Hidden Voices: Unraveling the

Experiences and Challenges Faced

by Indigenous People in their
Educational Pursuits

Cheska Nuñeza
Ivy Dela Rosa
Analise De castro Monteiro
Researchers
 ABSTRACT
Indigenous people (IP) have faced several difficulties in their education. IP students
usually don’t do well academically because of these difficulties, such as cultural barriers,
discrimination, a lack of financial stability, and transportation. By engaging with
indigenous perspectives, this research seeks to provide a comprehensive understanding of
the obstacles faced by IP learners. Further, this study unravels the experiences and
challenges faced by indigenous people in their educational pursuits. Employing the
Interpretative Phenomenological Analysis (IPA), the findings of this study were: (1) IP
learners experienced dissatisfaction with their education because of the cultural and
language barriers between them and their classmates or peers, which sometimes lead to
misunderstandings. (2) They are also very eager to finish their studies; however, some go
through struggles, like their financial stability and transportation. Despite all the
challenges they face in pursuing their educational pursuits, the respondents were able to
overcome them and make their own success stories.
INTRODUCTION

The experiences and difficulties that

indigenous students in their
educational endeavors differ
depending on a variety of
circumstances such as geographical
area, cultural setting, and historical
circumstances. There are several
recurring patterns that emerge when
this is examined issue.
 •According to the 2015 population census, the
country’s Indigenous population remains between 10%
and 20% of the national population of 100,981,437
(International Work Group for Indigenous Affairs, 2021).

•According to Article XIV Sec 1 of the 1987

Constitution, “The State is responsible for defending and
advancing every citizen’s right to high-quality education at
all levels, as well as taking the necessary actions to ensure
that everyone has access to it.

•However, indigenous knowledge and cultural

relevance are often neglected and undermined in
mainstream educational systems. This disconnect can lead
to a sense of alienation, low self-esteem, and cultural
erosion among indigenous students
STATEMENT OF THE PROBLEM
This study aims to unravel the experiences and challenges
faced by Indigenous people in their educational pursuits.
Specifically, this desires to answer the following questions:

1. What are some common challenges faced by

indigenous people in pursuing education.
2. What support systems are in place to help indigenous
people succeed academically?
3. What are some success stories of indigenous individuals
overcoming educational challenges?
METHODOLOGY

This study employed a qualitative

research design through
Interpretative Phenomenological
Analysis (IPA) to unravel the
respondent’s challenges and
experiences.
 PARTICIPANTS OF THE STUDY
The respondents of this study are the ten (10) IP learners living in Zamboanga
City, Mindanao, and is currently enrolled for this academic year. The
respondent’s age ranges from 18 to 26 years old. All respondents are in their
college years.
INSTRUMENT OF THE STUDY
In this study, the researchers used a qualitative research method that combines a
pre-determined set of open questions with the opportunity for the interviewer to
explore particular themes or responses further.

DATA COLLECTION PROCESS

Data was gathered from ten (10) indigenous people in Zamboanga City who
willingly answered the questions that consisted of 3 questions. The researchers
used a face-to-face interview since both the respondents and the researchers are
from the same city. Before conducting the interview, the researchers explained the
confidentiality of the respondent’s answers.
 RIGHTEOUS CONSIDERATIONS

According to Republic Act 10173, otherwise known as the Data

Privacy Act is a law that seeks to protect all forms of information,
be it private, personal, or sensitive.

DATA ANALYSIS PROCEDURE

As for this study, the researchers used the phenomenological
research approach as researchers investigate a phenomenon or
event by describing and interpreting the participants’ lived
experiences. The said approach mainly focused on the
Interpretative Phenomenological Approach (IPA).
IPA aims to deeply understand individual experiences by
examining how participants interpret and make sense of those
experiences within their unique contexts.
RESULT AND DISCUSSION

Based on the data collected, the following subject matter was

identified in this study; the following are, (1) The Challenges, (2)
The Support Systems, and (3) The Story of Success.
Correspondingly, the following subject matter was identified
from the data gathered based on the respondents’ perspectives.

