The following reflection is a guest post written by Yuto Kimura, an alum of the Spring 2021 Stanford e-Japan Program. Earlier this month he graduated from Waseda University’s School of Political Science and Economics.

This is the message I wish to share with high school students considering applying to Stanford e-Japan (or other SPICE programs). As a former participant about to graduate from Waseda University this spring, I can confidently say that the lessons and skills I gained through the program remain invaluable to me, even after five years.

The initial reason I applied for the program was to deepen my understanding of U.S.–Japan relations and U.S. society. Although I was born in the United States, I moved away when I was only a year old and have had little opportunity to engage with U.S. culture since then. While I certainly accomplished that mission through Stanford e-Japan, I came away with so much more. Here are my two biggest takeaways.

The first takeaway is purely skill-based. Throughout the program, we were required to digest a significant amount of reading material to prepare for every class. I vividly remember spending my one-hour train commute focused entirely on these readings. This routine lasted about six months and proved to be an incredible asset during my university studies.

Even at Japanese universities, reference materials are often provided in English; thanks to this program, I was already well-trained to handle them. Beyond reading, the program also honed my ability to write academic papers and deliver presentations. These skills directly contributed to my high grades in university, giving me a head start in areas many of my peers hadn’t encountered until after high school. By dedicating yourself to this program, you are able to sharpen skills that will serve you throughout your future career—a fact that has proven true in countless situations over the last four years.

The second takeaway involves my personal values and perspectives. The most impactful session in the program for me was the one on Japanese American Internment. In Japanese classrooms, we typically learn about the Pacific War through a specific lens—from the Pearl Harbor attack to the invasion of Southeast Asia to the two atomic bombings. However, there is always a flip side to every story.

The program challenged me to look at the war from a U.S. perspective, exploring topics like the rationale behind the atomic bombings through U.S. textbooks, and the internment of Japanese Americans by hearing from some storytellers. You may not necessarily agree with every viewpoint, but acknowledging the existence of differing ones, I believe, is essential to living as a global citizen.

This mindset has stayed with me since then. During my recent solo trip to Malaysian Borneo—an area formerly occupied by Japanese forces—I never missed the opportunity to visit war heritage sites, museums, and Japanese cemeteries in every city. I wanted to reflect on my learning from the program and understand the history through the eyes of the locals.

Lastly, as a proud Waseda alumnus, I also want to highlight the strong, decades-long connection between Waseda and Stanford. From a century-long baseball tradition to Waseda professors of Stanford alumni to countless e-Japan alumni studying here, the bond is deep. If you are considering Japanese universities, I highly recommend Waseda for its rich Waseda–Stanford connections.

Stanford e-Japan is one of several online courses for high school students offered by SPICE, including the China Scholars Program, the Reischauer Scholars Program, the Sejong Korea Scholars Program, Stanford e-Entrepreneurship U.S., Stanford e-China, Stanford e-Entrepreneurship Japan, as well as numerous local student programs in Japan. For more information about Stanford e-Japan, please visit stanfordejapan.org.

To stay informed of news about Stanford e-Japan and SPICE’s other programs, join our email list and follow us on Facebook, X, and Instagram.

This is the second of several articles—focusing on the 50-year history of SPICE—that will be posted this year. 

As noted in the article, “Celebrating SPICE’s 50th: SPICE’s Roots in the Bay Area China Education Project (BAYCEP),” that was written by Dr. David Grossman, founding director of SPICE, SPICE was established in 1976. Professor Daniel Okimoto joined Stanford in 1977, and I met him in 1988 when I joined SPICE. I had first heard of Professor Okimoto in fall 1972 during my freshman year in college. I read an excerpt, “The Intolerance of Success,” from his book, American in Disguise, that was reprinted in Roots: An Asian American Reader. During my first meeting with him, I learned that his family was incarcerated in the same concentration camp for Japanese Americans as my family during World War II. The camp was in Poston, Arizona. Okimoto was born in 1942 at the Santa Anita Assembly Center, a temporary detention facility for Japanese Americans. The detention facility was located at the Santa Anita Racetrack in Southern California, and Okimoto was born in a horse stable. From there, his family was moved and incarcerated in Poston. Since learning about this connection between Okimoto’s family and mine, I felt a strong personal connection to him.

