5 10 91 http://exhibits.library.stonybrook.edu/WUA/files/original/e44eaa214cce278c92dbbee1c5728f81.pdf 24a1af9fb209a3f1e90760effaeb3dd4 PDF Text Text �Ms. Kolenda’s overall goal in life is to cultivate and promote a strong understanding and respect for Asian culture within American society. Throughout her professional life, she has continuously worked towards this goal. Between 1981 and 1996, Ms. Kolenda volunteered in China as an English teacher and then was hired as a paralegal for a law firm in Beijing shortly after. Through these experiences, she mastered the Chinese dialect of Mandarin and acquired a personal understanding of how the Chinese culture functions. Shortly after returning to America, Ms. Kolenda explained to us that she had started a family and decided that her occupation as a lawyer for a New York City law firm was very rigorous and not a family friendly career. As a result, she decided to alter her career path accordingly and landed a job in 1998 as a program officer for the Henry Luce foundation’s Asia program. In 2008, she was appointed to the position of director within this same program which is the position she still holds today. The Henry Luce Foundation’s Asia program has the main goals of fostering cultural and intellectual exchange between the U.S. and Asia and creating scholarly and public resources to promote a strong understanding of Asia within the United States. These goals are achieved through the process of monetary grant making to select academic institutions which is one of Ms. Kolenda’s main responsibilities as director. Overall, Ms. Kolenda’s careers and personal experiences throughout her life have greatly contributed to the topic of women in U.S.-Asian relations. She has worked to build a symbolic bridge between the United States and Asia and places a strong importance on educating America’s future generations on Asian culture. Overall, the information we obtained through our interview with Ms. Kolenda strongly reinforced several topics we have learned throughout this course. In addition, it was a very unique experience in that it not only solidified several topics within this class but also gave us a more personal and realistic perspective of women in U.S. Asian relations by allowing us to hear it first hand from Ms. Kolenda, who works in that field herself. �The interview lasted a little over an hour (1:01:40) We had a mixed interview structure. Prior to the interview, we prepared a list of questions from which we sent a few general questions as well as a few thought provoking questions to Ms. Kolenda, so that she had an idea what we would be discussing during the interview. This allowed us to not waste too much time coming up with questions on the spot and hoping that she would be able to answer them properly. We did find however, that some questions would be asked on the spot, in response to an answer that she had given us, which were examples of us actively listening. For example : After answering our question concerning any descrimination for being a woman that she felt might have been in her way as she was working in China, she answered by saying no, but she always got the feeling that they would have preferred working with a man. We followed up with a question asking if she would have preffered that to have been out in the open, rather than lingering around in the darkness. We did not have a set method for how we would ask questions, we just let the conversation flow naturally. Ms. Kolenda was very chipper and made having a conversation quite easy, even inviting us to tour the foundation if we are ever in the city! There was a lot of smiling and joking going on between us, which made for a very comfortable atmosphere. �Just a little humor! She loved it =] � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Women in US-Asian Relations Student Oral History Project Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Christoff, Peggy Spitzer -- Senior Lecturer, China Studies. Director of Undergraduate Programs: Asian And Asian American Studies. Subject The topic of the resource Asian Americans--Study and teaching; Women social reformers--Asia; Women social reformers--United States; Oral history Relation A related resource AAS_POL_307_OralHistoryProject; AAS_POL_307_OralHistoryProject_2016 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted (URI: http://rightsstatements.org/vocab/InC-EDU/1.0/). Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context aas_2016_20170109_hkolenda_ppt_dis Date A point or period of time associated with an event in the lifecycle of the resource 2016 Description An account of the resource Every fall, students at Stony Brook University in class, AAS/POL 307 (Women in US-Asian Relations), set out to interview women who are committed to enhancing US-Asian relations. Women’s contributions occur at many different levels of society and encompass a variety of occupations. In conducting oral history interviews, students prepare documentation for the Stony Brook University Melville Library’s digital collection and, in the process, acquire deep knowledge about women’s social, cultural, political, and economic roles in the United States and Asia, which includes those in Asian American communities. Each interview consists of multiple files, including: a text document and Powerpoint slides, which were converted to PDFs for this digitization project. The project is a joint effort between the Department of Asian and Asian American Studies and the University Libraries. Creator An entity primarily responsible for making the resource Winters, Kristen ; Ozdal, William ; Kolenda, Helena Type The nature or genre of the resource text Title A name given to the resource Helena Kolenda http://exhibits.library.stonybrook.edu/WUA/files/original/078b16a035b3a0ee8af36fe7b3cd156e.pptx 0f52ce28ef3a3fecef0a78195d9af766 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Women in US-Asian Relations Student Oral History Project Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Christoff, Peggy Spitzer -- Senior Lecturer, China Studies. Director of Undergraduate Programs: Asian And Asian American Studies. Subject The topic of the resource Asian Americans--Study and teaching; Women social reformers--Asia; Women social reformers--United States; Oral history Relation A related resource AAS_POL_307_OralHistoryProject; AAS_POL_307_OralHistoryProject_2016 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted (URI: http://rightsstatements.org/vocab/InC-EDU/1.0/). Format The file format, physical medium, or dimensions of the resource application/ppt Identifier An unambiguous reference to the resource within a given context aas_2016_20170109_jhorsley_master Date A point or period of time associated with an event in the lifecycle of the resource 2016 Description An account of the resource Every fall, students at Stony Brook University in class, AAS/POL 307 (Women in US-Asian Relations), set out to interview women who are committed to enhancing US-Asian relations. Women’s contributions occur at many different levels of society and encompass a variety of occupations. In conducting oral history interviews, students prepare documentation for the Stony Brook University Melville Library’s digital collection and, in the process, acquire deep knowledge about women’s social, cultural, political, and economic roles in the United States and Asia, which includes those in Asian American communities. Each interview consists of multiple files, including: a text document and Powerpoint slides, which were converted to PDFs for this digitization project. The project is a joint effort between the Department of Asian and Asian American Studies and the University Libraries. Creator An entity primarily responsible for making the resource Halbig, Daniel ; Vlahakis, Alexandra ; Horsely, Jamie Type The nature or genre of the resource text Title A name given to the resource Jamie Horsley http://exhibits.library.stonybrook.edu/WUA/files/original/c96aaddc9eca2fc1a7ae4c97b2533c0d.pdf 09fab610535589b0444163d0698b199a PDF Text Text Daniel Halbig Alexandra Vlahakis An Interview With Jamie Horsley SECTION ONE Person interviewed​: Jamie Horsley Interviewee’s title or position​: The ​Executive Director of The China Law Center and Senior Research Scholar and Lecturer in Law at Yale Law School Date, time, and length of interview​: November 4th, 2016 at 3:15pm, duration: one hour and one minute. Your objective in conducting this interview:​ Alexandra and I both have immense interest in the field of law, so we hoped to gain a deeper understanding of the legal field and the struggles that Ms. Horsley faced in achieving her goals. SECTION TWO Description of the pre-interview research (What did you find out prior to the interview about the person and/or place with which she is affiliated? How did you prepare for the interview?) We began our research on Ms. Horsley by doing simple Google searches. This search led us to her LinkedIn profile, which yielded the most information. We knew that she is currently a Research Scholar at Yale, and that she had spent many years at other companies such as Motorola and the international law firm of ​Paul, Weiss, Rifkind, Wharton & Garrison, as a lawyer. She also worked in the U.S. Embassies as an attaché in Beijing and Manila. Through our �research, we also found papers in which she was quoted, which led to the discovery of texts she authored. This helped us understand what her interests were and also what she had been fighting for throughout her career. We also tried to utilize the Stony Brook Library Databases to help further our research, however after attempting to search for “Jamie Horsley” on a multitude of databases including, ProQuest Historical Newspapers: The New York Times, Oxford Dictionary of National Biography, EBSCO Biography Index Past and Present and EBSCO Historical Abstracts, we found minimal to no results on Ms. Horsley. Thus, we relied on the information that we had gathered from our searches on google and other websites. Our research is what started the preparation for the interview. Once we gathered as much information that we could from online resources on Ms. Horsley, we both discussed how important it was to understand the careers Ms. Horsley had. This was in order to ask her valid, in depth questions. When creating our questions, we focused on what we believed to be the most important aspects of Ms. Horsley’s experience as a woman involved in U.S. Asian relations. We also formulated questions asking about her early life and education, as to get a sense of her biographical information, and what motivated her into the career path she took. We reviewed and eliminated questions we felt would not benefit the interview, in order to gain as much useful information about Ms. Horsley as possible. List Your Interview Questions: These are the questions we decided to use, but only used a select few, and we created a few questions in response to things Ms. Horsley stated during the interview. The following are the questions we devised, and the questions we created during the interview are detailed in �the Notes section (Section 4.): Dan’s Questions: 1. Alexandra and I are both political science students, and have great interest in the law. Would you describe to us your experience as a student? In addition, what led you to pursue law school and the general field of law? 2. Our class focuses on the subject of women’s roles in U.S.-Asian relations. You’re an individual who directly bridges our countries through your reform work in China. What initially inspired you to focus on Chinese politics? 3. While working at the U.S. Embassy in Beijing and Manila, what cultural differences between the U.S. and China did you witness, and did these differences influence your ideas of reform for China? 4. Can you elaborate on your role as a Senior Research Scholar at Yale? What are some recent projects that you’ve completed? 5. What had you seen occurring in China that led you to pursue regulatory reform throughout your career? 6. In your opinion, what steps need to be taken in China to increase public participation in government and politics? 7. In a piece you wrote in April of 2010, you stated the following: “China shares with many countries around the world a deep-rooted tradition of government secrecy. Cultivating a new culture of openness and prying open the doors to China’s massive bureaucracy and its records are formidable tasks.” China had made steps, at that point, to be less secretive �and more open by creating The OGI Regulations. It enabled citizens to request information from the government, and if denied, they often sued the government. What changes have since been made that you believe best benefit China while also fostering better transparency? 8. Do you feel as though your gender has ever hindered your career? 9. A growing theme in our class has been women as “silent policy drivers” throughout U.S. and Chinese history. Women, for many years in China, weren’t supposed to discuss public issues in the household, let alone in public. You’ve spent time giving presentations and having discussions about public participation in China. Have you seen, in your research and experience, a shift towards greater participation by women in Politics? And if so, what do you believe was the biggest trigger? 10. What did you do as a consultant to The Carter Center? Alexandras Questions: 1. Throughout your career as an international lawyer, you have taken a profound interest in China and its governmental structure. You even lived and worked in China for 13 years. What gravitated you towards China, and what kinds of things have you done there as a lawyer? 