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.For instance, research in New York City foundthat working-class and low-income Korean American students do much morepoorly in schools than their richer, middle- and upper-class peers.30 Similar find-ings have come from research on Chinese American students as well, where mid-dle-class Chinese American mothers had more time and resources available todevote to their children than working class mothers who were often employed inmultiple jobs and spent most of their days at work.31 Reflecting the diversity ofAsian American educational experiences, the number of Asian American highschool dropouts is rising.In 1999, out of 513,000 Asian American high schoolstudents, 25,000, or 4.8 percent, had dropped out of high school.32Statistics also show that the model minority myth obscures the actual eco-nomic circumstances of many Asian Americans.While the average medianhousehold income for Asian Americans is greater than that of the averageAmerican household, Asian American households have more working adults thanwhite American households.Asian Americans average 3.3 people per household,versus white Americans, who average 2.5 people per household, and actuallyhave a lower per capita income compared to whites.In addition, Asian Americanfamilies have lower than average homeownership rates, but have higher than aver-age rates of overcrowded housing.33 To further complicate these statistics is thefact that most Asian Americans live in regions of the United States with high costsof living such as New York, California, and Washington. 226 Encyclopedia of Asian American Issues TodayFilipino American Youth and StudentsAccording to the U.S.Census, Filipinas/os are an immigrant success story.Of the 3,053,079 Filipinas/os in United States in 2007, more than 40 percentare in management and professional occupations.Almost half of Filipino/asover the age of 25 held at least a bachelor s degree.The perception thatFilipinas/os are doing well is bolstered by cultural stereotypes that describeFilipinas/os as extremely hardworking, with supportive, tight-knit families.These statistics, however, obscure the problems that Filipinas/os youth face.Too often, mental health and educational issues of Filipinas/os have beenmasked by stereotypes and generalizations, such as the model minority mythand the cultural stereotype of  family cohesion. Though some researchers,educators, and policy makers point to  culture as the reason why Filipinas/osand other Asian Americans succeed, the same culture is often blamed for themyriad issues facing youth.These stereotypes persist among researchers, fun-ders, and providers of social service programs.Stereotypes include the ideathat Filipino/as do well in school and thus do not need extra educational pro-grams.In the mental health field, similar to other Asian American groups,Filipino/as are thought to have few if any mental health concerns.In San Francisco, more than a third of the Filipina/o population resides inthe Excelsior district.The San Francisco Board of Supervisors LegislativeAnalyst report, based on the 2000 census, describe this district as havingthe highest percentage of households with seniors at 36 percent and thesecond highest percentage of households with children under 18, at 40percent.This district also has the lowest per capita income in the city, andthe lowest educational attainment, with 71 percent of residents havingearned less than a BA or associate s degree.More than half of the resi-dents, approximately 52 percent, are foreign born; 8 percent live belowthe federal poverty level.In this same district in San Francisco, 32 per-cent speak an Asian or Pacific Islander language and speak English  notwell or  not at all.Filipinas/os have the highest dropout rate among all Asian American groups,and one of the highest dropout rates among all ethnic groups.Key predictorsthat are often associated with influencing immigrant schooling show thatimmigrant status, language, and class factors alone cannot explain thedropout rates across national-origin groups.Dropout rates for Filipino/a stu-dents in lower-income schools greatly surpass the general dropout rate forall students recorded at the district, county, and state levels.Dropout ratesoften indicate that students are encountering difficult issues in the environ-ments and situations to which they are exposed.Filipino/a students chal-lenges in their neighborhoods, schools, and homes need to be furtherexamined to get a holistic picture of their experiences. Education 227In the schools, Filipino/a students are often blamed for their failures, whichin turn can create severe internalized inferiorities and psychological trauma.These mental health issues can directly relate to the experiences of Filipina/ostudents, especially when they experience pressure to live up the modelminority stereotype.Along with the issue of high dropout rates, Filipinas/ostudents face other mental health-related dilemmas such as suicide anddepression.Filipina/o and Pacific Islander youth are the second most likelygroup among San Francisco middle-school students who have had thoughtsof suicide.Almost a third of Filipina/o and Pacific Islander youth report hav-ing depression, the third highest percentage.In 2000, suicide was a leadingcause of death for Asian American and Pacific Islander youth nationwide,second only to unintentional injuries.There has been a lack of research con-ducted on the reasons why Filipinas/os have these mental health issues.Someresearchers problematize Filipina/o American  culture, and in some cases,this diagnosis puts the blame on the parents without taking an in-depth lookat the social conditions that contribute to or create the issue.Many studies about Filipina/o Americans are exploring interesting questionsabout identity formation, group identity, family histories, labor, transnation-alism, and immigration, but most of them focus on Filipina/o Americansfrom suburban communities.There has yet to be a comprehensivecommunity-based research project on the lives of urban Filipina/o youth.Consequently, the issues of poverty and violence are not at the center of theconversations in these contemporary studies [ Pobierz całość w formacie PDF ]

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