ADS & ODS 1996

Education Enhancement Programs (Winter 1996)
Filipino Pioneers (Winter 1996)
FOOM (Winter 1996)
Job Well Done! (Winter 1996)
100 Years of Filipino Immigration Celebrated with perigriNasyon (Winter 1996)
Outreach Program (Winter 1996)
Pamantasan Conference (Winter 1996)
Pagdiriwang 96: To Celebrate or Not to Celebrate (Spring 1996)
Ending of Affirmative Action, or Growing Ivy in Manoa (Summer 1996)
Summer Graduates (Summer 1996)
Prep 7th Grade (Summer 1996)
Elementary Summer Program (Summer 1996)
Making Responsible Choices (Summer 1996)
Future Teachers Get a Head Start in Their Careers (Summer 1996)
When More is Less, When Less is More and When Less is Less (Fall 1996)
Who are We? (Fall 1996)
PREP 8th Grade (Fall 1996)
Fond Farewell (Fall 1996)
Elementary Summer Program: Open House (Fall 1996)
PREP Recognition Night 1996 (Fall 1996)
Benjamin Menor Scholarship (Fall 1996)

Education Enhancement Programs

by Ferdenan Damo

To keep the quality of our services high in the wake of severe budget cuts, in the summer of 1996 Operation Manong underwent massive restructuring of various projects. Prior to the changes staff coordinators were assigned specific resources and student workers to plan and implement individual projects. Today, similar themed projects are grouped together under the supervision of a staff coordinator. One example is our Education Enhancement Programs or EEP. Projects under the EEP umbrella include: the Elementary School Program (ESP), a 6 week educational enrichment summer project for elementary aged children conducted at the University of Hawai'i-Manoa campus; Pre-Freshmen Enrichment Project (PREP), a 6 week summer educational enrichment project on the UHM campus followed by year long follow-up services for intermediate and high school teens; and The Future Teachers Workshop (FTW), a month long course conducted at UHM which exposes interested high schools students to the teaching profession.

Although EEP projects cater directly to elementary and secondary aged children and teens, EEP also services OM student college workers by challenging them to formulate appropriate curricula for EEP programs. OM student workers involved in EEP spend a great amount of time on curriculum development, teacher training, and pedagogical research. By applying their college schooling through pedagogical research, our workers further their education. The benefits of newly found knowledge to the existing schemes of these workers are great. The majority of students working for EEP are prospective educators. Their experience in EEP will better prepare them to formulate appropriate curricula for disadvantaged students in their careers as teachers.

Currently EEP is engaged in a flurry of activity. For ESP we are currently exploring the viability of implementing a formal multiage pedagogy for our elementary aged clients. We are also preparing a new evaluation process for ESP to gauge the effectiveness of the project. Also, while past curriculum focused on nonacademic activities, ESP 1997 will be enrichment focused. We have high hopes that our clients will greatly benefit from the restructured ESP and expect the newly devised curriculum to enable our clients to realize their fullest potential as thinking responsible individuals.

For PREP, evaluative research is being conducted to assess the effectiveness of the Collaborative Apprenticeship Learning pedagogy we first implemented in 1994. So far, our evaluations have shown that a curriculum which includes group work, learning logs, and personal research (called I-search) are beneficial towards learning. OM workers are also compiling curriculum guides for the teachers who will be teaching PREP this summer. Themes for PREP 1997 are still "Islands," "Linguistics & Communication," and "Relativity." Unlike past years there will be changes to the clients we will be serving. As of PREP 1997 student clients will be 6th, 7th, and 8th graders. The 9th grade conducted its last class this past summer. Finally, in preparation for Operation Manong's new web page, OM student workers are preparing a detailed report of all research and program changes PREP encountered thus far.

Among the two previous projects, FTW is undergoing the least amount of changes. To further improve on the workshop, OM student workers are currently engaged in a literature search of all schools implementing similar programs. By assessing the successes and failures of introductory teaching workshops, we will be able to prepare curriculum appropriate to the further success of FTW.

With major restructuring, Operation Manong has renewed confidence in our EEP projects. Not only are we maintaining the survival of these projects, we are also keeping quality high. Despite having to make do with less, resources this did not stop us from formulating new and better services for our students.

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Filipino Pioneers

by Gloria K. Perlas

When I look back at my childhood education, certain images and events stick out in my mind. I think back to my history classes and what my teachers have taught me. My history teachers taught me about George Washington and how he could not tell a lie when he chopped down the cherry tree, how Abraham Lincoln was known as "Honest Abe". I also remember getting excited because we finally studied about the Spanish American War, how the war was fought in the Philippines, but the text only described how General Douglas McArthur said he would return and help win the war.

Because history is written one-sided and our children may have to learn the same information, it is urgent that organizations and historians take the lead to rewrite history and document it from a Filipino perspective.

In Hawai'i, the Filipino American Historical Society of Hawai'i has taken the lead. The Society, formerly known as Filipino Historical Society of Hawai'i, officially changed their name in March 1996 to reflect the organization's primary focus on the Filipino American experience which they had done since its inception. The Society's members are well known and respected in the community. It is a honor to work with them in fulfilling their mission. I encourage everyone to be involved with this worthwhile organization. I have included some information from their brochure to refamiliarize ourselves with the work that they do. If you are interested in joining their organization, please contact Helen Nagtalon Miller at 988-3620.

What is the Filipino American Historical Society of Hawai'i (FAHSH)?

The Filipino Historical Society of Hawai'i is a non-profit organization which seeks to preserve, enhance and promote the appreciation of Filipino heritage and experience of Filipino-Americans in Hawai'i. It was organized in December 1980, and has been registered with the State Department of Commerce and Consumer Affairs. The society initiates and sponsors community forums, workshops, exhibits, audiovisual presentations, performances in the arts, research and documentation, translations and the publication of materials relating to the heritage and experience of Filipino-Americans in Hawai'i.

What is special about the Society?

The Society brings together those who are interested in knowing more about the Filipino heritage and Filipino American experiences, and those with the knowledge and experiences to share about this heritage. The Society is dedicated to serving the larger community by providing opportunities for collaborative work and equal exchange between the members and between them and the community. What does the Society do?

