The document provides a summary of the history and experiences of Filipino and Filipino American oppression. It describes the four waves of Filipino migration to the United States from the 1600s to present day. Filipinos have faced discrimination and racism through stereotypes, terminology, and mental health impacts. Their experiences have differed from other Asian American groups due to factors like stronger Latino influences. Addressing this oppression requires culturally sensitive approaches and promoting Filipino American representation.
The document outlines strategies for teaching AP (Araling Panlipunan) and EsP (Edukasyon sa Pagpapakatao) courses in the K-12 curriculum. It discusses desired learning competencies, teaching principles of being meaningful, integrative, value-based, challenging and active. Specific strategies mentioned include individualized and group instruction, and engaging visual, auditory, tactile and kinesthetic learning modalities. The best strategy is one that works and yields the best results for students.
This document provides biographical information and summaries of the presidencies of several leaders of the Philippines:
- Emilio Aguinaldo was the first president during the short-lived First Republic from 1899-1901.
- Manuel Roxas was the first president of the independent Third Republic from 1946-1948 and focused on rehabilitation after WWII.
- Elpidio Quirino was president from 1948-1953 and dealt with issues like the Huk rebellion and economic problems.
- Ramon Magsaysay was president from 1953-1957 and made reforms helping the masses while stopping the Huk rebellion. However, he died in a plane crash before finishing his term.
Paghahambing ng Pagsasaling Ingles-Filipino alinsunod sa simulain at batayanmichael saudan
The document discusses guidelines for translating from English to Filipino based on principles and standards. It provides examples of English phrases and their most accurate Filipino translation to choose from. Key challenges in translation between the two languages are explored, including differences in spelling systems and idiomatic expressions rooted in cultural differences. Literal translations are avoided and the goal is to convey the spirit or message of the original statement.
The document outlines strategies for teaching AP (Araling Panlipunan) and EsP (Edukasyon sa Pagpapakatao) courses in the K-12 curriculum. It discusses desired learning competencies, teaching principles of being meaningful, integrative, value-based, challenging and active. Specific strategies mentioned include individualized and group instruction, and engaging visual, auditory, tactile and kinesthetic learning modalities. The best strategy is one that works and yields the best results for students.
This document provides biographical information and summaries of the presidencies of several leaders of the Philippines:
- Emilio Aguinaldo was the first president during the short-lived First Republic from 1899-1901.
- Manuel Roxas was the first president of the independent Third Republic from 1946-1948 and focused on rehabilitation after WWII.
- Elpidio Quirino was president from 1948-1953 and dealt with issues like the Huk rebellion and economic problems.
- Ramon Magsaysay was president from 1953-1957 and made reforms helping the masses while stopping the Huk rebellion. However, he died in a plane crash before finishing his term.
Paghahambing ng Pagsasaling Ingles-Filipino alinsunod sa simulain at batayanmichael saudan
The document discusses guidelines for translating from English to Filipino based on principles and standards. It provides examples of English phrases and their most accurate Filipino translation to choose from. Key challenges in translation between the two languages are explored, including differences in spelling systems and idiomatic expressions rooted in cultural differences. Literal translations are avoided and the goal is to convey the spirit or message of the original statement.
The document provides an overview of the K to 12 Mother Tongue Curriculum Guide for grades 1 to 3 in the Philippines. It discusses the framework and principles of Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and academic skills in the first language to serve as a foundation for additional language learning, and to promote multilingualism. Key points include using the familiar mother tongue to scaffold learning, developing higher-order thinking skills in the first language, and emphasizing both meaning and accuracy in language acquisition. The curriculum aims to produce students who are lifelong learners of their first, second, and third languages.
Itong modyul ng pangkatuto ay makakatulong sa mga-aaral tungkol sa pananalakay ng hukbo ng mga Hapones sa Pilipinas noong Ikalawang Digmaang Pandaigdig. Dito dn makikita ang mga labanang naganap sa pagitan ng Allied Forces at Japan.
This document discusses different models for curriculum design, including subject-centered, learner-centered, and problem-centered designs. Subject-centered design focuses on academic content and disciplines. Learner-centered design places the student at the center and includes child-centered, experience-centered, and humanistic designs. Problem-centered design uses social problems, student needs and interests as the basis and can include life-situation design and core design curriculums. The document provides examples and explanations of each design model.
This teacher reflection form summarizes the teacher's responses to prompts about addressing diverse learner needs. In the first prompt response, the teacher discusses researching dyslexia and modifying instructions for a student diagnosed with a learning disability by making materials more engaging using multisensory activities. In the second response, the teacher evaluates the cultural appropriateness of an assessment for indigenous students and emphasizes respecting their cultures and worldviews. The teacher also reflects on designing a lesson plan that integrates indigenous cultural aspects as mandated by national policies on indigenous education.
1. The document provides guidelines for the use of Most Essential Learning Competencies (MELCs) in the Philippine basic education system during the 2020-2021 school year due to the COVID-19 pandemic.
2. It identifies the MELCs as the most essential and indispensable competencies that learners must acquire given challenges in distance learning. The MELCs are intended to focus instruction and lighten the burden of converting resources.
3. The document describes the process used to identify the MELCs, which included determining the most essential competencies based on criteria like being enduring and applicable to real life. It emphasizes that the MELCs are anchored in existing curriculum standards.
