Research Blog

Following the people and events that make up the research community at Duke

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Working Toward “Interspecies Flourishing”: Food Sovereignty in the Catawba Community

From left: Courtney Lewis, Roo George-Warren, and Aaron Baumgardner at a Duke Gardens panel about food sovereignty.

“Larger mainstream society is so removed from their food,” says Courtney Lewis, a Duke professor and Cherokee Nation citizen. She recently moderated a discussion at the Duke Gardens about food sovereignty with two Catawba Nation citizens.

Roo George-Warren is an artist, educator, and eco-cultural restorationist, and Aaron Baumgardner is a basket maker, seed steward, and plant ecologist. Their conversation was moderated by Lewis, who is the Crandall Family Associate Professor of Cultural Anthropology and Inaugural Director of the Native American Studies Initiative at Duke University.

What is food sovereignty?

“Most people… are more familiar with the term food security,” says George-Warren, but he considers that term insufficient “because technically that can be solved through Walmart gift cards.” Food sovereignty, in George-Warren’s view, encompasses bigger questions about cultural value, rights to seeds, and who performs labor involving food.

“How are we going to take control of our food systems on a systematic level?” he asks.

Baumgardner thinks about food sovereignty as a “community’s ability to take control of the entire food system and not have to rely on any outside factors.” That means asking questions like “Where’s the food coming from, and how’s the food getting to people’s tables?” as well as what food is on people’s tables.

Food sovereignty, Baumgardner says, is about the ability to take care of ourselves, even in a crisis, by controlling food production and distribution. “If we aren’t a food-sovereign nation, are we really a sovereign nation?”

Gourds in the Southeastern Indigenous Peoples’ Garden seasonal display area at the Duke Gardens. Some of the seeds in this garden were shared by Lewis, who got them from the Eastern Band of Cherokee, Cherokee Nation seed banks, community members, and her own garden. Photo by Duke Gardens volunteer photographer Sue Lannon.

How does seed stewardship relate to food sovereignty?

“The seeds are our relatives, and those seeds need to grow,” Baumgardner says. Certain plants hold great importance to the Catawba people, and efforts to “rematriate” their seeds helps ensure the plants’ survival now and in the future. 

Seed stewardship, Baumgardner says, is about more than preserving seeds. It also involves actively using the plants that have been important to Catawba culture for generations, restoring a “relationship… of seed-saving.”

Corn, George-Warren says, has been grown by the Catawba for millennia. “We’re standing at one end of the last 500 years,” he says, “looking back at everything that has been lost and taken from us.” That requires mourning but also efforts to move forward.

Baumgardner sees value in blending traditional knowledge and western science. He mentions a partnership with Davidson College in which Catawba citizens and researchers at the college are collaborating on experiments with corn. There are records of Catawba people bending corn stalks back at a certain point in their development, and the work at Davidson is exploring whether that practice could help protect corn from fungus.

George-Warren discusses another program that distributes local produce to tribal families, serving 250-300 families per month. Such programs aim to increase access to local food and restore relationships between people and plants.

Job’s tears, another plant in the Southeastern Indigenous Peoples’ Garden seasonal display area. Photo by Sue Lannon.

How does natural resource management relate to your work?

“I don’t think that that accurately reflects how our people see the world or our relationship to it,” Baumgardner says about the term “natural resources.” He explains that the Catawba language does not have a word that directly translates to “natural” or “resources.” The term resources, he says, “implies that something is to be used… that it has a finite purpose,” which is not how the Catawba have historically viewed the environment. And in a world not divided into “natural” and “unnatural,” that linguistic distinction wasn’t needed, either.

Baumgardner believes that natural and cultural resources should be intertwined and that relationships to food should “create space for ceremony, create space for thanksgiving.”

Land can be nurtured without viewing it as an expendable, finite “resource.” European settlers, Lewis says, viewed the Appalachian region as a garden of Eden. “The reason it was that beautiful,” she says, “is you had entire nations actually managing that forest.”

George-Warren references a false narrative that native peoples just have an intuitive or magical knowledge of the earth. That is “ludicrous,” he says—knowledge comes from experimentation, observation, and having lived in a place for a long time.

George-Warren describes himself and Baumgardner as “ecocultural restorationists,” working to preserve both culture and ecology. The idea that humans and nature are inherently divided, he says, plays into dangerous narratives: that humans are a “virus” whose “only role is a damaging one” and that we should “put nature in a glass box” to protect it.

“I hate both of those views,” George-Warren says, “because the reality is we are a part of nature… we can help it flourish.”

“We have to create the culture of caring about those things,” George-Warren says. “We want people to work toward that interspecies flourishing.”

Post by Sophie Cox, Class of 2025

A Savory Chat With Dean Sue

Dean Sue on East Campus, giving a tour as the Dean of Students

Half a century at Duke University. And many more years to come.

For more than 40 cohorts of Duke students, Sue Wasiolek has served as their Dean of Students, affectionately known to all as Dean Sue. Today, she is back in the classroom as an adjunct professor in the program of education, teaching several classes this semester on free speech, civil discourse, and education law.

