Published on May 13th, 2022

Representation of one’s ethnic and/or racial identity is important for young students to recognize as they grow up. Students need to see people who look like them in media, political platforms like holding elected office, and in other leadership positions within the community, like public schools. By seeing people who look like them in different spaces and positional power, students are able to envision themselves in those positions, feel a sense of accomplishment, and recognize a role model for potential career goals.

Filipino students continue to be the second largest ethnic group that make up Hawaii’s public schools. Approximately 22% of the entire student population in Hawaii public schools are Filipino. Ewa Beach, Waipahu, and Kalihi, the community where I was born and raised and currently reside in, are the three largest communities where Filipino students reside. There is a lot of research in the field of education that share reports of how students of color perform significantly better in school when their teachers look like them. Students report feeling more comfortable and cared for, are more interested in their school work, and trust that their teacher can connect with them. It’s very important to ensure that Filipino leaders are seen and present in communities across Hawaii to ensure the success for all students.

I attended Hawaii public schools my entire life from kindergarten to 12th grade in Kalihi. My first teacher of Filipino ancestry was Ms. Marie Domingo – an English Language Arts teacher at Kalakaua Middle School. She currently continues to work at the same school serving many generations of future Filipino leaders. I also did not encounter many Filipino school administrators growing up. It wasn’t until my senior year at Farrington High School when Mr. Alfredo Carganilla stepped into the new role as principal for the school. I remember my feelings when I learned of Mr. Carganilla’s transition into this new role. As someone who was interested in one day being a leader for his community, it was great to witness and see someone from the Farrington and Kalihi community, an alumnus of Farrington, represent me in so many ways – most importantly as a Filipino school leader. At 17 years old, I didn’t know how to articulate my feelings of excitement for a new principal. I just remember thinking how someone who looked like me was stepping into a position that would impact the future of the school and community. I felt confident that the identity makers that made up this new leader would positively impact how I viewed myself as a leader and what potentially could be my future.

This article is about amazing Filipino school leaders and how important their representation is in their school communities. Their journeys are important for many people, especially young Filipinos in Hawaii, to read about and see where they can potentially go in the future.

RICHARD FAJARDO
– Kapolei Middle School

“My hope is that we as a culture [Filipinos] believe that we can achieve whatever we want to and not settle for what the previous stereotypes are about Filipinos.”

For Principal Richard Fajardo, growing up meant breaking the stereotypes he was hearing about Filipino people in Hawaii.

Both his parents immigrated from the Philippines and moved to Aiea, the city where he was born and raised in.

Growing up he struggled with trying to be “local” enough but still continue to be proud of his cultural roots. His parents taught him the value of hard work, respect, dignity, and integrity in everything he does.

These were also the character traits he saw in many other Filipinos who worked in service industry jobs such as janitors and hotel workers; however, these jobs were the only careers he saw Filipino people going into. While he appreciated the hard work he saw many Filipinos put into these jobs, he wanted to ensure that he could aspire towards other career options that could expand where Filipinos could be.

Principal Fajardo started his educational career as a teacher, counselor, and student services coordinator at Pearl City High School.

After 10 years of experience in the department, he reached out to his educational mentors and wanted to become a school administrator to have a broader impact on student learning and growth.

Prior to his current position as the third Principal of Kapolei Middle School, he was a Vice Principal at Holomua Elementary School in Ewa Beach and worked as the School Renewal Specialist for the Campbell-Kapolei Complex where he worked with multiple schools on topics surrounding instructional and operational leadership matters.

In the past 20 years, Principal Fajardo has interacted with many Filipino educators. He hopes his role as a Principal can provide many of them inspiration and motivation to continue breaking the glass ceiling and stereotypes that Filipino people face in Hawaii.

“Being a Filipino school leader brings a lot of joy to me. Students and families can easily relate and approach me.”

At Kapolei Middle School, approximately 25% of the students he interacts with everyday are Filipino, the second largest ethnic group at his school.

He believes he is able to connect a lot with first and second generation Filipino students. He values building relationships with these students to ensure they feel seen and cared for on campus.

