Nagugutom Sila/They're Hungry: Affirming Filipina/o/x Students' Identities With Culturally and Linguistically Responsive Pedagogy

• In Event: Representations and Understandings of Asian American and Pacific Islander Youth Success in Education

Abstract

Hegemonic educational practices have roots in Western imperialism and U.S. colonial rule effectually marginalizing and invisibilizing Filipina/x/o students, and contributing to academic inequities and poor mental health. The purpose of this study is to understand the experiences, impacts, and meanings of cultural and linguistically responsive pedagogy that affirms Filipina/x/o students’ identities. Qualitative data analysis from interviews, a public hearing, and program artifacts demonstrates that culturally and linguistically responsive pedagogy fosters positive identity development, confidence, and sense of belonging for Filipina/x/o students. Implications can inform leadership decisions of programs and policies that build upon and sustain students’ cultural and linguistic wealth.

Author

• Ruby N. Turalba, San Francisco State University