The Society initiates and sponsors community forums, workshops, exhibits, audiovisual presentations, performances in the arts, research and documentation, translations, and the publication of materials relating to the heritage and experiences of Filipino-Americans in Hawai'i.

What have been some of the Society's projects?

  • "Sangang Daan" a video docudrama on the Filipino experience in Hawai'i.
  • Kapuri-puri, a cultural-historical exhibit at the Bishop Museum on the Filipino Heritage in Hawai'i.
  • Community Forums, regular gathering of members and community friends to listen to speakers and to share experiences with one another.
  • Research on different aspects of the Filipino experience using oral histories, interviews and story-telling.
  • Newsletter and other publications.
  • Video on Filipino musicians in Hawai'i.

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    by Grace Luna

    With the drastic budget changes, Friends of Operation Manong (FOOM), a non-profit organization committed to equal opportunity, plays an important role by assisting Operation Manong with financial necessities.

    FOOM was created through the merging of two organizations. OM Alumni and Friends to raise funds for the Justice Ben Menor scholarships while Friends of PREP focused their fundraising efforts towards the Pre-Freshmen Enrichment Project. These two organizations formed FOOM and included these objectives as part of their mission.

    Today, there are 40 members in the organization, the majority being Operation Manong alumni. FOOM helps support PREP, ESP, FTW, and BIN-I.

    On Saturday, November 9, 1996, FOOM held its annual fundraiser at the Japanese Cultural Center. About 80 alumni and friends gathered together and were entertained by guest speakers and talented musical groups. Not only did they gather to fundraise, but also to remember the the organization was built to encourage other people to get involved in the development of the Filipino community.

    FOOM a source of financial assistance and membership support has contributed to the success of Operation Manong's programs.

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    Job Well Done!

    by Albert Bolosan

    With school and other responsibilities, it takes a special kind of person to volunteer their time to want to help others in the community. This semester, ten University of Hawai'i students volunteered their skills to help English for Second Language Learners (ESLL) students in our schools who do not speak English as their native language. Most of our public schools have sizable ESLL student populations. Unfortunately, due to limited staffing and overcrowding, schools are unable to provide full services to all their immigrant students.

    The BIN-I program, coordinated by Operation Manong student employee May Carnate, helps schools with ESLL students to receive additional tutoring. BIN-I volunteers filled out an application, then later received basic training in tutorial skills. Once that was completed, the tutors were placed at various "sites" or schools that requested tutoring. Many of the volunteers had previous experience working with students, either through training with the A+ program or as education majors. Fortunately, several of the tutors had the advantage of speaking another language which increased their effectiveness with certain immigrant students.

    Operation Manong would like to recognize the efforts and the sacrifices of their volunteers and to thank them for their work in the community and taking the time to improve the lives of others, whether it be teaching students their "A-B-C's" or helping them increase their vocabulary. Most of the tutors have said that working with the students has been worthwhile and fulfilling and have also voiced their desire to continue volunteering with us next semester. We hope that more university students will follow the lead of the current tutors and decide to also volunteer their time.

    Farrington High School

    Elizabeth Bayudan
    Wayne Faragan
    Jo Anne Mababa

    Mckinley High School

    David Lum
    Koreen Tanjuakio

    Kalakaua Intermediate School

    Isayas Mandrial Jr.

    Stevenson Intermediate School

    Joyce Lu
    Shun Matsumoto

    Puuhale Elementary School

    Dennis Corpuz
    Dracy Davis

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    100 Years of Filipino Immigration Celebrated with perigriNasyon

    by Leizel Yagyagan

    peregriNasyon, "wondering stages", "wandering nations," is a play about the enduring spirit of Filipinos and their struggle for a place to call home. Chris B. Millado wrote and directed peregriNasyon in honor of the centenary of Filipino immigration to the U.S. The play revolves around two brothers whose choices between staying or leaving their homeland, the Philippines, brings them on separate but equal paths. The play jumps in time (1930's) and space to revolutionary movements to the Watsonville riots in California. peregriNasyon features rituals, martial arts, ceremonial, and musical sequences.

    Chris B. Millado is currently teaching a Philippine Theatre and Film course at the Department of Hawaiian and IndoPacific Languages at UH Manoa and at the Ateneo de Manila University. He recently directed "Bonifacio" at the Cultural Center of the Philippines for the National Theatre Company, "Singgalot, Ties That Bind" for the Philippine Studies Conference in Honolulu, and "Scenes of The Unfinished Country" for the National Theatre Festival in Manila. Chris will be remembered for his staging of the play "Oath to Freedom" at the Kennedy Theatre in 1987. Chris completed his masters in Performance Studies at the Tisch School for the Arts at NYU under a Fulbright Scholarship. Chris will be teaching an Asian Studies course at UH Manoa during Spring 1997.

    perigriNasyon plays at the Kumu Kahu Theatre (536-1441) from November 7 - December 8.

    The play, in themes of Filipino identity, theatre and Diaspora has a great appeal to all audiences from different backgrounds because its message is universal and its relevance applies to all Americans from all origins and time.

    I personally enjoyed the play. I thought the characters were wonderful in playing their roles and the intertwining of place and time in both Santa Lucia, Philippines and Watsonville, California was interesting. peregriNasyon not only taught me about the history of my ancestors, but it made me aware of who I am. I've become more aware of the traditions and customs practiced by Filipinos, especially about the Filipino martial art escrima. To recreate the past and to see the struggle of the Filipino people is like putting myself in the shoes of my ancestors.

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    Outreach Program

    by Karen Corpuz

    Part of Operation Manong's mission is to maintain a strong relationship with the community and to provide services to those that need it. The Outreach Program is one of the various programs under Operation Manong which was formed with the hopes of fulfilling these goals.

    Operation Manong's Outreach Program has just finished a number of projects in the surrounding communities. Outreach program members visited Waialua High School on November 7, Farrington High School on November 12 and 13, Wai'anae High School on November 14 and Campbell High School on November 15.

    These schools were chosen because of their low college enrollments and high dropout rates. At these target high schools, presentations were primarily made to English as a Second Language Learners (ESLL) students. Operation Manong student workers presented college as an option after high school and provided information on preparing for college. Next semester, the Outreach Program plans to continue their college presentations at other high schools such as Nanakuli and Waipahu.