Panahon ng Ikatlong Republika ng PilipinasPrincess Sarah
Mga naging pangulo, mga kinaharap na suliranin ng kani-kanilang administrasyon at kanilang mga programa sa panahon ng Ikatlong Republika ng Pilipinas.
Araling Panlipunan 6 - 3rd Quarter
Enhancing Awareness In the Hispanic Community Through Strategic Outreach & Wi...Raiza Mendoza
This document discusses outreach efforts to promote organ donation among Hispanic communities in Illinois. It provides statistics on the growing Hispanic population in Illinois and the US. It then outlines some key challenges to outreach including language barriers, undocumented immigrants being ineligible to register, lack of health insurance, and cultural myths. The rest of the document describes the specific outreach strategies used by Gift of Hope Organ & Tissue Donor Network, including establishing a Hispanic Hospital & Community Council, participating in health fairs and media campaigns, and partnering with organizations. The document emphasizes adopting a culturally sensitive approach and maintaining a long-term community presence to increase organ donor registration among Hispanics.
The document provides an overview of the K to 12 Mother Tongue Curriculum Guide for grades 1 to 3 in the Philippines. It discusses the framework and principles of Mother Tongue-Based Multilingual Education (MTB-MLE), which uses the student's mother tongue as the primary language of instruction. The goals are to develop literacy and academic skills in the first language to serve as a foundation for additional language learning, and to promote multilingualism. Key points include using the familiar mother tongue to scaffold learning, developing higher-order thinking skills in the first language, and emphasizing both meaning and accuracy in language acquisition. The curriculum aims to produce students who are lifelong learners of their first, second, and third languages.
Itong modyul ng pangkatuto ay makakatulong sa mga-aaral tungkol sa pananalakay ng hukbo ng mga Hapones sa Pilipinas noong Ikalawang Digmaang Pandaigdig. Dito dn makikita ang mga labanang naganap sa pagitan ng Allied Forces at Japan.
This document discusses different models for curriculum design, including subject-centered, learner-centered, and problem-centered designs. Subject-centered design focuses on academic content and disciplines. Learner-centered design places the student at the center and includes child-centered, experience-centered, and humanistic designs. Problem-centered design uses social problems, student needs and interests as the basis and can include life-situation design and core design curriculums. The document provides examples and explanations of each design model.
This teacher reflection form summarizes the teacher's responses to prompts about addressing diverse learner needs. In the first prompt response, the teacher discusses researching dyslexia and modifying instructions for a student diagnosed with a learning disability by making materials more engaging using multisensory activities. In the second response, the teacher evaluates the cultural appropriateness of an assessment for indigenous students and emphasizes respecting their cultures and worldviews. The teacher also reflects on designing a lesson plan that integrates indigenous cultural aspects as mandated by national policies on indigenous education.
1. The document provides guidelines for the use of Most Essential Learning Competencies (MELCs) in the Philippine basic education system during the 2020-2021 school year due to the COVID-19 pandemic.
2. It identifies the MELCs as the most essential and indispensable competencies that learners must acquire given challenges in distance learning. The MELCs are intended to focus instruction and lighten the burden of converting resources.
3. The document describes the process used to identify the MELCs, which included determining the most essential competencies based on criteria like being enduring and applicable to real life. It emphasizes that the MELCs are anchored in existing curriculum standards.
Panahon ng Ikatlong Republika ng PilipinasPrincess Sarah
Mga naging pangulo, mga kinaharap na suliranin ng kani-kanilang administrasyon at kanilang mga programa sa panahon ng Ikatlong Republika ng Pilipinas.
Araling Panlipunan 6 - 3rd Quarter
Enhancing Awareness In the Hispanic Community Through Strategic Outreach & Wi...Raiza Mendoza
This document discusses outreach efforts to promote organ donation among Hispanic communities in Illinois. It provides statistics on the growing Hispanic population in Illinois and the US. It then outlines some key challenges to outreach including language barriers, undocumented immigrants being ineligible to register, lack of health insurance, and cultural myths. The rest of the document describes the specific outreach strategies used by Gift of Hope Organ & Tissue Donor Network, including establishing a Hispanic Hospital & Community Council, participating in health fairs and media campaigns, and partnering with organizations. The document emphasizes adopting a culturally sensitive approach and maintaining a long-term community presence to increase organ donor registration among Hispanics.
This document provides an overview of the history and experiences of Asian Americans. It discusses the following key points:
- The population of Asian Americans has grown significantly and includes over 20 different ethnic groups, with the largest being Chinese, Filipino, and Indian.
- Asian immigration to America began in the mid-19th century, mainly from China and the Philippines, and increased substantially after changes to immigration laws in the 1960s.
- Asian Americans have faced significant discrimination through exclusionary laws and policies as well as social oppression. This has included the Chinese Exclusion Act, internment of Japanese Americans, and the model minority myth.
- While the overall population is often perceived as high achieving, there is
Latin American culture is diverse, with influences from the native populations, Europeans, and Africans who mixed over time. The cultures vary by region but Catholicism is predominant. While some with European heritage have more opportunities, other groups are demanding greater equality and representation in government.
