Stanford e-Kawasaki is an online course for high school students in Kawasaki City, Japan, that is sponsored by Kawasaki City. Launched in fall 2019, it is offered by the Stanford Program on International and Cross-Cultural Education (SPICE) in collaboration with Kawasaki City. SPICE is grateful to Kawasaki Mayor Norihiko Fukuda whose vision made this course possible. 

The two key themes of Stanford e-Kawasaki are entrepreneurship and diversity, and Stanford e-Kawasaki Instructor Maiko Tamagawa Bacha invites guest speakers with these themes in mind. Most guest speakers address one of the themes. However, when Victoria Tsai—a Taiwanese American entrepreneur who is the founder and CEO of Tatcha—agreed to speak, Bacha noted that she could not imagine anyone more qualified to share her insights on both themes. Tatcha was founded by Tsai to share the geisha’s wisdom with modern women everywhere, and to further the belief that true beauty begins with the heart and the mind. Launched in 2009, Tatcha is now one of the biggest skincare retailers in the United States.

While listening to Tsai’s guest lecture on February 5, 2021, Bacha and I were especially struck by her resilience, approachability and gift for empowering youth, openness to diverse perspectives, and respect for traditional culture. We both quickly realized what a great role model she is for all of the Stanford e-Kawasaki students but for the girls, in particular.

Resilience
While sharing her experiences as a young professional on Wall Street, Tsai mentioned that she was 21 and was next to the World Trade Center buildings when they were hit by a terrorist attack on September 11, 2001. She recalled, “We saw lots of people jumping and dying and then my husband got very sick and it made me question my purpose in life. And at that time, I didn’t know anything about ikigai [a Japanese concept that means “a reason for being”] but I knew that if I was going to spend the hours that I am awake working and not with my family and not playing, that I wanted my work to mean something.” After experiencing various jobs and going to business school, which “looked good on paper,” she decided to seek work with a greater purpose.

This led her to establish Tatcha. Tsai mentioned to the students that she hadn’t taken a salary at Tatcha for nine years. This prompted a student to ask about her motivation, to which Tsai replied, “When I think of my life’s purpose, I don’t expect it to be easy, but I do hope that it’s worthwhile. This work is my life’s purpose, so even when it gets hard, I just think, ‘that’s part of life.’” During the pandemic, I imagine that Tsai’s resilience really resonated among the students.

Approachability and Gift for Empowering Youth
I knew from articles about Tsai that she is a Harvard Business School graduate and an extremely successful CEO. Yet, by accepting the invitation to speak to the high school students in Kawasaki—some of whom are aspiring entrepreneurs—she demonstrated her desire to pass on her wisdom to the next generation. Prior to Tsai’s guest lecture, Bacha had sent her a list of questions that the students had written based on their reading about Tsai’s background. In her opening comments, Tsai noted, “You are much more advanced than I was. I could not compete with you.”

This comment seemed to quickly put students at ease. One of the students commented, “I think it’s wonderful that you found purpose in life and help people… A lot of young people like me and my friends feel lost in life, don’t have a dream or long-term vision of our lives, so I want to know how can we find our own purpose in life or dream.” This comment prompted Tsai to describe an activity that was devised by Harvard Business School’s Dr. Tim Butler, who has noted that as youth, they actually already have a hunch about what they want to be when they grow up, but just don’t know the specific names of the jobs. Tsai continued, “then, the problem is when you get older, you start hearing your friends, parents, and teachers saying, ‘oh, you should do that.’ And then in your head you can’t tell anymore if you really want to do something, or if you simply think you should do it because everybody else thinks you should do it.” The activity that Butler recommends is in two parts: (1) read articles that interest you, and identify patterns (specifically, areas of interest) in them; and (2) while keeping these interests in mind, write about what you envision yourself doing in ten years as you are the happiest that you have ever been—that is, completely focused and engaged. Tsai encouraged the students to try this, and some already have.

Openness to Diverse Perspectives
When a student asked Tsai about overcoming gender- and culture-related differences, she reflected upon three experiences: one on the trading floor on Wall Street and two in Kyoto with a taxi driver and geisha. Concerning her Wall Street experience, Tsai recollected, “When I first worked on Wall Street and I walked onto the trading floor, I was so scared. One, there were no women, and I couldn’t even understand what they were saying because they were speaking financial language… I remember being so intimidated. Then one year later, I could understand everything.” She came to the conclusion that “These people are not smarter than me. They’re just older, and the harder I work, the faster I can close the gap in knowledge. I have a great education, I have a decent mind, I have a very strong work ethic, I’ll just keep asking questions. So I figured it out.”

