Pasaning Di-Pansin: Intersectional Experiences of Indigenous Women Enrolled in Bulacan State University

One’s experiences cannot be fully understood through a single lens. This is what Intersectionality Theory emphasizes, orienting this study in understanding how the intersections of indigeneity, gender, and institutional position construct the lived experiences of Indigenous women enrolled at Bulacan State University (BulSU), where these intersecting identities produce both marginalization and empowerment. For the methods, the paper employed a qualitative phenomenological design grounded in constructivist paradigm, while complemented by the pagtatanong-tanong method, to understand the intersectional experiences of Indigenous women in BulSU. Snowball sampling was employed and the data were collected from nine (9) Indigenous women students from Indigenous groups, including Dumagat, Bugkalot, Teduray, and Badjao, through individual semi-structured interviews. The interviews were analyzed through Reflexive Thematic Analysis. Findings reveal that participants experience conditional inclusion, structural and material uncertainty, gendered and communal expectations, gendered vulnerability and cultural tensions while pursuing higher education. The participants also demonstrate conformity to academic climate, reframing pressures into academic persistence, and reliance on relational and spiritual relationship for academic endurance. The analysis further shows the participants’ strengthened academic confidence and Indigenous pride, resilience, and reliance on institutional efforts towards inclusion, yet having limited awareness of institutional rights. These underline the need for inclusive and culturally responsive policies, stronger protection against discrimination, and accessible support systems within higher education. The paper contributes to understanding intersectional realities in universities and aligns with the United Nations Sustainable Development Goals, particularly SDG4 (Quality Education), SDG5 (Gender Equality), SDG10 (Reduced Inequalities), and SDG16 (Peace, Justice, and Strong Institutions).

higher education, state university, Indigenous women, intersectionality, qualitative phenomenology

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