Moving from Tokyo to California in second grade, I knew very little about my home country. I may have looked and spoken Japanese, but the more time I spent in the United States, the more I felt like my identity strayed away from my Japanese cultural roots. For most of my life, I was hesitant to proudly call myself a Japanese American simply due to the lack of knowledge I had about my home country.

That was until I stumbled upon Stanford’s Reischauer Scholars Program (RSP), an online program that introduced Japanese history, society, culture, and the U.S.–Japan relationship. With its focus on deepening cross-cultural knowledge, this was the perfect opportunity to reconnect with my cultural roots.

On the first day of the RSP, I was astounded by the diversity of the students that were present. Students in the program were from all around the country, each showing unique individual interests and strengths that they added to the class. Alongside these friendly and committed students led by our brilliant instructor Ms. Naomi Funahashi, the RSP provided a motivated and collaborative environment to learn about my home country. The activities in our virtual classes included not only the review of insightful readings that we were assigned, but also the once-in-a-lifetime opportunities to meet top scholars and experts in U.S.–Japan relations and ambassadors. Having had the chance to converse with these speakers, we were introduced to significant ideas and insights about the U.S.–Japan relationship that developed my diverse perspective on the topic.

Throughout the course of the program, the inclusive environment of the virtual classrooms allowed us to comfortably share and challenge ideas we would bring up. With each of us from very different backgrounds, we were able to have insightful conversations about the cause of isolationism in Japan, the effect of industrialization on the Japanese economy, and many other concepts about Japanese history and culture.

To me, the most memorable days of the RSP were the joint virtual classrooms with the Stanford e-Japan program. Through these joint classrooms, we had the opportunity to converse with Japanese high school students, where we were able to deepen our mutual cross-cultural understanding. From the bunkasai, to the undokai, to juku, these joint classrooms gave us the opportunity to learn more about the exciting Japanese culture and contemporary society from a primary source. With nearly no opportunity to speak with Japanese students outside of my family during my time in the United States, I was able to take away many valuable insights I keep to this day thanks to the unique opportunity given by the RSP. With each meeting with these students, I was given a clearer image of what it truly meant to be “Japanese.”

SPICE and Stanford Global Studies are pleased to announce an upcoming Education Partnership for Internationalizing Curriculum (EPIC) workshop for community college instructors that will feature a talk by Dr. Herbert Lin on his latest book, Cyber Threats and Nuclear Weapons. This free virtual workshop will take place on Tuesday, January 25, 4:00pm–6:00pm (Pacific Time). All attendees will receive a copy of Dr. Lin’s book after the workshop. Please see the workshop description below for more information as well as the registration link.

The Stanford Program on International and Cross-Cultural Education (SPICE) and Stanford Global Studies (SGS) are continuing their partnership to offer engaging professional development opportunities for community college instructors who wish to internationalize their curriculum. This two-hour workshop is presented by SPICE and SGS as part of the Education Partnership for Internationalizing Curriculum (EPIC) and is supported by Department of Education Title VI funding.

This workshop will feature a talk by Dr. Herbert Lin on his latest book, Cyber Threats and Nuclear Weapons. Participants will have the opportunity to ask questions and discuss with Dr. Lin the cyber threat across the U.S. nuclear enterprise.

As noted by Stanford University Press, the publisher of Cyber Threats and Nuclear Weapons, “The technology controlling United States nuclear weapons predates the Internet. Updating the technology for the digital era is necessary, but it comes with the risk that anything digital can be hacked. Moreover, using new systems for both nuclear and non-nuclear operations will lead to levels of nuclear risk hardly imagined before. This book is the first to confront these risks comprehensively.” (https://www.sup.org/books/title/?id=34611)

Dr. Herbert Lin is Senior Research Scholar at the Center for International Security and Cooperation, FSI, and Hank J. Holland Fellow in Cyber Policy and Security, Hoover Institution.

Please register here at your earliest convenience and before January 21, 2022.

The following is Part 6 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, and Part 5.

On December 8, 2020, January 19, 2021, March 16, 2021, May 18, 2021, and July 20, 2021, SPICE posted five articles that highlight reflections from 41 students on the question, “What does it mean to be an American?” Part 6 features eight additional reflections.

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.

Since the website launched in September 2020, SPICE has invited students to review and share their reflections on the lessons. Below are the reflections of eight students. The reflections below do not necessarily reflect those of the SPICE staff.