Since the beginning of my time at SPICE, Professor Okimoto has been unwavering in his support of SPICE’s projects on U.S.–Japan relations and the Japanese American experience. He served as the Principal Investigator for multiple U.S.–Japan relations- and Japanese American-focused curriculum projects, the Reischauer Scholars Program (an online course that has been offered to high school students in the United States since 2004), and Stanford e-Japan (an online course that has been offered to high school students in Japan since 2015). One of SPICE’s most popular multimedia offerings is “An Interpretive History of Japan,” which is based on six lectures by Okimoto. Through these projects, I also established a strong professional connection to him.

Professor Okimoto has been an incredible champion for the Reischauer Scholars Program from its inception, rallying other U.S.–Japan experts and leaders to back our mission of teaching and inspiring the next generation of young scholars to strengthen ties between the United States and Japan. Over the past 20+ years, his guidance and example as a mentor have shaped me as a teacher and profoundly strengthened a vibrant community of educators and students.—Naomi Funahashi, Reischauer Scholars Program instructor

Prof. Daniel Okimoto has championed the Stanford e-Japan Program since its inception. In addition to providing some of the lectures for the initial cohorts, Dan was also generous with his time and knowledge with high school students in Japan through guest speaking in Virtual Classrooms.—Waka Takahashi Brown and Meiko Kotani, Stanford e-Japan Program instructors

Importantly, numerous SPICE staff (past and present) have studied under Okimoto, including Dr. Mariko Yang-Yoshihara, an educational researcher and instructor for SPICE whose primary advisor was Okimoto. She noted the following: “Having Dan Okimoto as my doctoral advisor was one of the greatest blessings in my life. What I gained from his mentorship both as a student and as a person was immense, and two moments in particular stay with me today. The first was the Japanese Imperial couple’s visit to the Stanford campus in 1994. Dan’s role as Stanford’s leading Japan expert often meant welcoming distinguished visitors from around the world; and on that occasion, he chose to share something deeply personal, that he had been born in a horse stable as his family was sent to a concentration camp. And in response, Empress Michiko called him ‘another great man born in a horse stable.’ This brief exchange stayed with me through my time as a student as it felt like a real glimpse into my advisor’s life as a Japanese American scholar, carrying the weight of history while still holding onto the quiet warmth of our shared humanity. The second anecdote came shortly after 9/11, when so many of us were grappling with fear and uncertainty of the future. As I sat in his office, anxious and overwhelmed, Dan said very little except, very quietly, ‘I worry about the Muslim American community.’ In that moment, I came to understand how deeply his own experiences had shaped how he cares for the world: amid a national crisis, his heart instinctively focused on vulnerable communities. These were the moments from which I learned the most as his student: lessons in humanity and empathy. They have since become the foundation of the learning goals in the courses I teach. I hope that our work at SPICE will honor and carry forward Dan’s legacy by developing curricula that shed light on the Japanese American experience and nurture empathy and a sense of shared humanity in future generations.”

Image

On behalf of the SPICE staff, I would like to express my heartfelt gratitude to Professor Okimoto for his unwavering support of SPICE. As someone who was born in a horse stable and unjustly incarcerated as a child without due process by his own country—along with approximately 120,000 people of Japanese descent, two thirds of whom were U.S. citizens—and is now Professor Emeritus of Stanford University, he remains a tremendous role model and inspiration to us at SPICE. He and his wife, Michiko, are still contributing greatly to U.S.–Japan relations through organizations like the Silicon Valley Japan Platform and the U.S.-Japan Council. They worked closely with the late Secretary Norman Mineta (left) and the late Senator Daniel Inouye (center); photo above courtesy of Daniel Okimoto. Like Okimoto, Secretary Mineta was also incarcerated by his country as a child during World War II. Senator Daniel Inouye was a Medal of Honor recipient for his service in the U.S. Army during World War II. Like Okimoto, Mineta and Inouye were also recipients of the Order of the Rising Sun. 

To stay informed of SPICE news, join our email list and follow us on Facebook, X, and Instagram.

Stanford e-Entrepreneurship U.S. (SEUS) is an online program offered through the Stanford Program on International and Cross-Cultural Education (SPICE) to high school students in the United States. The application cycle for the Stanford e-Entrepreneurship U.S. summer course will open on March 1, 2026. This article will briefly explore the purpose of the course and include comments from several participants.

The generous support of anonymous donors enables SPICE to offer SEUS free of charge to its participants. The student-centered format of SEUS represents a meaningful effort to help bridge Stanford scholarship with students from different backgrounds, including those who may never have experienced programs like this before.

