Filipino americans
Upcoming SlideShare
Loading in...5
×
 

Filipino americans

on

  • 2,029 views

 

Statistics

Views

Total Views
2,029
Views on SlideShare
2,029
Embed Views
0

Actions

Likes
4
Downloads
34
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Filipino americans Filipino americans Presentation Transcript

    • Rebecca ComeauEDU 627 Multicultural Education Spring 2012
    •  A Filipino is a native of the Philippines, a country in the Southwest Pacific off the Southeast coast of Asia.Filipino American describes a Filipino who has come to live in the United States permanently.The term ‘Filipino American’ is often shortened to ‘Pinoy.’
    •  1898- Philippines became a territory of the United States.  Filipinos mostly came over as laborers and students 1930- The Filipino American population numbered 45,026. The first wave of Filipinos to enter and remain in significant numbers immigrated to Hawaii from 1906 to 1935, working in sugar and pineapple plantations and later the farms of California as migrant laborers. Since 1970, the Filipino population has grown nearly seven times, from 336,731 to 2,364,815, making up almost one percent of the national population.
    •  The Tydings-McDuffy Act of 1935  Limited immigration from the Philippines by granting it independence  Reclassified Filipinos as aliens  Limited their immigration to 50 individuals per year The Immigration Act of 1965  Filipinos began arriving in the U.S. for education, work, and to escape the repressive political regime of President Ferdinand MarcosWithin a few years, less than 1/10 of the Filipino immigrants were laborers; 2/3 were professional and technical workers.
    •  According to the U.S. Citizenship and Immigration Services more than 6 in 10 Filipinos are women. There are three major factors that explain why female immigration is on the rise:  1. preference and non-preference quotas  2. globalization of the economy has created a feminization of labor  3. export-led growth strategy has weakened the Philippines domestic market economy
    •  According to the 2010 U.S. Census, there are over 3.4 million people of Filipino descent residing in the United States. Large populations of Filipino Americans can be found in California, Hawaii, the Greater New York area, and Illinois.
    •  Filipino ethnic groups consists of:  91.5% Christian Malay  4% Muslim Malay  1.5% Chinese  3% other Due to intermarriage, many Filipinos have some Japanese, Chinese, Spanish, American, Arab, or Indian ancestry.
    •  Languages Filipino Americans speak:  Tagalog  English  Cebuano  Ilocano  Kapampangan  Pangasinan  Visayan languages,  Bicolano
    •  “Filipino Americans have some of the highest educational attainment rates in the United States with 47.9% of all Filipino Americans over the age of 25 having a Bachelors degree, which correlates with rates observed in other Asian American subgroups.” (U.S. Census Bureau, 2007)
    •  Educational barriers include:  Immigration  Socio-economic issues  Language Barriers
    •  In order to be cultural competent as a teacher, one should learn about the family’s background and educational history. It is important what languages are being spoken at home. It is important for the students to feel comfortable within the classroom. Including Filipino culture in one’s curriculum, is a way of making your students comfortable with one another while learning new material.
    • Some lessons I would include in my Pre-K class to incorporate Filipino Americans would include: English Language Arts/ Social Science:  After reading Pan de Sal Saves the Day: A Filipino Childrens Story written by Norma Chikiamco, students will draw their own story of how they would “save the day” by sharing their favorite foods.  Pan de Sal is a shy, plain little girl, embarrassed for living in a poor thatched-roof hut and for eating simple foods. She envies Croissant, Muffin and Doughnut, her richer and prettier classmates. One day, the school bus they are riding in has a flat tire, and Pan de Sal saves the day by entertaining her friends and sharing her simple lunch with them—and it turns out that she has no reason to feel ashamed after all! Pan de Sal is the name of the simple, yet ever-popular sweet bun eaten in the Philippines. It is completely unassuming, and yet still beloved by everyone. Pan de Sal Saves the Day teaches children to see the unique qualities in every thing—especially which we give little thought to, but which bring us such great love and joy. (Book description copied from Amazon.com)  Extension:  Students will learn, 3 words in Tagalog: Friend, School, and Family
    •  Mathematics/Cognitive Skills:  In the Philippines, the currency they use is the Peso. I would hope to bring in some examples of their currency so students can sort and compare the currency to the currency we use in the United States.  Extension: We would use a map and a globe to identify other countries that use Pesos. Science/ Nature Studies:  Students will learn about the natural habitats of animals that live in the Philippines. Music/ Movement:  Students will use music and movement to learn the traditional Filipino, Candle Dance.
    •  Bahay-Pahina ng Wikang Tagalog  http://www.seasite.niu.edu/Tagalog/default.html Basic Sounds of Tagalog  http://www.lava.net/~smother/sounds.html Filipino Global Network  http://www.fgn.com/ Philippine History Page: What’s in a Name  http://tribungpinoy.simplenet.com Philippine News Link  http://www2.best.com/~philnew Philippines: Travel and Vacation  http://www.jetlink.net/~rogers/rpflag.html Tanikalang Ginto  http://www.filipinolinks.com Tribung Pinoy Kasaysayan: Philippine History 101  http://www.tribo.org/history.html What is a Pinoy?  http://www.realpinoy.com (Claudio-Perez, 98)
    • Community ResourcesFilipino American Center Philippine Resource CenterSan Francisco Public Library P.O. Box 40090Civic Center, Third Floor Berkeley, CA 94704San Francisco, CA 94102 Phone: (510) 548-2546Phone: (415) 557-4430Fax: (415) 437-4831 UPACFilipino Educational Center (Union of Pan Asian Communities)821 Harrison Street 1031 25th StreetSan Francisco, CA 94107 San Diego, CA 92102Phone: (415) 543-6211 Phone: (619) 232-6454PACE,Pilipino American Collegiate EndeavorCesar Chavez Student Center, 2nd FloorSan Francisco State University1600 Halloway AvenueSan Francisco, CA 94132 (Claudio-Perez, 98)
    •  Claudio-Perez, M.. (1998, Oct. ). In Filipino Americans. Retrieved Apr. 26, 2012, from http://www.filipinosinla.com/filipino.pdf Cruz, M. D. (2003). In Asian Nation: Asian American History, Demographics, and Issues. (chap. Filipino Americans) Retrieved Apr. 27, 2013, from http://www.asian- nation.org/filipino.shtml Freire, P. (2011, Jun. 28 ). In Education Injustice. (chap. Filipino Americans’ Gateway to Liberation and Equality Critical Race Pedagogy and "Pinoy Teach:"Filipino Americans’ Gateway to Liberation and Equality) Retrieved Apr. 28, 2012, from http://misseducationgrad.blogspot.com/2011/06/filipino-americans- gateway-to.html Wikipedia- Filipino Americans  http://en.wikipedia.org/wiki/Filipino_American#cite_note-ACS-05-34