Alternative Breaks at Stanford

Applications close at midnight! APPLY NOW @ cutt.ly/ASB2020

Next up, “Stanford Travels South: Bridging the Rural-Urban Divide” will head to Starkville, Mississippi to learn about life in the rural South.

Trip description: Do you want to engage with issues facing rural America? Step outside the bubble. Rural areas are home to 97% of the country’s landmass and 19% of Americans but until the 2016 elections many Americans weren’t aware of many of the struggles and successes facing rural communities. Rural America includes the 2018 US News “Best State to Live In” (Iowa), yet 40% of rural Americans are still left without effective broadband Internet access, opening the door to opportunities for development and implementation of technology. Join us as we head to Mississippi. Through our one-unit Winter Quarter class and the trip itself we will engage with issues that are disproportionately affecting rural communities including health care access, internet access as well as better understand the historic, social and economic context of Mississippi and the South. We’ll look at rural-urban divide patterns across the US as well as better understand Starkville, Mississippi and its surrounding local region as a unique example of this. Only about 4% of Stanford undergrads hail from rural areas, yet experiencing a diversity of locations and perspectives is a vital goal of Stanford’s education. We hope to provide Stanford students with a learning experience they otherwise may not encounter. It promises to be an unprecedented chance for future policymakers, computer scientists, business owners, and other leaders to engage in constructive dialogue and brainstorm solutions for tackling challenges to America’s future, thus parrying social media’s filter-bubbles and echo-chambers.

Next, up “Q***r & Asian American Intersectionality”, led by Gillman Maung & Jacky Chu!!

Trip Description: The Q***r and Asian American Intersectionality trip aims to create a safe space to increase student awareness of and involvement in issues regarding Q***r and Asian American intersectionality, such as the lack of Asian American representation in mainstream q***r culture and acknowledgement of cultural nuances in q***r communities of color. Within these spaces, the trip leaders hope to empower participants with the knowledge to advocate for and navigate such issues. Throughout the program, students will collaborate with Q***r and Asian American organizations, engage in discussions and service with others, and participate in workshops. These immersive opportunities that include Q***r and Asian American politics, activism, health, and art will allow students to garner experiences that expand upon their own pre-trip perspectives. Potential organizations and people that we will meet include: Asian Pacific Islander Equality - Northern California (APIENC), the Visibility Project, Trikone, and Q***r Women of Color Media Arts Project (QWOCMAP). In addition to these service-learning components, the trip will also focus on community building and cohort bonding. Because of the lack of spaces on campus for the Q***r and Asian American community to discuss their experiences, the trip leaders acknowledge the importance of fostering a tight-knit environment that encourages sharing and listening. Through active reflection, community building, and challenging dialogue, we will strive to gain a more comprehensive understanding of Q***r & Asian American issues and current initiatives whilst potentially fostering long-lasting connections with others. Ultimately, we hope that students will apply this knowledge to Stanford and other spaces to facilitate more intersectional inclusivity and cultural sensitivity.

Apply at cutt.ly/ASB2020

As we approach the ASB 2020 deadline, we’ll be featuring a trip each day! First up: Capital or Community: Housing Inequality in the Bay Area, led by Kate Ham and Matt Nissen!