SEUS Instructor, Dr. Makiko Hirata, refers to SEUS as a “journey of co-learning…to co-create the most meaningful learning experience for everyone by honing our ability to communicate and to collaborate and learn from each other’s experiences, perspectives, and backgrounds.” She notes that students “will consider entrepreneurship very broadly, asking questions about each of our responsibilities and rights as global citizens, and how to increase our efficacy to effect change to create a better future for all beings.” SEUS treats entrepreneurship as a practice: to notice what moves you, sit with complexity, listen across differences, and turn reflection into meaningful actions.

Lessons begin with several days of exchanges among the students via an online discussion board and collaborative group projects, after which, in a live virtual class, SEUSers engage directly with guest speakers with decades of experience at Stanford, Silicon Valley, and beyond.

SEUS’ inaugural session—co-created by 22 students representing 16 states and regions from Puerto Rico to Hawaii—started in November 2025. Comments from several of those students appear below.

“Stanford e-Entrepreneurship U.S. has not only given me the opportunity to learn about social entrepreneurship and deepen my understanding of social issues, but also about different perspectives from all across the U.S. This course taught me many things that I can apply in real-life situations.” —Alua C., TX

“SEUS pushes me to think more critically, listen with intention, and consider perspectives far beyond my own...[It] has strengthened my confidence as a communicator and helped me understand how collaboration and reflection can lead to real change.” —Rihanna E., PR

“I’ve appreciated the experiences our guest speakers bring, reflecting on the journey that took them to where they are today. With AI threatening many industries, it’s more important than ever to observe how our guest speakers and their respective industries/fields are actively growing alongside it.” —Valerie B., IN

“SEUS has challenged me to put my utmost effort into every assignment… Building critical thinking is like exercising a muscle, and SEUS has cultivated my critical thinking like no exercise I had ever done before.” —Alex C., TN

“SPICE created a place where learning felt collaborative and respectful and profoundly human... SEUS would have a tremendous influence on any high school students who are curious, open-minded, and want to grow… because it fosters that type of connection, critical thinking, and global understanding in a big way.” —Chloe K., NV

Dr. Hirata noted that “The exchanges in class have truly brought the best out of these already motivated and ambitious high school students. I hope that many high school students will consider applying for the Stanford e-Entrepreneurship U.S. summer course and that such exchanges continue.”

For updates and application details, please visit the SEUS page on the SPICE website or sign up for announcements.

Stanford e-Entrepreneurship U.S. is one of several online courses offered by SPICE.

To stay updated on SPICE news, join our email list and follow us on Facebook, X, and Instagram.

Applications are now being accepted for the 2026 Stanford/SPICE East Asia Seminars for Teachers in Hawai‘i (Stanford SEAS Hawai‘i). This free professional development program offers Hawai‘i educators a unique opportunity to deepen their knowledge of East Asia and strengthen their classroom teaching. Stanford SEAS Hawai‘i is administered by the Stanford Program on International and Cross-Cultural Education (SPICE) with generous support from the Freeman Foundation. Twenty teachers will be selected to participate in a fellowship running from late March through July 2026.

The application form is available at https://forms.gle/pPgP5GKb19m2QogX8, and the deadline to apply is February 23, 2026.

Open to high school teachers across Hawai‘i, the fellowship includes a series of expert-led virtual seminars held from March to June, followed by a three-day, in-person teacher institute in Honolulu in July 2026. Program content examines East Asia, U.S.–Asia relations, and the Asian diaspora in the United States, with particular attention to Hawai‘i’s historical and contemporary connections. Participants will also receive a wide range of teaching resources and take part in discussions focused on both content and pedagogy to support effective classroom instruction.

Past participants have described the program as both intellectually enriching and professionally affirming. Rukhsanna Guidroz, a teacher at Seabury Hall on Maui, reflected on her experience: “My purpose for participating in Stanford SEAS Hawaii was to find community and inspiration in my work as an educator. I absolutely feel that these goals were achieved. I found both in the passionate teachers I met and the thought-provoking lectures we experienced together. Hearing different perspectives—both historical and personal—helped broaden my understanding of East Asia, while the exchange of ideas introduced me to new teaching strategies that I’m excited to bring into my own classroom.”

