$tanford University diso2000: DisOrientation Guide 2000-2001

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Title

$tanford University diso2000: DisOrientation Guide 2000-2001

Date

2000

Place

Stanford, California

Subject

Stanford University

extracted text

DisO rieutado»

d LS-Oií IEm
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 attempting to organize, that regularly denies tenure to
female and minority faculty, that invests billions o f dollars in corporations
infamous for abusing people and nature. As members o f this community, it is
time to rouse ourselves from complacency and acknowledge atroubling back­
drop to our pretty public image.
No matter what impression our mile-long driveway was built to create,
we do not exist in isolation. From the railroad money that funded its construc­
tion to the workers who still serve our meals; from the struggle for ethnic
theme houses to our lucrative contract with Nike, Stanford’s history is one of
amazing wealth and opportunity created at incredible expense through inex­
cusable exploitation.
In the classroom, we are taught about the importance o f critical think­
ing 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 o f the
systems o f wealth and privilege that created this oasis o f intellectualism. It
adds to the isolation felt by those who, despite opposition, persist in fighting
the power structure.
It is these students, devoted to social change, who have written these
articles for all o f us to see and understand the breadth o f w hat we are dealing
with, so we can begin to build a m utual understanding for unification. This
disorientation guide is, at present, one o f the few documents that tells another
side o f the story. It is only a prelude to a larger and more complex conversa­
tion. But it is a good start, with histories and resources, questions and currents
o f 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 coopera­
tion, persistence and action - there is great power in these pages.
W hether you’ve been here for a few years and remember the fights for
Community Center directors and janitors’ contracts and against Props 227,21
and 22; or if you’ve just arrived and are still learning to navigate these 8,000odd acres, you can use this guide as a tool to challenge the “orientation” you
were given on arrival, and the on-going socialization that accompanies being a

YOURSELF NOW!
stu d e n t h ere. A p p ro a c h th e se p a g e s w ith an o p e n m in d , a n d w e can p ro v id e a

D is-O rientation - cuttin g th ro u g h th e g lo ssy a d v ertisem en ts th at m a y h a v e
b ro u g h t y o u here - a n d b e g in a p ro c e ss o f R e-O rientation, in itiatin g a n e w
p e rsp ec tiv e on th e h isto ry o f th is in stitu tio n , its c u rre n t stru c tu re , an d y o u r role
in it.
P e o p le c re a te d th e sy s te m s a n d tra d itio n s o f th is U n iv e rs ity th at
fo s te r c e rta in n o tio n s o f a c c e s s, w e a lth , a n d e litis m ; p e o p le c a n te a r th e m
d o w n . T h e y a re la rg e r th a n a n y in d iv id u a l, b u t th e y c a n b e c o n fro n te d .
C o n f ro n te d b y an a rtic u la te a n d c o m m itte d s tu d e n t b o d y , th e y c a n b e d e ­
fe a te d .
R e a d th is g u id e w ith th a t in m in d . R e a d it as it w a s w ritten : w ith an ear
to th e p a st, a h e a rt b e n t to w a rd s tru th , a m i n d o p e n to th e fu tu re , a n d e y es intent
on c h an g e fo r w h a t y o u be lie v e to b e right. T h e n , lo o k again at w h e re y o u are
a n d a sk y o u rs elf:

“What will it take for me to take a stand?’’

TABLE OF
Introduction.............................................................................................2
Who Is Our Faculty (and stu d e n ts)? ...................................................6
The Heterosexual Questionnaire......................................................... 7
We All Live in â Knowledge F acto ry ..................................................... 3
Chicano S tu d e n ts Go On Hunger Strike!.......................................... 10
S tu d e n t Voice: Privilege o r Right?.....................................................12
Everything Is Political!......................................................................... 13
Think About It........................................................................................ 14
Welcome from United S tanford Workers.........................................16
P overty a t S tan fo rd .......................................................................... \3
A fte r 3 0 Years: CSRE....................................................................... 19
S to p th e A ttack on Youth!...............................................................2 0
Education or Incarceration?................................................................21
Why Asian American 5 tu d e s M a tte rs ............................................22
Super Model Minority......................................................................... 2 3
$ 6 ,2 0 0 ,0 0 0 ,0 0 0 .0 0 ......................................................................... 2 4
A Culture of Slas................................................................................. 2 5
We Wear Red fo r th e Siood He Shed..............................................2 6
S tan fo rd Anti-War Movement, 1 9 6 6 -6 9 ....................................... 23
South Africa and S tan fo rd .............................................................. 3 0
Immaterial Girls....................................................................................31
Queers of Color................................................................................... 32
Health Care With Harm...................................................................... 3 3
Did You Scream ? The “Rape” of Mr. Sm ith....................................3 5
You Know Enough to A ct................................................................... 3 6
S tan fo rd ’s Shame: The Hoover Institution.....................................33
Survivors..............................................................................................4 0
Takeover *39........................................................................................41
How Much Is Your Time Worth?........................................................ 4 4

CONTENTS
YOUR body, WHOSE Image?........................................................4 5
Tenure: Academic Freedom for White Men................................. 4 6
Lessons from Seattle................................................................ 4 3
Fear and Hatred in California.......................................................50
A fte r 25 Years on the “ Farm”.....................................................51
One Palm Tree...............................................................................51
The Other Palo Alto.................................................................... 52
The Two Stanfords......................................................................54
Stanford, Inc. Quiz....................................................................... 55
Sefore the T ree.......................................................................... 56
Survival o f Grrri Mama a t Stanford.......................................... 57
SUCCESS! The Women’s Center is Funded.................................56
Grapes Soycott..........................................................................59
Students Unite With Workers.................................................... 6 0
Unpacking the Knapsack o f White Privilege.................................. 61
A Le tte r to My S ister............................................................... 6 6
Pefending Your Choice: The Si g Picture..................................... 6 3
Pilipino Americans a t Stanford University................................. 6 9
Sweating the Peta ils................................................................... 70
Support Community Organiations and Earn Money!...................... 71
Know Your History (or be doomed to repeat It)......................... 72
Unsung Heroes............................................................................. 73
Seeing the Connections............................................................... 74
People to Meet............................................................................ 76
The Hierarchy of the University.................................................. 77
Places to S ta rt.......................................................................... 73
Visit http://diso,stanford.edu/diso fo r an online version of the current
and previous guides as well as longer versions of some of these articles
This Guide is printed on ~20% recycled paper

Who Is Our Faculty?
a.k.a Wow, look a t all those white men!
O f Stanford’s 1,640faculty members,
1,401 are white and 1,316 are male

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$104







324 are women ( 19.8%)
44 are African American/Black (2.7%)
143 are Asian American or Pacific Islander (8.7%)
3 are American Indian or Alaska Native (0.18%)
49 are Hispanic/Latino (3%)
How can you find
any satisfaction.

..in th e success
you achieve..

ey Were

- i f it w as due to
your race engender

ASVOM

E

Why don't
you tell me...

...a n d n o t y o u r
q u a lificatio n s or ability?

And the students:
O f Stanford’s 6,594 undergraduates,

O f Stanford’s 7,625 grad students,

49% are women
557 are African-American
82 are American Indian
or Alaska Native (1%)
1,566 are Asian-American
or Pacific Islander (24%)
701 are Hispanic/Latino (11%)
3,382 are Caucasian (51%)
306 are “Other” or unknown (5%)

35% are women
226 are African-American (4%)
55 are American Indian
or Alaska Native (1%)
1,005 are Asian American
or Pacific Islander (13%)
407 are Hispanic/Latino (5%)
3,496 are Caucasian (46%)
2,396 are “Other” or unknown (31%)

Note: These ethnic and racial categorizations are Stanford's, not ours.
A ll data from Oct. ‘99. Sources:
6

Heterosexual

>

Questionnaire

Take it TOP AY!

rf

%

W hat do you think caused your heterosexuality?
2. When and how did you decide that you were a hetero­
sexual?
3. To whom have you disclosed your heterosexuality? How
did they react?
4. Could it be that your heterosexuality is just a phase?
5. Is it possible your heterosexuality stems from a neurotic
fear o f others of your same gender?
6. 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 relation­
ships. Do you think you may have turned heterosexual out
of fear o f rejection?
8. Why do you flaunt your lifestyle with wedding rings, photos
at work and talk of your heterosexual escapades?
9. Your heterosexuality doesn’t offend me as long as you
leave me alone, but why do so many heterosexuals try to
seduce others into their orientation?
10. Are cancer, earthquakes and floods God’s way of punish­
ing heterosexuals?
11. Considering the battering, abuse and divorce rate associ­
ated with heterosexual coupling, why would you want to
enter into that kind of relationship?
12. If you should choose to have childern, would you want
them to be heterosexual, knowing the problems they would
face?
13. How can you ever hope to become a whole person if you
limit yourself to a compulsive, exclusively heterosexual
lifestyle and remain unwilling to explore and develop your
normal, healthy, God-given homosexual potential?
14. And anyway, why do heterosexuals place so much em-

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7

We All Live in a
Knowledge F a c t o r y . . .
J ¿ n e lb to h id a
T t e g re w in g c c o p o ra iiz a tio n o f u n iv e rs itie s

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s

t i t n a tio n has c a u s e d m a n y

to q u e s tio n th e in t ^ ñ t y o f a c a d e m ic fre e d o m o n c u r c a m p is es. W it h th e in z re a s in g
f r iq u e n : / o f in d u s tr y e n d o w e d c h a irs s u c h as W a s t V ir g in ia U n iv e r s ity ’s <cK m a rt
C h a if ’ a n d t i t p r o life r a tio 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 se s , i t is d iff ic u lt
to ig n o re t i t p re se n z e o f c o rp o ra te r to n a y in c u r u n iv e rs itie s .
A t S ta n fo rd , in a d d itio n to m a in ta in in g a n e la b o ra te w A s ite title d , “ A G u id e f o r
C o rp o ra tio n s ,” a t c o rp o ra te .s ta n fo rd .e d u , S ta n fo rd a ls o o p e ra te s t i t O ffic e o f T e c h n o lc g y L ic e n s in g ( O T L ) , w h ic h w o rk s to c o m m e rc ia liz e S ta n fo rd d is c o v e rie s a n d
m a n a g e its g r c w in g p a te n t p o r tfo lio .

W i t n t i t o ffic e o p e n a d , s c h o o l d e a m w e re

in it ia lly c o n z e r r td a b c u t t i t a tte n tio n th is w c u ld d iv e r t f r o m te a c h in g a n d re s e a rc h ,
b u t t i t se c o n c e rm w e re a b a te d b y O T L ’s p o lic y o f in z lu d in g b o th d e p a rtm e n ts a n d
p ro fe s s o rs as d ir e c t p r o fit b e r tfic ia h e s o f c o m m e rc ia liz e d re s e a rc h A s a re s u lt, la s t
y e a r S ta n fo rd g e r t ra te d $ 6 1 m illio n in te c h n o lc g y -tra n s fe r a c tiv itie s a n d r e c e ñ id
2 3 3 a p p lic a tio n s in v e n tio n d is c lo s u re s , 1 /4 o fw h ic h w e r e p a te n te d .
T i t c o m n t rc ia liz a fa o n o f a : a d e m ic re s e a rc h in th e la s t tw o decades I t s re s u lte d
in a n u p s u rg e in fu n d in g f o r in fo te c h , c o m p u te r s c ie n c e , a n d b io te c h ( t i t r t w S c i­
e r r e a n d E n g in e e rin g Q u a d c o m p le te d la s t y e a r co s t $ 1 2 0 m illio n ) . H o w e v e r; c o r­
p o ra te fu n d in g o fte n co m e s w it h a p ric e . A s t id y o f m a jo r u n iv e r s ity e n g in e e rin g
re s e a rc h c e n te rs fo u n d th a t 3 5 % o f th e m a llc w e d c o rp o ra te s p o m ors to d e le te in fo r ­
m a tio n fr o m t i t i r fin d in g s p r io r to p u b lic a tio n In a d d itio n ,S ta n fo rd , lik e m o s t
u n iv e rs itie s . I t s a 9 0 d a y w a itin g p e ­
r io d b e tw e e n th a c o m p le tio n o fre s e a rc h
a n d p u b lic a tio n in o rd e r to g iv e th e ir
s p o m o rs t i n t to f ile p a te n t a p p lic a tio n s
i f a p p lic a b le . U n d e r th is p ro v is io n , re s e a rc h w ith im p o rta n t p u b lic I t a lt h im ­
p lic a tio n s e c u Id b e d e la y e d f o r m o n th s
b e fo re b e in g re le a s e d . U ltim a te ly , c o r­
p o ra tio n s ’ e ffe c t in s h a p in g w h a t is re ­
se a rc h e d a n d w h a t is

is in c a lo rla b le .

W h e re d e e s th is le a v e s tu d e n ts as
re c ip ie n ts a n d c o n trib u to rs to c o rp o ra te
d ire c te d s c h o la rs h ip ? A re w e b e c o m ­
in g

p a s s iv e

c o n s u r ttr s

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cur

e d u c a ta o n ,tlt p rc d u c ts o f a **kn o w le d g e
f a c t o r / ’ c h im in g u s o u t f o r c o rp o ra te
jo b s w it h P ro c te r & G a n fc b , T h e G ap
In z ., o r I n t e l C o rp o ra tio n ?
I n 19 S 9, th re e S ta n fo rd s tu d e n ts de-

t f 'H T X y T t f

< y P * íA »

“Knowledge Factory” continued
cided to challenge such a system . They w ere w itnesses to the U niversity’s grow ing
relationship w ith the m ilitary industrial com plex, to the extent that in 1967 Stanford
w as th e 3 rd larg est re c ip ie n t o f D e p a rtm e n t o f D efen se co n tracts nationw ide.
SW O PSI, Stanford W orkshops on P olitical and Social Issues, w as created in direct
response to this trend, as a m eans o f providing students w ith the opportunity to re­
claim their academ ic freedom by creating and participating in courses that differed
in scope and form at from the current U niversity offerings. T hese w orkshops ad-

The aim of pwhlic education is not to
spread enlightenm ent at all; it is sim ­
ply to reduce as m any individuals as
possible to the sam e safe level, to breed
and tra in a standardized citizenry, to
put down dissent and originality. That
is its aim in the United States . . . and
th a t is its aim everyw here else.
- H_L_ M encken
dressed current, local, national, or international issues and em phasized student and
com m unity based know ledge rather than the traditional-credentialed professor-lecture form at. W ith an action-oriented focus on developing solutions to these social
and political issues, SW O PSI established a reputation for its w illingness to confront
system ic causes, thus putting it in an adversarial position w ith university adm inistra­
tion. Finally, in 1991, despite a long struggle to m aintain student control o f the
program , university adm inistrators decided to end SW O PSI, claim ing to suffer from
“a lack o f funding.”
W ith corporate donations to universities across the nation rising from $850 m il­
lion in 1985 to m ore than $4.25 billion a decade later, one m ay question how differ­
en t our academ ic atm osphere is from the days o f SW O P SI’s beginnings in the 1960’s.
A lthough w e m ay no longer m aintain a research center for m ilitary technology
(Stanford R esearch Institute) the corporatization o f our academ ic realm is m uch m ore
insidious, but p resent nonetheless. U nless w e begin to acknow ledge the role that
universities have assum ed in producing both scholarship and students that are m ost
m alleable to its corporate funders, w e can n o t begin to challenge the restrictions that
such a relationship perpetuates.
In response to this challenge, the m ovem ent to create student led and initiated
curriculum has begun again. We have learned from the history o f SW O PSI, and this
tim e w e w ill em phasize student control over resources and program adm inistration.
In addition w e plan to broaden the scope o f the w orkshops to include both credit and
n on-credit courses in order to encom pass form s o f education norm ally unrecognized
by academ ic policy. U ltim ately, w e hope to create an avenue for students to m ove
tow ard a fuller realization o f their agency by defining the param eters o f their educa­
tional experience.

To learn about student led and initiated courses contact jishi@stanford.edu

<4

Chi cano Students Go
On Hunger Strike!
M aribel Ledezma

The 1993-94 school year was especially difficult for Stanford’s commu­
nities o f color. During winter quarter, students feared that their ethnic and com­
munity centers would be closed because o f budget cuts. Rumors circulated that
they might be “saved” by merging all the centers into one. As those fears sub­
sided, a worse scenario unraveled itself for the Chicano community. Budget cuts
were said to be behind the April firing o f high-ranking administrator and commu­
nity leader Cecilia Burciaga. She and her husband, José Antonio Burciaga, had
also served Stanford’s Chicano community as Casa Zapata’s Resident Fellows.
News o f the firing reached students when they returned from Spring Break. For
over a month students protested the firing, demanding to know how someone
who had dedicated her life to Stanford could be dismissed so easily. Then on May
1st at Sunday night Flicks, a second incident escalated the frustration and disre­
spect being felt by Chicano students. As a short film, "No Grapes" was shown at
MEChA’s request to inform Stanford students about pesticide use and other is­
sues surrounding the United Farm Workers’ boycott o f table grapes. Students in
the audience began to shout "Beaners go home! " and other racial epithets. That
night students m et to plan a response to the attacks they were experiencing.

Chicano student addresses then P resident Gerhard Casper and
P rovost C ondi R ice during H unger Strike.

10

“Chicano Students Go on Hunger Strike” continued
On Wednesday May 4, Chicano students camped out in the center o f Main
Quad at daybreak and began a hunger strike protesting the administrators’ lack o f
compliance with their demands, which included: a formal apology to Cecilia
Burciaga for the way she was treated in
her firing; the formation o f a Chicano
Studies major, the building o f a commu­ "...The present currícu­
nity center for East Palo Alto; and a uni­
lum s, I put m y fist in
versity-wide ban on grapes in solidarity
with the United Farm Workers. Later 'em, Eurocentric, every
that day, sixteen Chicano faculty mem­
last one o f 'em, see
bers sent letters o f support for the pro­
right through the red,
testers’ demands. On the third day o f
the strike, professors volunteered to be
w hite, and blue dis­
p art o f A ztlan U niversity teach-ins.
guise, w ith lecture,
While this was going on, a team o f stu­
dent negotiators m et with the adminis­ puncture the structure
tration to come to a resolution on the
o f lies, installed in our
strikers’ demands. A t 11:30 that night,
an agreement was finally reached and the
m inds and attem pting
fast ended. On Saturday the agreement
to hold us back, w e’ve
was signed by President Gerhard Casper
got to take it back..."
and Provost Condoleezza Rice.
W hat was gained by the hunger
strike? There was no formal apology for
Rage A gainst th e M achine
Cecilia Burciaga. The President and
Provost only agreed to recognize her
contributions to Stanford. They agreed
to establish a committee to investigate the issue o f grapes on campus and make
recommendations for the University’s policy at that time. .After months o f meet­
ings yielded committee recommendations, the policy remained the same - each
dorm would vote whether to serve grapes or not in their dining hall. The Presi­
dent and Provost both promised to consider fundraising efforts and other support
for a comprehensive sendee program in East Palo Alto. To this day, there is no
such program which resulted from the strike. Finally, the lasting effect o f the
strike was the creation o f Chicana/o Studies at Stanford. .After many committees
and multiple membership changes, Chicano students were finally able to join the
ranks o f other universities with programs in Chicano Studies. The graduating
class o f 1999 was the first to benefit from the sacrifices o f the 1994 hunger strik­
ers.
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S t u d e n t Voice:
Privilege o r Right?
Seth Newton
A s Stanford students in 2000, it is difficult to understand how our University
is living our Founders’ vision o f creating a university to serve the “public wel­
fare.” If we take to heart the apparent message o f Stanford’s new leaders—that
educating students without their participation in decision making and their lead­
ership 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 o f voice, perhaps we are
"The Faculty Senate is not
better o ff not aspiring to such a vision!
the appropriate forum for
But shouldn’t students and other mem­
students to express their
bers o f the Stanford community at least
view s. They could better
participate in the decisions that affect
make their case in campus
our lives? If students do not actively
publications, at the student
practice democracy on our university
senate and at town m eet­
cam puses, we will only continue to
ings. "
struggle with it in our greater society.
-Senate Chair Patricia Jones, 1994
Some may challenge the assertion
regarding stu d e n t's call fo r Asian
that we lack voice by saying that many
American Studies a t Stanford
students, chosen by the ASSU’s Nomi­
nations Commission, sit on university
committees. However, this access does
not exist at all levels o f decision-mak­
ing, and it is often bypassed altogether.
Furthermore, rarely are students seen as
equal contributors or their engagement
as integral to the University. The cur­
rent AS SU leadership views student participation not only as a right, but as an
essential perspective in University decision-making. But the administration, by
granting students “a seat at the table” and “good experience,” often marginalizes
their participation. From this perspective, the gracious University is awarding
students the privilege o f participation.
Students are becoming increasingly aware o f and dissatisfied with this para­
dox. They have discovered they lack meaningful input in important decisions,
and are calling for institutional changes to correct this problem. A groundswell
occurred when the Platform for Accountability and Change (PAC) was created
and elected into ASSU leadership in M ay 2000. PAC has since dissolved as a
12

“Student Voice” continued
platform, and its elected members have assumed the role o f representatives o f the
student voice. In order for these representatives to effectively serve us though, we
all m ust work to see that this voice is given a meaningful place in the University.
The movement has begun. It needs your voice to be heard. It needs us all to
harness our creativity and use it to discover alternatives. How do we reclaim this
voice? Here are some suggestions: Mobilize to get students as voting members on
our Board o f Trustees. Advocate for Nom Corn’s right to select students for all
committees. Create mechanisms for equal participation where they do not cur­
rently exist (you will not find a dearth o f opportunities here). Hold administrators
accountable. Hold your representatives—the ASSU— accountable for institution­
ally elevating your voice before they claim it as their own. Take control o f your
education and engage your inquiry in the problems and needs o f communities
beyond our textbooks and palm trees.
Finally, involve others. Ask your friends what they believe to be the role o f
this University. Ask if they want influence over the decisions that affect their
lives, and if they don’t, ask them why! Above all, if you are told that you are
transitory, that you lack expertise, or that your voice here is a privilege and not a
right, remember first to question, second to organize, and third to reflect. This
process o f finding voice will allow us all to create our own knowledge and claim
meaningful, democratic involvement in our University and greater society.

for more information or to get involved,
contact Seth Newton: snewton@stanford. edu

Mirrielees Synergy
Paloma Kimball
The only undergraduate
residences with elevators.
Now think about living in a
wheelchair...

