PSYCH 274: Intersections of Filipino/a/x American Psychology 

 

 
 

Instructor: Maica Porcadas (she/her/hers) Homepage:  maicaporcadas.weebly.com  

Phone: (913) 267-5484 Email:  maica1001@gmail.com   
 
 
“The existence of a Filipino nation is a fact, but the existence of a national consciousness is only a 
presupposition, if by national consciousness one means that sense of oneness which comes from a community 
of aspiration, response, and action,” (Constantino, 1974)  
 
 
Course Description 
This 15-week interdisciplinary psychology course will focus on the connections between individual identity, 
community membership, and social position. Using a critical and ethnic studies based framework to challenge 
traditional views of Psychology, this course will provide an overview of S
​ ikolohiyang Pilipino​ (Filipino 
Psychology) and Filipino/a/x American Psychology. This course is designed for students to construct and 
reframe their perception of Psychology and to be able to connect the content to their own personal 
experiences, narratives, and understandings of the world around them.  
 
Learning Objectives 
By the end of this course, students will be able to do the following: 
● Practice critical thinking skills to understand the different forms of discourse around psychology and to 
understand the different values and forms of knowledge 
● Distinguish and analyze the relevancy of Sikolohiyang Pilipino to the development of contemporary 
Filipino/a/x American Psychology 
● Identify the influence and impacts of external factors of culture, society, and history on an individual’s 
perception of identity, self-esteem, and membership 
● Articulate their understanding of their developing identities in relation to their outside communities and 
social positioning with the world and everyday realities 
● Develop and create techniques to practice the implementation of wellness and self/community care 
 
Course Textbooks 
Enriquez, V. G. (1992). F ​ rom colonial to liberation psychology: the Philippine experience​. Diliman, Quezon City:  
Univ. of the Philippines Press. 
David, E. J. R. (2014). B​ rown Skin, White Minds Filipino -/ American Postcolonial Psychology​. Charlotte:  
Information Age Publishing. 
David, E. J. R., & Derthick, A. O. (2018). ​The psychology of oppression​. NY: Springer Publishing. 
Nadal, K. L. (2011). F​ ilipino American psychology: a handbook of theory, research, and clinical practice​.  
Hoboken, NJ: John Wiley. 
 
*Other readings and articles will be made available. More articles will be added and introduced throughout the 
semester. Please come prepared to class by reading up on the assigned readings indicated by the calendar. 
 
 COURSE CALENDAR 

The course calendar and agenda are subject to change at the discretion of the instructor and class flow. 

Week  Topics/Agenda  Assignments Due 

  Key Topics:  ❏ Bring copy of printed class syllabus 

  1. Community Building   or have access to it on a laptop or 
  2. Defining traditionalist Psychology  other other device 
     
Week 1  Learning Application:  ❏ Please bring a baby photo of yourself 
❏ Be able to critically understand and  (or a photo of yourself at a young 
define the framework of traditionalist  age) for the Community Building 
Psychology  activity 
 

  Key Topics:  ❏ Intro + Extro Reflection  

  1. 4 I’s of Oppression   
  2. Orientations of Knowledge  ❏ Have reading completed: 
     
  Learning Application:  (1) David, E. J. R., & Derthick, A. O. (2018) 
Week 2  ❏ Be able to distinguish the differences   
between the 4 I’s of Oppression  (2) Sensoy, O. (2017). Is everyone really 
❏ Be able to provide tangible examples  equal?: An introduction to key concepts in 
within your own life and experiences 
social justice education. 
❏ Be able to explain the connection of 
oppression to the concept of knowledge 
 

  Key Topics:  ❏ Intro + Extro Reflection  

  1. Introduction to​ Sikolohiyang Pilipino​:   
  history, purpose, and principles  ❏ Have reading completed: 
     
  Learning Application:  (1) Pe-Pua, R., & Protacio-Marcelino, E. 
Week 3  ❏ Be able to understand the influence of  (2000). Sikolohiyang Pilipino (Filipino 
historical resistance to the creation of  Psychology): A legacy of Virgilio G. Enriquez.  
Sikolohiyang Pilipino   
❏ Be able to reflect on parallels to the  (2) ​Porcadas, M. D. (2019). Evolution of 
creation and purpose of ​Sikolohiyang  discourse: Sikolohiyang Pilipino in the 
Pilipino​ to other types of course subjects  classroom. [Read chapter 1]  

  Key Topics:  ❏ Intro + Extro Reflection  

  1. Purpose and Critiques of the ​Four Value​s:   
  a. Kapwa, Hiya, Pakikisama, Utang  ❏ Have reading completed:  
  na Loob   
  2. Interactions and Membership  (1) Yacat, J. (2013). Filipino Psychology 
  a. Ibang Tao v. Hindi Ibang Tao  (Sikolohiyang Pilipino).  
Week 4     
Learning Application: 
(2) ​Porcadas, M. D. (2019). Evolution of 
❏ Be able to define each of the four values 
discourse: Sikolohiyang Pilipino in the 
❏ Be able to find similarities between the 
classroom.  
four values to your own culture 
 
   Key Topics:  ❏ Intro + Extro Reflection  
  1. Interactions and Membership cont.   
    ❏ Presenting Identi-tree Project in class  
  Learning Application: 
Week 5  ❏ Be able to illustrate your understanding 
of your membership within your peers, 
family, community, and the world at large 
❏ Be able to define “Social Positioning” 
 