Casey Hulten, a teacher at Kea‘au High School on Hawai‘i Island, echoed this enthusiasm: “I was blown away by the amount of information I learned and how it interweaves with our Island history. The combined knowledge of all the speakers was unbelievable. I feel so blessed to have been part of this enriching opportunity.”

For additional information about Stanford SEAS Hawai‘i, including participant benefits and program expectations, visit the program webpage. Applications must be submitted by February 23, 2026.

To be notified of other professional development opportunities, join SPICE’s email list and follow SPICE on Facebook, X, and Instagram.

In addition to Stanford SEAS Hawai‘i, SPICE offers teacher PD opportunities virtually to teachers nationwide and locally in California to middle school teachers, high school teachers, and community college instructors. For more information on those programs, please visit the webpages below.

• East Asia Summer Institute for Middle School Teachers
• Virtual East Asia Seminar for High School Teachers in California
• Community College Programs

Applications are now open for Stanford e-Entrepreneurship Japan (SeEJ), a free online course conducted in English to foster Japanese students’ creative thinking and innovative problem-solving skills to address social issues. SeEJ is offered twice a year in the fall and spring through a collaboration between SPICE and the non-profit organization e-Entrepreneurship in Japan. It is open to Japanese-speaking students, in or from Japan, in their first and second years of high school. The spring 2026 course will be taught by Natalie Montecino and will run from April 2026 through August 2026.

The application form is now available at https://forms.gle/FQDX6NNqj28KKAE37. The submission deadline is March 1, 2026, at 11:59 PM Japan Time.

Stanford e-Entrepreneurship Japan offers students an opportunity to engage with scholars and entrepreneurs from Stanford University and beyond through live virtual classes, which are held twice a month on Sundays. The course will culminate in an individual research paper and a final group project. Students who successfully complete the course will receive a Certificate of Completion from SPICE and NPO e-Entrepreneurship.

Former students consistently point to SeEJ’s interactive and collaborative design as a defining feature of the program. As Karen Watanabe shares, “I really enjoyed the interactive nature of SeEJ, especially the group discussions,” noting that these exchanges helped develop communication and teamwork skills while offering perspectives she hadn’t considered before. Nina Kasamatsu echoes this sentiment, adding that “interacting, sharing, and being able to bounce ideas off of each other has been the greatest aspect of SeEJ,” emphasizing how peer feedback and collaboration through group projects deepened both learning and personal growth. Together, these reflections highlight the program's innovative, discussion-centered approach, where collaboration and dialogue are central to the learning experience.

For more information about Stanford e-Entrepreneurship Japan, visit the program webpage. Interested high school students should apply online by March 1, 2026.

Stanford e-Entrepreneurship Japan is one of several online courses offered by SPICE.

To stay updated on SPICE news, join our email list or follow us on Facebook, Instagram, and X.

This article was written by Dr. David Grossman, founding Director of BAYCEP and SPICE, and draws on a conference paper that he presented in 1978. The updated excerpt and photos (taken in 1974 in the People's Republic of China) were reprinted with permission from Dr. Grossman. Dr. Grossman was the Director of SPICE from 1976 to 1988. This is the first of several articles—focusing on the 50-year history of SPICE—that will be posted this year. 

Prior to World War II, the systematic study of Asia in American schools was rare. Studies of school textbooks found that the few references to Asia were marked by paternalism and stereotypes at best, and by racism and imperialist assumptions at worst. Following U.S. involvement in World War II and the Korean War, there was a notable increase in Asian studies at the collegiate level. At the pre-collegiate level, however, this growing attention to Asia was largely reflected in the addition of a Cold War dimension to the civics curriculum. In this context, China was typically studied as a geopolitical adversary, portrayed even more negatively than the Soviet Union.

In February 1972, a dramatic shift occurred in the tone of U.S.–China relations as a result of President Richard Nixon’s surprise visit to China. This watershed moment generated a surge in public demand for more current and reliable information about China and created new opportunities for reconsidering how China might be taught in American schools.

Image

While the roots of the Bay Area China Education Project (BAYCEP) can be traced to earlier initiatives, the pivotal moment in its development was the June 1972 Wingspread Conference, “China in the Schools: Directions and Priorities.” Previous meetings addressing China education had been convened by professional organizations such as the Association for Asian Studies (AAS), but what distinguished the Wingspread Conference was its timeliness. The three sponsoring organizations—the National Committee on U.S.–China Relations, the Center for War/Peace Studies, and the Johnson Foundation—shared a widely held belief that the moment was ripe for a focused effort to improve education about China in American schools.

