I. Chapters 10-13 were relevant to other readings I’ve done and I enjoyed making those connections throughout the book and to other texts. Like previous readings there are examples as to how immigrants were forced to abandon culture (page 463). In order to be accepted they must assimilate and in order to assimilate they must pass as with everything they can, which means going above and beyond with language, dress, etc. finally leading to loss of original culture. Of course there were new points and experiences within these chapters and I found that they wove in and out with other experiences.

II. Pages 361-365: The Korean veterans of World War II, who were denied service at a restaurant and whose stories are similar to other veterans of color, such as the African Americans or Japanese who served; when  these veterans they came home they realized that not only was citizenship not enough to be accepted, but risking their life to honor that citizenship was not enough either. It seems that many of the Asian American experiences post-World War II have become forgotten stories when generally thinking of segregation. In recognizing oppressed groups it is important not to delegitimize the experiences and struggles of one over the other, as this could lead to erasing the experiences and struggles of other groups. Instead, it’s important to look at the history behind both and where both of these experiences are coming from and in recognizing the similarities and differences we begin to individualize the different communities. For example, both Korean and Japanese veterans were targeted through racial violence and segregation during and after World War II because they were both Asian and therefore profiled as the “enemy”. However, with the evacuation of Japanese immigrants and Japanese Americans land and jobs on the west coast opened up (Takaki, page 365). By digging deeper into these forgotten stories, we then are able to trace the road that leads to the present. 

III. I found important connections (page 378) to internalized “Girl-hate” [sexism] and how there is so much internalized and social competition that it overwhelms consideration and morality and blinds people into thinking in terms of 1. “on my side” and 2. “not on my side so I hate them”. This can also be seen with cultural appropriation. For example- the craze for moccasins in the recent years but the historical brutality that was done to Native Nation people in order to “assimilate” them. It lends itself to control of an oppressed group those with privilege and power make the rules for the oppressed (what is normal). Similarly, selfishness and entitlement are so ingrained in American culture but “being selfish” is seen as a very negative attitude which then leads to excuses as to why certain selfishness is okay (“I’m appreciating the culture, not appropriating it”).

IV. Page 393 inspired the analysis on “names to numbers”: a way in which taking away the individuality of a name from a person and then shifting them into number not only affects them psychologically but it also allows the person who is using the number to detach and allows for insensitivity. (Even if not all those using the number mean for that to happen.) There are multiple examples of this happening, where society and media has and does erase oppressed identities. Some of those examples include the incarceration during WWII (Japanese family names), Hawai’ian plantations, prison systems, and sex-culture (how many people you’ve slept with which determines your worth), and fat-shaming (how much you weigh/what size you wear determining your worth).

V. “Racism is like a wall. You cannot break through” (page 463).
The importance of solidarity and how wrecking solidarity (page 416) hurts everyone except for those with the unshakable power. Likewise, going at the wall alone brings overwhelming fear and stress (page 415), which does not support a healthy attitude towards oneself. And without that healthy attitude and the feeling of being powerless it is much easier to believe what others are saying about you and how you are being treated. On page 409 there is a connection with this and how it is necessary to reach back when one advances to pull others up too.

VI. One of the biggest connections I’ve found within this reading as well as with other texts I’ve explored is relationship that education had with race and poverty. On page 424 there is an example of the importance placed on education. For immigrant people who have had to start over in America and who are treated as unintelligent people despite their credentials it does not take much to understand why they would put so much importance on higher education. Likewise, page 427 really connected with 458 leading me to think about conditions inside labor/factory jobs  (being terrible and exhausting) which, in turn, effects life after work/ home life.  Therefore,”free time” is not easily spent learning English or going to night classes, because their free time isn’t really free. Instead, those with exhausting factory jobs may find themselves doing necessary self care or continuing onto another job or going home to care for other family members.

With this cycle it puts all of the pressure on the individual to rise to standards they did not create. If they do not rise, they are an example. If they do rise, they are met with a new set of obstacles. Examples of this can be seen on page 430, where a young Vietnamese immigrant was basically pushed out of school based on unfair expectations (being put into a class that was much more advanced in the subject than he was) and then joined a gang of boys as a way to belong. 

VII. “To be out of sight is to be without social service” (page 478). This was such a powerful, true quote. To be misrepresented is to be placed out of sight. To be erased is to be out of sight. To be incarcerated is to be out of sight. To be reduced to anonymity and stripped of individuality is to to be out of sight. To be told that your language is not acceptable but the resources to learn the “acceptable” languages is to lose your voice and be out of sight. To be under law that restricts your rights is to be out of sight. To be beaten and murdered is to be out of sight. To have your culture appropriated, stolen, and trivialized for profit is to be out of sight.

VIII. Why this program exists: “Asian Americans blame the educational system fr not including their history in the curricula and for not teaching about U.S. society in all of its racial and cultural diversity” (page 482). If we generally do not learn about this history and our usual input of Asian Americans comes from mass media then do we not need to critically analyze the type of media we are being fed? We need to see where it comes from and who is offering us indulgences. There is an incredible explanation on the importance of cultural representations and the stereotypes in media on pages 480-481.

IX. I believe the addition to chapter 133 was very necessary. Chapters 1-12 have such detailed and rich information about Asian Americans and their immigration/refugee story and while I think it’s important to develop a the ability to make connections between then and now it was helpful to have the “relevant to now” addition. For instance, the 1992 LA Riot happened the year I was born (page 497). While so much can change in 22 years there is also so much that resides and does not fully resolve. Enrollment is still effected today and that perpetuates the race, gender, class, etc. roles that are still very much alive. So by adding chapter 13, not only do we see the change and progress over time but we see why Takaki is still writing and how more change is still necessary.

X. ”To confront the current problems of racism, Asian Americans know they must remember the past and break its silence” (page 484).