2. Much of your work has been focused around the idea that the United States relationship with China is critical due to the growing economic crisis in China. Why do you think partnering with the United States is key? Furthermore, what are the ramifications for the United States if they do not keep their strong relationship with China? �3. Throughout our course, we have learned that Americans who went abroad as missionaries to bring western ideas and values to Asia were often negatively received by the Asian people, since they were seen as trying to instill their values on them. This being said, was there ever points throughout your time spent in China where you felt you had a difficult time getting things accomplished due to your status as an American? 4. As a commercial Attache in the U.S. embassies in Beijing and Manila, what kinds of things did you work on? While promoting American economic interests in these Asian countries, did you receive any resistance from the Asian governments? Furthermore, what types of relationships were you trying to create between the United States and these countries? 5. Why did you decide to leave China after having such a successful career there? Also, what drew you to become a professor at Yale University? Do you still work on foreign relations even though you now reside in the United States? 6. We have learned throughout the course that many American women throughout history, from all spheres of life, have made huge impacts on U.S. Asian relations. This being said, what do you think your impact has been on this relationship. Also, what impact do you think other women as a whole have had on this relationship in recent times? 7. Throughout history, women have faced gender divides and limitations in the workforce based on their gender alone. Do you think women still face these limitations when pursuing higher ranking careers? If yes, in what ways do you think women still face discrimination based on their gender? �SECTION THREE 1. Did you get complete answers to your questions? Explain Ms. Horsley was very thorough with her answers, so we believe she did answer all questions clearly and precisely. As the interview progressed, Ms. Horsley actually answered questions we planned to ask later on in the interview. This showed us that the questions we devised fit into her narrative easily, since they were answered without even being asked. In the end, we only asked around half of the questions we initially intended to ask because her answers to questions were so thorough and long. She added a lot of context to her answers which enlightened us to her struggles and her life’s work. Questions, such as the first where we asked about her experience as a student and what led her to enter the field of law, held an immense amount of information. Not only did she discuss these two posed questions, but these questions led her to discuss the early part of her career and some of her first jobs in the field of law. She was very comfortable speaking about her experiences. Some questions we posed seemed to have obvious answers, but in the end, did not. We asked her about gender-related struggles throughout her career, and to our surprise, she responded by saying she didn’t believe her gender really impeded her career. Taking a class which focuses on the struggles of women made us believe that, most women in prominent positions and male-driven fields faced gender struggles at some point. Hearing that Ms. Horsley succeeded and didn’t see this impediment was interesting and also pleasing because it showed that not all women faced gender inequality in their professional lives. 2. Was your interview structured, unstructured, or mixed? Explain �We believe that our interview was mixed. It began in a more structured way, where we both introduced ourselves and asked a couple of introductory questions. Before the interview began, we made a list of the order in which we would ask each question, so we would have a consistent flow of conversation. We were aiming for a more structured interview from the outset. However, once the interview was underway, we found that Ms. Horsley would answer multiple questions we had on our list in one shot, so we would constantly have to adjust to the flow of conversation. Despite having to change up the order of our questions and also cut some out, or reword others, the interview flowed rather smoothly and there were little to no awkward pauses in between the transitions in conversation from one topic to the next. This led the interview into a more unstructured one, where we would have to adjust our questions based on what Ms. Horsley would say, and would often have to create new questions on the fly to follow up with what she was saying. 3. What probing questions did you use? Explain Our first question was actually a probing question. We initially asked “Alexandra and I are both political science students, and have great interest in the law. Would you describe to us your experience as a student? In addition, what led you to pursue law school and the general field of law?” We understood that in order to discuss college, she would have to discuss her interests and her experiences in college. This held true; Ms. Horsley spent a long time on this question and enjoyed sharing to us about her early career and education. We also asked her to elaborate on different jobs she's held, such as her career as a commercial attache in the embassy. She told us about her responsibilities and about the different people she connected with. We were able to �elaborate on what she said, and ask more questions, such as “did these connections you made help you later on in your career? We also asked her to elaborate on her recent and completed projects as a research scholar at Yale. Alexandra and I both read about some of her projects, so we wanted her to talk to us about them and explain why she found them to be valuable pursuits of her time. 4. Explain your team approach. That is, who did what? We both divided the work pretty equally between the both of us. Before the interview took place, we both conducted our own research on Ms. Horsley to find out all we could about her early life, education, career and achievements. We both drafted our own introductory letters to Ms. Horsley and then through Google Docs, took pieces from both letters to form a final draft, that Daniel then sent along to Ms. Horsley. We then combined our resources and created our own questions, which we then sent to one another, and chose the best questions to forward along to Ms. Horsley prior to our interview. This was so that she could get a feeling for what types of questions we would be asking her, so that she could better prepare to answer them in full. Prior to forwarding the preview questions to Ms. Horsley, Alexandra sent the questions along to our assigned TA, Asha Samuel, to review and help us decide which ones may be the best to forward along to Ms. Horsley. After compiling our research and our questions, we then conducted the interview, where we both asked a pretty equal amount of questions to Ms. Horsley. We would also interject new questions into the interview when we felt that we needed clarification on a certain topic, or we wanted to understand what Ms. Horsley had just told us in more depth. After the interview was �complete, we both emailed Professor Christoff and our TA Asha to inform them on how the interview went. About a week after the interview we both sent out follow up emails to thank Ms. Horsley for participating in the interview with us, and to also ask for her permission to upload the recorded version of our interview onto the Stony Brook Library website. As for the rest of the project, we both worked collectively and equally on our powerpoint presentation, as well as, on this essay and reflection. 5. Did the interviewee give you any documents or references to articles to read, or did she mention other people for you to talk to (or research)? Explain Our interviewee, Jamie Horsley, did not give us any documents or references to articles to read, nor did she mention any specific people we should talk to or research. However, Ms. Horsley did extend to us the opportunity to ask her further questions via email if we ever had anything else we wanted to learn about her life experiences, or her field of work. At the end of the interview she also asked us about our coursework and the types of things that we have learned about women and U.S. relations. This helped Ms. Horsley and the two of us kind of connect her life experiences and work to the themes and topics that we discussed in our course. It also helped her understand more about why we were conducting this interview, and also how she could add to our prior knowledge about certain ideas and themes of women’s involvement in foreign relations. This did not provide us with physical documents, but helped us directly analyze our coursework and help relate it to someone who is directly involved in these types of relations. �SECTION FOUR Interview Notes: Question asked: ​“Alexandra and I are both political science students, and have a great interest in the law. Would you describe to us your experience as a student? In addition, what led you to pursue law school and the general field of law?” Notes: -She was an exchange student in High School before her senior year in India, since she always had a deep fascination for other countries. It was 180 degrees different life experience for her. -A teacher recommended she focus her studies on China, due to her interest in pursuing a career in the international realm, as well as her appreciation for the cultural life she experienced while in India. This recommendation came before the United States had strong diplomatic relations with China. -For her undergraduate education, Professor Horsley went to Stanford and studied Anthropology. She also fulfilled one year of her Stanford education in Italy, and began studying chinese in her senior year of her undergraduate education. -Professor Horsley got her Masters at the University of Michigan, where she also learned the Russian language. -She learned how cruel graduate school could be, and that it is intensely competitive. She took the criticism very personally, since she was not too confident in herself as a grad school. Because of this, she thought about pursuing law school as an alternative, since she enjoyed problem solving. -She decided to go to law school at Harvard because they had an Asian programs, since she �wanted to stick with her passion of working with China. She enjoyed her time as a law student, and felt like it was like learning a new language to her, since it was an entirely different educational experience. -She focused a lot on international law and United Nations law while at law school. She wanted to practice law in the international sphere. -She became a financial lawyer after being recommended to it by a colleague. While in a financial law firm, she worked on international transactions, giving loans to foreign countries like South America and Taiwan. -In 1981, she then joined an international law firm, ​Paul, Weiss, Rifkind, Wharton & Garrison​, and travelled to Beijing to live and work there for many years. Professor Horsley represented clients from around the world, including Japan, Korea, Australia, America etc. She worked with China to set up joint ventures with foreign nations, since China was finally opening its doors to foreign trade and diplomacy, after adopting a new policy in 1978. -The Chinese were determining what kind of laws they should have while she worked there. China had to reform their system to be able to incorporate foreign investment. -In discussing women, she said young women were entering the workforce at this point, and represented major multinational companies in Beijing. -Women were lawyers, bankers and professionals all throughout China. -In China women had typically been looked down on, but once the Communists took over, “Women held up half the sky” in China. They took on jobs running factories and gaining better employment. -Her Gender was not her issue, but her age was. It was almost easier to be a woman professional �in China at the time than back in the United States because they had different expectations of their work in China. -She refers to herself as a third sex = American women. Allowed her to do a lot more things in China, than she could have done in the United States, since she had a higher status due to her American identity. Question Asked:​ As a commercial Attache in the U.S. embassies in Beijing and Manila, what kinds of things did you work on as a foreign agent there? As you mentioned, you did not see that much resistance towards American women in China. However, while promoting American economic interests in these Asian countries, did you receive any resistance from the Asian governments due to your American or female identities? Furthermore, what types of relationships were you trying to create between the United States and these countries? Notes: -As a lawyer, much of her work involved getting big companies to invest in China. -The United States didn’t want Americans to help China make money, because promoting smaller businesses to move to China would be taking jobs away from the United States. -She worked with foreign companies to enter the Chinese Market as exporters. She would help these companies by helping them try to find partners, she would write reports about business opportunities and legal developments in China. -She learned that as a government official, she had access to other government officials, which helped her learn about the Chinese government. �-She didn’t feel discriminated as a woman there, but there weren’t many women working there, since it was an American run firm and American women were still largely underrepresented in the International realm. -Most of her career is absent of gender discrimination. She did however witness some women face the glass ceiling, and struggling to get higher up positions within businesses. -She believes that women in general understand that they still have to work harder and do better to get to the same place as their male counterparts. -The Chinese appreciate frankness, honesty and friendliness. Question asked​: Did any of your professional colleagues help