  Key Topics:  ❏ Intro + Extro Reflection  

  1. Introduction to Colonial Mentality   
  2. Toward a Liberation Psychology  ❏ Have reading completed: 
  3. Critiques and Transitions of ​Sikolohiyang   
  Pilipino  (1) Enriquez, V. G. (1992). ​From colonial to 
Week 6    liberation psychology: the Philippine 
Learning Application:  experience​. 
❏ Be able to define Colonial Mentality and   
its impacts internally, interpersonally, and  (2) San Juan Jr., E. (2006). Toward a 
institutionally  decolonizing indigenous psychology in the 
  Philippines 
 

    ❏ Intro + Extro Reflection  

Week 7  Midterm Exam (Weeks 1-6) 
 

   
Week 8  Spring Break 
   

  Key Topics:  ❏ Intro + Extro Reflection  

  1. Introduction to Contemporary Filipino/a/x   
  American Psychology  ❏ Have reading completed: 
  2. Comparing ​Sikolohiyang Pilipino​ and   
  Filipino/a/x American Psychology  (1) ​Porcadas, M. D. (2019). Evolution of 
Week 9    discourse: Sikolohiyang Pilipino in the 
Learning Application:  classroom. 
❏ To be able to critically understand and   
define the framework of traditionalist  (2) Nadal, K. L. (2011). F
​ ilipino American 
Psychology  psychology: a handbook of theory, research, 
  and clinical practice​. 
 

  Key Topics:  ❏ Intro + Extro Reflection  

  1. Filipino American Cultural Values   
  2. Identity Frameworks  ❏ Have reading completed: 
  3. Authenticity vs. Actuality   
Week 10    (1) Nadal, K. L. (2011). F
​ ilipino American 
Learning Application:  psychology: a handbook of theory, research, 
❏ Be able to debate, inform, and defend the  and clinical practice​. 
concept of Authenticity or Actuality   
   Key Topics:  ❏ Intro + Extro Reflection  
  1. Neighborhoods and ​kapit-bahay   
  2. Family Dynamics, Blends, Roles  ❏ Have reading completed: 
  3. Familial Expectations and Legacies   
    (1) Poblete, P. N. (2006). ​The oracles: my 
Week 11  Learning Application:  Filipino grandparents in America​. 
❏ Be able to identify and determine the   
impacts of family on internal and external  (2) Medina, B. T. G. (2015). ​The Filipino 
perceptions  family​. 
   

  Key Topics:  ❏ Intro + Extro Reflection  

  1. Sex, Gender, Attraction   
  2. Relationship Structures, Types, Processes  ❏ Have reading completed: 
     
    (1) Nadal, K. L. (2011). F
​ ilipino American 
Week 12  Learning Application:  psychology: a handbook of theory, research, 
❏ Be able to explain the different  and clinical practice​. 
distinctions between: sex and gender   
❏ Be able to explain connections between  (2) Medina, B. T. G. (2015). ​The Filipino 
attraction and relationship structures to  family​. 
the concept of family dynamics 
 

  Key Topics:  ❏ Intro + Extro Reflection  

  1. Health and Society   
  2. Mental Wellness and Taboos  ❏ Have reading completed: 
  3. Self Care and Community Care   
Week 13    (1) Nadal, K. L. (2011). F
​ ilipino American 
Learning Application:  psychology: a handbook of theory, research, 
❏ Be able to analyze, discuss, and assess  and clinical practice​. 
perceptions of mental wellness   
❏ Be able to describe the relationships  (2) David, E. J. (2013). Brown skin, white 
between self care and community care  minds: Filipino -/ American postcolonial 
❏ Be able to reflect on the techniques of  psychology​.  
caring for mental wellness and create   
practices to support your own wellness   
  (3) Decena, A. (2014). Identity, colonial 
mentality, and decolonizing the mind : 
Exploring narratives and examining mental 
health implications for Filipino Americans.  
 

   
   
Week 14  **Class will not be meeting. We will be taking part in the Wellness Field Trip 

    ❏ Bring food and drinks for Potluck 

Week 15  Classroom Presentations   
 
 
Evaluation and Grading 
Each week presents an opportunity to engage with your community of students and the opportunity to self 
reflect on the impact of the course content with your own experiences. In traditional schooling grades are 
often seen as a reflection of one's capacity to grasp course content. This course will grade based on the 
growth, commitment, and effort you put into this class throughout the semester. 
 
Attendance  5% 
Community Discussion  5% 
Application and Reflections  10% 
Exam 20% 
Mini Assignments (2)  30% 
Final Project and Presentation  30% 
 

Total   100% 
 
 
Academic Honesty Policy 
Academic integrity is a basic principle, which requires that students take credit only for ideas and efforts that 
are their own. Cheating, plagiarism, and other forms of academic dishonesty are often defined as the 
submission of materials in assignments, exams, or other academic work that is based on sources that are 
prohibited by the faculty member or in ways that do not properly cite where a student's ideas and efforts 
came from.  
 
Disability Services and Accomodations 
Providing equal opportunities for students who experience disabilities is a campus-wide responsibility and 
commitment. A ​ s part of this commitment, the university will ensure that persons with disabilities are provided 
reasonable accommodations. ​Disability Support Services (DSS) empowers, supports, and advocates for 
students who experience disabilities by providing equal access and accommodations to all curricular 
assignments, programs, services, and activities​.