Concerning her experience with a taxi driver in Kyoto, Tsai noted that he is the one who taught her that there’s a difference between a job and a purpose. Through his actions, the driver taught her that his job is to be a driver but that his purpose is to make people happy. When he met Tsai for the first time, she was not feeling well and thus didn’t seem happy. After dropping off Tsai at her hotel, he went home to make CDs of images of Kyoto and delivered them to the hotel, thinking that the images would make her happy. They did and he felt only then that his job had been completed. Tsai reflected, “… and that just stuck with me and I did not know what omotenashi [hospitality that goes above and beyond the expectations of the person receiving the service] was back then, but then I felt it in my heart.”

Lastly, concerning her experience with geisha, who inspired Tatcha’s skincare products, Tsai noted “People in America don’t understand what a geisha is. The importance of a geisha is they were trained in a lot of the classical Japanese arts, such as dance, music, flower arrangement, and the tea ceremony. These are classical traditions that have very important meanings. I think that if you forget where you come from, then you don’t know where you are going. And so I try to hold on to tradition, because it matters. I just thought that’s a beautiful thing… I learned so much from geisha about entrepreneurship and about women’s empowerment through Japanese traditions.”

Respect for Traditional Culture
Her emphasis on Japanese traditions prompted a student to comment, “I was surprised that you made an innovation from old Japanese culture. However, there is a trend to discard old customs. So, how can we get a balance between new trends and old customs?” Tsai shared that what is so interesting about ancient civilizations like China and Japan is that “there is a lot of wisdom in this and something to learn from the past. What we try to do [at Tatcha] is to innovate within tradition, so I never tried to change the core of the tradition, because if it lasted 1000 years, there’s a very good reason for its continuity.”

What Does It Mean to Be a Global Citizen?
One very interesting part of Tsai’s presentation was to learn about Tatcha’s work with Room to Read, which seeks to transform the lives of millions of children in low-income communities in Southeast Asia and Africa by focusing on literacy and gender equality in education. A percentage of each Tatcha purchase is donated to Room To Read. Despite the enormity of some of the challenges that these youth face, Tsai noted that “they have a dream and they show up every day and they study hard and they work hard because they want that dream to come true. Nothing that I will ever face in my life will compare to what these little girls are going through, but then I think if I do my job and I don’t give up, then I can make sure thousands, hundreds of thousands, millions of those girls can have a different life, and then my life meant something.” This really resonated in Bacha, who is very familiar with Room to Read as her husband works for the organization.

Reflecting upon the session, Tsai noted “I learned about the concept of sekaijin [global citizen] when studying the writings of D.T. Suzuki, and I fell in love with the idea. As people who live between cultures, we have the opportunity to share the best of both worlds to advance society and uplift individuals. It was an honor to share my story of cross-cultural entrepreneurship with the students, who were inquisitive, earnest, and wise beyond their years. I believe that Stanford’s e-Kawasaki program is helping to nurture tomorrow’s sekaijin.” When I consider the question, “What does it mean to be a global citizen?,” Tsai immediately comes to mind, and believe that Tsai’s talk really encouraged the students to aspire to become sekaijin as well.

The SPICE staff would like to express its appreciation to Tsuyoshi Inoue of Kawasaki City and Hisashi Katsurayama from the Kawasaki Board of Education for their unwavering support of Stanford e-Kawasaki.

February 19th marks the 79th anniversary of President Franklin D. Roosevelt’s signing of Executive Order 9066 in 1942 that led to the incarceration of Japanese Americans during World War II. The Mineta Legacy Project and SPICE are providing an educational opportunity for people across the country to learn about the Japanese American experience during World War II by presenting a webinar on Saturday, February 20, at 10am PST. (Register for free at http://bit.ly/DORteacherwebinar.) As part of the webinar, representatives from both organizations will be giving a virtual tour of the free online curriculum, What Does It Mean to Be an American?, which was inspired by Secretary Norman Mineta, who was incarcerated as a young boy and rose to become the U.S. Secretary of Commerce under President Bill Clinton and U.S. Secretary of Transportation under President George W. Bush. The curriculum is also a companion component to the documentary film, Norman Mineta and His Legacy: An American Story. The Mineta Legacy Project is also making the film available to stream throughout the month of February.