Trip Description:
What, exactly, do people mean when they talk about the “housing crisis”? What does this look like here in the Bay Area, and how does this crisis impact the people who call this place home? How has government housing policy, from the local to the national level, helped contribute to the marginalization of various groups? What is gentrification and how does it relate to displacement? What is the role of Stanford and Stanford students in contributing to and addressing this crisis? This one unit course aims to explore these questions and more in an attempt to understand the complex and ongoing process of housing inequality in Stanford’s own backyard. We will specifically look at the Bay Area and how housing inequality intersects with the experience of marginalized groups, including immigrants, people of color, and the LGBTQ community. With a focus on the Bay Area and Stanford’s place in this, we will begin by looking at the anatomy of the current housing crisis and present-day discussions. Next, we will explore the historical processes that brought us here, including the legacy of urban planning, the influence of wealth and development, and the far-reaching impacts of racial segregation. Following this, we will explore the role that business interests in the Bay have played in exacerbating this crisis - with a specific focus on the tech industry. Finally, we will trace the impact that Stanford and Stanford students have, as well as potential solutions and means of resisting the worst effects of housing inequality. By the end of this course, students will have an understanding of both the complex history of housing in the Bay Area and the intersection of housing rights with other contemporary struggles. The course is open to all students from all backgrounds and interests. Students do not need to have any kind of particular disciplinary training or specific knowledge about housing or the social landscape of different marginalized groups in order to partake in the class and the trip.

Apply @ cutt.ly/ASB2020 by November 4th!

Apply for Alternative Spring Break 2019-2020 by November 4th @ 11:59PM!!

APPLY HERE: cutt.ly/ASB2020

ROUND 1 APPS DUE THIS FRIDAY! Feel free to ask any of our lovely leaders this year about their experiences: Adam Nalley Andrew Dallakoti Ashley Song Courtney Cooperman Emily Lemmerman EM Deo Gabrielle Torrance Gracie Young Hannah Nguyen Jay Minsu Liu Michelle Howard Miguel Ceniceros Omar Gomez Oscar Ambrocio Shania Santana Soly Lee Sonia Velasco Lucy Arnold Harika Kottakota Sarah Verschoor Emily Mam Gillyn Maung Jacky Chu + Javier Aguayo Janelle Miller Naomi Gregorio Gianna Nino

~ Apply at bit.ly/asbstanford1819!
In the Cherokee language, computers are sometimes called “anagalisgi unvtsida” meaning electric brain. As time and technologies quickly progress, Cherokee people have developed ways to bring their language into the modern era. However, only 400 (approx.) fluent speakers are left in the Eastern Band alone, which has made saving the language a key priority. Through our course and trip, we will explore how technology can assist second language Cherokee learners in their race to learn the language. Our guiding question throughout the course will center on how we can move the role of tech in language revitalization beyond recording words and phrases into databases, to a more central and interactive place within community language learning.
Along with basic Cherokee language instruction, the course will explore topics ranging from Cherokee culture to user-centered design processes. The course will also feature guest lectures from Google’s Internationalization Team, tribal elders, Linguistics and Computer Science professors. In spring, the group will travel to the Eastern Band of Cherokee Indians reservation located in Cherokee, North Carolina. Participants will engage intimately with Cherokee culture and language while working closely with community members to identify tech needs and possible solutions. While in Cherokee, students will have the opportunity to visit the New Kituwah Immersion School and participate in the second annual Cherokee Language Symposium, as well as visit several community-initiated language classes. Students will also visit several sacred cultural sites as well as work with tribal members to build trails to remote sites.
We hope students walk away from this experience understanding the sacredness of indigenous languages and the importance of maintaining them for future generations, while acknowledging how technology can be utilized for these efforts.

Due today! Consider applying and check out trip descriptions at https://web.stanford.edu/group/ASB/cgi-bin/prod/trips/asb 🤩🌻🌟

You could travel to Chicago, North Carolina, Washington D.C., or explore the Bay Area AND learn about amazing social justice topics 🚙✈️

applications due tomorrow!

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~ Apply at bit.ly/asbstanford1819!
Saving the World? Exploring the Ethics of International Service and Aid
Our society shines light on public service -- the selfless giving of time, money, labor, or support to a cause has become a hallmark of good citizenship. Many consider it a duty of the privileged to ‘give back’ through philanthropy or volunteering efforts. What obligations do we and the institutions we partake in have as Americans, wealthy global citizens, or elite university-educated students, to the international community? The intent of this Alternative Spring Break is to explore this question. Our winter quarter course further aims to explore how we navigate international service given our unique identities through issues such as ‘voluntourism’ and the political and social nuances of international aid. We will learn about and question the channels through which the U.S. and its people influence others abroad; explore our identities and how they affect our relationship with international aid, service, and advocacy; think about how our unique identities and experiences shape our engagements in foreign service and how we can be more thoughtful about those that differ from ours; and develop familiarity with a wide range of issues related to international aid, learn to appreciate the complexity of these issues, and understand various perspectives associated with these issues.

