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Filipino American Educational Leaders in Northern California K-12

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Filipino American Educational Leaders in Northern California K-12 The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 2011 Filipino American Educational Leaders in Northern California K-12 Public Schools: Challenges and Opportunities Cynthia Manalo Rapaido University of San Francisco, [email protected] Follow this and additional works at: https://repository.usfca.edu/diss Part of the Asian American Studies Commons, and the Bilingual, Multilingual, and Multicultural Education Commons Recommended Citation Rapaido, Cynthia Manalo, "Filipino American Educational Leaders in Northern California K-12 Public Schools: Challenges and Opportunities" (2011). Doctoral Dissertations. 18. https://repository.usfca.edu/diss/18 This Dissertation is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. The University of San Francisco FILIPINO AMERICAN EDUCATIONAL LEADERS IN NORTHERN CALIFORNIA K–12 PUBLIC SCHOOLS: CHALLENGES AND OPPORTUNITIES A Dissertation Presented to The Faculty of the School of Education International and Multicultural Education Department In Partial Fulfillment Of the Requirements for the Degree Doctor of Education Cynthia Rapaido San Francisco, California December 2011 © copyright by Cynthia Rapaido All rights reserved ii THE UNIVERSITY OF SAN FRANCISCO Dissertation Abstract 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. This dissertation, written under the direction of the candidate’s dissertation committee and approved by the members of the committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. The content and research methodologies presented in this work represent the work of the candidate alone. Cynthia M. Rapaido November 11, 2011 Candidate Dissertation Committee Betty Taylor, Ph.D. November 11, 2011 Chairperson Patricia Mitchell, Ph.D. November 11, 2011 Patrick Camangian, Ph.D. November 11, 2011 v DEDICATION This dissertation is dedicated to my precious and loving parents Ernesto and Consuelo Rapaido, my five caring siblings Eleanor Landry, Rosalie Soranidis, Jocelyn Rapaido Ritua, Roderic Rapaido, and Jessica Rapaido Ybarra, and my beloved husband, Gary L. Rosenzweig. vi ACKNOWLEDGEMENT This dissertation has been one of the most exciting and rewarding journeys I have ever taken. This journey introduced me to many wonderful people who have inspired, guided, mentored, and supported me through the process. I would like to acknowledge the following special individuals who have been instrumental in my academic, personal, cultural, and professional development. Academically, I would like to first acknowledge Dr. Betty Taylor. My deepest and warmest sentiments go to her. She was my International and Multicultural Education (IME) advisor as I entered the program in my first semester. She taught many of the courses in which I enrolled—Women of Color in Higher Education, Emotional Intelligence and Cultural Competency, Multiculturalism in Global World, Multicultural Perspectives in Education, and Human Rights in the Media. She was the advisor of my directed studies course—Filipinos in Higher Education. Most of all, when asked, she agreed to be my dissertation chairperson. I want to thank her for her teachings—she helped me develop personally, culturally, emotionally, and academically. She offered her undivided attention, showed interest and compassion, and provided guidance and support throughout my journey. Next, I want to acknowledge Dr. Patricia Mitchell, my dissertation committee member and professor who taught me about Writing for Publication. I want to thank her for her warm and positive support. She was very encouraging and enlightening. I am most grateful to her because she provided me with valuable feedback and critique on the organization of this dissertation and helped me develop a more fluid dissertation. vii Additionally, I want to acknowledge Dr. Patrick Camangian, who when asked, accepted membership in my dissertation committee. I would like to thank him for his thorough critical feedback and critique of my dissertation. He challenged me to think more analytically and critically, to dig deeper, interconnect, and interrelate my literature review with my research. I am very grateful for his time and interest in my dissertation. As for my personal and professional development as an educational leader, I want to acknowledge Dr. Chris Thomas, who was the advisor of the Graduate Student Association of which I was an officer throughout my four years at USF. Dr. Chris Thomas was my mentor and friend who dedicated his time to discuss ways for me to develop academically and professionally. I want to thank him for his encouragement and interest in developing me as a leader of educational leaders. He encouraged me to get involved as a board member of the Association for California School Administrators (ACSA), and also encouraged me to present at educational conferences. Through ACSA I began to network with educational leaders. This started the snowball process of identifying potential candidates for this research. He also helped me narrow down my dissertation topic from educators to educational leaders. Another person I would like to acknowledge is Dr. Onllwyn Dixon. He was initially a peer-mentor–classmate who I met in the School of Education—Graduate Student Association—and soon graduated from the IME doctoral program to become a faculty member of the IME program at USF. He provided valuable tips and great advice as I was developing my dissertation topic on Filipino American people in California. Culturally and professionally, I want to acknowledge Dr. Rica Llorente and Dr. Efren Padilla, both of whom were faculty members at California State University East viii Bay and invited me to be on the California State University, East Bay (CSUEB) Center for Filipino Studies (CFS) advisory board. I want to thank them for the many opportunities they provided me to research and present at symposia and events. By being involved with CSUEB CFS, I have had the opportunity to meet other Filipino and Filipino American professionals and get involved in professional organizations, such as the Filipino American National Historical Society (FANHS). Through these networking opportunities I was able to obtain potential participants through the snowball technique for this research. Personally and academically, I want to acknowledge USF School of Education Graduate Student Association and the officers and board members who worked with me. This association provided seminars and workshops specifically addressing areas related to
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