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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Starting something new from scratch is always challenging. Though it requires huge amounts of effort and contains the possibility of not working out, I believe that it is absolutely worth exploring a new challenge because it has the power of creating chances of making people happier. This is the most important thing I learned from the people who took the initiative to establish the wonderful program, Stanford e-Japan.

Though it was the inaugural year of the program when I joined in 2015, I was truly impressed not only with the high quality of the academic content, but also with the rich opportunities of communication with prestigious leaders from various fields. Moreover, the program generously offered the top three students the chance to visit Stanford University for a ceremony.

It was exhilarating to be in the program due to the endless surprises and new learnings that I encountered throughout the course. 

Since then, I have resolved to initiate new challenges myself in order to contribute to younger students just as Stanford e-Japan Instructor Waka Brown did for me. After I returned to Keio University from a one-year university exchange program at the University of California, San Diego, I established a student-led organization with several members at Keio from diverse backgrounds. Our student-led organization aims to cultivate young global citizens of Japan by allowing students attending Japanese high schools to have meaningful interactions with international students from Japanese universities like Keio.

In addition to encouraging the high school students to explore new challenges, I also wanted to share how interesting it is to learn about different cultures, including the histories of foreign countries and the benefits of interacting with people who have different backgrounds. We focus on designing an environment so that high school students can actively discuss and exchange ideas with international students in person while also building their English presentation skills. Through our program, we believe every high school student has the opportunity to learn something new like communication skills with individuals of different backgrounds, the ability to reach a mutual understanding with people of differing opinions, and leadership skills to lead discussions in a diverse community.

During our programs at several high schools, I have been able to hear many voices from the high school students, international students, and even high school teachers that suggest that they have fortunately had meaningful and fruitful experiences during our programs. Despite some initial struggles, I now strongly believe that even small programs like ours can make a difference in our society. I will never forget the precious lessons learned from Stanford e-Japan, and perhaps the most important lesson is for me to continue to explore new challenges and to encourage young students to do so as well.

APARC is pleased to announce that two young scholars, Jeffrey Weng and Nhu Truong, have been selected as our 2020-21 Shorenstein postdoctoral fellows on contemporary Asia. They will begin their appointments at Stanford in autumn 2020.

The Shorenstein Postdoctoral Fellowship on Contemporary Asia is open to recent doctoral graduates dedicated to research and writing on contemporary Asia, primarily in the areas of political, economic, or social change in the Asia-Pacific, or international relations in the region.

Fellows develop their dissertations and other projects for publication, present their research, and participate in the intellectual life of APARC and Stanford at large. Our postdoctoral fellows often continue their careers at top universities and research organizations around the world and remain involved with research and publication activities at APARC.

Meet our new postdoctoral scholars:

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Research focus: How does society shape language, and how does language shape society?

Jeffrey Weng is completing his Ph.D. in sociology at the University of California, Berkeley. He holds a BA in political science from Yale University, and his work has appeared in the Journal of Asian Studies and Theory and Society. His research focuses on the evolution of language, ethnicity, and nationalism in China.

Jeffrey's dissertation examines language in the context of Chinese nation-building. Mandarin Chinese was artificially created about a century ago and initially had few speakers. Now, it is the world’s most-spoken language. How did this transition happen? Weng's research shows how the codification of Mandarin was done with the intention to match existing practices closely, but not exactly. Top-down efforts by the state to spread the new language faced enormous difficulties, and ultimately its wide-spread adoption may have been catalyzed more by economic growth and urban migration. By investigating how these monumental social and political changes occurred, Weng’s work deepens the understanding of societal shifts, past and present, in one of the world’s predominant nations, while also contributing more broadly to scholarship on class, the educational reproduction of privilege, and the construction and reconstruction of race, ethnicity, and nation.

At Shorenstein APARC, Weng will continue to publish papers based on his doctoral research while reworking his dissertation into a book manuscript.

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Research focus: Why are some authoritarian regimes more responsive than others?

Nhu Truong is a Ph.D. candidate in comparative politics in the Department of Political Science at McGill University, with an area focus on China, Vietnam, and Southeast Asia. She received an MPA in International Policy and Management from the Wagner Graduate School of Public Service at New York University, an MA in Asian Studies from the University of Texas at Austin, and a BA in International Studies from Kenyon College. Prior to embarking on her doctoral study, she worked in international development in Vietnam and Cambodia, and with policy research on China.

Her research focuses on authoritarian politics and the nature of communist and post-communist regimes, particularly as it pertains to regime repressive-responsiveness, the dynamics of social resistance, repertoires of social contention, and political legitimation.
 
Nhu Truong’s dissertation explains how and why the communist, authoritarian regimes of China and Vietnam differ in their responsiveness to mounting unrest caused by government land seizures. Drawing on theory and empirical findings from 16 months of fieldwork and in-depth comparative historical analysis of China and Vietnam, Truong uses these two regimes as case studies to explore the nature of responsiveness to social pressures under communist and authoritarian rule and the divergent institutional pathways that responsiveness can take. She posits that authoritarian regimes manage social unrest by relying on raw coercive power and by demonstrating responsiveness to social demands. But not all authoritarian regimes are equally responsive to social pressures. Despite their many similarities, the Vietnamese communist regime has exhibited greater institutionalized responsiveness, whereas China has been relatively more reactive.
 
As a Shorenstein Fellow, Truong will develop her dissertation into a book manuscript. She plans to continue exploring the variable outcomes and knock-on effects of authoritarian responsiveness in places like Cambodia, which will further support her comparative research on China and Vietnam and lay the groundwork for her next project.