For many in the Class of 2028, Dean Sue may be an unfamiliar figure. Having gotten to chat with her several times since August, first meeting at a Project Citizen dinner during orientation week, I cannot help but share Dean Sue’s insights and advice with my fellow freshmen and students at large. So, just like many of my peers, I FLUNCHed with Dean Sue on Monday and invited her to share her perspective on undergraduate education and how students can best formulate their journey in a rapidly changing world.

To begin our interview, I asked Dean Sue to introduce herself to new students and briefly describe her relationship with the student body. Besides stating her formal role and faculty appointment, Dean Sue emphasized that her previous tenure as Dean still heavily influences her perspective as a professor. “I would have a very hard time overlooking the fact that I had been a Dean of Students here for over 40 years,” she said. “I do think about the student experience through this lens of student life and community building and wellbeing, and that is not the way most faculty think.” Just from listening to that brief introduction, I was again astounded by the deep-rooted, unchangeable connection Dean Sue has with Duke students, particularly first-year students.

Next, I invited Dean Sue to explain the motivation and creation process behind her work, “Getting the Best Out of College.” Funny enough, I did misread the title when I posed the question, labelling it as “Getting the Most Out of College.” This small slip-up led to a lengthy exploration of the book’s title and mission, and unbeknownst to me before the interview, the word choice of “best” versus “most” was precisely the object of contention between the co-authors, which also included Professor Peter Feaver and alumna Anne Crossman. “In order to sell this book, [Dr. Feaver] felt like we needed to appeal to students and their parents,” said Dean Sue. And perhaps because of the final decision of “best” and orienting the book towards a noble end, the book suffered in sales performance. “I still get royalty checks from the publisher, and I got maybe $13 last year? And that’s likely an exaggeration,” she said.

Discussing the work’s inspiration, Dean Sue said that Professor Feaver believed that the combination of student, faculty, and administrator perspectives featured in the book made it a rich, insightful read. “We cannot find another book like it… everything was admissions-based,” she explained. And despite not receiving an Oprah’s Book List nomination or other accolades for the first two editions, Dean Sue is convinced of the book’s literary value and pursuing a third edition. “The last edition came out in 2012, and the smartphone came out in 2008”, she stated, discussing the need to include pertinent content like transferring and technology in a new edition.

Perhaps the most insightful exchange I had with Dean Sue over delectable food from JB’s was when I posed the question, “What is your message to students from underserved backgrounds intent to go down a certain academic path in regard to their willingness to fully explore at Duke?” To my surprise, Dean Sue replied that her advice for such students is not any different from wealthy students. “What today may appear to bring you great financial stability may not do so 10 or 15 years from now,” she said, encouraging students to know their values and “why” that they are studying what they study. “This takes great courage, but fully explore and get off the treadmill, [which is] what you think you want to do as a career,” Dean Sue advised. Her message of taking advantage of Duke’s amazing faculty and curriculum is one I am sure all of us could take to heart.

Before I close, I must relay the centerpiece of Dean Sue’s recommendation: do not declare anything beyond your required major! “Anything beyond that limits what you can take,” she said. And this includes anything from a second major to a minor or certificate. Why not opt to explore Art History instead of taking your fifth Economics minor class when you can write “extensive coursework in economics” on your resume anyway? That is a question that many Economics students must ponder about.

I would be writing forever if I wanted to capture all the wonderful details from my conversation with Dean Sue. Her wisdom, compassion, empathy, and boundless support continues to impress all who know her, including myself. To all who have yet to interacted with her, I strongly encourage you to go out of your way to embrace her friendly smile, which you can spot around both East and West Campus.

So go and explore.

By Stone Yan, Class of 2028

New Blogger Sarah Pusser Has Been Reading and Writing for Pleasure Ever Since She Can Remember

I find it easier to explain myself through my experiences with others’ writing.

Sarah as a baby, reading of course

If you were to peer into my soul, you would see a display of my late-night highlighted sentences and the pen’s ink bruising my favorite words. And if you were to peer into my brain, you would see what happens when a reader of fiction and non-fiction and poetry and everything in between falls in love and decides (or more accurately, realizes) that these are who will teach her. 

However, this isn’t true for all of me. For example, my name is Sarah Suzanne Pusser. Though I would like to say my parents named me after their favorite heroine in a book, I hate to inform you that my name is a medley of my family’s names before me — Sarah, being my mother’s middle name, Suzanne, being my aunt’s middle name, and Pusser, being the last name my father brought to the family that either people can’t pronounce or are too scared to try to. 

But who am I if only the attributes I never got to choose for myself? 

Sarah and her friend Kristina, both reading on their vacation to Mexico.​

I grew up being told that knowledge is power. And while this is true, knowledge can also be “silly.” On my seventh birthday, I was gifted Judy Blume’s “Tales of a Fourth Grade Nothing,” along with the rest of the “Fudge” series. It was my treat after what felt like a lifetime of farm chores (I had to pick blueberries). Curled up in a ball on my bed, I just remember laughing, and laughing, and laughing. And in the moments of silence, I remember learning that it wasn’t just me who thought being an older sibling was hard. 

