
out: W hites are taught to think
often noticed men’s unwillingness to grant that they of their lives as morally neutral,
are over-privileged, even though they may grant that
normative, and average, and also
women are disadvantaged. They may say they will
ideal, so that when we work
work to improve women’s status, in the society,
to benefit others, this is
the university, or the curriculum, but they
seen as work which
Power
can’t or won’t support the idea of lessen
will allow “th em ”
from unearned
ing m en’s. These denials protect male
to be m ore like
privilege can look 1 “us.”
privilege from being fully acknowledged,
lessened or ended.
like strength when
I d ec id e d to
Thinking through unacknowledged
it is in fact permis­ try to w ork on
male privilege as a phenom enon, I real­
myself at least by
sion to escape or
ized th at since hierarchies in our society
identifying
some
to dominate
are interlocking, there was m ost likely a
o f the daily effects
phenom enon o f white privilege which was
o f white privilege in
similarly denied and protected. As a w hite
my life. I have chosen
person, I realized I had been taught about racism
those conditions w hich I
as something which puts others at a disadvantage, but
think in my case attach somewhat
had been taught not to see one o f its corollary aspects,
more to skin-color privilege than
white privilege, which puts me at an advantage. I think
to class, religion, ethnic status, or
whites are carefully taught n o t to recognize w hite
geographical location, though o f
privilege, as males are taught not to recognize male
course all these other factors are
privilege.
intricately intertwined. As far as
I have come to see white privilege as an invisible
I can see, my African American
package o f unearned assets which I can count on cash­ co-workers, friends and acquain­
ing in each day, but about which I was ‘m eant’ to remain
tances w ith w hom I come into
oblivious. W h ite privilege is like an invisible weightless
daily or frequent contact in this
knapsack o f special provisions, maps, passports, code particular time, place, and line o f
books, visas, clothes, tools and blank checks. D escrib­ work cannot count on m ost
ing white privilege makes one newly accountable. As we o f these conditions.
in W omen’s Studies work to reveal male privilege and
ask men to give up some of their power, so one who
writes about having white privilege m ust ask, “Having
described it, w hat will I do to lessen or end
it?”
M y
schooling
Peggy McIntosh
g av e m e
n o

T

Unpacking
the Knapsack
of White Privilege

mrmrsm
mmsrnmmm
1. I f I should n eed to m ove,
mmt mm m
mwmmem
I can b e p r e tty su re o f
:m mm mm
r e n tin g o r p u r c h a s in g
housing in an area w hich
I can afford and in w hich
I w ould w ant to live.
2. I can go sh o p p in g a lo n e
m o st o f th e tim e, p retty
w ell assured that I w ill not
be follow ed or harassed.
u w tm w A r
3. W hen I am told about our
mwmmmu
mmitffsffn
national heritage or about
mmt mm
mmm-m
“civilization,” I am show n
mtmmmtm.
th a t p eo p le o f m y co lo r
m ade it w hat it is.
4. I can be sure that m y chil­
dren w ill be given curricu­
lar m aterials that testify
MMWW, e&rtr
■smrmmts
to th e ex isten ce o f th eir
v mm? ' .
race.
iï'smimm
5. I can sw ear, or d ress in nœ&itSi
mmvs
second hand clothes w ith ­ *tm* mmmm'
m
mm mm
ou t having p eop le a ttr i­
bute th ese choices to the
bad m orals, th e poverty,
or th e illite r a c y o f m y
race.
6. I ca n do w e ll in a c h a l­
lenging situation w ith out
b e in g ca lled a c r e d it to
m y race.
7 .1 am never asked to speak for all the people o f m y racial group.
8 .1 can rem ain oblivious o f the language and custom s o f persons o f color
w ho constitute the w orld’s m ajority w ithout feeling in my culture any
penalty for such oblivion.
9 . 1 can criticize our governm ent and talk about how m uch I fear its p oli­
cies and behavior w ith ou t being seen as a cultural outsider.
10. I can easily buy p osters, postcards, picture books, greeting cards,
dolls, toys, and children’s m agazines featuring people o f m y race.
11. I can go hom e from m ost m eetings o f organizations I belong to feeling
som ew hat tied in, rather than isolated, out o f place, outnum bered,
u n h e a rd , h e ld at a d ista n c e , o r feared .
12. 1 can ta k e a job w ith a n affirm ative a c tio n em p lo y er w ith o u t having
co w o rk ers o n th e job su sp e c t th a t I g o t it b ecau se o f race.
13. I c an b e su re that i f I n e e d legal o r m ed ical h elp , m y ra ce w ill n o t
w o rk a g a in st m e.
1 4 .1 can choose b lem ish cover o r band ag es in “flesh” co lor an d have th e m
m o re o r less m a tc h m y skin.