During our spring break trip, we will visit various organizations that influence international development, such as nonprofits, the private sector, governmental agencies, and academic institutions. Students do not need to have any kind of particular knowledge or experience with international aid or service in order to partake in the class and the trip.

~ Apply at bit.ly/asbstanford1819!
Just Corn and Cows? Bridging the Rural-Urban Divide
Rural America occupies 97% of US land and contains 19% of the country’s population, but until the 2016 election, many Americans were unfamiliar with the struggles and successes of this sector of the country. While tempting to reduce it to an opioid-laden land of Trump supporters, rural America includes the 2018 US News “Best State to Live In” (Iowa), yet 23 million of its citizens are still left without broadband Internet access, opening the door to opportunities for development and implementation of technology.

A trip to the rural Midwest and accompanying one-unit course will offer students the opportunity to learn about important issues in rural America such as agriculture, educational disparities, economic hardship, and political frustration. We will meet with local political leaders, agriculturalists, and fellow students to broaden our understanding of the region and experience America’s shared humanity.

A critical component of a Stanford education is the opportunity to benefit from the diversity of our surroundings. Through this trip, we hope to provide Stanford students with a learning experience they otherwise may not encounter. It promises to be a truly unprecedented chance for future policymakers, computer scientists, business owners, and other leaders to engage in constructive dialogue and brainstorm solutions for tackling challenges to America’s future, thus parrying social media’s filter-bubbles and echo-chambers.

~ Apply at bit.ly/asbstanford1819!
Asian American Issues
What does it mean to be “Asian American”? Do “Asian” and “Asian American” mean the same thing? Is the term “Asian American” a paradox?

These questions reveal that the term “Asian American,” while seemingly simple and all-encompassing, often casts Asian American subjects as a homogeneous group—rendering invisible their complex and differing experiences. This includes a broad range of challenges affecting Asian Americans of all ages and backgrounds: from workers’ and immigrants’ rights to racism, healthcare, LGBTQ issues, education, and more. Asian Americans and their predecessors have been present in the United States for four centuries, but many of their stories remain untold. This Alternative Spring Break Program will bring these issues to light and inspect them with critical lenses.

In this Alternative Spring Break trip, we will analyze how social, political, and economic factors affect the formation of identities and use this framework to critically process and confront the messages we see about Asian Americans. First, we will explore Asian American identities, the history of Asian subjects in America, and the Asian American Movement. Then, we will use this knowledge to study a broad range of contemporary campaigns such as workers’ and immigrant rights, LGBTQ rights, environmental justice, and educational and socioeconomic disparities. We will also explore how Asian Americans have organized together across cultures to build solidarity and fight for justice. By exploring this spectrum, we will examine our own commonalities with these issues, regardless of our ethnic or cultural background. We will also explore these topics through different media and forms of activism: art, community organizing, health services, and more.
Ashley Huang

~ Apply at bit.ly/asbstanford1819!
Pluralism and Politics: Exploring Faith-Based Advocacy in American Society
How do religious and ethical values motivate people to participate in politics? What is the current relationship between religion and democratic engagement, and what should it be? What role do faith communities play in fostering social change?

These are the questions that will be examined in “Pluralism and Politics: Exploring Faith-Based Advocacy in American Society.” In our course, students will delve into the political philosophy, history, and contemporary landscape of religious and ethical values as a force for political change in America—as well as necessary limitations on the role of religion in democracy. We’ll trace religious engagement in politics throughout American history, highlighting the crucial role of faith communities in activating Civil Rights and other social movements. We’ll also look at the ways in which the Religious Right and the Religious Left influence American politics today, the important boundaries between religion and politics, and how religion can reinforce or transcend partisan divides.