I am someone who finds both purpose and joy in learning. I am a proud older sister to the most wonderful younger brother.

In eighth grade, I wanted to challenge myself by reading a “really difficult book.” So, of course, I chose John Bunyan’s “The Pilgrim’s Progress,” and boy did I hate it. I spent weeks forcing myself to “just get to the next page.” But eventually, I was done with the book, and with the feeling of pride for keeping my promise to finish the book came another feeling that something else had to be done; every piece of information I’d just read deserved to continue living. I talked to everyone I could. I asked my friends what they thought happened when they died (I know, what a mood killer), I asked my parents if they believed in religion, and through this relationship of telling and questioning, I taught those around me a single perspective (John Bunyan’s), and in return gained the perspective of dozens of others. 

Sarah on the farm in western North Carolina where she grew up

I am someone who keeps a promise (no matter how indigestible the writing is). I am someone who asks questions.  I am someone who believes that curiosity and teaching should be paired together. 

I picked up Donna Tartt’s “The Goldfinch” because I loved the cover, and you can imagine my excitement when I figured out that the story was even better. I found myself sneaking a headlamp into my room on school nights so I could learn more about the life of Theodore Decker; simply put, this was my first instance of being emotionally attached to a book. I just needed to read it. Writing this now, I can’t really put into words why I loved this book—all I know is that this was the book that revealed my love of writing. I saw how language changed my perception of the world, and I wanted to be the creator of that for others. 

I am a writer. I am a writer. I am a writer.

Now, as a member of Duke’s class of 2028 and the Duke Research Blog, I am excited to introduce my curiosity to the infinite realms of research at Duke and let my love for writing curate the questions and answers into something you will look forward to reading.

By Sarah Pusser, Class of 2028

Deep Dive into Engineering’s Past

Many of us enter the Duke library complex through the Rubenstein doors, especially on rainy days. However, despite passing countless times, most have never ventured into the Rubenstein Rare Book & Manuscript Library or checked out its artifacts – including some eye-catching items featured at the annual Engineering Expo on September 18.

How could I not start by describing the 16th-century amputation saw? The magnificent artifact was handled by many impressed visitors, including myself (see adjacent photo). The embroidery was exuberant, and Rachel Ingold, the Curator of the History of Medicine Collections, informed me that the saw was of European descent. She also pointed out that the blade is removable and appears different from the rest of the artifact, suggesting that the instrument has been so frequently used that the blade had to be replaced. I curiously asked whether historians know how many patients have been victimized by this gruesome, two-person saw… sadly, the answer is we don’t know. Merely the thought of the procedure makes me shudder.

Me holding the amputation blade… it should’ve been held by two people back in the day!


While the saw was the headline artifact, it was by no means the only spotlight! Brooke Guthrie, a Research Services Librarian staffing the event, suggested that I examine Robert Hooke’s “Micrographia,” her personal favorite. In particular, she pointed out the exquisite scientific illustration of a flea, which was recorded using an early microscope. The level of detail (such as the hairs and claws) captured by Hooke in the drawing was fascinating – and spooky! What’s more amazing was that the copy we were looking at was the first edition, now more than 350 years old.

From my conversation with Guthrie, I learned that the Rubenstein Library boasts an expansive portfolio, ranging from the History of Medicine Collections to the Hartman Center for Advertising and Marketing History and the John Hope Franklin Research Center for African and African American History and Culture. While the library is interested in the areas correlated to its existing centers, the acquisition of materials is also heavily guided by student and faculty interests, which is evident in the diversity of Rubenstein collections. For instance, did you know that you could spend an afternoon with historically significant comic books? If that’s not your thing, you could opt to bring a few friends and spend some time playing ancient board games instead.

During my visit, I also spoke to Andy Armacost, Head of Collection Development at the Rubenstein. He introduced me to my favorite artifacts at the event, both hailing from the Hartman Center’s Consumer Reports Collection. The first was an apparatus testing the quality of razor blades: the wood frame was covered with meandering strings and fixtures, with the experimental blade placed adjacent to the test material, positioned in the center of the entire object. The second was a newer device, the structure composed of metal and testing toothpaste, which was applied by a toothbrush onto a grimy dental fixture. Both Armacost and I chuckled at the thought of making the fake teeth “dirty” before each trial… it must have been a sight for the experimenters!

Can you spot the remaining residue on the artificial teeth? Crest needs to do better according to this test machine!

Duke community members continued to stream in to event. Right as I was about to visit the “make a button” station, I spotted Pratt Dean Jerome Lynch in the room as well, testing out visual perception glasses that turned 2D images into 3D scenes. As a Biomedical Engineering student, I could not help walking over to him and asking a few questions regarding his perspective on the exhibition. Lynch was extremely welcoming to my questions and offered many words of advice to Pratt students regarding utilizing the libraries’ rich resources. He encouraged engineering students to frequent the Rubenstein collections, arguing that the artifacts illuminate the evolution of the role of engineers and how previous engineers creatively addressed the great contemporary challenges. He also expressed his personal interest in history… thus defeating any claims that engineers could not simultaneously enjoy the humanities.

