1

[NAME]

IRB Application

Project Title

Filipino Immigrant Attitudes Towards Tagalog and Maintaining Tagalog in the United

States

Project Start & End Date

January 2014 to May 2014

Contact Information for Principal Investigator & names of all members of the

research team

[STUDENT NAME}

[STUDENT EMAIL ADDRESS]

Thesis Advisor:

[FACULTY NAME]

[FACULTY EMAIL ADDRESS]

Description of Research

The 2004 census indicated that 29.3% of Filipinos spoke only English at home

compared to 6.9% of Vietnamese, 4.4% of Hmong, 7.2% of Laotians and 19.2% of Thai,

respectively (Reeves and Bennet 2004: 11). Filipinos represent the highest percentage of

all Southeast Asian immigrant groups who use only English at home. This proposed

study seeks to investigate the relatively high rates of English-only use at home among

Filipinos in the United States by examining Tagalog-speaking Filipino immigrants’

attitudes towards Tagalog and towards maintaining Tagalog. My research questions are

as follows: What are Tagalog-speaking Filipino immigrants attitudes towards Tagalog?

What are their attitudes towards maintaining Tagalog? How do their attitudes towards

Tagalog inform their attitudes towards maintaining Tagalog?

Attitudes refer to “enduring [evaluations] – positive or negative – of people,

objects and ideas” (Aronson et al. 1994). According to social psychological literature,

attitudes have three components: cognitive, behavioral and affective. The cognitive

component refers to the “classification of objects according to the rewards and

punishments they can provide” (Aronson et al. 1994). The affective component “concerns

feelings towards the object of attitude” (Becker 2013). Lastly, the behavioral component

deals with “behavioral tendencies related to the object of attitude” (Becker 2013). These

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components of attitude come together to form an individual’s attitude towards an object.

In general, studies find that most non-Filipino immigrant parents in the United

States have positive attitudes towards their heritage language and heritage language

maintenance. I argue that these attitudes are informed by the perceived “rewards”

(Aronson et al. 1994) of their heritage language and their feelings towards their heritage

language (Becker 2013). In other words, these attitudes are the cognitive and affective

components of attitude at work. Indeed, the feeling and/or belief that their heritage

language is economically, intellectually and culturally valuable have been central to

immigrant parents’ positive attitudes towards their heritage language and heritage

language maintenance (Becker 2010; Nesteruk 2013; Park and Sarkar 2007).

Taken together, the affective and cognitive components inform the behavioral

component. Immigrant parents in these studies made active efforts to maintain their

heritage languages with their children. This suggests that immigrant parents have positive

behavioral tendencies towards maintaining language, which are informed by the

perceived rewards that heritage language provides.

I argue that these existing studies on heritage language and heritage language

maintenance do not fit the Filipino model of heritage language and heritage language

maintenance given the history of language policy and use in the Philippines. In 1986,

Filipino, or Pilipino became the national language of the Philippines (Hidalgo 1998).

Filipino, however, is really Tagalog. Hidalgo (1998) points out that despite the original

intention to create a national language from “existing Philippine and other languages,”

the Philippine government instead picked out an already existing Filipino language,

Tagalog, out of eight major dialects (CIA World Fact Book 2013). But according to the

Philippine Constitution, “the official languages of the Philippines are Filipino and, until

otherwise provided by law, English” (Philippine Constitution 1987). Indeed, English had

been “the sole medium of instruction” until 1974 when the Philippine Department of

Education implemented a bilingual education policy. This policy was defined as the

“separate use of Pilipino [now Filipino] and English as media of instruction in definite

subject areas, provided that Arabic shall be used in areas where it is necessary” (Hidalgo

1998). Today, English is the language business, politics, and official government

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publications in the Philippines and remains a language of instruction at all school levels

(Friginal 2007).