Aime Chao, California
The American Dream is a set of ideals: democracy, liberty, opportunity, and equality. These ideals are not necessarily the reality; for example, my Japanese American grandmother was unconstitutionally incarcerated during WWII. Yet, the same ideals made it possible for my family from East Asia to build a life in the United States. The juxtaposition of the American Dream and the facts on the ground unveils the characteristic of America that distinguishes what it means to be American—that everyone has a voice. I am growing up in a time when my country is increasingly polarized, and it can be challenging to identify or be identified with being American. However, the perseverance involved in bettering our future by bridging our reality with our ideals makes me proud of my identity as an American.

Jiahao Guo, Ohio
America is divided. And the division breeds inequality. But there is an often-ignored divide, a geographical one: Rural America vs. Urban America. As an Ohioan, the stark differences between the two Americas are apparent, encompassing all aspects of life, regardless of race or culture. Compared with urban America, the average income is much lower. Infrastructure is ignored. Education opportunities are far less accessible. And rural America is often forgotten or even dismissed by the rest of the country. There’s even a term for this: Flyover States. States so unimportant you can just fly over them. I am constantly reminded of this divide. Some say that this is just a fact to be accepted. But in the land of opportunity, we must do our best to bring about a more equal landscape.

Noah Kurima, California
America is a unique experiment. Our founding fathers concocted a country not based on race but on the unfathomable-at-the-time ideals of freedom, equality, and opportunity. To me, to be an American means to aspire for these ideals during smooth sailing, but also when faced with adversity. There is so much noise right now—the pandemic, school shootings, the recent rise of racial hate and violence. But we must look around and observe the appalling abuses of authoritarian regimes around the world. We must acknowledge the immense power of our rights and freedoms, as well as their vulnerability. We must be willing to spend the long nights in the laboratory that is our democracy, avoiding corrosive missteps and working to perfect the seemingly volatile formula for liberty and justice for all.

Riya Narayan, Tennessee
The American Dream is the idea that our country fosters equality, peaceful opportunity, and the freedom to pursue life. It is through this simple notion that millions of people immigrate to the United States every single year, and it’s why my family immigrated here in 2011. What does this American Dream stand for? For me, it symbolizes the peaceful unity of people from different cultures, backgrounds, and identities. It represents the sharing of ideas and a drive for positive change. For my family, it represents a world of opportunity. My parents and I became American citizens in May 2019, and ever since, we have worked to uphold this purpose: to be a vessel for the innovation, creativity, and equality our country brings for the betterment of others. This, for me, is what it means to be an American.

Jack Pelster-Wiebe, Minnesota
I have a complicated relationship with America and American-ness. I am not legally a citizen, but I am a white person who’s lived in the United States for the majority of my life. I also speak English with an American-adjacent Canadian accent, and so I’ve rarely been treated as though I don’t belong here. But still, I am not an American. When I think about what divides my American friends from me, I find largely nebulous contradictions that can’t apply to everyone. Then maybe there is no one defining characteristic of an American, nothing that makes them any more or less citizen than the neighbors around them. It’s up to each person to define themselves what makes them American, decide whether they want to tie themselves to the land, border, culture, or whatever feels like “America” to them.

Kevin Phan, Hawaii
I believe it is the cultural practices of every nation that make them distinct. It is what makes the German people German. It is what makes the Chinese people Chinese. Our culture is what makes us American. One doesn’t need to enjoy every single tenant of American culture, but rather enough of it to where it has a strong influence in our lives. People around the world can enjoy things like the NBA, the Kardashians, and Taylor Swift, however, it is only Americans who are able to enjoy those things and more. Thus, it is not an appreciation of our history, nor our citizenship that make us American. It is the love and interests that we culminate through exposure and experience that makes us a part of this nation.

Kasha Tyranski, Florida
“The frog is almost five hundred million years old. Could you really say... that America… will last as long as... the frog?” I can respond to Catch-22’s question with one word: yes. Perhaps not a physical America—but the essence of what it means to be American will outlive the frog. To be American is to be a quilt—a patchwork of struggles, triumphs, and dreams that transcend time. America is my ancestors joining za chlebem with whispers of hope hidden in their coat folds. America is speaking in Tajiki to Dushanbean students, describing the skyscrapers of the place I call home. America is opportunity, dynamism, reflectiveness, and reconciling the past and present. It means being part of a story greater than myself—one that will continue being woven, with or without frogs.

