College of Teacher Education

First Semester, A.Y. 2021-2022

Introduction
This module will illustrate the life of Filipino immigrants in the United States, The treatment of Americans to
Filipinos and other nationality.

Date and Time Allotment

I. Objectives

At the end of the end of this module, students should be able to:

1. Familiarize significant events transpired after Philippine-American War

II. Lecture

With the outbreak of the 1898 Spanish-American War, many Filipinos anticipated independence and
liberation. After the war, Spain relinquished the Guam, Puerto Rico, and the Philippines to the United States
for $20 million. President William McKinley was originally uncertain about whether to take the Philippines,
but later stated that he came to his decision through these reasons:

1. That we could not give them back to Spain- that would be cowardly and dishonorable; 2. That
we could not turn them over to France and Germany-our commercial rivals in the Orient that would
be bad business and discreditable;
3. That we not leave them to themselves-they are unfit for self-government-and they would soon
have anarchy and misrule over there worse than Spain's wars; and
4. That there was nothing left for us to do but to take them all, and to educate the Filipinos, and
uplift and civilize and Christianize them, and by God's grace do the very best we could by them,
as our fellowmen for whom Christ also died.

The Filipinos did not feel the same way, and, under the leadership of Emilio Aguinaldo rebelled against their
new American overlords in 1899. The Philippine-American War lasted three years, with heavy casualties on
both sides. With the rebellion crushed, the Philippines left even more destitute, the United States questioned
whether it should embrace its own overseas empire.

The Philippine Islands are considerably close to China and the rest of Asia, so the United States was able to
maintain markets and establish new ones across the Pacific Ocean. To enforce its imperial domination, the
United States was able to reuse the Subic Bay, a naval base in the Philippines, originally built by the
Spanish in 1885. The American Empire stretched across the Pacific: Hawaii, Midway and Wake Islands,
Samoa, Guam, and elsewhere.

United States President William McKinley took on the “white man’s burden,” claiming he was told by God to
educate and uplift the Filipinos. The American colonial system, under the leadership of Governor-General
William Howard Taft (later the 27th President of the United States), brought new, albeit limited, career
opportunities for Filipinos who could afford to go to school. The U.S. offered some small measure of hope to
Philippine society, as the U.S. tasked itself with improving the Filipinos’ health, education, agriculture,
infrastructure, horticulture, and animal husbandry. The Philippines experienced educational and population
booms, but the Philippine economy still suffered from damage caused by the Spanish.

In November 1903, Governor-General Taft passed the Pensionado Act, allowing qualified Filipino students
to study at American colleges and Universities. They studied at the expense of the provisional government,
hence the name pensionado (pension). Filipino students learned that freedom, democracy, and social
equality were found in the United States. Through the colonial education, the United States promised a
better life for the Filipinos, even though it was a capitalist nation, like Spain.

The American provisional government touted its ideals of a benevolent democratic government to a largely
illiterate and “culturally backward” country. The colonial ideology of America and other Western nations
justified itself, masking the economic exploitation and racial exclusion of the colonized. Much later, in works
such as “My Education” and “Terrorism Rides the Philippines,” Carlos Bulosan argued that the Filipinos
could not exercise their right to self-determination, when the Philippines were colonized by a world
superpower – a power that boasted of democracy but whose society practiced discrimination on every
conceivable level.

In the eyes of many Filipinos, racial equality and economic salvation were found in America. The Pinoys
traveled to the United States, and settled primarily along the West Coast and Hawaii. Their experiences
differed: the Filipinos in Hawaii had to compete only with the Japanese, but the Filipinos on the West Coast
faced the oppression and discrimination of a racist white working class. Filipinos found that they were only
allowed to work in manual labor, even if they were college educated. Not even the Pensionados were able
to pursue their professions in California. California law barred Filipinos from entering the professional
workplace, and so some of the Pensionados returned to the Philippines.