Due to this history, I present the following hypotheses:

1. Tagalog-speaking Filipino immigrants in the U.S. do not associate Tagalog with the

same economic, intellectual and cultural rewards with which other immigrants associate

their heritage languages. Therefore, based on both affective and cognitive components of

attitude, Tagalog-speaking Filipino immigrants will have negative attitudes towards

Tagalog.

2. Fueled by negative affective and cognitive components of attitude, Tagalog-speaking

Filipino immigrants in the U.S. will have negative behavioral tendencies towards

maintaining Tagalog. In other words, they will not want to maintain Tagalog because

they do not find it beneficial to maintain.

I also present these additional hypotheses:

3. Based on the affective component of attitude, which speaks to emotions felt about the

object of attitude, Tagalog-speaking Filipino immigrants will feel positively towards

Tagalog, because they will associate it with positive memories in the homeland.

4. As a result of these positive attitudes, Tagalog-speaking Filipino immigrants will have

positive behavioral tendencies towards Tagalog and will want to maintain it.

5. Tagalog-speaking Filipino immigrants could have positive attitudes towards Tagalog

but may feel indifferent towards maintaining the language.

6. Tagalog-speaking Filipino immigrants could have positive attitudes towards Tagalog

but have negative behavioral tendencies towards maintenance because of other barriers to

language maintenance. External factors such as U.S. nativists’ emphasis on assimilation

through monolingualism, the absence of educational structures supporting bilingualism,

and sociocultural context could also potentially affect participants’ behavioral tendencies

towards maintaining Tagalog (Portes and Schauffler 1994:2 642; Portes and Rumbaut

2001).

7. Tagalog-speaking Filipino immigrants could have attitudes towards Tagalog and

maintaining Tagalog that lie outside of the positive/negative binary. Such attitudes, for

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instance, might include feelings of curiosity towards Tagalog or feelings of uncertainty

about maintaining Tagalog.

Data will be collected through personal interviews with Tagalog-speaking

Filipino immigrants who immigrated after age 18 (See Appendix A). Interview questions

will aim to identify Tagalog-speaking Filipino immigrants’ attitudes towards Tagalog and

towards maintaining Tagalog. Field notes will not be utilized in this study. A qualitative

data software program, ATLAS, will be used to identify patterns surrounding Tagalog-

speaking Filipino immigrant parents’ attitudes towards Tagalog and towards maintaining

Tagalog.

Description of Research Design (including data sources, number of participants, if

applicable, desired outcomes)

I have contacted a former member of the Pilipino-American Association of New

England Inc. PAMAS was founded in the late 1970’s and initially served to form

connections between Filipino-Americans living in the Greater Boston Area. The

organization is currently inactive, but my contact still maintains connections with many

Filipino community members in the Greater Boston Area. I have also established contact

with a Filipina parent who has friends within the Filipino community in Massachusetts.

Some of her friends have children who attend Iskwelang Pilipino (Filipino School): a

non-profit organization that aims to foster Filipino ethnic awareness among Filipino-

American youth in the Greater Boston Area. Iskwelang Pilipino offers classes in Filipino

music, art, language, and folk dance to Filipino youth ages three to 17. In addition to

these two primary contacts, my mother, who is a Filipina immigrant, will assist me in

identifying participants. These contacts have agreed to assist me with identifying

participants for this study by providing me with lists of two to three potential subjects

(See Appendix C). These three primary contacts will not be included as subjects in my

study.

Although my second contact has friends whose children attend Iskwelang

Pilipino, she may not include these parents in the list of names she provides me.

It is also important to note that although my initial contacts all reside in Massachusetts,

they have connections with other Filipino immigrants throughout the United States.

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Therefore, my sample will most likely not only comprise Filipino immigrants from

Massachusetts. Additionally, the Filipino population in Massachusetts is 10,557 as of

2005 (Chu 2007). These individuals are also spread out all over the state. So although I

will be drawing from a “small” community, this does not necessarily mean that my

sample will comprise of individuals all living within the same communities. In order to

further ensure that my sample will not heavily comprise of parents whose children attend

Iskwelang Pilipino, participants coming from this population will be limited to 30% of

the sample.

