Resilience, Acculturative Stress, and Family Norms Against Disclosure of Mental Health Problems Among Foreign-Born Filipino American Women

The present study explores the relationships between resilience, acculturative stress, and family norms against disclosure of mental health problems among foreign-born Filipino American women. The sample consisted of 159 foreign-born Filipino American women aged 18 years and above and residing in Las Vegas, Nevada, United States. Participants completed paper-and-pencil questionnaires. Results indicated high levels of resilience and moderate levels of acculturative stress. Findings also showed a significant negative correlation between resilience and acculturative stress, and a significant predictive effect of resilience on acculturative stress. We also found a significant negative relationship between resilience and family norms against disclosure of mental health problems but no significant mediating effect of resilience on the relationship between acculturative stress and family norms. This lack of significant findings related to the mediating effect of resilience on the relationship between acculturative stress and family norms against disclosure of mental illness may be due to the absence of theoretical models and research regarding the role of resilience in the context of acculturation among Filipino American women. Our findings imply the need to further explore underlying mechanisms that explain the relationships between resilience, acculturative stress, and family norms. The findings of the study also confirm the need to develop interventions and resources that ameliorate acculturative stress and promote an increase of the disclosure and reporting of mental health problems among Filipino American women

Social Practice Artists in the Archive: Collaborative Strategies for Documentation

Over a seven month period in 2015, My Baryo My Borough, a community-based arts and oral history project, partnered with Queens Memory, the Queens Library’s local history project, to collaboratively document the Filipino and Filipino-American communities in Queens, NY. My Baryo, My Borough and Queens Memory worked with the Filipino-American community to collect oral history recordings and digitize photographs from the local Filipino-American experience. Central to our success was a shared understanding that our partnership was building mutual legitimacy and trust, creating local capacity and shared ownership, and centering leadership for the project within the Filipino-American community in Queens. More broadly, the partnership illuminated the role that the arts can play in documenting communities that are traditionally underrepresented in the archive

Ethnic Identity Development of 1.5 Generation Filipino American Immigrants: A Qualitative Study

This qualitative study examines ethnic identity development of 1.5 generation Filipino American immigrants in U.S. The survey methods used in the study were a demographic questionnaire, and semi-structured interview. Two Filipino students, one from the Southwest and the other from the Midwest regions of the U.S. participated in the study. Two research questions guided this study; what factors influence the ethnic identity development of the 1.5 generation Filipino American immigrants, and what strategies educators can use to facilitate 1.5 generation Filipino American immigrant student success. The results of the study revealed six themes. Three themes emerged from research question one as factors influencing ethnic identity development; age, schooling, and family. Three themes emerged from research question two around educator strategies and student success; instructional, administration, and family. The findings reported that parents and families\u27 cultural values and practice play an important role in the ethnic development of 1.5 Generation Filipino American immigrants. In addition, teachers and administrators should be knowledgeable about diversity, multicultural education, and culturally sensitive teaching. Participants\u27 suggestions are also presented to provide educators ways to enhance instructional practices, promote cultural competency, and enhance psychosocial development for both teachers and administrators to facilitate 1.5 generation Filipino American immigrant ethnic identity development and student success

Parental Coping in Filipino American Caregivers of Children with Intellectual and/or Developmental Disabilities

The coping mechanisms of Filipino American caregivers of children with intellectual and/or developmental disabilities are explored using an interpretative phenomenological analysis (IPA). This study aimed to comprehend the subjective experience of caregivers and how they operationalize the established constructs of resilience. Particular focus is paid to the subjective experience of coping in Filipino American caregivers of children with special needs. The participants’ parenting experience and how they manage parenting stress are documented and analyzed using an interpretative phenomenological framework. Seminal studies on resilience, family resilience, and Filipino American psychology are discussed. The results yielded five broad domains (clarity of parenting roles, extended family as a support system, acceptance of child’s disability, self-fulfillment as a parent, and community involvement). Eight themes were found, which included: defined parenting roles, teamwork in parenting, reliability and dependability of extended family members, expressions of altruism among extended family members, coming to terms with child’s disability, modification of parental expectations in response to the child’s disability, enjoyment of being a parent, and sense of belonging. The results of this study provided meaningful information in understanding the caregiving experience of Filipino American caregivers. It is a foundation for future studies in understanding the coping mechanisms of Filipino American caregivers to better serve this population, as well as provide interventions that are meaningful to them