Think About It...
Je ssic a Lehman

How o pen ào you

v i s i t y o m pziends m Tbeiz dozen zooms? How many op youz
pziends live upsTaizs m dozms oz houses wirhour elevaw zs?

Have you ever missed a class due to not being able to find the room
because the room numbers weren’t in Braille?
Do yoii have pzopessozs who spend rhe whole class Talking and w zm ng on The
hoazd aT The same Time? Does it dzive yoii N uts ThaT you can't see Therz
momhs t o zead Theiz lips?

Do you usually get a syllabus on the first day of class? When do you
start the reading? Do you have to w ait a week to receiue the books
you need on tape because of your learning disability?
Do you like t o hang

out
it

wnh people m youz dozm aprez a day op classes? Does
hug you ThaT no one m youz dozm 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 p e o p l e

e v e z a s s u m e y o u c a n 'T h o l d

a joh

beca u se y o u ha ve

a developmenral
disahihry?

Have you ever heard a w aiter ask, “ Ulhat will she have,” as if you’re
not there?

Think about it.
Talk about it.
Ask about it.
14

“Think About It” continued
Having a disability isn’t always hard in and o f itself; the hard part often
comes from dealing with how the world is set up and how people act. In the
past few decades, people with disabilities have begun to form groups and have
established a vigorous political movement. People with different kinds of
disabilities have come together in a disabled community to take pride in our
differences and fight collectively for our rights. Our struggles have resulted in
the passage o f laws to improve accessibility and to protect people’s rights to
live freely in society.

I don't mind th e e x tra tim e it might tak e me to go in my
wheelchair to th e quad. What I do mind is taking hours of
tim e t o convince someone t h a t my needs a re genuine.
However, it is often up to individuals and small groups to make sure the
laws are enforced and people are included. Look around at the next meeting of
a campus group. Ask yourself, “W ho’s not here? Who in our community is
missing?”
I am happy to be a disabled person. M y disability has become a part o f
who I am, ju st like my eternal lateness or my brown hair or my joking nature.
A t Stanford I don’t mind the extra time it might take me to go in my wheelchair
from my dorm to the quad. W hat I do mind is taking hours o f time —that could
be spent writing that paper or meeting someone new — to convince someone
that 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 stu­
dents work together for improved access. It matters when you say that you
want Stanford money spent on installing Braille and building ramps so that you
can get to know everyone in your community. It changes people’s lives when
you ensure that an event is accessible to everyone.
M aybe you’re not sure where to start. M aybe you’re curious about
disability but don’t know how to find out. Ask. Do you wonder how a blind
person crosses the street? Ask. D on’t expect everyone to want to talk about
their disabilities; respect people’s preferences and ask someone else. Start
educating yourself. Think 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.

If you'd like more ideas on what you can do or would like to help organize
disability-related events a t Stanford, send an email to dss@lists
15

Welcome from
United Stanford Workers
7&v K i / i t k y

r

Greetings to all o f you incoming (and returning) Stanford students!
We want to welcome you to your new home at Stanford. We spend so much
time here over the years, it is kind o f a home for us too. You’ll be seeing a lot o f us
— probably even' day — over the next few years, and many o f you will come to
rely on us in very important ways. So, we extend our hand in mutual assistance
and respect.
We are the United Stanford Workers (USW) and we work in virtually every
com er o f Stanford University - from the kitchens to the golf courses, the hospitals
to the Stanford Linear Accelerator and everywhere in between. The USW (part o f
SEIU Local 715) is the labor union representing over 2,500 workers at Stanford
University and Stanford Hospital. Our members cook your breakfast, serve you
coffee at Tresidder, 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 some­
times we don’t get the respect from the University that we deserve.
This past year has been a difficult and exciting one for USW! .After a long
struggle with Stanford University, a new contract was ratified for over 1,100 work­
ers on September 1, 2000. We won fair wage increases, better retirement ben-

16

“UnitedStanford Workers” continued
efits, and many other contract improvements.
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 with the union for over two
years.
Students at Stanford, particularly those
active in the Student Labor Action Coalition,
have played a significant and important role in
our recent campaigns,and have had a great in­
fluence on the outcome o f labor struggles in the
University. Events have shown us that the Uni­
versity administration and leadership is often far
more responsive to the students whom Stanford
serves than the workers who make the University function.
Students have circulated petitions, attended rallies, and organized events to
raise awareness among the student body about labor issues on campus. The Union
has also helped sponsor a variety o f student activities, including publications,
lectures, and film screenings. This cooperation between students and workers
cultivated in recent years is not unique to Stanford. A t hundreds 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 o f
sendees to vendors with 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 momentum, uniting students, workers, faculty,
and community members to make Stanford Uni­
versity an example o f justice and social responsi­
T r u e p e a c e is n o t
bility, in speech and in action.
THE ABSENCE OF
Just like we try our best to support your edu­
t e n s io n ;
cation at Stanford, we hope you will support our
IT IS THE PRESENCE
continued movement for respect and justice on the
job. We encourage you all to take a “real life” la­
OF JUSTICE.
bor studies course by being aware and informed
- M a r t in L u t h e r
o f labor issues in your new home at Stanford.
Kin g , J r .
D isorient yourself to a part o f Stanford in
which you can make a difference!

/Í f you have com e\
to h elp u s , you
A R E W ASTING YOUR
t i m e . B u t if y o u
HAVE COM E BE ­
C A U S E Y O U R L IB ­
ERATION IS B O U N D
U P IN O U R S , T H E N
LET U S W O R K T O ­
G ETH ER .
V^Li l a W a t s o n
y

Sincerely,

The Members of United Stanford W orkers, SEIU Local 715
Contact the USW office at 3-3680fo r more information
(c)1999 SEIU Local 715 AFL-CIO/CLC - JS:kw opeiu 29afl-cio. Full text o f articles available at
http://diso.stanford, e du/diso
17

<

Poverty a t Stanford
H o llie I v o r y

Audre Lorde once said “survival is not an
academic skill.” Nobody ever told me that I would
feel incredibly isolated. Nobody ever warned me
that being different would thrust me to the outer
margins away from humanity — detached from the
world.
I tried to hide my poverty when I came to
Stanford. It was easy in high school: I avoided the
truth and pretended as though everything was just
snazzy. I played the role. I constructed the person I
wanted to be and fought hard to keep that lie secure.
That’s changed now. I can’t run here, I ’d only be
running from myself. I can’t ignore the fact that there
are real walls o f distinction at this institution and
those walls force me to face the skeletons I sum­
moned to my closet years ago.
Being poor is an inescapable, psychological
reality. It pervades the consciousness and remains
there indefinitely. You never forget about sitting in
a welfare office for hours on end only to talk to some­
one from behind a glass window as if you were con­
tagious. You never forget about the surge o f anxiety
and fear that rushed through you whenever you had
to use food stamps at the grocery store and maybe
someone from school would see you: vulnerable,
embarrassed, cut wide open for others to ostracize.
Those realities stick.
Everyday that I wake up, get dressed and
shuffle off to class I ’m reminded of the fact that the
more things change the more they stay the same.
Here I stand fighting to get my share, yet always
locked in the past and constrained by the ignorance
that refuses to recognize my experience as valid. No
one is an island, but sometimes I think they wished
we all were.
10

if more
people were
screamine
then i could
relax
but a eood
brain ainrt
diddly if you
don’t s o t the
facts...
with every lie
i unlearn
i learn somethine new
and i sine
som etimes
for the war
that i fieht
cuz every
tool
is a weapon
if you hold it
rieht
-fini DiFraneo

After 30 Years:
A pril 1968 - Four days after the assassination o f Martin Luther King Jr., 70 members o f
the Black Student Union walked onto the stage o f Memorial Auditorium, interrupt­
ing 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 o f ten demands
challenging Stanford to prove its commitment to fighting racism. After issuing the
final demand the BSU students walked out to a standing ovation. Within two days,
the university agreed “in substance” to nine o f the ten demands.
1969 - Stanford established program in African and Afro-American Studies.
For the next twenty years, students argued passionately and compellingly for Chicano/
Latino Studies, Asian American Studies, and Native American Studies, but the uni­
versity contained student momentum in an endless cycle o f proposals, petitions, com­
mittees and meetings.
M ay 1987 - After a backlash against the student-led m ovement to replace the freshman
“Western Culture” requirement with "Cultures, Ideas, and Values,” several student
organizations formed The Rainbow Agenda, which issued seven demands requiring
the university to meet commitments to “ethnic minority life at Stanford” and launched
a major demonstration at the university’s Centennial ceremony. In March 1988, the
Faculty Senate voted in favor o f the new CIV program.
M ay 1989 - Takeover ’89 (see pg. 33). Demands included professorships for Asian Ameri­
can Studies and Native American Studies.
1994 - Asian Pacific Islander students disrupted a faculty senate meeting demanding Asian
American 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 o f student struggle, resistance, and action, the Faculty
Senate voted unanimously to approve a new program in Comparative Studies in
Race and Ethnicity.
1997 - Stanford students could finally declare a major in Asian American Studies, Chicano/
Latino Studies, or Native American Studies.
Sources: Justice and H ope by Steven Phillips; The Stanford Daily.

IF_ W E A L L WORV^v T O G E T H E R ,

WET C A N

TOTALLY P I S R C / P T T H E ST-STEM.
19

Stop the
Attack on Youth!
Tim Ly
Think o f crim e— and w ho do y o u think of? I f y o u believe w hat you saw on TV,
w hether on CO PS or the evening new s, y o u m ight think that the face o f crim e is the
face o f youth, especially y outh o f color. B ut in reality, youth crim e has w itnessed a
significant decrease over the past decade. B etw een 1991 and 1996, it dropped 21%,
and it continues to drop.
In 1999, presidential hopeful (and form er C alifornia G overnor) Pete W ilson, in
an effort to boost his prospects, played on the popular m isconceptions o f California
residents and placed P roposition 21, the so called “G ang Violence and Juvenile Crim e
Prevention Initiative” on the M arch 2000 state ballot. The ballot initiative expanded
the death penalty to youth, put you th in adult prisons (w here they are 50% m ore likely
to be sexually assaulted), elim inated the fitness hearings where a judge decides whether
a youth should be tried as an adult (it left this pow er solely in the hands o f the district
attorney), allow ed juvenile court records to be open to the public so youth w ould be
labeled crim inals for life, and included m any m ore provisions that punished — but
none for prevention or intervention.
B ut youth all over C alifornia rallied to stop this “A ttack on Youth.” A ll over the
state, youth jo in ed in coalitions and fought to keep the ballot m easure from becom ing
law. They targeted m ajor funders o f the proposition like PG& E, H ilton H otels and
Shell, dem anding th at they agree to stop funding the Anti-Y outh campaign. A series
o f dem onstrations, sit-ins and other form s o f civil disobedience w on concessions from
PG & E and Shell to cease any further financial support. A t Stanford, students from a
broad range o f organizations like the Stanford A dvocates for Children, M EChA, AASA,
BSU , and the Stanford D em ocrats w orked w ith the South B ay C oalition (com prised
o f organizations like Y U CA o f E ast Palo A lto and C alifornia Youth C onnection) to
organize direct actions against Stanford’s H oover Institute (see p .38) because o f its
appointm ent o f Pete W ilson as a D istinguished Fellow.
O ver 100 Stanford students and Bay A rea y outh rallied throughout the cam pus in
pouring rain to dem and the revocation o f W ilson’s fellow ship. Filling and spilling out
o f H o o v er’s lobby, a delegation o f you th and students presented a gift to the Hoover:
a brick (representing the prisons to be built), a bar (representing w hat youth w ere
being placed behind) and a dollar bill (representing all the m oney being spent on
prisons instead o f schools). The delegation, backed by a crow d o f supporters, fol­
low ed to confront then-president Casper about W ilson’s relationship w ith Stanford.
Taken o ff guard by the y o u th ’s preparation and organization, Casper h ad n ’t m uch to
say and stum bled away.
O rganizing at Stanford continued, as students rallied to educate the cam pus com ­
m unity and register people to vote. In C alifornia as a w hole, the ballot m easure unfor­
tunately passed. B ut in the areas w here there w ere y outh activated and organized, we
succeeded in registering and educating thousands o f people and getting the m easure
defeated, but m ore importantly, w e succeeded getting m ore youth to com m it to the
struggle for respect and justice th at lasts beyond any single battle.
20

E d u c a t io n

or

In c a r c e r a t i o n ?

1 8 5 2 to 1 9 8 4 (1 3 2 y e a rs ): C alifo rn ia b u ilt 21 p ris o n s .
1 9 8 4 to 1 9 9 8 (14 y e a rs ): CA o p e n e d 21 n e w p ris o n s .
S in c e 1991 t h e r a t e o f v io le n t c rim e h a s fa lle n by a b o u t 20%
w h ile th e n u m b e r o f p e o p le in p riso n o r ja il h a s ris e n by 50% .
“T ig f ting crime 6y kuifding morejaifs is íikejigfiting cancer 9y kuifding more cemeteries ” — <
PauCfK elfy

C alifo rn ia s p e n d s $ 5 .6 billion o n in c e r c e r a tio n , a n d $ 4 .3 bil­
lion fo r h ig h e r e d u c a tio n .
In th e la s t te n y e a r s , t h e s t a t e h a s b u ilt 2 0 n e w p ris o n s a n d 2
n e w u n iv e rs itie s .
D uring t h e s a m e p e rio d , 2 6 ,0 0 0 jo b s h a v e b e e n a d d e d to s t a t e
c o r r e c tio n s d e p a r tm e n ts , a n d 8 ,0 0 0 jo b s c u t in p u b lic h ig h e r
e d u c a tio n
“‘I t sfouCcfn’t 9e tfia t m y son sfoufd9e more welcome a t San Quentin
than a t ‘UC-dBerkeley,” — Dorsey ‘idunn
70% o f C a lifo rn ia p r is o n e r s a r e p e o p le o f co lo r.

F o r s im ila r o f f e n s e s , 4 7 % o f w h i t e s w e r e d e ta in e d , c o m ­
p a r e d t o 6 1 % o f L a tin o s a n d 6 4 % o f A fric a n A m e ric a n s .
A b o u t 7 0% o f U .S. p r is o n in m a te s a r e illite r a te .
“We are tracking one group ofkidsjrom kindergarten to prison, a n d
we are tracking one group o j kids jro m kindergarten to coCCege
L ani Cjuinier


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

"To my mind, it is clear, that the settlement among u s of an
inferior race is to be discouraged, by every legitimate
means. Asia with her numberless millions, sends to our
shores the dregs of her population.... There can be no
doubt but that the presence of numbers among u s of a
degraded and distinct people m ust exercise a deleterious
influence upon the superior race, and to a certain extent,
repel desirable immigration. It will afford m e 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 o f Stanford U niversity, o n Ja n u ary
1 0 th , 1862 in his inaugural address as G overnor o f California
Welcome to Stanford It is ironic how much things have changed. Today
Asian Pacific Islander Americans make up 23% o f the student population, have an
Asian American Activities Center, a theme house (Okada), and over thirty student
organizations.
You sort o f wonder if Leland is rolling over in his grave.
So much has changed, and y et so much has remained the same. Racism is not
over. Hate is not over. "Chinks suck." During my freshman year, these two words were
scrawled more than once in black permanent marker on the Reflections table and a
computer screen in the Asian American Activities Center (A3C). Later in the year,
someone wrote "Fuck you chinks" in mustard inside the A3C refrigerator. I wasn't
surprised to see blatant racist remarks scrawled at an educational institution as esteemed
as Stanford, but I am still saddened.
Asian Americans are still oppressed by stereotypes and messages in this
country. You are passive and accepting. You are hardworking. You are a math whizmaster violinist-black belt. Your women are sexual conquests, and your men are
sexually inadequate. You are weak, without voice and therefore without power. That is
the model minority. The perfect minority. This is an idea that exists in the minds o f all
Americans and Asian Americans. People o f color are often dealt a card, an expectation
o f what they are to become. Categorization is a form o f control stemming from fear in
this country.
I have fought for Asian American Studies exactly because this hate and fear
exists. Many students graduate unaware o f the sw eat and blood o f Asians running deep
in the building o f America and even Stanford University.
Shiploads o f Asian bodies were sent home in the 1800's, killed while building
our railroads. Many others sweated over plantation fields, your dirty clothes, and

22

“WhyAsian American Studies Matters” continued
menial work, barely making enough to eat. Asians were seen as expendable humans, as
were many other people o f color, made to do the dirty work o f making this country
"great." Asian Americans have a long and valuable story that has been ignored and
marginalized in our educational system. Lack o f understanding o f our story and culture
has created harmful stereotypes whose influence on society is far from over.
Sentiments o f wild eyed "Japs" taking over the world, "yellow monkeys go home,"
pretty China dolls and "strangers from a different shore" must end. Asian American
Studies would not be necessary if we were considered a valuable and integral part of
the society at large. Among others, our voice m ust be expressed.

super model minority
By Junichi P. Semitsu
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 follow ed the 1995 vote o fth e University
o f California Board o f Regents to prohibit consideration o f race in university admissions.

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

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

you bell curved bitches and savages:
stop these ravages o f 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

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

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 p o t assimilation
a humanitarian habitation
where the evil -vultures are those
who pride in their own cultures

so now i need every other minority's god damn
attention
to com inee you
jet blacks
wet backs
and redskin maniacs
to calm your angry reaction

and ward connerly keeps callin' me to plead
that i do this deed and concede
you wouldn't need affirmative action
if you spent a fraction of your time
trying to climb this ladder of success
-- and i stress -through merit.

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

now even though most rich people's wealth they
inherit
hush
grin and bear it

23

“super model m inority ” continued
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.
prayyour 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

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

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

$6,200,000,000.00
¡Stanford's endowment is worth $6.2billion |(and growing) ■invested in hundreds of corporations.
•The Board of Trustees first adopted a Statement on Investment Responsibility in 1971.
•Today, the Advisory Panel on Investment Responsibility! (APIR) [researches corporate practices suspected of causing “substantial social injury’’ and makes recommendations to the
Special Committee on Investment Responsibility (SCIR)!
•The| APIR has 12 members, including 4 students selected by theASSU’s
NomCom. Any student can apply. Student interns also do research for the APIR.
•Despite (or perhaps because of) this institutionalized structure, Stanford’s
commitment to investment responsibility has consisted of |much talk and little action
until
This first happened in the 1980s, when after a
decade of activism Stanford divested fromEïî B Ï M B I a f lH I I I it o a ÍSee p.30.)
•More recently, students have campaigned fordivestm entfrom companies doing business
w ithlsBIffiEfs brutal dictatorship, fromla E E lB filiM B ls ^ n ifor its human rights and environmental violations in Indonesia, and corporate members of th e WBliElffiHBBBIBSBITBiil
•In 1996-97, Students for Environmental Action at Stanford (SEAS) proposed that the
university create a
to which donors to Stanford
could choose to give their money. The SCIR rejected the proposal, and despite 2000
signatures in support of the idea,
on most of the revised
proposal.

