I study the effect of taste-based discrimination on the assimilation decisions of immigrant minorities. Do discriminated minority groups increase their assimilation efforts in order to avoid discrimination and public harassment or do they become alienated and retreat in their own communities? I exploit an exogenous shock to native attitudes, anti-Germanism in the United States during World War I, to empirically identify the reactions of German immigrants to increased native hostility. I use two measures of assimilation efforts: naming patterns and petitions for naturalization. In the face of increased discrimination, Germans increase their assimilation investments by Americanizing their own and their children’s names and filing more petitions for US citizenship. These responses are stronger in states that registered higher levels of anti-German hostility, as measured by voting patterns and incidents of violence against Germans.
At the Ronald Reagan Presidential Library in Simi Valley, California, on April 22, 2019, Secretary Norman Mineta was interviewed on stage and Rylan Sekiguchi shared SPICE’s soon-to-be-released set of free lesson plans, “What Does It Mean to Be an American?” Special guests included Louis Cannon, senior White House correspondent for The Washington Post during the Ronald Reagan administration and biographer of President Ronald Reagan; Joanne Drake, Chief of Staff and Official Spokesperson in the Office of Ronald Reagan; Japanese Americans who were incarcerated during World War II; and teachers and students. Partnering with the Reagan Library on this special event were Facing History and Ourselves, The Mineta Legacy Project, and the Japanese American National Museum.
“Could you tell us about the flag that you wear on your lapel just above your Medal of Freedom?” This was one of the questions that was asked to Secretary Norman Mineta during a recent interview at the Reagan Library. Mineta—after a pause—replied that he wears the U.S. flag pin because some people still treat him like a foreigner, even as an American-born citizen. During the interview, Mineta touched upon different aspects of his life, including being incarcerated by his own country as a 10-year-old boy in 1942, serving in the U.S. Army, and participating at the highest levels of U.S. government. Following the interview with Mineta, Rylan Sekiguchi gave an overview of several forthcoming lessons from SPICE that will use key themes from Mineta’s life to explore the central question, “What does it mean to be an American?”
Rylan Sekiguchi gives an overview of “What Does It Mean to Be an American?”
Megan Gately, Associate Director of Education at the Ronald Reagan Presidential Foundation and Institute, conducted the interview. Her opening question, regarding Mineta’s family, prompted Mineta to note, “I very carefully chose the family that I was born into”—a response that drew laughter from the audience. This was the most lighthearted moment of the interview. He then recounted a familiar American family narrative—that of his father, who immigrated to the United States seeking a better life. Mineta’s father emigrated from Japan in the early 20th century as a 14-year-old who boarded a ship in Yokohama, Japan, not knowing anything about the United States. He initially worked in farm labor camps in the Pacific Northwest and worked his way south to California.
Mineta continued by describing the shocking news of the Japanese attack on Pearl Harbor on December 7, 1941. During an emotional segment of the interview, Mineta shared that his father “couldn’t understand why the country of his birth was attacking the country of his heart… He came to love this country very, very much.” He described the resulting confusion and chaos in the Japanese American community, and how placards suddenly appeared on his neighborhood’s utility poles after Executive Order 9066 was issued on February 19, 1942. He recalled reading the placards that stated “All Japanese persons, both alien and non-alien, will be evacuated” but being puzzled by the term “non-alien.” His older brother had to explain to him that it meant “citizen.” Reflecting on that memory, Mineta emphatically stated, “That is why today I cherish the word ‘citizen,’ because the United States government—my own government—wasn’t willing to describe me as a citizen.”
Mineta and his family were initially incarcerated at the Santa Anita Race Track in Southern California and then in an internment camp in Heart Mountain, Wyoming. While in camp, his Boy Scout troop leader sent an invitation to troops outside of camp to invite them to join the Japanese American scouts in the camps. The initial replies were “no” because those on the outside thought that the camp was a POW camp with its barbed wire fences, guard towers, and machine guns. Eventually a Boy Scout troop from the town of Cody visited the internment camp. This is where Mineta met fellow Boy Scout Alan Simpson, who later became a U.S. Senator while Mineta was a U.S. Congressman. Simpson and Mineta have remained lifelong friends since then.
