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.

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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.

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The following reflection is a guest post written by Millie Gan, an alum of the Spring 2025 Stanford e-Entrepreneurship Japan Program. Earlier this year, Millie launched Teenage Business Contest Japan, a platform for encouraging social entrepreneurship among teens.

Japan is a place people love to visit, featuring bullet trains, temples, and sushi. Up close, I saw shrinking rural towns, an aging population, and customs fading from daily life. I wanted to do something that wasn’t just talk. The questions that kept coming up were: Who will have the creative ideas necessary to address these issues? And how can we best encourage and empower them?

This summer in Tokyo, the Teenage Business Contest Japan (TBCJ) 2025 invited high school students from across the country to develop business ideas that would help revitalize Japan’s communities. What started as a project organized by students evolved into a nationwide platform where young people could address problems that are typically left to politicians and businesses. As a participant in the Stanford e-Entrepreneurship Japan (SeEJ) program, I planned and built TBCJ in parallel with my SPICE coursework, applying classroom concepts—such as problem framing, rapid testing, and iteration—to real-world challenges.

SeEJ shaped the way I worked: start small, learn fast, and ship. I taught myself Python and JavaScript for websites and games, but for the contest I needed a different kind of tool. I used the Kotae.ai platform to launch TB-Chan, an AI helper on our website. Building it took minutes; training it took discipline. Every morning, I updated TB-Chan with new information—rules, schedules, government datasets, and simple “nudge” prompts—so students, media, and sponsors got instant, consistent answers. Without TB-Chan, we couldn’t have handled the volume of questions.

I was very thrilled that my SeEJ instructor and mentor, Dr. Makiko Hirata, presented the opening speech during the contest. Her message that young people can solve even the most complex challenges if they are given the chance set the tone for the day and encouraged everyone who was there. Getting TBCJ off the ground wasn’t glamorous. Working with government agencies entailed months of preparation; demonstrating impact to institutions demanded patience; securing funding from major companies required persistence. In the end, we raised over ¥3 million and built credibility the old-fashioned way: by delivering. The contest drew reporters—including from The Nikkei and the BBC—and more than 300 online articles followed. Importantly, the work didn’t end on stage. After the event, finalists began collaborating across schools and regions, and the University of Tokyo invited all four finalist teams into its WE AT CHALLENGE Business Program for coaching and potential funding.

A story about Japanese soccer guided me throughout. For years, there were few strikers—too risky, too exposed—until kids watched international players who took the shot. The talent was always there; what was missing was the example. On our stage, every finalist was a striker: a student who led without a guarantee. I also had to be one. Organizing a national contest as a teenager meant acting before certainty existed, and letting action create momentum.

That is the link between TBCJ and SPICE: SeEJ is not just theory; it is a bridge to action. It teaches you to listen carefully, test quickly, and improve openly. TBCJ proved that teens aren’t only future leaders—they are present-tense builders. With the right tools, data, mentors, and faith, young people can connect ideas to implementation and turn problems into opportunities.

The message I hope readers take away is simple: let’s be the strikers. Take the shot. Others will follow.

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

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On August 2, 2025, Minamata High School once again opened its doors to celebrate the beginning of a new year of the Stanford e-Minamata Program. The familiar sense of anticipation in the auditorium was met with something new as well: the confidence of a community and a program stepping into its second year. If last year’s guiding spirit was resilience and renewal, this year carries the feeling of growth and leadership, an acknowledgment that the seeds planted in 2024 are already beginning to bear fruit.

In his opening remarks, Mayor Toshiharu Takaoka reaffirmed the city’s dedication to supporting young people through this international partnership, while Dr. Gary Mukai, Director of SPICE, offered words of encouragement that were both lighthearted and deeply meaningful to the eager students in the room. Reminding students that mistakes are not just acceptable but essential to learning, Dr. Mukai underscored the courage and curiosity at the heart of leadership development. His message, paired with the mayor’s steady vision, set a hopeful tone for the year ahead.