One of the central themes of the Wingspread discussions was a critique of prevailing models of scholar–teacher interaction, particularly the assumption that scholars should serve merely as visiting lecturers. Conference participants urged China scholars to become more attentive to the needs of teachers and school systems and to conceive of their work as part of a reciprocal, two-way process. In perhaps the most influential proposal to emerge from the conference, Yale historian Jonathan Spence called for the development of a cohort of “scholar consultants” who would be both substantively knowledgeable and pedagogically sensitive. This idea would become a cornerstone of BAYCEP.

Ultimately, BAYCEP was the only program to emerge directly from the Wingspread Conference. As early as August 1972, Stanford professor John Lewis convened a meeting of San Francisco Bay Area educators and scholars focused on “Teaching China in the Schools.” This group subsequently submitted a proposal to the National Endowment for the Humanities under the auspices of the National Committee on U.S.–China Relations. The proposal was successfully funded and outlined a pilot project designed to strengthen humanities teaching in Bay Area schools by creating new mechanisms of cooperation between university scholars and pre-collegiate educators. It emphasized the educational value of Chinese history, society, and culture for enhancing multicultural education and sought to organize locally available resources on China through consultancy relationships, training programs, and curriculum materials that could later be adapted for use in other communities and fields of study.

The transition from this broad mission statement to a fully functioning program was not linear. Stakeholders debated the project’s target audience, the selection of appropriate content, and staff qualifications. Acceptance of a China-focused initiative in schools was by no means assured; at one point, a district superintendent rejected participation on the grounds that the project constituted “Communist propaganda.” The underlying challenge was to design a China-focused program that was both curriculum-relevant and pedagogically sound.

In this regard, BAYCEP’s most innovative component was the development of an associate, or “scholar intern,” program intended to strengthen links between universities and schools. Graduate students and recent graduates in Chinese studies or related education programs were appointed as project associates. These associates underwent intensive training and mentoring to familiarize them with effective pre-collegiate teaching methods and available instructional resources, which were notably scarce at the time. They then worked directly with teachers through professional development workshops, helping translate scholarly knowledge into classroom practice.

Although BAYCEP was not initially conceived as solely a curriculum development project, the need for instructional materials soon became apparent. In collaboration with university scholars and classroom teachers, the project first produced guides to recommended resources on China. As these guides proved necessary but insufficient, BAYCEP later developed instructional units on topics such as the Chinese language, family life, education, sports, and stereotyping. As with the professional development workshops, careful attention was given to both substantive content and pedagogical effectiveness.

True to its original mission, BAYCEP emerged as a model for linking university scholarship with pre-collegiate education. In subsequent years, parallel projects focusing on Japan, Latin America, Africa, and Eastern and Western Europe were initiated. Together with BAYCEP, these initiatives were brought under a common umbrella in 1976, enabling collaboration and cross-fertilization across area studies. This umbrella program—the Stanford Program on International and Cross-Cultural Education (SPICE)—continues to operate to this day.

Beyond its immediate contributions to China education, BAYCEP’s enduring legacy lies in its redefinition of the relationship between universities and pre-collegiate schools. By institutionalizing the role of the scholar consultant and embedding graduate students and recent graduates within K–12 professional development, BAYCEP moved beyond episodic outreach toward a sustained, collaborative model of knowledge exchange. Its emphasis on pedagogical relevance, mutual learning, and curriculum integration anticipated later approaches to public scholarship and teacher professionalization in area studies. The success of BAYCEP also demonstrated that international and cross-cultural education could be both academically rigorous and responsive to local educational contexts, even amid political uncertainty. As the foundational program within what became SPICE, BAYCEP served not only as a prototype for subsequent regional initiatives but also as a durable model for translating university-based scholarship into meaningful educational practice—an approach that continues to shape international education well beyond its original historical moment.

To stay informed of SPICE news, join our email list and follow us on Facebook, X, and Instagram.

The following is Part 12 of a multiple-part series. To read previous installments in this series, please visit the following articles: Part 1, Part 2, Part 3, Part 4, Part 5, Part 6, Part 7, Part 8, Part 9, Part 10, and Part 11.

Since December 8, 2020, SPICE has posted 11 articles that highlight reflections from 88 students on the question, “What does it mean to be an American?” Part 12 features seven additional reflections. The reflections below do not necessarily reflect those of the SPICE staff.