After World War II, Mineta served in the U.S. Army during the Korean War. He first entered elected office in 1971 when he won the mayoral race in San Jose, California. After serving a four-year term, he successfully ran for Congress. He won re-election to the U.S. House of Representatives ten times before returning to the private sector in 1995. Later, he joined the cabinets of two presidents: first, in 2000, as Secretary of Commerce during Bill Clinton’s final six months in office; then, in 2001, as Secretary of Transportation for George W. Bush.
August 10, 1988, President Reagan shaking hands with Norman Mineta after signing the Civil Liberties Act of 1988; courtesy of the Ronald Reagan Presidential Library.
Gately’s final question to Mineta focused on leadership, and Mineta directed a segment of his reply to the students in the audience. “There are two things that you own that no one else owns,” he remarked. “One is your name and the other is integrity. Do everything you can to protect your name and integrity. Because if you don’t have integrity, you don’t have anything that people can trust you about in terms of any future dealings… As you go through life, don’t take shortcuts.”
This reply led to a smooth transition to Sekiguchi, who shared an overview of the free online lessons that are being developed for high school and college students. The lessons, explained Sekiguchi, consist of six independent learning modules that each examines a key theme from Secretary Norman Mineta’s life and career: immigration, civil liberties and equity, civic engagement, justice and reconciliation, leadership, and U.S.–Japan relations. The lessons have been developed in consultation with Mineta and the Mineta Legacy Project team, including Dianne Fukami, Debra Nakatomi, and Amy Watanabe. Fukami and Nakatomi are the producers of the documentary film, Norman Mineta and His Legacy: An American Story, which will air on PBS on May 20, 2019. The event ended with a book signing of Andrea Warren’s biography, Enemy Child: The Story of Norman Mineta, a Boy Imprisoned in a Japanese American Internment Camp During World War II.
Tomorrow marks the 150th anniversary of the completion of the First Transcontinental Railroad. The tracks of the Central Pacific and Union Pacific Railroads met at Promontory, Utah, on May 10, 1869. In a ceremony, Central Pacific Railroad President Leland Stanford drove the last spike, now usually referred to as the “Golden Spike,” at Promontory Summit. What has largely been left out of the narrative of the First Transcontinental Railroad is the estimated 15,000 to 20,000 Chinese laborers who worked on the Central Pacific Railroad. They were paid less than the white workers and as many as a thousand lost their lives, and they eventually made up 90 percent of the workforce that laid the 690 miles of track between Sacramento, California, and Promontory.In a recent Stanford News article, Olive H. Palmer Professor in Humanities Gordon Chang,one of the lead scholars of Stanford’s Chinese Railroad Workers in North America Project, noted that “Without the Chinese migrants, the Transcontinental Railroad would not have been possible. If it weren’t for their work, Leland Stanford could have been at best a footnote in history, and Stanford University may not even exist.”
Provost Persis Drell with SPICE Director Gary Mukai and SPICE Instructional Designer Jonas Edman
On April 11, 2019, an event organized by the Chinese Railroad Workers in North America Project celebrated the labor of the Chinese workers and their role in U.S. history. Speakers included Stanford Provost Persis Drell, who underscored the significance of the Project and the momentous nature of the event, and Project co-directors Olive H. Palmer Professor in Humanities Gordon Chang and Joseph S. Atha Professor in Humanities Shelley Fisher Fishkin, who gave an overview of the Project and its findings. The Project’s findings are highlighted in two books, The Chinese and the Iron Road: Building the Transcontinental Railroad (edited by Chang and Fishkin) and Ghosts of Gold Mountain: The Epic Story of the Chinese Who Built the Transcontinental Railroad (authored by Chang). These books give the Chinese workers a voice.
At the event, SPICE Curriculum Consultant Gregory Francis and I gave an overview of the curricular component of the Project, which helps to make the Project’s findings and materials accessible to teachers and students. The four free lesson plans that SPICE developed bring all of the Project’s “bells and whistles” to high school students and help them understand this often-overlooked part of U.S. history.
The Chinese Railroad Workers Project lessons touch upon many key issues in the high school U.S. history standards, including the building of the Transcontinental Railroad, immigration to the United States, challenges faced by immigrants like the Chinese Exclusion Act, and the growth of the American West. SPICE worked closely with Chang, Fishkin, and Dr. Roland Hsu, Director of Research at the Chinese Railroad Workers in North America Project, to plan and write the free lesson plans, which are available for download from the SPICE website. Each lesson incorporates the Project’s scholarship and primary sources.
