Alana Okonkwo, Class of 2026

  1. What motivated you to pursue a degree in African and African American Studies (AAAS)?

    I chose to major in AAAS to deepen my understanding of my own heritage (Nigerian and the broader African diasporic experience) while also studying other African cultures in a comparative manner. I sought a discipline that complemented my other major, Archaeology, as both fields allow me to explore questions of heritage and identity in both present and historical contexts. On a personal level, I’ve found that Black Studies resonates with my own interests. As a Black gamer, I've learned to insert myself into fan communities that have historically marginalized individuals like me, alongside other Blerds (Black nerds). A Black Studies perspective legitimizes these creative and artistic interventions as challenges to the status quo. I'm grateful I chose to study AAAS because it has shown me that scholarship can take on artistic, political, and performative dimensions. I appreciate how DAAAS has encouraged me to step outside the Western-centric frameworks of academia to engage in scholarship that serves social justice agendas. This journey has allowed me to learn so much about my personal identity, for which I credit DAAAS with shaping significantly.

  2. How has DAAAS shaped your academic or intellectual growth?

    AAAS has enriched my understanding of deep history in Archaeology by critically examining who holds the power to tell stories. This perspective has enriched my learning from classmates as we connected our unique upbringings and identities to our scholarship.

    As a freshman at Stanford, I identified as African American because I grew up in a BIPOC suburban environment with many African American peers. Even though my mother’s family is Irish and English and my father’s family is Nigerian, others primarily saw me through my Black identity, which I initially did not fully comprehend in terms of its cultural nuances. Through the DAAAS program and discussions with fellow African American students, I realized that an African American identity differs from my father’s Nigerian immigrant identity and contrasts with my own multicultural background. A pivotal lesson I gained from this program is that identity is rooted in diverse histories, cultures, and experiences that are far from monolithic. The DAAAS program has enhanced my writing skills and enabled me to recognize the value of my perspective in discussions, allowing me to apply a Black Studies framework in any career I pursue.

  3. What was your favorite DAAAS course and why?

    My favorite DAAAS course was Jessica Monette’s “New Orleans as Method.” I thoroughly enjoyed this class because it utilized Black Studies scholarship to analyze the history, present, and future of New Orleans. I loved the experiential component, which included a fully funded field trip to New Orleans by DAAAS. This allowed me to reflect on our course readings by engaging with local residents and visiting historical sites.

    My mentor, Amara Tabor Smith from IDA, deeply influenced me by encouraging spiritual reflection to ground my decisions in the wisdom of my ancestors. Amara taught me that the cultural work I do can serve as a tribute to those I have never met.

    “HISTORY 46N: ‘Show and Tell’ Writing Provenance Histories of African Art” by Joel Cabrita exposed me to the study of heritage restitution and sparked my interest in a career in cultural heritage restitution law. This class had a profound effect on my academic and professional trajectory.

    I would not have completed my honors thesis without the support of the Honors Thesis course series. Dr. Katie Dieter was an outstanding mentor who motivated me to use the thesis as an opportunity to pursue my most ambitious questions. Although I initially planned to write an honors thesis in Archaeology, I am grateful I switched to a thesis in DAAAS, as it allowed me to undertake a larger project with more support than I would have had in Archaeology.

  4. How would you describe the DAAAS community?

    The DAAAS community is close-knit due to its smaller size. I know the professors and staff well, creating a family atmosphere where everyone genuinely cares for one another’s success. The sense of intimacy within DAAAS was one of the main reasons I wanted to pursue this major. I love how DAAAS has a history of accepting individuals from all backgrounds and experiences.

    Ashante, the Student Services Officer, was always willing to meet with me to discuss my major progress whenever I had concerns and guided me through the process of approving courses I had completed at community college before coming to Stanford.

    I plan to stay connected with my mentors and peers, like Billy, after graduation! I want to visit DAAAS as an alumnus and offer mentorship to current students in DAAAS.

  5. What was the most memorable DAAAS event or experience for you?

    I loved hosting the DAAAS Archiving Event with the University Archives! It felt incredible to share my work from the past two years with the DAAAS community and to help others access the documents I have archived.

    When the AAAS program was departmentalized, I felt immense pride in being a student in DAAAS and being part of its longstanding history. Knowing that my ability to study Black Studies at Stanford was made possible by the organizing efforts of Black students inspired me to effect revolutionary changes in Archaeology at Stanford by hosting Black Archaeology events.

    As a sophomore, I would only attend the grab-and-go events for a few minutes due to my anxiety about socializing. However, by my senior year, I found myself staying for the entire duration. DAAAS helped me overcome my social anxiety through its supportive community.

  6. How has a major in AAAS changed you personally?

    Through my AAAS classes and interactions with DAAAS professors and lecturers, I discovered the importance of channeling my ancestors’ wisdom into my work. Since learning this, I feel a responsibility to use my scholarship to honor their memories and help realize their dreams. Moving forward, I am excited to engage in self-reflection and self-discovery while honoring my ancestors' legacies.

    The program has significantly influenced my values and worldview by providing me with space to explore my identity. I was encouraged to engage in study abroad opportunities, such as the Stanford in Cape Town program and the short-term Bing Overseas Studies Program in Nairobi, which allowed me to learn about African history by interacting with Kenyan and South African students. These experiences were highlights of my Stanford education.

    One key lesson from DAAAS that I will carry forward is the concept of the sankofa bird, the symbol of DAAAS. Sankofa teaches that to move forward effectively, we must understand our past. I resonate deeply with this idea, as the history courses in DAAAS emphasized the importance of recognizing the labor of our ancestors and the trailblazers who paved the way for our studies.

  7. What was the biggest challenge you faced during your time in DAAAS?

    As a double major, balancing the requirements for my Archaeology major and my African/African American Studies major (while also pursuing a Notation in Cultural Rhetorics) was a challenge. Many of the AAAS elective classes I wanted to take conflicted with the required courses for my Archaeology major, preventing me from enrolling in several AAAS classes.

    Fortunately, I declared my majors in AAAS and Archaeology early in my academic journey, which gave me ample time to meet the requirements for both fields. I made sure to plan each quarter carefully, ensuring that every course I took fulfilled a degree requirement, whether it was for PWR, WAYS, or my majors. This strategic planning allowed me to have space in my schedule to study abroad for two quarters while double majoring.

    I recommend that students interested in double majoring with DAAAS plan their quarters ahead of time and complete required classes as early as possible. This strategy will give them more flexibility to take non-required classes later in their degree. I also advise students to declare their major in DAAAS early to allow ample time to fulfill their major requirements.

  8. What do you plan to do after graduation?

    After graduation, I will be working at the Yellowstone Heritage & Research Center for the summer of 2026 at Yellowstone National Park. I will lead museum tours and re-curate some of their exhibit cases. In the future, I hope to attend law school (and possibly pursue a PhD). To prepare for the LSAT, I plan to take a gap year to volunteer, explore part-time job opportunities, and study. Ultimately, I aspire to become a cultural heritage restitution lawyer!