My goal is to develop a subject pool of 10-15 Tagalog-speaking Filipino

immigrants, who immigrated to the U.S. after age 18. This pool will be developed in the

following ways. First, I will ask each of my three contacts to each provide me with an

initial list of two to three potential participants. Second, I will contact all potential

subjects on these lists and ask them if they will be willing to participate in the study (See

Appendix C). I will then set up interview times for each person willing to participate.

Then, I will recruit, i.e. contact and read them the recruitment script (See

Appendix C), additional participants, using a snowball sampling method, by asking

individuals on these initial lists if they would each identify the names of two or three

individuals who might participate in the study, regardless of their choice to participate or

not to participate. Finally, I will continue asking new potential participants and/or

participants for the names and contact information of other individuals who might be

interested in the study until I reach saturation. My planned total number of subjects of 10-

15.

Once I have interviewed 10-15 subjects, I will begin the process of data analysis.

Each video recording will be transcribed onto a Word document within 24 hours after

each interview. I will code these interviews using line-by-line analysis: I will examine

sentences for words and/or phrases that might indicate negative, positive, uncertain or

other types of attitudes about Tagalog and maintaining Tagalog. Using in vivo coding, I

will label these words or phrases. From these labels, I will begin categorizing attitudes

and will begin developing codes for the different types of attitudes that emerge. In order

to see how attitudes interact with each other, I will place attitudes under their

corresponding components: affect, cognition and behavioral tendencies. These three

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components will also fall under two separate headings of language and language

maintenance.

In order to protect participants’ confidentiality, only I will have access to the

identities, contact information and all other identifying information of participants (See

Appendices B, C, and D). All data and contact information will be stored in two USB

drives, which will be password protected and stored in a lockbox. Printed transcriptions

and all other printed material will also be stored in this lockbox. Only I will have access

to the key, and the lockbox will be stored in my private bedroom. I will also ask that

contacts cooperate with me in keeping the identities and contact information of the

individuals on their lists confidential (See Appendix D).

Interviews will be conducted over Skype and recorded using software, Call

Recorder, which stores video recordings of Skype calls. I will request that each

participant determine a comfortable and private location for the interview, and I will ask

each potential participant if they are comfortable with being video recorded (See

Appendix C). If they are uncomfortable with being video recorded, I will thank them for

their time and they will not be included in study. Interviews will last approximately an

hour to two hours, and follow-up interviews will be utilized if we are unable to cover all

interview questions. Follow-up interviews should last 30 minutes to an hour.

Description of participant recruitment (including criteria for inclusion and

exclusion, compensation, if any)

Tagalog-speaking Filipino immigrants who immigrated after the age of 18 will be

eligible to participate in the study. I will screen participants for eligibility by asking them

if they meet these criteria. This is included in my recruitment script for participants

(Appendix C), which I will use upon initial contact with potential participants. I will also

ask contacts to provide me with the contact information of only Tagalog-speaking

Filipino immigrants who immigrated after the age of 18 (Appendix D).

Participants will be identified through lists of potential subjects provided by each

contact via email, phone, or in person. I will ask contacts for these lists by reading them a

script containing instructions (See Appendix D). I will request that they provide me with

a list of two to three potential subjects who fit the criteria for inclusion in this study (See

7

Appendix D). Upon receiving these lists, I will call potential participants, introduce

myself, provide them with a short description of the study and ask them if they would

like to participate in the study (See Appendix C). This process of initial contact with

potential participants is outlined in a participant recruitment script (See Appendix C).

I will recruit additional participants by asking the individuals on the initial lists

provided by contacts if they would be willing to share the names of two to three

individuals who they think might be interested in participating. I will ask this regardless

of their choice to participate or not to participate. I will continue asking new potential

participants and/or participants for the names and contact information of other individuals

who might be interested in the study until I recruit enough participants overall.

Subjects will not be compensated for their participation, and their participation in

this study will be strictly voluntary.