    In addition to high school presentations, outreach members have been involved in assisting the Rainbow Connection with university campus tours. Recently, we have helped them with tours for Kauai, Maui and Hilo high school students. The next campus tour will be for Campbell High School students.

    In collaboration with members from the Education Enhancement Program (EEP), the outreach has also been planning a Pre-Freshmen Enrichment Project (PREP) follow-up picnic, which was originally scheduled for November 16 at Ala Moana Beach Park. Unfortunately, the picnic was canceled due to rain.

    The Outreach Program is headed by Adrianne Guerero (OM full-time staff and members include Albert Bolosan, May Carnate, Karen Corpuz, Jane Dacanay, Joanne Marquez, Suzie Mai and Fern Mead.

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    Pamantasan Conference

    by Adrialina B. Guerero

    According to the 1996 Pamantasan Report, "Filipino American students continue to make significant progress in increasing their representation in the University of Hawai'i system." Even with statistics showing enrollment numbers steadily increasing, Filipino American students remain underrepresented at UH-Manoa and UH-Hilo, while they continue to show high percentages in the community colleges. The report also states that "Filipino Americans remain severely underrepresented among faculty and administrative, professional and technical (APT) staff throughout the UH system."

    The Pamantasan 1996 Conference was held November 17-18, 1996 at the University of Hawai'i Hilo and Hawai'i Community College campuses to address these concerns.

    The theme for this year's conference was "Filipino Youth for Higher Education." High school students from Hilo and Kona were invited to attend the conference to listen to college students from Kauai, Oahu and the Big Island share their own experiences of who/what inspired them to pursue higher education. Topics such as financial aid, scholarships, dormitory and student life at UH Manoa, and community activities were also covered. College students attended a workshop of their own that was aimed at encouraging them to pursue graduate school.

    While the students were in their sessions, faculty, staff, teachers and Filipino community leaders were meeting to discuss the problem of underrepresentation of Filipino faculty in the UH system. A Filipino American professor, who is a part-time sociology professor at Hawai'i Community College shared his frustrations and disappointment of being denied tenure because he was told the university had already filled its quota for tenured Asian professors. Furthermore, he was not rehired for a position that he had formerly vacated. After much discussion, the plan was to start with the UH-Hilo campus, which currently doesn't have a full-time Filipino faculty member.

    The group was later given the opportunity to relay their concerns to UH-Hilo and Hawai'i Community College administrators. Two Filipino American students from UH- Manoa also stressed the need for Filipino faculty and staff because they act as positive role models and tend to be more sensitive to the needs of Filipino students. The administrators seemed open to the concerns and recommendations that were shared and agreed that there exists a need to hire Filipinos.

    With the University of Hawai'i emphasizing diversity on its campuses, the Pamantasan Conference plays a vital role in this mission by making sure that Filipino Americans are represented.

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    Pagdiriwang 96: To Celebrate or Not to Celebrate

    by John Y. Okamura

    In 1981, the Filipino American Community in Hawai'i observed the 75th anniversary of it's immigration to Hawai'i with much greater publicity and fanfare then for this year's 90th anniversary Pagdiriwang '96 commemoration. A Filipino 75th Anniversary Commemoration Commission" was appointed by the governor and received substantial funding from the state legislature to provide overall planning and coordination of the year's various events and projects. There were a few critical voices in the community at the time who questioned the appropriateness and wisdom of the generally celebratory atmosphere of the 75th anniversary observance and pointedly asked, "What are we celebrating"

    Fifteen years later, the Filipino American community can ask the same question of itself although I have heard more people ask what the term Pagdiriwang means. Unfortunately, it means celebration. I say unfortunately because the same concerns and problems that led to the above question being raised in 1981 continue to confront the community today, e.g., discrimination the employment and education, slow economic progress, and negative stereotyping (Digs ti agnina, manong Frank).

    I'm sure others would disagree with me and argue that there is much the Filipino community can celebrate beginning with the election of a Filipino American as governor, the first in the state and the nation. . Still others might point to the increasing presence of Filipino appointed officials in city and state government as further indication of their growing political power. Since I work at the University of Hawai'i, I also will disagree with myself and note that Filipinos at 20 percent are the largest group in the UH community colleges and are the second largest group among the first time freshman admitted to UH Manoa where their numbers increase steadily each year. As the Regents and Presidential Scholars advisor, it is my pleasure to work with quite a number of Filipinos who were awarded their highly prestigious scholarships because they are among the "best and brightest" of Hawaii's students.

    These achievements in politics and higher education, while significant and no doubt hard won, unfortunately are not sufficient to provide for greater political representation and socioeconomic mobility for the larger Filipino American community. For every Filipino high school graduate who enters college, more then two others do not. Filipino American men and women remain primarily in blue collar work with a lower median family income than that of most families in Hawai'i.

    So should the Filipino community magdiwang this year? While avoiding answering this question, I would encourage everyone to participate in the various Pagdiriwang '96 events, particularly the humanities forums, that are scheduled throughout the discussion, and are being conducted on every island including Lanai'i. By being held regularly throughout the state and on issues of significant concern, these public forums provide a unique opportunity for the Filipino community to come together end learn about and discuss problematic areas that need to be addressed. There are plans to organize a task force at the end of the year to work on these needs and concerns of the community as expressed in the forums.

    One of the co-chairs of the Pagdiriwang '96 Coordinating Committee is Dr. Leonard Andaya of the History Department at the UHManoa who also is director of the Center for Southeast Asian Studies. Leonard and I are both from Maui, in fact, we grew up on adjacent streets in what used to be called the "Dream City" subdivision in Kahului.

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    Ending of Affirmative Action, or Growing Ivy in Manoa

    By Clement Bautista

    Working in a center of higher education is often very educational, and you don't have to be a student to learn something new. Sometimes, however, what appears to be a new idea is merely an old, familiar one wrapped in new clothing. The difficulty in sifting through ideas and rhetoric and, then, separating that which is old from that which is new is often the result of conflicts on one analytical level often being based on agreements on a more fundamental level.