Andy Wattanaskolpant, Tennessee
The concept of being American is rooted in complexity, curiosity, and change. It is based on the notion that our uniqueness and individuality help to unite us. Indeed, our country has been marred by a history of injustice that still impacts us today, however, the fundamental idea of being American is the eagerness to push for change. Over the years, I have noticed the dynamic change happening in America—within the police system, the political environment, the food industry. There is no doubt that the rudimentary attitude of change is continuing to perpetuate inside the minds of Americans. I find myself realizing that utilizing love as the drive for change makes the fight all the more worth it. To love is what makes me most American.

SPICE has been working with the Navajo Nation for ten years. SPICE featured Dr. Harold Begay in a webinar called “Indigenous Voices: Educational Perspectives from Navajo, Native Hawaiian, and Ainu Scholars in the Diaspora” on June 18, 2021. On the occasion of National Native American Heritage Day, November 26, 2021, SPICE invited him to share reflections on his life.

The Journey from a Community Trash Dump Scavenger to U.C. Berkeley

There was a youngster, a scavenger at an early age who had to rummage through the community trash dump for winter firewood and other discarded household items. This youngster from a single-parent home living on a traditional livestock economy on the Navajo Reservation, speaking only his Navajo language, entered school in his elementary school years and was able to attain nationally normed test scores on the Iowa Test of Basic Skills in the upper 80s and 90s. He initially spent his kindergarten and first grade years as a student running away along with other local school kids from a U.S. government boarding school. He was transferred to the local state public school, and beginning in second grade, his homeroom teacher stayed with him grade-to-grade (looping) through his high school years. He dropped out of high school but came back, graduated, and was recommended by an Arizona State Senator, as required for admission, and by his high school teachers, counselors, and principal, to attend the U.S. Air Force Academy in Colorado Springs, Colorado. He instead enrolled at Arizona State University with “Honors at Entrance.” He dropped out of pre-med, enlisted in the U.S. Marine Corps, and spent time in the Vietnam War before being medevacked out of Vietnam during the Tet Offensive in 1968. He spent some four weeks in the Naval Hospital in Guam, another month in the Naval Hospital in San Diego, and was honorably discharged from the U.S. Marine Corps Recruit Depot Casualty Company and is a disabled veteran.

After Vietnam and work in construction as an iron worker, he returned to college, graduated in three years with a B.A. in psychology and earned an M.A. in counseling the following year from Northern Arizona University. He then earned a Ph.D. in school finance and education administration from the University of Arizona.

He began work at the University of Arizona for four years, then moved out to the most disenfranchised under-resourced rural school sites—school sites with the most persistent student academic underachievement state-wide. He began the local community college branch, then Navajo Community College, now Diné College, for his community and surrounding area wherein he taught for a couple years. He worked at the lowest achieving district with the second lowest per pupil wealth in the county. Within the past five years, in concert with Stanford University, his district high school exceeded all the eight school districts’ math achievement in the county, including the school district with the highest per pupil wealth.

He has been appointed as a Visiting Scholar at the University of California, Berkeley. He has published in refereed journals, and contributed chapters to two scholarly books. He has been honored by the Arizona State Department of Education with the “Certificate of Distinction Award” and “Stars of Arizona Education”; by the Arizona Gifted Education Association as “Gifted Administrator of the Year”; and by the North Central Association of Elementary and Secondary Schools with the “National Innovative Award.” He has turned down speaking engagements from several state education departments, school board organizations, and universities in countries including China, England, New Zealand, and Ecuador.

His school district has worked in collaboration with Stanford University for some 20 years and in the process has attained unprecedented academic achievement profiles for the school district. There is much more to this, but who is this person? The person is writing this brief bio for you so that you may get to know him a little better.
~Harold G. Begay, Ph.D.

On August 23, 2021, a virtual award ceremony was held to recognize the eight honorees of SPICE’s 2020–2021 regional programs in Japan. These students performed at the highest levels in their respective courses. Their names, high schools, and final research project titles appear below.

Stanford e-Hiroshima (Instructor Rylan Sekiguchi)

• Sara Arakawa (Hiroshima Prefectural Hiroshima Kokutaiji Senior High School), “Silicon Valley: Secrets Behind Success”
• Chika Isone (Hiroshima Prefectural Hiroshima Senior High School), “Innovation by Design Thinking in Silicon Valley”

Stanford e-Kawasaki (Instructor Maiko Tamagawa Bacha)

• Eric Silang (Kawasaki High School), “Humor and America”
• Shunya Tani (Kawasaki High School), “Possible Ways to Promote Renewable Energy in Japan and the U.S.”

