UCSD Anti Asian Sentiments and A Bottom up Approach to Change Research Paper

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FINAL RESEARCH PAPER Drawing on your experiences this year as a student, identify a social issue/problem that you have become aware of in a community that is important to you. Some examples: have you recognized the inequitable levels of access to healthcare due to the pandemic? Have you noticed how remote learning has disadvantaged certain students because of their class status and/or location? Have you become committed to the fight against antiBlack violence in the wake of George Floyd’s murder? Do you wish to confront the rise in anti-Asian violence in the pandemic? Whatever issue you choose to research this quarter, be sure that you can articulate in your writing why it is significant and how it relates to you. Throughout this quarter, you will research and analyze this issue/problem as it relates to the larger structural inequities and questions of justice that ground the entire DOC sequence. Ultimately, each of you will draw on that research to produce a final project that proposes an action, solution, or intervention that you and your peers can take to impact this issue once we return to campus. This project is your chance to imagine and plan the type of social impact you and your peers can make post-pandemic. Due Dates & Assessment: 1. Must submit rough draft of your final paper by Sat, 5/29 (Week 9), 11:59pm PT your draft must be at least 70% of the final word count (i.e., 1050-1260 words) and include at the very least your introduction, description of problem, argument for proposed action, and citations throughout. 2. The final version of your research paper must submit by 11:59pm PT Finals Week Tuesday 6/8/2021 ● Your submission will be assessed according to the rubric on Canvas. (will send a copy later) During finals week, you must submit a carefully revised 1750-2000 word final research paper, (NOT including the Title Page, Written Abstract, or References page). Your project must contain the sections below, with headings to label each one. Note that while your midterm proposal was written for your instructors’ feedback, your final paper will be made available to future DOC 3 students. You should write this final paper with an audience of your peers in mind -- fellow students who will also have completed the DOC sequence and may build on your research for their own projects. o Title Page: Start your research paper with an APA-formatted title page. o o o o o Written Abstract: On a new page, type a 250-word summary of your research paper. The abstract must include your research question and proposed action/ solution/intervention. The abstract must also preview how your paper will develop your proposed action/solution/intervention and state the “so what?” or significance of your project for rebuilding society in the post-pandemic. Introduction: Your introduction should state the problem or issue your paper will address and pose your research question. State the results of your research—i.e., the action/intervention/solution you have reached— and why your results are significant. Description of Problem: This section should provide any and all background information that your target audience, i.e., your peers, will need to understand the problem or issue and its significance. Be sure to discuss how the problem has been or is currently being addressed to make clear the contribution that your action/ solution/intervention will make. Argument for Proposed Action: Open this section with a clear statement of how your contribution addresses the problem/issue, as you’ve described it in the previous section. The rest of this section should describe in detail what your proposed action/solution/intervention is that you plan to take on campus once we are all back in person and how your research supports it. What do you hypothesize the effect of the action you and your peers will take will be on the problem you’ve identified, and why? References: The final page(s) of your paper will list all sources cited in the paper. Each paper must reference at least 5 outside sources that you identified and used during your research process. These sources can be primary, secondary, or tertiary as necessary to the development of your argument, but at least two must be peer-reviewed. While you may cite DOC texts (assigned or supplemental) from throughout the entire sequence, these must be in addition to your required 5 sources, and no more than 10 sources total should be cited in your project. Please use APA format. Additional Requirement: 1) make sure you are proposing a bottom-up action/solution/intervention 2) make sure you are following the instructions in the prompt 3) no interviews and no surveys for your final paper - focus on information that already exists Research Project Proposal 1 The General idea/ Direction I had written before. At the bottom is the feedback from ,y instructor. Introduction and Description of Problem: In the pandemic period, due to the lockdown and reduced social interactions, people relied heavily on social media to get information. Social media provide platforms for people to acquire information and express personal opinions, but it could also become a hotbed to intensify racism. Last year, during the virus outbreak, government officials and media outlets in USA had frequently used stigmatizing language to associate the virus to China, or to blame Asians for the spread of the virus (Darling-Hammond et al., 2020, p871). I still remembered, when me and my roommates were watching