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Reflections of Filipino Women College Graduates From View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarSpace at University of Hawai'i at Manoa REFLECTIONS OF FILIPINO WOMEN COLLEGE GRADUATES FROM ‘EWA PLANTATION TOWN: FAMILY, COMMUNITY, AND INDIVIDUAL FACTORS THAT INFLUENCED THEIR JOURNEY A DISSERTATION SUBMITTED TO THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATION MAY 2018 By Agnes Respicio Malate Dissertation Committee: Eileen Tamura, Chairperson Amefil (Amy) Agbayani Patricia Halagao Jeffrey Moniz Warren Nishimoto Clementina Ceria-Ulep DEDICATION With love to my parents, Quirino Benjamin and Crescencia, who planted the seeds of aspiration and empowered my brother, Jefferson, and me to reach for our educational goals. "Study hard and get your college degree. It is the only legacy that we can leave to you" are words they often told us. The stories of the Filipino women in this study and their journeys are part of their legacy. ii ACKNOWLEDGMENTS I am deeply grateful to my dissertation committee for their faith in me. To my chair, Eileen Tamura, for her boundless patience, kindness, and compassion. She graciously gave of her time and shared her knowledge and insights, guiding me all the way through to the completion of my dissertation. She listened and heard not just the words that I communicated but grasped the questions that were unspoken and circumstances that could have easily detracted me from finishing my goal—urging me to keep going and offering uplifting words. Amefil (Amy) Agbayani for being a beacon of hope for me and countless others, for her unparalleled commitment to equal opportunity, civil rights, and social justice. She has been my staunchest supporter to pursue and complete my PhD, my role model, and mentor. Clementina Ceria-Ulep was a senior majoring in nursing when I was a freshman in college. I looked up to her then, and she continues to inspire me now. Patricia Halagao's scholarship, expertise in K-12, and the evaluation class I took in the first year of my PhD coursework informed my study. Jeffrey Moniz is a link to my plantation roots. He symbolized the goal I was aiming for, and that it was possible. Warren Nishimoto's expertise in oral history and our conversation helped me get started on my data collection. I embarked on my doctoral path upon the loss of my grandmothers, Apolonia and Celestina. My family was blessed to have enjoyed their presence in our lives until they bid us farewell at the ages of 110 and 97, respectively. Their passing was only made bearable with the births of my nephew the month before and followed by my niece 2 1/2 years later. To my brother Jeff, sister Emily, nephew Lincoln, and niece Ruby. You make my heart full. Words are inadequate to express how much you all mean to me. I hope one day when you read this dissertation you will understand. My heartfelt grattitude to my Sodality sisters and our advisers, Esther Daclison and Estrella Estillore, for entrusting me with their stories. In reconnecting with them, I experienced a renewal of faith. I thank God for them and the abundant blessings from being raised by the nurturing community of Immaculate Conception Church and ‘Ewa Town. Heipua Ka‘ōpua for sharing her dissertation on Native Hawaiian tenured faculty, which touched my soul and put me back on course for the second half of my PhD journey. Jeff Acido for the talk we had about the qualifying exam and Nakem Pedagogy. Ernest (Niki) Libarios, Jr. iii for literally putting in my hands a hard copy of his dissertation proposal. Julius Soria for his great pride in being Filipino, Ilokano, and an immigrant. Niki and Julius left us too soon, but they live on in the hearts and minds of all they touched. Patricio "Jojo" Abinales, Jade Butay, and Sarah Tenney for reading early drafts of my proposal, which was a critical step that enabled me to conduct my study. Conversations with Jade and Sarah also challenged my perspectives, expanding my thinking and revealing possible biases. Anna Ah Sam and Robert Lipske for their insightful comments on selected chapters, and encouraging words. Doris Ching, Christine Quemuel, Charlene Cuaresma, and Lee Putnam for their leadership in ensuring that higher education is accessible for all individuals regardless of their backgrounds. OSA/SEED colleagues for their encouragement in my educational and professional endeavors. My HCOP ‘ohana, especially Michelle Tagorda, Pua Auyong, Angie Solomon, Adrialina Guerero, and Richard Okubo for your tremendous support and pep talks. Nanette Judd and the John A. Burns School of Medicine for taking a chance on me. Working with ‘Imi Ho‘ola was a transformative experience, setting the foundation for my career and educational goals. I learned about the Hawaiian culture from my ‘Imi Ho‘ola ‘ohana. Precy Espiritu and Josie Clausen instilled a newfound appreciation for the Ilokano language and created a welcoming atmosphere for learning in my undergraduate years. Ruth Mabanglo and Teresita Ramos shared their knowledge of the Filipino culture and always asked about my progress. I am beholden to the University of Hawai‘i for the support I received to pursue my doctoral degree. Allen Awaya and Patrick Hada, my high school English teachers, and Gretchen Jong, adviser for our class council, believed in me and empowered me to dare to dream. Mahalo to Josielyn Balala Blevins, Blandina Mamaclay, Helena Manzano, and Ed Castro—my "intentional family," sounding board, and wellspring of moral support. Our table therapy has kept me sane. Thanks for your company and friendship throughout the years. I am thankful for my extended family by blood, marriage, and affinity: Agor, Balala, Barber, Barut, Carlson, Garcia, Guzon, Halemano, Ibana, Juan, Malate, Manaran, Manglaylay, Pascual, Peralta, Respicio, Rumbaoa, Seguban, Valenzon, and many more. My warmest aloha to everyone I mentioned and those that I have not named but am equally grateful to you for being part of my journey. iv ABSTRACT Although Filipinos and Part-Filipinos now make up the second largest ethnic group in Hawai‘i, they continue to languish in the lower ranks of the socioeconomic hierarchy. Many Filipinos historically have not found the educational system in the state to work to their collective benefit. This qualitative study examines the factors that influenced the educational aspirations and attainment of Filipino women college graduates who grew up in ‘Ewa Plantation Town in the 1970s to 1980s. By bringing to light the factors that were most influential in the participants' educational journey, this study reveals the cultural wealth that existed in a community that seemed lacking in resources. Using phenomenology, the study shows the strength of the family and community and shines light on the transformative influence of the Sodality (a youth organization) and the sense of belonging and camaraderie that empowered the participants to aspire and remain steadfast in the face of adversity. The study makes recommendations to strengthen programs and initiatives that would support Filipino youth in breaking through barriers to fulfill their educational and life aspirations. v TABLE OF CONTENTS ACKNOWLEDGMENTS .......................................................................................................... iii ABSTRACT ................................................................................................................................. v CHAPTER 1: INTRODUCTION TO THE STUDY ................................................................ 1 Purpose and Significance of Study ................................................................................................ 2 Research Questions ........................................................................................................................ 3 Demographic and Socioeconomic Status of Filipinos in Hawai‘i ................................................. 3 Context of Study ............................................................................................................................ 6 ‘Ewa Plantation Town ........................................................................................................ 7 Filipinos in ‘Ewa Plantation Town .................................................................................. 12 Immaculate Conception Church and the Sodality of the Blessed Virgin Mary (Sodality) ......................................................................................................................... 12 Background of Researcher ........................................................................................................... 15 CHAPTER 2: COMMUNITY CULTURAL WEALTH AS A THEORETICAL FRAMEWORK .......................................................................................................................... 20 Bourdieu, Critical Race Theory, and Community Cultural Wealth ............................................. 22 Family Capital .............................................................................................................................. 28 Theories of Human Development ................................................................................................ 29 Ecological Framework ..................................................................................................... 30 Developmental Psychopathology ..................................................................................... 31 vi CHAPTER 3: METHODS .......................................................................................................
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