    Some examples of the new clothing the old are some recent court decisions in parts of the United States. These decisions have thrown university affirmative action programs and efforts into a turmoil by invalidating diversity as a legitimate end for so-called preferential admissions policies. While the particular policies under criticism use race or gender as relevant selection criteria in order to produce a diverse clientele, it should be noted that preferential selection, itself, is not in question. Not included in the current debate are other criteria often used in preferential selection, such as veteran status or seniority.

    This controversy is not new. In fact, national and local debates on using race or gender as selection criteria in admissions, hiring, or the awarding of contracts and scholarships has increased and become more acerbic over the past two decades. Viewed from within the debate, these turn of events and decisions can be interpreted as a significant setback of a progressive tide ushered in by the civil rights movement or, more insidiously, they signal a regression to a less enlightened, less egalitarian, more bigoted promised land.

    However, viewed from a more indifferent standpoint, these social trends are entirely expected and synchronous with the values and mores exhibited in American society. The current trends are less a "whittling away" of efforts to address social inequities but, rather, a reassertion and playing out of a fundamental logic which has and continues to underlie American society. Let's take the example of higher education.

    Few people would doubt that the primary function of higher education is educating and learning, in some form or another. Monstrous libraries, sophisticated research facilities and numerous academic departments attest to the belief and commitment that higher education educates, and institutions of higher education are the places for that to happen. But we can take a step back again, and ask ourselves, What is the function of higher education?

    If someone does not attend an institute of higher education, is that person less educated than one who does? One would likely answer, "It depends." If someone attends an institute of higher education but does not finish, is that person less educated than one who does? likewise, "It depends." How about the person which does attend and even graduates from an institute of higher education--is this person more educated than one who doesn't? Unfortunately, "It also depends." In fact, here in Hawai'i and at the UH, we constantly hear from the press, from businesses and even from our own faculty about the shortcomings of our students and graduates. Perhaps, at least, the educating function of our own university needs to be reassessed.

    Nonetheless, the more general question remains, what distinguishes someone who attends and graduates from an institute of higher education from one who does neither? The real cynical answer is, "a student loan," but not all graduates incur this debt. The distinguishing factor must be, of course, a diploma. So, what is a diploma?

    From the standpoint of a student, a diploma is a symbol of achievement and sacrifice in the pursuit of learning. However, from the standpoint of society, a diploma is more like the Good Housekeeping stamp of approval. Diplomas from different schools or representing different degrees even function like Sears' "Good, Better and Best Quality" classification of underwear and power tools. In this sense, diplomas function in and to society as market signals indicating a level of product quality. Of course, every so often, a producer might produce a "lemon" but for the most part, society expects a certain product quality and competence when an individual is granted a particular school's diploma.

    However, even before "production" and signaling gets underway, students are sorted by school systems and institutions. As one process of sorting affects sorting at another level, each process of sorting impacts a student's potential life-course. A good example of how these impersonal yet consequential processes have worked is not far from our memory.

    Not long ago Hawai'i created and maintained a two-tiered public school system, one of which - the English standard schools - was regarded as an elite part of the system. They were not as elite, or elitist, as some private schools, but they at least could be considered as "better" rather than just "good" quality. The products of these schools often went on to college and into more desirable jobs.

    Educational systems have functioned and continue to function as sorting and signaling mechanisms. Educating is certainly one of their functions, but it may not be their most crucial as far as society is concerned. After all, educational content always changes while the overall role of educational systems and institutions have not. In addition, educating often occurs outside school walls. While we may say we have the need for an educated public, it has been as or more important for society to have a public which has been sorted and properly labeled.

    So, where and how does affirmative action efforts and programs fit into all this market driven perspective of our education institutions? Returning to our long-range view, we see that affirmative action efforts and programs do not simply provide "educational opportunity" for selected segments of our society; instead, they provide alternative life-chances. In this market perspective, life-chances are less a result of "production," i.e., education, but more the result of pre and post-production sorting and signaling. The issues which both critics and, especially, proponents of affirmative action need to address (since both are generally in agreement on some form of "social equity") are the sources, logic and legitimacy of societal sorting and signaling.

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    Summer Graduates

    By Gloria K. Perlas

    On May 1, 1996, Operation Manong had their annual graduation party to bid aloha to those student workers that will graduate and use the knowledge they have acquired through Operation Manong to move on to bigger and better things. Of the three graduates Operation Manong honored, Jocelyn Rayray and Marie Matsui will be leaving us this summer.

    I refer to Jocelyn as one of the OM "old timers," not in a negative way, but in a positive way because she has worked with OM for 5 years, the longest out of all the current student workers. Jocelyn accumulated a lot of experience within these 5 years, such as PREP follow-up with Dole and Kalakaua Intermediate Schools, TRCR (TutorRecruiter-Counselor Retentioner) at Farrington High School, Ads & Odds coeditor, a PREP camp coordinator and PREP 7th grade teacher. She is also active with the Friends of Operation Manong which supports many of Operation Manong's programs and activities. This past year, she had just ended her term as President and the members elected her as Treasurer. This summer Jocelyn will be graduating with a Bachelor of Science in geology/geophysics. She says, "Although I will be graduating, I will still be involved with Friends of Operation Manong. I learned more than I thought coming in to Operation Manong five years ago."

    Our other graduate, Marie, has been with OM for a year and a half. She co-taught PREP 7th grade last summer and she is teaching the same group of students this summer as PREP 8th grade. She worked on PREP follow-up, and for the Spring 1996 semester she arranged guest speakers for our weekly Wednesday night OM meetings. Marie told me she learned many things from OM, about the Filipino culture, the discrimination against Filipinos but especially how the program helped her to "come back to her roots." In the Fall semester she will be student teaching, then in December she will be graduating with a degree in education. In parting, she wanted to say, "Thank you OM for giving me the opportunity to work with such an excellent and supportive staff. The summers as a PREP teacher has been a valuable experience for me as a future teacher. I've come out of OM with new knowledge, a ton of experience and a new found optimism as a teacher of Filipino ancestry."

    Operation Manong congratulates the Pre-Freshmen Enrichment Class of 1990 for completing their high school education. To share in your achievements, we have published your recent accomplishments and future endeavors. Congratulations again and good luck!! (We are still waiting for responses from the rest of you.)

    Rhona Acoba

    Waipahu High School
    She will attend UH - Manoa to pursue a degree in education
    Extracurricular Activities: Volleyball, Student Government, Band.

