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Deconstructing the Colonial Mentality and Ethnic Identity of Filipinos: an Exploratory

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Deconstructing the Colonial Mentality and Ethnic Identity of Filipinos: an Exploratory Deconstructing the Colonial Mentality and Ethnic Identity of Filipinos: An Exploratory Study of Second Generation Filipinos By Desmond R. Morente M.S., San Diego State University, 2002 B.A., San Diego State University, 2000 A dissertation submitted to the Faculty of Claremont Graduate University and San Diego State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Graduate Faculty of Education May 2015 Dissertation Committee San Diego State University Claremont Graduate University Dr. Karen Cadiero Kaplan, Co-Chair Dr. William Perez, Co-Chair Dr. Alberto Ochoa, Member Dr. Gilda Ochoa, Member Approval of the Review Committee This dissertation has been duly read, reviewed, and critiqued by the Committee listed below, which hereby approves the manuscript of Desmond R. Morente as fulfilling the scope and quality requirements of meriting the degree of Doctor of Philosophy in Education Dr. Karen Cadiero-Kaplan, Co-Chair Dr. William Perez, Co-Chair San Diego State University Claremont Graduate University Ph.D Ph.D Dr. Alberto Ochoa, Member Dr. Gilda Ochoa, Member San Diego State University Pomona College Ph.D Ph.D Abstract Deconstructing the Colonial Mentality and Ethnic Identity of Filipinos: An Exploratory Study of Second Generation Filipinos By Desmond R. Morente Claremont Graduate University & San Diego State University 2015 Studying the ethnic identity perceptions and experiences of Filipinos is important because Filipinos are homogenized as Asians in contemporary U.S. society. This misidentification of Filipinos as Asians is misleading. Asians have been stereotyped as the model minority. The term “model minority” romanticizes Asian Americans as hardworking, successful, and law abiding citizens that overcome hardship, oppression, and racism to achieve success (Alvarez, Juang, & Liang, 2006; Lee & Joo, 2005). Yet, there are significant differences between Asians and Filipinos based on social class, period of immigration into the U.S., immigration patterns, language diversity, religion, and beliefs or values, and sense of colonialism. The purpose of this study was to examine Filipino college students’ perspectives on internalized colonial mentality, collective self-esteem, ethnic identity, social class, and academic success. The main research question asked: What social factors (colonial mentality, collective self-esteem, social class, ethnicity, academic success) influence Filipino college-aged students’ perception of their identity. To begin to answer the main research question, a sequential explanatory mixed methods design was used, a two-phase design. The first phase consisted of collecting and analyzing quantitative data from 100 Filipino/a college students in San Diego County. The second phase consisted of semi-structured focus group and student interviews with Filipinos. Lastly, a mixed methods phase was used to explore and explain quantitative patterns using the results from the qualitative phase. The salient findings of the study suggest the following: 1. Quantitative findings: Moderate levels of colonial mentality, high levels of ethnic Identity, and collective self-esteem among Filipinos. 2. Qualitative findings: Themes that emerged were colonial mentality, ethnic identity, language, Kapwa , minority, education, and collective self-esteem. 3. Mixed Methods: Qualitative findings supported and explained the patterns during the quantitative phase. This study highlighted the personal narratives and struggles of Filipinos. Furthermore, this study contributed to our understanding of the educational barriers faced by Filipinos and to unmasking the barriers and struggles that go unseen or hidden by the racialization of Filipinos as Asians (Buenavista, 2010). Moreover, this study suggests strategic ways to support and foster success among this forgotten group. Dedication I dedicate this work to my ancestors and the elders that were here before us. Without your sacrifices, I would not be given this opportunity. Thank you for the teachings and lessons that were both seen and unseen. Your stories and struggles gave me the courage and passion to write this dissertation. I also dedicate this body of work to my two beautiful children, Caden and Olivia, mahal kita . Acknowledgments This journey could not have been possible without the support of family and friends. I would to thank my parents Yolanda and Florendo Morente for their unconditional love and guidance. Thank you for all the sacrifices you both have endured, so I could be a better person. Thank you mom and dad for caring for the kids while I was working on this research. You both have always stressed the importance of education. To