I repeatedly forgot each of the realizations on this list until I wrote
it down. T he pressure to avoid it is great, for in facing it I must give
up the m yth of meritocracy If these things are true, this is not such
a free country; one’s life is not w hat one makes it; many doors open
for certain people through no virtues of their own.
In proportion as my racial group was being made confident,
com fortable, and oblivious, other groups were likely being made
inconfident, uncomfortable, and alienated. W hiteness protected me
from many kinds of hostility, distress, and violence, which I was being
subtly trained to visit in turn upon people of color.
For this reason, the word “privilege” now seems to me mislead­
ing. We usually think of privilege as being a favored state, w hether
earned or conferred by birth or luck. Yet some of the conditions I
have described here work to systematically overempower groups. Such
privilege simply confers dominance because of one’s race or sex.
I have m et very few men who are truly distressed about systemic,
unearned male advantage and conferred dominance. And so one ques­
tion for me and others like me is w hether we will get truly distressed,
even outraged, about unearned race advantage and conferred domi­
nance and if so, w hat we will do to lessen them. Many, perhaps most,
o f our white students in the U.S. think that racism doesn’t affect them
because they are not people of color; they do not see “whiteness” as
a racial identity.
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 in te r
locking, as the Combahee River Collective statem ent reminds us.
To redesign social systems we need first to acknowledge their
colossal unseen dimensions. They keep the thinking about equality
or equity incomplete, protecting unearned advantage and conferred
dominance by making these taboo subjects. M ost talk by whites about
equal opportunity seems to me now to be about equal opportunity to
try to get into a position o f dominance while denying th at systems of
dominance exist.
Though systemic change takes many 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 white. W h a t will
we do w ith such knowledge? As we know from watching men, it is an
open question w hether we will choose to use unearned advantage to
weaken hidden systems of advantage, and w hether 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

An old and primary tool of all oppressors is to keep the oppressed occupied with the
masters' concerns." - Audre Lorde

I have no mercy or compassion in me for a society that will crush people, and then penalize
them for not being able to stand up under the weight." - Malcolm X

"Your life is of consequence to me. How is my life of
consequence to you?" - Erica Huggins, Black Panther Party

n March 5,2003, theStanford
campus came alive. W ith
the likelihood o f war in Iraq rap­
idly accelerating, Stanford experi­
enced its first student strike since
the Vietnam War. Over
a thousand students on
campus participated in a
national student strike to
voice their opposition to
the im pending invasion i
o f Iraq.
The day began at 9 in
the morning at the Clock
Tower, where instead of
finding students franti­
cally biking to their first
classes, th e re was a crow d o f
hundreds standing in solidarity
w ith students across the nation in
opposition to unilateral US
war in Iraq.

O

joined us in the Quad to lead teach-ins on a spectrum of
issues relating to the Bush adm inistration’s advance to
war. T he action attracted major media coverage, from
BBC, C N N , & Reuters, down to local media outlets.
M ore significantly, it brought the Stanford community
together, provided a day for stu­
dents to step outside their normal
routines, and pushed the issue of
US militarism to the fore.
T h at year was marked by
an extended cam paign against
the Hoover Institution (after all
Rice & Rumsfeld have strong ties
to Hoover, and 8 o f 31 members
o f th e D efen se P olicy B oard
were Hoover fellows), including
several rallies, marches, speak­
ers, teach-ins, and street theater p e r
formances. T he start
o f th e

Fight War, Not
Wars:

After
Derek Kilner
som e opening
rem a rk s by s tu d e n t
leaders and faculty, the stu­
dents m arched around campus
war further spurred activsm.
and into a M ain Quad that had
Over a hundred students traveled to San Francisco
been transform ed by dozens of
during finals to engage in civil disobedience and many
stu d e n ts w orking th ro u g h th e
participated in a direct action protest at the Lockheed
night w ith banners, artwork, and
antiwar signs.
I am convinced that it is one of the
Over the course o f the day,
most
unjust wars that has ever been
on center stage was student p e r
fought in the history of the world. It
formances of spoken word, poetry
and music. Students also broke
has strengthened the military-indus­
in to discussion groups to talk
trial complex; it has strengthened the
about issues ranging from mili­
forces of reaction in our nation. It has
tarism to globalization to insti­
put us against the self-determination
tutionalized racism. During the
of a vast majority of the Vietnamese
Books N o t Bombs Strike, over
people, and put us in the position of
sixty professors signed on in soli­
protecting a corrupt regime that is
darity by either excusing students
stacked against the poor.
from or altogether canceling their
classes during the day, and many

Books Not Bombs

-M artin Luther King, Jr.

M artin facility in Sunnyvale.