During spring break, we’ll head to Washington, D.C. and meet with advocacy organizations across a wide variety of faith communities and ideological leanings. We will seek to better understand the strategies, goals, and values of these organizations, painting a picture of the real-world interplay between religious communities and engagement in democracy. As a capstone, each participant will spend the quarter choosing a policy to advocate on the basis of individual values (religious, secular, or some combination of both!) and will get a chance to lobby a legislator on Capitol Hill. Students of all backgrounds, identities, religious affiliations (or lack thereof!), and political perspectives are encouraged to apply.
Courtney Cooperman Eliza Steffen

~ Apply at bit.ly/asbstanford1819!
Migration is Beautiful: Histories, Realities, and Policies of Immigrant Justice
In the current political landscape, many political stakeholders have endorsed anti-immigrant policies using inflammatory rhetoric that has disturbed American attitudes toward immigration. This course challenges the underlying assumptions of this discourse. We will begin by analyzing the history of immigration policy and politics, and look at global conflicts that drive immigration into the United States. We will discuss specific issues related to border control, detention, and law enforcement and then delve into the intersections of immigration, criminal justice, health, and education policies. Throughout, we will emphasize the importance of using empirical data and personal narratives when analyzing and participating in the contemporary discourse on immigration-related issues.

Our spring break trip will take us to Washington, D.C. to meet leaders from activist organizations, government agencies, and immigrant communities in an attempt to understand the many aspects of the immigrant experience. We will engage in conversation with policymakers about contemporary immigration reform and volunteer with organizations supporting immigrant communities. Our ultimate goal as students and learners on this service-learning trip is to gain a critical understanding of how coalition-building and sustained movements can ultimately affect the conversations surrounding immigration reform.
Angela Umeh Hannah Nguyen

~ Apply at bit.ly/asbstanford1819!
Pamana Ng Lahi: Understanding Pilipinx Heritage and History As a Platform For Social Change

The year 1521 marked the beginning of colonization for the Philippines. To this day, remnants of Spanish and American influences are present in Philippine culture. However, Philippine history does not begin or end with colonization - long before the Spanish arrived, indigenous societies thrived, and pre-colonial values and traditions have been preserved and passed down through generations. Pilipinx and Pilipinx-American culture today is our pamana ng lahi - our heritage and our history.

In this course, we will learn about Pilipinx events and issues that have shaped the Pilipinx and Pilipinx-American identity. We will first trace the history of the Philippines, with an emphasis on pre-colonial history, in order to understand the events and circumstances that led to the struggles that Pilipinxs and Pilipinx-Americans face today. The class will then delve into the concept of sustainable service by exploring ideas of activism, creative expression, community empowerment, and solidarity between marginalized communities. Students will leave this class with the ability to engage in conversations about relevant issues, get involved with movements for change here and abroad.

After our course in the Winter quarter, we will go on a service-learning trip through California, visiting grassroots organizations and historical sites that have made significant contributions to the Pilipinx-American community. While our trip focuses on the struggles associated with one particular cultural group, those struggles, and the skills used to develop effective strategies that address them, are relevant to anyone interested in the general ideas of identity, solidarity, power of creative expression, and sustainable service.
Daniella Caluza Stephen Guerrero