Descriptions of the social or theoretical significance & benefits of research

According to Fishman (1989), “language is the recorder of paternity, the

expresser of patrimony and the carrier of phenomenology” (1989: 32). In other words,

language is the marker of ethnicity, the enactment of ethnicity, and the container of

ethnicity-based meanings

The place of language as the sacred symbol of ethnicity cannot easily be

dismissed. Fishman’s theory implies that if individuals identify strongly with their ethnic

group then they must value and utilize their language. Are the relatively high rates of

English-use at home among Filipino Americans therefore due to a rejection of Filipino

ethnic identity in favor of something else?

However, the 2000 census found that 79.1% of Filipino-Americans still speak

Tagalog at home (Choy 2007: 557). If we assume that the relatively high rate of English-

only use at home among Filipino-Americans is not due to a rejection of ethnic identity,

we are left with a few other possibilities. One plausible explanation is that even Tagalog-

speaking Filipinos in the United States do not consider Tagalog their heritage language.

As aforementioned, one could argue that Tagalog’s relatively recent introduction as a

national language and the strong presence of English beginning in the 20th

century (not to

mention centuries of Spanish colonialism and the presence of other Filipino dialects) has

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had an effect on what Filipinos consider to be their “quintessential symbol” of ethnicity

(Fishman 1989: 32). If this is true, Filipino immigrants might not feel strongly that

Tagalog is representative of their ethnic identity. Heritage language for Filipinos might

therefore be a combination of English and Tagalog.

A current review of literature shows that Tagalog and Filipino heritage language

maintenance are understudied. I hypothesize that the conclusions from previous studies

conducted on heritage language maintenance might not fit the Filipino model given

Tagalog’s history in the Philippines. Additionally, Tagalog emerged only recently as the

national language in the Philippines. I hypothesize that Filipino immigrants might not

feel positively towards maintaining Tagalog, because they may not consider Tagalog to

be their heritage language. Results from this study will inform current models of heritage

language and attitudes towards heritage language maintenance and may indicate the need

to redevelop such models.

Description of the risks & benefits, if any, to research participants

The topics that this study will address family dynamics but also issues

surrounding participants’ identity via language use. Participants might find it beneficial to

discuss a subject that might be rarely talked about with friends and family, because it will

give them the opportunity to think more deeply about issues surrounding their language

use and identity. If participants find that they wish to learn more about issues surrounding

Filipino identity in the United States, I will provide them with a list of Filipino cultural

associations (See Appendix E).

At the same time, participants might also find it somewhat difficult to address the

topics covered during their interviews. Anecdotal evidence suggests that the topic of

language use, particularly that of Tagalog, and maintenance is not widely discussed

among Filipinos in the United States. This might be because the subject is embarrassing

or uncomfortable. Participants could feel uncomfortable at my attempt to address such

topics that the community does not seem to want to address. This study could also

compel participants to re-think their identity and their relationship to their cultural

heritage, which might also be uncomfortable.

Additionally, since my contacts are coming from relatively small Filipino

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communities in Massachusetts, there is a chance that participants might know each other.

Due to the nature of this recruitment, loss of confidentiality is a risk. A loss of

confidentiality could result in disagreements between participants and their communities.

As mentioned above, the Filipino community in the United States seems to be silent

about heritage language use and maintenance. This topic could potentially have the effect

of polarizing community members. In other words, friends, acquaintances, relatives and

even immediate family members might take issue with participants’ feelings, thoughts

and opinions surrounding Tagalog and maintaining Tagalog. If a loss of confidentiality

should occur, participants might be judged poorly by their own peers. This information is

included in the oral script for informed consent (Appendix B) and the recruitment script

for participants (Appendix C).

In order to minimize this risk, I will keep the identities, contact information and

all other identifying information of participants confidential (See Appendices B, C, and

D). All subjects will be assigned and referred to by a pseudonym, and I will keep all data,

contact information and pseudonyms in a lock box. Only I will have access to the key.

