A FAELA Look at Filipino American History Month

Every October, we commemorate Filipino American History Month as a time to not just honor the contributions of Filipino Americans, but also address the ongoing struggles Filipino American educators confront in California. Filipino Americans are the second largest Asian American community in the United States and one of the major racial and ethnic minorities here in California. We have a strong and rapidly growing presence in education. Behind every classroom, school, and educational program are educators with unique stories and experiences. Learning more about the journeys and contributions of Filipino American educators offers valuable insights into the strengths and perspectives we bring to California’s schools. In no particular order, here are some of the challenges confronting Filipino American educators in California.

Can You See Us Now?

One of the most significant challenges facing Filipino American educators is what is often called the “invisible minority” experience. Filipino Americans are often lumped in under the broader Asian American categories, which can distort our unique cultural experiences, educational needs, and professional challenges. As a result, the voices and concerns of Filipino students and educators receive little oe no attention in research, policy discussions, and decisions about funding and resources (Maramba et al., 2022). This lack of awareness makes it harder to meet the unique requirements of the Filipino American population, which results in skewed opportunities for both educators and students. The "Model Minority" myth, which erroneously maintains that all Asian Americans succeed uniformly and therefore require no targeted educational support or resources, stands in stark contrast to this experience.

Instead of viewing Asian American communities as a monolith, scholars have emphasized how crucial it is to place an emphasis on Filipino perspectives and experiences (Buenavista, 2010). The California Department of Education reports 5,316 Filipino public school teachers and 126,911 Filipino students in public schools in 2025–2026 (CDE, 2026). By recognizing and honoring the distinct history, cultural heritage, languages, and migratory journeys of Filipino Americans, educational systems—especially K-12 institutions—can gain a deeper understanding of and more effectively support Filipino students, families, and teachers.

Recruitment, Retention and Support of Filipino Teachers

The American education system is currently experiencing a teacher shortage crisis, with an estimated 411,549 teaching positions either unfilled or filled by teachers who are not fully certified for their assignments. (Learning Policy Institute, 2025). School districts across the country struggle with classroom staffing at the beginning of each academic year, driven by high rates of teacher attrition (NCES, 2024). These problems can be attributed to a lack of administrative assistance, problems with student discipline and tough working circumstances in many schools. To solve these labor shortfalls, the United States has increasingly relied on international educators through H-1B and J-1 Cultural Exchange visa programs.

It is important to note that Filipino American educators are not synonymous with internationally recruited Filipino teachers. Research has shown that immigrant Filipino teachers encounter challenges such as transitioning to U.S. educational institutions, navigating cultural differences, processing credentialing, handling isolation, and adapting teaching approaches to new surroundings (Macanlalay et al., 2025). Educators who earned their credentials in the Philippines must undergo a rigorous, course-by-course evaluation of foreign transcripts to meet California’s teacher preparation standards. While a preliminary credential grants a five-year window to fulfill clear credential requirements, international teachers frequently navigate professional transitions marked by distinct cultural dynamics, unfamiliar student discipline norms, and workplace adjustments (Yap et al., 2026). These realities highlight the vital necessity of comprehensive mentorship and induction programs rather than expecting seasoned educators to adapt without guidance. This necessity echoes earlier efforts by the Filipino American Educators Association of Los Angeles (FAEALA) in the mid-2000s alongside the Los Angeles Unified School District to uplift recruited international teachers, many of whom have since left the field altogether or relocated due to insufficient institutional support.

Despite these hurdles, Filipino teachers have been crucial in filling the gaps especially in areas of high demand and certain subject areas. The experiences of internationally recruited Filipino teachers highlight both the opportunities and difficulties inherent in global teacher recruitment. Although these educators help fill critical staffing gaps and bring valuable cultural and professional perspectives, their journeys demonstrate the necessity of providing robust induction programs, structured mentorship, cultural adjustment support, and fair working environments.. Understanding and overcoming these challenges will enable school districts to more effectively support the professional success, retention, and contributions of Filipino educators to student learning, as well as to create more inclusive and culturally responsive educational communities.

Filipino American History in the Curriculum

Over the past decade, ethnic studies in California schools has expanded rapidly, driven by educators and lawmakers advocating for a broader, more inclusive perspective on history and society. Building on grassroots lobbying and rising awareness of the different experiences of California’s communities, the state approved an Ethnic Studies Model Curriculum and later mandated high school students to take an ethnic studies course as a graduation requirement. Many Filipino American educators continue to say that traditional curricula often omit their history and accomplishments of their community (Hidalgo et al., 2009). Both educators and students feel the effects of this underrepresentation. To foster cultural literacy, civic engagement, and a stronger sense of belonging for all students, California's Ethnic Studies initiatives and curriculum development frameworks have sought to integrate Filipino American history more thoroughly into classroom learning. (Maramba et al., 2022). This month, we have a chance to amplify these narratives, increase a sense of belonging and ensure Filipino American experiences are properly represented in curriculum, leadership and school community participation.

