_________________________________________________________________The purpose of this article is to better understand current Filipino American communities and their educational experiences by examining the historical and social context of their immigration to the United States. Filipinos are the second largest Asian American group with a distinct immigration history that has been complicated by centuries of colonization by Spain and later the United States. Based on an adapted model of incorporation and literature review, the article examines government policies, societal reception, co-ethnic communities, as well as other barriers and opportunities, which influenced their acculturation both before and after the Immigration Act of 1965. Government and societal reception of Filipinos have ranged from hostile to mostly neutral positions through four waves of immigration. Earlier Filipino communities were stronger often serving their economic, cultural and social needs, but have become more dispersed over time as Filipinos have become less reliant on their co-ethnic networks. Despite their overall success, there is research showing mixed educational achievement levels across later generations. The Filipino community is steadily growing and more research and support are needed for Filipino American students. Historical contexts can provide a comprehensive lens to understand current educational issues. Resumen _________________________________________________________________El propósito de este artículo es conocer mejor las actuales comunidades filipino-estadounidenses y sus experiencias educativas a través del análisis del contexto histórico y social de su inmigración a los Estados Unidos. Los filipinos son el segundo grupo cultural asiático-estadounidense más grande, con una historia inmigratoria distinta que se ha complicado debido a siglos de colonización por parte de España y más tarde Estados Unidos. Basado en un modelo adaptado de incorporación y revisión de la literatura, el artículo examina las políticas gubernamentales, la recepción social, las comunidades co-étnicas, así como otras barreras y oportunidades que influyeron en su aculturación, tanto antes como después de la Ley de Inmigración de 1965. Las posturas gubernamentales y la recepción social de las personas filipinas han oscilado desde posiciones hostiles a actitudes más neutrales a lo largo de cuatro olas de inmigración. Las primeras comunidades filipinas se mantuvieron fuertes cubriendo sus necesidades económicas, culturales y sociales pero con el tiempo se han vuelto más dispersas ya que los filipinos y filipinas se muestran menos dependientes de sus redes co-étnicas. A pesar de su éxito global, hay investigaciones que muestran que han alcanzado niveles educativos mixtos a lo largo de las generaciones posteriores. La comunidad filipina está creciendo de manera constante y es necesario realizar más investigaciones y aportar apoyo a los y las estudiantes filipino-estadounidenses. Estos contextos históricos pueden proporcionar instrumentos ...
Transnational Asian adoptees are a unique and understudied population that potentially faces oppression and confusion. Educational institutions are often unresponsive to the needs of immigrant groups, particularly ones with unique circumstances like transnational Asian adoptees. Not only is there a gap generally in the critical and empirical literature across fields when it comes to this population, but it is almost entirely missing from the educational literature. This conceptual paper contributes a better understanding of transnational adoptees through a third space framework. We seek to critically analyze and synthesize the literature on transnational Asian adoptees. The outcome of the investigation bridges the adoption and education literature, situating it within the educational context. In doing so, we present educational implications of transnational Asian adoption that lay the groundwork for much needed empirical analyses.Studies of immigrant communities in the United States appear in the social science literature, particularly in ethnic and cultural studies, and counseling and psychology literature. Broadly, these studies demonstrate that immigrant groups find themselves in a unique transnational psycho-social space which transcends the borders of both the home country and the host country, thereby allowing migrants to morph their identities and customs (Hübinette, 2004). Researchers focusing on a specific immigrant populationtransnational adoptees-situate their work in the literatures on adoption (Hübinette,
Background/Context Asian Americans have recently been reported as the largest incoming immigrant population and the fastest growing racial group. Diverse in culture, tradition, language, and history, they have unique immigrant stories both before and after the Immigration Act in 1965. Historians, sociologists, educators, and other experts inform us that immigrant arrival into a new country has long-standing effects for any cultural group, but there is limited research that collectively and systematically examines historical immigrant experiences, particularly for diverse Asian American populations. Purpose The purpose of this analytic study is to provide a survey of the historical context experienced by diverse Asian American groups and to link these variations to their current educational outcomes. Based on an adapted model of incorporation, the article analyzes the historical experiences into a taxonomy to understand past and present trends. The research question under consideration is: “How do historical experiences of diverse Asian American immigrant populations link to their current educational outcomes?” Research Design The study design employed a historical analysis based on a taxonomy, which helps classify and systematically organize information to understand patterns and themes. To apply the adapted model across the subgroups of East Asian, South Asian, and Southeast Asian major groups, the authors gathered, reviewed, and systematically organized over 100 sources (e.g., literature review, census data, websites, other historical information, etc.). Findings/Results The findings illustrate the diversity that exists within and between Asian American groups in terms of their immigration, incorporation, and educational experiences. The modes of incorporation, as well as additional barriers and opportunities, varied across all Asian American communities. There is further need to disaggregate data as some groups experienced more barriers than opportunities and continue to struggle in the United States. Conclusions/Recommendations Historical contexts can help inform educators, policy makers, and researchers on ways to support Asian American students and their families. In understanding upward mobility, the nature of co-ethnic communities also played a role for the success of some groups. This study challenges the model minority stereotype by discussing the diversity that exists within and between Asian American groups and reveals how key stakeholders can work together to support positive opportunity structures and partnerships.
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