Bio

I am intrinsically motivated in Diversity, Equity, and Inclusion (DEI) by lived experience. As a first-generation Taiwanese immigrant, I have been perceived as every stereotype, from model minority to illegal alien. Comments targeting my name, my accent (or lack thereof), and my appearance only enhanced fears of deportation and heightened feelings of otherness. Living without psychological safety showed me that trust and belonging bloom naturally from a culture of strong allyship - a principle that guides my activism and sets the foundation for my approach to organizational diversification.

Prior to working at Stanford, I was a middle school science teacher serving Oakland Chinatown. At UC Berkeley, I majored in Integrative Biology (Human concentration) and minored in STEM Education, receiving a California teaching credential at the end of the program. I have always been interested developing solutions toward the vast inequity in the Bay Area. I witnessed first-hand how socioeconomic injustice could impact the trajectory of an individual's life, even at its very beginning. Having seen how inequity manifests, I have made it a personal mission to continue working in the DEI space at Stanford and advocating for cultural changes in higher education.

Current Role at Stanford

DEI & HR Programs Administrator - Department of Psychiatry and Behavioral Sciences

Projects

  • Evaluation of the effect and associations of preterm infant-parent bonding with parental mental health and infant health outcomes (IRB-57962), Stanford University

    Location

    Palo Alto, CA

    Collaborators

    • Melissa Scala, Clinical Associate Professor, Pediatrics - Neonatal and Developmental Medicine
  • Evaluation of a detailed burnout survey and targeted intervention on neonatology fellow burnout (IRB-60625), Stanford University

    Location

    Palo Alto, CA

    Collaborators

    • Melissa Scala, Clinical Associate Professor, Pediatrics - Neonatal and Developmental Medicine

Personal Interests

Diversity and Inclusion
Developing Self & Others
Positive Work Environment
Positivity and Resilience

Professional Affiliations and Activities

  • Internal Events, Marketing, and Branding Chair, Stanford Medicine Women and Allies Employee Resource Group (2023 - Present)
  • (Inter)Departmental Collaboration Co-Lead, School of Medicine Staff JEDI Collective (2021 - Present)
  • URiM K-12 Pathways Co-Lead, APPD Confronting Anti-Racism National Work Group (2021 - Present)
  • Facilitator - Anti-racism, Gender equity, Health Equity Advanced through Learning (HEAL) Seminar (2021 - 2023)
  • Co-lead, Recruitment and Advancement team (2020-21); Co-lead, Staff Engagement team (2022), Stanford Pediatrics Advancing Anti-Racism Coalition (2020 - 2022)

All Publications

  • Sparking a Movement, Not a Moment: Framework and Outcomes from a Pediatrics Department-Wide Coalition to Advance Anti-Racism: Running Title: Pediatrics Department Coalition to Advance Anti-Racism. Academic pediatrics Yemane, L., Ramirez, M., Guerin, A., Floyd, B., Okorie, C. U., Ling, W., Addala, A., Figg, L., Talley, E. M., Chamberlain, L. 2022

    Abstract

    BACKGROUND: The Stanford Pediatrics Advancing Anti-Racism Coalition (SPAARC) was created to promote a culture of anti-racism through immediate action, development of nimble systems, and longitudinal commitment towards equity.OBJECTIVE: Evaluate gaps in the Stanford Department of Pediatrics (DoP) efforts to advance anti-racism and form a coalition of faculty, staff, and trainees to prioritize, design, and implement targeted activities with immediate and long-term measurable outcomes.METHODS: A needs assessment was conducted across all DoP members in July-August 2020 to identify gaps in anti-racism efforts. Listening sessions were recorded and transcribed to extrapolate key themes and two rounds of consensus surveys were done to identify and prioritize actions. Actions teams were created and co-led by faculty-staff dyads with trainee representation. A final activity survey was conducted in January 2021 to determine the specific activities (i.e., interventions) each team would design and implement.RESULTS: Ten small group listening sessions (70 participants) and three surveys (1005 responses) led to the creation of seven action teams with associated activities (1) training (2) community engagement and research (3) communication (4) faculty and staff recruitment and advancement (5) leadership representation (6) human resources, and (7) staff engagement. 443 (41%) DoP members were directly involved in SPAARC through participation in the needs assessment, action teams, and/or implementation of activities.CONCLUSION: SPAARC can serve as an adaptable framework for how a DoP can create a coalition to identify gaps in anti-racism efforts and create and implement targeted activities with associated outcomes.

    View details for DOI 10.1016/j.acap.2022.10.003

    View details for PubMedID 36216211