The perception goggles that both Dean Lynch and I peeked into during the Engineering Extravaganza!

Before leaving, I made sure to speak to Ingold again, given that she was a leading organizer of the event. Well, she maintains that it was a group effort, so perhaps I should edit “leading organizer” into “co-organizer.” Anyhow, she expressed strong enthusiasm for student involvement in the Rubenstein collections, calling for those interested in exhibit curation to reach out and seek opportunities to do so. She also touted an upcoming Spring exhibition and the likely return of the extravaganza next Fall… Keep vigilant on more information for these events!

Next time you enter through Rubenstein doors, take a moment to check out the storied collections. I promise you will not be disappointed!

By Stone Yan, Class of 2028

Meet New Blogger Stone Yan

“Hi, my name is Stone. S-t-o-n-e.”

Since move-in day, I have repeated this introduction hundreds of times. Curiously, I received a lot of “that’s a cool name!” comments in response… enough times to make me pause and think about my name and the history behind it.

“Stone” has not always been a source of pride. Imagine the fun middle schoolers had with it: “ColdStone,” “Stone Cold,” “You Rock,” and other variations. And the name was supposed to be a refuge: my legal name, Shidong, has been so frequently mispronounced by teachers (typically on the first day of school) that I had been convinced that Stone would be a better choice.

The unfortunate nicknames aside, I found explaining the origin of “Stone” to be a hassle. After all, my legal name’s meaning had nothing to do with pebbles or other igneous creations. The Chinese character “shi” meant soldier and the character “dong” translated to scholarship. When I arrive here during some conversations, I find myself often disappointed that the profound meaning behind my name is often thought of in terms of rocks.

Why the lengthy introspection about a few letters? In my few weeks here at Duke, I realized that I am experiencing a rejuvenation in my identity, encouraged by “that’s a cool name!” comments. My name, who I am, what my interests are, and other factors are no longer restricted by previous limitations in the form of high school curriculum, club offerings, or social culture. I am interacting with much more diverse students who, like me, have long and winding life stories and are willing to share them with others.

In short, the personal biography I am about to share with you is dynamic. At Duke, my mission is to explore as much as possible, both in the classroom and beyond, doing things that I would have despised a few short years ago (going against upper class students’ advice on course selection is an egregious sin for young Stone). It is possible that in a semester or two, my academic and extracurricular interests will have shifted so radically that none of what I wrote below is still accurate. Maybe that is my most important trait right now: willingness to experiment and change my mind. This is what led me to this opportunity with the Research Blog and why what you are reading exists in the internet world.

Stone with his parents in Park Güell, Barcelona

Now onto the “traditional” introduction: I am Stone Yan, a first-year student pursuing Biomedical Engineering. I hail from Chicago, Illinois, where the weather is as unpredictable as Durham, but the humidity is never intolerable. I am interested in medicine as my career after graduation, and I hope to study some health policy courses here in addition to my Pratt curriculum. I would describe myself as hard-working, curious, and determined.

Outside of grinding academics, I love to play the piano, play badminton, follow the news, and hang out with friends. Running, drawing, and watching YouTube are also favorite pastimes. My most hated household chore is folding laundry… I can never fold the clothes neat enough. My deepest fear is someone dumping my washed and dried clothes on the ground after I forgot to run to the laundry room… Randolph friends, please do not do this to me.

Hopefully, there were some sentiments shared here that you echoed. My mission as a blogger with the Research Blog is to broadcast tidbits that we do not typically notice and call our attention to amazingness overshadowed by other amazingness (too much of this on campus!). My focus will probably be on the people that make Duke special to all of us: the faculty, staff, students, athletes, alumni, and community members that make us proud to be Blue Devils.

I cannot conclude without giving a shoutout to my parents. As an only child, I was remarkably close to them, and I cannot thank them enough for their boundless support.

Cheers to celebrating Duke’s rich community in future blogs!

By Stone Yan, class of 2028

 

Why Gen Z Must Recognize and Protect the Power of Their Vote

Is the upcoming national election essentially a wartime election? According to award-winning journalist Kyle Spencer, it is. 

“It’s not the Democratic Party versus the Republican Party,” Spencer said. “It’s the Democratic Party vs the possibility of an authoritarian regime.”

During Spencer’s hour-long Sept. 11 talk, her voice wavered, her cheeks flushed, and her tone brimmed with excitement; she was here to tell Duke why they must fight for democracy, and she sure did leave an impression. 

Kyle Spencer, Journalist

Spencer had a way of making us – the youth in the audience – feel seen, reminding us of the influence we held. It wasn’t just about politics. It was about empowering us to recognize the undeniable volume of our voices in shaping the future. 

The Gen Z vote matters perhaps “more than any generation in history,” Spencer claimed. According to her, we’re the most diverse generation, and therefore, suppressing our vote would leave a grave impact. 

