My Global & Environmental Identity
Growing up in Hong Kong, I was immersed in a blend of cultures—from local traditions to the diverse influences of Singapore, Indonesia, China, the US, and more. This cultural diversity ignited my curiosity, which has shaped my passion for exploring how societies function and progress when norms are questioned. With connections to America and Canada and an International School background, I’ve learned to be open-minded and curious when it comes to exploring different cultures. This has fueled my desire to create spaces that celebrate diversity and to partake in Diversity, Equity, and Inclusion (DEI) advocacy. I believe that fostering understanding and mutual respect allows every individual to feel welcome, and I express this through art. Mixed-media art, in particular, has become my way of communicating my experiences, beliefs, and heritage, using creativity as a tool for connection, change, and advocacy.
In addition to my cultural interests, I’ve developed a growing passion for environmental studies, sparked by my learning about food insecurity and deepened by my Environmental Science class. I’ve come to appreciate the intricate connections in nature, like ecosystems, that mirror the beauty of human diversity.
For me, both cultural and environmental exploration are about understanding how different elements interact and thrive when nurtured with empathy and care. Curiosity and compassion are the driving forces in my life, allowing me to appreciate the world through multiple lenses while seeking ways to contribute positively to the communities and environments around me.
Global & Environmental Resume
GESC-designated Course
- CL Chinese V
- CL Chinese VI: Modern China through Literature
- World History
- Adv Sem: History of the Present
- CL Environmental Science
- CL Studio Art
- Digital Photography 1
- Problem Solving for the Common Good
Elective Course: CL History Seminar: Immigration and Ethnicity in the United States
In this course, we learned about immigration from the late 1800s to the present. Exploring immigration and ethnicity's intersection for Asian immigrants, Mexican immigrants, European immigrants, and many more communities, we studied its impacts on policy, social dynamics, and programs. In doing so, we also looked at immigration on a global scale and its connection to international relations
GESC Experiential Education: London International Education Program
I participated in the London International Educational Program about the intersection of art and advocacy work. Exploring different neighborhoods in London, England, we spent time discussing history's correlation to architectural decisions, the culture of street art to make a statement in regard to advocacy work, etc. We visited various art galleries and exhibitions focused on the intersection of art and advocacy, with one memorable artist being Zanele Muholi whose work focused on art as documentation and a call to action about queer, Black identities. We also explored culinary arts as a tool that bridges communities through the sharing of cultures in a light-hearted and welcoming manner.
Additional experiences
- Travels: Seoul, Hong Kong, Tokyo, Kyoto, Vancouver, etc.
- Unwired: I founded Unwired: An organization dedicated to bridging the gap between teenagers and senior citizens while raising awareness about shared generational challenges. The volunteer program worked with local Windsor senior centers and senior residences, and we produced a documentary and book interviewing teenagers and seniors in Hong Kong and the US to analyze how cultural and generational differences intersect to create or mend gaps between the generations. The creation of the book and documentary was sponsored by and made with the support of the Norton Center.
- Hourglass and E-Mag Graphics Director: Graphics director for student-run history & current events magazine and environmental magazine; manage 17 artists; draw article and magazine covers
- Community engagement: 10th, 11th, 12th Grade
- Debate: 9th and 10th grade
Learning Artifacts
GESC Coursework
For this project in Environmental Science, we were tasked with pitching a U.S. National Park to be a trip for the Alvord Center's IEP program. Unique and educational, the trip was meant to showcase the effects of natural disturbances and connect to evolution and biodiversity. Centered around seeking knowledge and taking action, students acquire scientific methodology competencies, enhance their understanding by analyzing connections between local and global issues, and recognize and evaluate local and global implications of climate change stemming from individual and shared actions. This assignment was impactful for me because it was a realistic demonstration of one method to take action to serve the common good. Making an impact on a societal issue can be done through education; however, experiential education is much more impactful and resonates with students, so it was interesting to complete this project and see that my work in advocacy can be implemented to make real-world change.