Latin American culture is diverse, with influences from the native populations, Europeans, and Africans who mixed over time. The cultures vary by region but Catholicism is predominant. While some with European heritage have more opportunities, other groups are demanding greater equality and representation in government.
Filipinos are the second largest Asian American subgroup and largest Southeast Asian American group in the US. They have a population of over 4 million and have immigrated in waves since the late 19th century for work. Filipino Americans have strong family and cultural traditions while achieving success in many fields through high educational attainment. They also face some challenges with discrimination and lack of political representation.
The document discusses the changing racial and ethnic composition of the United States population. It notes that minorities currently comprise over 30% of the population and will become the majority by 2050, with Hispanics increasing from 16% to over 30% of the population. The country is becoming more racially and ethnically diverse. It also briefly discusses the historical backgrounds and current demographic characteristics of the major racial groups in America: Whites, Blacks, Hispanics, Asians, and Native Americans.
The document discusses the diversity within the Asian American population and the challenges that presents for defining an Asian American movement. It notes that no single Asian ethnic group makes up a majority, and that Asian Americans differ in their religious affiliations, concentrations within Christian denominations, educational attainment, and household income. This diversity means that different Asian American subgroups face very different social and religious contexts. The document also examines past Asian American social movements and how the meaning of "Asian American" is interpreted differently by second-generation Asian Americans. It raises questions about what a modern Asian American movement might focus on and how Christian Asian Americans might want to engage.
This lecture deals with all ethnic minorities in America excpet African Americans which have been dealt with in the previsous lecture. The focus here is on Hispanics, Asians and Native Americans.
This document summarizes key concepts from Chapter 10 of Essentials of Sociology regarding ethnicity and race. It defines ethnicity as referring to the distinct cultural norms of a social group, including shared history, religion, ancestry, language, and sense of destiny. Race is defined as an externally imposed system of social categorization based on physical characteristics. Racialization is the actual imposition of a racial schema on a society. Racism involves prejudice and discrimination based on physical differences. The document then discusses models of ethnic coexistence in the US, global migration trends, and how to see racial and ethnic inequality in areas like education, income, and wealth.
Peyton f., gisselle l., homelessness period 2Mary Noble
Homelessness has various causes such as family problems, economic hardship, and lack of stable housing. Being homeless can negatively impact one's mental health, physical health, self-esteem, and ability to access education or support oneself. The homeless population is diverse but disproportionately consists of certain groups. Common housing for the homeless includes vehicles, makeshift shelters, tents, and public spaces not intended for habitation. Homelessness can induce stress, fear, and feelings of powerlessness in those affected.
CHAPTER 17:
Filipino Americans
Marilyn Uvero
Overview of the Philippines
The Philippine Islands constitute an independent nation located in the Pacific Ocean approximately 450 miles off the southeastern coast of China.
Taiwan is the nearest neighbor, approximately 65 miles to the north; Indonesia is 150 miles to the south. More than 7000 islands compose the Philippine Archipelago; however, the largest islands, Luzon (40,420 square miles) and Mindanao (36,537 square miles), account for 94% of the country's total land area.
Economy
The economy of the Philippines is based on agriculture. One of the principal crops is rice, which occupies about half the farmed land in the Philippines.
Corn and coconuts are also very important crops, and other significant crops include root crops, fruits, nuts, sugarcane, abaca, tobacco, ramie, kapok, and rubber.
Although agriculture is the principal industry, the yields per crop per acre are among the lowest in Asia (Central Intelligence Agency, 2015).
Causes of low productivity of agriculture in the Philippines include poor farm management, inadequate use of fertilizers, poor seeds, and lack of incentive on the part of the farmers because many are tenant farmers
Immigration to the United States
Three different waves of Filipino immigrants have come to the United States: the first-wave, or pioneer, group; the second-wave group; and the third-wave, or new immigrant, group (Palaniappan et al., 2010).
Although “Philipino American” is the correct spelling because there is no F in the Philipino alphabet, “Filipino American” is the accepted English spelling (Cantos & Rivera, 1996).
First-Wave Immigrants
The first-wave Filipino immigrants were originally drafted to work on trade ships that were traveling from China to the United States (Bartlett, 1977).
From 1565 to 1815, hundreds of Filipinos escaped from the trading ships and went first to Mexico and finally to Louisiana and other regions throughout the United States.
In 1907, with the passage of the gentleman's agreement that restricted Japanese immigration, Filipinos were recruited to work in Hawaii on sugar plantations (Van Horn & Schaffner, 2003).
Second-Wave Immigrants
The second wave of immigration began after the Philippine Islands won independence from the United States in 1946, when the annual quota was raised to 100 persons.
Many Filipinos who served in the U.S. Armed Forces immigrated to the United States with their families after World War II.
Lott (1976) noted that during this period many of the Filipino men were physically separated from their immediate kin and denied full participation in the larger American society.
Third-Wave Immigrants
The new immigration group, or the third wave of immigrants, is composed of those Filipinos who have immigrated to the United States since 1965 as a result of the liberalization of the immigration quota.
In 1974, Urban Associates reported that in the 10-year period from 1960 t ...
This document provides an overview of Hispanic culture and history. It discusses that Hispanic culture encompasses many Spanish-speaking countries and regions. It outlines the various forms of government and economies in countries like Spain, Cuba, Central America, and South America. The document also provides a timeline of major historical events and discusses traditions, values, and learning and communication styles of Hispanic students. It notes how these cultural factors can influence academic achievement and language development.