    Caroline Agbayani

    Farrington High School
    She will be attending UH - Manoa to pursue a career in pharmacy.
    Extracurricular Activities: Kalihi YMCA

    Martha Anne Brunson

    Farrington High School
    She will be attending UH - Manoa majoring in business.
    Extracurricular Activities: Band Treasurer, Student Government, Chairperson, Varsity Cross Country, Junior & Varsity Track.
    Honors: Kalihi Business Association, $500 Scholarship, Graduated with Honors (National Honor Society), BOE Special Recognition Diploma.

    Zenaida Caraang

    Farrington High School
    She will be Attending UH - Manoa.
    Extracurricular Activities: Newswriting, Teacher's Editor, Student Government, Graduation Chairperson (3rd Year), Leo Club Vice-President.

    Reginald Condes

    Damien High School
    He will be attending Seattle University and has enlisted with the National Guard.

    Lance De Peralta

    Damien High School
    He will be attending Boston College in Massachusetts to pursue a law degree.
    Extracurricular Activities: Photojournalism, Newswriting, Math League, Speech & Debate, Pacific & Asian Affairs Club.

    Shawn Lazo

    St. Louis High School
    He will be attending George Washington University in Washington,D.C. majoring in biology. He is considering a career in medicine.
    Extra curricular Activities: Canoe paddling, Surfing
    Honors: Scholar Athlete, Honor Roll

    James Luna-Hill

    Nanakuli High School
    He will be attending UH - Manoa majoring in liberal studies, with a concentration in communications & theatre.
    Extracurricular Activities: Drama Club, Audiovisual

    Michael Mercado

    Moanalua High School
    He will be attending Cornell University in New York, majoring in chemical &biomedical engineering. He is considering a career in medicine.
    Extracurricular Activities: Math Club President, Student Association Treasurer
    Honors: Most Outstanding Math Student All-American Scholar, Who's Who Among American High School Students, Gromet Scholarship.

    Myla Morales

    Farrington High School
    She will be attending Wellesley College in Massachusetts, majoring in liberal studies.
    Extracurricular Activities: Newswriting Editor-in-Chief, Student Government, Student Body President, National Honor Society, Leo Club.
    Honors: Outstanding Farringtonian, Governor's Award for Storytelling

    Bryan Peralta

    Damien High School
    He will be attending UH - Manoa.
    Extracurricular Activities: Newswritin& Photojournalism, Band
    Honors: Silver Medal National Latin Exam

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    Prep 7th Grade

    By Fern Mead

    Enthusiasm lingered in the air on that faithful day of July 24,1996. It was the first day of the Pre-Freshmen Enrichment Program in which all the students would embark on a new adventure. It was a very exciting day for the 7th graders. For many, it would be their first time spending their summer in school so far away from home. They gathered from three corners of Oahu, Waipahu, Kalihi and Waimanalo to the University of Hawai'i at Manoa. At PREP, the students would make new friends but would especially expand their knowledge. PREP would be exciting because the 7th grade teachers, Maricel Bocalbos, May Carnate and Fern Mead had prepared an extensive study into the Microcosm of the Universe. Students would learn the issues of islands that include creation, the people and social issues that engulf the Hawaiian Islands. Through group collaboration, reinforcement activities, field trips and class discussion, the students would enhance their learning to a higher level. Although PREP will soon be over, friendships have been made and everlasting memories have been created.

    7th Grade

    Tracie Afaga
    Maryjoy Albano
    Louie Bagorio
    Elerizabeth Bareng
    Roel Bayudan
    Jennifer Bonilla
    Roland Bustamente
    Cherry Cachero
    Danielle Estabillo
    Healani Foo
    Renolds Fruean
    Dominique Gosiaco
    Kristen Kamkele
    Ku'upuamae'ole Kapahu
    Shaun Palakiko
    May Requilman
    Johathan Riel
    Lovella Tabiolo
    Priscilla Tampon
    David Yim

    7th Grade Teachers

    Maricel Bocalbos
    Fern Mead
    May Carnate

    8th Grade
    Samuel Andrade
    Connery Apo
    Marissa Asuncion
    Bobby Jo Balmonte
    Lucilla Iosefo
    Justin Josue
    Rosella Leonhardt
    Temujene Makua
    Kelly Nguyen
    Mercedith Nuesca
    Poomaihealani Oshiro
    Bonnie Ramaila
    Edmar Ramos
    Roanne Ramos
    Madeline Sagadraca
    Shaun Tabil
    Darryl Tagle
    Priscilla-Angelique Turk
    Bernadette Visitacion
    Tashalynn Willing

    8th Grade Teachers

    Tora Esperas
    Marie Matsui
    Marilyn Aurellano

    9th Grade

    Iwalani Fragas
    Clevan Mae Gabrillo
    Marie Alaina Gouveia
    Aulani Halemano
    Nathan Maranan, Jr.
    Jennifer Marifil
    Jovannie Montero
    Yolanda Olsen
    Jay Taclas
    Queena Tahi
    Naomi Taliulu
    Jamila Wright

    9th Grade Teachers

    Jane Dacanay
    FayAnne Sasaoka
    Ramona Bolosan

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    Elementary Summer Program

    by Karen Corpuz

    Operation Manong's Elementary Summer Program serves 6 - 10 years old children living in underrepresented and low socioeconomic areas, such as Nanakuli, Waipahu, Waimanalo and Kalihi. This program focuses on providing these children with a variety of educational and hands-on activities.

    This summer, 25 students are "exploring" the world around them. The ESP staff created a curriculum for the 51/2 weeks that touches on subjects such as the land, the ocean, the universe, people and culture. Each week, the children are learning about these subjects through writing, science, arts and crafts and musical activities. Not only are the children learning inside the classroom but are gaining valuable experiences outside of the classroom. Thus far, the ESP children have had the chance to go to the Waikiki Aquarium, the Kalihi Board of Water Supply and the Oahu Pumping Station for a crayfishing expedition.

    On July 19, 1996, Operation Manong had the ESP Open House and dinner which was held from 6:00 - 8:00 p.m. at the Campus Center Gallery. This was an opportunity for the children to share the different types of activities they have done and the new things they have learned from ESP with their parents.

