Gender Mainstreaming in STEM Education in the Philippines

Women and girls in STEM continue to achieve highly in math and science—yet many still don’t pursue STEM careers at the same rate as men because of persistent social prejudices, limited support systems, and barriers in both classrooms and laboratories. This is a reminder that STEM success isn’t only about talent; it’s also about access, inclusion, and whether institutions are designed to help everyone thrive.

In the article “Gender mainstreaming STEM in ASEAN” by Ma. Aurora “Boots” D. Geotina-Garcia, she highlights a key point: the question is not whether women can contribute to science and technology—this has long been proven. The real work is ensuring women and girls are better integrated and supported within STEM education and career pathways.

Why public SUCs are critical to STEM inclusion in the Philippines

Public SUCs shape the future STEM workforce—engineers, scientists, educators, health professionals, researchers, and innovators. When SUCs are inclusive, they create long-term impact:

• stronger STEM outcomes for students

• more diverse research and innovation

• better solutions for communities

• more equitable national development

If gender barriers persist in SUCs, we risk losing brilliant minds and reinforcing inequality.

Common barriers women and girls face in STEM education

Many obstacles aren’t always visible, but they strongly affect participation and confidence. These include:

• gender stereotypes (“STEM is for men”)

• unequal access to laboratories, fieldwork, and research roles

• limited mentorship and professional networks

• unsafe learning environments and weak reporting systems

• gatekeeping culture in competitive STEM programs

These barriers don’t reflect ability—they reflect systems that need improvement.

How SUCs can strengthen gender equality in STEM

Here are actionable ways SUCs can implement gender mainstreaming in STEM programs:

1) Make STEM policies gender-responsive

• integrate gender equality measures into department plans, not only campus-wide

• strengthen safe, confidential reporting systems for harassment and discrimination

2) Ensure equal access to opportunities

• transparent criteria for scholarships, internships, research roles, and competitions

• proactive outreach to women students for labs, fieldwork, and leadership roles

3) Build mentorship and role model pathways

• mentorship programs connecting students with women professionals in STEM

• career talks featuring women leaders from the Philippines and ASEAN

4) Institutionalize gender sensitivity training

• train faculty, lab staff, and student organizations in gender-responsive practice

• focus on high-pressure settings like labs, fieldwork, and research groups

5) Track data—and act on it

• monitor gender-disaggregated data on enrollment, retention, and graduation

• identify where women drop off in the STEM pipeline and address the cause

6) Partner to expand inclusive STEM opportunities

• work with LGUs, industry, and civil society to widen access to internships and projects

• develop inclusive innovation programs that support women-led research and solutions

At Alay Buhay, we believe gender mainstreaming in STEM is not optional—it is essential for inclusive development and stronger public outcomes.

We call on public SUCs to move beyond celebration and commit to systems change through policies, protections, mentorship, and measurable inclusion.

Because when women and girls are supported to thrive in STEM, they don’t just benefit individually—they help build healthier, smarter, and more resilient communities.