The document provides a detailed history of African Americans from 1619 to 2008. It covers major events and developments such as the first slaves brought to America in 1619, the Civil War and Emancipation Proclamation in the 1860s, and Barack Obama becoming the first African American president in 2008. It also includes sections on demographics, education statistics, religion, cultural influences, and traditions like Kwanzaa. In over 20 sections, the document presents a comprehensive overview of the people, events, challenges, and accomplishments within the African American community throughout American history.
Geog 120-04 Exam 2 ~ Study Guide Spring 2018 Geography o.docxhanneloremccaffery
Geog 120-04 Exam 2 ~ Study Guide Spring 2018
Geography of Human Diversity in the U.S.
Exam 2 ~ Study Guide
Exam 2 is scheduled for Wednesday, April 11. Use the following review as a guide to the types of questions that
will be on the exam. Please bring a Scantron form #882 to class for the test.
The Geography of Language
What is a language?
How many languages are currently in use in the world today?
What is a dialect?
How does a pidgin language develop?
What is the difference between a pidgin language and a creole language?
What is a lingua franca?
What are the two hypotheses that explain the diffusion of the Indo-European Language Family?
What is the difference between relocation diffusion and expansion diffusion?
What role does religion play in the diffusion of language?
What is an isogloss?
What are the major dialects used in North American English?
How many languages are expected to be viable by the year 2100?
Which three languages dominate technological innovation?
How did colonialism affect the diffusion of languages?
What is a linguistic refuge area?
Race, Ethnicity and Ancestry (Exploring Contemporary Ethnic Geographies)
Define race. Why is race socially constructed? How is race normally assigned to individuals?
How does the construction of race differ from the U.S. to Canada? Mexico? South Africa?
Review your worksheet questions from the video Race: The Power of an Illusion.
What is the difference between prejudice, discrimination and racism?
How does race differ from ethnicity? What are the primary markers of ethnicity?
Why do people change their ethnic identity over time?
What is ethnogenesis? When does it occur? Why
Define pan-ethnicity. Why do disparate groups join together in a common identity?
What is the difference between ethnic re-identification and symbolic ethnicity?
How does a transnational identity differ from a reactive minority identity?
What is the difference between an ethnoburb and a heterolocal settlement?
What is ancestry based on? What is the most common ancestry in the U.S.?
Migration
Define migration. How does emigration differ from immigration?
Geog 120-04 Exam 2 ~ Study Guide Spring 2018
Explain the process of streams and counterstreams in voluntary migration. What is an intervening obstacle?
What are the major types of Push Factors driving people away from their homes?
What were/are some of the major Pull Factors attracting people to the United States?
Compare and contrast the three main concepts (Anglo conformity, Melting Pot, and Multiculturalism) of
the Americanization of immigrants.
Approximately how many migrants came to the U.S. from Europe from 1820-2015? Asia? Latin America?
Describe each of the following migration theories:
1) Neo-Classical
2) New Economics of Migration
3) Dual Market
4) World Systems
What is “chain migr ...
The document discusses racial and ethnic groups in the United States, including African Americans, Hispanic Americans, and Asian Americans. It notes that minority groups have faced various forms of discrimination and difficulties gaining acceptance and equality in US society. While progress has been made since the civil rights movement, many minority groups still face socioeconomic disadvantages and underrepresentation compared to white Americans.
South Central Dreams book - Instructors slidesERIUSC
Instructor's slides for the book, South Central Dreams: Finding Home and Building Community in South L.A. by Prof. Pierrette Hondagneu-Sotelo and Prof. Manuel Pastor.
Learn more on southcentraldreams.com
(Equity Research Institute at the University of Southern California)
The document summarizes key themes in technology and society from the 1990s to the present. It discusses rising economic inequality, persistent structural racism despite legal gains, and how the economy affected race and gender. The US struggled to define its international role after the Cold War, and faced challenges including terrorism, wars in the Middle East, and debates over immigration and civil liberties. Overall it presents both social progress and setbacks during this period.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
3. Philippine Islands
• 7,100 islands with land area of 115,707 square miles
• 92 million Filipinos in the Philippines
• 7th most populated Asian country
• 12th most populated country in the world
• 12 million Filipinos overseas
• Multiple ethnicities are found throughout the island
Filipinos in the United States
• 1.1% of US population
• 3.4 million people
• second-largest self-reported Asian ancestry group
4.
5.
