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When we’re faced with a video recording of an event—such as an incident of police brutality—we can generally trust that the event happened as shown in the video. But that may soon change, thanks to the advent of so-called “deepfake” videos that use machine learning technology to show a real person saying and doing things they haven’t.

This technology poses a particular threat to marginalized communities. If deepfakes cause society to move away from the current “seeing is believing” paradigm for video footage, that shift may negatively impact individuals whose stories society is already less likely to believe. The proliferation of video recording technology has fueled a reckoning with police violence in the United States, recorded by bystanders and body-cameras. But in a world of pervasive, compelling deepfakes, the burden of proof to verify authenticity of videos may shift onto the videographer, a development that would further undermine attempts to seek justice for police violence. To counter deepfakes, high-tech tools meant to increase trust in videos are in development, but these technologies, though well-intentioned, could end up being used to discredit already marginalized voices. 

(Content Note: Some of the links in this piece lead to graphic videos of incidents of police violence. Those links are denoted in bold.)

Recent police killings of Black Americans caught on camera have inspired massive protests that have filled U.S. streets in the past year. Those protests endured for months in Minneapolis, where former police officer Derek Chauvin was convicted this week in the murder of George Floyd, a Black man. During Chauvin’s trial, another police officer killed Daunte Wright just outside Minneapolis, prompting additional protests as well as the officer’s resignation and arrest on second-degree manslaughter charges. She supposedly mistook her gun for her Taser—the same mistake alleged in the fatal shooting of Oscar Grant in 2009, by an officer whom a jury later found guilty of involuntary manslaughter (but not guilty of a more serious charge). All three of these tragic deaths—George Floyd, Daunte Wright, Oscar Grant—were documented in videos that were later used (or, in Wright’s case, seem likely to be used) as evidence at the trials of the police officers responsible. Both Floyd’s and Wright’s deaths were captured by the respective officers’ body-worn cameras, and multiple bystanders with cell phones recorded the Floyd and Grant incidents. Some commentators credit a 17-year-old Black girl’s video recording of Floyd’s death for making Chauvin’s trial happen at all.

The growth of the movement for Black lives in the years since Grant’s death in 2009 owes much to the rise in the availability, quality, and virality of bystander videos documenting police violence, but this video evidence hasn’t always been enough to secure convictions. From Rodney King’s assailants in 1992 to Philando Castile’s shooter 25 years later, juries have often declined to convict police officers even in cases where wanton police violence or killings are documented on video. Despite their growing prevalence, police bodycams have had mixed results in deterring excessive force or impelling accountability. That said, bodycam videos do sometimes make a difference, helping to convict officers in the killings of Jordan Edwards in Texas and Laquan McDonald in Chicago. Chauvin’s defense team pitted bodycam footage against the bystander videos employed by the prosecution, and lost.

What makes video so powerful? Why does it spur crowds to take to the streets and lawyers to showcase it in trials? It’s because seeing is believing. Shot at differing angles from officers’ point of view, bystander footage paints a fuller picture of what happened. Two people (on a jury, say, or watching a viral video online) might interpret a video two different ways. But they’ve generally been able to take for granted that the footage is a true, accurate record of something that really happened. 

That might not be the case for much longer. It’s now possible to use artificial intelligence to generate highly realistic “deepfake” videos showing real people saying and doing things they never said or did, such as the recent viral TikTok videos depicting an ersatz Tom Cruise. You can also find realistic headshots of people who don’t exist at all on the creatively-named website thispersondoesnotexist.com. (There’s even a cat version.) 

While using deepfake technology to invent cats or impersonate movie stars might be cute, the technology has more sinister uses as well. In March, the Federal Bureau of Investigation issued a warning that malicious actors are “almost certain” to use “synthetic content” in disinformation campaigns against the American public and in criminal schemes to defraud U.S. businesses. The breakneck pace of deepfake technology’s development has prompted concerns that techniques for detecting such imagery will be unable to keep up. If so, the high-tech cat-and-mouse game between creators and debunkers might end in a stalemate at best. 

