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91�Թ�’s Manager of Curriculum and Instructional Design Rylan Sekiguchi was announced this week as the recipient of the for his authorship of The prize is awarded annually by the Association for Asian Studies, which will formally honor Sekiguchi in a ceremony at 2pm PDT on March 24, 2021. This is the third time that Sekiguchi has won the award.

91�Թ� co-developed the website for What Does It Mean to Be an American? with the . What Does It Mean to Be an American? was inspired by the life of Secretary Norman Mineta, former U.S. Secretary of Commerce under President Bill Clinton and U.S. Secretary of Transportation under President George W. Bush. President Clinton, President Bush, and Secretary Mineta contributed video interviews for the website.

Established in 1995 by the AAS Committee on Educational Issues and Policy and the Committee on Teaching about Asia, the is awarded annually to recognize an outstanding pedagogical, instructional, or curriculum publication on Asia designed for K–12 and college undergraduate instructors and learners.

Grandparents have an endearing position of high stature in Mexican culture. Grandchildren have countless stories about the ��������ñ�� (endearment) they receive from Abuelito (Grandpa) and Abuelita (Grandma). My immigrant grandparents sacrificed a lot when they migrated to the United States. Their courageous journeys and perseverance to attain the American dream left an invaluable mark on me. My �����ܱ�����ٴ�’s journey to the United States initially on the Bracero Program led me to conduct research on the program. The Bracero Program was a binational labor agreement between the United States and Mexico that was in effect from 1942 to 1964. It was established due to the labor shortage brought about by World War II. Thousands of Mexican men were recruited and joined the program to work primarily in agriculture in states like California.

It was my �����ܱ�����ٴ�’s ��������ñ��, work ethic, and courage as an immigrant that I have never forgotten. My abuelito worked in the highlands of Jalisco, Mexico, where his skilled farm labor contributed to making the highlands of Jalisco productive for the cultivation of agave. Thousands of the region’s men—including my abuelito—joined the Bracero Program and left Mexico for the United States. Once in the United States, they worked in the agricultural industry and transformed it into the multibillion-dollar business that it is today.

In my research, I have had the chance to interview members of the family of Rafael Silva, who was also a bracero from Jalisco. One of his grandsons, Isa Silva, will be entering Stanford next fall as a recruit for the Stanford Men’s Basketball team. I recently had the chance to talk with Isa and reflect upon the legacy of his abuelito and mine. The work that they performed was brutal, often working with the short-handled hoe for long periods. Reflecting on his �����ܱ�����ٴ�’s contribution to making the Salinas Valley into the “Salad Bowl of the World,” Isa noted, “My grandparents’ immigrant journey and hard work means everything to me. It’s one thing that motivates me and inspires me. I respect the generations before me and am forever grateful for their sacrifices. Because of my grandparents and parents, I work hard in the classroom and it has taught me to give back.”

After the Bracero Program formally ended in 1964, agricultural executives sponsored thousands of braceros like Rafael Silva to stay in California. Not only had the braceros’ lives been transformed from rural poverty in Mexico to making working-class earnings, but their hard work would also eventually transform the lives of their children and grandchildren like Isa. Considered the “Ellis Island” for many Mexican immigrants, the U.S.–Mexico border became an important migration corridor for thousands wanting to find work in the agricultural fields in places like the Salinas Valley. For many young braceros, their earnings provided them with the hope of one day marrying and starting a family. For Rafael Silva, that hope became a reality when he married Eva Silva Ruelas and they settled near the U.S.–Mexico border in San Luis, Sonora, Mexico. While Rafael worked in the agricultural fields in Arizona, Eva and her young children resided in San Luis. Eventually they were able to move together to the Salinas Valley where Rafael continued working in the agricultural fields and Eva worked at the Matsui Nursery, a company founded by Andy Matsui, an immigrant from Japan.

My research has uncovered numerous stories of braceros like Rafael Silva overcoming poverty. Among children and grandchildren of braceros are professors at U.C. Berkeley and Stanford, members of the U.S. Congress and California legislature, as well as successful entrepreneurs, attorneys, educators, physicians, and a former NASA astronaut. Despite these successes, braceros themselves have received little recognition. With this in mind, I decided to organize an event with 91�Թ� to honor braceros, with hopes that it would also make an indelible impression on a Mexican American generation whose bracero fathers or grandfathers had made major contributions to the U.S. economy. They, too, were part of America’s “Greatest Generation.”

On February 26, 2014, ten former braceros and their families were invited to an event at Encina Hall at Stanford. The invitees included Rafael Silva and Eva Silva Ruelas. Former FSI Director , who is currently a California Supreme Court Justice, spoke along with Stanford Biology Professor and me. 91�Թ� Director Gary Mukai moderated the event and spoke about his youth as a farm laborer working with braceros. The evening was historic in that it was one of only a few times that former agricultural workers were recognized at a university. In the photo, I am standing next to my abuelito, José Guadalupe Rodriguez Fonseca, top left. Isa’s abuelito, Rafael Silva, is in the front center.

