De La Salle University-Dasmariñas

College of Business Administration and Accountancy

The Lasallian Identity of the

De La Salle University-Dasmariñas’ Students

In Partial Fulfillment of the Requirements

For Understanding the Self

Lanto, Danarose T.

Reyes, Jasmyn Jedd B.

Teñefrancia, Paulene G.

BSA13

Ms. Virginia T. Tan

March 8, 201
 INTRODUCTION

No person is created the same. Everyone has his or her uniqueness and
distinguishing character, appearance, trait or personality that make him or her
different from other people. These distinguishing qualities make him or her as a
person. It creates an identity. Over time, a person continually attempts to answer,
“Who am I?”. Upon reaching identity achievement, one can simply declare, “This is
who I am.”.

Identity is people’s concept of who they are, of what sort of people they are,
and how much they relate to others. It came from the Latin word idem which means
“the same”. According to Jenkins (1996), identity refers to the ways in which
individuals and collectivities are distinguished in their social relations with other
individuals and collectivities. In a diversifying world, the struggles for identity are
dynamic and shaped by the interactions ethnic minority adolescents have with the
dominant culture as well as within their own peer groups and ethnic groups.

Issues of identity are usually conceptualized at the level of the personal self.
Although this tradition emphasizes the importance of social roles and social
interactions for the awareness of who one is (see Banaji & Prentice 1994), these are
mainly considered as interindividual processes, in terms of how reflected appraisals
from others contribute to the definition of identity or may help fulfill a generic need
to belong (see Baumeister & Leary 1995)

Tajfel (1978) defined social identity (or group identity), in both cognitive and
evaluative terms, as that part of the self-concept corresponding to knowledge of the
group membership together with the value and emotional significance of that
membership. Spears et al. (2001) have referred to this process of gaining a distinctive
self as “creative distinctiveness,” and evidence indicates that indistinct groups such
as minimal groups can be more likely to differentiate themselves than more
meaningful groups as a way of creating a distinctive group identity.

In this study, the social identity that would be focused on is the Lasallian
identity. Lasallian identity is a shared characteristic: it is “collective”. Those who
call themselves Lasallians can recognize one another and be recognized by others in
the way they live, act and are. They have values which embody certain principles
and certain criteria. All these result in a satisfying harmony within themselves.

Tidd (2001) defines Lasallian as “characterized by values, beliefs, attitudes,

and behaviors or policies inspired by the educational methodology and spirituality
of Saint John Baptist de La Salle” (p.18). De La Salle was a 17th century French
priest who believed that all young people were deserving of a faith-based, high-
quality, personalized and practical education that would prepare them for a
meaningful life. He believed that economic circumstances, social status, and lack of
prior schooling or educational experience should not prevent a student from having
the opportunity to participate in the educational process.

Sanderl (2004) expanded on Tidd’s interpretation significantly. According to

him, the term “Lasallian” grows out of three integral perspectives: (a) the life and
story of Saint John Baptist de La Salle, (b) the educational values and mission of
Saint John Baptist de La Salle, and (c) the manner in which that vision and mission
are lived and expressed today as well as with whom and for whom it is shared.
Lasallian culture, therefore, includes considerations about who is being served and
educated by this education. Further, it articulates who is sharing in
this mission and responsible for the education of these young people. Finally, it
communicates the life of Saint John Baptist de La Salle, the early Institute, and the
principles of Lasallian education. (p. 118) In his definition, Van Grieken (1999) adds
“more recently [the term “Lasallian” is] also used as a noun to name those who share
in the mission and heritage of the Institute”

As said by Botana(2005), Lasallian identity, like any collective identity, must

be personalized in each individual with different nuances and variations. There was
a time when Lasallian identity was exclusive to the Brothers, that is, a celibate,
consecrated males. There were already many differences seen in "The Brother of the
Christian Schools in the World Today A Declaration": "The socio-cultural origin,
the psychological maturity, and the variety of human and Christian experience differ,
from one individual to another and in the successive stages of the person's life."
People can live the Lasallian identity today as religious or lay, man or woman,
celibate or married. in a great variety of societies and cultures in the world, as
Catholic, or other Christian denomination, but also from within other religious
traditions. The Spirit blows where it will, and its charisms extend beyond the official
structures of the Church.
 It is clear that the experience of a common identity is established among
Lasallian institutions. Without this, any effort to articulate a Lasallian identity would
have nothing to stand on. It is finally the experience of identity that brings forth the
effort to articulate that identity. Because when the outlines of that identity become
more clearly understood, one can be intentional and deliberate in doing better what
he or she already do so well. This is something that John Baptist de La Salle would
have understood--- indeed he lived it out in his life---and it is something that one
will experience as he or she better understand and articulate the Lasallian mission.