Principal Fajardo also believes his identity as a Filipino brings pride to many parents who send their kids to this school. They feel confident in his leadership and see his leadership as inspiration for their children to one day choose a career and reach leadership positions.

This is evidence of how one’s identity can contribute to building excellent relationships with students, families, and community members. Lastly, when asked why it’s important for Filipinos to be in school leadership, Principal Fajardo replied back with the importance of diversity. He says, “When there are school leaders of different backgrounds, ethnicities, and experiences, it offers dialogue and collaboration so that we can all be life-long learners and be the best leaders for our respective schools. As a result, students benefit the most and are exposed to a well-rounded experience in school to be successful in a global community.” Identity matters in many spaces, especially in schools. The more students see themselves in leaders, the more they are encouraged to be in leadership positions in the future.

CHRISTOPHER BONILLA
– Ilima Intermediate School

Principal Bonilla looks at history and his culture as a way to cultivate successful schools. The lessons his Filipino ancestors have instilled in him really lives out in his vision for why it’s important to continue valuing culture in a leadership role.

Principal Bonilla witnessed the hard work and perseverance his parents had working in Hawaii after immigrating from the Philippines in the 70s. As a young child, he would sense and feel the hard work his parents contributed to ensuring an exemplary life for the entire family. His father was a construction worker, whose soft and quiet demeanor came with strong messages about the importance of overcoming hardships.

His mother is a retired care home provider who previously and tirelessly worked in service industry jobs to financially sustain their family.

It was his parent’s hard work and dedication that instilled the importance of doing well in school. He wanted to make his parents proud.

Principal Bonilla says, “My mother would often say that her children’s Honor Roll and Principal’s Lists awards served as ‘agas’ or medicine/cure for all the heartaches she experienced working tirelessly to provide the best for her children.”

Learning how to work hard for the service of others translated to his current position as Principal. Growing up in Kalihi, it was instilled in him that remembering who you are and where you come from is of utmost importance when working with others.

Despite being born in Hawaii, his first language was Ilokano. He spoke the language at home and understood it navigating spaces where other Filipinos were around.

He constantly heard the inspirational stories of Filipino farmers both in the Philippines and in Hawaii. Knowing all of this made him proud of his heritage, and understanding the values of persevering through adversity and working towards success.

Principal Bonilla believes that being a Filipino school leader is an honor that comes with a lot of responsibility.

His school leadership role is part of the continuous work that Filipinos have worked hard for to this day. He says, “It is about honoring our past and ensuring a future in which young Filipino-Americans take pride in their culture.”

Furthermore, Principal Bonilla is reflecting on “What responsibility does one have to ensure a better future?”

His deep reflection of his identity and positional power as a school leader really is grounded on the fact that leadership roles comes with responsibilities of recognizing those who have come before us and use that to leverage the potential for the future.

In addition, being a Filipino school leader means being able to connect with families.

In his past four years as a school leader, Principal Bonilla has had children of his former elementary and middle school classmates who grew up with him in Kalihi.

Also, his own children were students at his school. Principal Bonilla feels that being a strong Filipino school leader for his friend’s children and his own children contributes to the continued model of where Filipino students can be.

It means a lot for him to be responsible for ensuring an excellent education for the future generation of Filipinos.

Both these inspirational Filipino school leaders exemplify where so many of our students can be.

As I reflect on my journey in public education, from a student to an employee of the Department of Education, I’m reflecting on how one’s cultural presence and representation in a school setting can positively impact a student’s life in so many ways.

Both these school leaders shared how their identities built stronger relationships with students, families, and community members and how this leads to positive interactions at school. What is even more inspirational is the grounded sense of values they learned growing up, from resilient Filipino parents and other Filipino adults, who instilled in them the essential values of service for others. I can look at these leaders and be excited for where I can potentially be in the future. My hope is for future generations of Filipino students to continue seeing leaders who look like them in different settings and know that they too can be leaders and continue this for future generations to come.

Original news: http://www.filamcourier.com/cover-story-being-filipino-in-school-leadership-why-diversity-matters/