Asian American Studies 197A
Winter Quarter 2002

Reflection Journal 1

Learning from the Workers of Assi Supermarket in Koreatown
By Jessica Kim

Last Friday evening I went to participate in a KIWA action in support of the Assi Supermarket workers currently fighting for their right to organize a union. While assembling press packets, I met Max, a young immigrant from El Salvador who bags groceries at Assi. He’s also one of the most avid union supporters in this campaign. In the course of our conversation, he told me he’s currently enrolled in English classes to improve his knowledge of the language. Eventually, he wants to enroll at a community college and obtain a degree in graphic design. When he found out I’m a student at UCLA, he wistfully asked, "Is college as fun as it looks in the movies? I can hardly wait to go."

His comment moved me. I realized that despite my interest in labor issues and activism, I forget how privileged I am to be a student at an expensive university. I cringed as I remembered that earlier in the day I complained about being in school and wished I could be doing something else. Max’s comment embarrassed me and reminded me that while he works a minimum wage job and yearns to go to college, I complain about the privilege of attending an elite educational institution.
When I juxtapose Max’s opportunities and experiences with my own (as a middle-class, biracial, American woman) I wince. I realize that my life has been characterized by privilege and possibilities. From the life stories Max recounted, his life has been characterized by struggle and oppression. These differences require that I utilize my position of privilege on behalf of people like Max, those who struggle for all the advantages I’ve been handed.

As a student, there are several possible ways utilize resources and power to support low-income immigrant workers. First, as one of the few graduate students in the Asian American Studies program interested in labor and class issues, I would like to challenge Asian American Studies programs to re-integrate labor issues into the curriculum. I’m afraid that contemporary Asian American studies programs ignore working class issues within the Asian American community and other communities. Historically, Asian American students demanded academic programs to examine cultural and socio-economic issues. Contemporary trends in Asian American studies seem too narrowly focused on issues of personal identity and culture. I’d like to push other graduate students, as well as the graduate program, to incorporate working-class issues into the permanent curriculum. I’d also like to encourage the program to require MA students to work with a community or activist organization.

In addition, I’d like to utilize my position as a TA to bring working-class issues to the forefront of Asian American studies. I’ve worked with the course lecturer to include readings on labor issues. I also try to focus course discussions around issues of race, class, and gender. I’ve also coerced my students into participating in grassroots campaigns by offering extra credit to anyone that attends a Forever 21 boycott.
While this is certainly an era that can be characterized by great opportunities for Asian Americans, I am embarrassed that so many chose to ignore the social reality in which they live. I hope we can remedy this problem. This class represents the first step in the right direction.