If it becomes impossible to reliably prove that a fake video isn’t real, a more feasible alternative might be to focus instead on proving that a real video isn’t fake. So-called “verified at capture” or “controlled-capture” technologies attach additional metadata to imagery at the moment it’s taken, to verify when and where the footage was recorded and reveal any attempt to tamper with the data. The goal of these technologies, which are still in their infancy, is to ensure that an image’s integrity will stand up to scrutiny. 

Photo and video verification technology holds promise for confirming what’s real in the age of “fake news.” But it’s also cause for concern. In a society where guilty verdicts for police officers remain elusive despite ample video evidence, is even more technology the answer? Or will it simply reinforce existing inequities? 

The “ambitious goal” of adding verification technology to smartphone chipsets necessarily entails increasing the cost of production. Once such phones start to come onto the market, they will be more expensive than lower-end devices that lack this functionality. And not everyone will be able to afford them. Black Americans and poor Americans have lower rates of smartphone ownership than whites and high earners, and are more likely to own a “dumb” cell phone. (The same pattern holds true with regard to educational attainment and urban versus rural residence.) Unless and until verification technology is baked into even the most affordable phones, it risks replicating existing disparities in digital access. 

That has implications for police accountability, and, by extension, for Black lives. Primed by societal concerns about deepfakes and “fake news,” juries may start expecting high-tech proof that a video is real. That might lead them to doubt the veracity of bystander videos of police brutality if they were captured on lower-end phones that lack verification technology. Extrapolating from current trends in phone ownership, such bystanders are more likely to be members of marginalized racial and socioeconomic groups. Those are the very people who, as witnesses in court, face an uphill battle in being afforded credibility by juries. That bias, which reared its ugly head again in the Chauvin trial, has long outlived the 19th-century rules that explicitly barred Black (and other non-white) people from testifying for or against white people on the grounds that their race rendered them inherently unreliable witnesses. 

In short, skepticism of “unverified” phone videos may compound existing prejudices against the owners of those phones. That may matter less in situations where a diverse group of numerous eyewitnesses record a police brutality incident on a range of devices. But if there is only a single bystander witness to the scene, the kind of phone they own could prove significant.

The advent of mobile devices empowered Black Americans to force a national reckoning with police brutality. Ubiquitous, pocket-sized video recorders allow average bystanders to document the pandemic of police violence. And because seeing is believing, those videos make it harder for others to continue denying the problem exists. Even with the evidence thrust under their noses, juries keep acquitting police officers who kill Black people. Chauvin’s conviction this week represents an exception to recent history: Between 2005 and 2019, of the 104 law enforcement officers charged with murder or manslaughter in connection with a shooting while on duty, 35 were convicted

The fight against fake videos will complicate the fight for Black lives. Unless it is equally available to everyone, video verification technology may not help the movement for police accountability, and could even set it back. Technological guarantees of videos’ trustworthiness will make little difference if they are accessible only to the privileged, whose stories society already tends to believe. We might be able to tech our way out of the deepfakes threat, but we can’t tech our way out of America’s systemic racism. 

Riana Pfefferkorn is a research scholar at the Stanford Internet Observatory

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Riana Pfefferkorn
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Q&A with Riana Pfefferkorn, Stanford Internet Observatory Research Scholar

Riana Pfefferkorn joined the Stanford Internet Observatory as a research scholar in December. She comes from Stanford’s Center for Internet and Society, where she was the Associate Director of Surveillance and Cybersecurity.
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A member of the All India Student Federation teaches farmers about social media and how to use such tools as part of ongoing protests against the government. (Pradeep Gaur / SOPA Images / Sipa via Reuters Connect)
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New Intermediary Rules Jeopardize the Security of Indian Internet Users

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End-to-end encrypted (E2EE) communications have been around for decades, but the deployment of default E2EE on billion-user platforms has new impacts for user privacy and safety. The deployment comes with benefits to both individuals and society but it also creates new risks, as long-existing models of messenger abuse can now flourish in an environment where automated or human review cannot reach. New E2EE products raise the prospect of less understood risks by adding discoverability to encrypted platforms, allowing contact from strangers and increasing the risk of certain types of abuse. This workshop will place a particular focus on platform benefits and risks that impact civil society organizations, with a specific focus on the global south. Through a series of workshops and policy papers, the Stanford Internet Observatory is facilitating open and productive dialogue on this contentious topic to find common ground. 