C ontact aarthib@ stanford.edu or auerhahn@ stanford.edu
24

A Culture of d\as
F re d Luminoso and Louise A uerhahn

>

i

Stanford’s professed com m itm ent to nondiscrim ination has been called into ques­
tion by a flurry o f faculty com plaints alleging gender discrim ination. The m ost sub­
stantial is a 400-page com plaint sent by thirty-plus faculty m em bers to the U. S . Labor
Dept., alleging discrim ination against w om en in hiring, prom otion and tenure. I f the
D epartm ent finds sufficient evidence, Stanford could lose som e $500 m illion in fed­
eral grants and contracts.
O ne com plainant, Dr. C olleen Crangle, has already w on a separate w rongful ter­
m ination law suit against the M edical School. Crangle charged that the M edical School
fired her in 1997 in retaliation fo r her com plaints o f gender discrim ination. In M arch
2000, the jury aw arded C rangle $300,000 in punitive dam ages and $245,000 in com ­
pensation. A nother party to the com plaint, form er Stanford professor K aren Sawislak,
has an individual com plaint filed w ith the E qual E m ploym ent O pportunity Com m is­
sion. Saw islak appealed her 1997 tenure denial and, despite strong recom m endations
for im m ediate tenure from a faculty advisory board,
her colleagues, and students, w as only of­
fered an opportunity to return and re ­
apply for tenure. She declined and
left for a fellow ship at Harvard.
The U niversity argues that it
is doing all it can to prom ote g en­
der equity; but though gains have
been m ade, th ere is still am ple
evidence for a pattern and practice
o f discrimination. Personal experience
w ith a clim ate o f “pervasive bias” and the
sense that “ Stanford is inhospitable to w om en’
has lead several fem ale faculty to leave Stanford recently, prom inent among them
Sharon H olland and L inda M abry as w ell as Sawislak. A 1998 report by the Faculty
W om en’s Caucus cited unconscious bias; controversial research; lack o f netw orks
and m entors; the U niversity’s policy o f “benign neglect” rather than active support;
the gender and racial com position o f decision-m aking bodies; and the greater bur­
dens on w om en and m inority faculty to teach, advise fem ale and m inority students,
and serve on com m ittees as prim ary factors working against w om en faculty at Stanford.
M IT in 1999 adm itted to persistent discrim ination, issuing a report recognizing
that “discrim ination consists o f a pattern o f pow erful but unrecognized assum ptions
and attitudes th at w ork system atically against fem ale faculty even in the light o f obvi­
ous good will. Like m any discoveries, at first it is startling and unexpected. Once you
‘get it,’ it seem s alm ost obvious.” H ow ever, it appears that Stanford U niversity has
y e t to “get it” — w hich is w hy m any w om en faculty see law suits as their only re­
course. A s Saw islak told the Daily, “It w ill require this kind o f external intervention
to change the culture.”

25

O n th e n ig h t o f F e b ru a ry 4 th
1999, A m adou D iallo, an unarm ed and innocent A frican im m igrant, w as gun n ed
dow n in a hail o f 41 bullets w hile standing in the vestibule o f his ow n apartm ent
building in the Bronx. The officers responsible for D iallo’s death w ere part o f New
York Police D epartm ent’s “elite”
S treet C rim e U nit. T he p lain ­
clothes officers approached D iallo
and pulled their w eapons. W hen
D iallo, probably
believing they |P *
w ere th ie v e s,
pulled o u t his
w a lle t,
th e
“ e lite ” o ffic e rs o p en ed a
barrage o f 41 bullets on the
unarm ed black man.
W itn esses and fo re n sic e v i­
dence suggest th at the officers
fired a second round o f shots af­
ter a b rief pause and that D iallo’s
fram e absorbed a majority o f the
b u lle ts a fte r h a v in g h it th e
g ro und. T h e se fa c ts clearly
show that D iallo’s hum an and
civil rights w ere violated that night, and
that these four w hite police officers are
guilty o f m urder. H ow ever, they w ere ac­
quitted o f all charges.
T h ousands o f p eo p le protested
both the initial indem nity and the acquit­
tal over a year later. This included a col­
lective o f Stanford students, who on March
10th, 2000 coordinated a tw o-hundredperson rally in protest o f the D iallo ver­
dict and all other acts o f police brutality.

O ver one thousand Stanford com m unity
m em bers signed petitions to the U. S. Dept,
o f Justice dem anding a new federal trial,
U ltim ately, the problem s o f police brutality and racial profiling may be alleviated
by race-sensitive police training, requiring officers to be from the neighborhoods
they police, and m ost importantly, decen­
tralizing the police department. This
w ould include holding police of­
ficers accountable to an effective
c o m m u n ity - e le c te d
review bo ard th a t
w o u ld ta k e th e
place o f internal aff a i r s investigations. Until
then, brothers will continue to
b e m urdered by racist police of­
ficers.
In th e p ast year alone, at least
three unarm ed black m en (Diallo,
M alcolm Ferguson, and Patrick
D orism ond) w ere killed in New
York City. In all three instances,
p o lic e w e re a c q u itte d o f all
charges. K enneth B oss o f the
N Y P D has been acquitted o f
tw o m urders, A m adou D iallo (1999) and
P eter B ailey (1997), and is still working
as a police officer.
T h e D iallo in c id e n t is a clear
m odel o f how racism operates in this coun­
try. R acism is m uch m ore com plex than
feelings o r acts o f hatred tow ard another
race; it is an institutionalized system o f
oppression, sharing sim ilarities w ith sex­
ism, classism , and hom ophobia b u t with
distinct differences. T his institutionalized

em,

m

“ We Wear R e d ” c o n tin u eda

effort creates an environm ent w here four w hite m en can lynch a B lack m an and be
absolved o f all guilt.

1) the media plays a m ajor role in the crim inalization of
Black people, creating stereotypes th a t are used to ju s tify
racial profiling. Diallo's neighborhood is portrayed as a
cesspool and war zone, and the officers claimed th a t Diallo
fit the description o f a rapist in the Bronx; this was their
excuse for approaching the victim with deadly force.
2) law enforcers in general abuse the unnecessary pow­
ers they are granted, with fatal results. Officers of the Street
Crime Unit are trained to use excessive force in policing a
com m unity o f color.
3) once the initial m urder was com m itted, the court sys­
tem played its role in ensuring the offices' acquittal. The
trial was moved from the Bronz to Albany, a predom inately
white neighborhood 6 hours away. The District Attorney
and prosecuter, T. Johnson -- who is a puppet for the city
o f New York -- made unbelievable errors in the trial. The
not guilty verdict is an im plicit okaying o f such heinous
behavior; officers can now be confident th a t they will not
be held accountable for the m urder o f black people.

4 ) both the m ayor o f New York, "Adolph" Giuliani, and
police commissioner Howard Safir publicly supported the
officers' actions and the trial's verdict.

5) furtherm ore, appeals to the United States Justice De­
partm ent fo r investigation and a new federal trial have
produced no results.
Highlighted above are many components o f our society that together com­
prise a systematic effort to maintain the status quo in America. In this case, the
right to life, let alone liberty and the pursuit o f happiness, is denied to black people
in this country, and this denial is institutionally backed on many fronts. This,
essentially, is the way that institutionalized racism operates in this country.
In order to be racist, then, one must have power over such institutions.
Therefore, in amerikkka, minorities and people o f color do not have the agency to
commit acts o f institutionalized racism. In this country, whites alone have the
power to commit such acts on an institutionalized level. Furthermore, this system
is based on maintaining skin privilege; so all white people, simply because o f the
color o f their skin, benefit from this system at the expense o f 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 this
country’s institutionalized racism before they can attempt to effect any significant
changes in the status quo.
Contact Damon Jones ofB laction atjls@ stanford.edu
27

Stanford Anti-War
Movement (1966-1969)
Pave Pugh 7 0

i

M any o f the first activists in the Stanford anti-w ar m ovem ent had taken part in the
civil rights struggle and the 1964 Free Speech M ovem ent at U C Berkeley. A s the
Vietnam W ar rapidly escalated, Stanford students educated them selves— and took
action. They laid the foundation fo r a rapid expansion o f the m ovem ent w hen the
anti-w ar and B lack liberation struggles reached a “high tide” all over the country—
including Stanford.
S pring-F all 1965: F irst Teach-Ins on cam pus after President Johnson sends M arines
to south Vietnam. C om m ittee for M edical A id to V ietnam solicits blood donations
and m oney for m edical supplies for victim s o f U.S. bom bings; speakers in W hite
Plaza rally are pelted w ith garbage by R O TC students.
M ay 1966: Three day sit-in at P resident’s office to p rotest Stanford’s adm inistration
o f the Selective Service Exam ination.
S pring-F all 1967: O ver 100 students sign statem ent: “We W ill N ot Fight in Vietnam
and Further We W ill N o t Be C onscripted Into the M ilitary.” Form er AS SU President
D avid H arris goes to jail for draft resistance.
M ay 8,1 9 6 8 : 250 students occupy the O ld U nion for 3 days to protest the suspension
o f students w ho had disrupted CIA recruitm ent on cam pus. Faculty votes to lift sus­
pensions!
O ctober-N ovem ber 1968: Stanford Students for a D em ocratic Society (SD S) issues
dem ands th at Stanford and its w holly-ow ned Stanford R esearch Institute (SRI) end
all m ilitary and Southeast A sia-related research. Trustees refuse to discuss demands.
F ebruary 1969: The B lack Student U nion (BSU), w ith support o f SDS, issues de­
m ands to hire m ore B lack faculty, provide increased financial aid to B lack students,
and establish an A fro-A m erican Studies D epartm ent. President Pitzer passes up a
m eeting to discuss these dem ands.
Spring 1969: The W om en’s L iberation F ront is form ed on campus. K ey issues in­
clude Stanford’s refusal to sell contraceptives to unm arried students, the need for a
child care center; and discrim ination against w om en in adm issions and faculty hiring.
Spring 1969: Stanford students jo in in strikes and dem onstrations at B erkeley and
SF State— w here Black, Chicano and other Third W orld Students are dem anding etnnic
studies departm ents and increased adm issions o f non-w hite students.
M arch 11,1969: 1500 attend debate at D inkelspiel, a maj or turning point in the anti­
w ar m ovem ent at Stanford. Speakers produce evidence that extensive classified m ili­
tary research is being done on cam pus; trustees H ew lett and D ucom m on (a director of
Lockheed) insist th at Stanford does n o t m ake “political decisions.”
April 3-9,1969: 14 liberal and radical groups meet and pass demands for an end to mili­
tary and counter-insurgency research at Stanford/SRI, and for closer control of SRI by the
Stanford community. This becomes the April 3rd Movement (A3M). After Trustees refuse
to act, 900 students meet and vote to seize the Applied Electronics Laboratory (AEL).

20

“StanfordAnti-War” continued
April 9-18, 1969: AEL Building Occupation: Hundreds o f students are involved in
small working committees—dorm organizing, political education, research, security.
Up to 1000 attend general meetings, broadcast live over KZSU. Bobby Seale, Chair­
man o f the Black Panther Party, speaks at AEL. After the Judicial Council threatens
discipline, 1400 students sign a Solidarity Statement that they, too, are part o f the
occupation!

M ay 16, 1969, 7am: After A3M votes to demonstrate at SRI facility, 500 students,
organized in affinity groups, blockade Page Mill Rd. and Hanover Street. The SRI
office is surrounded and shut down.

Late May 1969: Senate Subcommittee on Internal Security subpoenas information
on A3M members. President Pitzer complies.

1970: Anti-war students launch a successful campaign to halt Reserve Officer Train­
ing Corps (ROTC) programs on campus. After Nixon orders U.S. troops into Cam­
bodia in April 1970, student strikes sweep across the U.S. Black and white student
demonstrators are shot at Jackson State and Kent State. At Stanford, police are called
onto campus 13 times that spring but that is another story.
These are selected excerpts: fo r a more complete chronology visit the
Pis-0 website, http://di5o.5tanford.edu/di5o.
b y TOM TO M ORRO W
A T THE P R E S ID E N T 'S S U M ­
M I T F D R A M E R IC A 'S F U ­
T U R E , B ILL C LIN TO N POSED
W IT H SEVER AL Y O U N G VO L­
U N T E E R S E A G E R L Y W H IT E ­
W A S H IN G A W A L L ...
A R E W E F E E L IN G
W A R M A N D FUZZY
YET?

...R A IS IN G ONE OBVIO US QUESTION:
HAVE AN Y OF TOE R o í It E T SCIEN­
TISTS WHO A R R A N G E THESE PHOTO
OPS EVER R E A D T o M S A W V E R —
PARTICULARLY TOE CH APTER IN
W HICH T O M CONS H IS F R IE N D S
IN T O D o i n g H I S J O B - W H I T E W A S H IN G A F E N C E ? ___________

[R AR ELY DOES
lO N E S E E
SUCH A N
U N IN TE N TIO N ­
A LLY P E R ­
FECT M ETA P H o R ...

IN FACT, IN F ISC A L '«16 THE PENTAGOH RECEIVED $ 4 .5 BIL­
LIO N MORE T H AN I T A S K E D FOR - 7 4 * OF W HICH W AS
SPENT IN T H E H O M E DISTRICTS OF THE R EPRESENTATIVES
IN CHARGE OF H AN D IN G OUT THE M O N E Y ...W IT H AN O TH ER
$ 3 4 0 M ILL IO N a o iW 6 T O N E W T 6 I N 6 R l C H 'S D IS T R IC T A N D H E R E 'S
A FU N FACT:
BE TW EE N
14 8 5 AN D 1445
T H E PENTAGON
S IM P L Y L O S T
S 3 8 B IL L IO N .

I D O N 'T UNDER­
STAND - M AYBE
I
LEFT I T i N M Y
OTHER P A N T S .
1

D O N 'T W 0 R R Y -THERE'S PLENTY
MORE W H E R E
THAT CAME
FR O M !

G O V ER N M E N T, W E ARE TOLD, NO
LONGER M AS TOE M ON EY T o D o
I T S JO B - T o C AR E F oR T H E
N EEDY, TD ADEQUATELY E D U ­
CATE OUR C H IL D R E N -A N D SO
A M E R IC A N S M UST V O L U N T E E R
T D DO THESE T H IN G S ...
JUST T O K E E P
T H IN G S IN PER
F P E cT.V E , R E M E M B E R TH AT
THE GOVERN
M ENT D o £ S
M ANAGE TO
f in d 3 2 6 S
B IL L IO N A
Y E A R F oR T H E
P E N T A G O N ...

B U T D O N 'T LET A N Y OF T M . . . D I S ­
C O U R A G E Y O U ... AS YOU V O IU N T £ £ I
TO TEACH C H ILD R EN T o R E A D B E ­
CAUSE THE GOVERNMENT D O E S N 'T
H A V E EN O U G H M O N E T F oR S U C H
T R IV IA L IT IE S ...
I- A N D WHAT DOES THE NICE CAR-1
IT O O N IS T CALL P O LIT IC IA N S HERE f
I IN T H E L A S T PA N E L?
|U M ..."B O N E H E A D E D ,
■vE R Y
JSHoRT-SiGHTED, iR R E - B g O O D f I
1 SPON SIBLE M O R O N S ! " ! ^

From 1989 to 1996 the U.S. sold m ore than
$117 billion o f arms, about 45 per cent o f
the global total.
Source: US State Department and US Department o f Defense, Foreign M ilita ry Assistance A ct, Report to Congress,
Financial Year 1996: A uthorized US Commercial Exports, M ilita ry Assistance, Foreign Military,' Sales and M ilitary’
Imports, Sep 1997.

29

South Africa and
Stanford
Randy Schutt
O n M ay 9, 1977, over 900 Stanford students occupied the O ld U nion adm inistra­
tion building to protest Stanford’s support o f corporations in apartheid South Africa.
That night, 294 students refused to leave and w ere arrested, w hile hundreds m ore
kept vigil outside. This nonviolent dem onstration garnered international m edia cov­
erage and w idespread support, inspiring sim ilar dem onstrations at universities all across
the U. S. These dem onstrations launched the divestm ent m ovem ent w hich was crucial
in underm ining the racist South A frican regime.
The cam paign, carried out by the Stanford C om m ittee for a R esponsible Invest­
m ent Policy (SC R IP) w as initiated prim arily by students living in C olum bae House,
a cooperative house w ith a them e o f social change through nonviolent action. They

On May 9,1977, over 900 students occupied the Old Union
administration building to protest Stanford's support of
corporations in apartheid South Africa.
connected w ith other students w ho had w orked on anti-m ilitary, affirm ative action,
labor and other campaigns.
In W inter Quarter, a student-taught SW O PSI class (see p. 8) researched South
A frican apartheid and Stanford’s connections. B ased on this research, SCRIP launched
a m ajor education effort, w alking door-to-door in all the dorm itories, distributing
leaflets and talking to students. A s support grew, they collected over 3,000 student
signatures, 80 faculty signatures and support from tw enty cam pus groups, including
the U nited Stanford E m ployees labor union.
SCRIP tried to m eet w ith the Trustees to point out the Stanford com m unity’s
grow ing support for church-sponsored resolutions calling for corporate w ithdraw al
from South Africa. B ut the Trustees only agreed to abstain from voting.
In the w eek leading up to the sit-in, over 50 people engaged in a three-day vigil
and fast. Five students continued fasting for a week. O n the day o f the sit-in, several
students traveled to the T rustees’ m eeting, and one, still fasting, w as allow ed to ad­
dress the m eeting. The Trustees agreed to form a com m ittee to study the issue, but
refused to vote fo r the resolutions. A fter a great deal o f discussion, 294 o f the stu­
dents occupying O ld U nion decided to stay.
Stories appeared in new spapers across the country and even overseas. This cam ­
paign for change w as so pow erful and inspiring th at it helped to create a m assive
m ovem ent for divestm ent across the country. The students w ho stayed knew they
w ere risking ja il tim e, cut-off o f their financial aid, or even expulsion from Stanford.
Still, they had been m oved enough by the cam paign to risk all this to help bring dow n
the racist South A frican governm ent. A nd their efforts eventually paid off. The di­
vestm ent m ovem ent w as crucial in ending apartheid.
See http://diso.stanford.edu/disoforfiill text o f this article.
30

Immaterial Girls
C a itlin P e lo h e ry
Though it’s rarely discussed, w om en students at Stanford do not escape from the
sexism that is so pervasive in the faculty and in society in
general. It’s often subtle, b u t take a look around cam pus.
When a man
A t the first dorm m eeting, w om en are w arned not to at­
tend parties w ithout peer chaperones, for sexual assault is ex­ g e ls up to
pected and tolerated.
speak, people
Lookism , the offshoot o f sexism th at equates a w om an’s listen then
w orth w ith h er attractiveness, rears its ugly head throughout
look. When a
cam pus. A t last y ears’ Full M oon on the Q uad, a group o f
woman
gets
upperclass m en paraded through the horm onally-charged night
w ith signs proclaim ing, “N o ugly girls” and “no fat g irls.” It’s up, people
not enough th at w om en a t Stanford are som e o f the brightest look; then if
and m ost pow erful o f our generation; the m essage is that if they like what
w e are not pretty by conventional standards our strength and
they see, they
achievem ents are m eaningless.
Intellectual sexism has also infiltrated the Stanford bubble. listen.
During the late-night intellectual debates in m y dorm last year, - Pauline
wom en w ere consistently interrupted, talked-over, ignored and Frederick
even m ocked as they w ere expressing ideas. M any girls noted
this lack o f respect w as not nearly as pervasive w hen the guys
spoke. D uring one particular study session, a m ale m em ber o f the conversation re­
portedly interrupted w hen the fem ales attem pted to speak, interjecting lewd com ­
m ents, such as “W h at’s pussy spelled backw ards?” and other pearls o f wisdom.
The R. A .s w ere inform ed, but even when w e w ere trying to discuss the issue with
one o f the m ale R.A .s, he kept interrupting and preventing som e o f the w om en from
talking. N o form al dorm m eeting w as ever
If you w ant to join the fight called to discuss this undercurrent o f sexism.
against this discrimination or Instead , an im prom ptu d eb a te b ro k e o u t
would like more information, ab o u t the issue during an unrelated dorm
contact the W om en's Center event. Mlany left the discussion in tears, or
a t stanfordwcc(a>hotmail.com shaking w ith rage.
or 723-0545.
T he m ost frustrating part, perhaps, was
how blind-sided the offending boys were. W hile som e staunchly defended them selves
or blam ed the girls for being too quiet, m ost seem ed bewildered.
A nd th at is the m ost significant and scary part o f the problem . Sexism is so in­
grained in ou r history and society th at oftentim es people are sim ply unaw are that they
are discrim inating, offending, ju d g in g or hurting because o f som eone’s gender.
Sexism is not an issue o f the past. Sim ply because w om en have the privilege o f
attending Stanford does not m ean th at they have privilege o f equality. Be aware.