The free educational website “What Does It Mean to Be an American?” offers six lessons on immigration, civic engagement, leadership, civil liberties & equity, justice & reconciliation, and U.S.–Japan relations. The lessons encourage critical thinking through class activities and discussions. On March 24, 2021, SPICE’s Rylan Sekiguchi was honored by the Association for Asian Studies for his authorship of the lessons that are featured on the website, which was developed by the Mineta Legacy Project in partnership with SPICE.

Emma Estrada, California 
For me, being an American means utilizing all the opportunities provided by the country to the people. Being able to fulfill your hopes and dreams that seem impractical to accomplish. There is a meaning behind people coming to this country. It’s because they are in search of a fresh start and our nation’s liberty and individualism allows them to have one. America has many different cultures and beliefs to explore, and everyone is entitled to their own opinion. Being an American also means looking towards the future while remembering the past. There have been many people who came before us who sacrificed and fought for this country so that we could say that we are American. Living in this country allows us to not only correct but create new history to help improve our nation.

Miki Harris, California
To be American is to accept that I will never pass as one race. It is to accept that people may make a game out of guessing my ethnicity. It is to accept that I may feel out of place in family gatherings and countries of my ethnic origin.

But to be American is to realize the unique variation of people around me and celebrate it. It is learning cultural history in African American studies, trying my friend’s homemade tamales, or simply people-watching in the school hallways.

For me, having the freedom to decide where I fit and who I am is what it means to be American. How could I ever feel out of place when there is no one place to begin with?

Bo Ichiki, California
While living in Japan, I felt an overwhelming catalog of systematic milestones for success—attend a nice elementary school, get good grades, take extracurricular activities, attend a nice middle school, and eventually get accepted for a job at a successful company, known as ōte kigyō (大手企業). For me, being American is the governing of one’s own life. Here, society seems only to shadow who we are, and leave the outline and colors for ourselves to picture—good or bad. The freedom can result in too much for one to handle. In Japan, crime rates are much lower than those of the U.S., and the disparity of wealth is much smaller; there are fewer poverty-stricken citizens or incredibly rich individuals. In the U.S., there is less guidance on the “proper” way to become successful, which leads to the inconsistency that proves to be either the gift of abstract and unique innovations or the curse of poverty and being misled. Being American allows citizens to draw a new path to the good or to the bad. Being American grants the right of control.

Claire Ishimatsu, California
When I think of America, I think of freedom, particularly the freedom to learn about my culture. As a fifth-generation Japanese American, I grew up in a very American household where being Japanese wasn’t a large part of my life. Seeing my friends speak a second language and celebrate cultural holidays inspired me to explore my ancestral heritage. I learned that my grandparents were incarcerated in the Japanese American Incarceration Camps during World War II. They lived during a time when it was “wrong” to be of Japanese descent so they distanced themselves from their native tongue and traditions. Nonetheless, they remained proud Americans with some even fighting in the war against Japan. Hearing their experiences made me grateful for the freedoms I have today. Now my family celebrates Japanese holidays and traditions. I’m also taking Japanese at my high school, and slowly, the language has started to fill my house like it did a century ago. Being American means having the freedom to learn about and embrace my Japanese identity.

Jibhum Lee, Hawai‘i
clank...clank…clank

One hundred and seventy six years ago, immigrants from many countries as well as from other parts of the United States took on a perilous journey to California. They were drawn to the California Gold Rush. Accompanying them were rhythmic “clanks”—the sound of their tools, wagons, and buckles. At each step, a “clank” gave a powerful beat as they headed toward their destination. Being an American does not mean having a navy-blue passport with the gold-leafed “United States of America.” When I was young, I compared my green-covered Korean passport with the dark blue my eyes drowned in, thinking to myself, “When will I have that?” These things are arbitrary in comparison to the rhythmic beat every American carries—the sound of passion and trust in finding their North Star. “American” is a label too small for the people who make up this country. Yet, the “clanks” made by those who immigrated and struggled to keep their place in America are passed through generations. What unites us is this beat: sometimes loud and oftentimes soft, but always steady.