An important defining principle behind this workshop series is the explicit assumption that E2EE is here to stay. To that end, our workshops have set aside any discussion of exceptional access (aka backdoor) designs. This debate has raged between industry, academic cryptographers and law enforcement for decades and little progress has been made. We focus instead on interventions that can be used to reduce the harm of E2E encrypted communication products that have been less widely explored or implemented. 

Submissions for working papers and requests to attend will be accepted up to 10 days before the event. Accepted submitters will be invited to present or attend our upcoming workshops. 

SUBMIT HERE

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New York Times reporter Javier Hernandez interveiws REAP's director Scott Rozelle for an edition of Sinosphere. To read the original article, click here.

Nothing stirs passions quite like the debate over the Chinese school system. Critics say it is a test-obsessed bureaucracy that produces students who excel at reciting facts but not much else. Others argue that it is equipping children with exceptionally strong skills, particularly in math and science. Scott Rozelle, a Stanford University economist who runs a rural education program in China, is an author of a new study that challenges popular conceptions of Chinese schools. In a recent conversation, he discussed the strengths and weaknesses of the Chinese education system, as well as the advice he would offer the country’s leaders.
 
Your study finds that Chinese students begin college with some of the strongest critical thinking skills in the world, far outpacing their peers in the United States and Russia. But they lose that advantage after two years. What is going on?
 
It’s a good news, bad news story. The good news: Whatever the heck they do in high school, whether you like it or not, they are teaching massive numbers of kids math, physics and some type of critical thinking skills. What drives me crazy is they’re not learning anything in college. There are no incentives for the kids to work hard. Everyone graduates.
 
Why are high schools doing a better job than colleges?
 
In high school, parents provide oversight. If they don’t think their kid’s being pushed hard, they’re the first ones on the phone, the first ones standing at the teacher’s desk. From the teacher’s view, they have a huge incentive to get their students through the curriculum and get through the tests.
 
Say you are appointed to lead a university in China. What is the first thing you change?
 
In the United States, we get rewarded for good teaching. Your promotions and salary raises depend on you getting good evaluations from students, on performing well in the classroom and winning awards. That’s every bit as important as publishing research. In China, that’s not happening. The professors we work with say, “Why should we push the kids if they’re going to graduate anyway?”
 
A lot of criticism inside and outside of China focuses on the gaokao, the national exam that Chinese students spend years cramming for because it is the main criterion for getting into college. Some people say it is killing creativity. Is it time for change?
 
We plan to study creativity in our next round of exams, and it will be very interesting to see how the Chinese and the other East Asian students perform. A lot of people would say the gaokao is a fair system. Some reforms are needed for the one-test-score-does-all model. We need to reduce the pressure somewhat and to focus teaching on producing better-rounded children.
 
If you were in a room with China’s top leaders, what advice would you give them about the education system?
 
I’d ask: “Why isn’t everybody going to high school? How do we get everybody to go to high school?” It’s a rural problem. Then you ask yourself, “Why aren’t these rural kids going to high school?” Well, it’s because 10, 15, 20 percent of them drop out of junior high school. They aren’t even finishing junior high.
 
What is happening in middle school?
 
This isn’t India, where half the teachers are absent, or Africa, where they haven’t been able to improve the quality of teaching. In China, you’ve got good facilities and good teachers. The curriculum in rural areas is the same as the best that’s taught to the city kids. So what is it?
 
What our work shows very clearly is that it’s really the matter of the individual kids in rural areas. They’re sick. They’ve got uncorrected myopia, malnutrition, anemia and intestinal worms. Forty percent of children in our sample in Guizhou have worms in their stomach. How do you study in elementary school if you’ve got worms in your stomach?
 
At the same time, prosperity is rising and China has become more urban.
 
This is the irony. They have the fastest-growing economy in terms of wealth in Asia. But the kids are a victim of China’s own success. China really grew so fast, and they’ve invested in resources and teachers. But they’ve left behind the human element.
 
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The New York Times writes about REAP's research on comparing the quality of a college education accross China, Russia and the U.S. To read the original article, click here.

BEIJING — Chinese primary and secondary schools are often derided as grueling, test-driven institutions that churn out students who can recite basic facts but have little capacity for deep reasoning.

A new study, though, suggests that China is producing students with some of the strongest critical thinking skills in the world.