This lock box will also be stored in my private bedroom, which only I will have access

to.

In the event that I present this study to these communities, I will leave out any

identifying information including demographic information, place-specific and time

specific information from interview quotes that I will use to support my arguments. In

addition, I will urge contacts to keep the confidentiality of potential participants (See

Appendix D). I will withhold potential participants’ decisions to participate or not to

participate from contacts (See Appendix C). I will also conduct Skype interviews in the

privacy of my own bedroom.

Participants will also be informed that their participation is strictly voluntary and

that they may choose not to answer any questions they feel uncomfortable with. They

will also be informed that they may withdraw from the study at any point during the

interview (See Appendix B).

Description of what type of informed consent will be obtained and the process by

which it will be obtained (including consent form or oral script, if appropriate)

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I will obtain informed consent by providing my participants with a verbal

description of my research project that include its purpose and methodology at the time of

each interview. I will verbally inform participants that they do not have to answer any

question they feel uncomfortable with and are free to withdraw from the study at any

time. I will inform them that any information they choose to share with me will be kept

confidential. I will also inform participants that other participants in this study might be

recruited from their communities and that loss of confidentiality is a potential risk. I will

inform participants that their decision to participate or not to participate in the study will

also be kept confidential. These are all outlined in an oral script, which will be read at the

time of the interview (See Appendix B).

Description of how the confidentiality of research participants and data will be

protected

To protect participants’ confidentiality during interviews, I will ask them to

choose a comfortable and private location to Skype with me. I will conduct the interview

in the privacy of my own room (See Appendix C).

Interviews conducted over Skype will be recorded using Call Recorder, a software

program that records Skype conversations. Each video recording will be saved in a USB

drive and then transcribed within 24 hours after each interview. Each recording will be

deleted from this USB drive once the interview is transcribed. Transcriptions of these

interviews will then be stored in the same USB drive. All identifying information, such as

names and contact information will be omitted. This USB drive will be password

protected. My laptop is also password protected.

To further ensure confidentiality, participants will be randomly assigned

pseudonyms. As mentioned earlier, any identifying information, such as name, place of

residence, place of work, and occupation, will not be published in the study. Records of

participant contact information and pseudonyms will be stored in a second USB device.

This USB device will be stored in the aforementioned lock box when it is not in use and

will be stored in my private bedroom. Only I will have access to the key to the lock box,

and only I will have access to my bedroom. This second USB device will also be

password protected.

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Field notes will not be utilized in this study. Printed transcriptions will be stored

in the same aforementioned lock box. They will be destroyed once the study is

completed.

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Appendix A – Interview Questions

I. Personal History

A. Philippines

1. When did you immigrate to the United States?

2. How many years did you live in the Philippines?

3. Where did you live in the Philippines?

4. Did you attend school in the Philippines?

5. Were you taught English in the Philippines?

6. What language(s) did you speak at school?

7. What language(s) did you speak at home?

8. What language(s) did you speak with your friends?

B. United States

1. How many years have you been living in the United States?

2. What language(s) do you speak at home?

3. What language(s) do you speak with your friends?

4. What language(s) do you speak at work?

5. With whom do you speak Tagalog?

II. Attitudes Towards Tagalog and Tagalog maintenance

A. Affective and Behavioral Components

1. Let’s say you were at a Filipino gathering and only Tagalog was being spoken.

a. How would you feel about this? Would this make you feel comfortable or

uncomfortable? Would this make you feel happy or unhappy? Why?

b. How would behave in response to this? Would you choose to speak Tagalog to other

guests? Why or why not?

2. What if you were in a different gathering where majority of the guests were not

Filipino? There are a few other Filipinos and he/she approaches you and begins to

address you in Tagalog. You are in the presence of non-Tagalog speakers.

a. How would this make you feel and why?

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b. How would you behave in response to this individual and why?