That spirit was quickly brought to life by Minamata High School students Asuka Umekawa and Yudai Hirata, who delivered their opening remarks in English. Their poise and determination captured the excitement of their classmates, and their eagerness to bridge local and global perspectives embodied the purpose of the program itself. Their words were not only a reflection of their own commitment, but also a reminder of the potential within this year’s entire cohort.

Photo below: Yudai Hirata, August 2, 2025; photo courtesy Minamata High School.

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As the program enters its second year, the three themes of environment, emerging technologies, and U.S.–Japan relations remain at the core. Yet, like any thriving endeavor, e-Minamata continues to evolve. This year introduces a new sustainable agriculture module in collaboration with a regenerative farmer in Saga Prefecture, offering students a direct look at innovations shaping the future of Japanese agriculture. Alongside this addition, an expanded roster of guest speakers—some familiar, others new—will broaden the perspectives brought into the classroom.

The 25 students who make up this year’s cohort include first-, second-, and third-year students, creating a dynamic mix of voices and experiences. Their curiosity mirrors that of last year’s inaugural participants, many of whom continue to apply the program’s lessons in their studies, community activities, and even their plans for higher education. The continuity between these groups makes clear that the program is more than a single-year opportunity, it is building a culture of inquiry and leadership that extends beyond the classroom.

Looking ahead, one of the most anticipated elements of this year’s program will be the introduction of a community showcase. Students will work together to identify local challenges and opportunities in Minamata City, and at the end of the year, present their proposed solutions publicly. This new feature not only empowers students to see themselves as problem-solvers, but also invites the broader community to engage with their ideas. In doing so, the showcase promises to deepen the connections between classroom learning and community vitality.

The program’s growth would not be possible without the continued support of many partners. The leadership of Mayor Takaoka and Minamata City Hall remains steadfast. The Minamata Environmental Academia has taken on an expanded role, now guiding much of the program’s coordination. Within Minamata High School, Principal Yasunori Takaki, Vice Principal Fumiko Niibu, and Planning Manager Saho Yagyu continue to provide invaluable support. And while Mr. Hiroki Hara, who was instrumental in the program’s early development, has since relocated to Tokyo, his contributions remain an important part of the program’s foundation.

This year’s opening ceremony revealed the unfolding of student journeys and the steady expansion of a program that is becoming an anchor in Minamata’s ongoing story of renewal. The courage of Asuka and Yudai, the curiosity of their peers, and the unwavering support of local leaders and partners all point to a larger truth: Minamata’s youth are stepping forward not just as students, but as leaders whose perspectives will shape their community and extend far beyond it. The Stanford e-Minamata Program is an invitation to grow, to lead, and to imagine a future rooted in resilience, innovation, and connection.

Stanford e-Minamata is one of SPICE’s local student programs in Japan.

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My archival research at Stanford University has focused on the legal and civil rights advocacy of key Mexican American leaders and institutions, including civil rights scholar Ernesto Galarza; voting rights attorney and co-author of the California Voting Rights Act Joaquin Avila; and the organizational records of the Mexican American Legal Defense and Educational Fund (MALDEF) and California Rural Legal Assistance, Inc. (CRLA). These legal organizations have played a critical role to advance the civil and voting rights of Latino communities, utilizing litigation as a strategic tool to secure equal protection under the law and promote equitable political representation through legislation. The collections offer extensive documentation of decades-long legal struggles and grassroots advocacy, illuminating both national and transnational dimensions of Latino American civil rights movements.

My research has also included conducting oral history interviews with prominent legal and civil rights leaders, such as General Counsel Thomas A. Saenz, current MALDEF President; José Padilla, former CRLA Executive Director; Ambassador Vilma Martinez, former General Counsel of MALDEF; and the only oral history ever conducted with the late Joaquin Avila, voting rights attorney and former General Counsel of MALDEF. These interviews, which are archived and publicly available through the Stanford Department of Special Collections and the Stanford Historical Society, offer invaluable firsthand accounts of the legal strategies, institutional histories, and personal commitments that have shaped Latino civil rights advocacy over the past several decades.