    Upcoming ESP activities include a performance for the Maluhia Nursing Home senior citizens, a trip to Hanauma Bay and a Mini-Olympics. Unfortunately, the program will end on July 31, 1996.

    1996 ESP Participants

    Chasin Apo
    Bradley Bonila
    Ruel Cachero
    Dustin-John Cadirao
    Mark-Anthony Clemente
    Bobby Fernandez
    Clint Fruean
    Jo-El Halemano
    Kalina Eve Kama
    Mylo Laurito
    Rena Medina
    Roy Stephen Nuesca
    Karl Olson
    Michael Park
    Noah Park
    Dustin Perez
    Kristin Perez
    Justin Perez
    Sen-Katsu Takata
    Christopher Tampon
    Vanessa Tavai
    Xiaoxi Tu
    Randy Weber
    Anthony Weber
    Tai Wright

    ESP Leaders

    Mako Brown
    Jeffrey Castillo
    Patrick Funai
    Patrick Galamay
    Nikki Tobalado
    Yaohua Yan
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    Making Responsible Choices

    by Gloria Perlas

    From June 8th-lOth, Operation Manong held their annual PREP camp for incoming tenth, eleventh and twelfth graders at Camp Timberline. The camp was co-sponsored by the Friends of Operation Manong. The theme for this years camp was "Choices," with the objective that the camp would empower the participants to contemplate options to make responsible choices.

    Twelve PREP high schools participated in activities on relationships, changes in society, freedom and responsibility, and "where no one has gone before." These activities would help students begin thinking about what factors influence the decisions that they make. On the last day of the camp, our guest speaker, Johnny Verzon summarized by telling the students that there are different perspectives, different ways of looking at things. He used the example of a glass filled with water, that a person can describe it as half empty or half full.

    Although there was no hike or campfire due to the rain, the students still managed to have a good time with fun-filled activities, an indoor campfire (we used an oven to cook the smoked sausages and the smores) and scary ghost stories told by Albert Bolosan. Some of the students remarked they were sad the camp ended so soon, and because they only see each other once a year, they looked forward to next years camp.

    1996 PREP Camp Participants

    Michael Acoba
    Jasmine Aweau
    Joseph Bolosan
    Michael Coloma
    Derek De Guzman
    Derek Dugay

    Arnold Edwards
    Vincent Fe Benito
    Kristina Francisco
    Joshua Park
    David Pusins
    Amanda Rang

    PREP Camp Leaders

    Carmel Asubar
    Albert Bolosan
    Patrick Funai
    Gloria Perlas
    Jocelyn Rayray

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    Future Teachers Get a Head Start in Their Careers

    by Grace Luna

    Enunciating, speaking loudly and clearly and being friendly are all part of a teacher's voice. These are some of the lessons learned in the Future Teachers Workshop. The four week workshop, jointly done with the Department of Education, was established in 1992 to introduce minority high school students to the teaching profession. Eighteen students from Campbell, Castle, Farrington and Waipahu high school participated this year. Ferdenan Damo instructed the workshop along with teaching assistants, Grace Luna, Suzie Mai and Leizel Yagyagan.

    The workshop was conducted from June 10th through July 5th with students arriving everyday at 8:30 a.m. on the University of Hawai'i at Manoa campus to engage in lessons and activities enhancing their knowledge of teaching. At the workshop the students became aware of the teacher's difficulty in managing a classroom, learned about multiculturalism, institutional racism and lesson planning and were introduced to Vygotsky's materialist philosophy of learning. The students participated in group discussions and discussed ways to improve our educational system. High school students also participated in trust activities and group presentations, where students could freely express their ideas and beliefs in a comfortable atmosphere. In the final week of the workshop students observed summer school classes at Waipahu High School and evaluated teachers according to what they learned during the past three weeks. Some of the participants had the opportunity to formulate a lesson and teach an actual class.

    The students enjoyed learning about the teaching profession and gained new friends. Most important, students learned to look at a situation from the teacher's perspective to get a clear picture of the teaching career.

    1996 Future Teachers Workshop Participants

    Errol Acosta
    Catherine Castillo
    Tracey Costelo
    Rey Dos Santos
    Marie Grace Ganiron
    Jessica Canoneo
    Tarni Causey
    Michelle Dela Cruz
    Adeva Duldulao
    Michael Logotaeao

    Jennifer Marzan
    Emelyn Molina
    Lyra Ramos
    Agatha Reza Tactay

    Vaitapu Matagiesel
    Buasy Nanhta
    Anita Robertson
    Renatta Talaeai

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    When More is Less, When Less is More and When Less is Less

    by Clement Bautista

    Trends and events occurring at the university, in the community and within the university have necessitated changes in the structure and focus of several OM functions as well as the re-prioritizing of our programming. Not all of these changes are inevitably negative, in fact, some changes signal much needed redirection in our long-term goals and plans. What I would like to cover in this article is, first, to mention some of the internal and external trends which are motivating some of our re-thinking, next, to describe some of the current changes within OM (generally positive but some less so) and, lastly, to tie everything together by describing some long-term goals.

    The most conspicuous trend occurring external to OM is the increasingly vocal national sentiment against immigrants and programs promoting affirmative action. This misdirected sentiment has always been simmering in American society, regardless of American myths of welcoming the world's downtrodden and providing opportunity for all. Luckily, we live a few thousand miles away from mainstream American society and most of us may find it highly schizophrenic to bash immigrants as well as dispute the necessity to legislate equity of opportunity (rather than rely on the good nature of people in power). The downside to being far away from the mainstream is that we are also disconnected from the heat of the controversy and may be lulled to sleep while the national turmoil eventually engulfs us.

    A trend occurring closer to home is what I would like to call the "domestication of the working class." By this phrase I do not imply that we are all becoming hotel service workers, which is a conventional but only a partially true interpretation. Instead, I intend to imply that workers in Hawai'i have been domesticated by big business, government and (ironically) unions through carrot and-stick programs of raising material wealth and needs while effectively diverting employees' and members' attention away from issues which are fundamental to many of the social inequities we find in Hawai'i (one of the most important issues being, of course, Hawaiian sovereignty). Once again, we sleep. Finally and very close to home, we have the trends at the university. Higher tuition and higher admissions standards accompanied by lower enrollments, reduced financial aid and lower budget allocations. Faculty want smaller classes; instead, with fewer students, we potentially get fewer (not smaller) classes. What makes things worse, all these indices have been accompanied by the transfer of "university control" from the legislature to the university, which is what a lot of university folks lobbied for in the first place. If nothing else, these trends illustrate the complexity of a university as well as one of the term and notion of "control."

