Despite being the second largest Asian American group, Filipino Americans remain underrepresented in 4-year, post-secondary institutions, even where the Filipino American population is concentrated. The purpose of this dissertation is to look at the impact that culturally relevant and responsive instruction and program design has on Filipino American students over the past 15 years in the Kababayan Learning Community (KLC), a transfer and community support program at Skyline College. Through focus groups, the findings revealed three major themes that defined KLC: “academic success,” sense of self, and sense of belonging. From these themes, three implications emerged about why KLC students succeed: they negotiate their “hyphenated” identities, their cultural capital is valued, and they create community in the classroom and beyond. This qualitative self-study examined how culturally relevant/responsive/sustaining pedagogy practiced in classrooms build cultural capital and community for Filipino American students in a Bay Area community college learning community where I am employed as a professor. This learning community has been in existence since 2003, and the study captures the voices and shares the experiences of select students spanning the past 15 years.
|Commitee:||Daus-Magbual, Arlene S., Stanback Stroud, Regina|
|School:||San Francisco State University|
|School Location:||United States -- California|
|Source:||DAI-A 82/4(E), Dissertation Abstracts International|
|Subjects:||Community college education, Ethnic studies, Pedagogy, Asian American Studies, Educational administration, Higher education, Educational leadership, Cultural Resources Management|
|Keywords:||Filipino population, Kababayan Learning Community, Filipino American students, Community support program, Cultural capital|
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