Part II: The University Cracks
Dow n
B o o k s N o t B o m b s also
marked the expansion of an ongo­
ing effort by University adminis­
trators to disrupt and stop stu­
dent protest. Prior to the strike,
University officials attem pted to
bribe organizers into moving the
event away from the Main Quad,
offering $2000 in exchange for
holding the protest in an indoor
auditorium. Administrators also
introduced the prohibitive “Main
Q uad Policy,” w h ich stu d e n ts
contested for not having been on
any website or printed in any Uni­
versity publication until a week
before the strike.
Throughout the day, students
were in constant com munication
with the many high-level admin­
istra to rs p re se n t to m inim ize
the impact on M emorial Church
services and classes. However,
university officials proceeded to
intimidate students who w ent on
stage and used the m icrophone
with threats of judicial and legal
actio n . In a d d itio n ,
plainclothes
police offi
University
cers w ere

These efforts by the adm inistration to control and
identify organizers culminated in the investigation of six
students on alleged Fundamental Standard violations,
even though the only complaints were filed by adminis­
trators and a single member o f the College Republicans.
T he investigation conveniently ended during finals
week when the six students were charged w ith breaking
University policy During this time, the adm inistration
threatened legal action against the students, offered plea
bargains, and otherwise sought to isolate the students
and break solidarity T he University’s willingness to use

a variety o f unscrupulous tactics points to administra­
tors’ real agenda: lim iting student activity to “safe”
events, policing student protest, and squashing student
activism.
D espite these attem pts at intim idation, students
continue to organize and protest the unjust war through
teach-ins, dem onstrations, and a com mem oration o f
th e one-year anniversary in
Books N o t Bombs II.
W ith thousands o f
officials attempted
Iraqi civilians and
to bribe organizers into moving the event
present
A m erican tro o p s
away from the Main Quad, offering $2000 in
during
dead, critical social
exchange for holding the protest in an
th e d e m ­
needs like educa­
indoor auditorium.
onstration
tio n continue to go
pretending to be
unfunded to pay for an
TV reporters w ith vid­
eveiH nflating defense budget.
eocam eras, recording b o th the
O n campus, we see Hoover Institution Fellows guid­
event and those involved in the
ing the war machine, university research supporting
organizing. Later, administrators
military projects and an endowment th at funds Halli­
brought the videotape to student burton, so we know the struggle for books not bombs,
affairs staff in hopes th a t they
for education not war, is one th at will be w ith us for a
would identify the student orga­ long tim e yet, and one which we will not give up. >
nizers o f the strike.

m e e t­
The Fight for Community
ings
with
administrators,
and
Centers
endless late night meetings

Christine Cordero
and Janelle Ishida
he strugg£ le
maintain our community
centers as sources of support,
culture, and life on this campus
has been going on for a very long
time. For many students, commu­
nity centers are the reason they
have survived Stanford. Centers
provide a safe haven from the
institutional, white male realm
of Stanford academia.
They
provide cultural, academic, and
social programming, as well as
spaces and supplies for numerous
campus organizations. Yet for six
years, under the Casper/Condi
regime, the six community cen­
ters did not receive any increase
in funding or support-regardless
of inflation or increase in popu­
lation—and both the Women’s
Center and the LGBTCRC had
to fight to get full-time directors.
In Fall 2000, Many students
were beginning to see the gap
between the administration’s lack
of support for the community cen­
ters and their supposed commit­
ment to “diversity” on campus—a
commitment that was reflected
in brochures and slogans, but
not in actual funding. Dialogues
began in each of the various com­
munity centers and a coalition
was formed to lead the campaign
for increased support and funding
for the centers. After numerous
community forums, investigative

T

with representatives from each of the
centers and the ASSU’s OCC (Organizing
Committee for Change), a document was produced
and delivered to the president calling for the following
demands:





Increased Funding;
Perm anent (base budget) funding;
A guarantee o f sufficient, central space;
Perm anent funding for at least tw o
full-tim e em ployees; and
• The ability to fundraise for the A sian
A m erican A ctivities C enter (A3C), the
Black C om m unity Services C enter
(BC SC /Black H ouse), El Centro Chicano, the Lesbian, Gay Bisexual and
Transgender C om m unity R esource
C enter (LGBTCRC), the N ative Am erican Cultural C enter (NACC) and the
W om en’s C om m unity C enter (W CC).
Following this release, students organized a rally, dis­
seminated information to the media, and held another
campus-wide forum. Three of the five objectives were
met in negotiations with the administration. During
the 2001-2002 academic year, each of these six cen­
ters received $50,000 in programming funds, half of
which is located within the base budget. (The other
half took the form of three-year discretionary funding,
with the intent to roll this into permanent funding in
the future.) The Women’s Community Center and the
LGBTCRC now both have full-time assistant direc­
tors. Moreover, former Provost Montoya committed
to working 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 students
concerned with community centers to maintain ade­
quate and centrally located space for all six centers.
The BCSC is currently working to raise money for
a much-needed expansion, in order to create a more
centralized and accessible community space. This con­
cern for community space has also recently intensified
with the imminent renovation of Old Union: all three