my in laws, who I proudly call mom and “pops,” thank you for being instrumental during the past five years. Thank you for watching the kids as I wrote. Thank you for being present with the kids, while I was absent. Thank you for keeping the kids entertained. Without your support this would not have been possible. I want to acknowledge the Filipino/as students who contributed to this research, without your participation this would not have been possible. Words cannot express how grateful I am for all of you. I am humbled to have shared this experience with you all. Your stories and experiences were powerful and critical. I am indebted to you all. I hope you all share your teachings and stories with our youth and future generations. Maraming Salamat . To the students that I have worked and struggled with in San Diego and Los Angeles, thank you for your endless teachings about life, community, and love. These students always reminded me never to forget where you came from. Thank you Dr. Karen Cadiero-Kaplan for your continuous support and advice during this journey. Dr. Alberto Ochoa, thank you for reminding how my work is important to the community. Thank you Dr. Will Perez and Dr. Gilda Ochoa for your valuable feedback and vi support during these past few years as a doctoral student. The courses I took with you inspired me to do this research. You all have challenged and pushed me intellectually. I would like to thank the CBB program for giving me an opportunity to be part of the program. Without this program, I would not be in the space that I am in now. CBB allowed me to grow personally and spiritually. Denny Ollerman and Maria Nieto-Senour, thank you both for the unconditional love and support during the CBB program. To my friends who I consider family, thank you for allowing me to vent as I embarked on this journey. Thank you Diego Arias, Adrean Askerneese, Gilberto Barrios, Jose Cardenas, Jun Inocencio, Ron Recaido, Randy Sadia, Ryan Santos, and Liliana Silva; you all have taught me to be patient and to trust the process. At times, I felt alone during this journey but you all comforted, supported, and inspired me to complete this work through a text, phone, or email. Thank you. I dedicate this work to you all. To Filipino/as activists, scholars, and educators, your work in the community inspired me to work on this research. Rey Monzon, thank you for you guidance through this doctoral process; you were critical these last few years. Dina Maramba, thank you for reminding me that this work on the Filipino/a community was important. Judy Patacsil, thank you for allowing me to “crash” your classes. Amanda Solomon, thank you for giving me hope during the data collection phase. Thank you Joseph Ramirez for connecting me with the student organization. Ree Obana, thank you for helping me get out my study to folks. Thank you Bambu De Pistola and Rocky Rivera; your music gave me the fuel and energy to write. vii To my nephews and nieces, Lahana, Leila, Joven, Nolen, Myah, and Kai, you all are the next generation of scholars. So, create your own stories. You all have purpose in life and no one can take away that purpose. To Caden and Olivia, thank you for being patient with me during this research. You both stood by my side and never left. I am truly sorry for not being present these past few years. Thank you for reminding me to smile. Thank you for putting up with me as I spent countless hours in the “dungeon” on the computer. Caden, never let anyone tell you can’t because you can do anything. Olivia, the world is yours. You both are intelligent, beautiful, and strong. I love you both. I dedicate this work to you both. But most importantly, I want to thank my beautiful wife and best friend Tiffany Santos. Five years ago, I decided to pursue my doctorate and you have been supportive since day one. I am sorry that this journey caused disruption in our lives and sorry for not being present with you and the kids. Thank you for being patient, proof reading, pushing me to finish, and being the rock of the family. Words cannot express how I grateful I am to have you. I love and adore you! We did it! I am looking forward to the next chapter of our lives. viii Table of Contents Chapter 1: Introduction to the Study……………………………………………………………… 1 Statement of the Problem…………………………………………………………………… 3 Purpose of the Study…………………………………………………………………………… 5 Research Questions…………………………………………………………………………….. 6 Conceptual Framework……………………………………………………………………….. 7 Significance of Study……………………………………………………………………………. 12 Operational Definitions………………………………………………………………………… 14 Limitations of the Study……………………………………………………………………….. 15 Organization of Study…………………………………………………………………………… 16 Summary……………………………………………………………………………………………… 16 Chapter 2: Review of the Literature………………………………………………………………….. 17 Critical Race Theory………………………………………………………………………………
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