GESC Seminars
Seminar 2: There were a lot of things pertaining to Connecticut’s history that I learned about. For me, this trip focused on the “Seeking Knowledge” component of the matrix as I learned about the cultural identity of Connecticut’s fabric of immigrants throughout history, observed and validated trends I noticed about immigration development in the US, and it allowed me to connect old and new knowledge to current events and policies about US immigration. Though I knew that immigration in Connecticut played a large part in the country’s shifts and policies with immigration, I didn’t know it played such an integral role, especially in the 1800s and early 1900s. One thing I learned about was the Chinese Educational Mission. Despite anti-Asian sentiments existing, education and succeeding in life took priority for individuals which led to a government-funded program to foster inter-cultural learning and access to higher education. Although the program ended not too long after it started, I was surprised to learn that children as young as 9 years old were immigrating on their own for the sake of education. I believe that it connects well to the motives of the Welcome Corps program where places like Connecticut aim to assist in helping refugees and immigrants integrate into the US. The activity we did where we had to quickly set up and remove spindles for yarn also stood out to me because it highlighted the conditions of working-class immigrants who were exploited for labor. It was not surprising to learn about as it aligns with many instances of exploitation of immigrants throughout US history that I learned about in my US Immigration/Ethnicity Seminar class. However, the fact that children worked in the factory, everyone worked barefoot, and that one would sustain large injuries if they weren’t fast enough in switching the spindles was disturbing because it shows the depths of exploitation and highlights the fact that immigrants could not take action against employers within the American system. I’m interested in learning more about Mexican immigration as well as South Asian immigration as they were discussed in the trip which piqued my curiosity.
Seminar 4: During this seminar, we spoke with AnaAlicia, the founder of Nourish My Soul. Nourish My Soul is an organization that empowers young people to have a positive impact on the health of the community through food sovereignty. We began the seminar by discussing food sovereignty and food insecurity as a result of environmental degradation, and her work inspired me to seek action within my community when I encounter problems that have solutions when I’m willing to take a step to make a difference. One of the most interesting activities we did, in my opinion, was when she had us all stand-up and see how our opinions differed from one another. We stood on different sides of the room based on whether we agreed or disagreed with a statement. When she asked about how we felt regarding the statement “I think there’s a chance that I’ll go hungry in the future”, I thought it was interesting that some students said the possibility of them being food insecure is solely because of climate change, while others talked about financial standing, and others did not consider food insecurity as being applicable to them at all due to their backgrounds and cultural prioritization for food. This activity highlighted the inherent privileges connected to food sovereignty, and the unknown that lies ahead due to the impacts climate change can have on our food systems. We then did a cooking activity where we used vegetarian/ vegan ingredients, and it was unique to see how healthy and delicious foods and snacks can be prepared with ingredients that can be grown in a garden with just a couple of other ingredients like tahini. Overall, I thought her presentation and activities brought a unique perspective on food insecurity and sovereignty, and it definitely empowered me to want to take action in my day-to-day habits.
Session 5: For my GESC Seminar #5, I attended a morning conversation with faculty and fellow GESC students focused on the environmental effects of AI. We discussed a wide range of topics, from how AI consumes water to its implications for land use. One of the most impactful moments for me was when we compared the resources required to power AI with the resources we use in our daily lives. For example, we learned that generating just 100 words with ChatGPT consumes approximately 519 milliliters of water. By framing AI’s water consumption through more familiar, tangible references, I was able to better visualize the physical scale of its environmental impact—making the issue feel far more urgent and concrete than simply reading statistics online. I also found the conversation about land use particularly compelling. It highlighted the ways AI infrastructure can exacerbate environmental degradation, especially in low-income communities that are already vulnerable due to historical redlining and limited government support. This information session stood out to me because it not only deepened my understanding of the environmental risks posed by emerging technologies, but also encouraged civil discourse and critical thinking as we weighed the potential benefits and harms AI could bring to the environment.
GESC Electives
"The Frame of 'Asian American'" is an art piece I created in CL Art, a GESC course. Sewn together in the rough outline of the United States are photographs and newspaper clippings of forgotten moments in Asian American (A.A.) history or racist commentary regarding A.A.s from the 20th century. Sprawled across the pieces of media are annotations of my thoughts, identified biases, and descriptions of historical events. Initially, the viewers cannot see the annotations and are invited to read the bare pieces of media. Unraveling the annotations, they learn about notable moments in A.A. history and reflect upon inaccuracies in their assumptions. Observing that A.A. history is commonly neglected in history classes or presented in a biased manner, I created this piece to critique America’s neglect of significant historical events while educating myself in the process. The media rests on a bed of roses, symbolizing both the beauty in the perseverance of A.A.s and the thorns from society’s lack of acknowledgment of the history and trauma that A.A.s faced.