Old Union com munity centers (A3C, NACC, and El
Centro) will be housed in trailers for the duration of
construction. This forced relocation decision was
made w ithout student input or com munity approval.
Students must continue to hold the adm inistration
accountable through meetings and other forms of
monitoring.
W ithout the understanding of all of the students
and alums and their collective willingness to speak out
previous victories would not have been possible. A
key com ponent to the 2000 campaign was the stra­

tegic alliance between all o f the
centers and their com m itm ent
to a level o f financial support
in line w ith the im portant role
they play on this campus. But as
always, there is still much work
to be done; the struggle contin­
ues. Haven’t been to any o f the
com munity centers yet? T hen
stop by and visit! (Numbers and
locations are in the back o f this
guide.) >

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

*The IDA mission: To engage
artists in residence, students,
faculty, and the community
in a collaborative process, to
create visual and performing
art that inspires cultural dia­
logues, social consciousness,
mutual understanding, and
change with regard to issues
of diversity in California.

sensory art exploring race and
identity.
Currently plans are
underway to expand ID A into a
he
Institute
concentration w ithin the CSRE
for
Diversity
The role of
in the A rts (IDA) major. >
the revolutionary
brought
three
artist is to make
a r tis ts - in - re s irevolution
dence to campus
For the latest info check out
this
w inter
irresistible.
h t t p : / / w w w .s t a n f o r d .e d u /
(2005), in order
d ep t/id a /
to lead a course
-Toni Cade
entitled “Diversity,
Bambara
Culture, and Race
1n
a Com munity Context.”
Sekou Sundiata (Spoken
Word), June W atanabe (Dance), and John
Santos (Music) led individual and
collaborative workshops in
which students ere

r

Finally...
Diversity in the Arts!

t ’s been almost six years. No matter how hard I try
to forget the pain that came with the destruction
of our lives, I must bear witness to the crimes com­
mitted against you (against us) that led to your suicide.
Memories require constant attention, or else history
will erase what 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 what you had learned from
living under siege?
^bur obsession with plastic surgery exposed the
myth of the whole beauty industry, which portrays
plastic surgery as a beautifying, renewing experience,
“something special you do just for you.” It began with
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
would 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 ultimately hurt and divide us, while some benefit
from the suffering of “others.” We were too stupid (not
innocently, but as the result of engineered ignorance)
to see it happening to us. Even when
it was clear, often-

I

A Letter
to My Sister
times all I
could bear was to take care
myself, for my own survival. Most of all, I
blame dominant institutions and mainstream society,
because of the impossible alternatives they set up for us.
They set up what is “good,” what is “normal”everything
else is secondary, the “other.” And they are very clever
about itthey fix it so that the suicide looks like an indi­
vidual 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 what a lie it is and how it is used to
reinforce the American Dream and punish those of us
who don’t “succeed,” or who succeed “too much?” It
is making me mad knowing the truth of this culture,

Foreign Body

by Caitlin Delohery '
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, blov
ing out,
So disgracefully
So unladylike.

It is only when I see myself through H
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.
Alone:
My arms are

stanza-worth)
My legs a testimony to
twenty years of pathwork
My stomach, soft and mine, littered wi
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 insic
of me
That has not been slaughtered by his
gaze.

which is so obvious and yet so strategically dissimulated
in the everyday that it becomes invisible, and nothing is
left but the violence that results from its disappearance.
How do you point out the horror of something that is so
fundamentally banal and routine that it ceases to appear
traumatic? And when you do point out the lie that is the
truth, you feel (and usually are) alone in seeing this and
wanting to root it out. It's enough to make you paranoid,
because it is such a thorough conspiracy—how can you
reform something that is so structural, so absolutely
essential to the constitution o f this society? Therapy
and social work are out o f the question, because the
point is not to help or to copeno token o f chance can
rectify this injury W hy would you want to place yourself
into the hands o f an institution that seeks to resocialize
you into the environm ent that made a mess of you in
the first place? O ur inclusion into the American process
turned out to be the worst form of oppression. M ost
people are proud to call themselves Americans, but why
would you want to become a well-adjusted citizen when
the primary requisite o f American-ness is racism? Isn’t
our madness often the only evidence we have at all to
show for this civilizing terror?
We becam e pathetic victim s o f whiteness. We
permed 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 w ith our “almondshaped” eyes, but we never called it racism. You once
asked, “W h a t’s wrong w ith trying to be white?” You said
your way o f dealing w ith racism was not to let them
know it bothered you. But they don’t w ant it to bother
us. If it did, they would have a revolution on their hands.
The “justrconvince-them-they-should-be-like us” tactic.
It is so im portant for the American racial hierarchy to
keep us consuming its ideals so we attack ourselves
instead o f the racial neuroses it manufactures.
I feel disgusted and angry and so, so sorry when
I think o f how I participated in the self-hatred that
helped to kill you. I did not like to be reminded o f my
own “Orientalness,” and I could not be satisfied w ith
our failure to fit into the white American mold.
So, why am I writing to you, dearest sister? I am
writing to let you know that I still remember, and I
will live to tell it regardless o f my state o f ruin, which
means I think it is possible to militate against violence
and loss w ithout buying into civility and unity I am
not even calling for anarchy; I cannot allow myself that
luxury because we already live in a (nation-)state of
organized chaos. Your presence haunts and compels me

to recount your death. Maybe my
story will be useful in some wayto
galvanize a historical or political
consciousnesswho knows? Maybe
through remembering I will even
find a patchw ork place for myself
to take root, just as we do in my
dreams. >

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 stop­
ping out and taking
care of yourself, that
should be your pri­
ority: taking care of
yourself.
- Angel Fabian ‘99

This is an excerptfrom a longer essay
in a collection of writings by
Asian~American women entitled
Making More Waves.