D on’t believe it? Ask someone.
31

Queers o f Color
Chester Pay
Since m y freshm an year, I have been an active m em ber o f both the queer
and A sian-A m erican com m unities. L ike m any o ther people o f color, I feel com ­
fortable identifying m y se lf as both “queer” and “A sian-A m erican” here at Stanford.
H ow ever, m y Stanford experience has taught m e th at the racism and hom ophobia
in A m erican society at large still operate on o u r cam pus to m ake many queer people
o f color uncom fortable w ith their sexuality or racial identity.
T hese perceptions o f exclusion and m arginalization are n o t shared by all
queer people o f color. In fact, m any people in Q & A (Q ueer& A sian) experience the
queer com m unity as w elcom ing, and are m ore concerned about the hom ophobia o f
our ethnic com m unity. H ow ever, th at fact does not erase the need to address the
reality o f racism and hom ophobia as overlapping system s o f discrim ination. T hat
process begins w ith our dis-orientation.
D is-orientation is a com m on experience fo r queer people o f color here at
Stanford. W hen ethnic g roups “orient” us, w e often feel like the only non-hetero­
sexual in the com m unity. A t their confer­
ences, dinners, and parties, com pulsory
Ule vieui raci/m a n d ho­ heterosexuality erases our identities and
m o p h o b i a a / d i f f e r e n t ignores our issues. W hen queer groups
“orient” us, w e often feel like the only
/ide/
of t h e / a m e non-w hite person in the com m unity. A t
/tru99le. . . Ule refu/e to their w orkshops, socials, and dances, the
c h o o / e our e a u / e . a c c e p t norm o f w hiteness m arks us as “ O ther”,
renders us invisible, and com m odifies us
our l a b e l , c o m p r o m i / e as exotic. Two com m unities claim us and
our value/, rank our priori- reject us sim ultaneously because o f rac­
tie /. or quantify our mul­ ism and hom ophobia. The gay com m u­
nity and the ethnic com m unities w elcom e
tiple identitie/.
you on paper, but exclude you in person th at is the ultim ate dis-orientation.
T he silence o f the clo set and the history o f racial oppression both bear
heavily on the shoulders o f queer people o f color. O ur very existence forces the
dom inant culture to reconsider how com m unity is defined. T hese unspoken defini­
tions reserve queerness fo r the “w hite m iddle-class” and equate ethnicity w ith “het­
erosexual C hristian m en.” O rientation reinforces divisions w ithin the Stanford com ­
m unity and reinscribes new students into system s o f oppression and marginalization.
Stanford U niversity assigns its students a label, an identity, and an occupation, but
dom inant discourses lack the vocabulary to discuss queer people o f color. U nlike
straight people o f color and w hite queers, w e do n o t have the “privilege” o f m aking
32

“Queers o f Color” continued
opposition to racism o r hom ophobia the center o f our political, social, and cultural
identities. We view racism and hom ophobia as different sides o f the sam e struggle,
our lifelong struggle to recognize and end all form s o f discrim ination.
We refuse to choose our cause, accept our label, com prom ise our values,
rank our priorities, or quantify o u r m ultiple identities. M arginalization is a qualita­
tive experience, one th at cannot be m easured, hom ogenized, diluted, packaged, or
explained. We inhabit hostile borderlands at the intersection o f race, sexuality, class,
gender, disability, and nationality. We dem and a space that crosses boundaries, that
defies categorization, destroys stereotypes, and celebrates diversity.
D iversity a t Stanford is n o t about dividing the Stanford com m unity any fur­
ther. Instead, the goal o f diversity is to m ake all students com fortable w ith them ­
selves and w elcom e in any com m unity w ith w hich they choose to identify. A s queer
people o f color w e are n o t helpless victim s - w e have agency and bear som e respon­
sibility fo r the state o f our m arginalization. A ctively crossing boundaries and forc­
ing the LG B C C and ethnic com m unity centers to accept us in their m idst is part o f
our ongoing struggle to m ake Stanford safe for queer people o f color.

Queers o f Color Coalition - Subscribe qu eercolor@lists. stanford, edu
Black & Queer at Stanford - Subscribe blaqs-list@lists.stanford edu
Queer Native Americans - Email jmstone@ stanf ord. edu
La Familia - Subscribe familia@lists. stanford edu
Q&A - Subscribe q-a-news@lists.stanford edu

Health Care With Harm:
The Fight A gainst Medical W a ste Incineration
Louise Auerhahn
The sole remaining commercial medical waste incinerator in California,
operated by Integrated Environmental Systems (IES) / Norcal, predictably sits in
the middle o f a low-income community o f color in East Oakland. IES bums waste
from hospitals all over the state, releasing dioxin — the most potent carcinogen
known — into the air. Community residents, organized into a multi-issue, multi­
ethnic group called People United for a Better Oakland (PUEBLO), have been
battling IES and regulatory
agencies for years.
These incinerators are The trash that I throw away on my unit
a classic case o f environmental is actually c a u s in g people to get the
racism — a systematic (and of­ cancer and reproductive problems
ten unconscious) bias which re­ which Pm then tre a tin g .”
sults in low-income people o f
nurse Susan Forsyth, formerly of Stanford Hospital
color bearing a disproportional
33

Health Care With Harm” continued

i*UÊSffi*9Pl '
JWKIH
burden o f the nation’s environm ental contam ination. In this case, a hazardous and
laxly regulated facility w hich serves the whole state is located in the East Oakland
community, transferring the risks and hazards associated w ith medical waste away
from the com m unities that produce it and onto E ast Oakland. The Bay Area Air
Quality M anagem ent D istrict (the perm itting agency for IES) has exacerbated the
problem with its arrogant and condescending attitude towards the public. At first
the D istrict held all its public hearings in San Francisco, m aking it virtually impos­
sible for working O akland residents to attend. Even when (under continuing com ­
munity pressure) the D istrict began to hold hearings in East Oakland, the hearings
and public docum ents were in English w ithout translation — effectively prevent­
ing the large num ber o f Spanish-speaking residents from participating.
SEAS, a student group dedicated to environm ental and social justice, got
involved when we learned that Stanford was paying IES to dispose o f its medical
waste in Oakland. Working with PUEBLO and other organizations, we researched
the issue, spoke out at public hearings and talked with com m unity members. In
February 2000 we released a 25-page proposal calling on Stanford Hospital to stop
sending its w aste to IES and outlining alternative disposal methods.
Initially, the Hospital responded
P O P Q U IZ!
positively, but despite repeated meetings
So you’re stuck in contract with IES, y e t realize
and dem onstrated com m unity support,
that incineration is an unsatisfactory m ethod o f
administrators refused to make a commit­ m edical waste disposal, and you w ant to do
ment. We organized a series o f publicity som ething about the problem . W hat do you do?
actions, highlighted by a 10-foot-tall pup­ W e’ll make this easy: m ultiple choice. Do you...
pet representing Stanford and the incin­ A. Keep incinerating all waste because you
have other m atters on your mind?
erator. A “phone ja m ” day resulted in so B. Allow all o f your general (non-chem o, nonmany calls that the targeted adm inistra­ anim al) m edical w aste to be microwaved,
tor turned his answering m achine off. A thereby elim inating yo u r contribution to dioxin
locally-organized rally at the incinerators emissions, and com m it to sw itching disposal
m ethods once the contract expires?
in A ugust drew 400 people. Over 400 C. Decide that dioxin does not pose a “signifi­
students and medical staff and over 150 cant enough” threat to require direct action and
E ast O aklanders signed postcards de­ balk a t doing som ething about it?
manding a switch from EES. B ut the Hos­ Thus far, Stanford Hospital Adm inistration has
opted for choice C . . .
pital still hasn’t com m itted to doing so
— the fight is ju s t beginning!
Tofind out more, subscribe seas-members@lists.stanford.edu or check out http://seas, stanford.edu.
Watchfor a speaker & public access TV show on medical waste, both coming to Stanford thisfall!
34

Pid You Scream?
The “Rape” o f Mr. Smith
r / 2e law discriminates against rape victims in a manner that would not he tolerated
by victims o f any other crime. In the following example, a holdup vicitm is asked
questions similar to those usually asked a survivor o f rape.
“Mr. Smith, were you held up at gunpoint
on the comer o f Mayfield and Campus?”
“Yes.”
“Did you struggle with the robber?”
“No.”
“Why not?”
“He was armed.”
“Then you made a conscious decision to
comply with his demands rather than to
resist?”
“Yes.”
“Did you scream? Cry out?”
“No. I was afraid.”

take place, M r Smith?”
“About 11pm.”
“You were out on the streets at 11pm?
Doing what?”
“Just walking.”
“Just walking? You know that it’s dan­
gerous being out on the streets that late
at night. Weren’t you aware that you
could have been held up?”
“I hadn’t thought about it.”
“What were you wearing at the time, Mr.
Smith?”
“Let’s see. A suit. Yes, a suit.”

“I see. Have you ever been held up be­
fore?”
“No.”
“Have you ever given money away?”
“Yes, o f course—”
“.And did you do so willingly?”
“What are you getting at?”
“Well, let’s put it like this, Mr. Smith.
You’ve given money away in the past—
in fact, you have quite a reputation o f phi­
lanthropy. How can we be sure that you
weren't contriving to have the money
taken from you by force?”
“Listen, if I wanted—”
“Never mind. What time did this holdup

“An expensive suit?”
“Well— yes.”
“In other 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 his­
tory o f the guy that did this to me?”
“I ’m afraid not, Mr. Smith, you wouldn’t
want to violate his rights, now, would
you?”

Want to get involved? Contact CASA (Coalition Against Sexual Assault)
35

You Know
Enough t o ACT
O e in d rila P ub e & S a r a h E is e n s te in

spring 1999 Stanford students jo in ed students, professors and
com m unity m em bers from around the Bay Area in support o f six
hunger strikers who were protesting UC Berkeley's attem pts to
severely cut its ethnic studies departm ent. In the end Berkeley
agreed to stu d en t demands.

/tí

.After getting arrested for peacefully protesting the cuts in UC-Berkeley’s Eth­
nic Studies department, we returned to campus eager to bolster Stanford students’
involvement in the protests. While many joined us, many more responded with
skepticism. They wanted to know precise budgetary outlays for both Ethnic Studies
and other departments at UC-Berkeley, Stanford, and other universities. They
wanted ratios, per- ^ — — — — — — — — — — — — — — — — — — ^
centages, costs, en- v ✓

i. i
, i ■
ro llm e n t fig u re s, I
i
names of classes being d ro p p ed , and
names o f retiring professors. While they approved o f our decision to support the
Berkeley students, nothing short o f a PowerPoint presentation would have con­
vinced them to go to the demonstration themselves.
We students learn this skepticism through the academic environment. We
learn that taking a strong stance on an issue means we are missing important
information. For example, in the fall, a presentation urged Stanford to divest from
an .American mining company that was repressing indigenous dissents in Indone­
sia through torture and mass executions. Audience members wanted to know
details about Indonesian environmental law. The search for total information can
become a way for people to discredit the expertise o f the activist, rather than
simply to make an informed decision.
Moreover, academia posits a clear distinction between “reason” and “pas­
sion.” It privileges reason, which is associated with the endless search for perfect
knowledge, over passion, which is associated with action. In this context, many
students see any action as extreme because action goes beyond the bounds o f
reason alone. Action requires the faith that you know enough about an issue and
the faith that your actions can create a better world.
We assume that we can stay neutral until we reach the perfect decision, but

You d o n t know everything,

^loke dadei.

UelftA Uve o^p/ieM cPi, neo&i th e oaxdlm.

S ilen ce encoaa/io^ei th e tosim eni& i, neae/i th e t& im ented.
- Sl¿ W eiÁ el
36

“You Know Enought to AC T” continued
that night at Berkeley illustrated to me how impossible it is to avoid taking a side.
The police clearly did not want to arrest students. They kept saying, “We don’t
know anything about Ethnic Studies; we’re neutral.” This neutrality seemed odd
as they dragged peaceful protestors away in pain-holds and handcuffs. Yet their
response reminds us of what we often hear Stanford students saying when asked
to sign petitions or go to a rally: “We don’t know anything about your cause; we
don’t have anything against your cause; we’re neutral.”
An individual’s compliance with an unjust system can conflict his or her indi­
vidual, human responses. Officer Torres cut off our handcuffs after he saw that
our hands were swollen and discolored. People on the other side are not the enemy, but hiding

i but you know enough to act.i plexities of a situatii'ii does not
grant a magical shield o f neutrality. Instead, claims of neutrality are an excuse
and a way of avoiding truly learning about the issue.
We are not arguing that people should act without thinking, but rather, realize
that not acting is a form of activism that perpetuates the existing imbalance of
power. This realization is empowering, but it is also demanding. It requires us to
grapple with the information that we do have. This demand is one o f the reasons
we believe so strongly in Ethnic Studies. So we hope that when someone asks you
to commit to a cause you will evaluate the available evidence and make an en­
gaged and conscious decision - and that you will then continue to learn.

Open Your Mind...Open Your Heart
37

IV

Stanford’s Shame
The Hooker Institution
John M anley

i

If liberal donors offered Stanford millions o f dollars for a Franklin Delano
Roosevelt Institution on Social Justice that would push liberal causes, would Joe
Stevens the University take the money?
Before you say “No” - the University’s professed values o f nonpartisan,
nonpolitical, and objective research are incompatible with policy advocacy - con­
sider the Hoover Institution. Hoover is widely regarded as a leading conservative
think tank, but the direction o f H oover’s bias does not matter. That fact that it has
a bias is the problem.
Why did outgoing President Gerhard Casper declare the Hoover “o f ’ and
not ju st “at” Stanford? Surely not because the Hoover gave the President a nice
office with a view. H oover’s former director, W. Glenn Campbell, came closer to
the mark when he told the New York Times: “The average donor ... is conserva­
tive: that’s why Stanford would be foolish to sever its relations with us.” H oover’s
political role gained notoriety when the Institution boasted that it was Ronald

- Hoove r e n j o y s t a x - e x e m p t s t a t u s as a
S e c t i o n 501 ( c ) ( 3 ) " p u b l i c c h a r i t y . "
- Hoove r f e l l o w s i n c l u d e Newt G i n g r i c h ,
P e t e W i l s o n , R o n a l d Re a g a n , Ge o r g e
S h u l t z , W i l l i a m P e r r y , Thomas G a l e
Moore, C o n d o l e e z a R i c e and more . . .
Reagan’s favorite think tank, a well-documented claim that probably enhanced
H oover’s fundraising. M ore recently, the New York Times noted a “particularly
heavy representation from the Hoover Institution” among George W. Bush’s ad­
visors. Candidates come and go: the Republican cause continues.
When the contradiction between H oover’s mission and the University’s
has been exposed, H oover’s defenders have resorted to a number o f disingenuous
arguments. On the one hand, Hoover touts itself and raised millions o f dollars as
a leading conservative think tank. When challenged, defenders say not everyone
at the Hoover agrees on everything: there are even some Democrats on the roster!
H oover’s own mission statement declares that the “Insitution is not, and
m ust not be, a mere library,” but rather a dedicated proponent o f the principle that
“the Federal Government should undertake no governmental, social or economic
action, except where the local government, or the people, cannot undertake it for
36

“Stanford’s Shame” continued

themselves”. Small wonder that Hoover Director John Raisan claimed a large
share o f the credit for Newt Gingrich’s Contract with America, heralded the 1994
Republican takeover o f Congress, admitted that only generally conservative schol­
ars “fit well” at Hoover, and appointed Gingrich a Distinguished Visiting Fellow.
Basic policy research is not the only activity at Hoover. Policy advocacy
- political propaganda
- is an integral part o f
th e In stitu tio n . In
1998, H oover’s op­
ed program placed
nearly 600 pieces and
colum ns in new spa­
pers and periodicals.
T he H o o v e r D ig e st,
publishes Hoover mate­
rial in an a c ce ssib le ,
reader-friendly form at.
Hoover’s television show,
“Uncommon Knowledge^ ^4
is broadcast by some 80 s ta - #
tions covering 57 television
markets in 29 states. A
Fellow s Program
good relations with louma.
by bringing selected
to Hoover for stays up to three
months. The Hoover Institution
P ress rounds o u t H oovei
“educational” efforts.
Not only does Hoover
do all this aided by the gopd
nam e o f the University!, the
University connection
Hoover enjoys
tus as a Section 501 (c
“public charity.” The Board
Trustees has made its backing o f the Hoover clear. For people who do not believe
that such an institution should be connected with a university - and enjoy tax
deductible contributions as a result - this may be a fruitful source o f change.

fr

39

Survivors
It has taken m e nearly all o f my tim e here to find peace at this university —
to find my “niche”, a space th at validates me, a course th at gives m e m om ents o f joy
in betw een 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 that m any other students here g o through sim ilar experiences
as I have: you g e t to college, aw ay from y o u r fam ily for the first extended period o f
tim e, you begin to find out y o u r ow n answ ers th at may contradict the world you cam e
from. Then you realize things about y o u r fam ily you didn’t see before. A nd then, one
night w hen you are m aking out w ith a date, you start to cry — and then cry harder —
as they are kissing y o u r chest. A nd then you realize th at w hile you are crying and
shaking you feel like y o u are five y ears old and your date isn’t your date anym ore but
som eone from your past, m o­
lesting you.
D ealing w ith the re-discovery o f the sexual abuse com ­
9
m itted on m e by my father has
been my greatest difficulty dur­
ing my tim e here.
I know m y experiences are shared — I have m et enough “others” to be con­
vinced that there are m any o f us. It is unfortunate that this topic is usually so sur­
rounded by silence. I f 1 in 6 o f us experience this as a child, as the statistics say, then
I know that you others are all around me.
The hardest part in dealing w ith this has been finding support here. M ost
friends aren’t com fortable sitting w ith you as you are having a flashback and crying
out that you think that y o u ’re going to die. A nd it’s hard to lie to take sick days to get
extensions on papers, telling professors y o u ’re ju s t not feeling well w hen the fact is
y o u ’re exhausted because the flashbacks com e every w eek w hether you w ant them to
or not. It’s self-negating to have to m em orize in H um B io the reasons for the “ incest
taboo” w hen you are thinking, “W h at taboo?” H aggling w ith financial aid trying to
convince them th at your parents aren’t supporting you financially anym ore and com ­
ing up against their response: “ You can’t count as financially independent until you
are 26...” W orking 20 hours a w eek w hile in school to pay for it, w hile at the sam e
tim e exhausted from the “healing process,” and still m anaging B ’s in class...
I think w e survivors have a lot on our plates here at Stanford.
T hese are things th at have been godsends to m e here at Stanford: the D isabil­
ity Resource C enter; the YW CA in Palo A lto (sliding scale counseling); the Rape
C risis hotline (for those long nights w hen you are feeling so dow n) 650-493-7273;
Tori A m os m usic; m y friends. These things have given m e hope.
I know th at C A PS and the W om en’s C enter and LG B C C are w orking hard to
create m ore support for us. I hope th at they succeed.

Uf 1 in 6 o f us experience
th is a s a child, a s th e s ta ­
tis tic s s a y , th e n
kn o w
t h a t y o u o th e r s a r e a il
around me.

40

Takeover‘0 9
Ju stic e and Hope
T akeover '89 w as the result o f
m onths and years o f frustration and an­
g er at the slow pace o f change and the
low priority given to the concerns o f stu­
dents o f color. O n M ay 15, 1989, that
anger exploded.
A t 7:40 a.m ., m ore than sixty
Black, Chicano, A sian-A m erican, N ative
A m erican, and w hite students took over
P resident K en n ed y ’s o f­
fice to dem and action on I
a long-standing list o f d e -1
m ands relating to m ulti-1
cultural life at Stanford, j
A fter holding the office all ■
day, fifty-four students, in -j
eluding several m em bers j
o f the BSU, w ere arrested.
Local journalists and cam ­
pus ad m in istrato rs com ­
m en te d th a t th e p ro te st
w as unlike anything they
had seen a t Stanford since the 1971 H os­
pital sit-in.
T h e ta k e o v e r c re a te d an e x ­
trem ely volatile and tense situation that
presented both g reat dangers and trem en­
dous opportunities for change. Its im pact
will be felt for years to come.

key and im portant issues. A sian Am eri­
can students had been w orking to create
an A sian A m erican Studies Program at
Stanford since 1972. They spent the en­
tire 1988-89 school year circulating pe­
titions, w riting letters, m eeting w ith ad­
m inistrators and com m ittees, and trying
to affect the University bureaucracy. One
m onth shy o f the end o f the school year,
all they had received
I fo r th eir effo rts w ere
[d e ta ile d exp lan atio n s
I o f b u dget restrictions
I and com m ents such as
| “ A s ia n A m e r ic a n s
h a v e n ’t
been
in
A m erica long enough
to m e rit an academ ic
discipline.”
C hicano students had
been struggling since
1987 to h a v e d e m o ­
cratic decision-m aking and control over
their center, El Centro Chicano. W hat
w as su p p o sed to be a c en te r fo r the
C h ic a n o c o m m u n ity w h e re stu d e n ts
c o u ld co m e an d h an g o u t w ith th e ir
brothers and sisters in a com fortable and
reinforcing environm ent had becom e ju st
another U niversity building w here white
sorority m eetings som etim es displaced
C hicano students. T he U niversity had
prom ised to provide a full-tim e assistant
dean for the com m unity, but had m ade
no progress on the issue after an entire
year. M EC hA determ ined that another

At 7:40 a.m., more
than sixty Black,
Chicano, AsianAmerican, Native
American, and
white students took
over President
Kennedy’s office

Background Information
The roots o f the takeover stretch
far back into the history o f students o f
color at Stanford. F or all o f the partici­
pants, the decision to take the building
stem m ed from extrem e frustration at U ni­
versity intransigence and inaction on very