What else stood out that evening was the Silva grandchildren’s palpable love for their grandparents. One photo of the evening captures the Silva family legacy. Rafael (wearing a Stanford sweatshirt) and Eva Silva are in the middle with six of their children and numerous grandchildren surrounding them. Isa is standing in front of his grandfather. Three of their grandchildren are currently attending Stanford, with Isa soon to become the fourth. Reminiscing about the event, Isa noted, “I was a ten-year-old boy. It was cool to see the whole family get together and be there. We were there to support my abuelito and recognize all his hard work. It was great to see him honored for what he did so long ago. As we grow older, we appreciate him more and more.” Isa knows that his abuelito and �����ܱ�����ٲ�’s journey is what transformed the Silva family and made his own American dream possible. Reflecting that pride in his family’s story, Isa closed our conversation by saying, “On and off the court, I will always represent being Mexican American.”

The following is Part 2 of a multiple-part series. For Part 1, please visit here.

Since the unprecedented events on January 6, 2021, I have had the chance to communicate with many young students. Like many Americans, they too are concerned about the divisions in U.S. society and what has been projected abroad about what it means to be an American. On December 8, 2020, 91�Թ� posted an article that highlights eight reflections from students. This article features eight more students from diverse backgrounds.

As I mentioned last month, my hope is that the free educational website—“”—will help students reflect upon their civil liberties during this challenging time. The lessons were authored by 91�Թ�’s Rylan Sekiguchi for use at the high school and college levels, and the website was developed by the Mineta Legacy Project in partnership with 91�Թ�.

One of the students, Junow Iwasaki, is an American who is enrolled in 91�Թ�’s Stanford e-Japan course, which introduces U.S. society and culture and U.S.–Japan relations to high school students in Japan. The other seven students are living in the United States. The reflections below do not necessarily reflect those of the 91�Թ� staff.

Ana Maria Griffin Morimoto, New York:
Being an American means eating turkey and sushi for Thanksgiving dinner.
It means decorating the Christmas tree, and finding presents.
It means wearing a kimono on New Year’s Day, and eating osechi-ryori [traditional Japanese New Year’s foods].
Being an American means I get the chance to fight and reach my dream of becoming a performer.
It means choice—free and independent to be exactly who I want to be.
It means beauty on many levels.
The beauty of loving whoever I want to love.
The beauty of knowing I can make it.
Being an American means being an immigrant.
I can choose to speak Spanish or English with my classmates or co-workers.
Being an American is being a former orphan from Colombia who gets to share what it is to be an American.

Mana Iketani, Hawaii:
December 7, 2020 marked the 75th anniversary of the Imperial Japanese Navy attack on Pearl Harbor in 1941, killing 2,403 people, and led to the United States’ formal entry into World War II. It is a terrifying topic to learn in school in Hawaii as a Japanese immigrant, causing me to inevitably think, “Would my classmates start discriminating against me or disdain me?” Against my prediction, I never faced any discrimination since I moved here at age nine, even after my classmates learned the history. People in my state are respectful to each individual, tolerant of the diversity of backgrounds, cultures, and ideas. Respecting others and yourself is what it means to be an American in one of the most diverse countries of the world.

Junow Iwasaki, Tokyo, Japan:
I was born in New York as a dual citizen but have lived in Japan ever since I was a baby. Though I am an American, I have hesitated to talk openly about my nationality because I want to “fit in” with others. However, having experienced funny looks from kids and adults who ignore me, I have come to realize that I cannot simply be perceived as Japanese either. I am still figuring out my identity, but I think being American is not just speaking English or acting outspoken and bold. Americans living abroad like me contribute to the fabric of what it means to be an American. Despite how I have been perceived, I wish that I could simply be who I am, an American who embraces two cultures.

Sienna Mack, Washington:
Being an American should have nothing to do with your race, your citizenship, or your religion. The only thing that defines an American should be the will to stand up for what is right no matter what. It should mean striving for the American dream of “life, liberty, and the pursuit of happiness” regardless of how big or small your efforts are. True patriotism means understanding that this country was founded on ideals yet to be achieved, and as Americans, humans, and citizens of the world, it is our right and duty to realize that dream. Throughout the history of our country, built on revolution, people have rebelled against injustice. And time and time again, as we do so, we reach a little bit closer to the American Dream.