6. List of U.S. Metropolitan Areas with large Filipino
American populations (from 2010 Census):
Filipino
American % Filipino
Rank City Population American
Los Angeles-Long Beach-
1 Riverside, California CSA 606,657 2.8
San Francisco-Oakland-San Jose,
2 California CSA 463,458 5.1
3 New York, New York CSA 232,980 0.9
San Diego-Carlsbad-San Marcos,
4 California MSA 182,248 4.7
5 Honolulu, Hawaii MSA 158,624 14.9
6 Chicago, Illinois CSA 131,388 1.1
7 Seattle, Washington MSA 118,538 1.9
8 Las Vegas, Nevada CSA 108,668 4.4
Washington, District of Columbia
9 (DC-MD-VA) CSA 99,901 0.9
10 Sacramento, California CSA 77,262 2.2
7. Brief History
• In 1521, arrival of Ferdinand Magellan marked the era of Spanish
interest and eventual colonization
• In 1543, Spanish explorer Ruy Lopéz de Villalobos named the
archipelago Las Islas Filipinas in honor of Phillip II of Spain
• In 1565, Miguel López de Legazpi arrived in Philippines and
consolidated Spanish rule in the islands, which remained a colony of
Spain for more than 300 years
• 1898-The islands were ceded by Spain to the United States for
US$20 million in the 1898 Treaty of Paris
• 1942-1945-Japan occupied Philippines
• On July 4, 1946, the Philippines finally attained its independence
8. Four official waves • The FIRST Wave: Galleon Era (1565-1905)
of Filipino migration • Manila Acapulco Galleon Trade (1565-1815)
to the United States • From Open Borders to 50-Per Year
• The Second Wave: Soldiers and War
Brides (1906-1934)
• Filipinos’ Call For Action
• Filipinas’ Call to Duty
• Open borders to 100-Per Year
• The Third Wave: Professional and Their
Families (Naval Era-1965)
• Open borders to 2000/yr
• The Fourth Wave: Immigration Act of
1965-present)
• Open borders to 20,000/year
9. Immigration to US -First Wave
• 1565 to 1815, during the Manila-
Acapulco Galleon Trade, Filipinos
were forced to work as sailors and
navigators on board Spanish
Galleons.
• 1587- First documented Filipino
arrives to Morro Bay, CA, fifty years
before the first English settlement
of Jamestown was established.
• 1763- Filipinos made their first
permanent settlement in the bayous
and marshes of Louisiana.
• 1781-Antonio Miranda Rodriguez
Poblador, a Filipino, along with 44
other individuals was sent by the
Spanish government from Mexico to
establish what is now known as the
city of Los Angeles.
10. Manila Bayou of Louisiana clip
• http://filipinoamericanlibrary.org/timeline.html
13. Second Wave- 1906-1934
2 types of immigrants
1. Laborers
• Hawaiian Sugar Plant Association recruits young men to work in
sugar cane fields in Hawaii
• Alaskan fishing men Alaskeros
• Domestic workers in big cities, including San Francisco
• Shipyards (Mare Island, Vallejo and Hunter’s Point, San Francisco)
2. Pensionados
• Students sponsored under 1903 Pensionado Act
15. Third Wave: Naval Era-1965
• Join Navy
• War Brides Act
• Professionals (nurses, medical professionals)
• Strikes at SFSU
• International Hotel, San Francisco
Fourth Wave:
• The 4th wave of Filipino Immigration began after the passing of the
Immigration Act of 1965 and continues to the present day. This
allowed the entry of as many as 20,000 immigrants annually
16.
17. Continued Immigration Journey
• The Visa Priority Date
• Evading the Three-and Ten-Year Bar
• The Continuing Push for Immigration Reforms
• The Guest Worker Program or its Equivalent
• The Different Perspective
• A Century of Service
21. • Filipinos are lazy, dumb, unnationalist
• Filipinos eat dogs
Stereotypes
• All Filipinos do karaoke
• Filipinos are all sellouts and will do
anything to become part of the elite
• The women are promiscuous
• A lot of Filipino men are gay or
transvestites
22. Psychological Impact
• Suicide
• Depression
• Alcohol Abuse
• Substance Abuse
• Race related stress
• Work related stress
23. Psychological and • Filipino American adolescents have one of
Mental Health the highest rates of suicidal ideations and
Prevalence attempts in the United States (President’s
Advisory Commision on Asian Americans and
Pacific Islanders, 2001)
• Filipina American adolescents have
highest rate of suicide ideations among all
racial and ethnic groups (Wolf, 1997)
• Filipina American adolescents have a
higher depression rate than other Asian
American female adolescents (Kim & Chun,
1993)
• Filipino American adults have higher
depression rates than White Americans
(Kuo, 1984)
• 98-99% of Filipino Americans reported
experiencing daily and lifetime racism
(Alvarez, Juang, & Liang, 2006)
24.
25. Psychological Impact of Oppression-Geriatric population
• Veterans of World War II denied benefits until 2009- Obama signs
The American Recovery Act and Reinvestment of 2009
26. Psychological Impact of Oppression:
Within group diversity
• Gay and Lesbian community “Tomboys and Baklas” (Nadal &
Corpus, 2012)
Domains and Themes from collective focus groups
1. Religious influence on sexual and gender identity
2. Family influence on gender and sexual identity
3. Experiences with race
4. Process of negotiating multiple identities
5. Variant experiences between Filipino subgroups
• Distinct from other Asian-Americans
27. 3 primary cultural characteristics that
decipher Filipino-Americans from other
Asian-Americans
1. Stronger affiliation with Latino values over
Eastern Asian values
2. Equally patriarchal and matriarchal society
3. Phenotypic appearances
28. Median Household Income Educational Attainment: 2004
The American Community — (Percent of Population 25 and Older)
Asians
Household Income
Ethnicity High School
Ethnicity 2004 2009 Bachelors
Indians $60,600 $88,538 Grad Rate or more
Filipinos $39,700 $75,146 Asian Indians 90.2% 67.9%
Filipinos 90.8%
Chinese $52,000 $69,037 47.9%
Japanese $48,400 $64,197 Chinese 80.8%
50.2%
Koreans $42,000 $53,025
Japanese 93.4%
Total US Population 43.7%
Koreans 90.2%
$34,100 $50,221 50.8%
Total US Population
83.9%
27.0%
29.