Lesson 1 focuses on the use of primary sources to understand and interpret the past. Students review resources and artifacts on the Project website, discuss whether each is a primary or secondary source, and postulate what questions the resource could help them answer. Students then read and discuss excerpts from Maxine Hong Kingston’s classic book China Men.
One of the political cartoons (Harper’s Weekly, April 1, 1882) that students examine in the lesson “Challenges to Chinese Immigration and Assimilation”
Lesson 2 focuses on racism and discrimination broadly and in the specific context of discrimination directed toward early Chinese immigrants in the United States. Students learn the history of Chinese Americans and attitudes toward them during various periods of immigration. They analyze U.S. political cartoons on Chinese immigrants from the 1870s and 1880s and read four short documents from different periods of time regarding issues of immigration, discrimination, and assimilation of Chinese Americans.
Lesson 3 uses photos to show students the physical and natural challenges to building the Transcontinental Railroad and asks them what they can infer from these photos about life building the railroad. Students then work in small groups to read oral histories of descendants of the Chinese railroad workers. They then write and perform a mock script for an interview between the Chinese railroad worker they read about and a group of reporters.
The final lesson explores the historical and cultural background of San Francisco’s Chinatown and its significance to the Chinese community in the United States over time. Students compare descriptions of Chinatown written by Chinese residents with those from non-Chinese visitors, view historical photos of Chinatown, and watch a lecture by Chang on the interdependence of Chinatown and the Chinese railroad workers. Finally, students encapsulate the legacy of the Chinese railroad workers by designing a memorial in their honor.
SPICE is currently publicizing the free lesson plans through our network of schools, and this summer we plan to offer teacher seminars on the East Coast and showcase the lessons at our summer institute for high school teachers at Stanford. In addition, SPICE will introduce the Project to students in the China Scholars Program, our national online course for U.S. high school students. Chang is a guest speaker for the course, and his book Fateful Ties: A History of America’s Preoccupation with China is a required text.
The SPICE staff hopes that these lessons will serve as supplements to the coverage of the First Transcontinental Railroad in standard U.S. history textbooks—some of which includes Chinese railroad workers—and that the Chinese contributions to the American West will someday become a significant chapter in the study of U.S. history. A recent San Francisco Chronicle article noted that when the nation celebrated the 100th anniversary of the railroad in 1969, John Volpe, Transportation Secretary under President Richard Nixon, gave the keynote address. He said, “Who else but Americans could drill 10 tunnels in mountains 30 feet deep in snow? Who else but Americans could drill through miles of solid granite? Who else but Americans could have laid 10 miles of track in 12 hours?” One wonders if—by the occasion of the bicentennial of the First Transcontinental Railroad’s completion (2069)—such a “tunnel-vision” interpretation of U.S. history will be derailed in favor of a more inclusive historical narrative, and the once-silenced voices of the Chinese railroad workers will continue to be heard.
Did you know MIP has a joint degree program with Stanford Law? Find out why our graduate student, Julia Neusner, decided to add on the MIP program to her studies on our FSI blog. #MIPFeatureFriday
This paper examines how social isolation in a non-Anglophone context where English is not the main language of instruction for local students but is for international students, has unintended consequences for social capital formation among the latter. What factors influence international student network formation in such places where linguistic barriers are institutionalised and what are their consequences not only during college but beyond, in shaping students’ career plans? Using qualitative interview data with 67 international (originating from Asian countries) and domestic students in Japanese universities, we find that such institutional barriers negatively promote greater isolation of international students but positively encourage the formation of diverse multinational ties – a process through which international students gain ideas, confidence and direction regarding their post-graduation career plans to work transnationally.
As a high school student in San Jose in the late 1960s and early 1970s, I used to see Norman Mineta on occasion in San Jose’s Japantown. Once at Fukuda Barber in Japantown, Mineta was on the barber chair. After he left, barbers Takeo and Atsuo Fukuda asked me if I knew who he was. I didn’t, and Takeo told me that he was Norman Mineta, vice mayor of San Jose. Since that day, I recognized Mineta whenever I saw him in Japantown, in the San Jose Mercury News, and on television. In 1971, Mineta became mayor of San Jose, and in 1974, he ran successfully for the U.S. House of Representatives. He was reelected ten more times. Mineta also served as President Bill Clinton’s Secretary of Commerce from July 2000 to January 2001 and President George W. Bush’s Secretary of Transportation from January 2001 to August 2006. Never did I imagine that our paths would cross professionally through my work at SPICE. From 2017, SPICE curriculum designer Rylan Sekiguchi assumed the responsibility of authoring lesson plans for a project called “What Does It Mean to Be an American?”—a free web-based curriculum toolkit inspired by Mineta’s life and career.