Carrie Masters, Ohio:
Being an American means that I live in a land of freedom, opportunity, and diversity. I have the ability to shape my future. I determine where I live, my career, my religion, my political views, etc. A core Midwestern value is to work hard so that I am prepared to take advantage of opportunities that arise. These chances create responsibility, and it is imperative that we reciprocate by helping others. That help can be in the pursuit of big goals or something simple. Being an American means living with, learning from, and respecting different cultures. America benefits from our different cultural backgrounds and ideas, which become part of who we are. I am fortunate to live where I can make my own decisions and achieve my goals through hard work.

Erykah Lalah Secody, Arizona:
As Native Americans, Navajo, we are citizens of two sovereign nations, the U.S. and the Navajo Nation. We are the only language-minority group in the U.S. with this unique dual citizenship status. But being an American to me means being a citizen in two of the greatest nations in the world, a nation built on meritocracy, as we are taught in our Native homeland, “...if it’s to be, it’s up to me.” Being an American means we are a nation of diversity, a nation of, for, and by the people, a nation of immigrants in their journey to America in pursuit of life, liberty, and happiness.

Eli Stein, Hawaii:
I live in a country rich with opportunities, guided by the ideology that Americans, like the bald eagle, are born with wings granting flight in return for hard work. I have learned this is not the case. While the United States offers opportunity, it is plagued by inherent inequality. Some are born with clipped wings, while others fly with little effort: an inequality driven by systemic racial injustice. The United States is rooted in a repetitious cycle; the rich become richer while the poor suffer hardship. Growing up in Hawaii, a racially and economically diverse state, I witness the unequal opportunities minorities face, a problem often ignored. Homeless children live on Waikiki’s streets, a block from lavish penthouses. Despite the inequality, I still believe that with unity, we can create change.

Michelle Thurber, California:
My favorite part about being American is that when I think of the word “American,” no particular race or religion comes to mind. I feel connected to my ethnic background (half-Chinese), while still considering myself entirely American. However, I realize that my perspective may come partly from the fact that I live in the San Francisco Bay Area, where there is always someone around who looks like me. Hateful rhetoric in American politics frustrates me because I experience firsthand the richness that comes from diversity and open-mindedness. What brings me hope is being part of a generation of young people willing to take a stand in favor of diversity—on social media now, and on the political stage in the future.

Over the past few years, I have heard concerns from teachers about how divided they feel the United States has become. Many have also echoed the same civil liberties-related concerns that their students have expressed. My hope is that the free educational website—“”—will help students reflect upon their civil liberties during this challenging time. The lessons were authored by 91�Թ�’s Rylan Sekiguchi for use at the high school and college levels, and the website was developed by the in partnership with 91�Թ�. Inspired by the life and career of Secretary Norman Y. Mineta, the six themed lessons are: Immigration, Civil Liberties & Equity, Civic Engagement, Justice & Reconciliation, Leadership, and U.S.–Japan Relations.

Since the website launched in September, I have invited high school and college students to review and share their reflections on the lessons. Below are the reflections of eight students. These reflections do not necessarily reflect those of the 91�Թ� staff. One of the students, Shintaro Aoi, is a Japanese student who was enrolled in 91�Թ�’s Stanford e-Japan course, which introduces U.S. society and culture and U.S.–Japan relations to high school students in Japan. The other seven students are living in the United States.

Shintaro Aoi, Tokyo, Japan:
I was shocked to learn that during World War II, U.S. President Franklin Roosevelt issued an executive order that was applied to approximately 120,000 people of Japanese descent in the United States, most of whom were U.S. citizens. I came to understand that people of Japanese descent were specifically targeted and labeled as an enemy race. This was very surprising for me because President Roosevelt and General John DeWitt attacked people from their own country. This means they were not only engaging in war with Japan, but also dividing the United States at the same time. The lesson of Japanese American incarceration informed me of the danger of discrimination and political division, and it prompted me to think about the divisions in the United States today.

Kogen Brown, Oregon:
When people around the world hear the word “American,” I imagine they envision a range of different characteristics. However mixed the worldwide perceptions of the United States may be, I believe that there is a certain unique good woven into the American identity. For better or worse, many Americans feel the need to be very loud and outspoken about their ideals. I think, in many cases, that this is a good thing. Positive change doesn’t come quickly from people being passive. Americans, when petitioning for goals aimed to bring about what they believe is right, have never been passive. I believe that this American value has set the standard for much of the world and, for the most part, encouraged positive change across the globe.

Syerra Cabantac, California:
Typically, when you think of being an American, you’d think of freedom, liberty, and equality. However, from what I’ve seen recently, the “equality” part hasn’t been held up. Being African American and Filipino, I’ve seen that despite it being 2020, there are still people who have issues with my color. Although I haven’t personally experienced any discrimination, this is not the case for others. As a teenager today, I recognize that my incredibly diverse generation is the future. The presidential election of 2020 was huge for us, especially now that we will have a powerful Black and Asian woman as our vice president. I do believe that if people would just listen and think about my generation, we can do way better to come together as a nation.