30.
31. Cultural Mistrust and Mental Health Help-
Seeking Attitudes
Rates are perplexing given that Filipino
Current trend in MH help-seeking Americans have
• Utilize only about 1/3 of what • the lowest poverty rate among
might be expected compared to Asian Americans (Tewari, 2009)
population • Have a median household income
• True across a variety of settings that is higher than White American
(inpatient, outpatient, emergency population and ranks second
room and case management, child among Asian Americans
welfare and juvenile services, and • Have second highest English
general community proficiency rate of Asian
• Low rates not attributable to racial Americans
differences in rates of • Are the only Asian American ethnic
psychopathology group with a history of being
colonized by the US, and therefore
highly familiar with American
cultural values
32.
33. • Adaptive
• Accepting responsibility
Coping Strategies • Religious coping
Adaptive • Problem solving with community members
Maladaptive
• Rituals (Cotillion, Filipino Heritage Month)
• Performance and graphic art
• Maladaptive
• Alcohol Abuse
• Substance Abuse
• Distancing
• Escape Avoidance
34.
35. Sikolohiyang Pilipino (Filipino Psychology)
Filipino Psychology locates the identity of the individual in terms of the web of his social relations.
For instance, the experience may be a response to colonial oppression (Philippines was a colony of
Spain for 300 years, USA for 30 years and Japan for 3 years during the occupation). In terms of areas
of protest, Sikolohiyang Pilipino is against a psychology that perpetuates the colonial status of the
Filipino mind.
36. Culturally sensitive approach to treatment
of Filipino Americans
• Pay attention to immigration history and regional orientation
• Determine the underlying reason for treatment
• Ensure adequate understanding of the diagnosis and treatment plan,
bearing in mind that social inhibitions and nonverbal cues can mislead the
practitioner
• Use visual cues and communicate in a collaborative manner
• Facilitate dialogue, inquiring about physical as well as mental health
complaints
• Utilize the family and identify the patient's power hierarchy
• Allow the patient time to process any information given
• Respect personal space
• Note mannerisms without making assumptions about their meaning
• Do not be misled by the presenting affect
• Maintain judicious use of medications
• Engage the client by actively focusing on the individual's symptoms
41. New insights, self reflection
• Impact of this racism on your own racial/ethnic group
• Impact on your own consciousness
• Impact on target and non-target groups
• Previously held biases
Why I chose this song and population –Vallejo, friends/community, teacher, children’s song-Katy de la Cruz 1920’s-30’s jazz singer, eventually retired in SF
180 languages spoken with Tagalog and Cebuano having greatest # of native speakers
Filipino flag, beautiful beaches, mountain areas, industrialized areas, The Philippines' rainforests and its extensive coastlines make it home to a diverse range of birds, plants, animals, and sea creatures (Philippine tarsier seen here)
1898- unknown to Philippines, Spain sold to US. Filipinos celebrated their independence from Spain on June 12, 1898, and declared Emilio Aguinaldo as president. However, the people of the Philippines were not truly free. In fact, they never were. America was its new ruler and had cheated the Filipinos in believing that they were free
Arrival before English settlement!
Filipino Cajuns!-The earliest Filipino settlement in the United States was the Manila men of the Saint Malo village, Louisiana.-Filipino sailors who jumped from the Spanish vessels plying the famous Manila-Acapulco galleon trade during the Spanish colonization of the Philippines. While the galleon was docked in the west coast of Mexico, many Filipinos escaped the oppressive colonial conditions and traveled east to Vera Cruz where they boarded another ship or traveled by land until Louisiana.