There are lots of ways of defining Lasallian identity, some of which are
simple, others more complicated, but in them all, if they are genuine, we find certain
necessary elements which can help us distinguish the essential from the variable. In
this study, the researchers determined the true meaning of Lasallian identity for the
students of De La Salle University-Dasmarinas.
 METHODOLOGY

Research Design
This research made use of quantitative research for the results to be numerical
and measurable data, so there would be low degree of subjectivity on identifying
what is the Lasallian Identity. Specifically, this study employed descriptive
quantitative research in order to describe the phenomenon of having the Lasallian
identity even as graduates and soon to be graduates of the institution.

Context and Participants

The study was conducted at De La Salle University-Dasmariñas on the second
semester of A.Y. 2018-2019. Ninety (90) graduating and alumni students took part
in this study. The sampling methods that the researchers used in choosing the
respondents were purposive and convenience sampling. The researchers selected
respondents that were capable of providing necessary data for the study and had
convenient accessibility and proximity to the researchers. As such, there were certain
criteria used in the selection of the respondents, as the study needed respondents that
are graduates and graduating students of De La Salle University- Dasmariñas.

Instruments
In order to acquire the data needed, the researchers created a questionnaire as the
primary instrument for the data collection in a quantitative approach. A
questionnaire was used in order to ensure the regularity of information about the
research topic, and it collected data in an organized/structural way. The
questionnaire consisted of two (2) parts. The first part was consisted of four (4) items
about the respondent’s demographic information. The second part is about the
meaning of Lasallian identity for them and the characteristics of a Lasallian. On the
characteristics of a Lasallian, the characteristics given are based on the 12 virtues
taught by St. John Baptist de La Salle which are gravity, silence, humility, prudence,
wisdom, patience, reserve, gentleness, zeal, vigilance, piety and generosity. In the
questionnaire, the respondents were expected to respond by checking the box of their
answer, with “1” being the highest and “5” as the lowest with the exception of the
first part.
Data-gathering Procedure
In order to gather the data needed, the researchers have done the following
procedure:
1. The researchers created a google documents form which contained the
questionnaire.
2. The researchers distributed the questionnaire to the respondents by sending
them the link through messenger or personally asked to answer using the
researcher’s mobile phone.
3. After all the questionnaires have been answered, the researchers analyzed
and interpreted the data collected.
Data Analysis
Descriptive statistics and percentage frequency distribution were used to analyze
the data, as these were the most accurate way in analyzing quantitative data. The
mean scores of each item were computed. The mean scores were interpreted
depending on the results computed. Percentage was also computed on how many
answers were there in each weight over the total number of respondents.
 RESULTS AND DISCUSSIONS

I. Demographic Information

Gender of repondents

41

49

Female Male

Chart 1
The chart 1 above shows the gender of the respondents. 49 of the respondents
or 54% are female and that 41 or 46% are male.

Status of the respondents

19

71

Graduate Student

Chart 2
The respondents were asked if they are a graduate of De La Salle University
Dasmarinas or a current student in the university. As shown in the chart above, 79%
of the respondents are currently studying at DLSUD and the other 21% are graduates
from the university.
 Courses of Respondents
20

15

10

0
PSY BSA BGM HRD CPE BIT HRM

number of respondents

Chart 3
In the chart shown above, it is shown that the respondents came from different
courses in De La Salle University Dasmarinas. 10% of the respondents are from
Psychology, 21.1% are from Accountancy, 12.2% are from Graphics Design and
Multimedia, 18.9% are from Human Resource Development Management, 17.8%
are from Computer Engineering, 7.8% are from Information Technology, and lastly,
12.2% are from Hotel and Restaurant Management.

Reason for choosing DLSUD

Quality Education

School Values
6%4% 20%
17% Parents Choice

Recommended by friends,
13% relatives, or teachers
40%
Green Environment

others

Chart 4
The respondents were also asked why they chose to study in De La Salle
University Dasmarinas. They were given choices in the questionnaire and the
following are the results: 40% of the respondents chose DLSUD because of the
school values, 20% because of quality education, 17% because it was recommended
by friends, relatives, or teachers, 13% because it was the choice of their parents, 6%
because of the university’s green environment, and lastly, 4% indicated that they
chose DLSUD because of other reasons such as location, siblings studying in
university, etc.