~ Apply at bit.ly/asbstanford1819!
Silicon Classroom: Education, Technology and Equity in the Digital World
Innovators at the intersection of education and technology promise radical improvements in the way we engage, teach, and learn, and their products are surfacing in schools and homes around the nation. Silicon Valley, where these trends move quickly and influence the model for the rest of the nation, is at the heart of these matters. Join us to discuss education, technology, and equity from a sociological, political, educational, and computer science perspective. We look to understand the history of educational technology and digital divides, especially in the Silicon Valley, and critically examine the intentions of designers and the impact on users. In the class, we will be discussing what makes an educational technology, and framing its impact through an equity lens. We’ll be reflecting on issues such as: How do factors outside the classroom affect edtech production and implementation? How is edtech used, implemented, and how does it affect students in classrooms and outside of classrooms? When it comes to educational technology, the educational theories and technological innovations that bring them about matter, and so does how they are implemented. On this trip, we will engage with top entrepreneurs, critics, thought. leaders, creators and users of these educational technologies in the Silicon Valley. Enthusiasts and critics of all majors are welcome to join the fourth year of this trip (no experience with education or technology necessary)!
Daniel Ramos

~ Apply at bit.ly/asbstanford1819!
Latinidad Unfiltered: Exploring Latinx Identity in Central And Southern CA
The Latinx population in the US has increased ninefold from 1960 (6.3 million) to 2015(56.5million). Projections predict that by the end of the century, the majority of Americans will trace their ancestry to Latin America. This has major implications for our society and its culture. By thinking critically about what it means to be a Latin American, and by interacting with these communities first hand, we can gain knowledge to help us better serve this growing population and to ultimately better understand our own identities.

This ASB will focus on the Central Valley and Southern California, both of which are areas with a substantial number of latinx-identifying individuals. We will examine what factors shape the identities of this population and engage with the communities they exist within. We will specifically explore latinidad through the lens of two communities: the foreign-born, and US-born latinx-identifying individuals. Although particular attention will be paid to the way these two groups have coexisted and progressed within the US, we will also be looking at other factors that affect latinidad in California, such as skin color and colorism, mexican hegemony, local and national “latinx” pop culture etc.
Miguel Ceniceros Sonia Velasco

~ Apply at bit.ly/asbstanford1819!
Design Thinking for Social Innovation: Japan and Stanford Exchange -- Design thinking has experienced a recent increase in popularity at Stanford and on a global scale. Social innovators and educators in both the US and Japan are asking how design thinking can reach its potential to create positive impact. This spring break, we will use design thinking to examine sustainability issues that especially affect urban areas (such as housing, climate change, food systems, waste, etc.) and work in cross-cultural teams to produce new insights and improvements. This will take the form of interviews, observations, group discussions, and partnerships with local organizations.

In collaboration with VIA’s Social Innovation Program, 20 college students from Japan who are interested in social change will be joining us for a hands-on project experience addressing current challenges and opportunities in urban sustainability. Stanford students will facilitate discussions on urban issues and culture, as well as participate in organization visits in the Bay Area, offering the unique opportunity to hear from different perspectives, exchange ideas, and learn from each other across cultures.

If you are interested in creating inclusive spaces for people of all cultures to discuss design thinking and urban sustainability, apply today! We look forward to hearing from you!
Cristina Maria Ammon Stefanie Ky

~ Apply at bit.ly/asbstanford1819!
“When the roots are deep, there is no reason to fear the wind.”
“Storms make trees take deeper roots.”

Chicago, throughout numerous media outlets, has been portrayed and presented as a dangerous city though the use of negative rhetoric. Chicago ranges in issues from gentrification to environmental racism. However, what the media does not show you are the vibrant movements that are combating these issues at hand at the grassroots level. Each week we will be focusing on specific issues and their corresponding grassroot organizations. Issues that we will touch on are: youth social justice, education, immigration, environmental racism/justice, violence, cultural humility, and gentrification.