This piece was meaningful to me because of how bold and impactful it is to audiences. Allowing history and advocacy to intertwine in the 6'5" long piece, taking up space, the piece stands out to audiences, inviting them to interact with the media and history. Combining education with art, this piece enhances viewers' understanding of A.A. history as they're asked to question assumptions, analyze connections between historical events and the present day, recognize and evaluate the effects of local and global actions, and more. Investigating the way that history and culture shape our modern world, this piece encourages further action to support A.A. advocacy through research-driven projects.
GESC Experiential Education
Migrateful was founded to support refugee and immigrant women whose skills and qualifications were overlooked upon seeking employment in the UK due to legal and linguistic barriers. Sharing the cooking skills of these women, Migrateful engages individuals from all around the world in global cultures through cuisine. Not having explored culinary arts in the past, this cooking class was eye-opening for it demonstrated the way that cuisine is able to invite conversations about cultural exchange. Open-minded, all audiences can engage in a new culture that enforces inclusivity in a comfortable environment. With these takeaways, I wanted to translate this concept to my artwork and DEI work to build community through positive environments that foster cultural exchange.
With Unseen Tours, we were guided around London to explore the city's plethora of street art. This unconventional medium is built around a culture of storytelling and advocacy, in which artists make a statement through their work. The piece on the right is by STIK, titled "A Couple Hold Hands in the Street", which shows a woman in a niqab holding hands with a second stick figure. The second stick figure hunches with a sense of shame and guilt for how women are treated in society. Highlighting the message that we as humans, should seek unity through the use of red as the background, this piece reflects the key message I took away from the tour: In the street art scene, equity is important because of its correlation to ranges of socio-economic backgrounds, and how deeper, personal messages can be shared. Street art was another art medium I hadn't explored prior to the trip. However, its ability to bravely and strikingly spread a message resonated with me and my work. I noted the way that I could use street art to translate the stories from global cultures and experiences, and as a result, I founded the LC Street Art Club with a friend from the trip to continue exploring these ideas at LC.
Muholi's work showcases the stories of Black LGBTQIA+ lives in South Africa and beyond. Their work speaks for injustices while simultaneously celebrating moments of love and joy. The Faces and Phases series was created to document the lives of Black lesbians, transgender, and gender non-conforming individuals. Documenting the same person over time after stages of transition (work, physical transition, etc.), illustrating changes in sexuality and gender expression. This gallery was memorable not only because of the power it holds in its messaging but also because of the way it highlights an often-overlooked international social injustice. Totaling 600 works, this project emphasizes the idea that we are currently making history in striving for change, and that the stories and lives of overlooked communities are art and worthy of being seen and acknowledged.
What It Means To Be From Hong Kong - Capstone Video Project
What We See and Why in Conversations about Race
Project rationale
This project is important to me and for the community because it explores the complexity of identity beyond broad racial categories, shedding light on the nuanced experiences of Hong Kong students in America. It offers a window into the intersection of ethnicity, nationality, and race, encouraging deeper conversations within the Loomis community about how we view identity. Given Hong Kong's title as a Special Administrative Region, cultural understanding often blends with political conversations in discussion of what it means to be from Hong Kong. In a divided climate, understanding these layered experiences fosters empathy, broadens perspectives, and helps us better support one another. I wanted to create space for more nuanced conversations about belonging, identity, and visibility.
Target Audience
This project is for all members of the community and anyone curious about cultural identity to engage with. It is meant to explore themes of identity regardless of race, ethnicity, and nationality, as culture and race are defined differently for every individual. It simultaneously offers others a chance to challenge assumptions about race and ethnicity. By connecting lived experiences to larger historical and social frameworks, the project encourages thoughtful reflection, curiosity, and deeper understanding of the layers that shape identity today.