A View from School Leadership

Filipino American History Month marks the arrival of the first documented Filipinos in what is now California in 1587 in Morro Bay (Wagner, 1923) and the enduring contributions of Filipino Americans to the state’s social, economic, labor, military and educational history. October is a time for educators to: Celebrate leaders like Larry Itliong and Philip Vera Cruz whose organizing led to the Delano Grape Strike and changed the face of labor rights in California; Recognize the increasing presence of Filipino American educators working with California students, and support culturally responsive curriculum and ethnic studies, as well as leadership development and representation within education.

Filipino American History Month is not simply a celebration for schools in California. It is a moment to pause and ask if Filipino kids, families, teachers, counselors, classified staff and administrators feel visible, represented and included. Supporting Filipino American educators and Filipino educators in America makes schools culturally responsive and gives children role models that reflect California’s various populations. Can you see us now?

References 

Buenavista, T. L. (2010). Issues Affecting U.S. Filipino Student Access to Postsecondary Education: A Critical Race Theory Perspective. Journal of Education for Students Placed at Risk (JESPAR), 15(1–2), 114–126.

California Department of Education. (2026). Fingertip facts on education in California. https://www.cde.ca.gov/ds/ad/ceffingertipfacts.asp

Dempsey, R. L. (2024). The lived experiences of recruited immigrant Filipino educators working in U.S. public schools (Doctoral dissertation, Barry University).

Halagao, P. E., Tintiangco-Cubales, A., & Cordova, J. M. T. (2009). Critical review of K-12 Filipina/o American curriculum. AAPI Nexus, 7(1), 1-24.

Learning Policy Institute (2025). An overview of teacher shortages: 2025 [Fact sheet]. https://learningpolicyinstitute.org/product/overview-teacher-shortages-2025-factsheet

Macanlalay, M. D., & Gaza, J. S. B. (2025). Navigating New Realms: A Phenomenological Comparison of Novice and Veteran Filipino Migrant Teachers. International Journal of Innovative Science and Research Technology, 10(6), 1050-1056.

Maramba, D. C., Curammeng, E. R., & Hernandez, X. J. (2022). Critiquing empire through desirability: A review of 40 years of Filipinx Americans in education research, 1980-2020. Review of Educational Research, 92(4), 583-613.

National Center for Education Statistics. (2024). Most U.S. public elementary and secondary schools faced hiring challenges for the start of the 2024-25 academic year. U.S. Department of Education.

Wagner, Henry R. (1923). The Voyage of Pedro de Unamuno to California in 1587. California Historical Society Quarterly.

Yap, A. S., & Elesio, J. M. (2026). Navigating Borders: The Perceptions of Filipino Teachers Teaching Science in the American Education System.

Dr. Daniel Gumarang is a former president of the Filipino American Educators Association of Los Angeles (FAEALA), a professional organization that supports Filipino American educators through networking, mentorship, leadership development, professional learning, cultural advocacy, and community engagement.  He remains active in the organization as mentor and contributor to this blog site.

Living With Myasthenia Gravis in Retirement

By Erick Mata, Retired Educator

After more than 32 years in education, I retired early at 54. I had worked as a teaching assistant, taught English, math, and history/social science, and held support and administrative roles in K–12 schools and district offices. After retiring, I coached new school administrators at a local university.

I retired to care for my late mother while she received dialysis. Six months later, during the COVID-19 lockdown, she died from complications of a stroke on the day after Christmas in 2020.

In summer 2025, after nearly a year of symptoms, I was diagnosed with myasthenia gravis (MG) and quit my university coaching job. My symptoms included unsteady legs, double and blurry vision, light sensitivity, drooping eyelids, and hands that felt weak and shaky. My first blood test did not confirm MG, and I was mistakenly diagnosed with an eye stroke.

What is MG?

MG is a rare, long-term autoimmune disease. The immune system disrupts communication between nerves and muscles, causing muscles to weaken and tire with repeated use.

MG can affect the eyes, face, arms, and legs, as well as the muscles used for speaking, chewing, swallowing, and breathing. Weakness often changes throughout the day: rest may help, while activity can make symptoms worse. MG is not contagious, and it is not caused by aging or lack of effort. It can affect people who have been active and healthy.

A negative blood test does not always rule out MG. Diagnosis may involve reviewing symptoms, a neurological exam, blood tests, nerve tests, and other evaluations. Some people do not have detectable antibodies on their first test, as happened to me. Because MG is rare, its symptoms may not be recognized by doctors right away.
https://myasthenia.org/

My experience after retirement

My symptoms were confusing and could have been mistaken for aging, stress, vision problems, or another condition. In my case, a nerve test in my hands led to a carpal tunnel diagnosis on the right hand but both were not grasping well.

