The document summarizes a survey of 197 Pilipinx undergraduate students at UCLA regarding Pilipinx identity, experiences in higher education, and factors affecting happiness and choice of major. Some key findings include that most Pilipinx students are in science majors, many are considering changing majors, and those in North Campus reported higher levels of happiness than those in South Campus. The study could be improved by obtaining a larger, more random sample and considering additional identity factors.

1. CAMPAIGN FOR
PILIPINX STUDIES
A survey on Pilipinxs and Higher Education
The term “Pilipinx” is used instead of Filipino because of the phonetic “F” does not exist in the Philippine language.
The term “Pilipino” represents the recognition of the identity and the history of the Pilipino people. Moreover, the
“x” is used instead of the o or @ to include and recognize Pilipinxs beyond the gender binary. Sample size: n = 200

2. LET’S TALK!
How can we a great conversation?

3. n
What racial stereotypes do do you hear about Pilipinxs:
LET’S TALK ABOUT PILIPINXS

4. LET’S TALK ABOUT PILIPINXS
What academic/education stereotypes do you hear about Pilipinxs:
n

5. THE STUDY
A survey of approximately n = 197 Pilipinx Undergraduate UCLA
students. Sample was chosen through Samahang Pilipino Education
and Retention (SPEAR) as well as by word of mouth.

6. WHAT DID WE
WANT TO KNOW?
What were the OUTCOMES:

7. OUR PRELIMINARY FINDINGS?
How can we a great conversation?
What were some general characteristics of the Pilipinx Community:
n 1) Most Pilipinx Students are
South Campus.
2) Most Pilipinx students have
or are debating switching
out of their major
3) Over 50% of Pilipinxs are
represented in Life or
Physical Sciences, the other
30% in Social Sciences.
4) Almost 50% are some sort
of pre-med or pre-health.

8. WHO WOULD BE INTERESTED?
How can we a great conversation?
The factors measure the INTEREST to take P-Studies:
n
1) People will always
be interested in P-
Studies if they
existed.
2) If students do not
know about P-
studies, relevance
affects interest.
3) Overall, in order to
spark interest, P-
studies need to be
more visible.

9. How can we a great conversation?
n
CONCLUSION:
People have to know Asian
Am or P-Studies exist in
order to likely take them.
Personal interest and
relevance of education
plays a factor. Also, having
a P-studies class as a GE
requirement also plays a
role.
WHO WOULD BE INTERESTED?
The factors measure the LIKELIHOOD to take P-Studies:

10. LET’S EXPLORE SELF-DETERMINATION
How parental INFLUENCE correlates with MAJOR CHOICE:
n
CONCLUSION:
54.4 % of students follow in
their parents footsteps. Not
significant.

11. HOW APPLICABLE IS YOUR EDU?
Are STEM majors learning more APPLICABLE material?
MEAN OF RATING OF APPLICABLE MATERIAL FOR
STEM MAJORS NON-STEM MAJORS
3.73
NOTE: Whether or not material was applicable was self-assured on a 1 to 5 scale
3.79
CONCLUSION:
The difference is Not
significant.

12. HOW IMPORTANT IS A RELEVANT EDU?
The correlation between HAPPINESS and material APPLICATION: CONCLUSION:
YES! We observe a
correlation of 0.53341
between APPLICATION and
HAPPINESS.
More applicable material is
correlated with higher
average self-reported
happiness.

13. HOW IMPORTANT IS A SOCIO-ECO STATUS?
The correlation between ECONOMIC status material MAJOR CHOICE:
CONCLUSION:
Economic status does not
have high predicting power
towards major status. The
correlation is not significant.

14. HOW DOES PARENTAL
INDEBTEDNESS AFFECT HAPPINESS?
The correlation between CHOICE OF MAJOR status material PERCEIVED HAPPINESS:
CONCLUSION:
Discrepancy between major
choice and parental choice
does not have high
predicting power towards
happiness. The correlation is
not significant.
UTANG NA LOOB

15. HOW DOES MAJOR
CHOICE AFFECT HAPPINESS?
The correlation between CHOICE OF MAJOR status material PERCEIVED HAPPINESS:
CONCLUSION:
NORTH CAMPUS majors
have record a significantly
self-report higher happiness
levels than SOUTH
CAMPUS majors.
The correlation is significant.

16. LET’S DISCUSS
What are some LESSONS we learn from the study? In what ways
can this study be further developed? Duplicated? Critiqued?

17. LET’S DISCUSS!
What are some patterns that were
SUPPORTED and CHALLENGED?
SUPPORTED HYPOTHESIS
CHALLENGED HYPOTHESIS
1. P-Studies need to be made more visible or
relevant to folks who already care about the
material in order for them to take classes.
2. Education needs to be made more relevant and
applicable. The more students can see relevance
in their education, the happier and more secure
they will feel.
3. Most Pilipinxs in North Campus experience
higher levels of academic happiness than South
Campus students. This can stem from several
factors: 1) lack of relevant education in South
Campus, 2) disproportional amount of Pilipinxs in
South Campus Majors.
1. A correlations between parental difference,
discrepancy, and socio-economic status are not
significant. This challenges our understanding of
Utang Na Loob, or the Pilipinx value of
indebtedness to our friends and family.

18. WELL WHAT NEXT?
How are some ways you can duplicate,
modify, or improve on this study?
DESIGN CHALLENGES
NEXT STEPS
1. Sample was not truly random.
2. Some other ethnicities got lost in the shuffle.
3. Did not explore other identities that could affect
happiness, etc. like transfer status, etc.
1. Re-do the survey to reach a larger samples size.
2. Adjust the questions to include less bias.
3. Obtain registrar data on UCLA or even UC-WIDE
Pilipinxs to analyze.

19. WANT TO KNOW MORE?
Contact: Kevin Casasola, (951) - 760 -9769, kevincasasola@gmail.com
Facebook: @ucla.samahang
Website: www.spbruins.com

20. fin.