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.
41

“Takeover ‘89” continued
year could not end w ithout a breakthrough o f Stanford’s agenda.
in their efforts to give control o f the cen­
D ozens o f w hite students also
risked their academ ic careers to support
ter back to the community.
N ativ e A m erican students h ad th e
g o a ls
o f d e m o c ra c y
an d
struggled for y ears as an “invisible m i­ m ulticulturalism .
Supporting the issues of the students of
nority.” O nly w ith the dem onstrations
color,
they also fought for more financial
during th e R ain b o w A g e n d a did they
achieve significant progress on staffing is­ aid, increased funding for teaching as­
sues, but they still lacked N ative A m eri­ sistants, greater democracy in decision­
can Studies or even a N ative A m erican making, and more relevant classes.
By mid-May, the patience o f
history professor. The alienation o f those
Stanford’s students
students w as com ­
o
f color had run out.
pounded by the an­
Traditionally, momentum for
n u a l in d ig n a tio n
A co a litio n , the
change dissipates in the
caused by the a t­
Agenda for Action
bureaucracy . . . By taking a
tempts o f alumni to
Coalition, was cre­
bold and dram atic action . . .
re s u rre c t th e d e ­
ated, and shortly
th e doors were opened to a
grading A m erican
thereafter, business
new process.
Indian mascot. For
as usual came to a
A m erican Indians,
halt at Stanford. The
the issue w as basic respect.
takeover was tumultuous, chaotic, and
The B lack students w ho partici­ very, very powerful. Like any risky ven­
p a te d in th e p r o te s t h a d sim p ly h a d ture, it was full o f both danger and op­
enough. A s Fannie L ou H am er used to portunity.
say, they w ere “sick and tired o f being sick
The action was dangerous be­
and tired. ” M any w ere freshm en w ho had cause the potential consequences - ar­
w atched as racist incidents occur and go rests and expulsion - were great. The
u n p u n ish ed w h ile th e U n iv e rsity p ro ­ University response to Takeover '89 was
claim ed its com m itm ent to protecting rac­ swift and severe. From the early hours
ist speech under the banner o f the First o f the occupation, the administration
A m endm ent. T he a d m in istra tio n h ad asked no questions about the demands
ta k e n no a c tio n o n th e M a n d a te fo r and refused to negotiate. Instead, they
Change. No Black faculty had been hired, threatened the protesters with felony
valued B lack faculty and staff m em bers charges and expulsion from the Univer­
w ere leaving, and K ennell Jackson, Chair sity, and called out the Santa Clara
o f Afro-A m erican Studies, announced that County riot police who proceeded to ar­
he w as stepping dow n because he could
rest dozens o f Stanford students later that
not get adequate U niversity support. The
day.
right o f B lack students to obtain an edu­
After the protest, the hard line
cation free from racist harassm ent seemed
response continued into the early stages
to have becom e a secondary concern, and
ofthe disciplinary process. Administra­
the B lack protesters w ere determ ined to
tors from the Office o f Vice-President
put the struggle against racism at the top

and General Council openly talked about

42

“Takeover ‘89” continued

Takeover ‘89 student protest

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. After murky
and questionable disciplinary proceedings, eight students were singled out for “es­
pecially egregious” charges even though the“egregious” offenses were never speci­
fied. In the ultimate irony, all four o f the students from Ujamaa who were arrested
in the protest were charged with the
“especially egregious” violations in their action to protest racism while the perpe­
trators o f racist acts in Ujamaa in October had not been charged under the same
University code o f conduct (the “especially egregious” charges were eventually
dropped and all the students were treated equally in Stanford’s internal disciplinary
process receiving seventy-five hours o f community sendee).
Stanford’s history has shown that the greatest strides toward change have
come about as a result o f protests led by students o f color. From the BSU taking the
mike in 1968 to the Rainbow Agenda sit-in to the CIV victory, Stanford has moved
fonvard only at the insistent urging o f students o f color. The takeover provided
another such opportunity. Since the nature o f the action was on a scale not wit­
nessed in almost two decades, there was excellent potential for making breakthroughs.
Traditionally, momentum for change dissipates in the bureaucracy o f end­
less committees and a process that even President Kennedy admitted works at a
glacial speed. The attempts to go through “normal channels” had only delayed
change and inhibited the most progressive sectors o f the campus from participating
in the decision-making process. By taking a bold and dramatic action and creating
a new climate through the use o f what Martin Luther King, Jr called “creative ten­
sion,” the inadequacy o f the old rules became apparent, and the doors were opened
to a new process and a new way o f doing business.
43

How Much Is Your
Time Worth?
L olita Poibal and J e n W ekselbaum

I

W elcom e to Stanford! We thought y o u ’d like to see how w e put your tuition
dollars to work...
H ow Work is V alued at Stanford
450

./!

$43 2.6 9

Note: wages for
hourly workers
are for *yy-’UU

You earn
($/hour)

$50.00
5 92

If your job is... ^

$ 5.98

$ 7.81

8.50

$8.04

& %

%
Quick Quiz
1) W hat is the name o f 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 onebedroom ap artm en t in S anta C lara
County?
—$ 1 ,1 0 0 p er m onth

7) Can a Stanford janitor raise a family
on
- - ‘ho 04/hour?
Quick math:
8.04 x 40 hours/week = $321.60/week
$321.60 x 4 weeks/month =
$1286.40 p e r m onth (before taxes!)
x 12 months= $15,436 p e r y ear
8) Have you ever left a mess in your
dorm ’s com m on area for the house
cleaner to deal with?
9) Have you ever heard someone use a
worker as the butt o f a joke? And were
you offended?

6) W hat is the federal poverty line for a
family o f four?
—$16,895 p er y ear

10) Have you ever signed a petition or
attended a rally in support o f Stanford
workers? ...C om ejoin us!
Subscribe labor-slac@lists.stanford edu or email lolita8@stanfordedu
44

Body Im age. Oh c ’mon, not again. M ost everyone know s w hat the phrase means.
Everyone know s her/his ow n insecurities. E veryone know s som eone or another w ho
perhaps spends a b it too m uch tim e doting over his/her personal appearance, shape,
w eight, skin color, o r whatnot. W omen are generally m ore affected than men... it’s ju st
a phase...w ho really cares...there’s nothing that can be done about it...oh well....
Think again. You’v e heard the statistics before; it seem s like the sam e old story.
B ut w ith so m uch brainpow er at places like Stanford, and so m uch com passion and
concern for m edical problem s the w orld over, w hy are issues surrounding body image
given a backseat?
Every year thousands o f young m en and w om en die o f causes related to body
im age issues, and m illions m ore are plagued by these concerns on a daily basis. O f
course Stanford students don’t have tim e to “deal” w ith such petty m atters, right? Au
contraire. Look around you everyday on cam pus for exam ples o f tim e “spent/w asted/
used/expended/lost” on issues o f body im age, self-esteem , or food concerns. This is a
tim e w hen people should actively be critiquing the m ixed m essages that pop culture
delivers about body im age, and asking, “W hy?” Yet these days, m ore people seem to
think, “W hy N ot?”

It’s not JUST a skinny/îdX, u g ly /p re tty thisORthat
_______________kind of thing ...............................
T here’s no clear-cut solution because socially constructed problem s are often the
m ost difficult to deconstruct. W hen body im age concerns pervade the lives o f so many
on our cam pus and in the greater community, it is som etim es easy to assum e that
they’re ju s t a standard part o f people’s lives. Yet, w e all know that the m edia’s “stan­
dards” should not be readily accepted, taken for granted or lived up to. We all know
this, y et why do so m any o f us still feel the need to subject ourselves to the height,
w eight, and beauty restrictions laid forth by society’s unhealthy definition o f perfec­
tion?

**The W orld o f Perfectionism **

** S tanford University**

O ne is the w orld w e em brace and in w hich w e try our hardest to excel. The other
can drive us to disappointm ent w ith its idealistic pressures and com petitive atm o­
sphere. It’s not alw ays a person’s choice w hich one they live in. So g e t involved in
m aking it an easier choice for yo u rself and your friends on campus.
It D oesn’t A lw ays H ave to Be This Way......
G et involved w ith cam pus-w ide prom otion o f Body Image, Eating Disorder, SelfEsteem and Food C oncerns awareness.

Contact ashsagar@stanford.edu
45

Tenure: Academic Freedom
for White Men
Irene Hsu
F o llo w in g se v en y ea rs o f te ac h in g a t S tanford, te n u re c a n d id ates u n d erg o a m a n y ­
tie red p ro ce ss o f ev a lu a tio n b e g in n in g w ith a v o te by th e ir ac ad e m ic p eers. I f fo u n d
to b e a p ro m isin g lead er in th e ir field, th e c a n d id a te is ev e n tu a lly ap p o in ted asso cia te
p ro fe sso r “ w ith o u t lim it o f tim e.” H o w ev er, th e P ro v o st, P re s id e n t an d o th e r a d m in ­
istra to rs ca n and do deny te n u re ev e n to faculty w h o se d e p a rtm e n t u n an im o u sly ap ­
p ro v es it. I f re fu se d te n u re d u rin g any sta g e o f th e pro cess, th ey m u s t le av e S tanford.
T h e stated p u rp o se o f te n u re is to sh ie ld ac ad e m ic fre ed o m fro m p o litical an d
a d m in istra tiv e strain. H o w ev er, th e c u rre n t h irin g and te n u re p rac tice s a t S tan fo rd
a re cre atin g and su stain in g an e lite c o h o rt o f w h ite m a les w ith jo b se cu rity an d no
m a n d ato ry retirem ent. It is ex tre m ely d iffic u lt fo r p e o p le w ith in n o v a tiv e rese arch
in te rests and p rio ritie s o u tsid e th e n o rm al ra n g e o f su b je cts to g e t tenured.
S ev eral co n tro v e rsial c a se s reg a rd in g d isc rim in a tio n in th e te n u re p ro ce ss h av e
p u t S tan fo rd in th e lim elight. R ecently, p u b lic atten tio n h a s su rro u n d e d th e ca se s o f
K aren S aw islak, a h isto ry p ro fe sso r and sp e c ia list in A m eric an lab o r h isto ry ; A khil
G u p ta, an an th ro p o lo g y p ro fe sso r w h o se fo cu s o f study is p o st-co lo n ial so c ieties; and
R o b e rt W arrior, a N a tiv e A m eric an professor. A ll o f th e se in stru cto rs, th o u g h hig h ly
e s te e m e d w ith in th e ir r e s p e c tiv e |--------------------------------------------- ;---------------- .------ 1
field s, w e re initially d e n ie d te n u re i By fall 1999, w om en Still com prised,
fo r n o sp e cific reason. A n o th e r p ro only 15.5% o f tenured faculty,
f e s s o r g iv e n r e c e n t a t te n t io n is 1
1
S h aro n H o lla n d , an A fric a n A m e ric a n p ro fesso r, w h o in d istru st o f S ta n fo rd ’s te n u re
p ro cess, le ft in 1999 — o n e y e a r b e fo re h er te n u re rev iew began.
A s o u tlin ed by th e W o m en ’s C o a litio n fo r G e n d e r E quity, th e re a re th re e m ain
“ co sts” to S tan fo rd w h ile g e n d e r (an d ra c ia l) inequity ex ists w ith in its facu lty : “ a
lessen ed field o f in te lle ctu al diversity, as w o m en o fte n sp e c ia liz e in n ew are a s o f
sc h o larsh ip , w h ich , in turn, a re u n d er-re p re sen ted a t th e U n iv ersity ; a fa ilu re to tap
th e e n tire ta le n t pool o f av a ila b le fac u lty ; a m o re d iffic u lt e n v iro n m e n t fo r th e lim ited
n u m b e r o f w o m en fac u lty w ho are a t S tanford. T h e se w o m en sh o u ld e r d isp ro p o r­
tio n a te b u rd en s o f se rv ic e and a d v isin g .”
T h e c u ltu re in a c ad e m ic s h o ld s co n sc io u s a n d su b c o n sc io u s b ia ses th a t lead p ri­
m arily w h ite m a le faculty a n d d ea n s to p erc eiv e w o m e n a n d p e o p le o f c o lo r as in ap ­
p ro p ria te fo r tenure. In ad d itio n , th e te n u re p ro ce ss d isc rim in a tes a g a in st sc h o lars
w h o se re se arch “ is so in n o v a tiv e th a t it th rea ten s estab lish ed w o rk ” ; fem a le an d
n o n w h ite p ro fe sso rs a re m o re likely to do su c h p io n e erin g , p ro g re ssiv e research.
In ad d itio n , w ith few er w o m e n and n o n w h ite faculty to b eg in w ith , ea ch is likely

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

I

As of '97-'98, 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.
46

‘Tenure” continued
rNumbers o f tenured minorityfaculty were not even available, but as of October Î999P
I the totalfaculty was only:
I

I 2.7% African American/Black
0.18% American Indian |
| 8.7% Asian American/Pacific Islander 3%Hispanic/Latino
|
. (Stanford’s racial categories)

.

to be approached fo r advice by m ore students than w hite, m ale
faculty. W om en and nonw hite faculty are also m ore often
White
asked to serve on com m ittees than others. H ence, the
student:
white
tim e and resources o f m inority and fem ale faculty
faculty ratio at Stanford:'
are spread thinner than those o f their peers, causing
2 3:1
them to have less tim e fo r research. Yet m entoring,
teaching and service are given little o r no v alu e in Hispanic student: Hispanic)
the tenure process.
faculty ratio at
A ccording to the university, other factors th at pre­
Stanford:
v en t equity are: l ) low turnover rate o f Stanford fac­
14 9:1
ulty (less than 2 percent per year); 2) low representation
o f w om en and people o f color in applicant pools in som e dis­
ciplines.
W hile these factors certainly contribute to the lack o f tenured m inority and fe­
m ale faculty, w e m ust not allow the university to use them as excuses to do nothing to
im prove faculty diversity. We need
TENURE APPROVAL PROCESS
to ask w hy, even in those fields in
w hich w om en receive the m ajority o f
Tenured Professors in Department
P hD ’s, are they not the m ajority o f
and Outside Scholars
new ly-hired and tenured professors?
W hy are there not enough fem ale and
Appointments and Promotions Committee m in o rity can d id ates for p ro fesso r­
ships in som e fields? A large part o f
Dean and Associate Deans
this problem is due to the lack o f in­
stitu tio n al su p p o rt for w om en and
.
University Advisory Board
people o f color in academ ia. W ouldbe candidates for professorial posi­
tions are discouraged early on from
Provost
pursuing a professorship because they
observe the university’s lack o f com ­
President
m itm ent to diversity at best —and out­
right harassm ent at worst. It is a cycle
Board of Trustees
o f d iscrim in atio n th a t m u st be at­
tacked on all fronts at once: by providing resources for diversity program s at the
undergraduate, high school, even elem entary school level; by m aking a com m itm ent
to m entoring ju n io r m inority faculty; by publicly and aggressively w orking to elim i­
nate the atm osphere o f discrim ination th at runs ram pant in academ ia. A s students, we
need to organize and agitate until our university does its part.

.

.

4

There are only

12

US-born Hispanic professors at Stanford with tenure.

47

It is N ovem ber 30, 1999, the beginning o f Dead Week. I ’m not studying. I’m not
even procrastinating. Instead, I — along with 11 other Stanford students, 12 Stanford
workers, and about 75,000 other people — am standing in the street in downtown Seattle,
with a hood on my head to keep the drizzling rain o ff and a bandana over my nose and
mouth to keep the
te a r g a s out.
That’s right — we
are protesting the
World Trade O r­
ganization (WT O)
m inisterial, sup­
p o se d to tak e
place in S eattle
beginning today.
W hy are we
here? We’re here
b e c a u se u n fe t­
te re d eco n o m ic
globalization has
w idened the gap
PC R EaU lA TlO N
between rich and
poor in the U. S. and throughout the world. From 1975 — w hen global liberalization of
trade and investment first started accelerating — until 1993, the Gini coefficient (a stan­
dard economic measure o f income inequality) rose by more than 14% in the U.S. During
this same period, the average income o f the top 5% o f households rose by 44.2%, while
the average income o f the poorest 40% fell by 2.7 - 3.8% and the average real wage fell by
11% (yes, the average real wage is less today than in 1973). And the U.S. has benefited
possibly more than any other nation from economic globalization; the situation is far
worse elsewhere.
We’re here because the raison d ’etre o f the WTO is simply to remove “barriers to
trade”, be they subsidies supporting local farmers, laws banning gasoline additives shown
to contaminate drinking water supplies, state and municipal purchasing policies against
doing business with notorious human rights violators, labels telling consumers whether
their clothing was made in sweatshops or whether their beef is hormone-treated — all of
these would be WTO-illegal. The W TO allows countries to challenge (on behalf o f their
corporations) other countries’ national or local laws; if the WTO rules that the law im­
pedes trade, the offending nation m ust eliminate the law or face severe economic penal­
ties. Thus far, in every case in which corporations have challenged environmental or
public safety laws, the WTO has ruled in favor o f the corporations. The W TO’s next
priority is privatization o f public sendees including education, health, welfare, social hous-

“Lessons from Seattle” continued
ing, and transport. According to the U.S. trade delegation, “The United States is of the
view that commercial opportunities exist along the entire spectrum of health and social
care facilities, including hospitals, outpatient facilities, clinics, nursing homes, assisted
living arrangements, and services provided in the hom e.”
W e’re here because the WTO is fundamentally anti-democratic. Though theoreti­
cally run by consensus, in practice agendas are set and m ost decisions are forced through
by a few powerful countries, while representatives from nations of the Global South (a.k.a.
the Third World) have little or no voice. But even if this disparity could be eliminated, the
WTO still would remain completely unaccountable to nearly all the people whose lives
are affected by its actions. Because the people o f a m ember nation have no voice whatso­
ever in the WTO; only the national government can speak. A nd in matters of trade, most
national governments (U.S. included) represent the interests of their largest corporations
and their wealthiest citizens, not the interests o f their populations.
But most o f all, w e’re here because we can do something about it. I don’t think I
really believed that until I came to Seattle. The system is too strong, I ’d learned, for
grassroots struggles to succeed on that scale. The most you can hope for is to attract
m edia attention to an otherwise ignored issue.
Well, we did attract media coverage (distorted as it was) but we did more that that.
The initial talks for a new WTO round, scheduled to happen today in some of the build­
ings we are surrounding, did not happen. By the end o f this week, the U. S. proposal for
a new “millennium round’ o f tariff reductions will break down completely. To put it
simply — we won.
Conventional wisdom would have one believe that it is insane to resist this,
the mightiest o f empires... But what history really shows is that today’s em­
pire is tomorrow’s ashes, th at nothing lasts forever, and th a t to not resist is
to acquiesce in your own oppression. The greatestform o f sanity th a t anyone
can exercise is to resist that force that is trying to repress, oppress, andfig h t
down the human spirit.
—Mumia Abu-Jamal

O f course, Seattle, and all the other anti-corporate protests that followed, are just a
beginning. Protests can only accomplish so m uch without other, longer-term strategies,
and corporate dominance/capitalism is only one o f many intertwined roots holding up the
dominant institutions. B ut it was an incredible beginning, the “movement” at its best,
showing what ordinary people can accomplish together. The police may beat and gas
you; the m edia may portray you as crazy, ignorant, or just looking for trouble; the politi­
cians and other “leaders” may tty to co-opt you; but stick together, stick to your prin­
ciples, don’t let them tell you it can’t be done, and you can do it.
O f all the speeches about globalization and unity that I heard that day, the best one
was shouted without a sound system while we were sitting in the street and was only six
words long:
“We shut down the WTO today!”
Subscribe global-econ@ lists or contact auerhahn@ stanford.edu.
more information: http://www.zmag.org/CrisesCurEvts/Globalism/GlobalEcon.htm

Fear and Flatred
in California

>

L i n d s a y Im ai

Are you registered to vote in California? If not, be you an "out of stater" or a selfproclaimed pessimist, give me a chance
A m ajority
o f to
+ convince you why
u you should
u 1 vote
1
+ . 75% of, th e
J
B la c k s and
u
e le c t o r a t e , but
.
here. California is one of the few states
.
,
L atin os v o te d
,
...
, , ., .
...
o n ly 49% of
Props where Cltlzens and leSlslatures allke th e population,
1 8 7 2 0 9 2 2 7 . may introduce initiatives that the genis w h ite


" eral public votes on directly to make
into law. At first glance, this system of governing seems like an awesome example
of direct democracy. When examined more closely, one will see that the initiative
process really favors those citizens with the time, money and resources to vote and
write and sponsor initiatives.
In 1994, P r o p 187 denied undocumented immigrants and their children basic
rights to social services, public health care sendees and public school education.
• In 1996, P r o p 209 abolished Affirmative Action in all public education and
hiring,and all the race and gender specific education programs that were funded
through Affirmative Action law.
• In 1998, P r o p 227, falsely named "English for the Children", effectively
outlawed bilingual education and dissolved parent, teacher and local school board
control over the education of LEP (Limited English Proficient) students.
• In 2000, P r o p 21 criminalized California’s youth (see p.20) and P r o p 22
stated that gay marriage is not “legal or recognized” in California._____________
There is an increasing correlation between those who vote and those who
already hold the majority of economic and political power in the state. In t h e
M arch 2 0 0 0 e l e c t io n , e x it p o lls s h o w e d t h a t 81% o f t h o s e w h o
v o t e d w e r e w h i t e a n d 56% h a d in c o m e s a b o v e $ 6 0 ,0 0 0 .
What we are seeing is a polarization between those who work, pay taxes and
receive sendees and those who run for office, create policy and vote. This polariza­
tion may be responsible for recent legislation that has destroyed sendees and pro­
grams created to combat the racial, economical and social inequalities that exist in
the state. These racist and elitist laws were protested on campuses across the state,
but ultimately passed by small margins of votes. You h a v e t h e p o w e r to
organize against these sorts of initiatives: to educate voters, register people to vote
and even to write your own legislation. .An easier, but possibly just as significant
contribution to California's future, is your vote.
To vote in the November2000 elections, you mustregisterby October 10h. Pickup a
registration form from the Stanford VoterProjecttable, in White Piaza everyday from 11am
- 3pm, orfrom the Post Office. Youcan a/so fill outa form online at http://www.ss.ca.uov/
eiections/votereol.htmi(allow about2 weeks formailing)..
50

Af t e r 2 5 Ye a r s o n t h e “F a r m ” ... L e s s T h a n $ 7 a n H o u r , N o B e n e f it s

I Sh a w Sa n L i u

p

H ave you ever noticed the produce stand ju s t o f f 280 on A lpine Road? T hat’s part
o f W ebb R anch, an agricultural farm operated on land leased from Stanford since
1922. Webb Ranch w orkers are prim arily M exican im m igrants and m any have worked
over 20 years at the farm. They rem em ber the days o f below -m inim um -w age pay,
seven day w ork w eeks, and paying “rent” to live out o f trucks in the parking lot.
U nionization brought im provem ents, but w orkers still m ust struggle to have their
rights respected. T hroughout all this, Stanford has played the w ealthy and absentee
landlord. It refuses to involve itself in “ internal” issues, failing to denounce m istreat­
m ent and to support fair w orking conditions.
For years, student-faculty coalitions have called for U niversity accountability.
They supported the 1989 unionization drive and subsequently joined w orkers in pro­
test against eviction threats and substandard housing. L ast January, m em bers o f
Stanford L abor A ction Coalition (SL A C ) and M EC hA renew ed a relationship w ith
W ebb Ranch w orkers and their union. We m et several tim es to m onitor contract nego­
tiations and w ith faculty support, helped publicize the situation on campus.
In M arch 2000, their contract w as finally settled w ith the addition o f som e vaca­
tion days and w age increases o f about $1.10/hour over the next three years. W hile
these gains are im portant, w orkers and their fam ilies seek m ore im provem ents such
as a health care plan. A s students and faculty w ith a vision o f social justice, w e have
both the right and the responsibility to dem and m ore from our school.