I expected retirement to bring time for travel, family, and rest. MG changed those plans. Walking, climbing stairs, reading, cooking, driving, and joining family activities can now require planning, pacing, and breaks to recharge.

MG can also affect emotional well-being. Brain fog and memory gaps are sometimes reported, though their connection to MG is still debated. Since MG can be hard to see, others may not understand why plans change or why someone who looks fine is struggling to think clearly, remember, speak, see, walk, chew, swallow, or keep up their energy.

I have learned to listen to my body. As my neurologist told me early on, "MG is all about conserving energy." Adjusting my expectations is part of living along with rest come with a chronic illness.

Treatment

No cure for MG exists so far, but it can be treated and managed. Treatment depends on a person’s symptoms, overall health, test results, and which muscles are affected. A neurologist, ideally one experienced with muscle and nerve disorders, can help create an individual plan. MG is often called a “snowflake disease” because it affects everyone differently.
https://myasthenia.org/

Treatments have advanced today and may include:

• Medicines: Pyridostigmine (Mestinon) may temporarily ease weakness but does not address the autoimmune cause. Steroids, such as prednisone, and other medicines that reduce immune-system activity may also be used.
• Targeted treatments: Newer medicines act on specific parts of the immune system. The MGFA website explains options including Vyvgart, Vyvgart Hytrulo, Rystiggo, IMAAVY, Soliris, Ultomiris, Zilbrysq, and Uplizna.
  https://myasthenia.org/
• IVIg: An infusion of antibodies from donated plasma that can temporarily change the immune response. It may be used when symptoms worsen or a faster improvement is needed.
• Plasma exchange: A procedure that removes harmful antibodies from the blood. It can help relatively quickly, but the benefit is temporary.
• Thymectomy: Surgery to remove the thymus gland, sometimes recommended when a person has a tumor there. Improvement may take time and is not guaranteed.
  https://myasthenia.org/

Never start, stop, or change treatment without talking to your doctor. Tell every healthcare professional you have MG, since some medicines, infections, surgeries, and other stresses can worsen weakness.

Recognizing an emergency

Severe worsening can affect breathing and swallowing. Get immediate medical help for difficulty breathing, rapidly worsening weakness, choking, inability to swallow, or severe trouble speaking. In rare cases, this can become a life-threatening myasthenic crisis.

I carry an up-to-date medication list, emergency contacts, and a medical ID card or bracelet. Caregivers and trusted people should know the patient's neurologist, medicines, emergency plan, and warning signs.

MG in Filipino and Filipino American communities

MG can affect the whole family. Filipino families’ close relationships, caregiving, faith, and shared decision-making can be important sources of support. Families may also need help understanding that MG symptoms can change from day to day.

Someone with MG may look well (why it is called an "invisible disease") while experiencing serious weakness or fatigue. Resting, eating slowly, missing an event, or needing a ride is not a lack of care or commitment. It can be part of managing the disease.

Helpful steps include:

• Ask for a professional medical interpreter and materials in the patient’s preferred language. With the patient’s permission, include trusted family members in appointments.
• Discuss traditional medicines, supplements, and herbal remedies with the neurologist and pharmacist. Ask about costs, insurance approval, transportation, infusion locations, and financial assistance.
• Connect with other Filipino or Asian American patients and support groups, including online groups. MG affects everyone differently, so another person’s experience may not match yours.
• Teach family members the warning signs of breathing and swallowing problems. Plan family gatherings, church activities, travel, and caregiving with flexibility and time to rest.

Getting insurance coverage and specialist care can be challenging. A primary-care doctor can help arrange a referral to a neurologist or MG specialist. Keep copies of test results, medication lists, imaging reports, and treatment records for appointments.

Finding support

The Myasthenia Gravis Foundation of America (MGFA) provides information, support, advocacy, research updates, and resources for people with MG and their caregivers:

• MGFA: https://myasthenia.org/
• Understanding MG: https://myasthenia.org/understanding-mg/overview-mg/
• Treatments: https://myasthenia.org/myasthenia-gravis-treatments/
• The MGFA also offers newly diagnosed resources, specialist searches, support groups, patient materials, research and clinical-trial information, community events, and emergency education.
• Helpline: 1-833-647-8764

Treatment recommendations can change. Discuss options with your neurologist and consult current MGFA materials.

Moving forward

MG has changed how I think about retirement, health, independence, and family. I still have many difficult days, but I am learning to adapt rather than give up—and to give myself grace, compassion, and kindness.

An incurable illness does not mean life has stopped. It means learning to live with new limits as well as attending to other health conditions, finding purpose, accepting help, planning ahead, and noticing progress, even when it is gradual. With medical care and support from family and community, many people with MG can continue to live meaningful, active lives.

I hope sharing my experience helps others recognize MG symptoms, seek care, ask questions, and know they are not alone. MG is a diagnosis; it does not define me.

This article is for education and personal reflection, not a substitute for medical advice or diagnosis. Make treatment decisions with a qualified healthcare professional.