The document provides an overview of the history and demographics of Filipino Americans. It discusses how Filipinos first came to the US in the early 20th century as laborers under US rule of the Philippines. It then outlines key periods of Filipino immigration to the US and their settlement patterns. Demographic information is presented on population sizes, locations, languages spoken, ethnic backgrounds, and educational attainment levels. Suggestions are made for culturally inclusive lessons and resources to learn about Filipino culture.

1. Rebecca Comeau
EDU 627 Multicultural Education
Spring 2012

2.  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.’

3.  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.

4.  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 Marcos
Within a few years, less than 1/10 of the Filipino
immigrants were laborers; 2/3 were professional and
technical workers.

5.  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
Philippine's domestic market economy

6.  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.

7.  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.

8.  Languages Filipino Americans speak:
 Tagalog
 English
 Cebuano
 Ilocano
 Kapampangan
 Pangasinan
 Visayan languages,
 Bicolano

9.  “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 Bachelor's degree, which correlates with rates
observed in other Asian American subgroups.”
(U.S. Census Bureau, 2007)

10.  Educational barriers include:
 Immigration
 Socio-economic issues
 Language Barriers

11.  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.

12. 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 Children's 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

13.  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.

14.  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)

15. Community Resources
Filipino American Center
Philippine Resource Center
San Francisco Public Library
P.O. Box 40090
Civic Center, Third Floor
Berkeley, CA 94704
San Francisco, CA 94102
Phone: (510) 548-2546
Phone: (415) 557-4430
Fax: (415) 437-4831
UPAC
Filipino Educational Center (Union of Pan Asian Communities)
821 Harrison Street 1031 25th Street
San Francisco, CA 94107 San Diego, CA 92102
Phone: (415) 543-6211 Phone: (619) 232-6454
PACE,
Pilipino American Collegiate Endeavor
Cesar Chavez Student Center, 2nd Floor
San Francisco State University
1600 Halloway Avenue
San Francisco, CA 94132 (Claudio-Perez, 98)

16.  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