There is a paucity of research on the educational experiences of Filipinx Americans, the second-largest Asian American group in the United States. Studies that do exist often lump Filipinxs with other Asian Americans or present them devoid of critical contexts that shape their experience, namely, colonialism and racialization. Using a desire-based…

The study of short-"a" (e.g., the vowel in words such as "bat," "bad," "bang," "ban") in New York City English (NYCE) has a long history, and with many different descriptions of this complex system (e.g., Babbitt 1896; Trager 1930; Labov 1966/2006; Cohen 1970; Labov 2007). It is complex due to the…

This study provides a deeper understanding of the interracial connections not just between non-whites and whites, but among non-whites. Filipino American youth attending high school in New York City contended with a dominant bipolar racial discourse that marginalizes the racialized experiences of Asians and Pacific Islanders. However, instead of…

A person-centered approach was used to determine how identification across multiple social domains (ethnic, American, family, religious) was associated with distinct identity clusters. Utilizing data from 222 young adults from European, Filipino, Latin, and Asian American backgrounds, four clusters were found (Many Social Identities, Blended/Low…

A 1995 study explored how high school students from four ethnic groups who have experienced disciplinary problems explain the causes, consequences, and potential resolutions of conflicts with their teachers. The answer to reducing behavior problems in ethnically diverse classrooms may be culturally responsive discipline undergirded by competence,…

Intended to be a central source of information on where to acquire statistics on the social and economic characteristics of various racial groups, this report includes references on printed reports, computer tapes, and special calculations. The racial categories of white, negro or black, Indian, Japanese, Chinese, Filipino, Hawaiian, Korean,…

The effects of ethnicity, gender, and risk on locus of control were investigated for gifted children and for high ability nongifted children. Subjects (n=805) in grades 5 through 7 were African-American, Caucasian, Latino/Hispanic, or Fillipino and had been referred for evaluation of giftedness, which included evaluation of intellectual ability…