Table Of ContentABSTRACT
Title of Dissertation: SURVIVING AND THRIVING: A NARRATIVE
INQUIRY INTO THE LIVES OF FIVE FILIPINA
TEACHERS IN A U.S. URBAN SCHOOL DISTRICT
Maria Dolores Nones-Austria, Ph.D. 2011
Directed By: Dr. Sherick Hughes,
Department of Curriculum and Instruction
This study centers five Filipina non-native English speaking (NNES) teachers, who
teach English for Speakers of Other Languages (ESOL). It explores how we construct our
identities as persons and as teachers who are surviving and thriving in one U.S. public
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urban school district. This study emphasizes the meanings of our experiences as
language learners and as ESOL teachers in relation to our identity construction, and
highlights the effects of cultural, linguistic and interpersonal elements on our identity
transformation.
The specific purpose of this study is to seek alternatives to (1) develop and enrich our
understanding of the diverse learning and teaching journeys of Filipina NNES ESOL
teachers that Mid-Atlantic Public Schools (MAPS) hired between 2005 and 2006, (2)
understand and co-construct our identities as supported and marginalized, (3) look at
other Filipina NNES ESOL teachers to juxtapose their experiences to my own, as a
person with an insider/outsider perspective, and (4) to use our narratives to inform MAPS
and other U.S. school district’s efforts to recruit, support and retain Filipino teachers as
well as other international teachers.
Through narrative life history interviews, email follow-up interviews, informal
conversations, and questionnaires, the study explored Filipina NNES ESOL teachers’
experiences of becoming and being ESOL teachers in MAPS. The study hopes to
encourage local and state policy makers and curriculum developers to design professional
development plans for Filipino teachers, and to encourage researchers to do further
research on the lived experiences of other K-12 international teachers; which may include
groups such as Chinese, Taiwanese, Korean, Hispanic, Indians, Nigerians, Jamaicans, etc.
through additional qualitative research designs like case study, portraiture and
ethnography.
SURVIVING AND THRIVING: A NARRATIVE INQUIRY
INTO THE LIVES OF FIVE FILIPINA TEACHERS
IN A U.S. URBAN SCHOOL DISTRICT
By
Maria Dolores Nones-Austria
Dissertation submitted to the Faculty of the Graduate School of the
University of Maryland, College Park, in partial fulfillment
Of the requirements for the degree of
Doctor of Philosophy
2011
Advisory Committee:
Dr. Sherick Hughes, Chair
Dr. Steve Klees
Dr. Roberta Lavine
Dr. Victoria-Maria MacDonald
Dr. Megan Peercy
© Copyright by
Maria Dolores Nones-Austria
2011
Dedication
To
Flordeluna
Ligaya
Naruto
Halo
May you continue to inspire other women through your life stories…
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Acknowledgements
I appreciate my committee chair, Dr. Sherick Hughes, for his excellent guidance,
patience, encouragement, suggestions, and endless support. He had inspired me to
accomplish my goals by utilizing a realistic timeline, making my entire process structured
and organized.
I thank my committee members, Dr. Klees for the continuous support he had shown
me. The Economics of Education class that I took under his tutelage inspired me to
immerse myself more deeply in global and economic educational research.
I thank Dr. Lavine for all the support and training especially on inspiring me to do
research on integrating technology in the classroom.
I also thank Dr. MacDonald for all the support, training, and guidance. Her classes on
Black and Latino Education enlightened me as well as validated my perceptions about
cultural competence as an educator in a culturally diverse educational setting.
I thank Dr. Peercy, for all the constructive criticisms and very detailed comments and
suggestions in my dissertation.
I also thank Dr. Rebecca Oxford for all the trust, support, and love that she gave me
all these years.
My sincere gratitude is extended to the four women in this study-- Flordeluna, Ligaya,
Naruto and Halo, who entrusted me their life stories. As we continue to strive and thrive
as immigrant teachers in the states, we need to strengthen and support each other.
I recognize my friend Marybeth Bauernschub, for helping me proofread and edit my
work.