But the new study, by researchers at Stanford University, also found that Chinese students lose their advantage in critical thinking in college. That is a sign of trouble inside China’s rapidly expanding university system, which the government is betting on to promote growth as the economy weakens.

The study, to be published next year, found that Chinese freshmen in computer science and engineering programs began college with critical thinking skills about two to three years ahead of their peers in the United States and Russia. Those skills included the ability to identify assumptions, test hypotheses and draw relationships between variables.

Yet Chinese students showed virtually no improvement in critical thinking after two years of college, even as their American and Russian counterparts made significant strides, according to the study.

“It’s astounding that China produces students that much further ahead at the start of college,” said Prashant Loyalka, an author of the study. “But they’re exhausted by the time they reach college, and they’re not incentivized to work hard.”

The findings are preliminary, but the weakness in China’s higher education system is especially striking because Chinese leaders are pressing universities to train a new generation of highly skilled workers and produce innovations in science and technology to serve as an antidote to slowing economic growth.

But many universities, mired in bureaucracy and lax academic standards, have struggled. Students say the energetic and demanding teaching they are accustomed to in primary and secondary schools all but disappears when they reach college.

“Teachers don’t know how to attract the attention of students,” said Wang Chunwei, 22, an electrical engineering student at Tianjin Chengjian University, not far from Beijing. “Listening to their classes is like listening to someone reading out of a book.”

Others blame a lack of motivation among students. Chinese children spend years preparing for the gaokao, the all-powerful national exam that determines admission to universities in China. For many students, a few points on the test can mean the difference between a good and a bad university, and a life of wealth or poverty.
 
When students reach college, the pressure vanishes.

“You get a degree whether you study or not, so why bother studying?” said Wang Qi, 24, a graduate student in environmental engineering in Beijing.

In addition to examining critical thinking skills, the study looked at how Chinese students compared in math and physics. While testing for the United States is not yet available, the researchers found that Chinese students arrived at college with skills far superior to their Russian counterparts.

After two years of college, though, the Chinese students showed virtually no improvement while the Russians made substantial progress, though not enough to catch up.

The Stanford researchers suspect the poor quality of teaching at many Chinese universities is one of the most important factors in the results. Chinese universities tend to reward professors for achievements in research, not their teaching abilities. In addition, almost all students graduate within four years, according to official statistics, reducing the incentive to work hard.

“They don’t really flunk anyone,” said Scott Rozelle, an economist who has studied Chinese education for three decades and a co-author of the study. “The contract is, if you got in here, you get out.”

The problems plaguing the higher education system have taken on new urgency as China’s ruling Communist Party tries to navigate a difficult transition from an economy fueled by manufacturing and assembly-line work to one led by growth in fields such as information technology and clean energy.

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Please note: the start time for this event has been moved from 3:00 to 3:15pm.

Join FSI Director Michael McFaul in conversation with Richard Stengel, Under Secretary of State for Public Diplomacy and Public Affairs. They will address the role of entrepreneurship in creating stable, prosperous societies around the world.

Richard Stengel Undersecretary of State for Public Diplomacy and Public Affairs Special Guest United States Department of State

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Michael McFaul is Director at the Freeman Spogli Institute for International Studies, the Ken Olivier and Angela Nomellini Professor of International Studies in the Department of Political Science, and the Peter and Helen Bing Senior Fellow at the Hoover Institution. He joined the Stanford faculty in 1995. Dr. McFaul also is as an International Affairs Analyst for NBC News and a columnist for The Washington Post. He served for five years in the Obama administration, first as Special Assistant to the President and Senior Director for Russian and Eurasian Affairs at the National Security Council at the White House (2009-2012), and then as U.S. Ambassador to the Russian Federation (2012-2014).

He has authored several books, most recently the New York Times bestseller From Cold War to Hot Peace: An American Ambassador in Putin’s Russia. Earlier books include Advancing Democracy Abroad: Why We Should, How We Can; Transitions To Democracy: A Comparative Perspective (eds. with Kathryn Stoner); Power and Purpose: American Policy toward Russia after the Cold War (with James Goldgeier); and Russia’s Unfinished Revolution: Political Change from Gorbachev to Putin. He is currently writing a book called Autocrats versus Democrats: Lessons from the Cold War for Competing with China and Russia Today.