3. If you have children or plan to have children in the future, how would you feel if they

did not speak Tagalog? Why?

a. Would you make efforts to keep Tagalog in their lives? Why or why not?

b. How would you feel if you had grandchildren and they did not speak Tagalog?

c. Would you make efforts to teach your grandchildren Tagalog?

B. Cognitive Component

- What are your opinions about Tagalog? Do you think it is a useful language?

- Do you enjoy speaking Tagalog? Why or why not?

- What are your opinions about speaking Tagalog in settings where there are mostly

Filipinos?

- What are your opinions about speaking Tagalog in settings where there are mostly

individuals who are not Filipino?

- Are there certain contexts where it is acceptable for Filipinos to speak Tagalog? Are

there certain contexts where it is not?

- What are your opinions about US-born Filipinos being able to speak Tagalog?

- What are your opinions about second or third generation Filipinos’ ability to speak

Tagalog?

- What are your opinions about Filipino immigrants’ Tagalog use? In other words, do you

think Filipino immigrants should continue to use Tagalog in the United States? Why or

why not?

- Do you consider Tagalog to be your heritage language?

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Appendix B – Oral Script for Informed Consent

Hello,

My name is [NAME]. As part of my honors program at Muhlenberg College, I am

conducting research on how Tagalog-speaking Filipino immigrants think and feel about

Tagalog.

This interview should last approximately an hour to two hours. Your participation

in this study is strictly voluntary. You can choose not to answer any question that makes

you feel uncomfortable, and you may also end the interview at any time. Lastly, your

decision to participate or not to participate in this study will be kept confidential from the

person who referred me to you.

During this interview, I will ask you questions about you and your attitudes

towards Tagalog. Other participants in this study may be recruited from your community.

Due to this nature of participant recruitment, loss of confidentiality is a potential risk. In

the worst-case scenario, this loss of confidentiality might result in disagreements between

you and the members of your community should you disagree on your feelings and

thoughts towards Tagalog and maintaining Tagalog. As a result, you may be judged

poorly by your community. In order to avoid this, any information you reveal during this

interview, including identifying information, such as names, and contact information will

be kept confidential. If I use direct quotes from our interview when I report the study, I

will also leave out any identifying information.

Is it alright if I record this interview using a program called Call Recorder? This

software video records Skype conversations. Only I will have access to this recording. It

will be transcribed onto a Word document within 24 hours after the interview and then

subsequently deleted once it is transcribed. Any identifying information will be omitted

from the transcription, and you will be assigned a pseudonym in order to further protect

your identity.

All data will be kept under lock and key, which only I will have access to.

Do you have any questions about this study? If you have any questions about this

project, please do not hesitate to contact me at [EMAIL ADDRESS] or my honors thesis

advisor Dr. [FULL NAME] at [FACULTY EMAIL ADDRESS].

15

Is it okay to begin the interview?

Thank you,

[FULL NAME]

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Appendix C – Recruitment Script for Participants

Hello,

My name is [FULL NAME]. I am a student at Muhlenberg College, a small

liberal arts school in Pennsylvania, and I’m a sociology and history double major. As part

of my honors program at Muhlenberg, I’m conducting research on how Tagalog-speaking

Filipino immigrants feel and think about Tagalog. I am also a Filipina and immigrated to

the United States when I was twelve years old.

If contact gives consent to be identified: (Contact Name) gave me your contact

information, because they thought you might be a good person to talk to regarding my

topic, and I was hoping that I could interview you.

If contact does not wish to be identified: Someone who knows you gave me your

contact information, because they thought you might be a good person to talk to

regarding my topic, and I was hoping that I could interview you.

During this interview, I will ask you questions about you and your attitudes

towards Tagalog. This interview should last about an hour to two hours and will be

conducted over Skype. I will be recording the interview using Call Recorder, a software

program that video records Skype conversations. Only I will have access to this

recording. It will be transcribed onto a Word document within 24 hours of the interview

and then deleted once it is transcribed.

We can Skype at a time that is most convenient for you. Any information you

share with me, including your name and contact information, will be kept confidential,

and the person who referred me to you will not be informed of your decision to

participate or not to participate in this study.

