Wei Lee
Wei Lee (she/they) - Stanford in Beijing
Major: Archaeology
Minor: Biology
College year while abroad: Spring 2025
About the photo: A light-skinned, East-asian female wearing a pink hanfu, sitting by an open window with wooden shutters.
Contact
Email: liwei6@stanford.edu or click here to schedule an appointment.
Q&As
Why did you choose to study in Beijing?
While I spoke Chinese at home with my parents, my knowledge was limited to everyday use, and like many second-language speakers, was completely unfamiliar with written characters. When I first came to Stanford, I knew I didn’t want to waste the opportunity to “reset” my impression of the language, but a major roadblock to learning was my self-consciousness, since I was aware that my speech was casual and imprecise, and that I was essentially illiterate. I remember that when I first took the placement test, I was unable to answer any of the written short essays, and I was nervous speaking to a non-family member that I forgot how to speak English, let alone Chinese. Initially, I felt ashamed of my placement in a lower level, but I have grown to realize that this was a blessing, because it allowed me to re-establish a solid foundation in the language that I hadn’t had before. Being thrown into an environment where I would need to communicate with strangers was a huge factor in my decision to apply to the Beijing program, and in reflection I can state that my ability to communicate effectively has improved significantly.
As a neurodivergent individual, independent living was always a challenge, and I had never travelled alone before. All of my prior stays in China were under the care of relatives, but I felt that I had finally reached a stage where this would be possible in both a social and linguistic sense. Despite my initial misgivings, I felt that the challenge would be a fulfilling test of all the skills I had acquired in treating my social anxiety.
Additionally, I had recently begun faculty research under the archaeology department relating to Chinese pottery; however, the Stanford collections mainly deal in a more contemporary period. I heard that BOSP students were able to speak with PKU faculty and audit classes. The unique opportunity to learn from historians overseas within this specific cultural context was a major draw for me.
How did studying away support your academic growth?
As of now, I am in my third quarter of studying Chinese. Although I spoke the language at home, my research interests in Tang Dynasty medical anthropology and Shang Dynasty burial practices necessitated a deeper understanding than I initially possessed. I discovered that many English translations of Chinese texts were often incomplete or poorly executed, which hindered my academic pursuits. To advance seriously in my research, I recognized the need to build my linguistic skills from the ground up.
Participating in Stanford’s IUP language program has significantly improved my comprehension, and learning formal speech patterns has enhanced my speaking confidence. The time I spent away at PKU substantially increased my confidence in the language, and while I would not consider myself fluent, the IUP program has improved my reading comprehension considerably, and I was surprised by my newfound independence in communication. The oral recitations and speaking exams in class greatly reduced my anxiety when conversing with strangers, regardless of their language. Overall, I credit IUP with easing my transition and enhancing my ability to engage with my research interests more effectively.
Prior to studying abroad, I had no experience with public policy or economics, with my knowledge of Chinese governance limited to ancient history. While I was unsure of the classes available during the spring quarter, the limited offerings ultimately pushed me beyond my comfort zone and introduced me to topics I never would have explored on campus. Ultimately, I came away from the experience with a newfound understanding of US-China relations, and granted me the ability to participate in political discussions without feeling out of place. Though the courses were difficult, the quality of instruction and content we engaged with cultivated a lasting curiosity in these topics.
What did you learn about yourself during your study away experience, especially through any challenges or major cultural adjustments?
Spending the past quarter in China has been the most transformative experience I’ve had at Stanford. It fundamentally changed how I view myself and what I’m capable of. I’ve always seen myself as an introvert, but my time in Beijing showed me that stepping outside my comfort zone—though often uncomfortable—can lead to unexpected growth and joy.
As someone who is autistic and lives with pervasive social anxiety, I faced many personal hurdles before the program. I rarely used public transportation, avoided conversations with strangers, and had never planned activities independently outside of school. I’d never booked a hotel, flown by myself, or taken an overnight train—mostly because I was too afraid to try. What made this experience so meaningful wasn’t just the unfamiliar setting, but the warmth and encouragement I received while navigating so many firsts. It didn’t feel like being tossed into the deep end—it felt like learning to swim with someone cheering me on from the sidelines. That support helped me build confidence, resilience, and a sense of agency I hadn’t known before.
I still remember how uncertain I felt before applying—unsure of how I’d handle daily life, academics, or social situations in a completely new environment. I worried I’d feel isolated or overwhelmed. Now, as an ambassador, I want to reassure students like me that while stepping into the unknown can be scary, they won’t be doing it alone. And that unfamiliar places can become some of the most rewarding.
