Welcome to my Chinese Distinction Portfolio!
I am a senior at St. Olaf College double majoring in Chinese and Political Science. My Chinese major has allowed me to pursue some deeply personal and academic interests. Here is a holistic portfolio to display my work as a Chinese major. Enjoy!
Reflective Essay
My experience studying Chinese has been important for my academic and personal interests. I studied Chinese for fifteen years with a brief break during my senior year of high school to take Spanish, which ultimately made me miss taking Chinese. When I was six years old, my parents enrolled me as a kindergartener at a Chinese immersion school in Minneapolis called Yinghua Academy, which carried out many educational practices of a traditional Chinese school. My nine years at Yinghua fostered my love for Chinese culture, history, and language. As a Chinese adoptee, this experience was important to me. Then, I attended the Blake School in Minneapolis for high school. I struggled in high school to feel interested in and motivated to continue learning Chinese. Therefore, during my college search, I was not focused on looking for a school with a Chinese program.
While Chinese programs did not heavily factor in my college search, the Chinese opportunities available at institutions made me view the schools favorably. Since my parents both went to St. Olaf and met there, I told my mom in high school that there was absolutely no chance I even applied to it. Understandably so, this caused some tension between us and the greater family. Then, I decided I would simply tour St. Olaf and ended up loving the welcoming and tight-knit community. It was a really hard place not to like. All my words from high school on St. Olaf definitely did not age well today. Now, I could not be happier with my college choice and how it has reconnected me with my Chinese studies!
In my first year at St. Olaf, I took Chinese 301 and 302 (2019-2020). I enjoyed these courses because they focused on writing and conversational skills. These language courses were beneficial because I felt as though my Chinese was ‘rusty’ because of having a year off during my senior year of high school. I also took Political Science 245: Asian Regionalism, which ultimately made me want to double major in Political Science and Chinese. However, just like everyone else, my spring courses were online due to the pandemic. I think the pandemic was good in a way for my language class because I was determined to stay engaged and learn as much as possible in these unforeseen circumstances.
During my sophomore year (2020-2021) and junior year fall semester (2021-2022), I took Chinese 320, Asian Studies 237: Modern Chinese Literature & Society with Foreign Languages Across the Curriculum (FLAC), and Asian 201: Chinese Diaspora with FLAC. While my classes were still affected by the pandemic, either having online classes or being masked in person, I always looked forward to my Chinese and Asian Studies classes. In Asian 201, we had a unit on Angel Island which was impactful to me. I felt that I got a really holistic understanding of the courses where I had the opportunity to take FLAC. Then I spent my spring semester in Dublin, Ireland to study Political Science and Law which I like to call my “Chinese sabbatical”!
Now, in my senior year (2022-2023), I have selected my final classes in the Chinese major. During the fall semester, I took the seminar Asian 397: Human Rights in the Asian Contexts, where I wrote my independent research paper on the 1994 Female Inheritance Movement in Hong Kong. This topic was mentioned briefly in one of our early readings so it made me want to learn more about it. I really enjoyed my topic on the Female Inheritance Movement – so much so that I was one of the few people that talked about it. But in all seriousness, this made my research process difficult, and also since the movement happened in 1994 many sources were a bit old. Researching this topic was challenging at times, but I was interested in the topic and learned a lot about it.
This spring semester, I am taking another Chinese language course and Asian calligraphy. Since I have not been enrolled in a Chinese course for a year and a half, I wanted to utilize this opportunity to take another Chinese course before I graduated. I wanted to take Asian calligraphy because of its historical and cultural significance. However, I do not think calligraphy is in my future – it really tests my patience at times!
I spent my senior year interim in San Francisco studying Asian Americans through history, culture, and art. This trip was amazing because I saw so many places and things that I had previously discussed in class, to name a few: Chinatown, Asian American artists, and Angel Island. It was surreal seeing all of these different places in person which I had studied in a classroom before. Also, spending Chinese New Year in San Francisco felt vibrant with firecrackers and Chinatown full of people. I wanted to mention two parts of the trip that were memorable to me.
First, we went to Stanford University’s Cantor Arts Center to see the Asian American Art Initiative (AAAI) exhibition tour with the curator, Aleesa Alexander. She focused a lot on the stories of Asian American arts which were oftentimes overlooked in the art community. The art in the exhibition was gorgeous! I enjoyed works by Bernice Bing, Chiura Obata, and Ruth Asawa partially because of how memorable their stories were to me. At this point in the trip, we had discussed heavy topics concerning Asian American discrimination and injustices including the Chinese Exclusion Act and violence against Asian American women. This exhibit was helpful to remind me that not everything in Asian American history is so intensely sad. While of course, these more serious topics must be addressed, this art museum reminded me of many people and things to celebrate in the Asian American community. This exhibit acknowledged and celebrated Asian Americans through storytelling in art.