-US promised Philippines independence, but didn’t acknowledge it after war was won- Philippines revolted-Thus, the Filipino American War began shortly after U.S. colonization. Known in U.S. history books as the "Philippine Insurrection", it was a bloody precurser to Vietnam. The Filipino American War was America's first true overseas war. The War lasted from 1898 to 1902, and in those 3 years as many as 70,000 Americans died and close to 2 million Filipinos were killed. American soldiers were ordered to shoot and kill every one over age 10. Filipinos over ten were considered "Criminals because they were born ten years before [America] we took the Philippines."-There was even a special gun designed to kill Filipinos, the Colt.45 1902 "Philippine Model", where only 4,600 were made. This is the real American history that historians, academicians, and scholars forgot to tell us. Soon after the War, William Howard Taft, who later became President of the United States, became governor of the Philippines. American school teachers, called 'Thomasites', came to the Philippines to establish a public school system similar to American public schools.American educators taught Filipinos that "Aguinaldo and friends" were the enemy. They were taught American songs, and world history through American eyes. This is why so many of us speak such good English. The elite class of rich Filipinos also known as "pensionados" were allowed to come to America to learn in American universities. In November 1903, 103 pensionados became the first Filipino students in American Universities and campuses.-After US defeated Spain in war and took over Guam, Puerto Rico, Cuba and the Philippines in 1898,magazine articles, cartoons and advertisements show “US is now a world power”-Rudyard Kipling article in McClure’s magazine (1899)-President McKinley cleansing/baptizing child to purify/civilize (Filipino-kin to African-American and Native American, familiar faults to people of the Republic to justify war)-Campaign to civilize another nation-Must put down Philippine rebels to serve US’s need (“1/2 devil, ½ child”)
-World Fair of 1904-6 month fair with 20 million visitors-Live exposition to showcase America’s achievements, “triumph of civilization” theme filled people with hope, optimism and served as a metaphor of human advancement-Human exhibits(“in natural habitat”): “Old plantation” (slavery on display), “Geronimo” (Native American signing autographs)…but the largest exhibit was the Filipino exhibit to show the people they’d recently conquered (most Americans didn’t know what a Filipino looked like before this)
-Between 1906-1935, many Filipinos migrated to Hawaii and Alaska looking for jobs-Many served in World War II for the US-The U.S. Census registered that from 1909 to 1931, 112,828 Filipinos arrived in Hawaii. Although the majority of these were known to have returned to the Philippines or stayed in Hawaii, more than 18,000 migrated to the mainland, mostly to the West Coast, finding work in the agriculture fields and fisheries. -despite these actions, Filipinos, like other minorities and immigrants found it difficult to obtain equal opportunities and citizens-despite hard work and little pay, migrants continued to come in hope for a better life-they were an ideal labor source (knew how to grow crops, rice)-Pensionados-Political tutelage was one of the goals set forth by the U.S. when it acquired the Philippines. One reason for training Filipinos in lessons of self-rule was to create a pool of qualified, highly educated civil servants emboding the American ideals. Thus, in 1903, through the passage of the Pensionado Act, qualified Filipino students could be sent to the United States to further their education. These students were called pensionados since they were scholars studying at the expense of the colonial government.
1920’s- Anti- filipino movements1930’s-Anti Filipino lawsTydingsMcDuffey Act of 1934-limit to 50/yr, purpose: to exclude Filipinos because they were perceived as a social problem, disease carriers and economical threat-American attitudes toward Filipinos changed at the onset of World War II
Brides finally allowed to join husbands in USThousands of nurses and doctors recruited to US to alleviate nursing shortageStrikes-Int’l Hotel- evicted filipinos who were paying low rent
-Mural created by Philippine-born artist Eliseo Silva (1972) located in historic Filipinotown in LA. The mural celebrates leadership and achievements of Filipinos-Delano nurses win $1 million lawsuit in Sept. 2012 after 6 year battle, where 70 nurses/staff were discriminated against/warned not to speak Tagalog and that surveillance cameras would be installed to monitor this. More than ½ of the American nurses trained abroad are from the Philippines.-Under California law, employers can require workers to speak English if business necessity
-Completed April 2003 (while I was a student there!) by 200 students and faculty for the North Plaza-4 sections: solidarity, community, community members’ struggles in Philippines, and struggles in US-”we stand on their shoulders” (ancient script) because of achievements of their ancestors-Stand arm-in-arm in front of the sun to represent solidarity within all people of color-Important figures: Purmassuri, Lorena Barros, Al Robles, Marasigan and Philip Vera Cruz-these icons paved the way for future generations thru their courage, hard work and dedication-Veterans, nurses, int’l hotel (displaced)
-Before 1900, Philippine population of Malayo-Polynesian backgrounds were classified as Indios by the Spaniards, and eventually “mestizo” referred to offspring of Indios and Chinese.-After 1900, “Filipino” was new, formal appellation, as bulk comprised of local Indios and former Chinese Mestizos, who had by then become members of the Filipino elite. “Mestizo” then referred to only mixed-Spanish-native ancestry-Mestizo = “light-skinned”-Mulato/a= “dark-skinned”Sakada=Filipino cotractlaborors (Hawaii)Pinoy= most filipinos refer to self as “pinoy” (of last 4 letters of flipino, adding dimunitive suffix ‘y’)-Before 1987, no letter “F” in filipino alphabet, and was substituted by “P”-Fil-Am-Filipino American-Rice rocket martini- rice vodka, mango nectar,mango chutney, ice, lime juice, sugar cane syrup
-Although Asian American adolescents generally have lower rates of substance abuse as a whole, new data is showing significant differences within subgroups.-Past month Alcohol use for teens 12-17 is highest at 9.7& for Filipinos among all Asian Americans to a low of 5.1% among Asian Indians, and seems to be higher for Filipino teens born in the US compared to those born outside of the US (Samhsa, 2009-This highlights the importance of monitoring substance use data among the diverse populations od Asian adolescents in the United States, and to be cognizant of not only gender and age differences, but also cultural differences.