During the past 15 years of conducting research at Stanford, I have been consistently inspired by the dedication of lawyers and advocacy organizations working to improve the lives of marginalized communities. One formative moment occurred when I first encountered archival photographs from the 1950s of former braceros, legally contracted guestworkers. The Bracero Program was a binational labor agreement between the United States and Mexico that brought over two million braceros to the United States from 1942 to 1964. These images offered powerful visual narratives of migration, labor, and hope—stories reminiscent of iconic photographs of immigrants arriving at Ellis Island. However, these photographs pointed to a different but equally significant point of entry: The U.S.–Mexico border. This research solidified my commitment to public scholarship and the importance of making archival materials accessible to broader audiences.

Through my research in the Stanford Department of Special Collections and ongoing collaboration with the Stanford Program on International and Cross-Cultural Education (SPICE), as well as through teaching and public engagement, I have developed initiatives aimed at bridging the gap between academic research and public history. I founded the Bracero Legacy Project to share these important histories with wider audiences and have continued this work by designing ethnic studies curricula for school districts and organizing educational events that highlight the contributions and experiences of Latino communities in the United States.

This commitment to public history culminated most recently on June 10, 2025, when I co-organized, alongside Monterey County Supervisor Luis Alejo, a public commemoration marking the 50th anniversary of the banning of the short-handled hoe—a tool that had long symbolized exploitation in agricultural labor. Used for over a century by farmworkers of multiple ethnic backgrounds, the short-handled hoe required workers to remain stooped over for long periods at a time, leading to chronic injuries and long-term disability. Labor leader César Chávez himself suffered from debilitating back pain as a result of such work. The tool was officially banned on April 7, 1975, following the tireless advocacy of local farmworkers Sebastian Carmona and Hector De La Rosa, who, with legal representation from CRLA attorneys Marty Glick and Mo Jourdane, successfully brought the case before the California Supreme Court. The Mercury News opinion piece, [May 30, 2025], “Farmworker victory ending use of ‘El Cortito’ 50 years ago,” noted that the victory provided an “empowering lesson.”

The anniversary event brought together over 200 people and distinguished guests including Glick, Jourdane, and other CRLA alumni, as well as iconic figures such as labor and civil rights leader Dolores Huerta and playwright Luis Valdez, who spoke about the “long civil and labor rights movements.” I also invited the legendary music group Los Tigres del Norte, who hold a special cultural resonance in the Latino community. Their music shaped my immigrant upbringing, reflecting the complexities of navigating bicultural identity, bilingualism, and persistent anti-immigrant sentiment. Their songs—such as “La Jaula de Oro,” “Somos Más Americanos,” “Campesino,” and their tribute to César Chávez—articulate the lived experiences of immigrant communities and assert a counternarrative of dignity, resilience, and resistance in the face of marginalization.

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Jorge Hernández, co-founder of Los Tigres del Norte, has often spoken about the group’s first U.S. performance at Soledad Prison in 1968—the same year Johnny Cash played at Folsom State Prison. Since then, they have received multiple Grammy Awards, sold out Madison Square Garden, and, this past summer, were honored with a namesake street in Brooklyn. During the Monterey County event, Supervisor Alejo and the Board of Supervisors presented Los Tigres del Norte with a lifetime achievement award recognizing not only their musical legacy but also their decades-long advocacy on behalf of immigrant and Latino communities. Photo above: Dr. Ornelas (third from the left) pictured with Los Tigres del Norte band members (left to right) Luis Hernández, Hernan Hernández, Jorge Hernández, Eduardo Hernández, and Óscar Lara | photo credit: Pep Jimenez.