Stanford e-Oita (Instructor Kasumi Yamashita)

• Hana Burkart (Hofu High School), “Social Discrimination Against Foreigners in Japan”
• Yayano Okuda (Usa High School), “Environmental Education”

Stanford e-Tottori (Instructor Jonas Edman)

• Eri Tamura (Tottori Nishi High School), “Teachers’ Treatment in the U.S.”
• Hinata Yonemura (Yonago Higashi High School), “Veganism: How Japanese Society Can Promote It”
   

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The Honorable Toru Maeda, Consul General of Japan in San Francisco, made opening remarks and congratulated the honorees on their outstanding academic performances. Addressing the students directly, he said, “You have demonstrated strong initiative and deep understanding of various aspects of Japan and the United States.” He also expressed optimism in the future of the U.S.–Japan relationship. He continued, “With young people like you, I’m confident that Japan–U.S. relations—which are now firmly based on shared fundamental values and common strategic goals—will continue to grow for many years to come. A deeper understanding among young people on both sides will promote greater cooperation and collaboration between our two countries, which will enable us to meet the challenges lying ahead.”

Consul General Maeda’s remarks were followed by introductions of the student honorees by their instructors Sekiguchi, Bacha, Yamashita, and Edman. The honorees then gave formal research presentations in English and responded to questions from the audience. Each honoree received an award plaque to recognize their achievement.

Although some of the students felt nervous about their presentations at the beginning of the event, once the ceremony ended, they felt a sense of accomplishment and renewed motivation. “I had a great time today,” commented Sara Arakawa. “My desire to study English is getting stronger each day, and I will practice hard to be a person who works globally in the future. I will never forget everything I learned in this program.”

The SPICE instructors would like to express their gratitude to their key contacts at the Hiroshima, Oita, and Tottori Prefectural Boards of Education and the City of Kawasaki, who have helped make these regional programs a success. They would also like to thank Hiroshima Governor Hidehiko Yuzaki, Kawasaki Mayor Norihiko Fukuda, Oita Governor Katsusada Hirose, and Tottori Governor Shinji Hirai for their continued support of these regional programs.

SPICE’s regional programs are a subset of our local student programs in Japan.

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Stanford e-Entrepreneurship Japan is an online course offered to high school students from throughout Japan. It is offered annually in spring and fall by SPICE and the Japanese NPO e-Entrepreneurship, led by Yusuke Matsuda. The instructors are Maiko Tamagawa Bacha (spring) and Irene Bryant (fall).

On August 11, 2021, the top students in the 2020 spring and fall cohorts were honored in a virtual ceremony. They are listed below alphabetically.  

• Naho Abe, The American School Foundation in Mexico City
• Yasuko Kinoshita, graduate of Akita Senior High School, Akita Prefecture
• Rion Kurihara, Shibuya Senior High School, Tokyo
• Sungyeon “Sunny” Park, The British School in Tokyo

The goal of Stanford e-Entrepreneurship Japan is to foster creative thinking and problem-solving skills in students with a focus on innovation to address social issues. During the ceremony, the honorees made presentations that focused on history textbook controversies in Japan (Abe); aging communities in rural prefectures like Akita (Kinoshita); gun control in the United States (Kurihara); and poverty alleviation (Park).

While listening to the presentations, Bacha and Bryant were struck by the diversity represented by the honorees. Bryant, who is a former Coordinator of International Relations on the Japan Exchange and Teaching (JET) Program in Sendai, Miyagi Prefecture, reflected, “As an American who has lived outside of the United States for many years, I have no doubt that Naho’s attendance at a high school in Mexico City and Sunny’s attendance at The British School in Tokyo will have a profound effect on their college studies and possibly careers, just as my overseas experiences have had a profound effect on my life.” Bacha similarly reflected, “As a Japanese national who attended graduate school in California and also worked in San Francisco, I think it’s great that Yasuko, who is from the rural prefecture of Akita, will be enrolling at Minerva University in San Francisco this year, and hope that Rion will fulfill her dream of enrolling in a university in the United States as well.”