“Voter suppression of young people can be understood as suppressing the vote of people of color,” Spencer said. Her comment sent chills down my spine. I’m a person of color. That comment felt close to home. 

On the topic of voter suppression, the crowd expressed their frustration about the government not accepting Duke student’s virtual ID as an authentic form of identification. To which Spencer warned us about the predominant effects nation-wide to render the logistics of voting complex and arduous.

“You have to be savvy about the fact that there is a huge effort to discount your votes,” she said. 

Students have power through their votes, but Spencer’s research suggests that organizations and political parties may be doing their best to suppress it. The reality is, if the logistics of voting are hard, you really need to care to go through those hurdles to cast it. This is rare, and certainly not enough to convince all eligible student voters to vote.

When I asked a member of the audience what she thought about efforts by organizations to bully Democrats, she pointed toward social media as a widely used tool — something Spencer mentioned in her talk. 

“She mentioned all these organizations, such as ‘Turning Point USA’, and it really got me thinking – were all these YouTubers who were showcasing liberals to be extremely unintelligent even showing us the full debate? Is it just another jab at spreading false propaganda by twisting the reality?” Mariam, a sophomore at Duke, said. 

Honestly, I felt seen — because same! There was a time when my YouTube feed was home to Ben Shapiro, Charlie Kirk, and Candace Owens. It felt like a suffocating echo-chamber (blame the algorithm!). 

When Spencer talked about YouTuber and political activist Charlie Kirk under the heading “Bullies or Buddies,” I felt an instant connection with the crowd, as if we were all telepathic. Mariam, Shreya, and a plethora of other students at the talk knew him as the guy who visits college campuses, debates liberal ideologies, and embarrasses his opponents. Spencer’s research for her book “Raising Them Right” may provide us insight to his possible agenda: such YouTubers tend to bully the opponents of their ideologies to discourage their votes, and be buddies with their proponents to create a fraternity-like atmosphere. 

Why? To discourage votes! 

Spencer’s research accentuated how voter suppression is strategically used as an authoritarian tool, particularly targeting young people and minority groups. She highlighted historical examples, such as the Lindy Johnson Act and the Civil Rights Movement, which fought against voter intimidation tactics. 

She referenced the Beachhead theory, teleporting us to the dialogue of well-known Republican donors: “Get ourselves on campus then go from there” she quoted. Spencer described these as “war-like references.”  

The audience seemed to nod in disappointment. Perhaps our telepathy striked again: if this was true, what has, and will, become of America? 

Spencer was here to spark a conversation about civic engagement and the importance of staying informed. While “Raising Them Right” explores the rise of conservative youth movements, the real takeaway was a reminder that young people today have a critical role to play in shaping the future; and it’s crucial to be informed on the myriad of ways organizations from either political spectrum  might try to take away our voice. So, we are equipped to steal our voices back. 

Spencer left us with a sense of responsibility, encouraging all of us—regardless of political leaning—to recognize the power of our vote and the importance of participating in the democratic process.

Post by Noor Nazir, class of 2027

This Educational Experiment Trained a Generation of Future Civil Rights Leaders

What Can We Learn From it Today?

In the early 20th century, a transformative movement quietly took root in America’s rural South, shaping the educational and economic future of African American families.

This movement centered around the Rosenwald Schools, modest one-, two-, and three-teacher buildings that exclusively served over 700,000 Black children between 1917 and 1932.

A historical marker along NC 32 south near Luke Street in Edenton commemorates the first Rosenwald School in North Carolina. Credit: NC Department of Natural and Cultural Resources

These nearly 5,000 rural schoolhouses emerged from an unexpected collaboration between two visionaries: Booker T. Washington, an influential educator and African American thought leader, and Julius Rosenwald, a German-Jewish immigrant who amassed wealth as the head of Sears, Roebuck & Company.

In 1912, Rosenwald donated $25,000 to aid Black colleges and preparatory academies. Washington proposed using a portion of these funds to build rural elementary schools in Black communities.

Project lead Alec Greenwald and students discuss their efforts to map a 20th century educational experiment across the Black Belt region of North Carolina. Video by Wil Weldon.

Over the next two decades, Rosenwald Schools sprouted across the South. The Rosenwald program significantly boosted literacy rates and school attendance among rural Southern Blacks. Students who attended these schools received a better education, leading to increased years of schooling.

The Rosenwald program trained a generation of future civil rights leaders, including Maya Angelou, Medgar Evers, John Lewis, and members of the Little Rock Nine.

In partnership with the Southeast Regional Coalition for University-Assisted Community Schools and the North Carolina Community Schools Coalition, this 2024 Data+ project aims to map the Rosenwald Schools across North Carolina’s Black Belt region. By understanding their historic assets and resource disparities, this data can inform how the Rosenwald community school model can help schools maximize the success of students today.

Writing by Ariel Dawn; video by Wil Weldon

“Grandma to Many”

Exploring the legacy of Kala Bagai, an early Indian woman in America

Every evening after wrapping up his archival research at the University of California, Berkeley, Ph.D. candidate Arko Dasgupta would stroll into downtown Berkeley. Just one block away from the university, he would pause at “Kala Bagai Way,” a street name that always sparked his interest.