Denni Woodward

G

'om e
'B i g
G am e tim e , e x p e c t to
hear some alumni and current stu­
dents clamoring about the bygone
days o f th e S tanford “In d ian .”
T he “Indian” was the mascot for
S tan fo rd’s ath letic team s from
1930 toi970, its m ost com m on
representation being a caricature
o f a small Indian w ith a big nose.
In N o v e m b e r 1970, a g ro u p
o f N ative A m ericans including
D ean C havers, C hris M cN eil,
and Rick W est presented a peti­
tion objecting to 19 years of live

U niversity P resid en t
Richard Lyman to discuss the
end of the mascot performances. This
first collective action established the Stanford
American Indian Organization.
In February o f 1972, 55 Native American students
and staff upped the ante. They presented a petition
urging that “the use o f the Indian symbol be perm a­
nently discontinued” to the University Ombudsperson
who, in turn, presented it to President Lyman. The peti­
tion further stated that the Stanford community was
insensitive to the hum anity o f Native Americans, that
the use o f a race’s name as entertainm ent displayed a
lack of understanding,and that a race o f humans cannot
be entertainm ent. T he mascot in all its manifestations
was, the Indian group maintained, stereotypical, offen­
sive, and a mockery of Indian cultures. In response to
their outcry, President Lyman perm anently removed
the “Indian” as Stanford’s mascot. Since th at decision,
nearly every year people campaign to bring back into
fashion their Indian sweaters, headbands, and Hal-

WÊÈtÊÈSÈ

Dollies masquerading as “Indians, ”theformer Stanford mascot
performances at athletic events by
Tim Williams, or “Prince Lightfoot.” T he students believed the
performances to be a mockery of
N ative American religious prac­
tices. In January 1971, the Native
A m e ric a n s tu d e n ts m e t w ith

loween war paint under the justification th a t being
chosen as the symbol of a great university is an honor.
Thankfully, the University has maintained its position
every year, saying simply th at 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 http://nacc.stanford.edu/

• This endowment is invested in hundreds of corporations.
• T he Board of Trustees first adopted a Statem ent on Investm ent Responsibility
in 1971.
• Today the Advisory Panel on Investm ent Responsibility (APIR) researches c o r
porate practices suspected of causing “substantial social injury” and makes rec­
ommendations to the Special Com m ittee on Investm ent Responsibility (SCIR).
• T he A PIR has 12 members, including 4 students selected by the ASSU’s NomCom.
Any student can apply Student interns also do research for the APIR.
• D espite (or perhaps because of) this institutionalized structure, Stanford’s com­
m itm ent to investment responsibility has consisted o f much talk and little
action—until outside pressure forces it to act. This first happened in the 1980s,
when 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 M cM oRan for its
human rights and environmental violations in Indonesia, and corporate mem­
bers of the Global Climate Coalition.
• In 1996-97, SEAS proposed that the university create a Socially Responsible
Endowment Fund to which donors to Stanford could choose to give their
money. T he SCIR rejected the proposal, and despite 2000 signa­
tures in support of the idea, no action has yet been taken
on m ost of the revised proposal.
see page 60 fo r more information.

Stanford’s
endowment is worth

1 2 . 2 billion

(and growing)

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

o you’ve got a problem on campus. %u 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 o fth e C om m ittee on th e R ecruit­
m en t and R eten tion o f W om en Faculty
at Stanford (“Strober R ep ort”), Sept.
I 993 * Concluded that “Stanford is seriously
lagging w ith respect to recru itm en t and
retention of women faculty.” Did spur some
action,but, Provost Rice decided “on prin­
ciple” not to develop hiring plans for women
faculty. Also see Report of the Provost’s
Advisory Committee on the Status of Women
Faculty (2004). www.stanford.edu/dept/prcr
vost/womenfacultyreport
The Report o f the Dean o f Students’Work­
ing Group on Lesbian, Gay, and Bisexual
Student Needs, March 1995. The compre­
hensive report, which took 3 1/2 years to prepare,
examined the climate experienced by LGBT
students. Made 94 recommendations for action
to the University, including a permanent full-time
director of the LGBCC (repeating a request first
made in 1989). Students fought for a full-time
director for the next 4 years and finally won one
in 1999. Also see the student-authored LGBCC
Proposal for a Full-Time Director.

these issues. Online at faculty senate.stanford.edu/archive/i 997J 998/reports

Final Report: Presidential Advisory
C om m ittee on W orkplace P olicies,
June 2004. This committee was created
in response to the 7-day SLAC hunger
strike demanding a Code of Conduct
(see p. 20). The report recognized unfair
working conditions at Stanford, but Pres­
ident Hennessey refused to acknowledge
or act on these recommendations. See
workplacepolicies.stanford.edu.