former president Trump’s speech in the news, his frequent reference to the term “Chinese virus” had make us felt irritated. His words would have significant power in leading public perceptions. And his words could indirectly imply that Chinese people were carrying coronavirus, and people from China had threatened the people in United State. Besides, other racist terms like “Kung Flu” also frequently being used in political speeches. From then on, in social media platforms such as Twitter Facebook and news outlets, there was rampant use of the term “China virus" to refer to the coronavirus. Such stigmatizing language could negatively affect public attitudes towards Asian Americans. And the recent unreasonable Asian hate crimes had clearly indicated that these nonsenses need to be ended. In this past year, I felt relieved that, when the nation’s anti-Asian crimes got intensified, the TAs and professors in my humanity classes, such as DOC and ethnic classes, would address the issues about anti-Asian sentiments and teach us how to think critically. In fall quarter, I believe students from all over the world would gradually come back to campus to join classes offline. But the thing I worried about the Research Project Proposal 2 most is that for students who take classes in other departments such as Math or Econ, maybe the professors would seldom talk about these issues. And maybe some of my peers’ perception had affected by the stigmatizing languages in media, and would hold anti-Asian sentiments in some degree... Regarding to the aforementioned situation, to pose an effective call to action to my peers, we need to first clarify the main goal: to reverse the trend of anti-Asian bias, both online and offline. Proposed Action: First, the potential actions should initiate among Members and Leaders in cultural student organizations in UCSD (since it need to be a bottom-up action/solution/intervention) Link to the Current UCSD Student Organizations (2020 - 2021) https://studentorg.ucsd.edu/Home/Index/9 increase students’ positive interracial interactions, both online and, in campus to reduce the antiAsian sentiment that prevailed in social media? In the post-pandemic period, when students start to get back on campus, In the offline aspect, the direction is to increase interracial social interactions. Hence, encouraging students to join classes offline is the first step to increase the opportunities of more interracial contacts. In addition, students’ organizations could cooperate together to hold some activities that offer more chances of interracial contacts and chip away the racial bias. In the online aspect, the general idea is to reverse the negative sentiment towards Asian communities on social media. As social media use could intensify racist sentiments, people could also “use social media to oppose unfair treatment based on race or to support anti-racism Research Project Proposal 3 activism (Croucher et al., 2020, p2). First of all, the stigmatizing terms such as “China virus” and “Kong Flu” needs to end. For instance, Chinese unions and Japanese Students Association both have their own Facebook page and official Instagram account. And the least thing we could do first on the social media platform is to make an acknowledgment about “Asian people are virus, but racism is” or “stop Asian hate…” Overall, this proposal aims to chip away anti-Asian sentiments and bring about a more socially just campus climate in the wake of the pandemic What’s more, the main direction is to focus on exploring bottom-up approaches, since a bottomup approach could better present the students’ voices and the needs; and it could be more efficient, since for Asian students who are more involved in this issue would have more motivation to action to change.in current global situation. Further, because of the intense relationship between America and China, Chinese international students might face more potential challenges. So, it is realistic and effective to try to organize and initiate potential actions within members in Chinese Unions first. Then, leading by Chinese Unions, to make stronger influence, we could communicate with other cultural student organizations, such as Japanese Student Association, Mixed Student Union, to form an alliance to together carry out a larger-scale activity to publicize the idea of racial justice in campus. Feedback: I would encourage you to get deeper into analyzing this research topic with an intersectional framework— which Asian communities are most impacted by these stereotypes and representations that have circulated? How do gender, sexual orientation, and socioeconomic status create additional support barriers or concerns in relation to rising violence towards Asian folks? It inspires me to imagine a way to make peers supports “visible”. And in this week one night, when I was thinking how to initiate a visible action and make the solidarity visible, I think of the installation exhibition “Blood Swept Lands and Seas of Red” in 2014 in London. The artists, and the 21688 volunteers, had planted 888,249 artificial red poppies around the Tower of London to cherish the memory of the soldiers who died in the war. After the exhibition, they sold these porcelain poppies to the public, and then donate the income to the charity organizations. The images of that exhibition were so shocking and touching. And I think, maybe we can do something similar to this. Like, preparing some artificial flowers that symbolized friendship, such as sunflowers, then give one to the people who care about racial equality, who feel that