As part of our continued collaboration, I have invited Los Tigres del Norte to visit the Department of Special Collections at Stanford to study Ernesto Galarza’s personal papers and bracero correspondence. In particular, we will examine Galarza’s documentation of the 1963 “Tragedy at Chualar,” in which 32 braceros were killed in a devastating collision between a makeshift bus and a train. Galarza served as the principal investigator of the accident, and the archival record he left offers profound insights into the structural neglect and human cost of exploitative labor systems. Our hope is to draw from these materials to inspire a new song that honors the 32 bracero lives lost and continue to educate the public about this overlooked chapter in U.S. history.

This kind of scholarly interdisciplinary and community-based collaboration underscores the vital role of archives and public scholarship in shaping collective memory and advancing civil rights education. As I continue my work with SPICE and within the Stanford Department of Special Collections, I remain committed to collaborating with scholars across disciplines and transnationally to deepen public understanding of Latino American history and to ensure that these stories are not only preserved but heard.

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Childhood weekends spent with my grandparents in New Jersey were like attending a school of all things Korean—not only of the language but of the culture and traditions. I learned to bow in my hanbok on New Year’s day, to shout “fighting” as a word of encouragement, and to eat ssam (Korean barbecue in lettuce wraps) in just one bite. Harabeoji (Grandpa) and Halmeoni (Grandma) had opened an early window into Korea for me, but their absence for the last five years left my deepening interest in and growing questions about my heritage and Korean history largely unexplored and unanswered. And although Harabeoji had left us The Bai Family book, memorializing his and our family’s stories, I have been unable to read beyond the first few chapters. I told myself that the English translation could not really capture his voice, but actually, I was too emotionally overwhelmed as I learned about his painful life under Japanese rule, as an impoverished refugee in what is now South Korea, and as a strange foreigner in America.

While searching for ways to learn more about Korea and the historical forces behind the traumatic events that shaped my grandparents’ lives and our family’s journey, I came across the Sejong Korea Scholars Program (SKSP), which seemed to magically check the boxes of what I had set out to learn.

For over four months, I was able to indulge in SKSP’s countless offerings—live online lectures from renowned professors and experts in the field, informative weekly readings of primary and secondary sources, lively discussions with an engaged peer group, our active virtual discussion board, and of course the supportive guidance of Dr. HyoJung Jang, the instructor of SKSP. We explored and appreciated Korea’s achievements, such as King Sejong’s invention of the Hangul writing system, which made literacy accessible to the general population, and the invention of a metal printing type more than a hundred years before Johannes Gutenberg’s printing press. We also delved deeply into understanding Korea’s historical identity as a “Hermit Kingdom” and the factors behind its long-held isolationist policies. We even read about the famous turtle ships used to successfully fend off Japanese encroachment. (I had always wondered about my grandpa’s small models of those ships.) And though painful, we also learned about the layered history of the Japanese occupation, including the period of cultural rule that my grandpa was subjected to in his youth.

The highlight of SKSP for me was the research paper. When Dr. Jang encouraged us to find a topic we were deeply interested in, I chose to explore the enduring power and resilience of Korean nationalism. Despite some initial struggles to define and frame my argument, with the readings and lecture on nationalism by Professor Gi-Wook Shin and Dr. Jang’s constructive feedback and supportive encouragement, I was able to think critically and write persuasively. Dr. Jang also pointed me to areas beyond the SKSP curriculum such as Korean sociology studies, which helped me to focus on the aspects of Korean nationalism related to ethnic solidarity and sense of civic duty.

SKSP provided a historical lens for me to be able to read Harabeoji’s words and understand the broader context of his personal stories. Now, as I continue to build upon my historical knowledge, Korean language skills, and even cooking, I will always carry with me the skills and knowledge I attained in SKSP—a truly immersive experience I believe any student will find rewarding.

SKSP is currently accepting applications for the 2026 course. Apply at https://spicestanford.smapply.io/prog/sejong_korea_scholars_program/. The application deadline is November 1, 2025.

SKSP is one of several online courses offered by SPICE.