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I thank my very good friend Pam Meyers for her educational expertise, her valuable
help in editing, proofreading, her countless suggestions and encouragement; and for
being a sister to me.
I thank my friends Cherry Vergara, Elena Seong, Faye Katerrega, Millet Panga, Suyin
Opeda, and Joann Morales for all the cheers, support and belief in my potential. I also
thank my Rockledge Family who became my support group within the past four years as
I was writing my dissertation. I especially thank my principal, Pam Landry for being a
catalyst to me, for training and mentoring me, and for believing in my potentials of
becoming a leader. I also thank Jude Ann, Margaret, Janet K., Brennan, and Roxy for all
the support. I also thank my colleagues at the University of Maryland—especially Ali,
Rashi, Julian, Yu Bai, and also to Joy Jones and Anita for all the support.
Special thanks must also be given to the people who believed in my ability to succeed
as a teacher and as a leader. Mr. Robert Gaskin, Ms. Realista Rodriguez, Ms. Alison
Hanks Sloan, Ms. Kia McDaniel, Ms. Sullivan, Jennifer Libbee, and Monet Roxas-Tharp
for all the support and accolades.
I send a special acknowledgement to my parents, my siblings, especially my sister
Mutya and my grandmother for being my source of inspiration to succeed in life. I thank
my parents-in-law, especially Mama Nena for all the love, help, support, advice and
guidance they have always given me. I also thank Flora Ngo and Tita Oyeth for helping
me pray for the success of this dissertation.
To Pugsie and Oreo, who are my sources of joy and happiness in times of stress as I
was writing my dissertation.
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My deepest appreciation must be expressed to my husband, Ron, for his unconditional
love, support, constructive criticism, and the many sacrifices he made patiently
understanding and supporting me through the completion of my doctorate degree. I could
not have made it without him. Above all I give all the glory and honor for the completion
of this degree to the Lord. It was his through His big grace that I was provided this great
opportunity.
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Table of Contents
Abstract
Dedication………………………………………………………………………………....ii
Acknowledgments………………………………………………………………………..iii
Tables…………………………………………………………………………………...xvii
Figures…………………………………………………………………………………xviii
Chapter 1: SITUATING THE STUDY…………………………………………………...1
Background of the Study …………………………………………………………6
Purposes of the Study…………………………………………………………….10
Statement of the Problem…………………………………………………………12
Foundation of the Problem……………………………………………………….12
Highly Qualified Teacher under NCLB………………………………………….12
Data on Students of Color ……………………………………………………….15
Filipino teachers—ideal candidates to teach in MAPS?……………………………16
History of educational exchanges between the U.S. and the Philippines……..16
English as a medium of instruction in Philippine education……………………17
Comparison of teacher certification standards between the U.S. and the
Philippines……………………………………………………………………….18
Cost to Filipino teachers for migrating to the U.S……………………………….23
Cost to Mid-Atlantic Public School System……………………………………….23
Cost to the state of Maryland……………………………………………………….24
History of the Philippines………………………………………………………..24
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Filipino American History……………………………………………………….29
The Filipino Family……………………………………………………………...33
A Brief Overview of Philippine Colonization …………………………………..34
Filipina Women and Their Status in Philippine Society………………………...38
Relations between African Americans and Filipinos……………………………43
Definition of Terms…………………………………………………………………........50
Research Questions…………………………………………………………………........54
Chapter 2: LITERATURE REVIEW……………………………………………………….55
Poststructuralist Perspectives ………………………………………………...57
A Little History……………………………………………………………………57
Reaction to Structuralism……………………………………………………….57
Deconstruction…………………………………………………………………..58
Postmodernism as an Underlying Worldview…………………………….60
The Problem of Identity………………………………………………………60
Poststructuralist Perspectives on Identity…………………………………….61
Language………………………………………………………………………..65
Discourse………………………………………………………………………..66
Subject and Subjectivity…………………………………………………67
Agency…………………………………………………………………...69
Identity Formation……………………………………………………………70
Language and Identity………………………………………………………..71
Research on NNES………………………………………………………… 74
Concluding Thoughts…………………………………………………………76
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