the anti-Asian events are not okay (it would be better if the flower has one unique serial number that belong to the one person), invite them to plant the flowers on the lawn around the staircase at price center. Then, that field of flowers could become a unique landmark at campus, and the photos of the flower field and the flower itself could create an interesting social media tag that might circulate and get popular around the social media. And I must say that last Sunday night I could barely sleep, I was brainstorming my other video projects. And I suddenly think of my doc assignment and get some new thoughts about a potential video form, which I really want to do before I graduate. I want to invite my peers to stand in front of camera to do a short interview in exchange of a rose (yellow rose if possible). First is to briefly introduce themselves (could talk about their racial identity, or where were they born...), and then I would ask a few simple short questions (Do you have a dream? Are you working on that now? What thing is troubling you the most in this moment? What they want to do next...). Then using these clips to create a montage sequence to show a theme that, “we are all different, yet we are all the same” ... Then when I looked through the session slide this week, I saw the suggestions of “art shows” and “creating videos”, which became another motivation for me to make this thing happen. Actually, last week I also thought of a romantic approach about letting peers to plant a flower field of friendship and equality together. Although I really want this thought to come true, the implementation is kind of unrealistic. And this video project is 100% realistic, since in the least case I could totally do this on my own. Further, this video project could relate to the justice strategy in Doc2 of “humanizing ‘others’”. If this video is good enough, then the most thing I want implore my peers to do is to simply click a “forward” or “share” to help the video and the message get circulated on the social media. REFERRENCE Sources (Must include one of these two sources) 1.Strategic Plan Report: Defining the Future of the Public Research University https://plan.ucsd.edu/report 2.https://chinesefeminismblog.files.wordpress.com/2017/07/vivian_m_may_pursuing_interse ctionality_unsettl.pdf (only need the“Introduction”part, page 1-12, “The Case for Intersectionality and the Question of Intersectionality Backlash”) Optional Sources: (Here are some of the resources I have found. You could look for other resources.) Need at least 5 outside sources and at least two must be peer-reviewed sources. Bystander Anti-Racism Project https://www.westernsydney.edu.au/challengingracism/challenging_racism_project/our_resea rch/bystander_antiracism?fbclid=IwAR3p9YMTD6SkDqyWs7tt4YIdW84SpVT9tFoZAhIL1gJe6uYd99dvo_DM22A Choosing to act: Bystander action to prevent race-based discrimination and support cultural diversity in the Victorian community https://www.vichealth.vic.gov.au//media/ResourceCentre/PublicationsandResources/Discrimination/Bystand er-Discrim-FULLREPORT.pdf?la=en&hash=76D81CCD5DF663533E0E7BDDF36F6489AB1BE0F8 A Rising Tide of Hate and Violence against Asian Americans in New York During COVID-19: Impact, Causes, Solutions https://cdn.ymaws.com/www.aabany.org/resource/resmgr/press_releases/2021/A_Rising_Tid e_of_Hate_and_Vi.pdf After “The China Virus” Went Viral: Racially Charged Coronavirus Coverage and Trends in Bias Against Asian Americans https://journals.sagepub.com/doi/pdf/10.1177/1090198120957949 PEW RESEARCH One-third of Asian Americans fear threats, physical attacks and most say violence against them is rising https://www.pewresearch.org/fact-tank/2021/04/21/one-third-of-asian-americans-fearthreats-physical-attacks-and-most-say-violence-against-them-is-rising/
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Anti-Asian Sentiments and a Bottom-Up Approach to Change

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University
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Abstract
Due to the quartines imposed to help control the spread of COVID-19 in the United
States during 2020, many people increased their usage of social media in search of news and
entertainment. In doing so, they found many derogatory posts directed towards Asians based on
false claims that they were to blame for the virus. Social media can be very influential, and the
growing anti-Asian sentiments online, some of which originating from politicians, stimulated a
growth in the number of hate crimes against the Asian population. Considering this racial
injustice, how can creating videos that show students’ opinions and awareness on Asian hate
help reverse anti-Asian sentiments and bring about a more socially just campus at UCSD? One
way is through social media, which has the power to make a positive difference just like it can in
a negative way. By employing a bottom-up approach, students at UCSD should be encouraged
through campus organizations to take part in a campaign for change, participating in the creation
of videos that are meant to educate the public about Asian-hate crimes and false associations.
The Chinese Union will play a major role in the organization creation of the videos. These
videos will be posted to different social media platforms, including Instagram, Facebook, and
YouTube to generate the most interactions. Students themselves will also star in the videos,
sharing their personal opinions and ideas about the rise of Asian hate in America. The goal is to
create a culture, starting on campus and with the student body.