you later in your career, when you were trying to work on reforming China? Notes: -After working as a commercial attache, she worked at Motorola, in their Government Relations Department, helping their regulatory environment in China and the United States. To succeed in such a position, she did consult some of her colleagues in the telecommunications realm to help her adjust to her position. -She called on officials in China to help her, which was useful. Questions asked: ​Much of your work has been focused around the idea that the United States relationship with China is critical, due to the growing economic crisis in China. Why do you think partnering with the United States is key? Furthermore, what are the ramifications for the United States if they do not keep their strong relationship with China? �Notes: -The United States relationship with China is important for many different reasons. China is a very big country with a lot of intelligent people. As China has economically advanced, it has been having a more substantial impact on the global economy. -Our marketplace is saturated by Chinese made products. -Climate change, dealing with North Korea, creating peace in the south China seas are problems that need to be worked on together with China. The Chinese also helped create an ebola vaccine, and worked to bring it to market as quickly as possible to help foreign countries dealing with the ebola crisis. -There are many political, economic, social, environmental and security reasons that the United States relationship with China is important. They’re a good partner. -At Yale, she worked on institution building in China that would insure that the rules are fairly applied, you could have access to court, etc. -Despite being in the International Trade Organization, China hasn’t turned into a democracy, but there has been change despite popular belief that there hasn’t been. Despite China not being a democracy, they do have low tariffs and allow foreign countries to make a profit in their country. Question Asked: ​In a piece you wrote in April of 2010, you stated the following: “China shares with many countries around the world a deep-rooted tradition of government secrecy. Cultivating a new culture of openness and prying open the doors to China’s massive bureaucracy and its records are formidable tasks.” China had made steps, at that point, to be less secretive and more open by creating The OGI Regulations. It enabled citizens to request information from the �government, and if denied, they often sued the government. What changes have since been made that you believe best benefit China while also fostering better transparency? Notes: -In 2010 China had been implementing the Information disclosure service (OGI) for two years thus far. Since then, it has been increasing and deepening, despite some courts being reluctant to handle cases involving the OGI, since you are suing the government for information. -After this reluctance the Chinese Supreme Court established rules on how to go about dealing with such cases, which led to citizens beginning to slowly win some of these cases. -Agencies can’t ignore citizens because if they do, they’ll end up in court, so it allowed the people to have actual face time with government officials and to push forward their petitions and cases. -This has begun to change the structure of government in China and rather than solely managing the people, they have begun to cater to their desires and service them (kind of like a democracy). -Budget information, environmental issues, aren’t state secrets any longer due to the OGI. -Chinese environmental crisis was getting worse, and was under wraps until the establishment of OGI., including oil pollution and air pollution. This allowed for an increased pressure on oil companies to start following rules and regulations more closely, since people could now bring lawsuits against them, if they continue to harm the environment. -Participation isn’t really allowed in China, even though COmmunist ideology involved consulting the people and the wisdom of the masses. -In the United States, in 1946 there was notice and comment rule breaking laws implemented. You could be sued if you don’t consider a comment made by the people on what the government �is doing. -China has begun to embrace this type of method as well. Their legislatures now do notice and comment lawmaking. People can make direct comments on proposed policies in the Chinese government. There has been a development of participatory mechanisms in China. - “The Democratic Deficit” -The public should have the right to approve certain projects that may impact their lives. They could also put forward new or even better ideas on how to deal with a certain situation. -Chinese civil society can’t criticize the government, even though they play an important role in China. The government is still really fearful of people organizing behind certain issues or creating groups to support certain things, and will jail anyone who tries to rise up and openly speak out against the government. -Chinese millennials are amazing, they do online fundraising for project and write on social media. -The United States was not the only one who was in shock over the financial crisis in 2000, China was too. -The United States, she believes, is still the most dynamic economy, despite it still recovering from the financial crisis. China looks to the United States as an example. Questions Asked​: How does the censoring of Social Media in China play a role in social change? Are there any policies in the current political system of China that the people helped to overturn or amend due to their participation on social media about such policies? Notes: �-The Chinese Government is run by the Communist Party and is often referenced to as, “the party state”. -Participation is rational and orderly. They want it to be channeled through controlled channels, which leads the government to be fearful of social media. -WeChat-like twitter in China is hard to censor. -The Government is using social media itself. They have their own forms of social media and don’t allow U.S. servers to have access to China’s internet. -In recent times, the public has been getting together to protest polluting projects, mostly peaceful. - “Stroll”-in Shanghai, citizens would stroll together as a protest against railway radiation near homes. It worked! They did this because they feared the expansion of a high speed train in Shanghai, which would have massive electrical wires hanging above them in the air. They were worried about magnetic radiation from the wires, and also about the train being too close to their homes, which could lower their market prices. -Government has stepped back in response to the negative feedback it received on the Shanghai project, and has since never built that railroad extension. -In Guangzhou the people have been struggling on what to do with all of their garbage because nobody wants a dump or incinerator in their backyard. The people were protesting some of the ideas the government put forward and led to them redrawing their plans and making them available to the people. -The government knows they have to listen to the people to avoid conflict when dealing with certain issues. �-Everyone in China has to take a test to get into College. The government tried to implement a policy to attract more foreign students to come study in China by lowering the required test score needed for them to get into Chinese schools. This was because the enrollment and attendance at Chinese schools has been on the decline in more recent times. Chinese parents were heavily against this, and thought it would take opportunity away from their children. Thus the government has refrained from implementing such a policy to encourage more foreigners to study at their schools. -These examples show that China is not the dictatorial place that everyone perceives it to be, and they do incorporate the people’s opinions in decision making and policy implementation. Question Asked​: In America, like in China, millennials have been utilizing social media and other means to speak about problematic topics. Despite this similarity, what cultural differences were the most striking to you between China and the United States? Notes: -There weren’t many cultural differences between the two countries. The people in China were very friendly, warm and family oriented like Americans. -Strangers are treated differently in China, a little more coldly. People are often rude to strangers, which is one difference between the cultures. If someone bumped into you on the street in China, they would just barrel past you, whereas, in the United States someone would apologize or say, “excuse me”. -If you are friendly, then they will be friendly back. On a people to people basis Chinese people are very similar to Americans, despite them having vastly different cultural traditions and �backgrounds. -The Chinese were very economic and political, especially when Professor Horsley went to China in 1981. The Chinese were coming out of a culture revolution and it was very poor. There was still a suspicion of foreigners coming into China during this revolutionary period. -Treatment of women was different in China. As the market economy has begun to take off in China it has led to the “commodification of women”, where women are expected to promote their beauty, and are seen as objects who must find good husbands and raise families. -Commodification of women is the similar in the United States. -Politics is still dominated by men in both countries. Women in China and the United States still have trouble obtaining positions in the political sphere, and still are impacted by the glass ceiling. -The struggles of women are the same there. China has begun working on issues of domestic violence, sexual assault and harassment like the United States. -China still has unequal retirement ages for men and women. Women have to retire at the age of 50, whereas men can retire at the age of 55 or 60. Question Asked:​ What impact have women had on U.S.-Asian relations? Notes: -She finds it hard to separate herself as a woman in the relationship. -She likes to help women academics, since they typically have a harder time becoming professors in China, but only if they’re qualified and smart! -There is a need to mentor younger women in China. -American women are more engaged in these relations. They have been setting an example for �Asian women to show them that women are capable and confident in pursuing higher ranking careers and positions. -Women are capable and competent. -India had women leaders at the national level even longer than the United States. Question Asked:​ You had such a successful career abroad in China. What drew you to come back to the U.S. and teach at Yale? Notes: -Her Family brought her back, she wanted to settle down. -Married late in her career at age 38, and had her first child at 39. -She had her children in Hong Kong and they grew up in the Philippines -Her children wanted to come home to the U.S. and participate in sports, cub scouts and American cultural life. -The Censorship began bothering them, so they did come back to the United States. -She didn’t want to return to Motorola or go back to being a lawyer, because she wanted to participate in her children’s lives, so she took a break for a while from her career. -She eventually reached out to the Carter Center because she was interested in their village election project. She joined the Carter Program and worked with them on this project as a consultant for a little while. While working on the project, She witnessed, still today, a big traditional divide between men and women at the village level. - “Grassroots Democracy” feeds into the idea of rural law. When you participate in the creation of rules, laws and ideas, you are more likely to abide by these things once they are implemented. �-Jerry Cohen mentioned to go to Yale, since they were looking for someone to run their new China Law Center. -Led the Administrative Law Piece, which includes working with governments who were beginning to become interested in OGI and the development of public participation in their countries. -Her career progressed from working with specific places, like working as a corporate lawyer with specific clients on deals, into a career where she worked on policy issues with a host of Chinese counterparts. -She went from the policy level to projects. -Watching China develop, its an upward trend. -China is facing the same problems as we are, such as waste management, promoting the creation of more jobs, similar environmental issues, etc. So countries like China look to the United States and how it deals with some of these issues, since they have been successful in combating them. -Her work with China has been very rewarding. She likes to see all the progress China has made over the past few decades. Question Asked:​Can you elaborate on your role as a Senior Research Scholar at Yale? What are some recent projects that you’ve completed? Notes: -She is currently working with the state council, using mediation to resolve issues between the government and its citizens. �-Mediation took off in the 1970’s in the United States, even though some people attribute this development to China. -China never saw mediation, where the government would negotiate with the citizens on issues. But now China has been incorporating mediation into its political realm and it has been pretty effective. -China has been working on how to do better administrative law enforcements, since they have been having trouble enforcing its laws on things like sanitation. Food vendors in China are now required to have food licenses now, since they are worried about food safety, just like the United States. The law enforcement would often destroy vendors property if they were vending without a license. In the world of cellphones people take pictures of these occurances, post