Project Process
To create this video, I filmed and color-graded 155 clips of scenes from Hong Kong and New York City's Chinatown as an attempt to illustrate the scenes that define Hong Kong's culture and the culture of Hong Kong Americans. I then interviewed Hong Kong students at Loomis Chaffee to get their perspectives on what it means to be from Hong Kong versus Hong Kong American, what experiences defined their cultural and ethnic identities, etc. One of the obstacles I had to overcome to complete this challenge was finding and writing a good question to explore. Given the complexity of the Hong Kong identity and the factors that define nationality and ethnicity, it was hard to create an encapsulating question that everyone could tackle equally based on their lived experiences. When editing the video, I also had to cut out a lot of insightful content, and I explored history less than I'd hoped to due to concerns about the safety of the international students whom I interviewed.
Project Reflection
I feel proud that my video was able to provide unique insight into an undiscussed topic on campus. This project allowed me to combine my lived experiences, passion for social advocacy, and interest in visual storytelling to create something meaningful. I was able to create dialogue, even with people whom I've never interacted with before, to engage with complex ideas such as the difference between race, culture, ethnicity, and the titles, labels, and biases that come with it, even from our own POC communities. It simultaneously made people pause and challenge their assumptions. This project deepened my understanding of how art can be a tool for storytelling by amplifying voices. As an environmental scholar, this project reinforced the idea that all things related to the past, present, and future, as well as our actions and words, spoken or unspoken, are connected based on how people, places, and histories shape one another. As a global scholar, this project presented new and unique perspectives that shaped and complicated my own definitions of culture, ethnicity, and race, and how they are all connected to inform definitions of identity and belonging. For myself, this project focused on the “enhance understanding” and “take action” sections of the Alvord Center Matrix. I wanted to create a platform for people to engage in civil discourse by creating a unique piece of media that sparked conversation for a greater, educational purpose. This would hopefully inspire positive change amongst my peers, in which they watch the video with a curious mind, ready to engage and learn from new perspectives. It also encouraged me and my peers to question any assumptions we had by listening to the voices of those interviewed with empathy and an open mind that validates all experiences. In doing so, we connect the experiences and history of others with our own knowledge, thereby forming new perspectives. Doing this project also allowed me to seek knowledge, as I explored how culture impacts identity differently for all individuals based on historical events and societal norms. In the future, I hope that it inspires people to explore community-based artwork, and to create work that inspires reflection and learning. I hope that it encourages people to continue to seek storytelling as a tool for exploring identity, and that it inspires learning beyond the classroom. Curiosity drives exploration and learning, providing new lenses into new topics, concepts, etc.
GESC Reflection
The GESC Program has helped me grow in unexpected ways as an advocate and as a student. Initially, I was especially drawn to the “global studies” aspect of the program, given my passion for DEI and current events. Coupled with my leadership roles as PASA and PRISM president, courses like Race in America and Immigration & Ethnicity helped me gain a deeper understanding of often-overlooked histories that shape contemporary American society. These classes illuminated how historical forces have influenced laws, social dynamics, and systems of privilege; context that now informs how I interpret the world around me. They also taught me how beliefs, be it cultural, political, or religious, are formed and sustained, further equipping me to use storytelling, art, and media as tools for advocacy and social change.
When I joined the GESC Program, I was also curious about its “environmental studies” component, though I wasn’t sure what I wanted to take away from it. I had previously noticed the intersection between environmental justice and issues like race and healthcare, but I didn’t fully understand the depth of those connections until I explored them more closely in the program. In my CL Environmental Science class, we researched how local climates across the U.S. are being affected by climate change. I focused on Los Angeles, particularly in light of the wildfires in early 2025. As I worked on the project, I found myself thinking about historically Black communities like Altadena and how they’re disproportionately affected, as well as about the incarcerated individuals deployed as firefighters. These stories highlight how people’s health and safety are closely tied to the environments they live in and their access to essential resources, which are both factors deeply influenced by systemic inequities.
Environmental justice requires education. And while education can be a privilege, it should be a right, especially when it concerns the safety and dignity of all individuals. Through exploring topics like food sovereignty and AI’s impact on climate systems, I’ve come to see how environmental and global issues are inseparable from social justice.
Engaging in the GESC program has provided me with new insights and nuanced learning experiences that have shaped my perspective on advocacy and the world around me on a deeper level than I imagined it could when joining the program.