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Three of SPICE’s online programs for U.S. high school students have begun accepting applications for the spring 2026 academic term. The Reischauer Scholars Program (RSP) and the Sejong Korea Scholars Program (SKSP) welcome applications from high school sophomores, juniors, and seniors in the United States. U.S.–China Co-Lab on Climate Solutions brings together 10th–12th graders from the United States and China in the same program to collaborate on solutions to the global climate crisis.

The RSP engages students in an intensive study of Japan and the U.S.–Japan relationship, facilitating discussions with scholars, diplomats, and other guest speakers with personal and professional expertise in Japanese culture, society, and U.S.–Japan relations. The 2026 RSP course dates are February 1 to June 14. The application deadline is October 17, 2025.

The SKSP provides students an enriching and academically rigorous overview of Korean history and U.S.–Korea relations through online lectures with top scholars and experts and engaging student discussions. The 2026 SKSP course will run February through early June. The application deadline is November 1, 2025.

The U.S.–China Co-Lab program focuses specifically on climate-related issues and U.S.–China cooperation, past and potential, and strategies for global cooperation. High school students from the U.S. and China will get to know each other’s lives and environments and actively work together on projects to develop their expertise on local, bilateral, and global climate action. This is a joint program of SPICE’s Stanford e-China (for students in China) and China Scholars Program (for U.S. students). The spring 2026 Co-Lab course dates are February 27 to May 22. The application deadline for U.S. students is November 1, 2025.

Students who are interested in applying to more than one program may do so and rank their preferences on their applications. Those who are accepted into multiple programs for spring 2026 will be invited to enroll in their highest-preference course.

Applications for all three programs can be found at https://spicestanford.smapply.io/. Deadlines vary:

• Reischauer Scholars Program: October 17
• Sejong Korea Scholars Program: November 1
• U.S.–China Co-Lab on Climate Solutions: November 1

For more information on a specific online course, please refer to its individual webpage.

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To learn more about SPICE’s student programs, visit our Student Programs page.

Over ten years ago in 2015, SPICE launched Stanford e-Japan, a national online course that enrolls high school students from Japan to engage in an intensive study of U.S. society and culture and U.S.–Japan relations. In 2016, SPICE launched Stanford e-Tottori, SPICE’s first regional program in Japan that enrolls high school students from across Tottori Prefecture. SPICE now enrolls approximately 230 to 240 students from nine regional programs in Japan. Six programs are prefectural programs (Fukuoka, Hiroshima, Oita, Tottori, Wakayama, Yamaguchi), and three are municipal programs (Kagoshima, Kawasaki, and Kobe).

In August 2025, SPICE held four award ceremonies for honorees of the 2024–2025 regional programs in Japan. Two honorees from each program were recognized. Stanford e-Fukuoka is currently in session, and the honorees will be recognized in August 2026.

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The first ceremony was held at Stanford University on August 8, 2025 for the top students in Stanford e-Kawasaki and Stanford e-Kobe. Inspirational opening comments were delivered by Consul Asami Chikae from the Consulate General of Japan in San Francisco. Chikae’s comments were followed by remarks by Stanford e-Kawasaki instructor Maiko Tamagawa Bacha and Stanford e-Kobe instructor Alison Harsch and the honorees’ presentations. The honorees are:

Stanford e-Kawasaki

Reimi Ito; Tachibana High School

Yuka Nagasawa; Kawasaki High School

Stanford e-Kobe

Karen Ito; Kobe Municipal Fukiai High School

Shoko Urakami; Kobe University Secondary School

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In the second ceremony, top students from Stanford e-Oita and Stanford e-Tottori were honored on August 20, 2025 at Stanford University. Encouraging opening comments were delivered by Consul Mayu Hagiwara, Director of the Japan Information and Culture Center at the Consulate General of Japan in San Francisco. Hagiwara’s comments were followed by remarks by Stanford e-Oita instructor Kasumi Yamashita and Stanford e-Tottori instructor Jonas Edman and the honorees’ presentations. The honorees are:

Stanford e-Oita

Yuri Kishida; Ajimu High School

Yoka Okuda; Usa High School
 
Stanford e-Tottori

Maiko Koyama; Tottori Nishi High School

Nobuki Tokukura; Seishokaichi High School

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During the third ceremony, top students from Stanford e-Hiroshima, Stanford e-Kagoshima City, and Stanford e-Yamaguchi were honored on August 22, 2025 at Stanford University. The ceremony began with inspiring comments by Deputy Consul General Takeshi Ishihara from the Consulate General of Japan in San Francisco. Ishihara’s opening comments were followed by remarks by Stanford e-Hiroshima instructor Rylan Sekiguchi, Stanford e-Kagoshima City instructor Amy Cheng, and Stanford e-Yamaguchi instructor Mia Kimura and the honorees’ presentations. The honorees are:

Stanford e-Hiroshima

Haruka Morisako; Kamo High School

Yura Sakamoto; Kure Mitsuta High School

Stanford e-Kagoshima City

Aoi Machida; Kagoshima Gyokuryu High School

Yujiro Matsunaga; Kagoshima Gyokuryu High School

Stanford e-Yamaguchi

Asako Kaya; Iwakuni High School

Miku Kuramura; Shimonoseki Nishi High School

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During the fourth ceremony, top students from Stanford e-Wakayama were honored online on August 26, 2025. Yuriko Sugahara, Advisor for Cultural and Educational Affairs at the Consulate General of Japan in San Francisco provided motivating comments. Sugahara’s comments were followed by remarks by Stanford e-Wakayama instructor Dr. Makiko Hirata and the honorees’ presentations. The honorees are:

Stanford e-Wakayama 

Tomoka Kishigami; Kaichi High School

Yuto Nishi; Kushimoto Koza High School

Following each of the three in-person ceremonies, the students enjoyed a luncheon, a campus tour, and a dinner. Many students commented that one of the highlights of their visit to Stanford was having the chance to meet high school students from other regions of Japan. Many guests commented on how impressed they were with the student presentations and the poise that the students exhibited, especially during the question-and-answer periods.

Importantly, SPICE is grateful to the municipal and prefectural representatives who accompanied the students to Stanford or joined the online ceremony for Wakayama. They are Shoko Hirata (Hiroshima); Yuko Yamaguchi and Shingo Ishihara (Kagoshima City); Chika Ueda (Kobe City); Noriko Fujitsuka and Toshiyuki Yamamoto (Oita Prefecture); Natsu Odahara (Tottori Prefecture); Masanori Toda (Wakayama Prefecture); and Akinobu Tomonari (Yamaguchi Prefecture).

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

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Stanford e-Japan enrolls exceptional high school students from Japan to engage in an intensive study of U.S. society and culture. The Reischauer Scholars Program (RSP) enrolls exceptional high school students from the United States to engage in an intensive study of Japanese society and culture. Both courses underscore the importance of U.S.–Japan relations. The Yanai Tadashi Foundation is the current supporter of Stanford e-Japan, and the Japan Fund at the Freeman Spogli Institute for International Studies (FSI) is the current supporter of the RSP.

On August 11, 2025, the 2025 Japan Day award ceremony was held at Stanford University to honor SPICE’s Spring and Fall 2024 Stanford e-Japan student honorees and the 2025 RSP student honorees. The honorees performed at the highest levels of their courses as determined by Stanford e-Japan instructors Waka Takahashi Brown (spring course) and Meiko Kotani (fall course), RSP instructor Naomi Funahashi, and the research paper review committees. The honorees are:

Spring 2024 Stanford e-Japan 
Aoi Furutani, Saitama Municipal Urawa High School, “Comparative Analysis of Surrogacy Policies in the United States and Japan: Proposals for Introducing Surrogacy in Japan”

Komari Machida, Crimson Global Academy, “Futoukou vs. Homeschooling: Exploring Societal Reintegration of Children Outside of Traditional School Systems in Japan and the United States”