them, and complain, just like the police brutality issue in America. -China realized it had to develop civilized law enforcement. -They have someone at Yale from China looking at our law enforcement practices, and how to implement similar effective practices in China. -She has also been working on the civil society regulation project, which has been working on a charity law. Working to allow more charities and NGO’s to open up in China to serve the people. -Relaxation of registration for charity organizations. -It is very rewarding doing these projects. -She is a visiting lecturer in law at Yale, since she is no longer residing at Yale. Shes offering a reading course next semester, where people have to write a research paper and learn to write in a particular way. �-In the future Professor Horsley would like to see women in China break the glass ceiling and gain positions in higher political offices. Women typically only hold positions like People’s Congress Deputies, who would be selected by Congress based on a quota method. -She sees that women have been rising in the business realm, commercial and financial fields. She believes that because of this, there will be an increasing number of women in academia and in politics over the next few years. Just as women still face a glass ceiling in America, and the country still struggles on how to address this issue, China too struggles on how to address this issue. She does believe it will be addressed though, because there are an abundance of dynamic well educated women in China. Emerging Trends: Ms. Horsley discussed how the millennials of Asia are coming together to bring change throughout the world, and she thinks it’s wonderful what they’ve been able to accomplish. We also discussed how this point is important in the United States as well, with the emergence of movements like the Black Lives Matter movement, which is run predominantly by American youth. She also discussed the development of China as a trend. There is more environmental and regulatory laws being put in place in order to create better lives for the people of China. The people in China have also acquired a more direct say in the policy making process, through their use of collective action on social media. Since the Chinese government still strictly controls the formation of groups and organizations, the people have begun voicing their concerns and opinions on social media with positive results. Due to their actions on certain issue, the people have actually been able to disband or reform certain of pieces of legislation that the �government had been working on. Some of the ways in which the people have impacted policy making in recent times is on waste management reform, environmental reform and education reform, as mentioned in the interview notes part of this section. Different Interpretations​: As we interviewed Ms. Horsley, we did not find any different interpretations of what she said. From reading her academic writings and her LinkedIn, we knew a great deal about her beforehand. During the interview she discussed her point of view on many topics, all of which stayed consistent with what we already generally thought she believed. The only point at which we misunderstood Ms. Horsley was when discussing her challenges as a woman in the workplace. We assumed that she may have experienced difficulties in male driven fields, but she said she hadn’t. We didn’t find information in our research that made us believe she faced discrimination, so it was a false assumption we made prior to our interview. Recommendations: Our interview, in our opinion, went very well. We didn’t have any awkward moments where we did not know how to respond. Ms. Horsley was excellent at answering all the questions we asked, and elaborated on topics which we did not expect her to. We would recommend that anyone interviewing Ms. Horsley or any other interviewee be prepared to create questions during the interview that are relevant to the interviewee. Some questions didn’t seem important or substantial until Ms. Horsley discussed it. For example, I would have never thought to discuss with Ms. Horsley the impact of millennials on society in the U.S. and in China. Her answers to �previous questions led us to that topic though, so we decided to expand on it. This conversation taught us a lot about the current political climate in China, and also the types of things that the government has begun to allow the people to do and to work on. SECTION FIVE What aspects of the interview did you find to be particularly meaningful? We felt that Ms. Horsley’s enthusiasm for the wellbeing of China as a whole was meaningful. It showed us why she has spent the majority of her career advocating for the rights of the Chinese people to participate and have their voices heard. She shared her experiences throughout her various careers in China advocating for reform, because she understood China and how it needed to change. Even when she decided to travel back to the United States to raise her children, Ms. Horsley still actively worked on Chinese issues, and joined the Chinese Law Center, where she worked on projects with the Chinese that would benefit the Chinese as a whole. No matter where she was in her career, she was still working on something that would benefit China, because she truly understands the problems of China and wishes to change China for the better. Her motivation and drive as a female professional was very inspiring to see. It was inspiring to see how much of her life she dedicated to the bettering of the lives of the people in a foreign country, and how she did it as a woman without much gender discrimination. What aspects were not useful? Discussing the discrimination of women probably was not useful to the overall theme of the interview. Ms. Horsley didn’t really face discrimination throughout her career, and saw that women were entering prominent fields in the U.S. and in China when she lived there in increasing numbers, so this discussion of suppressed women was probably unnecessary to the overall theme. Other than that, most of �the topics we brought up and discussed were very relevant and also gave us a lot of insight on Ms. Horsleys life work as a prominent woman in U.S.-Asian Relations. What more would you like to know? We learned so much about Ms. Horsley; she discussed almost every facet of her life. We don’t feel as though there is anything we would like to know more about in regards to her past, but we would rather like to know more about where she sees her project work going in the coming years. She seems to always be working on a different project, so looking back, we would have loved to have asked about which projects she’d like to work on next, and how these projects will help change China in the future. Throughout our interview, she enjoyed discussing her projects, so in follow up emails we will hopefully discuss these upcoming projects. What other in-class presentations did you find particularly useful? Overall, we found that all of the in class presentations were insightful. It was so interesting to see the vast amounts of roles that women have taken on to better the U.S.-Asian relationship, and have been widely successful in their careers for the most part. In particular, we found Tajmin and Carlo’s presentation on their interview with Jumaina Siddiqui incredibly useful and interesting. Her career at the institute of peace helps her involve people politically and bridge the gap between Asia and the United States in order to create a more unified connection. She also hopes to get people settlements, which has not been a common theme amongst the other interviewees. She went to the countries in need, like Bangladesh, in order to aid the people and help fight for settlements. She fought for these people in person, in their home countries. Her commitment to her career was inspiring, and I thought Tajmin and Carlo presented this interview really well! We also found that John and Zach’s presentation was really unique and interesting due to their interviewee, Whitney �Ford, and her different impact on U.S.-Asian relations. She worked as a mediator/trainer abroad to help teach American officials/entrepreneurs to interact with Asian officials. She played a behind the scenes role in coaching the peoples of both nations on how to respect one another’s culture. This helped to promote a better relationship between the two nations, since both were being trained to respect the vastly different cultural norms each possess. One last presentation that we both enjoyed was Alex and Viviana’s presentation on Alice young. Alice’s work was really inspiring because she focused on the workers rights and treatment in American countries abroad. This was kind of like the things we discussed in class with the garment industry NGO’s and unions, that helped to promote the workers rights of Asian Americans in American companies in America and in Asia. Her job is to ensure that there is equal labor treatment in U.S. companies within Asia, and that the Asian workers are not taken advantage of in any way. We think that this is important because it helps to promote a stronger and more honest business relationship between the United States and Asia, which is important for maintaining a long lasting and successful relationship. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Women in US-Asian Relations Student Oral History Project Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Horsley, Jamie ; Christoff, Peggy Spitzer -- Senior Lecturer, China Studies. Director of Undergraduate Programs: Asian And Asian American Studies. Subject The topic of the resource Asian Americans--Study and teaching; Women social reformers--Asia; Women social reformers--United States; Oral history Relation A related resource AAS_POL_307_OralHistoryProject; AAS_POL_307_OralHistoryProject_2016 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted (URI: http://rightsstatements.org/vocab/InC-EDU/1.0/). Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context aas_2016_20170109_jhorsley_doc_dis Date A point or period of time associated with an event in the lifecycle of the resource 2016 Description An account of the resource Every fall, students at Stony Brook University in class, AAS/POL 307 (Women in US-Asian Relations), set out to interview women who are committed to enhancing US-Asian relations. Women’s contributions occur at many different levels of society and encompass a variety of occupations. In conducting oral history interviews, students prepare documentation for the Stony Brook University Melville Library’s digital collection and, in the process, acquire deep knowledge about women’s social, cultural, political, and economic roles in the United States and Asia, which includes those in Asian American communities. Each interview consists of multiple files, including: a text document and Powerpoint slides, which were converted to PDFs for this digitization project. The project is a joint effort between the Department of Asian and Asian American Studies and the University Libraries. Creator An entity primarily responsible for making the resource Halbig, Daniel ; Vlahakis, Alexandra Type The nature or genre of the resource text Title A name given to the resource Jamie Horsley http://exhibits.library.stonybrook.edu/WUA/files/original/4aa4418156e30043d0d080e97c7d954e.pdf ada3aa8079a6e80adb486d723cfd8937 PDF Text Text Jamie Horsley is a Research Scholar and visiting law professor at Yale University and the Executive Director of The China Law Center at Yale. Previously, she was a partner at the international law firm of Paul, Weiss, Rifkind, Wharton and Garrison, a commercial Attaché in the U.S. Embassies in Beijing and Manila, Vice President of Motorola as well as the Director of Government Relations for China at Motorola, and a consultant to the Carter Center, where she worked on village elections in China. Ms. Horsley focused most of her career on improving China as a whole. She has worked on Chinese Legal reform and believes that the Chinese people should be more involved in their government, but the government does not allow the same amount of participation as the U.S. does. She believes China is progressing and is changing for the better even though the common misconception is that China is not yet a democracy, so they haven’t grown. Her work helps women and men in China reach their fullest potentials as citizens, and in a country where women are not holding, for the most part, high governmental titles, she hopes that reform and higher participation will facilitate change for women. She reinforced that China is often closed off and untrusting of the intentions of Americans abroad, but once you make connections, the Chinese people are warm and friendly. She also discussed the severe censorship that occurs across social media in China, just like the censorship of journalists in China which we discussed many times in class. She has seen this censorship first hand, and it led her and her family to come back to the U.S. in order to raise her children in a more open environment. We hadn’t discussed the social media aspect in class yet, so it was refreshing to her a current viewpoint of 1 �censorship in China. 