-When America declared war against Japan in 1941, Philippines armed forces joined the US troops in fihgting. Their wartime performance led Pres Roosevelt to pledge citizenship to those who fought against the Japanese. A federal act rescinded that pledge in 1946.-Citizen rights were restored in 1990.-Veteran’s benefits were signed into law by Clinton in 1996, but were no allocated until just 3 years ago. (even now is a struggle to get these benefits, loop holes, etc)-Social status is important in Filipino society, and is expressed thru social relations and reciprocity -(Domingo, 1993) Elders have a greater social status within the family when they are making economical contribuitions, and those who do so participate more in family decision-makingWWII Filipino American Veterans Immigrating in later life to US for social status, health benefits (argument advanced by Social Exchange Theory, that older people must have some negotiable commodity to exchange in order to maintain their status in society)
Terms “tomboy” and “bakla” used to describe lesbian women and gay men, but can also be used interchangeably with hermaphrodite-Study to examine experiences of LGBT Filipinos on East and West Coast in US-Findings indicate religion, culture, family expectations influenced one’s ability to accept one’s sexuality, and that Filipino LGBT experience added psychological stressors because of their multiple identities
Filipinos often affiliate more with Latino values which are based on similar colonial experiences and less with traditional East Asian values (which are based on Buddhist and Confucian teachings). In fact, one study found FilAm college students to possess contrary cutural values than Chinese, Korean and Japanese-American students. Philippines is the on Asian country where 90% population subscribes to Catholicism and Christianity.(unique experiences of religion and spirituality than other Asian Americans)Fil women encouraged to maintain roles as caretakers, although pursuing education and careers. Women also manage household finances, discipline children, dictate rules of the house, and taught to be as assertive and independent as men.Filipinos are often mistaken for other racial groups such as Latino or Pacific Islander. Range of skin color (dark to brown) and hair texture (curly to straight).This differs from East Asian Americans who are more likely to be perceived as Asian
-Kaiser study, 2008-Through comparisons with non-Hispanic whites, the group with the highest rate of health coverage and fewest problems accessing healthcare, this fact sheet provides and overview of coverage-In health status, they are less likely (11%) to rate their health status as fair or poor, although 40% of Filipino patients have chronic conditions-
72% of Filipinos have health coverage, ahead of Chinese at 62%, and compared to only 49% of Koreans. These rates for Filipinos and Chinese are similar to that of non-hispanic whites.-Having a good income and access to healthcare is usually associated with the utilization of preventative services and timely and appropriate medical care….but it is not always the case for the Filipino population
-As we learned earlier, many Filipinos in America have extensive experiences of ethnic and cultural oppression, stemming from the Philippines and they continue to experience such an oppression in the United States.-Going back to the 1900’s, although Filipinos were considered US nationals, they weren’t US citizens and American laws didn’t protect their rights.Cultural Mistrust –construct originally conceptualized to describe the distrust among African-Americans of White Americans and mainstream institutions incl legal system, political system, government agencies, educational system and healthcare systems, which was generally governed or staffed by whites.-Because cultural mistrust has demonstrated to predict more negative attitudes toward seeking professional psychological help, it is possible that cultural mistrust also plays a role in Filipino-American mental health help seeking attitudes
Table 1- In addition to initial findings that higher income and later generational status may be related to fewer barriers for MH help seeking, higher loss of face concerns (LOFQ) correlated negatively with psychological openness, propensity to seek help, and indifference to stigma.-Adherence to Asian values of conformity to norms, family recognition of achievement, emotional self control, collectivism, and humility were also negatively correlated to these 3 thingsTable 2-With the values of Table 1, it wasn’t clear if cultural mistrust is correlated with mental health help seeking attitudes, so a hierarchical multiple regression was conducted to measure the 3 MH help seeking attitudes-Results indicate a 5-6% variance in MH help seeking that are not accounted for by income, generational stattus, loss of face and adherence to Asian values.-Future investigations-explore how cultural mistrust may influence actual MH help seeking behavior, preference for certain race of clinicians, early termination of therapy, satisfaction with services received, and effectiveness of Tx among Filipino Americans. These variables have been investigated among African American community and it would be worthwhile to see how much cultural mistrust plays a role in attitudes toward therapeutic interventions
-In the past and present times, many Filipinos believe in the afterlife and give special attention to respecting and paying homage to the dead. Wakes are generally held for 3 to 7 days because of this.
Kapwa-shared identity is the core value, and is held together with accommodative values (gratitude, soldiarity), social values (shared humanity), confronative values (determination and resistance), and pivotal interpersona value (shared inner perception)
Impact on own group-I can identify with many of the challenges associated with cultural mistrust- not speaking the language, being shy in front of authority figures, etc despite income and access to healthcare. Sikhs and Asian Indians were also displaced in India and were oppressed by the government, not protected by laws and had to turn to each other/could only trust one another in facing struggles and making it safe thru warfare.-Consciousness- In learning about the historical oppression of Filipinos and Fil-Ams, I have a better understanding of why they are as collectivistic a society and have a deeper appreciation for their strength as a people and sacrifices for humanity. I am more grateful for their services in the military as well.-Impact of TG: Target groups within Filipino community incl LGBT have multiple identities to deal with and may have more psychological stressors than others-previous bias: I did not understand the history of American colonization and why Filipinos were so Americanized when they arrived, and it is not because they are “trying to be white american”, but that their institutions are models by American government
Most minorities in the US have been oppressed in one way or another by the current system of racism and oppression. This country is what it is because of contributions made from all societies, and with the growing number of Asian and Latinos in the United States, I am optimistic that we will be more trusting in utilizing our institutions and raising awareness on current oppressions. The question now is how to deconstruct the internalized oppressions we are all carrying. What do you think we can do to help facilitate health, self care, and happiness without oppression?