Sota Tajima, Seiko Gakuin High School, “Synergy in the Stars: How the U.S. and Japan Can Lead the Next Era of Space”

Honorable Mentions:
Ryu Sato, Soka Senior High School, “Japanese and American Philanthropic Culture in Regard to College Financial Aid”

Sakura Suzuki, Hokkaido Asahikawa Higashi High School, “Designing School Buildings to Encourage Student Creativity: Comparing Historical Changes in School Buildings in Japan and the United States”

Fall 2024 Stanford e-Japan
Ellen Nema, Junior and Senior High School Affiliated to Showa Pharmaceutical University, “Breaking the Chain of Poverty in Okinawa: Educational Approaches and Foundations”

Hirotaka Onishi, Kaisei Gakuen High School, “A Time for Reconsideration: Toward a New International Monetary Order”

Mia Yakushiji, Murasakino Municipal High School, “Dual Citizenship in Japan”

Honorable Mentions:
Lynne Mizushima, Keio Shonan Fujisawa Junior & Senior High School, “The Lack of Female Political Leaders in Japan: A Cultural Glass Ceiling”

Kan Sugimi, Isahaya High School, “Should Bilingual Parents in the U.S. Raise Bilingual Children?”

2025 Reischauer Scholars Program
Bennett Feng, Horace Mann School, “From Economic Rebirth to Structural Stagnation”

Jessica Hu, The Harker School, “Dried-Up Rivers: State-Sponsored Linguistic Oppression and Its Erasure of Ainu Identity”

Ty Tan, Coral Academy of Science Las Vegas, “Recalibrating Japan’s FOIP”

Honorable Mentions:

Jackson Hayward, The Nueva School, “Shikata ga nai: Voter Apathy and Cultural Depoliticization in Modern Japan”

Radoslav Kyselak, Highland Hall Waldorf School, “Norms Through Networks: Japan’s Digital Diplomacy as a Counter to China’s Digital Silk Road in the Global South”

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The program began with welcoming comments from the Honorable Yo Osumi, Consul General of Japan in San Francisco. He commented that the Reischauer Scholars Program and Stanford e-Japan are very important for our two nations—given that both engage future leaders in both countries—and extended high praise to the honorees. Consul General Osumi’s tenure ended at the end of August and on behalf of my colleagues at SPICE, I presented him with a plaque from SPICE to acknowledge his unwavering support of SPICE’s Japan programs.

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Following the welcoming and opening comments, Brown, Kotani, and Funahashi gave overviews of their courses and introduced the student honorees. The student honorees made engaging presentations based on their research papers and fielded very thought-provoking questions from the audience. Each honoree received a plaque from their instructor. The photo on the top is of the Stanford e-Japan honorees, and the photo on the bottom is of the RSP honorees; photo credit: Irene Bryant.

The RSP will enter its 23rd year in 2026, and Stanford e-Japan is about to enter its 11th year. Many of the alumni are studying U.S.–Japan relations, engaged in various fields related to U.S.–Japan relations, and continue to give back to both programs by being guest speakers and mentors to the new students.

Following the formal event, the student honorees—most having just met each other in person for the first time—had the chance to enjoy a Stanford campus tour together. It is the hope of Brown, Kotani, and Funahashi that the Japanese and American student honorees will continue to strengthen their budding friendships and ensure that the U.S.–Japan relationship remains strong.

SPICE is grateful to President Tadashi Yanai for his generous support of Stanford e-Japan and to the staff of the Yanai Tadashi Foundation for their regular correspondence and encouragement. SPICE is thankful to the Japan Fund committee at FSI for its generous support of the Reischauer Scholars Program. These courses and the ceremony would not be possible without them. SPICE is also grateful to SPICE Event Coordinator Sabrina Ishimatsu for meticulously planning and implementing the event.

SPICE is currently accepting applications for the 2026 Reischauer Scholars Program. The deadline to apply is October 17, 2025.

The application for the 2026 session of Stanford e-Japan will open on November 15, 2025.

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

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