    Some fairly superficial efforts to connect trends at the university have been put forth but, in general, no one can say with even a fifty percent certainty that any one trend is caused by or linked with students either at UHM or at the community colleges is still a mystery. Perhaps it's not even a matter of opting for education or for work. We just don't know. In any case, graduate student enrollment is up, but who knows the reason for that figure? Also, how far would one want to speculate on this question?

    Back at OM, how are we responding to all these developments? The challenge for a minority program like OM, which has been in existence for nearly twenty-five years, is to assess these trends and respond to them in a way that does not lose sight of a mission which is still critically relevant. That mission has been to conduct services and activities which provide educational opportunities for groups in Hawai'i who are underrepresented in higher education. The noted trends, far and near, should not change that mission, but instead, help clarify and re-focuses our thinking by further delineating the scope and defining the context of that mission. It is in this spirit that OM had embarked on a restructuring path, a task which had been planned several years ago and has been in the process of implementation.

    The two major concerns OM faced six years ago was how to streamline activities (in the anticipation of budget cuts) and, at the same time, how to increase the scope of activities since simple recruitment or academic support only addressed the problem, rather than the cause, of under representation. It was known then, as it is now, that OM should play a role in the transformation of the "business" of education and of higher education in particular.

    To address this transformation, OM has restructured internally, where activities and projects fall under five major organizing foci: Outreach (including community outreach, schools, public and alumni relations); Resources (resource center and web site); Volunteer Service Programs (BIN-I and tutorials); Educational Enhancement Program (Pre-Freshman Enrichment Project, Elementary Summer Project, Future Teachers Workshop and after school projects); and Administration. To a large degree, the Outreach and Volunteer Support Programs continue to function as the conventional recruitment and academic support components which OM has been doing since its inception. The new or newly envisioned components, Resources and Educational Enhancement Program, point to the transformative direction which OM must take.

    Under the Resources component is the resources and OM web site. The resource center currently has a small collection of books, journals and articles focusing on ethnicity in Hawai'i and civil rights. In the near future, a community archives will be set up to collect documents from communities and ethnic groups in Hawai'i who are not being documented by mainstream social scientists. The OM web site will not only contain general information about OM but also short articles which can be used by students and scholars. In total, the Resource component is being developed in order to encourage undergraduate students to find history in their own backyards and, then, to pursue graduate education.

    The Education Enhancement Program consolidates previously separate projects under a single conceptual entity. While each project still focuses on a unique target group, the exchange of ideas should increase. The goal is to develop an integrated educational perspective by simultaneously addressing different segments of the educational pipeline. The restructuring within OM requires a change in mindset, not just a shuffling of duties and responsibilities. The OM staff is small, so the critical mass of mindsets to be changed is not found among the staff. Rather, the challenge is to engage students, primarily undergraduate students, to become involved in all aspects of OM's activities. Being involved is nothing new for OM workers; however, what will now be emphasized is that their involvement immediately makes them agents for change.

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    Who are We?

    by Gloria K. Perlas

    Due to a changing political climate, a Republican dominated Congress and a closet Republican president, the United States has begun to regress to a time similar to the pre-Civil Rights movement by enacting laws and policies supporting a homogenous society. These changes have put affirmative action programs in jeopardy and severely curtailed immigration into this country.

    Because of drastic measures such as these, it is important to reorient Operation Manong in terms of our original mission and re-focuses how we explain to others the work we do. On Monday, August 5, 1996, Operation Manong's full time staff and current student assistants attended an all day training retreat.

    For the first two hours, we viewed Once Were Warriors, a movie about the New Zealand Maoris based on a book written by Alan Duff. After viewing the film, everyone separated into discussion groups. In the small group discussions, we all asked ourselves how the situations in the movie could relate to Hawai'i. In the group I facilitated, one of the summer PREP teachers mentioned her student's substance abuse situation similar to the one depicted in the movie. Situations such as these bring us back to reality. We need to pressure state and federally funded social service programs to help alleviate these kinds of problems.

    The second half of the retreat focused on answering the question "Preferential Treatment, Affirmative Action, Quotas and Diversity: Misleading or Misled?" On the mainland, affirmative action programs are consistently being questioned, as evidenced by the recently publicized cases in Texas and California. In California, the Board of Regents, with the support of Governor Pete Wilson, voted by majority to cut all affirmative action programs within the University of California system. These affirmative action programs had targeted underrepresented groups of African American, Chicano/Latino and Native American ancestry. In Texas, the lower circuit court stated that the use of race as criteria in law school admissions was no longer admissible. This landmark decision challenged the original Bakice v. Board of Regents decision, when race could be used as criteria in admission policies along with other factors.

    Historically, many people have been uncomfortable with the idea of affirmative action, raising questions of the purpose of these programs and distorting the language that goes along with this idea. Buzz words such as, "imbalance", "preferential treatment", "diversity", "reverse discrimination" and "quotas" increase the anti-affirmative action sentiment and creates further polarization in the communities, especially towards nonwhite. Is there still a need for these ideas? If so, why and for who?

    We had to answer these questions to determine where Operation Manong fits into this framework. Throughout the nation, minority populations are decreasing at the colleges and universities. By serving underrepresented students, Operation Manong tries to remedy this. Since the colleges and universities no longer do outreach to these underrepresented communities, someone must take responsibility. If not Operation Manong, who will?

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    PREP 8th Grade

    by Marie Matsui

    The eighth grade class have a lot to be proud of. These young people have blossomed into leaders and academic achievers. Many of the students are involved in extracurricular activities such as student government, band and sports. These teens also aspire to join clubs and other school organizations during the upcoming school year. All of these students were also on the honor roll or principal's at least once. Nine of the students were on these lists for the whole school year. Great job!!

