The purpose of this study is to explore (a) issues perceived by Filipino American middle school students in the Los Angeles area of Southern California as having an adverse impact on their educational experience and cultural identity; (b) ways in which students have personally mediated these issues; and (c) student perspectives related to the types of programs and activities believed to have the most positive impact on the educational experience and cultural identity development of Filipino American middle school students.
The middle school experience within the Los Angeles area of Southern California has provided Filipino American students with a standard-based curriculum and school-based activities for learning. However, the school curriculum and school-based activities limits opportunities for Filipino American middle school students to deepen their knowledge of Filipino American education experiences and cultural identity development. Therefore, there is a tremendous opportunity to explore the educational experiences and cultural identity development of Filipino American middle school students in Southern California area of Los Angeles.
The literature has revealed that Filipino American students who graduate from public schools enter postsecondary education unprepared and academically challenged. Further review of the literature has revealed that little research has been done to determine the issues perceived by Filipino American middle school students, how they mediate issues, and what types of programs and activities have the most positive impact on their educational experience and cultural identity development.
This study explored the lived experiences of 16 Filipino American middle school students within the Los Angeles area of Southern California. The top seven topics that emerged included racial discrimination, drama, talk & dialogue, problem solving, community programs, impact of Filipino club, and club activities. Findings support the need for Filipino American students to have (a) participation in culturally relevant activities, (b) contact with knowledgeable Filipino American teachers, (c) participation with community-based activities that allow them to dialogue and reflect on their experiences, and (d) involvement in cultural celebrations at school. Filipino American middle school students rely and benefit from programs and activities that will prepare them culturally in the school and community as they progress toward postsecondary education.
|Commitee:||Brown, Patricia, Jungwirth, Linda|
|School Location:||United States -- California|
|Source:||DAI-A 76/03(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Middle School education, Education Policy, Ethnic studies|
|Keywords:||Filipino american activities, Filipino american cultural identity, Filipino american educational issues, Filipino american experiences, Filipino american middle school, Filipino culture, Issues, Mediate|
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