Second, we visited an exhibit called "We Are Bruce Lee" where the exhibition was from our tour guide’s own personal collection of Lee. Our tour guide, Jeff, shared his experience from childhood when he struggled to transition from a prominently Asian school to a white school. He continued to state that Lee was his role model and guiding figure through this difficult time. While his personal story is unique, I think many people identifying with minority groups can relate to his experience. After learning about Bruce Lee and Jeff’s experiences, it highlights their strength to disrupt Asian oppression and endurance to have their voices heard in society.
My time at St. Olaf studying Chinese is somewhat hard to articulate because I feel as though I have grown the most in these courses both academically and personally. I have had opportunities to learn and engage with Chinese language, culture, and history both inside the classroom and in San Francisco. While my plans after graduation are not set at the moment, I hope that I will be able to utilize these classes in the future. These experiences have made me love learning Chinese again!
While it has been a pleasure for me to reflect on my academic experiences in Chinese at St. Olaf, there was a significant element of my studies that was important to me on a personal level as a Chinese adoptee. After growing up in a predominantly white household, attending a predominantly white college, and living in a predominantly white community, it was meaningful to study Chinese again. My family is multicultural with my parents being white and my brothers both adopted from Seoul, Korea. I have spent a lot of my life trying to confirm to others that families are not limited to DNA and are created in different non-traditional ways. I struggled with insensitive comments people made about my ‘real’, referring to biological, family which diminishes my family simply because we do not share DNA. Since I was so focused on defending and proving my family as ‘normal’, I perhaps unintentionally neglected my individual ethnicity. The opportunities at St. Olaf have been wonderful to embrace and celebrate my Chinese identity again. Regardless of my future plans, the opportunity to study Chinese for four years in college will always be something very special to me.
Chinese Language Course Work
中国历史 （Chinese 302, Spring 2020）
中国有很悠久和有意思的历史。 中国的四大发明是造纸，火药，指南针，和活字印刷。中国历史上有一些有名的朝代。中国也有重要的历史景点，比如：长城，故宫，兵马俑，颐和园，和天坛，等等。中国的“丝绸之路” 也非常重要的。