1 �We created questions about Ms. Horsley’s career because it was so diverse and interesting. We had questions specific to each position she held in order to get a better look into what she has accomplished over her vast career. These questions helped us get answers that were expansive and would lead to ideas for new questions. Most of the interview focused on her work IN China, as opposed to work she did at home in the U.S.. She spent many years abroad working with China and the U.S. first from the commercial side, and then to the political side, where she gained many important colleague relations that benefitted her throughout her career. We conducted a Skype interview that was an hour long. Since we were interviewing on Skype, we both asked questions to Ms. Horsley, so we split the work evenly. We both actively listened to what Ms. Horsley was saying throughout. For example, Ms. Horsley discussed the Millennials of China, and how they’re creating so much change. Dan, then, decided to discuss with Ms. Horsley how this is a trend we’re seeing today in the U.S., to which Ms. Horsley agreed. As far as non verbal cues, Ms. Horsley smiled throughout, especially when discussing her early career as a lawyer. You could tell that she really enjoys her life work and thinks fondly of the time she spent in China. She laughed and smiled throughout, so she seemed to really enjoy the interview. She tended to look up and pause when she was initially unsure of how to answer a question, but it would only be momentary, and then she would continue to speak. 2 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Women in US-Asian Relations Student Oral History Project Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Horsley, Jamie ; Christoff, Peggy Spitzer -- Senior Lecturer, China Studies. Director of Undergraduate Programs: Asian And Asian American Studies. Subject The topic of the resource Asian Americans--Study and teaching; Women social reformers--Asia; Women social reformers--United States; Oral history Relation A related resource AAS_POL_307_OralHistoryProject; AAS_POL_307_OralHistoryProject_2016 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted (URI: http://rightsstatements.org/vocab/InC-EDU/1.0/). Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context aas_2016_20170109_jhorsley_ppt_dis Date A point or period of time associated with an event in the lifecycle of the resource 2016 Description An account of the resource Every fall, students at Stony Brook University in class, AAS/POL 307 (Women in US-Asian Relations), set out to interview women who are committed to enhancing US-Asian relations. Women’s contributions occur at many different levels of society and encompass a variety of occupations. In conducting oral history interviews, students prepare documentation for the Stony Brook University Melville Library’s digital collection and, in the process, acquire deep knowledge about women’s social, cultural, political, and economic roles in the United States and Asia, which includes those in Asian American communities. Each interview consists of multiple files, including: a text document and Powerpoint slides, which were converted to PDFs for this digitization project. The project is a joint effort between the Department of Asian and Asian American Studies and the University Libraries. Creator An entity primarily responsible for making the resource Halbig, Daniel ; Vlahakis, Alexandra Type The nature or genre of the resource text Title A name given to the resource Jamie Horsley http://exhibits.library.stonybrook.edu/WUA/files/original/c8ece28d028c1bd6fc49179ff860fc60.pptx 3edcd15f6c6b4a59c5fce353bd8f6f64 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Women in US-Asian Relations Student Oral History Project Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Larson, Jane Leung ; Christoff, Peggy Spitzer -- Senior Lecturer, China Studies. Director of Undergraduate Programs: Asian And Asian American Studies. Subject The topic of the resource Asian Americans--Study and teaching; Women social reformers--Asia; Women social reformers--United States; Oral history Relation A related resource AAS_POL_307_OralHistoryProject; AAS_POL_307_OralHistoryProject_2016 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted (URI: http://rightsstatements.org/vocab/InC-EDU/1.0/). Format The file format, physical medium, or dimensions of the resource application/ppt Identifier An unambiguous reference to the resource within a given context aas_2016_20170109_jleunglarson_master Date A point or period of time associated with an event in the lifecycle of the resource 2016 Description An account of the resource Every fall, students at Stony Brook University in class, AAS/POL 307 (Women in US-Asian Relations), set out to interview women who are committed to enhancing US-Asian relations. Women’s contributions occur at many different levels of society and encompass a variety of occupations. In conducting oral history interviews, students prepare documentation for the Stony Brook University Melville Library’s digital collection and, in the process, acquire deep knowledge about women’s social, cultural, political, and economic roles in the United States and Asia, which includes those in Asian American communities. Each interview consists of multiple files, including: a text document and Powerpoint slides, which were converted to PDFs for this digitization project. The project is a joint effort between the Department of Asian and Asian American Studies and the University Libraries. Creator An entity primarily responsible for making the resource Chan, Paul ; Lee, Kevin Type The nature or genre of the resource text Title A name given to the resource Jane Leung Larson http://exhibits.library.stonybrook.edu/WUA/files/original/850fe709b72add2e92c07774338fe811.pdf 7ed0fe1bf2228e21670514a0d68e95cf PDF Text Text Paul Chan Kevin Lee AAS 307 Final Paper SECTION ONE The person we interviewed was Jane Leung Larson. She is a writer and historian.We conducted the interview on Nov, 18 2016.at 3:30 pm. The interview was approximately 1 hour 30 minutes long. We conducted this interview to learn about the work that she has done as a writer and historian in connecting U.S. and Asian cultures. SECTION TWO From our pre-interview research, we found out that she has done independent research on the Baohuanghui since 1985. She was one of the founding executive directors of the Northwest China Council, one of the 12 regional China Councils sponsored by the national China Council of the Asia society. Some of her research on the Baohuanghui can be found on the website baohuanghui.blogspot.com. On this website, we found some of the presentations and publications that she has worked on. For example, we found a presentation she did about Kang Tongbi, who was Kang Youwei’s daughter and most trusted compatriot. Preparing for the interview, we made a list of questions that we would like to ask her during the interview. After that we decided who would ask the questions. The list of our interview questions are seen below. List Interview Question 1. How did your early life affect your career choice? 2. How did your Chinese heritage affect you when growing up? 3. In your mother’s memoir, it talks about your visit to your parent’s birthplace in China. How did that make you feel? Did it give you a new sense of Chinese Identity? �4. Were you inspired by anyone 5. Where did you grow up and where did you go to school (K-12)? 6. Were there any inspiring people that moved you to this career? 7. What difficulties did you face in your career as a women 8. What do you look for in the people you research and interview 9. Does your heritage have an impact on your work? 10. Is there any trend you see from the research and people as time pass 11. Has Westernization impacted the work you do on Chinese families significantly 12. Do people from different provinces have different belief or do regions have no differences 13. Is there anything about your work that you would like to talk about that we haven’t discussed in this interview? 14. What do you find is the most enjoyable part of your work? 15. How has your work influenced your life? 16. Is there anything that you want people who look at your work to take from it? 17. Is there a message that you want future generations who watch/listen to this interview to hear? 18. How did you find out that your grandfather was a student and follower of Kang Youwei, who would later form the largest transnational Chinese organization, and what was your reaction to that? 19. Did the fact that your grandfather was a student of Kang Youwei affect your childhood? Is so how? �20. What was the influence of Kang Youwei’s organization the Baohuanghui in the U.S? Do you see anything that was the result of the Baohuanghui’s work today? 21. A few years ago, you did a presentation about Kang Tongbi. Could you talk a little more about that? 22. What impression did you get about Kang Tongbi? Do you think that she was a strong female role model? Do you think that she helped you get to where you are now? 23. When you share your work with people, what are their reactions to it? Is your work completely new to them? Is the reaction different between different races? SECTION THREE For probing questions, we used point of view questions because we would frequently ask about her opinion on subjects, such as how was her experience when she first went to China. We also asked about her goals like what she hoped to accomplish with her research. We also asked her clarification questions, when we asked her to talk a little bit more about the Kang Tongbi presentation. We then asked questions when she brought up an interesting topic we wanted to know more about. Our approach as a team to this project was to work together. We both developed questions to ask her and then would take turns during the interview to ask her questions. We did not always get complete answers to our questions, there were some questions that she never really thought about. For example, if her heritage had any impact on her work. Other questions were not relevant, such as if her grandfather being a student of Kang Youwei affected her because she did not meet her grandfather. There were questions that she gave us a lot of information on such as questions about Kang Tongbi. We did get complete answers to things about her work and most things on her mother’s side of the family. �As for the structure of our interview, our interview was a mix of structured and unstructured. We would ask her questions and then would ask to go into detail about what she just said. Sometimes she would describe something that was interesting, so we would ask her to elaborate on it. Before the interview our interviewee, Jane Larson, gave us her CV before the interview took place. On this CV, were scholarly publications she was in as well as a summary of the work that she has done. This CV was our primary source of information when we were making discussion questions to ask her. On the CV, was also a link to a website about the baohuanghui. The name of the website is baohuanghui.blogspot.com. The following is what we have compiled as our interview notes. SECTION FOUR Interview Notes: - Came from a mix marriage with a white father whose heritage was swedish, french, english, and chinese mother whose heritage was Chinese. - Both American. They were both born in the United States. - Really due to father, highlighting the unusualness of her situation. - Father made a big deal out of fact she was Eurasian, more than with her two brothers. - Thinks that he was more interested in her since she was a girl. - Father emphasized Chinese heritage more than Swedish and English heritage which he deemphasized. - Father’s family didn’t want anything to do with her mother, since she was Chinese. - Made a big difference, never knew those relatives. - Basically, her family was her mother's family who were all Chinese. Strongly affected identity. �- More so than with brothers who really didn’t go into her field at all. - All of her Chinese, pure Chinese cousins, except for one, didn’t really touch upon anything Chinese American or Chinese. - Some of them went to China, but her mother was went very early on and she followed the same year. - Mother had a large influence too. She and her father broke up when she was 5. Was a single mother basically. - Parents were both journalists, they were both reporters. They met as reporters in Los Angeles. Her mother was probably the first Asian reporter man or women. She first began her work in 1926. A very strong women, and worked after she and her father split up. - First went to China around in late 1970’s. - Mother wanted to visit where her parents are from. They were on both sides of this river in Shundaca Shunde in Guangdong. - She really did not want to meet any relatives. She only wanted to see the space. - All she did was, collect dirt from the top of a dam. She collected the dirt, and she dispersed it amongst her family in the U.S. in little porcelain vases. - Did not want to visit her relatives because of the experience of her parents or what she remembered from that or she knew of it. Which was her Chinese relatives wanting money, from the Americans. - Ultimately Jane Larson did meet them, much later around 1990’s. - They were indeed quite wealthy but they did indeed want her to help them. - Basically she helped them transfer money so they could buy motorcycles and other things. - Also met her grandmother’s relatives who were quite a different sort. �- Met them through the overseas Chinese affairs office. They tracked down all these people in Guangdong, in Hong Kong and so on. - Has gone back to see them several times, they are much simpler people than the ones in Guangzhou, but she gets along better with them, happened to become rather close to a cousin in Hong Kong. - None of her direct relatives went to the Tong village, but some of the more distant relatives did go to the Tong village. - Her grandfather had a number of relatives and her grandmother had fewer. But many of them were involved with business and some of them were involved with the Chinese Empire reform association as well. On both sides of the family. - Her trips to China gave her a new sense of identity. Originally went to China not because of any particular desire to. Went because of her mother. She wanted to go to China. - It was her mission, after 1972 and Nixon going to China. She wanted to go to China. - Wasn’t easy for a journalist to go to China. Mother had to sort of hide that, and the only way that an American can go was through the U.S. China people's friendship association. - Both joined the friendship association in Portland, Oregon where I lived and she was a member of it in California. - Her mother got chosen for a activist tour in April of 1976. So, she went during the cultural revolution. There were various things happening in China, but she went with a very different kind of group. - Later Jane Larson was chosen to go, originally suppose to go in September but then there was a earthquake and Mao died. �- Her trip was delayed until November/December. So she was then interested in normalization of relations and began to work with the Asian society and the League of women voters. To try and organize a conference on U.S.