Revolution, Redemption, and Romance: Reading Constructions of Filipino Spanish American Identities and Politics of Knowledge in Rizal’s Noli me Tangere and El Filibusterismo alongside Filipino American Fiction

This project analyzes the literary works and the iconic role of Filipino nationalist José Rizal before, during, and after the Spanish American War of 1898. Rizal’s social activism and writing inspired a revolution against the Friarocracy in the Philippines. He also influenced Filipino American writers who reference Rizal’s construction of the Filipino woman in Christianity and Filipinos fighting against colonial oppression. Additionally, Filipino American writers illustrate how being Filipino in the US today is a transcultural experience rather than a simple binary of traditional Philippines and modern America. Recognizing Spain as an earlier colonizing force is critical in understanding the complexities evoked by Filipino American writers. Thus, the primary focus of this project is to read Rizal’s works through a concept that postcolonial literary theorist, Homi Bhabha, calls an interstitial cultural space as well as to read Filipino American texts “awry” as proposed by Martin Joseph Ponce to show how Filipino Spanish American identities have been constructed. This project analyzes how Spanish writers and historians such as Unamuno and W.E. Retana have appropriated Rizal as the quintessential Filipino Spaniard of the Philippines. Additionally, this project addresses how American historian and biographer Austin Craig also appropriated Rizal as the quintessential representation of a “brown race” of Filipinos for American imperialistic purposes after Spanish colonialism. In addition, the project analyzes Rizal’s two novels: Noli Me Tangere and El Filibusterismo alongside two Filipino American texts to argue that the Philippines is a country whose cultural history and literature must be defined in the context of both Spanish and United States colonialisms. Reading Rizal deconstructively elucidates how Filipino literature gestures to the United States, Philippines, and Spain and does not belong rigidly to a single national context. This study, then, suggests that Filipino American literature must be read transculturally and separately from Asian American literary studies and recognized as signifying a complex and fluid transcultural context. In other words, in agreement with Ponce, this study “un-ones” Asian American literary studies, unsettling Filipino American literature’s place in a discourse in which language is a terrain of struggle and contention between dominant colonial and marginalized voices

Post-High School Trajectories of Filipino American Students: the Role of Communication

This study actively explores the intricate influences shaping the educational and career trajectories of Filipino American students post-high school. Through qualitative interviews and thematic analysis, it unveils the intricate web of familial expectations, financial constraints, personal values, and external pressures shaping their educational and career pathways. By actively addressing research questions concerning the factors informing choices and the process of weighing competing messages, this research offers nuanced insights. It illuminates the dynamic decision-making processes within the Filipino American community, emphasizing the necessity for tailored interventions and support mechanisms. By actively engaging with these findings, this study contributes to enhancing the representation and support of Filipino American students in educational environments

Filipino Enough : Racism and Filipino American Student Leadership

Filipino American students often begin their leadership journey while developing a stronger sense of their racial identity when they begin and navigate college. This study examines the phenomena of racism among Filipino American student leaders as their racial identity positions them to experience a dual layer of racialization as Asian Americans among other communities of color and Filipino Americans within the Asian American identity. Semi- structured interviews were conducted among four graduating or recently graduated Filipino American student leaders across the US. The phenomenology methodology approach allowed semi-structured interviews to capture the essence of the experience among Filipino American student leaders in higher education while the theoretical frameworks Critical Race Theory and Asian Critical Theory offered lenses that assisted in the formulation of the research questions, analysis of the literature review, and analysis of the findings discovered across the four interviews. Analysis of the findings discovered that participants\u27 perceptions of themselves were strongly influenced by their environments and upbringings, the structures in higher education that impacted participants included the peers they connected with, the student organizations they participated in, and the communities they were members of, and the perceptions participants sensed from others included othering and exclusion. This study concludes that Filipino American student leaders actively combat racialization within themselves and from others, persevere against structures that perpetuate racialization when they’re grounded in themselves, their peers, and their community, and experience discrimination across multiple leadership roles, among communities of color, and within the Asian American community