Find copies a t the A S SU P residen t’s office, com m unity centers, an d departments. Full article available online.

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 away
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
remedy Stanford’s festering inequities, then they will
periodically manifest in ways so florid that we’re com­
pelled to respond. And it seems to happen every year.
During W inter Finals 2000-2001, someone began
writing prolific amounts of hate graffiti on classroom
walls, in more than three separate incidents. The com­
ments included “Rape all Asian bitches and dump
them,” “Fuck Spies!” “W hite man is King!” “Nuke
Arabs,” “Niggers don’t get it, this is a W hite Only
Class.” In response, police and Stanford administra­
tors decided to cover up the graffiti and not disclose
its threatening contents, saying that they didn’t want
students to be disturbed. Only after the Stanford
Daily and the San Francisco Chronicle broke the story
did President Hennessy issue a public
mentr-a two-paragraph letter to the
Daily.
The second week o f Spring
Quarter, student groups began
issuing statem ents criticiz­
ing the adm inistration’s
weak response. Members of
student ethnic organizations
formed an ad hoc coalition
to inform and mobilize other
students.
Calling ourselves the Stan­
ford Student Diversity Coalition,
the ad hoc group demanded that the
University value diversity more actively.
We called for a public and university-wide
hate crimes protocol, diversity training for high-level
administrators as well as students, active prom otion
of the ethnic them e 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 word w ith fliers, asked students to
wear a white ribbon to show solidarity, held a teach-in,
and then rallied students in an effort to increase the

F

coali­
tion’s power.
C o n f r o n te d
by student pressure, high-level
University adm inistrators agreed
to a series o f meetings; deferring
to the superior organization of
the established ethnic student
groups, the Coalition asked those
leaders to step in to represent the
communities. Shortly thereafter,
the Coalition dissolved itself. To
date, the major successes o f our
efforts were informing students
about the incidents and pushing
the University to b o th reveal its
“Protocol for Addressing Acts of
Intolerance” and
an< broaden its
coverage £from Student
Affairs to the entire
“O bvious”

of
like
hate graf­
fiti are really
just a natu­
ral extension
o f the more
daily, institutional
racism and sexism
at Stanford. We can
reduce the likelihood o f
the next such incident by work­
ing on the root causes. So don’t
wait until the next incident to
react! G et involved now w ith stu­
dent groups who are proactively
and strategically working to halt
and prevent injustices. >
incidents

hough the events and issues presented on these
pages may seem very different, they are all part
o f the same struggle. This timeline, while by no means
complete, is an attem pt to show linkages, to give a sense
of the context in which events occurred, what progress
we have made and w hat is still to come. Page numbers
refer to this Dis ~ 0 Guide.

T

1 9 6 5 1 9 6 9 - T h e anti-w ar and Black lib e ra tio n
struggles reach a high tide all over the country - includ­
ing Stanford, p.28
A p r il 8, 1 9 6 8 - Four days after
M LK, J r.’s assassinat ion ,

Seeing the
Connections
Salas Saraiya and
Louise Auerhahn s ix ty BSU
members
take over the MemAud stage from
the President and issue ten demands challeng­
ing Stanford to prove its com m ittm ent to fighting
racism.
1 9 6 9 - African & Afro-American Studies program is
established, p.19
1 9 6 9 - Students begin SW OPSI
(Student W orkshops on Social
and Political Issues), a studentinitiated course program, p. 8

1989 - A student-faculty coalition
supports W ebb R anch w orkers
in th eir successful unionization
drive, p.57
M ay 1 5 ,1989 - Over 60 students
take over P resid en t K ennedy’s
office to dem and action on the
Rainbow Agenda, p.41
1991 - A d m in istra io n cancels
SW OPSI. p. 8
I 9 9 3 "9 4 " Students publish the
first D is-O rientation Guide.

M ay
4,
I 9 9 4 _ Chicano students
begin a hunger strike at dawn;
th re e days later, at 11:30 pm ,
adm inistrators and strikers sign
and agreem ent resulting in the
C hicana/o Studies at Stanford,
p.io
N ov. 1 9 9 6 - Comparative Studies
in Race and Ethnicity program is
established, p. 19

can achieve success.
We must therefore act
together as a united
people... for the birth of
a new world.

