Voices Unheard: Indigenous Students' Perspective on Gender and Cultural Identity in a Philippine Higher Education Institution

This study employed a qualitative research design and thematic analysis to explore the identities of Indigenous students in relation to gender and culture and to understand their lived experiences within a Philippine higher education institution. It sought to examine the different forms of identity expressed by Indigenous students, how these identities are manifested in academic and social spaces, and the coping strategies they develop in response to the social and academic challenges they encounter in the university setting. Rich and diverse narratives from students representing various ethnolinguistic groups were gathered through in-depth interviews, enabling their perspectives, voices, and lived realities to be meaningfully documented and interpreted. Findings revealed that although the institution formally promotes equality, inclusion, and respect for diversity, Indigenous students continue to experience subtle and often unrecognized forms of discrimination, cultural misrepresentation, marginalization, and gender-related stereotyping. These experiences influence their sense of belonging, classroom participation, interpersonal relationships, and freedom of self-expression. Despite these difficulties, participants demonstrated strong resilience, adaptability, and personal agency. They remained deeply connected to their cultural heritage, actively practiced and preserved their traditions, and strengthened their identity through solidarity with fellow Indigenous peers. Support systems such as peer networks, community engagement, family guidance, and participation in cultural events served as important sources of empowerment, emotional support, and identity affirmation. This study contributes to existing literature by emphasizing the urgent need for meaningful and transformative changes in university academic environments toward genuine inclusivity, gender sensitivity, cultural responsiveness, and equitable representation. It underscores the vital role of educators, administrators, and institutions in amplifying Indigenous students’ voices, fostering intercultural respect and understanding, and supporting the preservation and accurate representation of diverse cultural identities in higher education.

Indigenous students, gender identity, cultural identity, social justice in education

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