THE OBSTACLES
The obstacles show the daily struggles of the respondents: the
language barrier, transportation, lack of financial stability, low
self- esteem and lastly, discrimination.
 DISSATISFACTION ENCOUNTERED
The respondents encountered some dissatisfaction in learning when it
came to the different types of discrimination they faced in school.
“Indigenous students may not be able to fully engage with and understand
curriculum that does not reflect their own cultural experiences and
perspectives.” Respondent 1

Bilang isang bahagi ng indigenous community narasan ko or that I

experience is sobrang hirap kase karamihan sa mga estudyante hinde nila
nirerespeto yung mga katulad ko kase nga iba ako sa kanila or sa
madaling salita were not the same culture or a language that I speak that’s
why I really find difficulties to face this challenge.Sobrang daming
magaaral na katulad ko na naaapektuhan or nagiging mababa Yung
confidence nila nang dahil sa language na ginagamit nila,at sa dahil hinde
sila magkaintindihan.” Respondent 9.
 CHALLENGES IN ACHIEVING THEIR GOALS

•The respondents also added that one of the challenges of achieving

their goals is financial stability.
•‘‘Para sa akin siguro lack of financial support kasi as katulad ko na
mahirap lang and mejo nahihirapan talaga at mejo hindi balance yung
kita ng parents ko kaya hindi nila kami nasusuportahan ng maayos
kaya need pa nilang mangutang at magtrabaho sa malayo’’.
Respondent 2
•Another struggle experienced the respondents now that face-to-face
learning is already permitted to do, was the traveling they had to do
from their home to school.
•“Transportation problem, because some of us are living in Island
which is far from cities.” Respondent 7
 CULTURAL BARRIER

•The respondents were able to tell the researchers that they

experience arguments with their classmates and peers because of
their cultural differences.
•“I think one of the challenges in pursuing education is cultural
barriers such as conflicts between traditional
knowledge and a struggle to maintain their cultural practices
while adapting to mainstream educational environments and
sometimes because of the different cultures, students are more
likely to have an argument.”Respondent 10.
 SUPPORT SYSTEMS

•Support systems were interpreted by the respondents in two

ways; (1) Social support system and (2) Scholarship management
system.

•According to research made by the University of Buffalo, it is

said that social support system refers to a network of people-
friends, family, peers- that we can turn to for emotional and
practical support.
•“There are not many support systems in place, but having
peers/classmates can serve as a support system.” Respondent 6.
 •On the other hand, as stated by CSM Technologies,
scholarship management systems are a means to enable
deserving students to have an education, that might otherwise
be beyond their reach, to encourage them to study well, and is
a great way to motivate them to perform even better.
•“I think it’s the scholarships specifically given to indigenous
students and our school offers programs that focus on
providing help and assistance to indigenous
students.”Respondent 10.
•“One of the support system ngayon siguro yung mga
Indigenous People’s Program kung saan yung program na yan
kasali yung mga Indigenous students like katulad namin and
they support us financially like yung scholarship at nagbibigay
ng iba’t- ibang opportunity para magkaroon ng work yung
mga parents namin.” Respondent 2.
 SUCCESS STORIES

•And based on McInerney (2012) cited by Bishop et al. (2021) the

achievement of the indigenous students involves them challenging
themselves therefore the merit of the schoolwork makes them like
the school and valuing the education they learn.

•“I belong to the indigenous people who are now first year college
student. I overcome my educational challenges through
perseverance, resilience and determination to overcome obstacles
including poverty, discrimination and lots of financial
sustainability. Despite this challenges I am continuing to pursue my
education to be able to achieve my goal and to become one of the
successful indigenous people who overcome all the educational
challenges.” Respondent 4.
“Siguro kasali yung pag graduate ko ng Senior High with
honor ako at nakapasok sa WMSU siguro yun.”
Respondent 5.
RECOMMENDATIONS
This study revealed the challenges and experiences faced by
indigenous people in their educational pursuits. The IPs deserve
holistic education. The rights of the IPs and ICCs to education were
made prominent in Section 30 of Republic Act No. 8371. This law
grants the IP's rights to education along these lines.
“The State shall provide equal access to various cultural
opportunities to the ICCs and IPs through the educational system,
public or private cultural entities, scholarships, grants, and other
incentives without prejudice to their right to establish and control
their educational systems and institutions by providing education in
their own language in a manner appropriate to their cultural
methods of teaching and learning. Indigenous children and youth
shall have the right to all levels and forms of education of the
 In this connection, the researchers would recommend that
schools increase a culturally responsive learning environment by
honoring and respecting the cultures of all students. This
includes incorporating diverse perspectives into the curriculum,
using culturally relevant teaching methods, and creating a
classroom environment where all students feel safe and
respected.
CONCLUSION
The study therefore concludes that IP learners experienced
dissatisfaction with their education because of the cultural and
language barriers between them and their classmates or peers,
which sometimes lead to misunderstandings. They are also very
eager to finish their studies; however, some go through struggles,
like their financial stability and transportation. Despite all the
challenges they face in pursuing their educational pursuits, the
respondents were able to overcome them and make their own
success stories.
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