For the fu ll text o f this article, see http://diso.stanford.edu/diso.
Tofin d out more, email labor- slac@lists or mecha@lists

1 palm tree on Palm Drive is
worth:

¿tP*

*

S~//ntr*se5

1year of full tuition
51

<

The Other Pal o A lt o

>

P orcas Cheng
It is easy to ignore what we cannot see. In Palo Alto, where the median
price of a home has soared to $ 1 million, the homeless are difficult to find, and are
marginalized economically and socially. The 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 “deserving” members of the community.
The term “homeless” was not coined until the 1980s, a critical period in
which what had once been a transitory phase because increasingly and irrevers­
ibly chronic. The sheer numbers of homeless exploded, their visibility causing
lawmakers and citizens alike to feel more than a little uncomfortable. The causes
can be economic, such as the rising cost of living and a minimum wage that is not
enough to support individu­
als, let alone families. But
HEY B u d d y , C o o lp 'You
many more are social. In a
1UEMP ME SOME p u & U C
/ p o t V T G iv e THEM A
f o r GRA-ZiNG
country that boasts o f the
j\ B r o t h e r c a m y o u
a . f a n y t h i n g . . . i t o u s tv
AHT> L 0 G 6 * N G ? ... ]
SPARE SOME SUBSIDIES
\ )
R E A T E $A CYCLE /
ever-attainable A m erican
5W&AR. l ’t i .
YOU
F o p A p o o p A ô P iB l/S iN E S S r)\{>f P E P E K P E n G Y
/
Sl SACK.
dream, the mentally ill roam
the streets with no proper
medical facilities available.
BH .U O N S f o p ^
Vietnam vets whose rights
V E A ? o n s S IR ?
were quietly ignored by the
governm ent sleep in the
streets, waiting for that check
to finally come some day.
Single moms are forced to
work to earn the w elfare
needed to feed their children,
but are then charged with
child neglect. Drug addicts
have a better chance of being
incarcerated than being accepted into already-crowded rehab centers. President
Clinton’s goal to “change welfare as we know it” has only resulted in the weakest
and most ineffective social services since their initiation by FDR.
Homelessness is, at its heart, a barometer measuring the health of Ameri­
can compassion and understanding. Where homelessness abounds, so do racism,
drugs, and poverty. The 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 homelessness is the most visible hint that something has gone
'

c

52

- The O th e r Palo A lto Continuée -

If I e lv e
terribly wrong.
L ike San F ra n cisc o
fo o d t o th e p o o r,
Palo Alto has had its share of
th e y c a ll m e a sa in t.
laws and ordinances limiting
If I a sk w h y th e p o o r h a ve
the activities o f the homeless.
n o fo o d , th e y c a ll m e a
The Palo .Alto City Council has
co m m u n ist. - D om
passed several ordinances target­
H eld er C am ara
ing the homeless, including restric­
tions on panhandling and sitting on the sidewalks. Earlier this year, they revived a proposal to ban panhandling and soliciting
in certain traffic areas. Citing the issue o f safety, the council told the public that
solicitors would increase the likelihood o f car accidents by obstructing the view
o f drivers and creating other potential hazards. Upon investigation, the Palo .Alto
police department’s own December 30,1999, memorandum clearly demonstrated
these concerns were unfounded: ‘T h e accident rates at these intersections [tar­
geted by the ordinance] were not substantially different from rates at other com­
parable intersections.” The accidents that did occur “did not involve solicita­
tion.” The ordinance was justified instead by anecdotal evidence, much o f it from
shopkeepers who would benefit from the removal o f the homeless.
Members o f Stanford’s Night Outreach group, which works with the home­
less, attended three city council meetings in which the ordinance came up for a
vote. Night Outreach members, the homeless, and other members o f the commu­
nity spoke out in opposition at the meetings. We turned in a petition with the
signatures o f over 250 Stanford students, collected over three short days. Every
person who spoke felt that the ordinance unfairly targeted the homeless, but no

The Law, in its majestic equality, forbids
the rich, as well as the poor, to sleep under
the bridges, to beg in the streets, and to
Steal bread.
— Anatole France
one was listening. It passed by a 6-3 margin.
M ost city council members avoided our gazes as we spoke, busying them­
selves with other activities instead. By law, they had to give us a forum to speak.
It seemed like they were trying to make us invisible too, even when we were
standing right in front o f them.

Contact dcheng@stanford.edu, or visit
http://www.stanford.edu/group/nightoutreach
53

The Two Stanfords

>

Michael C losson
It took m e about six m onths at Stanford to realize that there is m uch m ore to
the U niversity than m eets the eye in a casual stroll around cam pus or a perusal o f its
slick brochures. A lthough U niversity adm inistrators w ill vociferously deny it, there
are in fact, n o t one, but tw o Stanfords.
The first - the public Stanford - is the “do good, feel good” institution dedi­
cated to the pursuit o f know ledge, rational discourse, and service to society. It is
N obel laureates, youthful scholars, stim ulating cultural events, and the hoopla sur­
rounding football games.
The second - largely hidden - can be called “ Stanford Inc.” It is a state o f
m ind and m ode o f operation single-m indedly devoted to increasing the w ealth, pres­
tige and “greatness” o f L eland Stanford Junior University. Stanford Inc. operates on
tw o basic assum ptions: 1) for the U niversity to thrive it m ust constantly expand
physically and 2) to support this expansion, it m ust m axim ize profits. The Stanford
M anagem ent Company, w hose CEO com m ands a salary higher than the U niversity’s
president, epitom izes Stanford Inc.
The corporate m entality o f Stanford Inc. dom inates U niversity decision­
m aking to an ever-greater extent. In fact, Stanford has becom e a giant corporation
m asquerading as an academ ic institution. Its focus on profits led it to build a large
research park and a m assive shopping center on U niversity land. R evenues from
these enterprises’ leases fill Stanford’s coffers even as the traffic and pollution gen­
erated by them dam age the environm ent and degrade the quality o f life in the region.
N ot surprisingly, the U niversity’s continued expansion and developm ent, w hich
th reaten s to ex acerb ate th e se pro b lem s, h as stim u lated grow ing h o stility and
grassroots activism in local com munities.
Further, I have no doubts that Stanford’s
p rofit-m ax im izin g m ode o f operation n eg a­
tively im pacts the quality o f students’ educa­
The public b e damned!
tion - in the courses offered or not offered, the
f a c u lty ’s em p h asis on re se arc h ra th e r than
I'm working f o r my
teaching, and the type o f research the faculty
s to c k h o ld e r s !
conducts. B ecause Stanford’s operations ad­
- Cornelius V anderbilt
versely affect us all - those both inside and out­
side the U niversity - it is im perative that we
w ork to m ake it the socially-responsible insti­
tution its leaders purport it to be.

M ichael Closson lives in Palo Alto and is a form er Assistant Dean o f Under­
graduate Studies at Stanford
See fo r yourself! Visit http://corporate.stanford.edu
54

S ta n fo rd , Inc. Quiz

>

1) The University with a major shopping mall on its premises:
a) Stanford, Inc.
b) Berkeley
c) Cañada
d) Yale
2) The University which leases land to a farm with a history o f labor abuses:
a) Stanford, Inc.
b) Harvard
c) Chico State
d) Deep Springs College
3) The University that pays its CEO over twice as much as its President:
a) Stanford, Inc.
b) University o f Wisconsin
c) Rice
d) UC Davis

Extra Credit: How much does the CEO o f Stanford make?
Ans. $900,000 (1997-98 Fiscal Year)
4) The University that received $20 million from the Department o f Energy to
conduct research that will produce advanced modeling techniques that can be
applied to classified nuclear weapons testing:
a) Stanford, Inc.
b) Fresno State
c) Brown
d) Foothill Community College
5) The University that sold all o f its student-athletes to Nike, a corporation which
markets its athletes as “role models for tomorrow” while paying workers in
Indonesia $36 per month, 80% o f what the government has established as the
minimum salary necessary to support 1 adult for a month:
a) Stanford, Inc.
b) Mills College
c) Howard Community College d) Tufts
6) The University with a trustee who also sits on the Board for the Gap, Inc, a
beneficiary o f sweatshop labor denounced by the US Department o f the Intrerior
and currently a defendant in a class action suit brought by garm ent workers:
a) Stanford, Inc.
b) Columbia
c) College o f the Sequoias
d) Oxford
7) The University with a Board Member in the School o f Earth Sciences who is
also the CEO o f a major oil company:
a) Stanford, Inc.
b) de Anza College
c) UC San Francisco
d) San Jose State
55

before the Tree
Demi Woodward
Come Big Game time, expect to hear some alumni and current students clamor­
ing about the bygone days o f the Stanford “Indian ” The “Indian” was the m ascot for
Stanford’s athletic teams from 1930 toi 970, its most common representation being a cari­
cature o f a small Indian with a big nose. In Novem ber 1970, a group o f Native Americans
including Dean Chavers, Chris McNeil, and Rick West presented a petition objecting to
19 years o f live performances at athletic events by Tim Williams, or “Prince Lightfoot.”
The students believed the performances to be a mockery o f Native American religious
practices. In January 1971, the Native American students met with University President

Dollies masquerading as “Indians, ” the former Stanford mascot.
Richard Lyman to discuss the end o f the mascot performances. This first collective action
established the Stanford American Indian Organization.
In F ebruaiy o f 1972,55 Native Am erican students and staff upped the ante. They
presented a petition urging that “the use o f the Indian symbol be permanently discontin­
ued” to the University Ombudsperson who, in turn, presented it to President Lyman. The
petition further stated that the Stanford community was insensitive to the humanity of
Native Americans, that the use o f a race’s name as entertainment displayed a lack of
understanding,and that a race o f humans cannot be entertainment. The m ascot in all its
manifestations was, the Indian group maintained, stereotypical, offensive, and a mockery
o f Indian cultures. In response to their outcry, President Lyman perm anently removed the
“Indian” as Stanford’s mascot. Since that decision, nearly every year people campaign to
bring back into fashion their Indian sweaters, headbands, and Halloween w ar paint under
the justification that being chosen as the symbol o f a great university is an honor. Thank­
fully, the University has maintained its position every year, saying simply that the mascot
issue is not up for a vote.

Visit the Native American Cultural Center in Old Union
56

Survival of G r r r I Mama
a t Stanford
Rebecca Riot

r

The undergraduate parent com m unity consists o f a few dozen m om s and dads.
Som e o f us are m arried, som e aren’t. Som e o f us are pro-choice, som e aren’t. D espite
our differences, w e are united in ou r efforts to raise children, study, and do good in the
w orld w hile living in this insane place called Silicon Valley. Student parents are a lot
like you. We play, have fun — and struggle w ith C hem 30.
M y life is com plicated though im m ensely fulfilling. I am faced w ith daily deci­
sions that no m other should have to m ake, like: if I can’t find or afford good daycare,
should I skip class or have professors yell at m e fo r bringing my kid along? Should I
spend my lim ited m oney on good food for my
baby or on textbooks fo r class? W hen I d o n ’t buy /á I a m f a c e d w i t h
the books will they be on reserve? W ill I have d a i l y d e c i s i o n s
tim e to go to the library? M aybe I can g o to the t h a t n o m o t h e r
library w ith my baby and hope he sleeps for two s h o u l d h a v e
to
hours so I can read.
m a k e t like: if I
There are tw o levels o f support that are
can't f i n d o r a f ­
needed for student parents. O ne is on a personal
day­
student-to-student level. Invite us over for din­ f o r d g o o d
should I
ner. P ro v id e ch ild care a t stu d e n t o rganization c a r e f
m eetings. Play w ith o u r children w hile w e study. s k i p c l a s s o r h a v e
M ost importantly, be there for us as non-judgm en- p r o f e s s o r s y e l l a t
tal friends. I assure you th at it will be w ell w orth
m e for bringing’
the effort.
y k i d along?
The second is on an institutional level. We
ask for access to g reat affordable childcare, financial aid packages that m ake sense
for fam ilies, and recognition that n o t every student is the same. In stark contrast to
the excess o f Silicon Valley, m ost student parents live in extrem e poverty. Infant daycare
costs are high: at least $600 per m onth. A nd then
Did you know that
there’s graduate student family housing, w here the
the 1996 Welfare
rent is $989. Ouch! The social services o f Santa
Reform Act prohibits C lara C ounty help us som e by providing services
parents from receiv­ like subsidized daycare, food stam ps, grants and
m edical assistance. B ut w elfare is far from perfect
ing welfare while
and now C alifornia w ants to hum iliate all welfare
attending a 4 year
recipients by fingerprinting them like criminals!
university?
Finally, rem em ber this: R espect your body!
Talk to yo u r lover about birth control and use it all the time. I f y ou becom e pregnant
unexpectedly, only you can decide w hat’s right for you. T he nearest Planned Parent­
hood is in M ountain View 225 San A ntonio R oad (650) 948-0807. Call them with
questions or to volunteer. Pro-choice m eans you have the freedom to becom e a m am a...

or not

Contact grrl@ Stanford, edu
57

In the spring o f 1996, the W omen’s Collective (now the Women’s Coalition),
M EChA, SAIO, and other groups lost their prim ary source o f funding for the fol­
lowing year: Special Fee elections. Despite the fact that over 60% o f those voting
voted “Yes” for each o f these groups, less than 15% o f the student population voted
on these particular groups, meaning an automatic loss o f special fee funding.
While all three o f these groups w on the campaign for Special Fee funding in the
spring o f 1997, the loss in 1996 m eant a year o f low spending for each o f these
groups. For the Women’s Collective, it also m eant no m oney for phones and sup­
plies in the W omen’s Center. Given the laige population o f wom en on campus (at
the time, 53% o f undergraduates, 33% o f graduate students), it seemed ludicrous
that the W om en’s Center be funded
W o m en c o n s titu te h a lf of th e w o rld 's
prim arily through the Special Fee
p o p u la tio n , p e rfo rm n e a rly tw oprocess for student groups.
th ir d s of its w o rk h o u rs , receiv e oneRealizing this, the Women’s Cen­
te n t h of th e w o rld 's in c o m e a n d ow n
ter community came together after
le s s t h a n o n e - h u n d r e d th o f th e
the Special Fee election to campaign
w o rld 's p ro p e rty .
for a U niversity funded W om en’s
-U n ite d N a tio n s R ep o rt, 1980
Center. The tactic: thousands offlyers w ith b a sic s ta tis tic s ab o u t
w om en at Stanford taped to the ground in converging paths to the W omen’s Center.
Some paths began at President C asper’s office, others at Escondido Road, M ayfield
and the Oval.
Although the fliers were all gone the next m orning (Facilities rem oved our fli­
ers, but left those advertising a fraternity party), Casper asked us to write a proposal
for funding that afternoon. Six months later, the W om en’s Center was thriving with
a half-tim e graduate coordinator, 5 paid student interns, and enough programming
and administrative m oney to keep the Center alive and well, leaving the W omen’s
Collective to spend its tim e and m oney on other projects.
In the fall o f ‘99, three and a h alf years after the W omen’s Center community
rallied for funding and partly as a result o f the F G B C C ’s long campaign for a full
tim e director, the W omen’s Center finally got a full-time professional director.
Unfortunately, the new director resigned after one quarter, leaving the Center again
w ith a part-tim e interim director while a search committee looked for a new one.
The new director, Faura Harrison, was selected and began work in May. Now the
Center is prepared to enjoy its first full year w ith a full-time director. University
funding has institutionalized the Center, but it also lends credibility to the Center
and those who worked to build it over 25 years.

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50

Graps5 boycott
R i t a Rico
Last year, I was shocked by other students’ insensitivity towards the cam­
paign to boycott non-UFW (United Farm Workers) California table grapes. The
students I saw acted as though the vote for or against a ban on grapes in their
dining halls was a burden. Groaning, ridiculing, and protesting accompanied both
misinformed and uninformed comments. I heard, “Just because some people are
against grapes doesn’t mean they should spoil meals for other people! ” and ‘I f we
buy grapes, aren’t we contributing to the salaries o f the underpaid workers any­
way?”
I wonder if those students could imagine being a worker who, due to
social, political, economic, and language barriers, sees no other option than to
continue picking grapes for $5.75 an hour during peak season and even less dur­
ing the five off-peak months, all the while being exposed to deadly pesticides
proven to cause cancer and birth defects. In 1996, the state inspected only 0.3% o f
California’s 77,669 farms for field sanitation violations. 48% o f those farms in­
spected were found to be out o f compliance. The World Resources Institute esti­
mates that each year 300,000 farm workers across the nation are poisoned.
The United Farm Workers (www.ufw.org), started by the late, great Cesar
Chavez, has made tremendous strides for farm workers and human justice. Their
main demands include a ban on the cancer- and birth defect-causing pesticides
used in growing grapes, and negotiating, after workers vote for the union, a good
faith contract to protect the workers ’ labor rights. It was the grape workers o f the
UFW who called for the boycott, risking their jobs as a last resort to bring about
justice in the fields. That is why we vote on grapes and not other fruits: no other
workers have called on us to boycott.
This is not ju st a “Mexican” issue or a
“labor” issue or an “environm ental” issue.
This is a human issue. If you can read this then
I believe you fall into that category. Do you
believe the freedom to eat grapes supersedes
the freedom to dignity and life itself? Use your
precious right to vote and stop the growing
trend towards apathy and blindness. Your
voice stands out; use it with the awareness o f
your power.

subscribe mecha@lists.stanford, edu
59

Students Unite
With Workers
Lolita Roibal

r

L ast spring, over 225 students, professors, and w orkers gathered together to de­
m and justice for Stanford Janitors. The rally, organized by students o f the Student
L abor A ction C oalition (SL A C ) and w orkers from Service Em ployees International
U nion (SE IU ) 1877, w as p art o f an intensive effort to bring ja n ito rs’ w ages up to a
livable w age, w hich in the Bay A rea has been calculated to be $12.42-SI 5.22/hr.
We collected over 1,000 signatures from m em bers o f the Stanford com m unity
asking then-president G erhard C asper and Provost John H ennessy (now President) to
m ake a statem ent o f support for jan ito rs in their efforts to secure a ju s t contract w ith
A BM , the com pany Stanford contracts to em ploy janitors. In
addition, 72 faculty m em bers sent C asper letters in support o f
B ay A rea
L iv in g W a g e w orkers. W ith the help o f students and com m unity m em bers,
SEIU w as ultimately able to win considerable w age gains from
$12 to $15/hr corporations both in C alifornia and nationwide.
M ost janitors on Stanford cam pus com e from w orking-class
and up
M exican-A m erican fam ilies and are forced to take on second
or third jo b s in order to feed their fam ilies and afford the Bay A rea’s skyrocketing
rents. M any non-unionized jan ito rs continue to m ake as little as $6.75/hr.
In 1998, w hen w orkers a t Stanford U C SF H ealthcare attem pted to elect a union
to represent them in collective bargaining contracts, Stanford m ounted a large-scale
union-busting cam paign by hiring the B urke G roup, w hich helps com panies discour­
age w orkers from creating unions. The union w on the struggle, and student involve­
m ent w as key w hen hospital w orkers later negotiated their own contract.
Students from SLA C jo in students from labor organizations on college cam puses
across the country to dem and rights fo r w orkers. Through student efforts many col­
leges have agreed to enact codes o f con­
du ct th at inclu d e m andating th a t all
w o rk ers on c a m p u s re c e iv e liv ab le
wages. A significant portion o f student
tuition goes to paying Stanford w ork­
ers, and students can and m ust hold the
university accountable.
Stanford has thus far dodged ef­
forts for fairer labor practices by con­
tracting com panies to hire w orkers and
later claim ing th at they d o n ’t directly
em ploy those w orkers. A s a respected
institution o f higher learning and a leader in Silicon Valley, Stanford should set an
exam ple by ensuring that all o f its w orkers — both contracted and directly-hired —
receive a livable wage. Stanford can afford it.