Behind the Curtain: The Cultural Capital of Pilipino Cultural Nights

This study examines the phenomenon of Pilipino Cultural Nights in higher education through the lens of community cultural wealth. While in name, Pilipino Cultural Nights pay homage to the native culture of the Philippines, the processes through which these performances are produced and reproduced as annual traditions exhibit a distinct Filipino American cultural experience that is facilitated by the higher education environment. As under-represented and under-served students, Filipino American students utilize their various forms of community cultural wealth to create one of the most visible performances on their campus and a cornerstone coming of age experience for Filipino American youth. But as the Pilipino Cultural Night has become larger and more institutionalized, students must deal with the shifting scales of value for various forms of community cultural wealth. The balance that these students attempt to strike between the short- and long-term goals of the production, its intrinsic and extrinsic value, and the Filipino and Filipino American traditions that it celebrates, reflect the dynamic process of culture that goes far beyond the stage. Through exploring these struggles, diversity and inclusion efforts on college campuses can gain a holistic understanding of how to serve emerging student populations who seek more than mere representation

Filipino American Educational Leaders in Northern California K-12 Public Schools: Challenges and Opportunities

The assumption that all Asians are model minorities is incorrect. The largest group of Asian American people is comprised of Filipino people followed closely by Chinese people; although Filipino people comprise the largest population, they lag behind Chinese and other Asian American groups with respect to academic achievement. Hence, Filipino American people are underrepresented as educational leaders in K–12 public schools in California. Compared to other Asian ethnic groups, Filipino American people have (a) a lower achievement level for academic success, (b) a lower percentage enrolled in college in the United States, (c) a lower percentage 25–29 years of age graduating with bachelor’s degrees or higher in the United States, and (d) a lower percentage graduating with bachelor’s degrees or higher from California universities. Also, Filipino American people have (a) a lower percentage of their population compared to other racial groups pursuing and receiving degrees in education in California, (b) one of the highest rates of suicide ideation, and (c) one of the highest dropout rates in the United States and in California. A narrative, qualitative research approach was used for this study, involving one-on-one interviews with 6 selected participants. The findings revealed personal (family obligations, academic identity, and ethnic identity) and professional (culture shock, cultural-value clashes, marginalization, lack of role models, commitments and demands as educational leaders, and conflict with upper management) challenges encountered, the factors that influenced career paths, and the factors that influenced motivation, perseverance, and the development of Filipino American educational leaders. Factors that influenced participants’ career paths were parental expectation, a low opinion of educational careers, and lack of support and encouragement. Factors that influenced the motivation, perseverance, and development of Filipino American leaders in higher education and in educational leadership were faith and religion; family encouragement and support; school involvement; support from professional or cultural organizations and from academic programs; positive attitude, and being proactive and adaptable; and motivation and interest in the development of Filipino American educators. This research yielded recommendations for professional practice including the need to develop culturally competent educators, educational leaders, and policymakers

Cypher [How An Anthology Helped a Mixed-Race Filipino American Writer Draft a Novel]

In this work of creative nonfiction, Brian Ascalon Roley, the author of American Son (W.W. Norton, 2001) recounts the cultural landscape of the late 20thc. America for Filipino American and mixed-race writers as he recounts some of the events that influenced his novel’s conception and explains how stumbling upon an anthology helped him to revise the draft. It was one of the first novels to feature mixed-race Filipino American characters, and would go on to receive the Association of Asian American Studies Award