Ilse Cruz, Florida:
What makes me an American is a set of ideals insisting that all of us are created equal and that we all share the freedom and an obligation to speak out and secure our most cherished values for the next generation. I am today a proud warrior with my handmade crown that was earned, not given. I raise my voice loud and proud for those whose families have migrated, for the minority, and for those in the margins who were discarded as another dismal statistic. I aspire to continue to fight for my hard-won American dream, yet to be fully realized. I am today a proud warrior in the American tradition. My handmade crown—like Liberty’s—was earned through tenacious struggle, not a birthright.

Kheira Sage Keams, Arizona:
I am a Navajo born and raised in Chandler, Arizona. Throughout my schooling, I have been identified as a Mexican, Hawaiian, or Filipino. I would correct them, and they are usually amazed. Teachers would normally question me and ask for clarification on lessons regarding Native Americans in Arizona, even though I had no clue about other tribes and knew little about my Navajo tribe. I would share what I learned from my father and Cheii (grandfather) with my teachers and fellow students. Being raised off the reservation gives me a far greater opportunity to learn about our multi-culturally diverse world. I share that with my cousins who live in the Navajo Nation and in return they share and teach me what they experience on the reservation.

Kalia Lai, California:
My identity as an Asian American has always felt complicated and isolating. When I was younger, it was the little things, like how hair chalk wouldn’t work in my black hair because it was designed with a white audience in mind. Now, after learning about discrimination against Chinese Americans in the past and how anti-Asian racism has surged during the COVID-19 pandemic, embracing my Americanness comes with the understanding that there’s still a lot of progress to make. I cannot and would not change my ethnicity, but being an Asian American woman certainly influences the way I live my life. Given the racism and inequity that still exist today, I think being an American means advocating for everyone to be treated justly.

Andrew Lamb, Oregon:
As Americans, it is really easy to ignore our privilege and forget how lucky we are to be born and raised in such a great country. Millions from all over the world have immigrated to America. Just imagine leaving your country, family, and home just for a shot at the American dream. That is what my great, great grandfather George Lambropoulous did. In 1946, during the Civil War in Greece, George, who was only 19 at the time, took only a suitcase and $600 dollars and made his voyage to Ellis Island where his last name was shortened to Lamb. He ended up in Salt Lake City, Utah with only $20. He started his own restaurant that still stands to this day, Lamb’s Grill.

Masako Yang, California:
Born in the San Francisco Bay Area, I fortunately grew up free of any outright racism and took my civil liberties for granted my whole life. When COVID-19 hit the United States in March, however, I became self-conscious of my black hair, dark eyes, and even my name. My Asian heritage, a constant source of pride, suddenly became a recipe for confusion, embarrassment, and guilt. If I walk down the street, would people judge or fear me for my appearance? I felt an inexplicable need to apologize for my family origin. However, I soon realized that the guilt was self-imposed and self-perpetuated. I will break away from my internally perceived racism. After all, I am a proud first generation Asian American in the land of equality.

Additional reflections will be shared in the months ahead.

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

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

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

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

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

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

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

Valerie Wu, a student at the University of Southern California and an alum of 91�Թ�’s Reischauer Scholars Program (RSP), Sejong Korea Scholars Program (SKSP), and China Scholars Program (CSP), recently interviewed Dr. Tanya Lee, instructor of CSP, for US-China Today, a publication of USC U.S.-China Institute.

In the September 26 interview, Lee shares insightful comments on her experiences teaching the CSP, including insights on the importance of studying China for everyone, regardless of their eventual career; and how she identifies topics for the course. In addition, Lee references 91�Թ�’s newest course, Stanford e-China (SeC), which was developed for high school students in China and focuses on “Technologies Changing the World: Design Thinking into Action.” Lee and SeC instructor Carey Moncaster are engineering a collaboration between CSP and SeC students in November, in which they will work on a “green technology” project together, exploring practical solutions to sustainability issues they see in their own communities. The students will also be connecting informally over social media and are very eager to make contact with their counterparts overseas.

Looking back at her experience in the CSP, Wu commented, “The interdisciplinary, global thinking that I cultivated as a student at 91�Թ� has become a fundamental aspect of my academic career. As a Narrative Studies and Law, History & Culture double major with an interest in China, the academic mentorship I received through the CSP highlighted the ways that intellectual study intersects with all these different ways of thinking about a certain topic. The way an issue is framed, specifically the way that we apply our own interpretation to it, reflects not only our understanding of culture, but also our place in it.” For Lee, witnessing students like Wu continue their study of China in college makes her feel more optimistic about future U.S.–China relations, despite the current tension between the two countries.

Wu’s interview of Lee can be accessed .

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

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

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

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

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

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