As a 10-year-old Japanese American boy in 1942, Norman Mineta was powerless when his country imprisoned him and his family in a fit of wartime hysteria. But nearly 60 years later, he sat at the highest levels of government as the United States reeled from 9/11 and began experiencing a new hysteria. In times of crisis like these, how has the institution of civil liberties been affected by individuals like Mineta whose voices guide government policy, and how have those changes impacted the lives of Americans? This was the central question that Mineta and Sekiguchi focused their comments on during their National Council of History Education session, “Civil Liberties in Times of Crisis,” on March 16, 2019.
"Civil Liberties in Times of Crisis" session at the 2019 NCHE conference, led by Rylan Sekiguchi and Secretary Norman Mineta.
The 30 teachers in attendance were first offered a preview by Sekiguchi of the soon-to-be released “What Does It Mean to Be an American?” The lesson plans, explained Sekiguchi, consist of six independent learning modules that examine a key theme from Secretary Norman Mineta’s life and career: immigration, civil liberties and equity, civic engagement, justice and reconciliation, leadership, and U.S.–Japan relations. The lessons were developed in consultation with Mineta and the Mineta Legacy Project team, including Dianne Fukami and Debra Nakatomi, who were also in attendance. Fukami and Nakatomi are the producers of the documentary film, Norman Mineta and His Legacy: An American Story.
Following the curriculum preview, Mineta reflected upon his life and highlighted the striking parallels between the hysteria following the Japanese attack on Pearl Harbor on December 7, 1941 and the hysteria following 9/11. His memories of the immediate aftermath of Pearl Harbor seemed to be seared in the back of his mind as he spoke, as he vividly recalled seeing his father cry for the first time and wondering where his neighbor of Japanese descent had suddenly been taken, and by whom. (He later learned it was the FBI.) A short time later, Mineta and his family were also evicted from their home in San Jose, California and incarcerated in Heart Mountain, Wyoming, as part of what is often called the mass internment of Japanese Americans.
Mineta also shared his memories of the morning of 9/11—being informed as Secretary of Transportation of the first plane hitting the twin towers, watching the live broadcast as the second plane hit, and then being called to the Presidential Emergency Operations Center, a bunker-like underground structure that lies below the White House. He recalled how he had asked one of his chiefs to draw up the new flight security guidelines that would govern aviation henceforth, and the first bullet point was “No racial profiling will be used.” He also vividly recalled how President George W. Bush, in the aftermath of 9/11, firmly declared that the United States would not let what happened to Norm and his family (following the Pearl Harbor attack) happen again. “You could’ve knocked me off my chair with a feather!” Mineta reflected.
Deborah Rowland with Secretary Norman Mineta
Following the session, comments from teachers underscored the success of the session. “A number of participants said they’d never seen anything like our lessons before. One teacher told us that even though she expected our session would be her conference highlight, she was still overwhelmed!” reflected Sekiguchi. “That was so heartening to hear. I hope everyone in our session felt that way. Even more than that, I hope they feel inspired to educate the next generation about the importance of civil liberties and share these lessons from Secretary Mineta’s life.” Deborah Rowland was among the teachers who attended the conference. She tweeted, “Such a privilege to visit with this incredible man today. Norman Mineta, former Secretary of Transportation, former Secretary of Commerce, former Congressman, former childhood detainee of Executive Order 9066, always an American.”
The documentary film Norman Mineta and His Legacy: An American Story will receive a national PBS airing on May 20. Fukami and Nakatomi hope that the film and lesson plans become widely used in U.S. schools and carry on the legacy of Norman Mineta. They noted, “They are important tools to help young students grapple with the divisiveness in U.S. society today and to underscore the critical importance of considering civil liberties-related issues in U.S. history as well as today.”
I had the privilege of attending several screenings of the film. At the San Jose screening, it was gratifying to listen to tributes to Mineta from people who represent San Jose’s diverse communities, and it was especially moving to witness them and numerous Japanese Americans in attendance give a standing ovation to Mineta following the screening. An old family friend in attendance used to also frequent Fukuda Barber and we boasted about how our barber used to also cut the hair of Norman Mineta.