Representing SPICE will be Rylan Sekiguchi, who was recently announced as the recipient of the 2021 Franklin R. Buchanan Prize for his authorship of What Does It Mean to Be an American? 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.

The curriculum is comprised of six lessons: Immigration, Civil Liberties and Equity, Civic Engagement, Justice and Reconciliation, Leadership, and U.S.–Japan Relations. There are more than 200 primary source images and 23 videos created specifically for the curriculum. During the webinar, in addition to hearing from Sekiguchi, educators will hear Karen Korematsu talking about her father and civil rights icon Fred Korematsu; Secretary Norman Mineta sharing why Japan is so important to him; the reaction from Japanese American women on receiving their apology and redress checks; and the powerful story of 99-year old Yae Wada from Berkeley, who reveals the decades of anger she felt from the time she and her family were evicted from the Bay Area and how she found peace upon receiving her apology. Importantly, the curriculum is broader than the Japanese American experience, exploring issues of inclusion and delving into the definitions of civil liberties and justice and how they are implemented.

Register for the free webinar at http://bit.ly/DORteacherwebinar.

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 SPICE’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 SPICE’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 SPICE 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 here.

On September 2, 2020, over 160 educators from across the United States joined a webinar titled “Angel Island Immigration Station: The Hidden History.” The Angel Island Immigration Station was located in San Francisco Bay and was operational from 1910 to 1940. It was established in order to control and enforce the 1882 Chinese Exclusion Act and other immigration-related laws that followed, e.g., the Immigration Act of 1924, which included the Asian Exclusion Act and the National Origins Act.

The featured speaker was Connie Young Yu, a writer, activist, and historian. Yu has written and spoken extensively about the contrasts between Ellis Island Immigration Station in New York Harbor—in which immigrants primarily from Europe were welcomed by an image of the Statue of Liberty—and Angel Island Immigration Station in San Francisco Bay where immigrants entering the United States primarily from Asia were detained and interrogated. The largest detained group of immigrants was from China. Reflecting on the webinar, Yu commented:

I was glad to share my “hidden history” during the SPICE webinar, including the saving of the immigration barracks in the 1970s and my grandmother’s lengthy detention on Angel Island. The immigration station barracks—now a national monument—were nearly destroyed had it not been for Ranger Alexander Weiss and the activism of a citizens’ committee. The writing on the barracks’ walls by Chinese detainees still speaks to us today of peoples’ struggle against immigration exclusion and institutionalized racism.

The webinar can be viewed below.

Yu’s talk was followed by SPICE’s Jonas Edman who worked with graphic artist Rich Lee to publish Angel Island: The Chinese-American Experience. Edman shared scenes and activities from this graphic novel that tell the story of Chinese immigrants who were detained at Angel Island Immigration Station. The graphic novel has been widely used nationally to educate students about immigration to the United States from China. Yu remarked, “I was thrilled to hear from Jonas Edman about the brilliant graphic novel, Angel Island: The Chinese American Experience. At last, as part of the curriculum, students can learn in living color about how the detainees struggled and endured, the human side of Chinese immigration exclusion.”

Given the prevalence of immigration-related news over the past several years, several teachers in attendance noted the importance for school curricula to include topics related to immigration history in the United States. Following the webinar, Angel Island Immigration Station Foundation’s Executive Director Edward Tepporn reflected:

Growing up in Texas, I didn’t learn about Angel Island and its significant role in our nation’s complex history until after I moved to the Bay Area… Especially as racism and xenophobia are on the rise in the U.S., it’s important to uplift the full history of how our nation has treated its diverse immigrant communities, including the injustices they have endured as well as their important contributions.

Edman suggests that teachers consider asking students essential questions like: How and why did U.S. immigration policy favor certain groups and not others? What impact did laws such as the U.S. federal law, Chinese Exclusion Act of 1882, have on Chinese immigration to the United States? In what ways did Chinese immigrants advocate for themselves and actively respond to discrimination and exclusion? How is U.S. immigration policy similar and different today? Also, Edman highly recommends teachers to visit the Angel Island Immigration Station Foundation website, which includes excellent teaching resources, including primary sources.

The webinar was made possible through the support of the Freeman Foundation’s National Consortium for Teaching about Asia initiative. The webinar was a joint collaboration between SPICE and Stanford’s Center for East Asian Studies. Special thanks to Dr. Dafna Zur, CEAS Director, and John Groschwitz, CEAS Associate Director, for their support; and to SPICE’s Naomi Funahashi for facilitating the webinar and Sabrina Ishimatsu for planning the webinar.