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Anti-Asian Sentiments and a Bottom-Up Approach to Change
Many injustices have been unveiled due to the COVID-19 pandemic, just one of them
being the drastic uptick in anti-Asian sentiments, leaving 81% of Asian Adults believing that
violence against their community has risen since the pandemic’s start in the United States (Ruiz
et al., 2021). Such actions are unacceptable, particularly since they are the result of irrational
associations made between Asian Americans and the Coronavirus. Action is needed, particularly
in promoting an intersectional approach to creating more equitable and racially just organizations
and systems. However, government and upper-level officials engaged in policy making are not
the only means to change. It is important to recognize that individuals make up organizations and
have the potential to move them by sheer numbers. Universities, such as the University of
California San Diego (UCSD), are one place in which such change can happen because they are
filled with energetic and passionate young adults who want to make a difference in the world.
Considering this, this research paper will address the following question: how can create videos
that show students’ opinions and awareness on Asian hate help reverse anti-Asian sentiments and
bring about a more socially just campus at UCSD? In answering this question, research has
shown that a bottom-up approach is best for instigating lasting cultural change. Therefore,
actions should be taken by students who organize through existing campus organizations to
create and circulate videos that would help others understand the reality of Asian hate crimes and
the unjust associations between Asian Americans and coronavirus, the goal being to bring about
a more equally diverse climate on campus.
Problem Description
Hate crimes against Asian Americans have been on the rise in the U.S. Most victims have
faced verbal harassment with 68.1% of reports filed by Asian Americans in 2020 being of this

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nature (Jueng et al., 2021, p. 1). The second most common offense is shunning, which makes up
20.5% of the reports, followed by physical assault (11.1%), workplace discrimination (8.5%),
and online harassment (6.8%) (Jueng et al., 2021, p. 1). Of all the states in California is one of
the states reporting the most hate crimes against Asian Americans, which is likely attributable to
the fact that it is the state that houses the most Asian Americans, the number reaching more than
six million (Cabral, 2021).
Furthermore, the Coronavirus was a major problem in California relative to other states
between March and May of 2020. According to the Asian Pacific Policy Planning Council
(A3PCON) (2020, p. 1), 34 counties in California reported hate crimes against Asians that were a
result of COVID by June of 2020. In San Francisco alone, hate crimes against Asian Americans
increased by 140% (Levin, 2021, p. 2). One instance included a man who stabbed two Asian
American women waiting at a bus stop (Cabral, 2021). In general, large cities are particularly
worse throughout the nation with New York City also being a hotspot for Asian American hate
crimes. For example, in New York City, after refusing to remove her mask, an Asian American
woman was hit in the head with a hammer. Additionally, a 61-year old Filipino was riding the
subway when a person used a box cutter to slash the 61-year-old’s face (Cabral, 2021).
Much of what is occurring with Asian Americans can be better understood after
analyzing the data with an intersectional framework. According to May (2015, p. 2),
intersectionality refers to the study of discrimination and privilege through the identification of
social and political characteristics of an individual. These characteristics play a role in
establishing certain prejudices, resulting in unjust behavior towards another. For example, not
only at Asian Americans being attacked but Pacific Islanders as well. This is because of a lack of
differentiation between the ethnicities. It reveals an even greater disdain for Asians as they are

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denied the recognition of being a separate group. The same can be said for the Pacific Islanders
who have unfortunately become trapped in a culture blinded by the statement “you all look the
same.” In both groups, people are being denied their individuality, indicating a factor of
disadvantage that plays a role in intersectionality.
Unfortunately, there are certain issues with the public’s perception of intersectionality
that need also be addressed. According to May (20,15 p. 3), intersectionality is generally limited
to black women and oppression. This is a very narrow view that excludes important members of
the community that also need assistance. Such an incorrect view of the word is a contributor to
one of the major consequences of the pandemic that exacerbated the Asain hate. Government
officials and media outlets were guilty of using stigmatizing language that emphasized China’s
involvement with the virus or blaming Asians, in particular. for its spread (Darling-Hammond et
al., 2020, p. 871). One example of this happening is within former President Trump’s 2020
speech at the beginning of the pandemic where he frequently referenced the term “Chinese
virus.”
I remember hearing this speech, and the language that the president used made my
friends and me irate. As the president of the United States, he has significant power in leading
public perceptions, and he associated the virus with ethnicity in that speech. I watched with
horror and disappointment as the use of the terms “China virus” and “Kung flu” promptly
appeared on my social media feeds and those of my friends. While some association between
Asians and the coronavi...


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