    This summer, the eighth grade course was entitled, "Linguistics in Language and Communication." The course included material on the English language, grammar structures, verbal and nonverbal communication, Pidgin English and mass media. Other activities included field trips which reinforced the lessons learned inside the classroom. All the students enjoyed the art portion of the course in which the teachers introduced the students to line perspective, pastels, clay and also had the opportunity to make paper.

    The six weeks of PREP went by very quickly. On PREP Recognition Night, students proudly displayed their I-Search projects for all to view. Students spent grueling hours on their I-Searches and smiled as parents ooohed and ahhhed at the final results.

    The eighth graders had quite a busy summer, learning and experiencing new things. They leave the PREP program with aspirations for a very bright future. Good luck to all of you.

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    Fond Farewell

    by Gloria K. Perlas

    On Wednesday, August 21, 1996, Operation Manong held a farewell party for Danny Campos, one of the full time staff. Danny has worked for Operation Manong for a total of nine years. In 1987, he worked with Operation Manong for three years as a graduate student in the political science department. Since 1990, he has worked full time in his current position as Project Coordinator, overseeing several projects, such as the transfer project and the tutorial program. Danny will be leaving Operation Manong to pursue a master in education and teaching. All of us at Operation Manong wish him the best of luck!

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    Elementary Summer Program: Open House

    by Danilio Campos

    The normally sparse Gallery located on the third floor of UH Campus Center was transformed into a real gallery for once on July 19, 1996, as students of the Operation Manong Elementary Summer Program (ESP) showcased their works on gallery walls, floors, and table tops, reflecting the students' efforts for the past four weeks. As one parent puts it, "I can't believe they did all this in just four weeks!" This summer's ESP theme was "Explore Our World" and included curriculum that highlighted land, ocean, universe, and peoples and cultures.

    Indeed, one table exhibit showcased samplings of sand paintings, model rockets, animal masks, "name sculptures" done with Japanese crepe paper, galaxy models, and a botany exhibit of sprouting bean plants which the twenty-five students of ESP took home to care for in just three weeks.

    The highlight of the evening however was the talent show which ESP students put on for family and friends. Dressed in beach wear of tank tops, shorts, slippers, and shades, the students began their evening repertoire with renditions of "Surf," by the local group Ka'au Crater Boys, followed by another Crater Boys hit, "Rhythm of the Falling Rain" and a medley of songs which included "If We Hold on Together" and the "Planet Song. "Accompanying the students were the virtuoso ukulele playing of ESP leaders Patrick Funai, Patrick Galamay, and Kalina Kama, an eight-year old ESP wonder on the ukulele.

    What brought the house down however was the ESP students' rendition of '`Macarena" complete with hand movement, hip shaking, and turns to the four corners of the earth. The dance which the students performed with gusto and (at times) precision, was a great finale to a fulfilled educational evening.

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    PREP Recognition Night 1996

    by Adrialina B. Guerero

    What is an I-Search anyway? Those who attended the Pre-Freshman Enrichment Project (PREP) Recognition Night on August 2,1996 at the University of Hawai'i at Manoa Campus Center Ballroom got to see first hand the I-Search projects of the students that participated in the PREP summer session. In a nutshell, an I-Search is a self-motivated paper on a topic that the student selected and chose to research. This is one way in which the students assume greater responsibility for their learning. In PREP, the students were required to complete an I-Search paper by the end of the six weeks.

    During Recognition Night, forty-five PREP students had their I-Search papers and visual displays available for viewing throughout the ballroom. Family, friends and UH-Manoa administrators were invited to read the I-Search papers and to learn more about what the PREP students were involved in during the summer.

    The guests were able to view the 7th grade I-Search papers using Macintosh computers. The students' I-Searches were done on a program called Hypercard and were related to the theme "Islands: Microcosms of the Universe." Some of the topics researched by the students for their I-Search papers were Hawaiian plants, volcanoes, Pluto, hurricanes, Ellison Onizuka, Japan and the Philippines.

    The 8th grade I-Search papers revolved around the theme "The Role of Linguistics in Language and Communication." Accompanying the I-Search papers were art work using different mediums. The students' I-Searches included non-verbal communication (clay sculptures of hands showing symbolic signs), history of Pidgin (a plantation worker made of paper mache), sports jargon (a comic strip), Helen Keller (newspaper) and advertising (poster).

    Since the 9th grade theme was "Paradigm Shifts and Relativity" and the students were taught creative drama during the summer, they decided to have their individual I-Search papers combined in a skit called "We Search for Research for I-Search." The skit was about friends traveling through the solar system and going back in time to meet famous people such as Einstein, Proculus, Galileo, Kepler and Queen Lili'uokalani.

    This year's Recognition Night also honored PREP and Hawai'i Summer Academy students who graduated from high school this year. In attendance were Herlyn Cortez, Lance de Peralta, Timothy Gouveia and James Luna-Hill. Cortez and Luna-Hill will be attending the University of Hawai'i at Manoa while Peralta will be attending Boston University this Fall.

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    Benjamin Menor Scholarship

    by Jocelyn Rayray

    Years ago, the Filipino community had one more reason to be proud of their ancestry. In 1962, a man named Benjamin Menor became the first Filipino to serve as a Hawai'i state senator and in 1974 the nation's first Filipino state Supreme Court justice. Among his many accomplishments, Justice Menor was known for his dedication to making the courtroom a more humane place for all.

    As a way of giving back to the community, the Justice Ben Menor scholarship was created in 1989. Since then, the scholarship has been awarded yearly to three incoming UH-Manoa freshmen of Filipino ancestry. It was originally administered by the Operation Manong Alumni and Friends Association as a way to encourage students of Filipino ancestry to pursue higher education. Two years ago, Friends of Operation Manong assumed responsibility for administering the scholarship.

    The scholarship is based on academic achievement, financial need, school/community involvement, and two essay questions. Each recipient receives $1000. As in the past, this year's applicants for the scholarship come from a wide range of backgrounds and experiences and like Justice Menor, all have accomplishments to be proud of. The recipients of the 1996-97 Justice Ben Menor scholarship are Brian Alejandro, graduate of Kohala High School; Ivy Grace Gallardo, graduate of McKinley High School; and Josephine Quensell, graduate of Maryknoll High School.

    Congratulations to these students and to all who believe that education is important enough to require hard work and sacrifice. In the end, it really does pay off.

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