-China relations and normalization in Portland, Oregon. - She got a lot of support in fact and had a conference after Carter normalized relations.Around March of 1979. - Many were people who were very active in U.S. China relations like Michael Oksenberg, who at that point was Jimmy Carter’s national security person involved with China. - Various people through the Asian society who were pretty significant. Then mobilized a group of people in Oregon, a few China scholars the few who existed and lots of Chinese Americans and anybody who was interested in China to organize the Northwest regional China council. Happened in 1980. - Grandfather’s connection with Kang Youwei part of the family lore. Something her mother talked about. She couldn’t communicate with her grandmother, who lived far longer than her grandfather. - She never met my grandfather, he died long before she was born. - Father was really interested in Chinese [history] and he saw the significance even if mother didn’t. - He was a real historian, amateur historian, like her but he really loved history and really valued history and valued artifacts. So when he had tuberculosis they had to move him from Chicago to Los Angeles and when he finally got out of the sanitarium, he went to live with the Leungs. - Her father got her mother to interview the grandmother. He knew that Tom Leung was an interesting and important man and he of course heard of Kang Youwei. �- He got her mother to do this long oral history on a notebook. Then she typed it all up, those notes, that's what she based her book on. - He got her mother’s siblings and other people who knew Tom Leung to write up their stories or interview them. - Jane Larson majored in Anthropology because her father encouraged her to that area. But it was more or less looking at history and categorizing people. - This is where she began to work with that kind of material and began to sort of study Chinese, a very small way. - Didn’t learn Chinese until before went to China. Took some community classes and that’s all. - Did not learn Chinese from mother, but she used Cantonese only for words that she didn’t want people to understand. - Jane Larson was born in Los Angeles. Went to college in Portland. - Not many asians in part of Los Angeles she lived in. Only until went to college, met other Asians. - Even then they didn’t have any classes on Chinese history, the closest she came to learning about China was a art history class. The professor was very close to this Chinese man in Portland. - Went to graduate school but dropped out, Majored in Chinese history and Anthropology. It didn’t last, so then she said “I’ll study this on my own,” and did but not very seriously. - Does not believe had any difficulties because of gender or race, faced more difficulties based on lack of education and status. - Before she was involved in China stuff, she was involved with other topics such as mental health and the environment. �- When she got into the China field, it was important to gather a group of people for support - When she was organizing the conference, she came out of nowhere. Met the professors in Portland. - Had difficulties with the Chinese community because they were very anti-PRC and very Taiwan. - Got the help of the League of women voters they were strongly for normalization of relations of China. - It sort of fit into their national platform, so their international committee sponsored the conference. They introduced her to people within the community in terms of funders - She would later approach the Asia society herself. - Very wonderful people who believed in her, because they had no reason to believe in me. Wrote these letters with extremely ambitious plans, but they were very good. After the conference. - They realized they could organize something. So formed the first board of the [northwest] china council. All sorts of people were part of it, it was a really collected group. - Believes her heritage made it easier, was comfortable with both cultures. - Went to China many times and ultimately the China council had tours to China. Starting in 1985, so she got to go on a lot of those. - Other people who lead the organization as executive director since that point, some of them have Chinese heritage some of them have not. But they all have a lot of experience with China. - Lots of changes in China seen. - What is significant is working with scholars. Began working on her grandfather’s papers. In 1990, went to China and was able to work with various experts on Kang Youwei. �- They were enormously helpful. - One of the changes she noticed in very recent years is communication with scholars. They can’t get into Google, communication is harder than it was. Also there is a hesitation with working with an American on a somewhat controversial topic such as Kang Youwei and constitutional system. - That is something that is troubling, and she hasn’t found a way around it. - The people when she goes there are wonderful, it’s just communications with them when they’re not in the same room is hard. - The Baohuanghui were an exile organization, the United States was really the center of the organization. - The Baohuanghui was a very important organization. There wasn’t anything quite like it since. - Happened at a time when Chinese nationalism grew and at that time there was things like the Chinese exclusion act. It was Chinese nationalism based abroad. So the organization grew at the same time. - Kang sort of fed as well as fed into this sense of identity in the United States. People were already aware of how difficult it is to get into the United States and the hostility shown to them. - There was a feeling that China needed to stand up, they had a government that couldn’t protect them, a government that was weak that was backwards. It was sort of an attack on China. - Kang more or less represented more than anybody this movement against exclusion, for modernization of China and so on. On that basis, he was able to met with Theodore Roosevelt twice and basically get a change in the exclusion system. - Did make quite a bit of difference in people’s treatment. �- Kang was a very ambitious person. There were a number of things that was happening, there was a newspaper, this bank in New York, a restaurant in Chicago, her grandfather sort of initiated to fund students to come to the United States. - they had all of these chapters, that haven’t been identified yet. - It was a pretty powerful organization until around 1909 it began to crumble. In part because Kang was so involved in business enterprises and scandals of all sorts took place. - Kang was a very emotional person, very ambitious, he would sometimes strike back at people like her grandfather. - Created a great deal of resentment. - Her grandfather even though he was very instrumental in building up the organization, he was also instrumental in bringing it down. - It was an overextended business combined with the fact that internationally there was a financial crisis in 1909 that helped crumble the organization. - People became disillusioned with the Baohuanghui because of the scandals. - Westernization had no direct effect on her work.People were very friendly to Americans - Sometimes they would take very surprising views of the United States that she wouldn’t understand. They felt that they were being attacked - Can’t say that her own work has been directly affected. Although as she said she there is a suspicion of outside influence especially from the United States that affects her connection with scholars. Jane said part of working with other people who are passionate about her work is one of the enjoyable parts of her work. It is wonderful to get to know these people and they are great to �work with. She is unable to operate on her own due to the lack of academic background or power. Her lack of a scholarly background is detrimental to her work since she can’t work alone. Her book project requires people that are professors and actually have phd in Chinese history. She worked with graduate student in Ukon who does translation. She has met descendents of Kang Youwei, and Kang Tongbi. Kang Tongbi has been part of her research the last few years. Her sister-in-law found photographs and receipts on ebay of Kang Youwei that had a collection of letters, receipts, and photographs . She got contact through auction house to meet buyer, and got scans of letters and photographs in return for transcribing, organized them, writing an appraisal and translating them. The letters were important because they covered where Kang Youwei went during his travels in the US. Most of the collection was sold off afterwards in a Shanghai auction house. Jane tried to get Universities to buy collections, but it was too expensive. She went to visit the house where Kang Tongbi used to lived and original family still lives there. Kang Tongbi was a strong female role model since she founded a few women associations. She was a member of small group of women in barnard college who wanted women suffrage. Kang Tongbi was a very independant and ahead of her time.Her father bought her guns and she enjoyed riding horses and using guns. Part of Kang Youwei’s assassinate plan was counting on her . She was trusted above anyone else. Kang Youwei treated his daughters good,did not bind their feet and had them educated. Eldest daughter worked in a newspaper company as an editor. Kang Tongbi was inspiration to women’s movement, and went to lecture at various women’s organizations. First organization founded by Kang Youwei was antifootbinding movement. Jane’s work specialized in many ways so she was unable to tell anyone since they wouldn’t know very much about the obscure era of Chinese history. �There are no emerging trends in her work other than the fact that most of her work require someone with a masters to work with her because she only has a bachelor's degree which bars her entry from some fields. Some recommendations for follow up interview is mostly to ask about her work, networking with other people, her work for other people, and her family. Her family is an interesting topic because they show different types of people from the Asian American group, and how they interact in American society . She has worked with many famous people so she has many connections as well. The story of the person’s life from the interview was helpful as well as the person’s career. It gave us context on how the person lived so we could understand the influence on the person and the interviewee’s career choice. The weren’t any significant parts that can be considered not useful. I would like to know more about her interaction with the people who asked her for help and her work on the China council . It would be interesting to learn about her partnership with other people. The other in-class presentation were helpful in learning the different roles women took in Asian-American relationship. Many of the were similar to one another since they occupy the similar positions, but their starting points were different which made it interesting . The most useful presentations were ones that did not end up in USIP. Those that went into nontraditional fields made it more obvious problems they faced due to gender and status. The women who founded a Japanese theater company defied the traditional role for women in the Japanese theater which was that the majority of the time women weren’t allowed to act in the theater. This presentation highlighted how women were restricted by gender and societal structure so they could not pursue the theater profession. Many women were looked down upon in Japan for joining the theater profession compared to men who did not receive such a big scorn. When the theater company went to Japan the result was the men were astonished by �how well the performance was by including women who excelled at their roll compared to those typecasted according to their gender. I also found it interesting that many of the other interviewees didn’t believe they were being discriminated against because of their gender. Even during our interview, Ms. Larson didn’t feel that she was being discriminated against. But I feel that gender bias definitely played a part in leading to where she was today. For example, her father talked a lot about her Chinese heritage to her rather than her two brothers. In other presentations, I found it interesting that Alexandra Toma found out she was being payed a lot less than her male co-workers. I feel that gender bias is something that you can only see if you are aware of it. Her career path is unusual since most people in general would have pursued a more traditional path instead of being a freelance writer. Her parents were both journalist which was unusual for women, and it did influence her to follow her parents footsteps in a different way. She did not have a career that particularly involves helping people, but writing down people’s histories. Helping people is both a male and female impulse, but a different sort of attitude is involved with both. Men seems to have a more self-righteous attitude, while women can be more considerate and caring when they move away from the self-righteous attitude. It is hard to say if she is “generous” or “sweet” with her time, but she did give us a large amount of time. Considering her current situation she did plan a large enough time frame for the interview, and she did do it at home so she was being nice with her free time. I would not have used the same words to describe her as for a man, but for time wise yes. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Women in US-Asian Relations Student Oral History Project Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Larson, Jane Leung ; Christoff, Peggy Spitzer -- Senior Lecturer, China Studies. Director of Undergraduate Programs: Asian And Asian American Studies. Subject The topic of the resource Asian Americans--Study and teaching; Women social reformers--Asia; Women social reformers--United States; Oral history Relation A related resource AAS_POL_307_OralHistoryProject; AAS_POL_307_OralHistoryProject_2016 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted (URI: http://rightsstatements.org/vocab/InC-EDU/1.0/). Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context aas_2016_20170109_jleunglarson_doc_dis Date A point or period of time associated with an event in the lifecycle of the resource 2016 Description An account of the resource Every fall, students at Stony Brook University in class, AAS/POL 307 (Women in US-Asian Relations), set out to interview women who are committed to enhancing US-Asian relations. Women’s contributions occur at many different levels of society and encompass a variety of occupations. In conducting oral history interviews, students prepare documentation for the Stony Brook University Melville Library’s digital collection and, in the process, acquire deep knowledge about women’s social, cultural, political, and economic roles in the United States and Asia, which includes those in Asian American communities. Each interview consists of multiple files, including: a text document and Powerpoint slides, which were converted to PDFs for this digitization project. The project is a joint effort between the Department of Asian and Asian American Studies and the University Libraries. Creator An entity primarily responsible for making the resource Chan, Paul ; Lee, Kevin Type The nature or genre of the resource text Title A name given to the resource Jane Leung Larson http://exhibits.library.stonybrook.edu/WUA/files/original/358383cc0157e500ce3cc35c1ad3c7b6.pdf dd0ae9605878c4ed77fcaab61c7c046b PDF Text Text Jane Leung Larson is a writer and Chinese historian. She was born in the U.S. and got her B.A. in Anthropology at Reed College, Portland, Oregon. Since 1985, she has done research on the Baohuanghui. Her grandfather was a student of Kang Youwei, who founded the Baohuanghui. In addition, she is also a founding member of the Northwest China Council, one of 12 regional Councils sponsored by the National China Council of the Asia Society. Currently, she is working on a collaborative project with scholars to update and publish the 1972 dissertation by Robert L. Worden called, “A Chinese Reformer in Exile: The North American Phase of the Travels of K’ang Yuwei.” Her goal relates to women’s role in US-Asian relations because it is creating an exchange of information between the two cultures. Her work has also taken her to China so she is personally creating a communication exchange between the two nations. �We mostly asked her about her work on the Baohuanghui and her experience as the director of the Northwest China Council. Therefore, most of the information we got involved that. What we did during the interview was take turns asking her questions and if we heard something interesting, we would ask her about it. For example, when we were discussing her presentation on Kang Tongbi, she see was glad to discuss it. When we got to the part where she discusses how they found important documents on ebay she seemed happy. So, we asked her more about it. What we found out was that Kang Youwei was a famous calligrapher so his works were being sold for the caligraphy. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Women in US-Asian Relations Student Oral History Project Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Larson, Jane Leung ; Christoff, Peggy Spitzer -- Senior Lecturer, China Studies. Director of Undergraduate Programs: Asian And Asian American Studies. Subject The topic of the resource Asian Americans--Study and teaching; Women social reformers--Asia; Women social reformers--United States; Oral history Relation A related resource AAS_POL_307_OralHistoryProject; AAS_POL_307_OralHistoryProject_2016 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted (URI: http://rightsstatements.org/vocab/InC-EDU/1.0/). Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context aas_2016_20170109_jleunglarson_ppt_dis Date A point or period of time associated with an event in the lifecycle of the resource 2016 Description An account of the resource Every fall, students at Stony Brook University in class, AAS/POL 307 (Women in US-Asian Relations), set out to interview women who are committed to enhancing US-Asian relations. Women’s contributions occur at many different levels of society and encompass a variety of occupations. In conducting oral history interviews, students prepare documentation for the Stony Brook University Melville Library’s digital collection and, in the process, acquire deep knowledge about women’s social, cultural, political, and economic roles in the United States and Asia, which includes those in Asian American communities. Each interview consists of multiple files, including: a text document and Powerpoint slides, which were converted to PDFs for this digitization project. The project is a joint effort between the Department of Asian and Asian American Studies and the University Libraries. Creator An entity primarily responsible for making the resource Chan, Paul ; Lee, Kevin Type The nature or genre of the resource text Title A name given to the resource Jane Leung Larson http://exhibits.library.stonybrook.edu/WUA/files/original/f49295733a67a07734d53144612410d3.pptx 24eb862c2b0ba216b65a3daa61526325 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Women in US-Asian Relations Student Oral History Project Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Christoff, Peggy Spitzer -- Senior Lecturer, China Studies. Director of Undergraduate Programs: Asian And Asian American Studies. Subject The topic of the resource Asian Americans--Study and teaching; Women social reformers--Asia; Women social reformers--United States; Oral history Relation A related resource AAS_POL_307_OralHistoryProject; AAS_POL_307_OralHistoryProject_2016 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted (URI: http://rightsstatements.org/vocab/InC-EDU/1.0/). Format The file format, physical medium, or dimensions of the resource application/ppt Identifier An unambiguous reference to the resource within a given context aas_2016_20170109_mross_master Date A point or period of time associated with an event in the lifecycle of the resource 2016 Description An account of the resource Every fall, students at Stony Brook University in class, AAS/POL 307 (Women in US-Asian Relations), set out to interview women who are committed to enhancing US-Asian relations. Women’s contributions occur at many different levels of society and encompass a variety of occupations. In conducting oral history interviews, students prepare documentation for the Stony Brook University Melville Library’s digital collection and, in the process, acquire deep knowledge about women’s social, cultural, political, and economic roles in the United States and Asia, which includes those in Asian American communities. Each interview consists of multiple files, including: a text document and Powerpoint slides, which were converted to PDFs for this digitization project. The project is a joint effort between the Department of Asian and Asian American Studies and the University Libraries. Creator An entity primarily responsible for making the resource Ceballos, Denisse ; Ajibade, Ayodele ; Ross, Madelyn Type The nature or genre of the resource text Title A name given to the resource Madelyn Ross http://exhibits.library.stonybrook.edu/WUA/files/original/5e7bdfad43ec05bd9bd5c2a6a8f2807f.pdf b9bee90e783082fad0b97b48c1d46f26 PDF Text Text Denisse Ceballos, Ayodele Ajibade POL/AAS 307 SECTION ONE Person Interviewed: Madelyn Ross Interviewee’s title or position: Madelyn Ross current position is Director of Hopkins-Nanjing Center Washington D.C. and Associate Director of John Hopkins School of Advance International Studies (SAIS) China. She has experience in US-China relations including education, economics and government relations. Date: Friday November 18, 2016 Time, and length of interview: 47:57 Via Audio Recording Your objective in conducting this interview: Our objectives for conducting this interview is very similar to the objectives of this course. We wanted to examine the role Madelyn Ross plays in U.S.-Asian relations as a women and what experiences has she had throughout her life that brought her to where she is now. Also, we wanted to know the knowledge of the different ways women have made an impact on the relationships between U.S. and the many nations in Asia. This interview would help us speak with a primary source directly and learn just how U.S- and Asian relations have changed. We also wished to share some of the knowledge we received from our interviewee. SECTION TWO �With a little help from Professor Christoff, she told us how Madelyn Ross was one of the first students to arrive in China from America once President Carter normalized relations. Afterwards, we decided to google our interviewee. The first thing that came up was her LinkedIn page. From there, we found out the basics of her life. Madelyn Ross went to Princeton University in obtaining a BA in East Asian Studies. Also, she went to Columbia University in the City of New York to obtain her MA in International Affairs. It was intriguing to see how she went to Fudan University where she earned a certificate in modern Chinese literature. Subsequently, we looked at her experience and were captivated by them all. Firstly, she was an Editor-in-Chief of the China Business Review and Executive Director of the China Business Forum. We were astonished how she went to the business field since the page didn’t even mention her earning that degree. Secondly, she was an Editor in Washington Journal of Modern China, Director of China initiatives and China Coordinator and the Director of Global Consortium before her current position. We knew that her passion was to create dialogues and friendships that will help illuminate China to America and America to China. From all these experiences, we were able to construct questions for the interview. While we were creating the questions to ask her, we decided to organize in regards to a chronological perspective. We broke it into three parts; Childhood, Education, and Career Path/Reflections. We sent Madelyn a couple of questions prior to the interview to make her feel more prepared and comfortable. Also, it was to give her a sense of the direction we were going. The questions we sent her are listed below: Childhood 1. Is there any significant event or family member in your childhood that sparked your interest in China? 2. How would you describe U.S. and Asian relations when you were our age? �Education and Studies in China 1. Was Asian studies your initial major in your undergrad? (Did you change majors?) 2. What did the normalization of U.S.-China relations mean to you? Career Path and Reflections 1. How would you describe your responsibilities as Director of Hopkins-Nanjing Center Washington Office? 2. Could you give us an example of when you fought for a certain cause and how did you feel about the situation and outcome? While we sent her these questions, we prepared more because we wanted to be ready and show her how engrossed we were in her life. The questions listed below are what we made to ask her and didn’t send it to her: Childhood 1. What college did you go to? 2. Did you have any experiences that influenced your interest in Asian studies? (We didn’t ask this because she answered that question while we were talking) 3. Could you tell us about your education path before college? (We didn’t ask this because she answered that question while we were talking) Education and Studies in China 1. Was Asian Studies your initial major in your undergrad? 2. Being an American in China; Pros? Cons? Misconceptions? (if you could give us any example) 3. Were there any difficulties or challenges with language? Was it easy to communicate or were people not accepting? Any challenges you faced in China? �4. What graduate school did she go to? 5. Did you study economics in China? 6. Seeing how you study economics, in your opinion what is your biggest issues concerning the economy in China? (Past and Present) 7. How does it affect women in China? Career Path and Reflections 1. How would you describe your responsibilities as director for SAIS China? 2. Who would you consider your role model in sense to women in general, in Asia and/or US? 3. What advice would you give someone who is pursuing your field of study? SECTION THREE Did you get complete answers to your questions? Yes. majority of Madelyn Ross’s answers were packed with background information that gave us the big picture. Yet, constantly, after all was said she would conclude her statement with a clear answer to our question. Some questions that we hoped to get more information from some specific questions but instead were given a general answer. Instead of moving on, we would ask the question again hoping to get an opposing idea. This mainly occurred during the second part of the interview when we wanted to know about her experiences in China. Was your interview structured, unstructured, or mixed? Our interview was a mix of structured and unstructured. We split the interview into three parts concerning Madelyn Ross’s life experiences and her opinions about certain topics pertaining to �women and U.S.