History of the Filipino American Educators Association (Los Angeles) from 1974 to 1996 From Co-Founder Frances Lacebal's Writings

 

History of the Filipino American Educators Association (FAEA) of Los Angeles

Introduction and Founding

The Filipino American Educators Association (FAEA) was founded on March 24, 1974, as a turning point for Filipino American educators, students, and the broader community in Los Angeles. The association was established by Dr. Milagros R. Aquino Ruiz, Helen Brown, and Mrs. Bibiana R. Ruiz, who organized a meeting for Filipino American teachers to create a forum to address their personal and professional needs.

The association was officially incorporated as a tax-exempt non-profit in California on December 17, 1975, and received federal tax-exempt status on February 27, 1981.

Organizational Goals

The FAEA was established to achieve the following:

• Communication: Create open communication links between school districts, school boards, community colleges, and universities to improve educational services for children and youth.
• Opportunities: Act as a clearinghouse for scholarships and other educational opportunities for Filipino American youth.
• Cultural Exchange: Serve as a hub for educational and cultural activities of interest to the community and local school districts.
• Professional Placement: Maintain a resource file of Filipino American educators for employment placement.
• Publications: Publish educational and cultural materials relevant to educators.

Major Accomplishments

• Institutional Support: Facilitated the successful processing of teacher grievances, improving the general welfare of both teachers and students.
• Bilingual Education: Established Filipino Bilingual and Bicultural Programs in Long Beach and Los Angeles. In 1976, the FAEA formed the first Filipino Bilingual Class at Hawaiian Ave. School (LAUSD) with Mrs. Segundina V. de Léon as the first teacher.
• Certification: Helped administer the first Filipino Bilingual Competency Examination at California State University, Dominguez Hills, with the support of Dr. Milagros R. Aquino Ruiz and Dolly Antony.
• Community Resource: Served as a primary source of information and referral services for schools and communities regarding Filipino matters.
• Professional Development: Partnered with other Asian and Pacific Islander teacher groups to conduct in-service training to improve the understanding of Filipino American culture and language.

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Chronological Timeline of Events

1980 – 1985: Growth and Community Outreach

• 1980: Held the "Filipino American Community Education Conference" at the USC Von Kleinhempel Center (March 22 and 29).
• 1981: Held the "Filipino American Artist: Focus on Education" conference at UCLA (October 24–25).
• Development: Compiled "Filipino American Perspectives," a comprehensive guide featuring profiles of prominent Filipino Americans, funded by the Los Angeles Unified School District (LAUSD).
• Student Engagement: Conducted essay contests titled "What My Filipino Heritage Means to Me" to encourage pride and self-worth among students.
• 1984: Celebrated the 10th Anniversary Recognition Night on March 17, honoring those who contributed to the Philippine Educational System.
• 1985: Sponsored a "Glimpse of Filipino Culture" in Carson City for Asian Pacific Heritage Week and participated in the Asian American Cultural Trade Fair in Pasadena, featuring woodcarving demonstrations by Joe Z. Sabroso.

1986 – 1988: Scholarships and State Expansion

• 1986: Launched the Dr. Milagros R. Aquino Ruiz Scholarship on June 28 to support outstanding high school graduates pursuing careers in teaching.
• 1987: Participated in the International Folk Arts Festival at the Museum of Natural History (June 13) and hosted a multicultural picnic at Glenoaks Park in Glendale (May 8).
• 1988:
  • Continued the Dr. Milagros R. Aquino Ruiz Scholarship for high-achieving graduates and recognized outstanding senior citizens and educators.
  • Formation of FAEAC: In October, members attended the First Annual Statewide Conference in San Diego. This led to the creation of the Filipino American Educators Association of California (FAEAC). Joe Z. Sabroso was elected chairman of the Ad Hoc Committee to draft the constitution and bylaws.

1989 – 1992: Leadership and Recognition

• 1989: The FAEAC bylaws were ratified during the 2nd Annual Statewide Conference. Ligaya Avenida was elected as the first State President. The conference theme was "Filipino Americans: Forces of Change in Education."
• 1990: Established the theme "Filipino American Educators: Partners in Action" for the following year.
• 1991: Hosted the 3rd Annual Statewide Conference at the Torrance Marriott Hotel, co-sponsored by LAUSD and Pacific Bell Telephone. The event featured notable leaders, including Ronald Dangaran (the first Filipino American Superintendent) and Dr. Tobin Gonzales Barocio.
• 1992:
  • LAUSD Appointments: Frances Lacebal was appointed Filipino adviser at the Asian Pacific and Other Languages Office (APOLO), and Carmencita Davino became director of the Asian Pacific and American Education Commission (APAEC).
  • Presidential Visit: During the Orange County Asian Festival, President and Mrs. George H.W. Bush visited a Philippine booth coordinated by David Guillermo, Frances Lacebal, and the de Leons, commending the FAEA for projecting a positive image of Filipinos.

1993 – 1996: Legacy and Final Milestones

• 1993: Conducted an educational and cultural mission to the Philippines in July, led by President Ligaya Avenida and Dr. Cora Ponce. The group met with President Fidel Ramos and the Minister of Education to share expertise and gather cultural materials.
• 1994: Celebrated the 20th Anniversary of FAEA Inc. Lita Clamor was inducted as President, and Consul Emmanuel Fernandez was named an honorary member.
• 1995:
• Philippine Renaissance Project (P2P): FAEA coordinated the Los Angeles round of this competition. John Marshall High School won the LA round and eventually became the first P2P Champions in San Francisco.
• Adult Education: Established adult classes (ESL, Citizenship, Art, and Recreation) at the Filipino American Service Group Inc. (FASGI), linked to Belmont Adult School and FAEA (LA)'s Erick Mata and later Malou Garcia--as teachers.  Erick Mata and FAEA (LA) co-member Frances Lacebal, center, with the first Citizenship class of Filipino World War II Veterans and wives adjusting to their new life in America pictured below.
  
  
  
• Cultural Preservation: Supported the Filipino Cultural School (sponsored by the Sampaguita Women's Circle) for over 25 years under the direction of Dolly Antony.
• 1996:
• Awards: Dolly Antony and Elito Santarina received "Outstanding Educators" plaques from the Lions Club. Joe Z. Sabroso won 2nd place at the California State Fair Instructors' competition.
• Community Event: Hosted a booth with hands-on activities for Philippine Independence Day at Veterans Park in Carson on June 8.
• Conference: Hosted the 9th Annual Statewide Conference of the FAEAC on October 18–19 at the Sheraton Cerritos Hotel.
• 2000s to 2026:  Click on the various tabs for articles and information about FAEA (LA) activities.  Below is a picture of a meeting with FAEA (LA) members in the early 2000s.
  
  
  

Fil Am History in Los Angeles: Helen Brown, Co-Founder of FAEA (LA)

 

For more information about Helen Brown, click here: LA Public Library: Helen Brown

Judge Mel Red Recana: First Filipino American Judge in the United States

 

Former FAEA (LA) President Dr. Arturo Pacho's Q & A About His Book: Discovering Tuba at the University of the Philippines

                                               Q & A    Click Here: On the History of Tuba

                                         Read:  Click Here-- Article in Wine Enthusiast 

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.