 “Kala Bagai Way” in Berkeley, California. Credit: Arko Dasgupta

Standing there, he often found himself lost in thought, wondering: Why do I know so little about Kala Bagai? What was her story? Why was this street in Berkeley named after her?

Dasgupta, a Doctoral Scholar with Duke’s Samuel DuBois Cook Center on Social Equity, already had research interests in early Indian migration in the United States, so he decided to investigate.

In exploring her life, Dasgupta’s goal has been clear: to bring Kala Bagai’s story to light in both India and the United States. “I hope readers come to appreciate the complexities that immigrants wishing to start life in the United States encountered in the last century and still today,” he says.

Upon his initial investigation, Dasgupta learned that in September 2020 the Berkeley City Council renamed the street in honor of Kala Bagai, one of the first Indian women to immigrate to the United States.

This recognition came from the very town that, over a 100 years earlier, had greeted her and her family with cruelty and hostility.

Dasgupta was fascinated. This topic became the focus of his recent article published the India International Centre Quarterly. “I wanted to dig deeper into the life of Kala Bagai who arrived in this country at a time when there were hardly any women from India here”, he says.

Kala Bagai with her husband Vaishno Das Bagai and their three children. Photo courtesy of Rani Bagai and the South Asian American Digital Archive (SAADA)

Kala Bagai arrived in the U.S. in 1915, a time when Indian women were rare in America. Her husband, Vaishno Das Bagai, was involved in the Ghadar Movement, which sought to challenge British colonial rule from its base in the United States. Despite their financial comfort, the Bagai family faced significant racism in their new setting, exemplified by their rejection when trying to settle in Berkeley.

When they purchased a home in Berkeley, California, their new neighbors locked them out of their house and prevented them from moving in.

“The Bagais, unlike their neighbors, were not White” Dasgupta says.

In 1923, two years after Vaishno Das Bagai had become a U.S. citizen, the Supreme Court’s decision in United States v. Bhagat Singh Thind stripped him of his citizenship, ruling that Indians were not “white” and therefore ineligible for citizenship. Five years later, crushed by the injustice and having had to forego their assets, Vaishno Das took his own life.

Photo of Kala Bagai courtesy of Rani Bagai and the South Asian American Digital Archive (SAADA)
 

“Being a single mother to three children under these circumstances in a country that could be unwelcoming to people of her racial background was doubtlessly challenging,” Dasgupta says.

After losing her husband, Kala Bagai faced the challenges of single motherhood in San Francisco head-on. Determined not to be defeated, she enrolled in night school to learn English and, with the help of a banker, wisely invested her late husband’s life insurance in stocks, securing her family’s financial future.

Kala’s strength and resilience shaped her path forward. She became a philanthropist and joined the American Wives of India, fostering cultural connections. Her son, Ram, became a key figure in the Indian American community, even supporting Dr. Martin Luther King Jr.’s Civil Rights Movement.

In the 1950s, after the Luce-Celler Act granted U.S. citizenship to Indians, Kala purchased property in Los Angeles. Her home became a welcoming haven for South Asian students from UCLA, where her hospitality and warmth made her beloved in the community.

“She enjoyed hosting, feeding, and taking care of people!” Dasgupta says, highlighting her deep commitment to nurturing those around her.

Kala became a pillar of the South Asian community in Southern California, earning the affectionate title of Jhaiji, or grandmother, and was widely recognized as a founding member of the Indian community there.

Her legacy, rooted in resilience, endures in the lasting impact she made by promoting cultural understanding and inspiring others to uplift and connect with their communities. Her unwavering commitment to these values continues to influence and empower those who follow in her footsteps.

Arko Dasgupta is a Ph.D. candidate in history at Carnegie Mellon University and a doctoral fellow at the Samuel DuBois Cook Center on Social Equity at Duke University. Photo by Stephanie Strasburg/ PublicSource

“This story is worth telling because it enriches the larger story of early immigrants from the Indian subcontinent, particularly in a field that is mainly populated by the stories of men” Dasgupta says.

You can read Dasgupta’s full piece in the Summer 2024 issue of IIC Quarterly.

By Amber Holland, Ph.D.

I Watched as Democracy Was Stolen in Pakistan This Year

Editors Note: I want to tell you a story about voter suppression and political chaos on the eve of a national election. My country, Pakistan, has some unfortunate first-hand experience in what might happen if your leaders abandon the Constitution. 

On May 9, 2023, I had just finished my Pakistani A-levels, and was preparing to give my final examinations (Cambridge Board). Unfortunately, it wasn’t just a routine day of losing myself into a thick – boring – textbook. My phone blew up with every news outlet I subscribed to sending ‘breaking news’ notifications: 90 people had barged into the Islamabad High Court to arrest former Prime Minister Imran Khan on charges of corruption with the Al Qadir trust. He had been accused of illegally selling state gifts. 