N ov. 1998 -Stanford
in v e stig a ted by th e
U.S. Labor D ept, for
p ossible illegal d is­
crim in atio n against
women in hiring, pro­
m o tio n and ten u re,
based on a 400-page
complaint filed by fac­
ulty members, p.46

N ov. 1970 - N ative A m erican
stu d e n ts and faculty u n ite to
oppose S tanford’s stereotyped
Nelson Mandela
“Indian” performances at athletic
events. They establish the Stan­
ford American Indian Organization (SAIO). p. 70
F eb. 1 99 9 - T he W omen’s Center
M ay 3 ,1 9 8 7 - 900 Stanford students rally in W hite
and the LGBTCRC get a full-time
Plaza, th e n occupy the adm inistration building to
directors, p.58
protest Stanford’s support of apartheid South Africa,
p.i 5
S p r in g 1 9 9 9 - B on A p p é tit
w ork ers, w ith th e s u p p o rt o f

SLAC and M EChA, successfully
negotiate a contract including a
yearly wage increase.
Spring 1 9 99 _ Six U C Berkeley
students, supported by students
from Stanford and throughout the
Bay Area, go on hunger strike to
protest cuts in Ethnic Studies at
Berkeley Berkeley agrees to their
demands, p.36
Feb. 2 0 0 0 - D esp ite the
opposition o f residents
and students, Palo Alto
passes an anti-pan
handling ordinance.
P-5°
M arch 2 0 0 0 P ro p s 21 and 22
pass, criminalizing
C alifo rn ia’s y o u th
and o u tlaw in g gay
marriage, p.56

S pring 2001 - Student Initiate
are revived, p. 8

F e b r u a r y 2 0 0 3 - S tu d en ts for E d u catio n al
Equity organize weeklong “Education is a Right!”
rallies and c o u n ter “bake sale” opposing College
Republican-led attacks on affirmative action.
M arch 2003 - Over a thousand students and
other com munity members participate in Books
N o t Bombs against the im pending Iraqi war.
Over one hundred students participate
in the historic shutdow n o f San
Be
^
Francisco the day after war is
officially declared, p.64
patient. It

may take thirty
years, but sooner or
later they'll listen to
you. In the meantime,
KEEP KICKING ASS!
Florence Kennedy

M ay 2 0 0 0 - C a n d id a te s
ru n n in g u n d e r th e P la tfo rm
for A ccountability and Change,
a co alitio n o f progressive stu ­
dent groups, are elected ASSU
P resident, Vice P resid en t, and
Senators.
O ct. 2 0 0 0 - Stanford H ospi
stops incinerating its waste in
Oakland, conceding to SEAS ;
►akland residents,

s (S

S p r in g 2 0 0 3 - Six stu ­
dents go on a hunger strike
for labor justice as a p rio r
ity President Hennessey
responds to demands for
a C ode o f C o n d u c t by
creating the Presidential
A dvisory C o m m itte e on
Workplace Policies, p.20

Fall 2003 - Students, in solidarity
w ith many progressive groups across the
state, mobilize opposition to the racist Prop. 54.
T he Proposition is soundly defeated! p. 56
M ay 20 0 4 - Over forty students show up at
Former D ean of Admissions Robin M am let’s
office to dem and an increase in Filipino and
Southeast Asian American admits.
F eb ru ary 2005 - Stanford Asian A m erican
Activism Com m ittee organizes over 100 stu­
to demand com munity input in housing
from John Bravman.p.13

People to
Meet

"'hough it is hardly com pre­
hensive, here is a list o f
faculty and staff who take seriously the idea th at
education is a process of teaching students to question
and think.

Antonio

Mark Mancall
(Education)

(History)

Purnima Mankekar

Lucius Barker

(CASA)

(Political Science)

Hazel Markus

Kevin Bean

(Psychology)

(Studio Art)

Ray McDermott

Joel Beinin

(Education)

(History)

Brett Bourbon

Cherrie Moraga
(Drama)

(English)

Clayborne Carson

Paula Moya
(English)

(History)

Cindy Ng

Enrique Chagoya
(Studio Art)

(Asian American Activities Center)

David Palumbo-Liu

Gordon Chang
(History)

Kat Cushing

(Comparative Lit.)

Ronald Rebholz
(English)

(Urban Studies)

Todd Davies

Rush Rehm
(Drama)

(Symbolic Systems)

Ben Davidson

John Rickford
(LGBT CRC)

Carolyn Duffey

(Linguistics)

Eric Roberts
(CASA)

Pauila Ebron

(Computer Science)

Richard Rorty
(CASA)

(Comparative Lit.)