II. THE LASALLIAN IDENTITY

Description of "Lasallian Identity"

Lasallian indentity is a gift, freely given and ready made; a…

Lasallian identitiy is a missionary and spiritual journey

"One heart, one commitment, one life" is part of the…

Color green is the lasallian identity

living the spirit of faith, zeal, and communion is the lasallian…

Catholic identity is the lasallian identity

Living the life and mission of SJBDLS is the lasallian identity

Being rich is the lasallian identity

0 20 40 60 80 100 120

number of respondents

The respondents were asked to vote for their top 3 description of Lasallian
identity. Living the life and mission of SJBDLS is the Lasallian Identity is first in
the ranking with 102 votes. Followed by living the spirit of faith, zeal, and
communion with 69 votes. Among the top 3 is “Lasallian identity is a gift, freely
given and ready-made; a present so to speak, which we have not earned ourselves”
with 51 votes, Catholic identity is the Lasallian identity with 21 votes, "One heart,
one commitment, one life" is part of the Lasallian identity with 15 votes, “Lasallian
identity is a missionary and spiritual journey” with 9 votes. “Being rich is the
Lasallian identity” has the least number of votes which is 3. However, “Color green
is the Lasallian identity” did not garner any votes at all. The top 3 of the description
pertained to the life, mission, core values of St. John Baptist de La Salle and identity
as a gift that is given as one enroll in the university. No one thought that color green
is the Lasallian identity. This means that most of the respondents have deeper
perception of the identity as a Lasallian. It is not just a color. As the results showed,
the Lasallian identity is about living the life and mission of St. John Baptist de La
Salle.

CHARACTERISTICS OF A LASALLIAN MEAN STANDARD

OF DEVIATION
RATINGS
A Lasallian say nothing which is bitter, stinging, 2.87 1.33
crude or offensive to anyone.
A Lasallian avoids talking when he/she must not 2.76 1.38
speak and speaks when he/she should not be silent.
A Lasallian is humble. 2.77 1.37
A Lasallian understands what he/she needs to do and 2.49 1.26
what he/she needs to avoid.
A Lasallian is wise. 2.48 1.30
A Lasallian is patient. 2.59 1.25
A Lasallian thinks, speaks, and acts with 2.46 1.14
moderation, discretion and modesty, controlling
her/himself in circumstances where he/she might
grow angry or upset.
A Lasallian displays goodness, sensitivity, and 2.52 1.25
tenderness.
A Lasallian instructs by being a good example. 3.01 1.34
A Lasallian is diligent and painstaking in fulfilling 2.73 1.36
his/her duties.
A Lasallian fulfills worthily his/her duties towards 2.77 1.37
God and guides students in understanding moral
virtues.
A Lasallian is generous. 2.30 1.28

The second part of the questionnaire was for the respondents to rate different
characteristics of a Lasallian with 1 being the highest and 5 being the lowest. Thus,
whichever has the lowest mean is the characteristic of a Lasallian for the
respondents. The table above shows the results and indicates the mean and standard
deviation of the ratings that the respondents have provided. It is shown in the table
that “A Lasallian is generous.” has the lowest average, 2.30, to be specific which
means that the respondents believe that this is the characteristic that is really present
in a Lasallian. On the other hand, with a mean of 3.01, “A Lasallian instructs by
being a good example.” is the least characteristic of a Lasallian. All other
characteristics are on average level---not too high and not too low. Among the top 5
characteristics of a Lasallian are:
1. Generosity- A Lasallian is generous.
2. Reserve- A Lasallian thinks, speaks, and acts with moderation, discretion and
modesty, controlling her/himself in circumstances where he/she might grow
angry or upset.
3. Wisdom- A Lasallian is wise.
4. Prudence-A Lasallian understands what he/she needs to do and what he/she
needs to avoid.
5. Gentleness- A Lasallian displays goodness, sensitivity, and tenderness.
 CONCLUSION
Most of the respondents are current students at DLSUD however there are
still a few respondents who already graduated. The respondents came from
different courses offered in the university and had different reasons for picking De
La Salle University Dasmarinas as their school. Most of the respondents picked De
La Salle University Dasmarinas because of the values that are being taught and
lived inside and outside the university by the Lasallian body. The respondents were
asked to pick three descriptions that would best define what being a Lasallian truly
means. The top 3 of the description pertained to the life, mission, core values of St.
John Baptist de La Salle and identity as a gift that is given as one enroll in the
university. Among those three, “Living the life and mission of St. John Baptist de
La Salle” is the best description of Lasallian identity. Also based on the data
collected, the respondents also believed that the least characteristic of a Lasallian is
instructing by being a good example. Among the top 5 characteristics of a
Lasallian are generosity, reserve, wisdom, prudence and gentleness. The best a
characteristic of a Lasallian is being generous.

There are different perceptions of the Lasallian identity, some of which are
simple, others are complicated. As the researchers interpreted the results, the
respondents’ best description of the Lasallian identity which is “Living the life and
mission of St. John Baptist de La Salle” is related to what Van Grieken (1999) said
that Lasallian is the name to those who share in the mission and heritage of the
Institute. Thus, Lasallians in DLSUD share the mission of St. John Baptist de La
Salle and it became their identity. Their identity is characterized by their best trait
which is generosity. This best trait is also the characteristic that defined the founder,
St. John Baptist de La Salle. All throughout his life, he had been generous especially
to the poor and marginalized. He had been generous enough to build a school for the
poor. Now, Lasallians are paying back his generosity by living his mission and being
generous as well.
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