Scholars Corner is an ongoing SPICE initiative to share FSI’s cutting-edge social science research with high school and college classrooms nationwide and international schools abroad.
This Scholars Corner video features New York Times bestselling author Francis Fukuyama discussing the recent rise of identity politics, both in the United States and around the world. “In the 20th century we had a politics that was organized around an economic axis, primarily. You had a left that worried about inequality…and you had a right that was in favor of the greatest amount of freedom,” summarizes Fukuyama. “[N]ow we are seeing a shift in many countries away from this focus on economic issues to a polarization based on identity.”
According to Fukuyama, this shift in politics is reflected in such domestic social movements as Black Lives Matter and #MeToo, as well as in international movements like the Catalan independence movement, white nationalism, and even the Islamic State.
The rise of identity politics may have troubling implications for modern democracies. “In the United States, for example, the Republican party increasingly has become a party of white people, and the Democratic party has become increasingly a party of minorities and women. In general, I think the problem for a democracy is that you’ve got these specific identities…[but] you need something more than that. You need an integrative sense of national identity [that’s] open to the existing diversity of the society that allows people to believe that they’re part of the same political community,” says Fukuyama.
“That, I think, is the challenge for modern democracy at the present moment.”
To hear more of Dr. Fukuyama’s analysis, view the video here: “The Rise and Implications of Identity Politics.” For other Scholars Corner episodes, visit our Scholars Corner webpage. Past videos have covered topics such as cybersecurity, immigration and integration, and climate change.
"Identity" hardcover book by Francis Fukuyama
Francis Fukuyama is a Senior Fellow at FSI and the Mosbacher Director of the Center on Democracy, Development, and the Rule of Law. This video is based on his recent book Identity: The Demand for Dignity and the Politics of Resentment, which was recognized as The Times (UK) Best Books of 2018, Politics, and Financial Times Best Books of 2018.
Stanford Korean studies expert Gi-Wook Shin has been named the William J. Perry Professor of Contemporary Korea, an endowed professorship established jointly by the Freeman Spogli Institute for International Studies (FSI) and the School of Humanities and Sciences (H&S). Shin is a professor in the Department of Sociology, senior fellow at FSI, director of the Walter H. Shorenstein Asia-Pacific Research Center (APARC) at FSI, and the founding director of the Korea Program within APARC.
“Gi-Wook is richly deserving of this appointment,” said FSI Director Michael McFaul. “He is a remarkable colleague and scholar who established a unique Korean studies program at Stanford and, within a relatively short period of time, built it into a leading research hub on contemporary Korea and U.S.-Korea relations. Grounded in the social sciences, the program’s approach to exploring issues of vital importance to policymaking in the United States and Korea from cross-regional and comparative perspectives is at the forefront of FSI’s efforts to foster global engagement through research and teaching.”
The William J. Perry professorship of contemporary Korea was established thanks to a generous gift from Jeong H. Kim, a technology entrepreneur passionate about education and public service, in honor of Professor William Perry, his mentor and friend, who played a significant role in encouraging Kim’s entrepreneurship. Perry is the Michael and Barbara Berberian Professor (emeritus) at Stanford and senior fellow at FSI. An expert in U.S. foreign policy, national security, and arms control, Perry was the 19th U.S. Secretary of Defense, serving during the 1994 crisis on the Korean peninsula. He has long worked inside and outside of government toward a peaceful resolution to the conflict on the Korean peninsula, an effort that he continues today as director of the Preventive Defense Project at FSI. Having witnessed the growth of the Korea Program under Gi-Wook Shin’s leadership, Kim decided to endow a professorship on contemporary Korea, which was named after Perry upon his retirement.
A prolific scholar, Shin is the author and editor of more than twenty books and numerous articles. Some of his recent books include Strategic, Policy and Social Innovation for a Post-Industrial Korea: Beyond the Miracle (2018); Superficial Korea (2017); Divergent Memories: Opinion Leaders and the Asia-Pacific War (2016); Global Talent: Skilled Labor as Social Capital in Korea (2015); and Troubled Transition: North Korea’s Politics, Economy, and External Relations (2013). Due to the wide popularity of his publications, many of them have been translated and distributed to Korean audiences. He frequently contributes expert commentary and analysis on the two Koreas and U.S.-Korea relations in both American and Korean news outlets.