Sofia McGullam Ornelas, California
The United States has a rich history of asking the complex question: What does it mean to be an American? The answer to this question has varied according to the time, place, and context of when it has been asked. For example, there have been times in American history that excluded ethnic minority groups from full citizenship rights. Our country is a mosaic of different ethnic groups who have collaborated to improve civil rights. The diversity of the United States informs the idea that anyone can come here and make a better life for themselves, despite a history of certain federal administrations preventing immigration from various countries. Americans can and should point out systemic flaws and implement legislation that can provide protections for minority groups. For example, Dr. Martin Luther King, Jr. witnessed economic and racial inequities and drew attention to how unjust society was for people of color in the United States. The Civil Rights Movement led to the historic passage of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. Ultimately, the meaning of being an American is always working to better this country for all its citizens while still proudly identifying and acknowledging one’s heritage.

Ryan Tonkovich, California
Most countries are founded on geographic, ethnic, and religious heritage. Not America. Unlike anywhere else, America is founded on ideas. It is these ideas that unite us as Americans and not some shared ancestral lands or a shared ethnic or religious heritage. For nearly 250 years, people have come to America seeking economic opportunity or fleeing poverty, war, and persecution. Because nearly every race, ethnicity, and religion is represented in America, it is not these elements that bind us as Americans. Rather, it is our fundamental beliefs. It is our belief in democracy, in freedom of speech, in freedom of assembly, in religious freedom, in equal protection under the law, in a nation of laws, and in “life, liberty, and the pursuit of happiness” that defines us as Americans. 

My time in the Stanford e-Entrepreneurship Japan program was transformative. I came in with a jumble of passions and questions about the world and left with lifelong friends across the world, invaluable mentoring, and a clear vision.

Every session was a journey in and of itself. It combined strong individual and team preparation, presentations to and from amazing guest speakers, and reflective discussions at the end. This constantly pushed me and my peers to grow into better critical thinkers, speakers, listeners, and team players; high expectations yielded high results. I was amazed by the diversity of the guest speakers and the topics we dove into: design thinking, AI & philosophy, sustainability, and more. Each gave me new world perspectives and challenged me to think in ways I hadn’t before. I began pondering upon questions such as “How does this choice impact the world around me?” “Does philanthropy benefit the rich more than the underprivileged?” “How can we navigate a world of AI?” This in turn has helped me view entrepreneurship as something inherently social, a means of designing thoughtful solutions to real problems and ultimately making a positive difference in the world.

One of my most memorable moments was the final group presentation, where we advocated for a charitable organization that would receive a donation if picked by the judges. My group chose The Ocean Cleanup and devoted ourselves to understanding the socio-environmental consequences of plastic pollution, as well as presenting it in a way that would resonate with our audience. I vividly remember calling my group members past 2am one night out of pure excitement and motivation, giving feedback on each other’s slides and encouraging one another. We ended up winning! But even more than that, I am truly grateful for the relationships that SeEJ has gifted me.

In fact, as one of the few students living in the United States, I was so honored to share a screen with people from Okinawa to Hokkaido. So much so that I decided to create a Canvas announcement titled “SeEJ Hangout in Tokyo!!!!” Mission accomplished: I got to spend a few hours with my peers in person (in Shibuya!) after three months of Zoom boxes, which was an incredible and unforgettable experience.

SeEJ allowed me to embark on a journey of self-discovery as well. Through the individual research paper and 2-minute video on a social issue of choice—core pillars of SeEJ—I discovered my passion for nuclear disarmament. Growing up listening to my hibakusha (atomic bomb survivor) grandfather’s childhood stories, I never fully realized the power of his voice and my own. (Photo below courtesy of Erin Tsutsui.) Through SeEJ, I was able to name this passion and imagine a concrete path forward. Now, I commit myself to dismantling the mindset and weaponry that allows war to exist, as I am building a youth-led initiative that mobilizes and educates youth to spread hibakusha stories by utilizing digital media and grassroots engagements.

Image

None of this could have been possible without the generosity and dedication of our instructor, Dr. Makiko Hirata, and the incredible lineup of guest speakers who graciously shared their time, stories, and wisdom with us. They instilled in us empathy, bravery, tenacity, and a deep responsibility to care for our people and planet; I now see myself and my peers as visionaries, each with our own unique background and goals.

I thank Stanford e-Entrepreneurship Japan for teaching me that at the core of social entrepreneurship is community and humanity. One of our guest speakers, Ms. Megan Carroll, taught us a South African word that embodies this spirit: ubuntu—“I am because we are.”

Stanford e-Entrepreneurship Japan is one of several online courses offered by SPICE.

To stay updated on SPICE news, join our email list and follow us on Facebook, X, and Instagram.