-Asian relations, especially China, relations. There was a slight order that we wanted to follow, with the first segment revolving around her childhood, the second segment about her education and her studies in China, and third segment which focused on her career path and reflections. The first part of the interview consisted of non-structured questions that jumped between asking about the person that influenced her significantly as a child to asking her to describe the relationship between China and the United States. Similarly, the first segment and the second segment of the interview were not in any specific order. Instead, it was very unstructured because some questions asked during this part lead us on a tangent. From any tangent, we would ask follow up questions that were not under our list of questions. What probing questions did you use? The probing questions we a bit difficult to create when we tried sticking to the format given in the PowerPoint provided on Blackboard. This was because it seemed like the probing questions described in the document were centered around first, getting a response from the interviewee and then following up with a probing question. Creating the probing questions became a lot easier after we read the slide notes that better explained this style of questions. We asked her if she had experiences with any misconceptions of the Chinese people that were proven wrong while she was in China. In her answer, she told that she knew that China had been a difficult place to live during the cultural revolution but didn’t know the personal feelings of the people living there. She then explained how she learned more about the sufferings and emotions of the people because of her experience in Fudan University. This question allowed us to get more information about the cultural shock she experienced, saying “I got to Shanghai and it was like �going into a time capsule”. Some more probing questions were, how does the economy of China affect women in China and how she felt after fighting for a certain cause. Explain your team approach. That is, who did what? Our team is very dynamic and impromptu. This helps us get out of tough situations quickly but at the same time makes us run into more tough situations that could be eased with better planning. This characteristic affected our approach. From sending Madelyn Ross the very first email to concluding the skype call, our main goal was to keep Madelyn Ross comfortable with us. This is significantly shown in the beginning of our interview where we ask her about her day, aiming to break any “ice” or tenseness between us. The question making responsibility was divided between both of us evenly. For the interview, Denisse oversaw asking the childhood questions while Ayodele oversaw asking the education and her studies in China questions. However, during the interview we decided to take turns asking questions. Did the interviewee give you any documents or references to articles to read, or did she mention other people for you to talk to (or research)? No, she didn’t give us any documents or references to read. However, she did mention Ding Ling’s name while giving us her background information before getting to her point which we greatly appreciated her doing. In the final part of the interview Madelyn Ross made a very admirable statement that we took as great advice. When we asked her about what advice she would give a person pursuing the same field as her, she said, “Having an open mind towards seeing all sides of a problem is important. Go see the world and get to know how other people live. Put in the time to learn the language”. �SECTION FOUR Interview Notes: • Ice Breaker o How was your day? Ask about weather o Introduce ourselves and tell her about our majors o Told her our undergraduate year Childhood • High school student around the 1970sà graduate in 1975 • 15 years old when President Nixon went to China o (Huge impression and her smiling) • Loves to study languageà took French and Spanish in high school • Didn’t learn Mandarin in High School since they didn’t offer it • Grandfather born in Russia influenced her interest in China o Disenchanted with Russia o Became more interested in China version of communism • Only applied to colleges who offered ChineseàPrinceton had the best Chinese program • Perry Link was her first Chinese Professor she ever had o He was a non-Asian person who spoke fluent Chinese o Found him very inspiring • Very interested in American studies (Latin America) o Especially Brazil • Loved learning the language Education and her studies in China • In the summer of her Junior year, she went to Taiwan to study Chinese o Couldn’t go to China since there was no normalized relation between us-china • Senior year, wrote her thesis of Ding Ling o Ding Ling was a writer and novelist during the 1930s. Her article was condemned by Mao Zedong because she questioned the party’s commitment to change popular attitudes towards women. During the late 1950s anti-writer campaign, she was outspoken and was punished where she was sent down to the country side. She disappeared. During the 1970s, Madelyn became interested in her writing. She even wrote her thesis paper on her. She reemerged by 1979. • In the middle of her senior year, President Carter normalized relations with China. January 1979 • Applied for Princeton’s fellowship called Sachs Scholarship because she wanted to go to China o The scholarship is only given to one graduating senior o She won it • She met Ding Ling while she was in China o Sounded very excited �• • • • • • • • • • • • • Culture shock: o airport small, very dark. Going back to time capsule. Not many cars; only old Russian cars. Very few lights. Bicycle everywhere. Big eye opener She was one of the first people on the front line when she visited China People in China were warm and welcoming o People who weren’t living in cities were afraid of foreigners due to the Culture Revolution o Many people who didn’t speak Mandarin outside of the city o Having foreign friends could land you in jail Denisse’s phone rang (should have put it in silent) Between August 1979 to August 1980: the economy in china was finally starting to open to the west. She wanted to understand how the economy work, how international trade and international business worked. She wanted to be part of the US-China economic opening. Her phone rang which made Denisse more comfortable When she graduated from Columbia, she went to Hong Kong for one year to work in the Bank of America doing economic research on China especially on Chinese provinces. o Chinese statistic wasn’t reliable back then. She was working with a group providing providential economic so that business people who wanted to go to China learned that if you wanted to trade in light industry places where, what was the agriculture, industry in these different providential economic. She asked if we were taking notes.; we forgot to tell her that we were recording her o She was very understanding and only said it because she was throwing allot of information to us Editor of China Review o She was writing stories about the businesses between US-China Kept her eyes on us when we were asking her questions “Women hold up the sky” She sees women as coming from a long way. They are participating in all levels of professional life. One interesting development is the changing attitudes towards marriage. Women used to focus on marrying well and finding a good husband. Now they are putting their careers first. o Attitude towards divorce was frowned upon in the past but now it is skyrocketing Rushed because she had another commitment to attend. o Asked for a copy of Final o Asked if we have any more questions we can email her and schedule another chat o Super friendly and kind SECTION FIVE Your analysis: What aspects of the interview did you find to be particularly meaningful? What aspects were not useful? What more would you like to know? What other in-class presentations did you find particularly useful? Explain �This assignment was, without a doubt, a huge pleasure and joy. Not only were we able to learn about some of the most inspirational and respected women who have an impact on U.S.-Asian relations, this assignment allowed us to experience speaking with one of these women first hand. Interviewing Madelyn Ross opened windows that we wouldn’t have opened through just papers. Her ability to remember the events she mentioned in the interview is very remarkable and was very useful for this assignment. Unfortunately, due to time constraints, we had to minimize our interview length and get all that we could with the time we had. She was very cooperative and wonderful to listen to. Professor Christoff mentioned right after our interview asked us if we knew about Madelyn Ross’s YouTube channel. We did not know she had a YouTube channel and even after a quick search we could not find it; something we wished we could have asked Madelyn about in the interview. During the in-class presentations we heard about other women and the group’s processes. Presenters like Julie/Danielle, who spoke about Jennifer Staats, Matt/Alejandra, who spoke about Hodei Sultan, and many others spoke about women involved in the United States Institute of Peace (USIP). Jennifer Straats was described to be very optimistic and was, ironically, the one who started the interview with Julie/Danielle. the idea of the interviewer becoming the interviewee was very interesting. Many of the presenters said that ,in their interview, the interviewee described issues coming from age and little to none from gender which greatly surprised all of us. We were surprised because after that was said, the interviewee would answer probing questions with answers that clearly described gender inequality. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Women in US-Asian Relations Student Oral History Project Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Ross, Madelyn ; Christoff, Peggy Spitzer -- Senior Lecturer, China Studies. Director of Undergraduate Programs: Asian And Asian American Studies. Subject The topic of the resource Asian Americans--Study and teaching; Women social reformers--Asia; Women social reformers--United States; Oral history Relation A related resource AAS_POL_307_OralHistoryProject; AAS_POL_307_OralHistoryProject_2016 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted (URI: http://rightsstatements.org/vocab/InC-EDU/1.0/). Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context aas_2016_20170109_mross_doc_dis Date A point or period of time associated with an event in the lifecycle of the resource 2016 Description An account of the resource Every fall, students at Stony Brook University in class, AAS/POL 307 (Women in US-Asian Relations), set out to interview women who are committed to enhancing US-Asian relations. Women’s contributions occur at many different levels of society and encompass a variety of occupations. In conducting oral history interviews, students prepare documentation for the Stony Brook University Melville Library’s digital collection and, in the process, acquire deep knowledge about women’s social, cultural, political, and economic roles in the United States and Asia, which includes those in Asian American communities. Each interview consists of multiple files, including: a text document and Powerpoint slides, which were converted to PDFs for this digitization project. The project is a joint effort between the Department of Asian and Asian American Studies and the University Libraries. Creator An entity primarily responsible for making the resource Ceballos, Denisse ; Ajibade, Ayodele Type The nature or genre of the resource text Title A name given to the resource Madelyn Ross http://exhibits.library.stonybrook.edu/WUA/files/original/d96dd6c4e7e0ba33520718e7b41cd331.pdf 9c9117208d49cc26e7ea769f734a68b4 PDF Text Text 1 �2 �3 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Women in US-Asian Relations Student Oral History Project Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Contributor An entity responsible for making contributions to the resource Ross, Madelyn ; Christoff, Peggy Spitzer -- Senior Lecturer, China Studies. Director of Undergraduate Programs: Asian And Asian American Studies. Subject The topic of the resource Asian Americans--Study and teaching; Women social reformers--Asia; Women social reformers--United States; Oral history Relation A related resource AAS_POL_307_OralHistoryProject; AAS_POL_307_OralHistoryProject_2016 Rights Information about rights held in and over the resource In Copyright - Educational Use Permitted (URI: http://rightsstatements.org/vocab/InC-EDU/1.0/). Format The file format, physical medium, or dimensions of the resource application/pdf Identifier An unambiguous reference to the resource within a given context aas_2016_20170109_mross_ppt_dis Date A point or period of time associated with an event in the lifecycle of the resource 2016 Description An account of the resource Every fall, students at Stony Brook University in class, AAS/POL 307 (Women in US-Asian Relations), set out to interview women who are committed to enhancing US-Asian relations. Women’s contributions occur at many different levels of society and encompass a variety of occupations. In conducting oral history interviews, students prepare documentation for the Stony Brook University Melville Library’s digital collection and, in the process, acquire deep knowledge about women’s social, cultural, political, and economic roles in the United States and Asia, which includes those in Asian American communities. Each interview consists of multiple files, including: a text document and Powerpoint slides, which were converted to PDFs for this digitization project. The project is a joint effort between the Department of Asian and Asian American Studies and the University Libraries. Creator An entity primarily responsible for making the resource Ceballos, Denisse ; Ajibade, Ayodele Type The nature or genre of the resource text Title A name given to the resource Madelyn Ross