Shin is currently leading a multi-year research cluster that advocates for a “New Asia” of social, cultural, and economic maturity. It includes several projects that analyze a host of issues, such as flows of talent across national boundaries and talent management practices and policies harnessed by leading Asia-Pacific countries to compete in the new global knowledge economy; migration and diversity programs and policies of Asia-Pacific universities, corporations, and governments, and their impact on innovation and creativity; and the interests and policy environments of the two Koreas and their neighbors in relation to the North Korean nuclear problem, the U.S.-DPRK dialogue, the U.S.-ROK alliance, the rise of China, and Korean reunification.
“I am honored to become the William J. Perry Professor of Contemporary Korea,” said Shin. “As a Korean American scholar, my mission has been to strengthen the bonds between the two countries to which I am most attached. It has been a blessing to work together with collogues, friends, and partners at Stanford and in the United States and Korea to deliver on that mission through the Korea Program research, education, and outreach. I am proud of our accomplishments to date and look forward to addressing the challenges ahead and building on our record of achievement.”
Previously Shin held the Tong Yang, Korea Foundation, and Korea Stanford Alumni Chair of Korean Studies. His appointment as the William J. Perry Professor of Contemporary Korea concludes a long search for a candidate to fill the position. “We are thankful to Gi-Wook for his patience throughout the search process,” said McFaul. “This professorship is especially important at a time when changing regional relations and geopolitical developments around the Korean peninsula are front and center to U.S. and international interests.”
Media contact:
Noa Ronkin, Associate Director for Communications and External Relations
Walter H. Shorenstein Asia-Pacific Research center
Many European countries impose employment bans that prevent asylum seekers from entering the local labor market for a certain waiting period upon arrival. We provide evidence on the long-term effects of these employment bans on the subsequent economic integration of refugees. We leverage a natural experiment in Germany, where a court ruling prompted a reduction in the length of the employment ban. We find that, 5 years after the waiting period was reduced, employment rates were about 20 percentage points lower for refugees who, upon arrival, had to wait for an additional 7 months before they were allowed to enter the labor market. It took up to 10 years for this employment gap to disappear. Our findings suggest that longer employment bans considerably slowed down the economic integration of refugees and reduced their motivation to integrate early on after arrival. A marginal social cost analysis for the study sample suggests that this employment ban cost German taxpayers about 40 million euros per year, on average, in terms of welfare expenditures and foregone tax revenues from unemployed refugees.
The United States operates the world’s largest refugee resettlement program. However, there is almost no systematic evidence on whether refugees successfully integrate into American society over the long run. We address this gap by drawing on linked administrative data to directly measure a long-term integration outcome: naturalization rates. Assessing the full population of refugees resettled between 2000 and 2010, we find that refugees naturalize at high rates: 66% achieved citizenship by 2015. This rate is substantially higher than among other immigrants who became eligible for citizenship during the same period. We also find significant heterogeneity in naturalization rates. Consistent with the literature on immigration more generally, sociodemographic characteristics condition the likelihood of naturalization. Women, refugees with longer residency, and those with higher education levels are more likely to obtain citizenship. National origins also matter. While refugees from Iran, Iraq, and Somalia naturalize at higher rates, those from Burma, Ukraine, Vietnam, and Liberia naturalize at lower rates. We also find naturalization success is significantly shaped by the initial resettlement location. Placing refugees in areas that are urban, have lower rates of unemployment, and have a larger share of conationals increases the likelihood of acquiring citizenship. These findings suggest pathways to promote refugee integration by targeting interventions and by optimizing the geographic placement of refugees.
Rylan Sekiguchi gives an overview of “What Does It Mean to Be an American?”
August 10, 1988, President Reagan shaking hands with Norman Mineta after signing the Civil Liberties Act of 1988; courtesy of the Ronald Reagan Presidential Library.
Provost Persis Drell with SPICE Director Gary Mukai and SPICE Instructional Designer Jonas Edman
One of the political cartoons (Harper’s Weekly, April 1, 1882) that students examine in the lesson “Challenges to Chinese Immigration and Assimilation”
"Civil Liberties in Times of Crisis" session at the 2019 NCHE conference, led by Rylan Sekiguchi and Secretary Norman Mineta.
Deborah Rowland with Secretary Norman Mineta
"Identity" hardcover book by Francis Fukuyama