Living alone in a single accommodation without a roommate pushed me to confront the realities of independent living in a foreign country. Although the BOSP staff were incredibly supportive, not having a peer to rely on in the first few weeks meant I had to become self-sufficient quickly. I learned how to navigate unfamiliar systems, from small tasks like reloading meal cards or setting upwater delivery, to more complicated ones like troubleshooting SIM card issues or booking tickets. It was overwhelming at first, but by the end of the first month, I had settled into a steady rhythm, and the things that once stressed me out became part of daily life. It reminded me of my freshman quarter at Stanford, when the transition to college life felt foreign and relentless, but eventually gave way to comfort and belonging. Many autistic people struggle with change, and for years, I was afraid to break out of familiar routines. This experience affirmed that I can acknowledge my disability while also recognizing the adaptability and resilience I’ve developed. It reminded me that growth doesn't mean denying who you are, but learning what else you’re capable of becoming.
Briefly describe a typical day and your favorite part of daily life in your program location.
My typical day would start at 6 am, and I liked to go to the nearby park to exercise until the dining halls opened for breakfast. Sometimes I would order groceries or snacks early in the morning and schedule their arrival after the school day. After breakfast, I would attend my first morning class, and stay at the Stanford center until classes ended in the late afternoon. I really like going out to new tea shops or cafes, so I would typically consult Dianping or Xiaohongshu for the best rated places to study. The dining halls serve dinner at 5, so I would plan to return at 6, and then pick up any packages or grocery orders I had placed in the morning. Weekends varied considerably based on my friends’ plans, but I tried to make the most of the short school days by venturing outside the immediacy of PKU.
If applicable, how did participating in an internship, volunteership or experiential-based project help you grow professionally? What specific skills did you gain?
I did not participate in an internship or volunteer project, but I did conduct several collaborative research projects with PKU students as a part of BOSP coursework. Every class in the program involved at least one major group project, pairing four Stanford students with one PKU student to explore a complex question about Chinese governance or social structures. We began by drafting a research proposal, then conducted fieldwork that involved directly engaging with a target community. One of the most distinctive aspects of the program was its emphasis on person-to-person interaction—not just with our PKU teammates, but with people from all walks of life. I watched classmates interview government officials, high school students, food delivery drivers, and more.
The experience was immersive and largely self-directed, but also very socially demanding, since much of our research was dependent on interviews. I was struck by how open and generous people were with their time and perspectives. That kind of exchange is invaluable—especially in a moment when media narratives often distort our understanding of China. While the process of interviewing strangers in Chinese never became comfortable, my skills as a humanities student were more focused by the end of the program. Developing relevant social inquiry, drafting proposals and collaborating with more seasoned PKU students helped cultivate a sense of self-assurance in experimental design, transcription, and social engagement, crucial skills for any humanities researcher.
What was the most essential item you took with you on the program?
Aside from essential paperwork, having a fully charged phone battery with a charging cord was absolutely essential to life in Beijing. Everything, from communicating with BOSP staff to transportation, were completely dependent on access to Wechat or Alipay. Without a phone, I would have been unable to book rides, use public bikes, make payments, check my location, or contact staff for help. Beijing was so technologically integrated that even using cash was nearly obsolete, and translation services would be even more crucial for students with no Mandarin background. While public battery stations are readily available around the city, I specifically indicate a charging cable because these stations require internet access and Wechat/Alipay/Meituan to operate, rendering them useless if a student’s phone is completely dead.
What advice would you give students who are considering studying away?
Allowing for an adjustment period, and don’t fixate on unit count: When I first applied to BOSP, many of us were surprised by the unit cap on BOSP coursework. Besides the limited class offerings, enrolling all available courses would still be fewer units than an overachieving student on campus might take. I would advise students with a similar mindset to think of relocating to PKU as a five-unit class in itself, because social obligations, establishing routines, and familiarizing oneself with the local culture all factor into energy expenditure, even if the “honeymoon” period of studying abroad is enjoyable. This becomes even more important if the student is considering IUP, or has no language background. Most of us shopped all the available classes the first week and dropped our least favorite, or took some pass-fail. I would urge applicants to reflect honestly on their capacity, and not to take unit counts so seriously, because the BOSP experience is expansive enough to count as a class in itself.
Don’t be afraid to “embarrass” yourself when learning a new language: While I did have some experience speaking Mandarin at home, I rarely spoke it with anyone beyond my immediate family. PKU’s student body is mostly bilingual, and while you could feasibly get away with speaking English for the whole quarter, avoiding Mandarin severely limits your experience of Beijing, especially if you want to seek experiences alone. Familiarizing yourself with basic written phrases helps a lot with basic conveniences like rideshare and online shopping, as well as booking museum or bullet train tickets. Personally, boredom ended up pushing me out of my shell, forcing me to actually use my Mandarin with Didi drivers, restaurant staff, and retail workers, breaking down the psychological barrier that prevented me from communicating fully. I would like to assure prospective students that most locals appreciate the effort to speak Mandarin, even if it isn’t fluent.