He teaches courses on great power relations, democratization, comparative foreign policy decision-making, and revolutions.

Dr. McFaul was born and raised in Montana. He received his B.A. in International Relations and Slavic Languages and his M.A. in Soviet and East European Studies from Stanford University in 1986. As a Rhodes Scholar, he completed his D. Phil. In International Relations at Oxford University in 1991. His DPhil thesis was Southern African Liberation and Great Power Intervention: Towards a Theory of Revolution in an International Context.

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Stanford Report: The First Lady of the United States, Michelle Obama, spoke at SCPKU today and said study abroad allows students to realize that countries all have a stake in each other's success.  Following her remarks, she held a conversation with students on the Stanford campu via SCPKU's Highly Immersive Classroom. Read more.

 

 

 

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Michael Albertus seminar

For millennia, land has been a symbol of wealth and privilege. But the true power of land ownership is even greater than we might think. Who owns the land determines whether a society will be equal or unequal, whether it will develop or decline, and whether it will safeguard or sacrifice its environment. Modern history has been defined by land reallocation on a massive scale. From the 1500s on, European colonial powers and new nation-states shifted indigenous lands into the hands of settlers. The 1900s brought new waves of land appropriation, from Soviet and Maoist collectivization to initiatives turning large estates over to family farmers. The shuffle continues today as governments vie for power and prosperity by choosing who should get land. Drawing on a career’s worth of original research and on-the-ground fieldwork, Land Power shows that choices about who owns the land have locked in poverty, sexism, racism, and climate crisis—and that what we do with the land today can change our collective fate.

ABOUT THE SPEAKER

Michael Albertus is a Professor of Political Science at the University of Chicago and the author of five books. His research examines democracy and dictatorship, inequality and redistribution, property rights, and civil conflict. His newest book, Land Power: Who Has It, Who Doesn't, and How That Determines the Fate of Societies, was published by Basic Books in January 2025. In addition to his books, Albertus is also the author of nearly 30 peer-reviewed journal articles, including at flagship journals like the American Journal of Political Science, Journal of Politics, and World Politics. The defining features of Albertus' work are his engagement with big questions and puzzles and the ability to join big data and cutting-edge research methods with original, deep on-the-ground fieldwork everywhere from government offices to archives and farm fields. He has conducted fieldwork throughout the Americas, southern Europe, South Africa, and elsewhere. His books and articles have won numerous awards and shifted conventional understandings of democracy, authoritarianism, and the consequences of how humans occupy and relate to the land.
 

Virtual to Public. Only those with an active Stanford ID with access to Room E008 in Encina Hall may attend in person.

Hesham Sallam
Hesham Sallam

Virtual to Public. Only those with an active Stanford ID with access to Encina E008 in Encina Hall may attend in person.

Michael Albertus Professor of Political Science Professor of Political Science, University of Chicago University of Chicago
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15Jan2025 "Developments in China and Japan-China-U.S. Relations" Webinar event graphic featuring headshot photos of Akio Takahara, Thomas Fingar, and Kiyoteru Tsutsui

 

How stable is politics in today's China? Many observers inside and outside the country were stunned by the sudden dismissal in December of Miao Hua, the head of the powerful political work department of the PLA and a member of the Central Military Commission. Takahara will discuss the state of Chinese politics and look into what we can expect of China's response to the 2nd Trump Administration.

This webinar event is co-hosted by the Walter H. Shorenstein Asia-Pacific Research Center Japan Program and the Consulate General of Japan in San Francisco

 

Speaker:

square headshot photo of Akio Takahara

Akio Takahara is Distinguished Visiting Professor at the Tokyo Woman’s Christian University and former Professor of Contemporary Chinese Politics at the Graduate School of Law and Politics at The University of Tokyo. From April to July 2024, he is also serving as Senior Fellow of the Mercator Institute for China Studies (MERICS). He received his DPhil in 1988 from Sussex University, and later spent several years as Visiting Scholar at the Consulate-General of Japan in Hong Kong, the Japanese Embassy in Beijing, Harvard University, Peking University, the Mercator Institute for China Studies, and the Australian National University. Before joining The University of Tokyo, he taught at J. F. Oberlin University and Rikkyo University. He served as President of the Japan Association for Asian Studies, and as Secretary General of the New Japan-China Friendship 21st Century Committee. Akio was Dean of the Graduate School of Public Policy at The University of Tokyo from 2018 to 2020, and Director of the Japan International Cooperation Agency (JICA) Ogata Sadako Research Institute for Peace and Development from 2020 to 2023. He currently serves as Senior Adjunct Fellow of the Japan Institute of International Affairs, Distinguished Research Fellow of the Japan Forum on International Relations, Senior Research Adviser of the Japan International Cooperation Agency (JICA) Ogata Sadako Research Institute for Peace and Development, and Trustee of the Sasakawa Peace Foundation. His publications in English include The Politics of Wage Policy in Post-Revolutionary China, (Macmillan, 1992), Japan-China Relations in the Modern Era, (co-authored, Routledge, 2017), and “How do smaller countries in the Indo-Pacific region proactively interact with China? An introduction”, Journal of Contemporary East Asia Studies, DOI: 10.1080/24761028.2024.2309439, 26 January 2024.

 

Discussant:

Thomas Fingar

Thomas Fingar is a Shorenstein APARC Fellow in the Freeman Spogli Institute for International Studies at Stanford University. He was the inaugural Oksenberg-Rohlen Distinguished Fellow from 2010 through 2015 and the Payne Distinguished Lecturer at Stanford in 2009.

From 2005 through 2008, he served as the first deputy director of national intelligence for analysis and, concurrently, as chairman of the National Intelligence Council. Fingar served previously as assistant secretary of the State Department’s Bureau of Intelligence and Research (2000-01 and 2004-05), principal deputy assistant secretary (2001-03), deputy assistant secretary for analysis (1994-2000), director of the Office of Analysis for East Asia and the Pacific (1989-94), and chief of the China Division (1986-89). Between 1975 and 1986 he held a number of positions at Stanford University, including senior research associate in the Center for International Security and Arms Control.

Moderator:

Square portrait photo of Kiyoteru Tsutsui

Kiyoteru Tsutsui is the Henri H. and Tomoye Takahashi Professor and Senior Fellow in Japanese Studies at Shorenstein APARC, the Director of the Japan Program and Deputy Director at APARC, a senior fellow of the Freeman Spogli Institute for International Studies, and Professor of Sociology, all at Stanford University. Tsutsui received his bachelor’s and master’s degrees from Kyoto University and earned an additional master’s degree and Ph.D. from Stanford’s sociology department in 2002. Tsutsui’s research interests lie in political/comparative sociology, social movements, globalization, human rights, and Japanese society. His most recent publication, Human Rights and the State: The Power of Ideas and the Realities of International Politics (Iwanami Shinsho, 2022), was awarded the 2022 Ishibashi Tanzan Award and the 44th Suntory Prize for Arts and Sciences.

 

 

Kiyoteru Tsutsui

Online via Zoom Webinar

Akio Takahara Distinguished and Visiting Professor Main Speaker Tokyo Woman's Christian University

Freeman Spogli Institute for International Studies
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Thomas Fingar is a Shorenstein APARC Fellow in the Freeman Spogli Institute for International Studies at Stanford University. He was the inaugural Oksenberg-Rohlen Distinguished Fellow from 2010 through 2015 and the Payne Distinguished Lecturer at Stanford in 2009.

From 2005 through 2008, he served as the first deputy director of national intelligence for analysis and, concurrently, as chairman of the National Intelligence Council. Fingar served previously as assistant secretary of the State Department’s Bureau of Intelligence and Research (2000-01 and 2004-05), principal deputy assistant secretary (2001-03), deputy assistant secretary for analysis (1994-2000), director of the Office of Analysis for East Asia and the Pacific (1989-94), and chief of the China Division (1986-89). Between 1975 and 1986 he held a number of positions at Stanford University, including senior research associate in the Center for International Security and Arms Control.

