Gender and diversity in research career development among SUC faculty in Nueva Ecija

This study aims to examine the barriers that hinder the research career advancement of women and minority faculty members in State Universities and Colleges (SUCs) in Nueva Ecija, Philippines. It also seeks to evaluate the effectiveness of institutional initiatives and policies promoting gender equity and diversity, with the ultimate goal of generating evidence-based recommendations to support underrepresented groups in academia. A descriptive quantitative research design was employed, involving a survey of 200 faculty members across SUCs in Nueva Ecija. The instrument assessed experiences related to gender-based discrimination, ethnic bias, and the impact of family responsibilities on research productivity. It also measured perceptions of institutional support and the effectiveness of existing gender and diversity policies. The study revealed that women and minority faculty members face substantial barriers to research career advancement. These include perceived gender and ethnic discrimination, limited access to research opportunities, and insufficient institutional support. Although some diversity initiatives and policies exist, respondents generally viewed them as inadequate in addressing systemic inequities. The findings underscore the persistent influence of societal norms and institutional biases interpreted through Social Role Theory on the research trajectories of women and minority faculty. Despite existing efforts, structural challenges continue to impede equitable participation in academic research. To foster a more inclusive and supportive research environment, the study recommends implementing targeted mentorship programs, allocating dedicated research funding for underrepresented groups, and strengthening leadership commitment to gender equity and diversity. These measures are essential for enabling women and minority faculty to fully realize their research potential and contribute meaningfully to academic advancement.