CONTEXTS
6
MEET THE AUTHORS Ethan Chua (‘20) mostly writes heartbreak poetry, so this is new for him. He’s a Chinese-Filipino junior majoring in anthropology, a spoken word poet, and a scholar-activist. His research interests include racial and ethnic identity development within the context of ethnic studies programs; transnational formations among Philippine diasporic communities; and the development of ideas of race and nationhood during Spanish and American colonial regimes in the Philippines. He’s also written a dark fantasy comic, Doorkeeper, which is available in Philippine bookstores and his dorm room.
Eunice Jung (‘21) is a current sophomore studying both Anthropology and
International Relations, interested in questions of deviance, criminality, and affirming life. At Stanford, she hopes to learn how to bridge the gap between critical race theory and tangible political subject formation when discussing issues of urbanization and sustainable development. In her free time, she likes full-sending to places around the world, making aesthetic-looking but gross-tasting smoothies, and destroying the white heteropatriarchy!
Katerina Fong (‘21)
is an art historian and scholar hailing from Taipei, Taiwan. Her work examining the construction of fan culture in K-pop won the 2017-18 Stanford Introductory Seminar Excellence Award. Her current scholarship explores the possibilities of a decolonial art history, centering artists who trouble fixed narratives of identity and culture.
InHae Yap (‘19)
is a senior in Anthropology and a coterminal Master’s student in Art History. Her research explores the consolidation of institutional networks in museums via art management practices, and affectual feelings of contemporaneity and modernity in African art.
Josh Cobler (‘20) is a junior majoring in anthropology and minoring in
e conomics. His research broadly explores the experiences of students at highly-selective universities, with a more specific focus on understanding how race, gender, sexuality, and geographic identity shapes students’ understandings and self-definitions of their own class identities.