Bryant and Bacha are most grateful to the following educators in Japan for their support throughout the 2020 courses:

• Mana Miura, Curriculum Designer, NPO e-Entrepreneurship
• Roy Lee, former teacher at Seiko Jr. and Sr. High School
• Sara Inoue, currently a student at Harvard University’s Graduate School of Education

The spring 2020 Stanford e-Entrepreneurship Japan course was generously supported by the Water Dragon Foundation. The fall 2020 Stanford e-Entrepreneurship Japan course was generously supported by Noriko Honda Chen and the Capital Group, Norman Chen, Andrew Ogawa, and Mako Ogawa.

For more information about SPICE’s online courses for students, visit our Student Programs page.

On August 9, 2021, a virtual award ceremony was held to honor SPICE’s Spring and Fall 2020 Stanford e-Japan honorees and 2021 Reischauer Scholars Program honorees. The honorees performed at the highest levels of their courses as determined by Stanford e-Japan Instructors Waka Brown and Meiko Kotani, Reischauer Scholars Program Instructor Naomi Funahashi, and research paper review committees.

Spring and Fall 2020 Stanford e-Japan Program Honorees and Their Research Paper Topics

• Coco Kawaguchi (Keio Girls Senior High School, Tokyo), “To Infinity and Beyond! National Survival in the Era of Venture Space Development”
• Sotaro Kunieda (Suwa Seiryo High School, Nagano), “Fostering Social Enterprises in Japan: Lessons from the United States”
• Yun-Tzu (Allison) Lin (Canadian Academy, Kobe), “Nuclear Deterrence Theory: An Evaluation of Its Effectiveness in Preventing Future Deployment of Nuclear Weapons”
• Minami Matsushima (Senri & Osaka International Schools of Kwansei Gakuin, Osaka), “The Price We Pay for Men to Be Men: Toxic Masculinity in the United States”
• Yuna Naoi (Tokyo Metropolitan Hibiya High School, Tokyo), “Online Secondary School Education in Japan and the U.S. Amid the COVID-19 Crisis”
• Kenta Yoshii (Shukutoku Junior and Senior High School, Tokyo), “In Search of a Realistic Substitute for U.S. Extended Deterrence for Japan”

Honorable Mentions: Risako Nomura (Yokohama Senior High School of International Studies, Kanagawa); Satoru Uchida (Tokyo Metropolitan High School, Tokyo)

2021 Reischauer Scholars Program Honorees and Their Research Paper Topics

• Erica Cai (The Harker School, San Jose, California), “The Darkness in Pursuing Lightness: Western Perspectives on Japanese Colorism”
• Kristine Pashin (Notre Dame High School, San Jose, California), “The Rite of Rights: An Examination of Socio-Cultural Precedent in Japanese Law”
• Kasha Tyranski (St. Petersburg High School, St. Petersburg, Florida), “Gastrodiplomacy: Examining the Soft Power of Food in U.S.–Japan Relations”

Honorable Mentions: Noah Kurima (Sage Creek High School, Carlsbad, California); Kalia Lai (The College Preparatory School, Oakland, California); Benjamin Thomas (Garfield High School, Seattle, Washington)

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The Honorable Keiichi Higuchi, Deputy Consul General of Japan in San Francisco, made opening comments. “I commend each and every one of you for your hard work and dedication to complete your program in spite of your regular school responsibilities,” he remarked. “You have demonstrated your initiative and determination to further your understanding of Japan and the United States. However, this should not be the end but just the beginning of your journey. I strongly encourage you to continue your studies, and I hope that your experiences in these programs will inspire you to think about a career involving Japan and the United States. I look forward to the day when I hear that some of you will be actively engaged in furthering the Japan–U.S. relationship in your careers and in your lives.”

He continued, “I would like you to know that the special expertise and knowledge that you gained makes you uniquely qualified to take a leading role in promoting Japan–U.S. relations… With young people like you, I have full confidence that the Japan–U.S. relationship will continue to grow and thrive for many years to come.”

Following Deputy Consul General Higuchi’s comments, the student honorees made presentations based on their research papers and expertly fielded questions from the audience.

Yu Higashisawa, Osaka University North American Center for Academic Initiatives, commented, “It’s been a pleasure and honor to be invited to Japan Day for several years. It’s wonderful to see that SPICE has provided a platform for high school students in Japan and the United States to exchange ideas and build relationships remotely. The presentations by the honorees of the RSP and Stanford e-Japan always amaze me and open my eyes to new perspectives. They are ready to go out into the world and make changes in our future!”

Funahashi hopes that her students will someday have the opportunity to study abroad at universities like Osaka University, and Brown and Kotani hope that their students will someday have the opportunity to study abroad at universities like Stanford in the United States.  

