Paul
Victoria
December 17, 2004
Filipinos seeking a
better future migrate to the United States for more opportunities. Most Filipino families I know come to
the United States for their childrenÕs future and educational
opportunities. In a document
entitled ÒValerie Corpus, a Skilled Filipina American, Reflects on Advantages
and Disadvantages of Life in The United States, 1979Ó in Major Problems in
American Immigration and Ethnic History, edited by Jon Gjerde, Valerie
Corpus states ÒI have a degree in mathematics, and I want to work on a masterÕs
degree in health care administration.
The pressure is on for me to get another degree. Most of my cousins are getting masterÕs
degreesÉÓ (460). I know Filipino
families that put pressure on their kids to do well in school and most parents
in these families work long hours and sometimes two jobs so their kids can
concentrate on their studies. Most
Filipino children have a burden to finish high school and move on to college
and acquire a degree. Even though
pressure is placed on a young Filipino(a), education is valued by a Filipino
family as an empowerment tool that can be used to succeed in life. American education is an important
value and asset to Filipino immigrant families.
The significant of the
American education system to the Filipinos dates back from 1898 when the United
States acquired the Philippines from Spain. The first American teachers in the Philippines were U.S.
soldiers until the arrival of the Thomasites. The Thomasites were the first batch of American teachers
that arrived in the Philippines aboard the transport Thomas in August
1901. According to the article
ÒBicolÕs oldest public high school remembers ThomasitesÕ legacy,Ó the author
states that Ò[a]ccording to the website thomasites100.org, 540 Americans and
some of their families boarded the U.S. Army transport Thomas at San
FranciscoÕs Pier 12 for teaching jobs in the Philippines.Ó The first batch of Thomasites stayed in
Naga City, Philippines and stayed for four years and had an estimated of 270
students. The Thomasites were sent
to the new acquired territory by the United States government to teach the
Filipinos American values and democracy.
With the arrival of the Thomasites, the United States government
established a public education system in the Philippines. Before the establishment of public
schools in the Philippines, education opportunities were only for the rich or
elites. The masses (average people
who were not as educated as the elites) were now able to attend school and
receive an education like the elites.
The masses saw the public school system as an opportunity to receive an
education and become an elite. The American government also sent the Thomasites
to the Philippines to teach the Filipinos English because during the occupation
of the Spaniards, the Spanish teachers were priests who taught in the
indigenous language. The article
ÒUS official notes ThomasitesÓ in Business World (Philippines), U.S.
embassy charge dÕaffaires Michael E. Malinowski states that Ò[t]he Thomasites
saw themselves quite openly and unapologetically as architects of social
change, with public education as their instrument for liberating the common
people.Ó The Thomasites considered
themselves as pioneers and missionaries that educated the people of the
Philippines. The arrival of the
Thomasites educated the people of the Philippines and also made Filipinos value
education.
Filipinos have been
coming to America for education since the pensionados started coming in the early 1900s. The pensionados were a group of Filipino students who came
to the United States to study in various colleges and universities in
1906. In Home Bound, by Yen
Le Espiritu, she states that Ò[h]ighly selected, these pensionados often were the children of prominent
Filipino families whose loyalty the colonial regime hoped to winÓ (27). Only the rich Filipino families sent
their children to study in the United States. These rich families were known as the elitesÑwell-educated
Filipinos who stood high in the class.
Even though the pensionados were
members of the elite class of the Philippines, they faced discrimination and
racism when they came to America.
Today, there are more education opportunities and less discrimination in
America. Jonathan Y. Okamura and
Amefil R. AgbayaniÕs article ÒPamantasan: Filipino American Higher EducationÓ
in Filipino Americans:
Transformation and Identity, edited by Maria P.P. Root, the authors
state that Ò[t]here is no question concerning the Filipino value placed on
education, particularly higher education, which parents view as the best legacy
they can bestow on their children for latterÕs future socioeconomic securityÓ
(184). The immigrant parents
desire their children to succeed in school to earn good money in a respectable
job.