White farmers found Filipinos ideal for “stoop labor,” a racial remark on their heights. In the San Joaquin
Delta region, agriculture employers usually paid Filipinos less than half of what a white male received for the
same work. The Filipino presence was tolerated only because they were needed as field workers. A
shortage of labor caused by anti- Chinese and Japanese legislation prompted the Pinoy immigration.
Filipinos struggled to survive in a society that did not accept them. The Pinoys faced oppression, both
legislative and social. The Pinoys were considered neither American citizens nor complete foreigners, but
“nationals,” left in a sort of limbo. Because of their status, they could not reap the benefits of American
citizenship. Samuel Gompers, the president of the conservative American Federation of Labor (AFL), called
Filipinos “barbaric” and “uncivilized,” which implied that the AFL or other larger labor unions did not accept
Filipinos in their ranks. Furthermore, in 1927, the AFL urged Congress to bar Filipinos from entering the
United States. Filipinos had few chances to climb the social ladder, even in America.

White Americans took legal and extra legal steps to exclude Filipinos from society. The California Supreme
Court case Roldan v. Los Angeles County (1933) ruled that Filipino-Caucasian marriages were legal, but the
California Civil Code was rewritten shortly after to make such marriages illegal.

The Tydings-McDuffie Act of 1934 granted Philippine independence in 10 years, but reclassified Filipinos as
“aliens” and set the Filipino immigration quota to 50 per year. The following year, the Repatriation Act was
passed, which offered Filipino immigrants a free one-way ticket back to the Philippines, on the condition that
they never return to the United States. The 1946 Rescission Act denied benefits, but not pay, to Filipino
World
War II veterans. In 1952, the McCarran-Walter Act was passed, revising immigration laws to favor “good”
Asian countries. In Bulosan’s words, it was a crime “to be Filipino in California.”

White Americans also discriminated against Filipinos on a social level. They imposed restrictions on where
Filipinos could go within a city. White business owners refused to serve Filipinos: hotel signs read,
“Positively No Filipinos Allowed” or “No Dogs and No Filipinos Allowed.” One sign in Salinas, California
read, “This is a White Man’s Country. Get Out of Here if You Don’t Like What We Pay.” Whites viewed
Filipinos and other immigrants as easily corruptible, giving into vices and pleasures, like other immigrants.
Filipinos spent most of their small earnings in places owned or run by other “Orientals,” usually disreputable
establishments: bars, pool halls, dance halls, gambling dens, and brothels. But these activities helped
Filipinos forget the humiliations, abuse, and white mob violence.

“Positively No Filipinos Allowed.” This Stockton, CA hotel, photographed in 1945, was one of many
establishments that barred Filipino entry. Filipinos found that they were unable to frequent certain
restaurants, stores, and other public places.

White men saw Filipinos as a double threat: economic and sexual. Clearly, the influx of Filipino workers
meant job competition, even when Filipinos were restricted to only blue-collar work. Filipinos were seen as a
threat to white “racial purity,” but ethnic purity was not an issue for Filipinos, coming from a mestizo (mixed
blood) ancestry due to the Spanish colonization. The Filipino immigrant gender male-to-female ratio was
14:1 in California, 47:1 in New York. Strict Filipino Catholic gender roles also prohibited unchaperoned
Filipina travel. In addition, agricultural work was not ideal for family life. Many Filipinos envisioned that they
would get rich quick, and return home. Again, the American colonial education system stated that America
was a land of plenty, and Filipinos further imagined they would be picking gold off the streets (hence, El
Dorado Street in Stockton). The word balikbayan refers to ethnic Filipinos who are citizens or residents of
overseas countries, who periodically return to the Philippines – it remains a common social trend. Like
other Pinoys, Bulosan also expected to make his fortune and return home, and he had no solid plan on how
to implement those goals.

III. References
• Piring, D.E. (2016). Kain na!Life and Times of Carlos Bulosan. Sacramento: California State
University