This sensationalized arrest was no surprise, Khan, who had been removed from office by a no confidence vote in 2022, had been criticizing the military of Pakistan for months. This was the first time this had ever happened, but no one was surprised. After all, we have never had a Prime Minister complete a five-year term since 1947. 

Even though the public had seen it coming, they weren’t going to remain silent; violent protests broke out everywhere. I was at my friend’s house at the time. We heard something was going on but didn’t make much of it. Protests are normal.

We were wrong. The public was outraged by Khan’s arrest, and their reaction matched that anger.

I didn’t know all the facts to make up a strong opinion. Honestly, no one did. We just knew that we had to fight for Khan – the evidence behind his charges weren’t strong and his arrest seemed illegal. (It was, the Supreme Court recently ruled.) The arrest felt planned by the military and the PMLN (Pakistan Muslim League Nawaz – a dynastic political party run by Nawaz and Shahbaz Sharif, one of the richest men in Pakistan).

I remember returning from my friend’s house during a media and electricity blackout. We were minutes away from the protest happening in my city, Lahore. With no uber or signals on our phones, we took a Rickshaw (open-air taxi) to get closer. Little did I know I would be witnessing the protest first-hand; it quickly turned violent. As chaos erupted around me, I sat in the rickshaw, covering my face, praying for my dear life while people mere feet away from me were wielding sticks, breaking cars and windows. They were angry at the system and this was their way of vocalizing it. 

Tear gas, chaos, defiance, protest, unrest, confrontation.

I was so shaken by the experience that I didn’t leave my house for weeks after. But I was also constricted by choice. The protests spiraled into brutality. 

Protesters stormed the General Headquarters of the Pakistan Army in Rawalpindi and torched the corps commander’s residence in Lahore. They also attempted to vandalize the ISI headquarters. In retaliation, the army resorted to using firearms to scatter the demonstrators, further intensifying the unrest.

I recall discussing this with my mother: were the protestors wrong? The governance of the country had failed them – it had imposed unlawful methods to arrest not only Imran Khan, but over 105 workers of PTI (Pakistan Tehreek-e-Insaf), the party he led. 

Perhaps the truth is that there is no right or wrong answer to this question. From a democratic perspective, the people wanted Khan to lead them. And from a legal standpoint, his arrest was illegal. But the violence in the protests seemed rather extreme.

On the other hand, if it wasn’t extreme, would they even be noticed?

Ultimately, all these questions amounted to nothing: PTI workers were leaving the party or getting arrested with over 3,100 protestors country-wide. Essentially, demolishing the political party. The military was not going to tolerate unrest, and their actions were a testament to that. The protests stopped, by force, not choice. 

A few months later, the Election Commission of Pakistan set a date for elections on February 8, 2024.

Imran Khan? Still in jail. PTI workers? Still in jail. 

Who would stand for elections? PTI party members as independents, and of course, PMLN and PPP (Pakistan People’s Party – another dynastic political party – led by Bilalwal Bhutto). 

I was lucky enough to leave Duke for a week to visit Pakistan during this time. Voting has always been important to me, so I wasn’t going to waste that right (just as Americans should vote on November 5th!). 

From what I witnessed, Punjab (the province I live in) was largely in favor of Khan and supported the PTI independents, and the opinion polls proved that. The elections, however, didn’t go as planned. Allegedly, the elections were rigged by the PMLN and the army.

I thought so too. Casting a vote was hard. There was a media blackout and the voting process was way more complicated than it needed to be. In Pakistan, you vote by stamping a symbol of a political party on your ballot. Most people rely on symbols rather than the name written next to it. The famous cricket bat symbol long associated with PTI was instead being used by PMLN members. It seemed like an attempt to baffle the public. A vote for the bat symbol was no longer a vote for PTI. 

The Pakistani ballot uses symbols for each party. You vote by stamping a symbol. This year, the cricket bat changed parties, probably to create confusion.

When I went to vote, there were tents outside the building: hundreds of people were attempting to educate the public on the meaning of the symbols. They gave out a pamphlet explaining in detail who you should vote for, given who you support. This was a sight I had never witnessed. People weren’t spreading awareness on the significance of voting, they were spreading awareness on the logistics of voting. It was that complicated. 

Election results were supposed to come out 24 hours after polling had stopped, but they were delayed for more than 48 hours. Many of the voting numbers didn’t add up while, in my house, we had the news on constantly that week. First, the independents were winning. Suddenly, the votes for PMLN skyrocketed overnight. We already had an inkling of the impossibility of PTI’s win, despite the overwhelming sentiment of the public. The initial nation-wide celebrations took a sharp turn.

A part of us already knew the outcome, but the feeling of defeat still lingered. The PTI independents had lost in Punjab. A coalition government between PMLN and PPP was officially in office. The rest is history. 

This is a story that began two years ago and still remains unresolved. Imran Khan is still behind bars, and people are left disillusioned. Something has felt ‘off’ from the start, and it continues to feel that way. Yet, despite the uncertainty, we find ourselves unable to act. Protesting leads to arrests, and questioning the system is seen as defiance.

