The Lived Experiences of Indigenous College Students in a State University in the Philippines

The study captured the lived experiences of six indigenous students from the Aeta-Magbukun tribe enrolled at the College of Nursing and Midwifery and College of Engineering and Architecture during the year 2018–2019. It explored their strategies to adapt to university life. Using the phenomenological approach, three overarching themes emerged: challenged yet motivated, offended yet inspired and rooted, and insecure yet socially adjusted. Minority students experienced discrimination but found inspiration in their families and communities to move forward amidst poverty and prejudices. Furthermore, the students survived through social adaptation and group collaboration. The emerging themes have implications for university programs and policies in providing inclusivity and sensitivity to the needs and aspirations of indigenous students. Cultural diversity awareness may be promoted within the academe. This will create an environment of ethnic inclusivity, receiving additional support from the people within the academe and most importantly, from their peers. These steps may attract more indigenous students to pursue education, achieve their aspirations, and experience the life they dream of for themselves, their families, and the community. Therefore, the minority affirms the belief that joining the majority through education is a path toward a better life.