I ask that you determine a comfortable and private location for the interview. Just

I will Skype with you in the privacy of my own room, and again, any information you

share with me will be kept confidential.

Other participants in this study may be recruited from your community. Due to

this nature of participant recruitment, loss of confidentiality is a potential risk. In the

worst case scenario, this loss of confidentiality might result in disagreements between

you and the members of your community should you disagree on your feelings and

thoughts towards Tagalog and maintaining Tagalog. As a result, you may be judged

17

poorly by your community. In order to avoid this, any information you reveal during this

interview, including identifying information, such as names, and contact information will

be kept confidential. If I use direct quotes from our interview when I report the study, I

will also leave out any identifying information. You should also know that all data

pertaining to this study will be kept under lock and key, which only I will have access to.

Would you be willing to participate in my study? Are you over 18 years old? Do

you speak Tagalog? What language(s) do you speak at home? How old were you when

you immigrated to the US? Would you be comfortable with being video recorded?

Do you have any questions about this study? If you have any questions about this

project, please do not hesitate to contact me at [EMAIL ADDRESS] or my honors thesis

advisor Dr. [FULL NAME] at [EMAIL ADDRESS].

9:00 pm

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Appendix D – Instructions for Contacts

Hello,

As part of my honors program at Muhlenberg College, I am conducting research

on how Tagalog-speaking Filipino immigrants feel and think about Tagalog. Thank you

for agreeing to help me identify participants in this study.

Could you please provide me with a list of at least two to three people whom you

think would be likely to participate in this study, including their telephone numbers?

These individuals must be Tagalog-speaking Filipino immigrants, who immigrated after

they were 18. You can tell me the names and contact information of these people at this

time or you can choose to send me an email with a list of individuals.

If you send me a list via email, individuals’ names and contact information will be

transferred onto a sheet of paper and then kept under lock and key to which only I will

have access. This email will subsequently be deleted.

Since participants are recruited from the same communities, loss of

confidentiality is a potential risk. In order to protect participants’ confidentiality I will

keep the identities and contact information of participants confidential. In keeping with

this, I ask that you also keep the identities and contact information of these potential

participants confidential.

When I contact the individuals on your list, could I mention your name and say that

you referred me to them? If you are uncomfortable with this, I can keep your name

confidential from participants.

Do you have any questions about this study? If you have any questions about this

project, please do not hesitate to contact me at [EMAIL ADDRESS] or my honors thesis

advisor Dr. [FULL NAME] at [FACULTY EMAIL ADDRESS].

19

Appendix E – Filipino Cultural Associations

National Federation of Filipino American Associations National Office

1322 18th St. NW, Washington DC 20036-1803

Website : http://www.naffaa.wordpress.com

Phone : 202-361-0296

Email : inquiries@naffaa-national.org

Regional Offices:

East – Merit Salud (chair-region1@naffaa-national.org)

Capital – Bert Dayao (chair-region2@naffaa-national.org)

Midwest (West) – Jelly Carandang (chair-region3west@naffaa-national.org)

Midwest (East) Vilma Helms, PhD (chair-region3east@naffaa-national.org)

South – Marilyn Doromal (chair-region4@naffaa-national.org)

Central – Giselle Rushford (chair-region5@naffaa-national.org)

Southwest – Gus Mercado (chair-region6@naffaa-national.org)

Pacific Northwest – Mariela Fletcher (chair-region7@naffaa-national.org)

Northern California – Lorna L. Dietz (chair-region8@naffaa-national.org)

San Diego – Aurora Cudal (chair-region10@naffaa-national.org)

Nevada – Jing Espiritu (chair-region11@naffaa-national.org)

Pacific Islands – Rouel Velasco (chair-region12@naffaa-national.org)

Barangay Filipino in New England

Phone : 857-919-1587

Email : info@barangayfilipino.com

BakitWhy (Transmedia content provider)

Website : http://www.bakitwhy.com

20

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