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60

Unpacking th e Knapsack
of W hite Privilege
Peggy McIntosh
T hrough w ork to bring m aterials from W om en's Studies into the rest o f the curricu­
lum, I have often n oticed m en's unw illingness to g ran t th at they are over-privileged, even
though they m ay g ran t th at w om en are disadvantaged. They m ay say they w ill w ork to
im prove w om en's status, in the society, the university, o r the curriculum , b u t they can't or
w o n 't su p port the idea o f lessening m en's. D enials w hich am o u n t to taboos surround the
su b ject o f advantages w hich m en g ain from w om en's disadvantages. T hese denials pro­
tect m ale privilege from being fully acknow ledged, lessened o r ended.
T h in k in g th ro u g h u n ack n o w led g ed m alei
privilege as a phenom enon, I realized th at since Whites a re ta u g h t to think
hierarchies in ou r society are interlocking, there
o f th eir lives a s morally
w as m o st likely a phenom enon o f w hite privilege
neutral, norm ative, and
w hich w as sim ilarly denied and protected. A s a average, and also ideal, so
w hite person, I realized I had been taught about
th a t when w e w ork to
racism as som ething w hich puts others a t a disad­ benefit others, th is is seen
vantage, b u t had been taught n o t to see one o f its
a s w ork which will allow
corollary aspects, w hite privilege, w hich p uts me "them" to b e m ore like "us."
a t an advantage. I think w hites are carefully taught '
n o t to recognize w hite privilege, as m ales are taught n o t to recognize m ale privilege.
So I have begun in an untutored w ay to ask w hat it is like to have w hite privilege. I
have com e to see w hite privilege as an invisible package o f unearned assets w hich I can
co u n t on cashing in each day, b u t about w hich I w as 'm eant' to rem ain oblivious. W hite
privilege is like an invisible w eightless knapsack o f special provisions, m aps, passports,
code books, visas, clothes, tools and blank checks. D escribing w hite privilege m akes one
new ly accountable. A s w e in W om en's Studies w ork to reveal m ale privilege a n d ask m en
to give up som e o f their pow er, so one w ho w rites about having w hite privilege m u st ask,
"H aving described it, w hat w ill I do to lessen o r end it?"
A fter I realized the extent to w hich m en w ork from a base o f unacknow ledged
privilege, I understood th at m uch o f their oppressiveness w as unconscious. T hen I re­
m em bered the frequent charges from w om en o f color th at w hite w om en whom they en­
counter are oppressive. I began to understand w hy w e are ju stly seen as oppressive, even
w hen w e do n 't see ourselves th at way. I began to count the w ays in w hich I enjoy un­
earned skin privilege and have been conditioned into oblivion ab o u t its existence.
M y schooling gave m e no training in seeing m y se lf as an oppressor, as an unfairly
advantaged person, o r as a participant in a dam aged culture. I w as tau g h t to see m y se lf as
H peggy M cIn to sh is A sso c ia te D ire c to r o f th e W ellesle y C e n te r fo r R e se a rc h o n W om en. T h is e ss a y is~*
I e x c e rp te d fro m h e r w o rk in g p ap er, "W h ite P riv ile g e a n d M a le P riv ile g e: A P e rs o n a l A c c o u n t o f C o m in g to |
I S e e C o rre sp o n d en c e s T h ro u g h W o rk in W o m en 's S tu d ies, " © 1 9 8 8 b y P e g g y M cIn to sh . A vailable fo r ■
' $ 4 .0 0 fro m a d d re ss b elo w . T h e p a p e r in c lu d e s a lo n g e r lis t o f p riv ile g e s. P e rm iss io n to e x c e rp t o r re p rin t '
I m u s t b e o b ta in e d fro m P e g g y M cIn to sh , W ellesle y C o lle g e C e n te r fo r R e s e a rc h o n W om en, W ellesley, I
, M A 0218 1 ; (6 1 7 )2 8 3 -2 5 2 0 , F A X (6 1 7 ) 2 8 3 -2 5 0 4

61

Unpacking th e Knapsack, continued
y o u COTTA

an individual whose moral state de­
pended on her individual moral will.
My schooling followed the pattern my
colleague E lizab eth M innich has
pointed out: W hites are taught to
think o f their lives as morally neutral,
norm ative, and average, and also
ideal, so that when we work to ben­
efit others, this is seen as work which
will allow “them ” to be m ore like
“us.”
I decided to try to work on m y­
self at least by identifying some o f the
daily effects o f white privilege in my
life. I have chosen those conditions
which I think in my case attach some­
what more to skin-color privilege than
to class, religion, ethnic status, or geo­
graphical location, though o f course
all these other factors are intricately
intertwined. As far as I can see, my
African American co-workers, friends
and acquaintances with whom I come
into daily or frequent contact in this
particular time, place, and line o f work
cannot count on m ost o f these condi­
tions.

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1. I can if I wish arrange to be in
the company o f people o f my race m ost o f the time.
2. I f I should need to move, I can be pretty sure o f renting or purchasing housing in an
area which I can afford and in which I would w ant to live.
3 . 1 can be pretty sure that my neighbors in such a location will be neutral or pleasant to
me.
4. I can go shopping alone m ost o f the time, pretty well assured that I will not be
followed or harassed.
5 . 1 can turn on the television or open to the front page of the paper and see people of
my race widely represented.
6. W hen I am told about our national heritage or about “civilization,” I am shown that
people o f my color made it what it is.
7. I can be sure that my children will be given curricular materials that testify to the
existence o f their race.
8. If I w ant to, I can be pretty sure o f finding a publisher for this piece on white privi­
lege.
9. I can go into a music shop and count on finding the music o f my race represented,
into a supermarket and find the staple foods which fit with my cultural traditions, into a
hairdresser's shop and find someone who can cut my hair.

62

Unpacking th e Knapsack, continued
10. Whether I use checks, credit cards, or cash, I can count on my skin color not to
work against the appearance o f financial reliability.
11. I can arrange to protect my children most o f the time from people who m ight not
like them.
1 2 .1 can swear, or dress in second hand clothes, or not answer letters, without having
people attribute these choices to the bad morals, the poverty, or the illiteracy o f my race.
1 3 .1 can speak in public to a powerful male group without putting my race on trial.
14 I can do well in a challenging situation without being called a credit to my race.
1 5 .1 am never asked to speak for all the people o f my racial group.
16 .1 can remain oblivious o f the language and customs of persons o f color who consti­
tute the world's majority without feeling in my culture any penalty for such oblivion.
17. I can criticize our governm ent and talk about how much I fear its policies and
behavior without being seen as a cultural outsider.
1 8 .1 can be pretty sure that if I ask to talk to “the person in charge,” I will be facing a
person o f my race.
19. If a traffic cop pulls me over or if the 1RS audits my tax return, I can be sure I
haven't been singled out because o f my race.
20. I can easily buy posters, postcards, picture books, greeting cards, dolls, toys, and
children's magazines featuring people o f my race.
21.1 can go home from m ost meetings o f organizations I belong to feeling somewhat
tied in, rather than isolated, out o f place, outnumbered, unheard, held at a distance, or
feared.
2 2 .1 can take a jo b with an affirmative action employer without having coworkers on
the job suspect that I got it because o f race.
2 3 .1 can choose public accommodation without fearing that people o f my race cannot
get in or will be mistreated in the places I have chosen.
2 4 .1 can be sure that if I need legal or medical help, my race will not work against me.
25. If my day, week, or year is going badly, I need not ask o f each negative episode or
situation whether it has racial overtones.
2 6 .1 can choose blemish cover or bandages in “flesh” color and have them more or less
match my skin.
I repeatedly forgot each o f the realizations on this list until I wrote it down. For me
white privilege has turned out to be an elusive and fugitive subject. The pressure to avoid

Contrary to today’s ste re o ty p e s, ra c ists do not always chew tobacco
and drive pickup trucks with gun racks. They wear silk sh irts, t r e a t
women a s possessions, and talk about human rights a t cocktail parties
fa r from communities of people of color. - Wilma Mankiller
it is great, for in facing it I m ust give up the myth o f meritocracy. If these things are true,
this is not such a free country; one's life is not what one makes it; many doors open for
certain people through no virtues o f their own.
In unpacking this invisible knapsack o f white privilege; I have listed conditions of
daily experience which I once took for granted. N or did I think o f any o f these perquisites
as bad for the holder. I now think that we need a more finely differentiated taxonomy of
privilege, for some o f these varieties are only w hat one would want for everyone in a just

63

Unpacking th e Knapsack, continued
society, and others give licence to be ignorant, oblivious, arrogant and destructive.
I see a pattern running through the matrix o f white privilege, a pattern of assump­
tions which were passed on to me as a white person. There was one main piece of cultural
turf; it was my own turf, and I was among those who could control the turf. M y skin color
was an asset for any move I was educated to want to make. I could think of m yself as
belonging in major ways, and o f making social systems work for me. I could freely dis­
parage, fear, neglect, or be oblivious to anything outside o f the dominant cultural forms.
Being o f the main culture, I could also criticize it fairly freely.
In proportion as my racial group was being made confident,
I want to
distinguish
comfortable, and oblivious, other groups were likely being made
betwaeen
inconfident, uncomfortable, and alienated. W hiteness protected
earned
me from many kinds o f hostility, distress, and violence, which I
s t r e n g t h a n d was being subtly trained to visit in turn upon people of color.
unearned
For this reason, the word "privilege" now seems to me m is­
power con­
leading.
We usually think o f privilege as being a favored state,
ferred sy s­
w hether earned or conferred by birth or luck. Yet some of the con­
temically.
Power from
ditions I have described here work to systematically overempower
unearned
groups. Such privilege simply confers dominance because of one's
p r i v i l e g e c a n race or sex.
l o o k like
I want, then, to distinguish between earned strength and un­
s t r e n g t h when
earned
power conferred systemically. Power from unearned privi­
it is in f a c t
p e r m i s s i o n t o lege can look like strength when it is in fact permission to escape
e s c a p e o r t o or to dominate. B ut not all o f the privileges on my list are inevita­
dominate.
bly damaging. Some, like the Expectation that neighbors will be
decent to you, or that your race will not count against you in court,
should be the norm in a just society. Others, like the privilege to ignore less powerful
people, distort the humanity o f the holders as well as the ignored groups.
We m ight at least start by distinguishing between positive advantages which we can
work to spread, and negative types o f advantages which unless rejected will always rein­
force our present hierarchies. For example,the feeling that one belongs within the human
circle, as Native Americans say, should not be seen as privilege for a few. Ideally it is an
unearned entitlement. A t present, since only a few have it, it is an unearned advantage for
them. This paper results from a process o f coming to see that some of the power which I
originally saw as attendant on being a hum an being in the U.S. consisted in unearned
advantage and conferred dominance.
I have m et very few m en who are truly distressed about systemic, unearned male
advantage and conferred dominance. A nd so one question for me and others like me is
whether we will get truly distressed, even outraged, about unearned race advantage and
conferred dominance and if so, what we will do to lessen them . In any case, we need to do
more work in identifying how they actually affect our daily lives. Many, perhaps most, of
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. In addition, since race and
sex are not the only advantaging systems at work, we need similarly to examine the daily
experience o f having age advantage,or ethnic advantage,or physical ability, or advantage
related to nationality, religion,or sexual orientation.
Difficulties and dangers surrounding the task o f finding parallels are many. Since
racism, sexism, and heterosexism are not the same, the advantaging associated w ith them
64

Unpacking th e Knapsack, continued

"Your life is o f co n seq u en ce t o me, How is my life o f co n seq u en ce

S t, Augustine

is to keep the oppressed occupied with th e

“C h arity is no s u b s t it u t e f o r ju s tic e w ithheld”

X
Malcolm

'An old and primary to o l of all oppressors

should not be seen as the same. In addition, it is hard to disentangle
aspects o f unearned advantage which rest more on social class, eco­
nomic class, race, religion, sex and ethnic identity than on other factors.
Still, all o f the oppressions are interlocking, as the Combahee River
Collective statement of 1977 continues to remind us eloquently.
One factor seems clear about all o f the interlocking oppressions.
They take both active forms which we can see and embedded forms
which as a member o f the dominant group one is taught not to see. In
m y class and place, I did not see m yself as a racist because I was taught
to recognize racism only in individual acts of meanness by members of
m y group, never in invisible systems conferring onslaught racial domi­
nance on m y group from birth.
Disapproving of the systems won't be enough to change them. I
was taught to think that racism could end if white individuals changed
their attitudes. B u ta ‘white’ skin in the U.S. opens many doors for whites
whether or not we approve o f the way dominance has been conferred
on us. Individual acts can palliate, but cannot end, these problems.
To redesign social systems we need first to acknowledge their
colossal unseen dimensions. The silences and denials surrounding privi­
lege are the key political tool here. They keep the thinking about equal­
ity 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 that systems of domi­
nance exist.
It seems to me that obliviousness about white advantage, like
obliviousness about male advantage, is kept strongly inculturated in the
United States so as to maintain the m yth of meritocracy, the m yth that
democratic choice is equally available to all. Keeping people unaware
that freedom o f confident action is there for ju st a small number of
people props up those in power, and serves to keep power in the hands
of the same groups that have m ost of it already.
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 o f being light-skinned. W hat will
we do w ith such knowledge? As we know from watching men, it is an
open question whether we w ill choose to use unearned advantage to
weaken hidden systems o f advantage, and whether we will use any of
our arbitrarily-awarded power to try to reconstruct power systems on a
broader base.

Audre Lorde

not being able to stand up under the weight,

Erica Huggins, Slack P a n th e r P a r ty

m a s te rs ' concerns,

... I have no mercy or compassion in me for a society that will crush people, and then penalize them

fo r

t o you?"

It’s been alm ost six years since y o u r suicide. N ow w hen I think about you
(and I think about y o u often), I feel y o u are som ehow w ith m e ...I am som etim es
grateful for this, because yo u r phantom presence helps m e to continue rem em bering,
w hich I know is im portant even though it alm ost rips m e apart. N o m atter how hard
I try to subdue, through forgetting, the pain that cam e w ith the destruction o f our
lives, I m ust bear w itness to the crim es com m itted against you (against us) that led to
your suicide. Conscious m em ories require constant attention, or else history will
erase w hat happened, and y o u w ill disappear as if y o u had never existed at all. Isn ’t
this w hy y o u haunt m e to this day, to inscribe w hat y o u had learned from living under
siege?
Your obsession w ith plastic surgery exposed the m yth o f the w hole beauty
industry, w hich portrays plastic surgery as a beautifying, renew ing experience, “som e­
thing special yo u do ju st fo r y o u .” It began w ith your eyes and nose, and you contin­
ued to go back for more. You tried to box you rself into a preconditioned, Euroam erican
ideal and literally excised the parts th at w ould n o t fit. B ut plastic surgery is irrevers­
ible, and so w ere the tw enty-one years o f assim ilatio n ...
I feel com fortable placing blam e on everyone, and som e m ore than others.
We have taken in the values th at ultim ately h urt and divide us, w hile som e benefit
from the suffering o f “others.” We w ere too stupid (not innocently, but as the result of
engineered ignorance) to see it happening
to us. E ven w hen it w as clear, oftentim es
How do you point
all I could bear was to take care m yself, for
out the horror of
m y ow n survival. M ost o f all, I blam e dom i­
n an t in stitutions and m ainstream society,
something that is
because o f the im possible alternatives they
so fundamentally
set up for us. They set up w hat is “good,”
banal and routine
w hat is “norm al”— everything else is sec­
ondary, the “other.” A nd they are very clever
that it ceases to
about it— they fix it so that the suicide looks
appear traumatic?
like an individual problem , not a social or
political matter. Labels o f “m ental illness”
and “m adness” are w ays o f silencing difference and shifting blam e from the social to
the individual...
D o y o u see w hat a lie it is and how it is used to reinforce the A m erican
D ream and punish those o f us w ho d o n ’t “succeed,” or w ho succeed “too m uch?” It
is m aking m e m ad know ing the truth o f this culture, w hich is so obvious and y et so
strategically dissim ulated in the everyday that it becom es invisible, and nothing is
left but the violence th at results from its disappearance. H ow do y o u point out the

“A Letter to My Sister” continued
horror o f som ething th at is so fundam entally banal and routine that it ceases to appear
traum atic? A nd w hen y o u do p oint out the lie that is the truth, y o u feel (and usually
are) alone in seeing this and w anting to root it out. It’s enough to m ake you paranoid,
because it is such a thorough conspiracy— how can y o u reform som ething that is so
structural, so absolutely essential to the constitution o f this society? Therapy and
social w ork are out o f the question, because the point is not to help or to cope— no
token o f chance can rectify this injury. W hy w ould y o u w ant to place y o u rse lf into
the hands o f an institution th at seeks to resocialize y ou into the environm ent that
m ade a m ess o f y ou in the first place? O ur inclusion into the A m erican process turned
out to be the w orst form o f oppression. M ost people are proud to call them selves
A m ericans, but w hy w ould y o u w ant to becom e a productive, w ell-adjusted citizen
w hen the prim ary requisite o f A m erican-ness is racism ? Isn’t our m adness often the
only evidence w e have at all to show fo r this civilizing terror?
We becam e pathetic victim s o f whiteness. We perm ed our hair and could
afford to buy trendy clothes. M oney, at least, gave us som e m aterial status. B ut we
knew w e could never becom e “popular,” in other words, accepted. It had som ething
to do w ith our “alm ond-shaped” eyes, but w e never called it racism . You once asked,
“W hat’s w rong w ith trying to be w hite?” You said y o ur w ay o f dealing w ith racism
w as not to let them know it bothered you. B ut they don’t w ant it to bother us. I f it did,
they w ould have a revolution on their hands. The “just-convince-them -they-shouldbe-like u s” tactic. It is so im portant for the A m erican racial hierarchy to keep us
consum ing its ideals so w e attack ourselves instead o f the racial neuroses it m anufac­
tures.
I feel disgusted and angry and so, so sorry w hen I think o f how I participated
in the self-hatred th at helped to kill you. I did not like to be rem inded o f my own
“O rientalness,” and I could not be satisfied w ith our failure to fit into the w hite A m eri­
can mold.
So, w hy am I w riting to you, dearest sister? It w ould be nice to extract an
ultim ate m eaning from all this, to acquire som e com fort from analysis, but I am still
confronted w ith the abysm al m agnitude o f my soullessness. (That is w hat it feels
like, the utter uprootedness o f living in this lobotom izing culture.) I cannot hope to
achieve a level o f w holeness, because m y soullessness refuses to be quiescent under
this civilizing regim e. I am w riting to let yo u know th at I still rem em ber, and I will
live to tell it regardless o f my state o f ruin, w hich m eans I think it is possible to
m ilitate against violence and loss w ithout buying into civility and unity. I am not
even calling for anarchy; I cannot allow m y self th at luxury because w e already live in
a (nation-)state o f organized chaos. Your presence haunts and com pels m e to recount
your death. M aybe my story w ill be useful in som e w ay— to galvanize a historical or
political consciousness— w ho know s? M aybe through rem em bering I w ill even find
a patchw ork place fo r m y self to take root, ju st as w e do in my dreams.
This is an excerpt from a longer essay in a collection of writings by
Asian-American women entitled Making More Waves.
67

Pefending Your Choice
T h e I3ig P i c t u r e
Elly M a t e a m u r a E rin S c h m d t
a n d T h e r e s a Ann E r i d g e m a n

Roe v. Wade: the Supreme Court case legalizing a woman’s right to choose
abortion has been around our entire lives. In 27 years, memories o f back alley
clinics have faded - the past is past, right? Wrong. It’s too soon to start taking
reproductive freedoms for granted. The next president will appoint two or three
Supreme Court justices, potentially changing the Court’s position on this pivotal
case. George W. Bush supports the Republican call for a constitutional amend­
m ent outlawing abortions; do you think he, if elected, would appoint pro-choice
justices? .And why is it that while the majority o f .Americans support choice, the
majority o f Congress votes anti-choice? .Are we supposed to ju st stand by and
watch as the government tries to legislate our bodies?
We as students play an important role in
Are we supposed to this struggle, both as advocates for choice
ju st stand by and and as people deserving control o f our fu­
watcli as th e govern­ tures and reproductive capacities. One mil­
lion .American teenagers become pregnant
m ent tries to
each year, and 78% o f pregnancies in .Ameri­
legislate our bodies?
can women aged 18-19 are unintended. Over
one third o f women said that their reason for having an abortion was that having
a child would interfere with attendance at school; over a quarter said they could
not afford to support a child because they were a student or about to become one.
Studies also show that women over 25 earned on average $12,897 if they went to
high school but had not graduated versus $31,071 if they had a bachelor’s degree.
The reality is clear: students need choice and women need education, (http://
www. choiceusa. org/facts03 .html)
.And yes, you can do something: Your voice does count in the political pro­
cess; you can affect social change. .Anything you do will help: get informed,
speak up about your pro-choice views, vote, fight the stigma on sexuality, write to
elected officials, practice safer sex, work with Stanford Advocates for Children to
obtain free child care for even' Stanford student and employee, and join Students
for Choice in our fight for reproductive freedom for all.
Freedom o f choice means having power over when, whether, how and with
whom you have sex; seeing the connections between misogyny, racism, class
oppression, homophobia, HIV-related discrimination, and opposition to repro­
ductive rights; and supporting everyone’s reproductive choices - nuclear families,
alternative families, single parents, dual-income households - to make every child
a wanted child.