The Yanai Tadashi Foundation is the current supporter of Stanford e-Japan, and Daisuke Kato represented the Yanai Tadashi Foundation during the ceremony. SPICE is grateful to Tadashi Yanai for his generous support and to Daisuke Kato and Chikano Shiroma of the Yanai Tadashi Foundation for their regular correspondence and encouragement. Naoaki and Yuka Mashita are the current supporters of the Reischauer Scholars Program, and SPICE is thankful to them for their generous support. These courses and the ceremony would not have been possible without them.

The Reischauer Scholars Program’s next application period will begin September 6, 2021. Stanford e-Japan’s next application period will begin mid-November 2021.

The update below also appears on SPICE’s Diversity, Equity, and Inclusion page, where we post periodic updates about SPICE’s DEI-focused work.

At first, I almost didn’t apply to the Reischauer Scholars Program (RSP). As someone with primarily Eastern European heritage, I doubted that I had a unique perspective to add to a coalition of students dedicated to learning more about Japan’s rich culture, economics, history, and society. In my mind, my personal experience couldn’t have been further from the course’s content. However, as a recent graduate of the RSP, my experience has completely shattered my previous misconceptions. Stanford’s RSP isn’t just an online program that gives students a comprehensive, in-depth view of Japan—it brings together a community of academically and socially diverse individuals from across the United States, along with their manifold perspectives, to build future leaders in the U.S.–Japan relationship. 

My path to the RSP began in Model United Nations (MUN) and my tenth-grade world history class that encouraged me to delve deeper into the political and ideological theories that govern and shape our society. Japan was a major focus for multiple of my MUN conferences, where I descended into multiple Wikipedia rabbit-holes on a wide range of topics, from Japan’s stance on sustainable development to socio-political effects on Japanese gender equality quotas. Furthermore, throughout my dual enrollment in a MicroMasters program in international jurisprudence and a course on East Asian culture and law, I learned more about the intricacies of Japan’s Eurocentric depiction in the geo-political sphere. In the international law resources I was exposed to, Japan was often portrayed as “lawless,” while the Western legal system was presented as the “key” to maintaining a proper rule of law in East Asia. Through the latter course which focused on the intersection between Japanese culture and law, Japanese law was accurately shown as an extension of the rich Japanese culture I had learned about in my history classes; in this regard, each cultural facet needed to be taken into account with the legal theory of the state. Since then, I’ve been hooked on understanding the role of implicit motives in shaping international policy and cultural precedent in jurisprudence. At the RSP, I have been able to pursue my passions alongside like-minded peers.

From the first week of the RSP, the diversity of students was evident. Each of my fellow peers offered their own outlook on topics ranging from “Religions in Japan” to “The Power of Popular Culture.” Across online forums and virtual classrooms, complex concepts were thoroughly discussed through witty back-and-forth banter, new ideas were buttressed by comprehensive research, and interconnected themes were explored via collaboration. The RSP’s inclusive and dynamic environment was one of my favorite aspects of the program. Weekly Zoom meetings with our instructor, Ms. Naomi Funahashi, and my peers allowed me to grasp unfamiliar concepts and take a deep dive into the things I didn’t previously know through active engagement. Moreover, at each virtual classroom, we had the opportunity to meet government officials, business leaders, and scholars at the forefront of U.S.–Japan relations. Each speaker’s ideas will forever retain importance to my understanding of the Japanese American experience, which remains equally relevant in the modern day.

The RSP’s commitment to educating the future leaders of the U.S.–Japan relationship is shown in its culmination. Near the final months of the 20-week RSP, students are given the opportunity to explore a topic of their choosing related to Japan or the U.S.–Japan dynamic. In my final paper, titled “The Rite of Rights: An Examination of Socio-Cultural Precedent in Japanese Law,” I coalesced my RSP education with my interest in international and Japanese jurisprudence. Even after its conclusion, the RSP continues the discussion on U.S.–Japan relations for the years to come by compiling and sharing all the research papers written within that year’s program. 

Ultimately, I am grateful to the Reischauer Scholars Program for creating a mosaic of different experiences and cultures by bringing together my peers. Throughout my involvement in the RSP, I have strengthened my belief in the cross-cultural intersections that bind us all together. It is through these bonds, along with empathy and compassion, that the RSP helps students weave themselves into the U.S.–Japan international tapestry, shaping the world. 

The next session of the Reischauer Scholars Program will run from February to June 2022. The application will open September 6, 2021.