Applications opened last week for the China Scholars Program (CSP), Sejong Korea Scholars Program (SKSP), and Reischauer Scholars Program (RSP) on Japan—three intensive online courses offered by SPICE, Stanford University, to high school students across the United States. All three applications can now be viewed at https://spicestanford.smapply.io/. Interested students must submit their completed application (including an essay and letter of recommendation) by the deadlines listed below.

Spring 2021 Online Course Application Deadlines

China Scholars Program: October 16, 2020
Sejong Korea Scholars Program: October 16, 2020
Reischauer Scholars Program: October 16, 2020

All three online courses are currently accepting applications for the Spring 2021 term, which will begin in February and run through June. Designed as college-level introductions to East Asia, these academically rigorous courses present high school students the unique opportunity to engage in a guided study of China, Korea, or Japan directly with leading scholars, former diplomats, and other experts from Stanford and beyond. High school students with a strong interest in East Asia and/or international relations are especially encouraged to apply.

“U.S. relations with East Asia is prominently featured in the news daily,” says Naomi Funahashi, instructor of the Reischauer Scholars Program. “SPICE is incredibly fortunate to have Stanford faculty conducting cutting-edge research on Korea, Japan, and China who are willing to help our students interpret key historical events and understand contemporary topics related to security, trade, and politics.”

Rising high school sophomores, juniors, and seniors in the United States are eligible to apply to any of the three programs. Students who are interested in more than one program can apply to two or three and rank their preferences on their applications; those who are accepted into multiple programs will be invited to enroll in their highest-preference course.

For more information on a specific course, please refer to its individual webpage at chinascholars.org, sejongscholars.org, or reischauerscholars.org.

The RSP, SKSP, and CSP are SPICE’s online courses for high school students. In addition, we offer online courses for high school students in Japan (Stanford e-Japan) and China (Stanford e-China). To be notified when the next application period opens, join our email list or follow us on Facebook, Twitter, or Instagram.

Amidst the hectic year known as 2020, I started and finished SPICE’s Sejong Korea Scholars Program (SKSP), an online program offered through Stanford for high school students interested in Korea. The program was challenging but also rewarding; I honestly loved every moment of it.

My interest in Korea began when I was in elementary school. Growing up in Queens, New York, a New York City borough with a diverse population, Korean culture was introduced to me in the form of food. Although some may think all Asian food is the same, as a Chinese American, I know how vastly different Korean food can be from Chinese food. My Korean American classmates would bring in Korean foods for lunch—kimchi, gimbap, galbi—and because I had never seen it before, I’d always want to know how it tasted. Luckily for me, Queens had a sizable ethnic Korean population and with that came great Korean restaurants. I was a frequent visitor to these tasty restaurants. Through this, I became interested in learning more about Korea, but outside of food, a few videos I had watched, and some information from my classmates, I didn’t know much, if anything at all, about Korea.

Heading into the SKSP, I was worried I didn’t know as much as my classmates. When I started the SKSP, all of my worries subsided. You didn’t need a strong background on Korea or in Korean. I was told that the most important thing to have is a genuine interest or curiosity about the topic, which was something I did have. I also have to say that my classmates were some of the most motivated students I’ve ever met.

And during our biweekly meetings, we would attend lectures with experts on Korea and professionals who worked with Korea. Something interesting I learned from a lecture was that the “BBC Dad” Professor Robert Kelly is a political analyst on Korean affairs, which I don’t find to be a coincidence; instead, learning the fact that Professor Kelly is an expert on Korea shows how widespread and important the study of Korea today is.

We explored a bit of pre-nineteenth century Korean history and then explored more on religions in Korea, colonial Korea, the division of Korea and the Korean War, post-war Korea, the divergence of North and South Korea, and trends in South Korean culture including bits about chaebols and the Hallyu wave. I found a particular interest in the Korean diaspora in Japan, which I learned about when learning about Korea in its colonial period. And because the SKSP has a research component, I wrote my paper on that and enjoyed my time so much because it was a topic I genuinely wanted to learn more about. After completing my paper, I was led to Min Jin Lee’s novel Pachinko, a historical fiction about a Korean family in Japan, and found myself so invested because I had some background knowledge.

Starting the course before the pandemic and completing it during the pandemic was interesting, to say the least. When the coronavirus situation took a turn for the worse, my high school courses scrambled to finish the year, but the SKSP went on normally, and I was able to invest more time into learning about Korea. I have to give props to the course instructor, Dr. HyoJung Jang, and the program coordinator Jonas Edman for keeping the course running smoothly through a worldwide crisis and helping us students with any questions and issues we had.