中国历史上的重要朝代是春秋，秦朝，汉朝，唐朝，宋朝，和清朝。这些朝代有很多不同的特点，其中一个比较有特色的是秦朝。秦朝就是公元221年到公元207年。秦始皇就是中国的第一个皇帝。他名字里的“始”就是表达开始的意思。他是个非常重要的人，因为统一了全部的中国。他也统一了货币，因为那时候中国有不同的货币。秦始皇还做了一件很重要的是那就是统一了文字，可以让人们记录很长的历史。他也建造了西安的兵马俑，西安那时候就是秦朝的首都。
中国有很多有名的人。孔子是中国有名的人之一。在中国历史方面，孔子留下了很重要的影响。 孔子是最伟大的教育家和思想家。现在他在中国的教育方面还有很大的影响。
我非常喜欢中国的历史，因为我觉得它很有趣。中国的四大发明是很重要的，因为现在我们用很多这些东西。我觉得中国的历史景点不只是很有名，而且很漂亮。中国的朝代都有自己的特点。我觉得孔子和秦始皇在历史和现在的生活上有很大的影响力。这就是为什么我喜欢中国的历史。
人际关系 （Chinese 320, Fall 2020）
中国和美国的人际关系很不一样。不只在不同的文化，历史和价值观方面，总体而言中国人和美国人生活的方式完全不同。虽然中国人和美国人有同样的目标，但是他们的方法有差异。美国人注重个体主义而中国人注重群体主义。
我觉得个体主义和群体主义都各有优点和缺点。中国和美国关于流行病的反应就可以看得的出美国的个体主义和中国的群体主义的区别。美国关于流行病的抉择就特别能展现个体主义，因为每个州可以制定自己的法律。我觉得这个想法有问题，因为有些州没有封城。现在美国的病毒无法控制，就是因为我们的政府没有针对这个病毒严格的法则。美国的法律有的时候太松弛了。我觉得中国关于流行病的反应听起来很强烈，但是他们有比较清楚的办法。我不喜欢隔离，但是现在美国的病毒无法控制。美国的做法或许在短期看来比较轻松但是长期的计划是没法负责任的。
我欣赏中国的亲子关系虽然有些男女不平等的问题，但是每个国家关于这个话题都有自己的问题。我跟我父母有很好的关系，但是我不太认识我的阿姨和舅舅。他们住的很远，所以长大的时候没有见到他们过几次。虽然我不想跟他们住在一起，可是我希望可以和他们更加熟悉一点。
我觉得中国和美国的人际关系很有趣。中国的人际关系和美国的人际关系都有好有坏。美国人际关系的有些地方，我特别喜欢，但有些时候我的想法跟中国的比较像。
知道 （Chinese 320, Fall 2020）
《论语》有许多的名言可以解决不同的事情。论语名言有些是很严肃的，也有些比较轻松的。论语中有各种各样的名言，各个不同的情况下可以用到不同的句子。我觉得这样的话是很重要的，因为即使是不同的人也都可以用到这些句子。孔子的《论语》都是文言文，所以人们对于这些名言都会有不同的观点。我觉得《论语》是真的很有意思的。
虽然我觉得只选一个名言有点难，但是我最喜欢的就是 “知之为知之，不知为不知，是知也”。孔子是对一个学生说这句话。这个名言就是说：知道的是知道，不知道是不知道，这就是智慧。我认为这个名言可以跟很多不同的事情有关，比如：学者，新冠病毒，或者将来。
当然这三件事很不一样，但我觉得这句名言都可以适用的。上学时，人们会努力的学习，但你不知道你不知道的事。我觉得我们的考试成绩不能准确地测量我们 ”知道” 多少。新冠病毒中，科学家会研究和分析更多，所以我们能预测大流行病的事。我们每天学到新的事，但每天我们还是提醒我们还不知道很多。将来，我们不能知道社会会是什么样的。这个情况比较抽象。我们真的无法制定关于未来生活的计划。这些情况有一点是同样的就是在一件事情上我们学到了新的东西，但是我们依旧有很多东西还不知道。学到新的东西是好的，但人们会发现还有很多关于这件事情的东西我们不知道且还需要继续学习很多知识。
Chinese 320: Cross-Cultural Perspective Chinese Culture/Society
Interview Essay, Fall 2020
大流行：网络角色
by 国美梦 (Mei), 陈祈福 (Lissie)， 潘姿依 (Zoe)
摘要：在二〇二〇年，冠状病毒大流行改变了全世界每个人的日常生活。极大地改变了人们的社交、工作、和上学的方式。 为了继续我们的日常生活，我们许多人变得非常更依赖网络。人们开始担心如何再次开学。 我们都会疑问，“我们如何才能安全地把孩子送到学校去，必须做出什么改变？” 此外，我们知道这些变化会带来许多负面的影响，但是我们也想知道这些变化带来哪些正面影响。我们可以在冠状病毒的袭击下学到知识吗？
目的：研究的目标是了解在新冠时期有关网络使用的不同观点。从此我们可以对未来进行预测一部分，因此我们希望我们的研究将帮助决策者，学者找到新的创新方式，提供给学生和教师教学，学习和交流的方式。
程序：我们列出了一系列问题，然后通过对学生的采访进行了研究。 我们提出问题的目标是了解受访者对这种流行病的看法，例如我们想了解他们注意到的哪些正面和负面的影响，以及他们是否喜欢远程授课等等。我们提出的问题如下:
- 这个疫情怎么影响了你的生活？
- 在网上上课有那些好处？和那些坏处？
- 上网课对你个人来说带来了哪些便利和不便？
- 你更希望上网课还是面对面上课？为什么？
- 你期望下个学期是什么样呢？为什么？
- 如果你是大学校长的话、你觉得你会采取不同的措施来保证学生的安全和学习效果吗？如果会的话、会是什么措施？
调查结果:
受访者一：
我们的第一个受访者会介绍一下她的新情况，因为社会的变化由于这个病毒。她感觉网上上课是各有利弊的。她还在美国大学上学、没有回到中国。在网上上课有些好处、因为不用出门和时间比较充裕、但是这个病毒有许多坏处。关于网上上课、 她说、 【注意力不够集中、认知能力无法提升、没有更多和老师同学交流的机会、学习到了多少知识也完全是看自己的自律性】。她觉得面对面上课比网上上课好，因为大学校园里的学习和生活氛围是很重要的。她更喜欢面对面上课因为这才是她来大学的理由， 她留学不是为了和教授在电脑上交流的。她认为我们应该注重于大学校园里的学习和生活氛围。她期望下个学期可以回到正常的校园生活、因为这是我们来大学的原因，除了接受教育之外，她也想体验大学的生活。如果她是大学校长的话，她说了她想不到更好的办法。并且她觉得对于不同的大学情况而言，措施也应该不一样。她觉得这个学期也没有办法、因为病毒让学校的正常的生活很不方便。