My love for Pakistan runs deep. It’s not just the corrupt system or the unanswered questions that frustrate me—it’s the silencing of a nation that, at its core, is full of resilient, passionate people. Pakistanis are fighters. We’ve always stood up for what we believe in. What we need now is the freedom to express that belief without fear.

Until then, the fight continues in Pakistan, in whatever form it can take.

Democracy isn’t just a word, it’s an action, a responsibility. When the people’s voice is stifled, when powerful figures twist the law for their gain, it’s not just the system that crumbles—it’s the spirit of a nation. Don’t take your freedoms for granted, because once they’re stripped away, it’s a long, painful battle to win them back. So, let’s fight for our future on November 5th!

Student Wealth and Poverty Across Durham Public Schools, Mapped

New maps of Durham released by students in Duke’s Data+ research program show the Bull City as a patchwork of red, white and pink. But what looks like a haphazardly assembled quilt is actually a picture of the socioeconomic realities facing Durham’s 32,000-plus public school students.

The color patches represent the home values across Durham, showing roughly where more and less affluent students live. The darker the red, the higher-priced their housing.

Like cities and neighborhoods, schools face economic disparities too. Research shows that school segregation by race and class in North Carolina has gotten steadily worse over the last three decades.

A 2024 study by North Carolina State University revealed that the typical low-income student attends schools where more than 70% of their classmates are low-income too — a trend that worsens the achievement gap between the richest and poorest children.

A new student assignment plan that Durham Public Schools is rolling out this year aims to combat that trend by redrawing district boundary lines — the thick black lines on the map — to make schools more diverse and equitable.

But if schools are to tackle economic segregation, they’ll need accurate ways to measure it as Durham continues to grow and change.

As kids across Durham head back to class, some 1500 elementary school students are changing schools this year under the Durham Public Schools Growing Together plan, which aims to increase equity and access across schools.

That was the challenge facing a team in Duke’s Data+ program this summer. For 10 weeks, Duke students Alex Barroso and Dhaval Potdar collaborated with school planners at Durham Public Schools to look at how family wealth and poverty are distributed across the school system.

“Socioeconomic status is a complicated thing,” said Barroso, a Duke junior majoring in statistical science.

For years, the standard way to identify children in need was using free and reduced-price lunch statistics from the National School Lunch Program, along with published income data from the U.S. Census Bureau.

But those numbers can be unreliable, Barroso said.

Changing state and federal policies mean that more districts — including Durham Public Schools — are providing free meals to all students, regardless of their family income. But as a result, schools no longer have an exact count of how many students qualify.

And Census estimates are based on geographic boundaries that can mask important variation in the data when we look more closely.

At a symposium in Gross Hall in July, Barroso pointed to several dark red patches (i.e., more expensive housing) bordering white ones (i.e., more affordable) on one of the team’s maps.

In some parts of the city, homes worth upwards of a million dollars abut modest apartments worth a fraction of that, “which can skew the data,” he said.

The problem with Census estimates “is that everyone who lives in that area is reported as having the same average income,” said team lead Vitaly Radsky, a PhD student at UNC’s School of Education and school planner with Durham Public Schools.

So they took a different approach: using homes as a proxy for socioeconomic status.

Research has confirmed that students from higher-value homes perform better in school as measured by standardized math tests.

The team created a custom script that fetches publicly available data on every home in Durham from sources such as Durham Open Data and the Census, and then automatically exports it to a dashboard that shows the data on a map.

“Every single house is accounted for within this project,” Barroso said.

They ran into challenges. For example, Census data are tied to tracts that don’t necessarily align with the district boundaries used by schools, said Dhaval Potdar, a graduate student in Duke’s Master in Interdisciplinary Data Science.

One takeaway from their analysis, Potdar said, is no one yardstick sums up the economic well-being of every student.

In Durham, the typical public school student lives in a home valued at about $300,000.

But the picture varies widely when you zoom in on different geographic scales and footprints.

It’s also a different story if you account for the significant fraction of Durham families who live among neighbors in a larger building such as an apartment, townhouse or condominium, instead of a single-family home.

Considering a home’s age can change the picture too.

Generally speaking, students who live in more expensive homes come from more affluent families. But in many parts of the U.S., home prices have far outpaced paychecks. That means a home that has soared in value in the years since it was purchased may not reflect a family’s true economic situation today, particularly if their income remained flat.

The team’s data visualizations aim to let school planners look at all those factors.

There are still issues to be ironed out. For example, there’s some work to be done before planners can make apples-to-apples comparisons between a student whose family owns their home versus renting a similar property, Barroso said.

“No data source is perfect,” but the research offers another way of anticipating the shifting needs of Durham students, Radsky said.

“The traditional metrics really aren’t getting at the granular fabric of the Durham community,” said Mathew Palmer, the district’s senior executive director of school planning and operational services.

Research like this helps address questions like, “are we putting our resources where the kids need them the most? And are schools equitable?”

“This analysis gives schools more tools moving forward,” Palmer said.

By Robin Smith (writing) and Wil Weldon (video)

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