The culture clash of American born Filipinos
and their immigrant parents plays a role on the values of education. In ÒPamantasan: Filipino American Higher Education,Ó
the authors state that Ò[a]lthough immigrants come with relatively high levels
of college education, their children and other American-born Filipinos
generally are unable to replicate these high levelsÓ (187). Some Filipino Americans that are born
or raised in the United States do not see the importance of higher education
like their immigrant parents. In
the article Pamantasan: Filipino
American Higher EducationÓ the authors write that a survey conducted for
incoming freshmen in the University of Hawaii at Manoa in fall 1990 reported
that a substantial amount of Filipino Americans (60%) indicated that it was
their parentsÕ desire for them to go to college, unlike other ethnic groups who
had a lower percentage like the Chinese American with 42% and Whites with 32%. In addition, a significant amount of
the Filipino American freshmen were receiving money for school from their
parents or family members.
Filipino American students used education to
empower themselves in their communities.
In the San Francisco State strike of 1968, Filipino Americans like Orvy
Jundis used education to be an active Filipino demanding the people in charge
of San Francisco State University to have classes relevant to people of
color. Another example of
Filipinos using education as a tool of empowerment is the Filipino students at
Skyline College started who formed the Kababayan Program and the Filipino
Student Union to reach out to the community and educate other Filipinos as well
as other ethnic groups about Filipino American history. These Filipinos are only a few
Filipinos that empower their respected community.
Orvy Jundis is a Filipino American instructor
of Pilipino Martial Arts who strongly believes on education as a tool for
empowerment. Orvy was born in
Leyte, Philippines and immigrated to the United States in 1954. In the interview I conducted on October
29, 2004, he has stated how he used education for self-empowerment. Orvy
learned education could empower when he attended Lowell High School in San
Francisco. Also, he states that
his father surviving from cancer has taught him the sacrifices parents make for
their children. He continued his
quest for education and attended City College in San Francisco and was a member
of the Filipino Club, which later the members would become the foundation of
the Filipino American third world literary movement with members such as Oscar
Penaranda and Dan Gonzalez. After
attending City College, Orvy transferred to San Francisco State University and
was part of the 1968 San Francisco State strike. As a martial arts instructor, Orvy teaches beyond the
physical aspects of martial arts and also teaches the philosophies, spiritual
aspects, and the mystical aspects.
He teaches his martial arts students the language, the myths, and the
history, and why Filipinos act the way they doÑmannerisms, behaviors, and ways
of thinking. Orvy uses Pilipino
instead of Filipino because Pilipino means to choose what is best for you. From the Tagalog dialect, pili means choose and pino means fine. Orvy also believes that Pilipino is practical, powerful and
progressive. Orvy believes that
there is no limit to the future of the Filipino American community. He concludes the interview with the
advice of respect your elders, respect yourself and knowing your history. He
concluded, ÒIf you know who you are, you can determine where you want to go.Ó
In WebsterÕs Dictionary, the definition of empower is Òto give authority or power to.Ó To empower oneself is a great achievement that one should be proud of. Self-empowerment can be acquired by formal education (school) and informal education (street knowledge), also by respect, determination, and hard work. Sky is the limit on how much one can empower oneself, as Orvy Jundis said, ÒitÕs unlimited, the possibilities are out there.Ó
Works Cited
Agbayani, Amefil R. and Okamura, Jonathan Y. ÒPamantasan:
Filipino American Higher Education.Ó Filipino Americans: Transformation
and Identity. Ed. Maria P.P. Root. USA: Sage Publications, 1997. 183-197.
ÒBicolÕs oldest public high school remembers
ThomasitesÕ
legacy.Ó Asia Africa Intelligence Wire 19 Dec. 2002.
Espiritu, Yen Le. Home Bound.
California: University of
California
Press, 2003.
Jundis, Orvy. Personal Interview.
29 Oct. 2004
ÒUS official notes Thomasites.Ó Business World(Philippines)
30 Aug.
2001.
ÒValerie Corpus, a Skilled Filipina American,
Reflects on
Advantages and Disadvantages of Life in The
United
States, 1979.Ó Major Problems in American Immigration
and Ethnic History. Ed. Jon Gjerde. Houghton
Mifflin
Company, 1998. 460.
WebsterÕs
Dictionary. 1999 ed.