Subscribe pro-choice@lists.stanford.edu
6&

A t Stanford, Pilipinos com prise one o f the sm allest A sian A m erican groups even though
they are the largest A sian A m erican ethnic group in C alifornia and the second largest in the
U nited States. The Stanford P ilipino A m erican Student U nion (PASU) w as founded in
1990 and has since been a social/cultural/political organization for P ilipinos (and friends)
on the Stanford campus.
Pilipino A m ericans a t Stanford are n o t targeted by affirm ative action policies because
they are lim p e d in the A sian A m erican category. F orm er Asst. D irector o f U ndergraduate
A dm issions, C ecilia Evangelista, a P ilipino A m erican, said the lack o f good student coun­
seling in high school is one reason the Stanford Pilipino A m erican com m unity is so small.
A ccording to Cecilia, “ Stanford is looking at the top applicants com ing out o f h ig h school.
M any groups, including Pilipino A m ericans, have traditionally n o t h ad great access to
student counseling.” In light o f this, PASU has tried
to encourage the A dm issions Office to m ake a stron­
ger effort in adm itting m ore Pilipino A m ericans.
PASU has asked the office specifically, although
unsuccessfully, to declare them a targeted m inority
like A frican A m ericans, C hicano/Latinos, and N a ­
tive A m ericans.
O ther pro-active projects PASU has under­
taken to increase the num ber o f Pilipinos at Stanford
include raising m oney for a P ilipino A m erican
scholarship fund, coordinating visits o f Pilipino
h igh school students to S tanford and organizing
Pilipino Y outh Leadership Conferences. A nother
significantPilipino youth outreach effort associated
w ith PASU is the Project PU LL Academy. E ach
summer, Project PU LL puts on an A cadem y L ead­
ership Challenge and College Preview w hich pulls

instead of
cursing
the
darkness,
light a
candle.

together tw enty-five m otivated Pilipino A m erican
(and other m inority) h ig h school students from
across the county to sim ulate the college under­
graduate experience and to strengthen their leader­
ship skills.

To get involved with PASU, email Kuusela Hilo,
kuusela@stanford edu

Rabindra
Nath Tagore

<

Sweating the Petails
Jennifer Wekselbaum and F red Luminoso

>

ii

Did you ever stop to wonder w hose hands labored over your cloth*
ing before it ever got to the store?
Who w orked in 100 degree heat, w ith heavy dust in th e air, drank d irty w a te r all
day, and w e n t home a t night to feed a fam ily on 10 cents an hour?
W hat wom an was forced to choose between having an abortion o r losing her job?

...in order that some retail clothing store like Nike, the GAP, Target could make
enormous profits..
And w ha t San Jose resident w en t blind from the detailed w ork o f p uttin g your
co m p u te r’s parts together?
Whose young children w orked through th e n ig ht assembling circu it boards, w ith
no overtim e pay?

...in order that some company like Hewlett Packard or Sun Microsystems could
make big bucks..
C om panies throughout the m anufacturing industry use sw eatshop labor, both
around the w orld and in our ow n community. The corporations listed above are ex­
am ples o f the rule, not the exception. T hough there are law s to ensure that w orkers
earn at least a m inim um w age and w ork under safe conditions, they are often v io ­
lated, or are too w eak in the first place to do m uch good.
B ut how can the industry change? I f a garm ent w orker raises a com plaint, s/he
risks being fired - a risk m ost cannot afford. B ut w hat if every garm ent w orker in the
factory stood together and raised the sam e com plaint, refusing to w ork until they
w ere treated w ith respect? A nd w hat if the com pany w asn’t allow ed (as they do now )
to harass and intim idate w orkers fo r their com plaints, or call in scabs? A nd w hat if
the com pany began to lose profits because o f it...
Then, they w ould listen.
A nd th a t’s called w orker power. O nly by organizing into unions and standing
together - across racial and national boarders - can m anufacturing w orkers gain the
respect they deserve.
A s students and hum an beings, w e play a critical supporting role in the struggle
against sweatshops. It’s not easy to stand up to y o u r em ployer - but know ing that
there is a com m unity o f concerned people standing beside you can m ake the differ­
ence.
Over the past few years, students at colleges and high schools around the country
have begun to dem and th at their universities purchase clothes that w ere m ade under
safe w orking conditions, for decent w ages. Students at D uke and G eorgetow n staged
70

sit-ins and successfully dem anded that their universities require full disclosure o f
factory locations and health and safety standards before signing the C ollegiate L i­
censing C om pany’s anti-sw eatshop code o f conduct. 150 cam puses nationw ide have
jo in ed the struggle against sw eatshops, and this m ovem ent has gained incredible
m om entum . Students took over o f the president’s office at the U niversity o f M ichi­
gan. H arvard students held a 350-strong rally in support o f garm ent w orkers. The
A sian A m erican Student A ssociation a t Stanford presented an aw areness-raising fash­
ion show. A t the U niversity o f A rizona, students w aged a record-breaking, 216-hour
sit-in and em erged victorious.
We are standing at a critical m om ent in labor history; unionization is on the rise
for the first tim e in decades. So, w e can either let ourselves be duped by the corpora­
tions w ho w ould have us believe that w orking conditions are ju s t fine and dandy, or
w e can take a stand in support o f those w orkers w ho are organizing. We can honor
boycotts, attend rallies, w rite letters, com e o u t to picket lines. W e can look for the
U nion o f N eedletrades, Industrial and Textile Em ployees (UNITE! ) symbol on clothes,
and m ake sure w e buy from union m anufacturers. A nd as students, w e can hold our
universities accountable fo r the m erchandise they buy and sell.

Contact jwekseib@stanford.edu

Support Community Organizations
and Earn Money!
If you receive a financial aid package from Stanford, you probably
qualify for the Community Service Work-Study program. Basically,
you get a job (during the school year or summer) working with a non­
profit organization who agrees to pay 10% of your wages. The other
90% is covered by Stanford and the Feds. It’s a great way to earn
money and support community organizations that have limited
resources. For more information, visit the Haas Center for Public
Service (http://haas.stanford.edu).
71

K n o w Yo u r Hi s t o r y ! ( o r b e d o o m e d t o r e p e a t i t ...)
Lo u is e A u e r h a h n
So you’ve got a problem on campus. You organize, educate yourselves, raise a ruckus,
and finally the Administration responds. What do they say? “Let’s write a report.” For the
next year (or 2 or 3), you put all your energy into detailing the compelling reasons for
action and giving recommendations for concrete actions. What happens to that report?
All too often, it gets shoved in a drawer and ignored. But these reports - their history,
data, analysis and recommendations - are vital tools for mobilizing student action today!
Tirelessly devoted community advocates compiled these reports knowing they were be­
ing contained in a stall-tactic; nevertheless, they were committed to producing powerful
documents that would enable others to avoid being sucked into a task force process. Know
these reports, and use them to help carry forward your current struggles and show that
change is long overdue. Keep them on the table - and out of the drawers! !!
Building a Multiracial, Multicultural University Community: Final Report of the
University Committee on Minority Issues (UCMI), March 1989. The UCMI was
established in 1987 as one of the demands of the Rainbow Agenda (see Takeover ’89, p.
xx). Two years later, it issued a landmark report that made 130 recommendations. An­
nual reviews were conducted in 1990 (see below) and 1991; however, these reviews
stopped when President Casper took office in 1992.
Stanford University Self-Study, April 1990. First annual review of the UCMI report.
Developed “institutional standards” around diversity, evaluated what progress had and
had not been made towards UCMI goals.
Final Report of the Provost’s Committee on the Recruitment, Retention, and Gradu­
ation of Targeted Minority Graduate Students, June 1994. This seven-month study
concluded that “When all is said and done, Stanford didn’t meet the UCMI standard” for
graduate student issues. One of its recommendations was a progress report in 99-00 by a
Prov ost-appointed com m ittee. Online at http ://icarus. stanford, e du/103690
Final R eport: Women’s Needs Assessment Study G roup, Fall 1992. Comm issioned in
1989, this committee made twelve recommendations; the first was the establishment of a
Committee on the Status of Women to address the needs of women faculty, staff and
students. Also see the student-authored Women’s Center Funding Proposal (see p.58)
Report of the Committee on the Recruitment and Retention of Women Faculty at
Stanford (“Strober Report”), Sept. 1993. Concluded that “Stanford is seriously lag­
ging with respect to recruitm ent and retention of worn en faculty. ” Did spur someaction,but,
Provost Rice decided “on principle” not to develop hiring plans for women faculty.
Status of Women on the Stanford Faculty, Faculty Women’s Caucus, Spring 1998.
This report found that by 1997 there was “a m ood of crisis” among worn en (and m inority)
faculty, “an uneasy sense that the University’s commitment to diversity was declining.”
(see p. 25) Discussed factors that contribute to gender bias in hiring and tenure and how
the University could address these issues. Online at http://icarus.stanford.edu/106056
The Report of the Dean of Students’Working Group on Lesbian, Gay, and Bisexual
Student Needs, March 1995. The comprehensive report, which took 3 1/2 years to
prepare, examined the climate experienced by LGBT students. Made 94 recommenda­
tions 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 Pro­
posal for a Full-Time Director.
These reports are all available in the ASSU President’s office; community centers and
departments may have copies as well. See http://diso.stanford.edu/diso for full article.
72

Unsung Heroes
Tim Ly
From the moment you started to consider Stanford as an option for col­
lege, you no doubt heard about the “entrepreneurs” that have sprung from its
halls; among the many companies started by Stanford graduates are HewlettPackard, Sun Microsystems and Yahoo. But little mentioned are the many other
initiatives and programs that Stanford students, like yourself, have started or con­
tributed to in their efforts to promote social change and the common good. It
would be impossible to list them all, but here are a sampling o f some o f Stanford’s
m ost “entrepreneurial” and inspirational alumni:
V

(Skid© la g e lo f founded Eastside College Preparatory School in East Palo Alto

V

Steuen Chen (’96, medical school ’00), organizer of Public Service medical Scholars
program (PRISmS) and alternative classes for med. students

V

M a g d a Es c o b a r
& B a r t De c r e m
f o u n d e d P l u g g e d ~ In ,
COMMUNITY TECHNOLOGY CENTER IN EAST PALO ALTO

V

IIol> d r i l l a n il T a j M iw tn p lin f o u n d e d A t rlie C r o s r o a ils ,
a s t r e e t y o u l li sii|»|»orf |»roi|i*am in S a u F r a n r is r o

V

Prija Haji founded Free at Last, a community-based program providing culturally ap
propriate treatment programs, residential services and support to those dealing with
addiction, incarceration, and family breakdown

V

Kris Hayashi (Asian American Studies '96) and C harisse Domingo (Ameri
can Studies '97), organizers and mentors with Youth United for Community
Action (YUCA), a youth-of-color-led environmental justice organization

V

C a r o l y n L au b - Started th e Bay Area Gay-Straight Alliance Net­
work, a youth-led organization th a t connects school-based Gaystraight Alliances to each other and to community resources

V

J h IIhk P a r t i n ro -f» iin « lc « l S t a n f o r d ’s IHiiliitino American Student Viiion
a n i l f o u n d e d P r o j e c t I 'C L L

V
V

A b b y R e y e s , f o u n d e r o f Women W o r k i n g f o r Change
S t e v e W illia m s (A m erican S tu d ie s '9 2 ) fo u n d e d POWER, People
O rg an ized to Win E m p lo y m en t R ights, a n o rg an iz atio n o f lowa n d -n o w ag e w o rk e rs including w o rk fare w o rk e rs.

a

Women Defending Ourselves collective began teaching physical self
defense and assertiveness training to women a t Stanford in 1905.
Though a disputed Title IX complaint forced them off-campus in
1993, WDO stiii offers classes in th e area. (Title IX is a 1972
regulation prohibiting sex segregation in schools th a t receive
federal funding.) Take a class!
email: wdo@wdo.org
73

Seeing the
Connections
S a l a s S a r a i y a and Louise A uerhahn
Though 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 attempt to show these linkages, to give a sense o f the context in which events
occurred, what progress we have made and what is still to come.

Page numbers refer to articles in this D is-0 Guide.
1965-1969 - T he anti-w ar and Black liberation struggles reach a
high tide all over the country - including Stanford, p.28
A pril 8 ,1 9 6 8 - Four days after M artin Luther King, Jr. ’s assassi­
nation, sixty B SU m em bers take over the M em A ud stage from
the President and issue ten dem ands challenging Stanford to prove
its com m ittm ent to fighting racism , p. 19

i¿í

¿

4* £

¿JL c4 * L C M

*

A C & Á 14 / I

1969 - African & Afro-American Studies program is established, p. 19

4*

C C 1 4- ‘i’ •

1969 - Students begin SW O PS I (S tudent W orkshops on Social
and Political Issues), a student-initiated course program , p. 8
Nov. 1970 - N ative A m erican students and faculty unite to op­
pose Stanford’s stereotyped “ Indian” perform ances at athletic
events. They establish the Stanford A m erican Indian O rganiza­
tion (SAIO). p. 56

A-C%

%4X~

ÿ U Î tA . M l A
4a 4 a

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Feb. 1972 - SAIO and others succeed in getting Stanford to dis­
continue use o f the “ Indian” as its m ascot, p. 56
M ay 3, 1987 - 900 Stanford students rally in W hite Plaza, then
occupy the adm inistration building to protest Stanford’s support
o f apartheid South Africa, p.30

fa *

1989 - A student-faculty coalition supports W ebb R anch w orkers
in their successful unionization drive, p .5 1

4*

M ay 1 5 ,1 9 8 9 - O ver 60 students take over President K ennedy’s
office to dem and action on the Rainbow A genda, p.41
1991 - A dm inistraion cancels SW OPSI. p. 8

t& l
a
l

V/

4V-cnlA.
-

fJ l¿ 4 4 X 4 A

MmaÁjzJUí

1993-94 - A coalition o f students publish the first D is-O rientation Guide.
1994 - Students disrupt a Faculty Senate m eeting to dem and an A sian A m erican Stud­
ies program , p.22
M ay 4, 1994 - C hicano students begin a hunger strike a t daw n; three days later, at
11:30 pm , adm inistrators and strikers sign and agreem ent resulting in the creation o f
C hicana/o Studies at Stanford, p. 10
74

Seeing the Connections continued
Nov. 1996 - C om parative Studies in R ace and Ethnicity program is established, p. 19
Nov. 1998 to present -Stanford under investigation by the U.S. L abor Dept, for pos­
sible illegal discrim ination against w om en in hiring, prom otion and tenure, based on
a 400-page com plaint filed by faculty m em bers, p.25
Feb. 1999 - The W om en’s C enter gets a full-tim e director, p .58
1999 - T he L G B C C gets a full-tim e director, p.72
Spring 1999 - Bon A ppétit w orkers, w ith the support o f SLAC and M EC hA , success­
fully negotiate a contract including a yearly w age increase, p. 16
Spring 1999 - Six U C Berkeley students, supported by students from Stanford and
throughout the Bay Area, g o on hunger strike to protest cuts in Ethnic Studies at
Berkeley. B erkeley agrees to their dem ands, p.36
O c t 1999 - O u t o f 1640 faculty m em bers, 1401 are w hite and 1316 are male. A fri­
can-A m ericans and L atinos each m ake up less than 3% o f the faculty, p.6
Nov. 3 0 ,1 9 9 9 - A n estim ated 100,000 protestors, including 24+ from Stanford, shut
dow n the W orld T rade O rganization m eeting in Seattle, p.48
Feb.-Sept. 2000 - In solidarity w ith O akland residents, SEAS dem ands Stanford H os­
pital stop incinerating its w aste in E ast O akland. O ver 650 people send postcards to
the H ospital supporting SE A S’ dem ands, p.33
Feb. 3, 2000 - Bay A rea youth and Stanford students rally at H oover Institute to
protest the anti-youth Prop 21, sponsored by H oover Fellow Pete W ilson, p. 20
Feb. 2 2 ,2 0 0 0 - D espite the opposition o f residents and students, Palo A lto passes an
anti-panhandling ordinance, p. 52
M arch 7, 2000 - Props 21 and 22 pass, crim inalizing C alifornia’s youth and outlaw ­
ing gay m arriage, p.20 & p.50
M arch 10, 2000 - 200 Stanford students rally in W hite Plaza to protest the acquittal
o f the N Y C police w ho killed A m adou Diallo. p. 26
M arch 2000 - A ju ry finds th at Stanford M edical School illegally fired Dr. Colleen
Crangle in retaliation for h er com plaint o f gender discrim ination, p.25
M ay 2000 - C andidates running under the Platform for Accountability and Change
(PAC), a coalition o f progressive student groups, are elected A SSU President, Vice
President, and Senators, p. 12
M ay 2 5 ,2 0 0 0 - O ver 225 students, professors, and w orkers unite to dem and a livable
w age for Stanford janitors, in a rally th at shuts dow n Palm Drive, p.60

Be patient. It may take thirty years, but sooner or later they’ll
listen to you. In the m eantime,

keep kicking ass:

- Florence Kennedy
75

People to Meet

>

Although it is hardly comprehensive, here is a list of professors
who take seriously the idea that education is a process of teaching
students to question and think.
Lucius Barker
Joel Beinin
Cl ayborne Carson
Gordon Chang
Nadinne Cruz
Greg Dees
Carol Delaney
Harry Elam
Luis Fraga
Estelle Freedman
Suzanne Greenberg
Monika Greenleaf
Akhil Gupta
Terry Karl
Tony Kramer
Mark Mancall
Purnima Mankekar
John Manley
Ray McDermott
Michael McFaul
Cherrie Moraga
Paula Moya
Susan Okin
David Palumbo-Liu
Rush Rehm
John Rickford
Eric Roberts
Richard Roberts
Renato Rosaldo
Debra Satz
Thomas Sheehan
Carolyn Wong
Sylvia Yanagisako
Yvonne Yarbro-Bejarano

Political Science
History
History
History
Urban Studies
Public Policy
Cult. & Soc. Anthro
Drama
Political Science
Feminist Studies
SLE
Slavics
Cult. & Soc. Anthro
Latin Amer. Studies
Dance
History
Cult. & Soc. Anthro
Political Science
Education
Political Science
Drama
English
Political Science
Comparative Lit.
Drama
Linguistics
Computer Science
Afro-American Studies
Cult. & Soc. Anthro
Philosophy
Religous Studies
Political Science
Cult & Soc. Anthro
Chicano Studies

76

Thought
w ith o u t
practice
is em pty;

practice
w ith o u t
th o u g h t
is blind.

- Kwam e
Nkrum ah

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77



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03

Places to 5 ta rt

i

Laura Jean Torgerson

This is just a short list o f some of the many organizations and places to
get involved here at Stanford...

Campus Community Centers - Drop in for a visit!
Asian American Activities Center (A3C)
Disabled Community Cultural Center (DC3)
Black Community Services Center (BCSC)
Lesbian, Gay, Bisexual Transgender Community Center (LGBTCC)
Native American Cultural Center
El Centro Chicano
Women’s Community Center
Haas Center for Public Service
Bechtel International Center
U m brella O rganizations:
AASA (Asian American Students Association)
aasa@lists.stanford.edu
BSU (Black Student Union)
email hf.bcs@forsythe to join the BCSC list
Disabled Students o f Stanford
dss@lists.stanford.edu
Lesbian, Gay, Bisexual, Transgender Community
qnet@lists.stanford.edu
MECHA (Movimiento Estudiantil Chicano de Aztlan)
me cha@ lists.stanford.e du
SAIO (Stanford American Indian Organization)
contact Patrick,pclewis@leland to join the list
Women's Coalition
womens-coalition@lists.stanford.edu

G rassroots/C om m unity O rganizing Groups:
SEAS, an organization for social and environmental justice
seas-members@lists.stanford.edu
SLAC (Student Labor-Acton Coalition)
labor-slac@lists.stanford.edu
lb

Com m ent on th e Guide! W rite d15cu55@d150.3tsnford.edu
with your provocative thoughts, suggestions, and feedback,
We are on campus.

C ontribute t o th e Guide! W rite discuss@diso.stanford.edu
to o ffe ro r request an article on a certain topic o r to get

involved with the production o f the guide,
Pass along you r copy o f th e Guide to a friend!
Thsre are not enough copies fo r everyone on campus to have
their own.
WARNING: T his Guide is nowhere near com plete, I t is up
to you to continue disorienting!

And I said, ‘Why doesn't somebody do
something?!1
Then I realized: I am somebody.
79

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

so, what are you waiting for?

Item sets