Fingar is a graduate of Cornell University (A.B. in Government and History, 1968), and Stanford University (M.A., 1969 and Ph.D., 1977 both in political science). His most recent books are From Mandate to Blueprint: Lessons from Intelligence Reform (Stanford University Press, 2021), Reducing Uncertainty: Intelligence Analysis and National Security (Stanford University Press, 2011), The New Great Game: China and South and Central Asia in the Era of Reform, editor (Stanford University Press, 2016), Uneasy Partnerships: China and Japan, the Koreas, and Russia in the Era of Reform (Stanford, 2017), and Fateful Decisions: Choices that will Shape China’s Future, co-edited with Jean Oi (Stanford, 2020). His most recent article is, "The Role of Intelligence in Countering Illicit Nuclear-Related Procurement,” in Matthew Bunn, Martin B. Malin, William C. Potter, and Leonard S Spector, eds., Preventing Black Market Trade in Nuclear Technology (Cambridge, 2018)."

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The Walter H. Shorenstein Asia-Pacific Research Center (APARC), Stanford University’s hub for the interdisciplinary study of contemporary Asia, invites nominations for the 2025 Shorenstein Journalism Award. The award recognizes outstanding journalists and journalism organizations for their significant contributions to reporting on the complexities of the Asia-Pacific region. The 2025 award will honor an Asian news media outlet or a journalist whose work has primarily appeared in Asian news media. Award nomination entries are due by Saturday, February 15, 2025.

Sponsored by APARC, the award carries a cash prize of US $10,000. It alternates between recipients who have primarily contributed to Asian news media and those whose work has mainly appeared in Western news media. In the 2025 cycle, the award will recognize a recipient from the former category. The Award Selection Committee invites nominations from news editors, publishers, scholars, teachers, journalists, news media outlets, journalism associations, and entities focused on researching and interpreting the Asia-Pacific region. Self-nominations are not accepted.

The award defines the Asia-Pacific region as encompassing Northeast, Southeast, South, and Central Asia, as well as Australasia. Both individual journalists with a substantial body of work and journalism organizations are eligible for the award. Nominees’ work may be in print or broadcast journalism or in emerging forms of multimedia journalism. The Award Selection Committee, comprised of journalism and Asia experts, judges nomination entries and selects the honorees.

An annual tradition since 2002, the award honors the legacy of APARC benefactor, Mr. Walter H. Shorenstein, and his twin passions for promoting excellence in journalism and understanding of Asia. Throughout its history, the award has recognized world-class journalists who push the boundaries of reporting on Asia. Recent honorees include The New York Times' Chief China Correspondent Chris Buckley; India's long-form narrative journalism magazine The Caravan; Burmese journalist and human rights defender Swe Win; and Maria Ressa, CEO of the Philippine news platform Rappler and 2021 Nobel Peace Prize Laureate.

Award nominations are accepted electronically via our online entry form through Saturday, February 15, 2025, at 11:59 PM PST. For information about the nomination rules and to submit an entry please visit the award nomination entry page. APARC will announce the winner by April 2025 and present the award at a public ceremony at Stanford in autumn quarter 2025.

Please direct all inquiries to aparc-communications@stanford.edu.

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Protesters demonstrate against the country's president as police stand guard on December 04, 2024 in Seoul, South Korea.
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Turmoil in South Korea After Brief Martial Law: Stanford’s Gi-Wook Shin Weighs In

As political chaos plays out in South Korea following President Yoon Suk Yeol's short-lived martial law attempt, Stanford sociologist Gi-Wook Shin, the director of APARC and its Korea Program, analyzes the fast-moving developments.
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Trump’s Second Act and the Stakes for Asia

APARC recently hosted two panels to consider what a second Trump presidency might mean for economic, security, and political dynamics across Asia and U.S. relations with Asian nations.
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Sponsored by Stanford University’s Shorenstein Asia-Pacific Research Center, the annual Shoresntein Award promotes excellence in journalism on the Asia-Pacific region and carries a cash prize of US $10,000. The 2025 award will honor an Asian news media outlet or a journalist whose work has primarily appeared in Asian news media. Nomination entries are due by February 15, 2025.

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Visiting Scholar at APARC, 2025
Ph.D.

Joong-Seop Kim joins the Walter H. Shorenstein Asia-Pacific Research Center (APARC) as visiting scholar for the 2025 calendar year. He currently serves as Emeritus Professor in the Department of Sociology at Gyeongsang National University in Korea. While at APARC, he will be conducting research on human rights and racism in East Asia.

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