I Arm in Rosencranz

Harry Elam
(Drama)

Luis Fraga

(Human Biology)

Debra Satz
(Philosophy)

(Political Science)

Paul Seaver

Estelle Freedman

(History)

(Feminist Studies)

Michael Gorman

Thomas Sheehan

(Science, Technoiogy, & Society)

Suzanne Greenberg

(Religous Studies)

Winona Simms
(SLE)

Monika Greenleaf

(Native American Community Center)

Myra Strober
(Slavic Studies)

Akhil Gupta

(Education)

Elizabeth Tallent
(CASA)

Laura Harrison

(English)

Mike Wilcox
(Women's Center)

Terry Karl

(CASA)

Carolyn Wong
(Political Science)

Paul Kiparsky

(Political Science)

Christine Wotipka
(Linguistics)

David Komo

(Education)

Sylvia Yanagisako
(History)

Tony Kramer

(CASA)

Yvonne Yarbro-Bejarano
(Dance)

(Chicano Studies)



0

60

C

f= I
■ *" CO 13

0
-C

0

V,

Î

^
0

£
s oa

I

0

-m&M

IuP°
li

OFH
I¿5$

i— 03 § ,=
it:
O) jc

.E £ c >

S.Í- C
- 8 Í «5
CO

x :

0

L_

0

>am
cc •m
L.

0

• mam

1

0

x:
I-

c

D

i=
a, ©
0 >£0
E £

O -M

0
0

-

U) -

0 ^ 1 jj3

2
-Q!
O)s0 “j
«¡S 8
°
î I
c§2 £
¡5 S
2£~

5 2.0

nf l i .r
-I §«3
£

1
81
«3 «I ¡3 £

£i 3 n

>3

Ǥ

3 S
o^
<5 ^
^ *§
ST

ttl tq tq ^

Co CO CO

^

co co co

^TH hesfeire Just some o f the
X many organizations and
places to get involved with here
at Stanford...

Community Centers:
• A sian A m erican A ctivities
Center (A3C), a3c.stanf0rd.edu
• Black Com m unity Services
Center (BCSC), bcsc.stanford.
edu
• Lesbian, Gay, B isexual
Transgender C om m unity
Resources C enter (LGBTCRC), www.stanford.edu/group/

$R
• N ative Am erican Cultural
Center, nacc.stanford.edu
• El Centro Cbicano, www.
stanford, edu/dept/elcentro
• W om en’s C om m unity
Center, www.stanford.edu/
group/womenscntr
• Haas Center for Public
Service, haas.stanford.edu
• B echtel International
Center, www.stanford.edu/
dept/icenter
• Office for Religious Life,
religiouslife.stanford. edu

> D isabled Students o f Stanford
dss@lists.stanford, edu
> Lesbian, Gay, Bisexual, Transgender Comm unity
qfiet@lists.stanford.edu
> M EChA (Movimiento Estudiantil Chicano de
Aztlan)
mecha.stanford.edu
> SAIO (Stanford American Indian Organization)
www.stanford.edu/group/saio
> W om en’s C oalition
womens~coalition@lists.stanford.edu

Grassroots/Community Organizing Groups:
* Q uerillas
queer~activists@lists.stanford.edu
* SAAAC (Stanford Asian American Activism Com­
mittee)
saaac.stanford.edu
* SCPJ (Stanford Community for Peace and Justice)
www.stanford.edu/group/peace
* SEAS (Students for Environmental justice At Stan­
ford)
seas.stanford.edu
* SLAC (Stanford Labor Action Coalition)
www.stanford.edu/group/slac
* The A nti-L em m ings C ollective
anti~lemmings@lists.riseup.net
* M SA N (Muslim Students Awareness Network)
msan.stanford, edu
* SC ID (Stanford Coalition for Investment Disclosure)
stanforddisclosure~subscribe@yahoogroups.com
* Students for a Sustainable Stanford
sustainability.stanford, edu
* PA SU (Pilipino American Student Union)
pasu.stanford. edu

Umbrella Organizations:
More good stuff:
> AASA (Asian American Stu­
dents Association)
aasa.stanford. edu
>BSU (Black Student Union)
bsu.stanford.edu

Hai Binh Nguyen and
Caroline Picker

- The Bridge Peer Counseling, 723-3392
- Planned Parenthood, www.ppmarmonte.org
- A lternative Spring Break
www.stanford.edu/group/ASB
- SH PR C (Sexual Health Peer Resource Center)
www.stanford.edu/group/SHPRC
f o r a listin g o f a ll registered student groups, go to
http://osa.statfbrd.edu/studentgroups

Places to Start

Make Your Own
Draw, write, paint, or
,aint’orI Revolution
record what you see,
hear, and know

Comment on the Guide! Write diso@diso.stanford.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.

complete. It
is upto youto

The outcome of
today's
struggles
does not matter. It
does not matter in
the final count that
one or two move­
ments were tem­
porarily
defeated
because what is def­
inite is the decision
to struggle which
matures every day,
the consciousness of
the need for revolu­
tionary change, and
the certainty that it
is possible.
- Che Guevara

of re v o lu t

And I said, 'Why
doesn't somebody
do something?!'
Then I realized:
I am somebody.
e *s th e u lt if ^

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

(so, what are you waiting for?)

Item sets