受访者二：
我们的第二个受访者会介绍一下这个疫情的影响在她的生活中。由于这个疫情她回到了在北京的家，但现在的情况和往常不同。因为这个病毒，世界都变的不正常了，但是这突如其来的情况让她的家庭关系变得更好了、也懂得了如何在不确定因素中适应生活的变化。她觉得网上上课有帮助、因为可以无限次看回放，所以如果她哪里不明白或者没听懂她可以反复看直到理解为止。她觉得网上上课可以教你关于学习的新的可能性。她说 【上网课很考验一个人的时间管理能力、这很好也不好。因为可能会需要一段时间来适应这种学习方式，但也可能会让一个人变得更有效率，更自觉】。还有就是网上上课的一个坏处是不能跟别的同学交朋友。 以及她说上网课的坏处之一是与人沟通，尤其是少了面对面的交流，无论是对同学还是教授，可能最后不会与她人成为朋友或建立一种良好的关系。网上上课是比较方便、因为不用离开房间、但是就不能跟别人在一起导致个人关系很难深入。
议论：因为我们的采访资料比较少，所以请记得我们的调查结果是很主观的。我们采访的这些人：两个都是大三的学生，都是国际学生， 我们第一个受访者在校内学习，另外一位在中国学习，学期开始她决定回家。在一些方面，他们对于网课的好处有一样的看法：准备上课的时间比较少，比方说不用出门， 还可以无限次看录影。她们认为在线课程很大程度上靠的是自律还有学习以及适应新的教学方法。因为她们的情况不一样，所以对于坏处的回答也不一样，比方说，在中国的受访者必须在美国时间上课，中美时差是不方便的。校内的学生说了在网课里很难集中精力，因此无法提高认知能力。
我们的两个受访者， 都喜欢面对面上课。 她们之所以喜欢是因为学习和生活的氛围，让她们受到教育的过程，来大学不是跟教授在网上交流的。虽然面对面上课是她们喜欢的办法，也期望下个学期疫情有所好转，但她们都认为学校提供的方案已经极大程度的去满足了每个学生在疫情下对学习的需求。
关于学校的措施来保证学生的安全和学习效果、她们都觉得St. Olaf大学的应用措施对别的学校可能管用，但千万要考虑每一个人和每一个大学都是不一样的，所以对于不同大学的情况而言，如何满足每个学生对学习的需求是不一样的。其中一位受访者认为，St. Olaf大学的措施也可以改善一下，比如：确保有全网课的课程安排， 加上如果一个人选择全网课有适当减少学费，以及对于面授课可以进行人数限制，分流吃饭时间，和出入校限制的措施。
结论：正如我们之前提到的，我们的调查结果是暂定的因为我们只有两个受访者，两个国际学生。从她们的采访我们可以得出这些结论：为了疫情有很多课程转入网课。所以学生们需要学习如何快速适应变化， 网课在社会中起到了举足轻重的作用。虽是我们不够面试的人，我们可以推断网课最大的好处是网课让学生可以在宿舍上课也 可以随时随地看录影，是比较方便的，最大的坏处是不有全部的大学的经历，而学习比较难的。
如果要进一步调查我们应该有更多的采访资料，而且受访者不应该只是国际学生也应该包含国内的学生，教授，学生的家人，等等，因为疫情对他们也有大的影响。我们想要问补充的问题：如果受访者听到大学的计划是否会考虑休学一年，因为我们想要看看疫情对个人有多少的影响。
Level II or III Original Work
ASIAN 201: Chinese Diaspora, Fall 2021
These three assignments all focus on the historical and cultural significance of Angel Island. The bibliography provides four sources for learning about it. The digital humanities project illustrates the story of one individual, Lee Puey You, who spent nearly two years on Angel Island. Finally, the 'curator of memories' was my final for the class with extra slides for my FLAC component. Feel free to listen on the purple microphone on each slide.
Asian Studies 255: Engaging Asia—San Francisco, Interim 2023
These pictures illustrate my time studying Asian history, culture, art, and identities in San Francisco. This experience helped me learn about Asia in the context of the United States through trips to explore Chinatown, Japantown, Angel Island, the Bruce Lee Museum, and many more. However these places are not pictured, we also learned about second language learning from the Chinese immersion school, Alice Fong Yu Alternative School, and the Japanese Bilingual school, Clarendon Elementary School. This interim experience was beneficial to expand my academic knowledge on the subject while also recognizing my own Chinese American identity.