I participated in the SKSP as a senior in high school, and having taken it right before college has been incredible. This course has helped develop my self-driven learning skills, which I believe will be unimaginably beneficial for me as I head off to begin my first year of college. The SKSP is a college-level course that teaches in the same way college courses are taught, and right now, I find that my experience with the SKSP has prepared me for my college classes that I have only recently started.

The SKSP has furthered my interest in international relations, which I hope to major in at the University of Pennsylvania where I am a freshman this fall. I am definitely looking forward to furthering my knowledge of Korea and hope I am able to visit one day after traveling is safe once again. For me, as someone who came into the SKSP with a curiosity and left with even more, I can’t wait to continue on my path of learning. For those interested in the SKSP, I say go for it. It has changed not only how much I know about the world, but also how I perceive it. I hope SPICE continues to offer this terrific opportunity and students take this opportunity, so they can make a difference in the world.

In 2015, SPICE launched Stanford e-Japan, an online course for high school students in Japan. Two key objectives of the course were to introduce the students to U.S.–Japan relations and to also encourage the students to consider studying in the United States. Since then, many Stanford e-Japan alumni have spent time studying at U.S. colleges as exchange students for a year and on summer programs, and several as four-year undergraduates.

One of the challenges for international students to enroll in college in the United States is the cost of tuition. To encourage more Japanese students to consider applying to U.S. universities as full-time undergraduates, Mr. Tadashi Yanai—through the Yanai Tadashi Foundation—has offered competitive four-year scholarships to Japanese high school students who enter top colleges in the United States. Several Stanford e-Japan alumni have received the prestigious and very generous scholarships.

This year, four Stanford e-Japan alumni are recipients of the Yanai Tadashi Scholarships. The Yanai Scholars are scheduled to begin their undergraduate studies in the United States from this fall. They are:

• Yuki Hayashita (Shiba High School, Tokyo): Brown University
• Ryotaro Homma (Kaisei Academy, Tokyo): Yale University
• Hugo Ichioka (Zushi Kaisei High School, Kamakura City, Kanagawa Prefecture): Williams College
• Riki Shimizu (Nada High School, Takatsuki, Osaka Prefecture): Duke University
   

Riki Shimizu, who was a student in the fall 2018 Stanford e-Japan course, noted, “Stanford e-Japan was one of the most instructive programs in high school. Back then I did not have enough English ability to fully express my thoughts, but I think it somewhat improved through the courses to the level that I could consider U.S. colleges as an option. Without attending e-Japan, I wouldn’t be able to go to Duke…” Shimizu’s Stanford e-Japan Instructor Waka Brown commented, “I am touched that Riki credits my course for providing him with the inspiration to apply to universities in the United States.” She continued, “The fact that Riki will be going to Duke University, Yuki to Brown University, and Ryotaro to Yale University is exceedingly rewarding to me as one of their former teachers.”

Stanford e-Japan is also generously supported by the Yanai Tadashi Foundation. Stanford e-Japan Instructor Meiko Kotani, who taught the fall 2019 Stanford e-Japan course, is hopeful that more Japanese students will consider applying to U.S. colleges in the future. Upon hearing that her student, Hugo Ichioka, was accepted into Williams College, she stated, “The excitement that was conveyed from his email, which alerted me to the news that he had become a Yanai Scholar, made me reflect upon the importance of working with young students and encouraging them to think ‘outside of the box’ and to apply to universities outside of Japan… during one of my online classes, I had my students meet with high school students in the United States who were enrolled in SPICE’s Reischauer Scholars Program (RSP) and this seemed to have prompted many to consider studying in the United States.”

This type of meaningful exchange between Japanese students and American students has become significant in the college life of Yanai Scholar Daisuke Masuda, a rising junior at Stanford University. When asked what advice he would give to the new Yanai Scholars, Masuda commented, “Interacting with people with diverse backgrounds has always been an integral part of my college life in the United States. The more you know about their culture, the better you can appreciate why they do what they do. I would encourage you to get to know your peers from around the world and learn various approaches to learning, careers, and life in general.”

SPICE also offers online courses to U.S. high school students on Japan (Reischauer Scholars Program), China (China Scholars Program), and Korea (Sejong Korea Scholars Program), and an online course to Chinese high school students on the United States (Stanford e-China Program).

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