The focus of this trip will be on activism and grassroots movements involving Puerto Rican, Black, Mexican, Native communities. We’ll meet with community stakeholders to understand how they are affected by and how txhey address important issues such as structural violence and discrimination. We will visit and learn about the history of prominent activist organizations and cultural centers. In addition, we will explore the diverse neighborhoods in the city, visit museums, and sample some of the city’s classic Chicago-style cuisine. We hope that with this trip, students can better understand the active role that communities play in challenging power structures and being active changemakers. We will strive to provide a self-reflective learning experience that will contribute to both the academic and professional careers that students pursue.
Omar Gomez Shania Santana

~ Apply at bit.ly/asbstanford1819!
How has housing policy played a role in the marginalization of various groups in the United States? How have tech companies played a role in the housing crisis in the Bay Area? What factors contribute to the current housing crisis in the Bay Area? What is the role of Stanford and Stanford students in contributing to and addressing the housing crisis?

This one unit course aims to explore ideas about housing inequality as they intersect with marginalized groups in the Bay Area, including immigrants, people of color, and the LGBTQ community. We will meet with various individuals and organizations working to address housing issues in the Bay Area, from researchers to community organizers to policy makers. Along with learning from and about the various actors in housing inequality in the Bay Area, we will take time to engage with our community organizations based on their needs and our capacity during the trip.

We will begin the class by looking at the history of urban planning and housing policy in various cities to study the enduring, marginalizing effects of housing policy. Then we’ll look at the impact of large tech companies on their host cities before focusing on the unique features of the Bay Area’s housing crisis. Lastly, we’ll look at how various community organizations are addressing these issues.

By the end of this course, students will have an understanding of the intersections that come with housing rights issues, especially as it relates to the Bay Area. The course is open to all students from all backgrounds and interests. Students do not need to have any kind of particular disciplinary training or specific knowledge about housing or the social landscape of different marginalized groups in order to partake in the class and the trip.
Emily Lemmerman

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"A week that lasts a lifetime."

Consider applying to one of this year's ASB trips going to locations such as North Carolina, DC, and Chicago, as well as many other amazing ones here in the Bay Area.

~ Apply at bit.ly/asbstanford1819!

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Thank you to previous 2017-18 ASB trip leaders for coming to speak to the next cohort of 2018-19 trip leaders. Thank you for sharing your stories, advice and guidance. We appreciate you! It was amazing to hear about your experiences.

Just two and a half hours until applications are due! Get your apps in now!!

Apply Here: tinyurl.com/asb18app
More Info: asb.stanford.edu

We're so excited to announce our 12 Alternative Spring Break Trips for 2018! Our trip descriptions and trip leader bios can be found at asb.stanford.edu! Applications for trips are November 3td at 11:59PM.

Apply Here: tinyurl.com/asb18app

We're so excited for you to become part of our ASB family!

Applications for this year's Alternative Spring Break trips are due TONIGHT! Don't miss your chance to participate on a week that will last a lifetime ~

Apply Here: tinyurl.com/asb18app
More Info: asb.stanford.edu

With just another day left, here is our last ASB feature: "Transcending Borders: Indigenous Struggles and Solidarity," led by Gianna Nino and Shayna Naranjo!

Apply Here: tinyurl.com/asb18app

Course/Trip Description:

This trip and class aims to explore the pan-indigenous similarities and struggles of the people of New Mexico and Mexico, specifically Santa Clara Pueblo and Mixtec of Northern Oaxaca. Our course will give students a better idea of how immigrant and diasporic communities are mobilizing to better the prospects for indigenous self-determination on both sides of the border. We will achieve this by examining the history and modern challenges these communities face using the frameworks of traditional agriculture, language loss and revitalization, intersectional identity, and economic development. During the trip, we hope to give students an immersive experience by meeting with local solidarity organizations. We’ll spend the spring break trip in Santa Clara Pueblo, Shayna’s home, engaging in service activities and meeting with community organizations, elders, tribal leaders, and youth.

The overall goal of this course is to explore the historic parallels between the Mixtec and Indigenous North American experiences as a means of understanding how those parallels inform community organizing and grassroots movements today. We hope for students to walk away with a deeper understanding of the indigenous experience in relations to a land - from history to current experiences to remnants of the past, and the implications for the future.