EVSU Main Campus’ Students SDD for First Semester FY 2025-2026

The sex-disaggregated enrollment data of EVSU Main Campus for the 1st Semester of AY 2025–2026 shows a total student population of 12,135, with 6,597 females (54.39%) and 5,538 males (45.61%). This indicates a moderate female majority in the overall student population. At the college level, enrollment patterns reveal gender clustering: Female-dominated colleges include: School of Education (SOED) with a very high female participation School of Accountancy, Management and Entrepreneurship (SAME) School of Arts and Sciences (SAS) Male-dominated colleges include: School of Engineering (SOE) School of Technology (SOT) School of Architecture and Allied Design (SAAD) shows relatively lower enrollment for both sexes, though still with slightly more females than males. These patterns suggest the persistence of traditional gender role expectations influencing academic program choice, where women are more represented in education, business, and social science-related fields, while men dominate engineering and technology programs. Despite the overall numerical balance favoring females, gender equality in access does not automatically translate to gender equality in outcomes. The data highlights the following gender issues: horizontal gender segregation, potential barriers and gender norms and unequal opportunities beyond enrollment.

Horizontal Gender Segregation

Academic disciplines remain gender-typed and that females are underrepresented in STEM-related fields (Engineering and Technology). Males are underrepresented in Education and some Arts and Social Sciences programs.

Potential Barriers and Gender Norms

Societal expectations, lack of gender-responsive career guidance, limited role models, and perceived workplace cultures may discourage cross-gender enrollment. Male students may face stigma in traditionally female-dominated programs, while female students may encounter structural or cultural barriers in male-dominated fields.

Unequal Opportunities Beyond Enrollment

Without targeted interventions, these enrollment patterns may later translate into gender gaps in leadership, employment opportunities, and income, particularly in high-earning STEM sectors.

Pursuant to RA 9710 (Magna Carta of Women) RA 9710 mandates the State and its instrumentalities, including State Universities and Colleges (SUCs), to: Ensure substantive equality, not just numerical parity, eliminate discrimination in education, training, and career development, mainstream gender perspectives in all policies, programs, and projects.

The observed gender clustering indicates the need for affirmative and corrective measures, consistent with RA 9710, to address structural and cultural barriers influencing students’ academic choices. The university must go beyond reporting sex-disaggregated data and use it as a basis for gender-responsive planning, budgeting, and programming. Failure to address persistent gender segregation may perpetuate inequality in future employment and leadership opportunities.

The data should inform the University GAD Plan and Budget (GPB), particularly in designing interventions to encourage gender balance across academic programs. Schools with pronounced gender imbalance should be prioritized for targeted GAD programs. The university should strengthen gender-responsive career guidance, mentoring, and scholarship programs, especially for: Women in STEM fields Men in education and care-related disciplines. There has to be a continuous monitoring of enrollment, retention, completion, and post-graduation outcomes must be conducted to comply with CHED’s GAD monitoring and evaluation requirements. Results should be reported in annual GAD Accomplishment Reports and used to refine institutional strategies.

The sex-disaggregated enrollment data of EVSU Main Campus reflects progress in women’s access to higher education, consistent with national gender equality goals. However, the persistence of gender-segregated academic fields underscores the need for intentional, gender-responsive interventions. In line with RA 9710 and CHED CMO No. 01, s. 2015, the university is duty-bound to transform these findings into concrete actions that promote substantive gender equality, challenge stereotypes, and ensure that all students regardless of sex, have equal opportunities to access, thrive, and lead across all academic disciplines.

In a capsule, the sex-disaggregated enrollment data for 1st Semester FY 2025–2026 show that female students outnumber male students in both the EVSU Main Campus and External Campuses, with females comprising 59.74% of the external campus population and 54.31% of the main campus population.

While females dominate overall enrollment, variations across campuses and colleges indicate persistent gender clustering in certain academic units. In line with RA 9710, the data reflect improved access of women to higher education, fulfilling the State’s obligation to eliminate gender-based discrimination in education. However, the uneven distribution of male and female students across campuses and colleges suggests the continued influence of gender stereotypes in academic program choices. Consistent with CHED CMO No. 1, s. 2015, the availability of sex-disaggregated data enables the SUC to identify gender gaps and mainstream Gender and Development (GAD) in planning, budgeting, and program implementation. The data highlight the need for targeted GAD interventions rather than assuming gender parity solely based on overall enrollment figures. Similarly, the University is encouraged to strengthen gender-responsive policies and programs, particularly career guidance, recruitment, and retention strategies, to address gender imbalances across colleges and campuses. In compliance with RA 9710 and CMO 1, s. 2015, the findings should inform the SUC’s GAD Plan and Budget, support evidence-based decision-making, and promote inclusive, non-stereotypical participation of all genders in academic programs, leadership development, and student services. Further, it is suggested that school caravans (outreach visits, mobile exhibitions, or traveling awareness programs) play an important role in promoting male-dominated programs like Engineering, especially when the goal is to broaden participation and correct long-standing gender imbalances. By raising awareness, challenging stereotypes, providing role models, and ensuring access to information, they help create a more inclusive pipeline of future engineers and contribute to sustainable social and economic development.

External Campus’ Students SDD for First Semester FY 2025-2026

In the context of the External Campus, the enrollment data reveals a compelling narrative that shifts away from traditional historical imbalances toward a modern phenomenon known as the reverse gap. We observe a trend where female students now comprise the majority of the student body, typically representing 55% to 60% of the total population. While this serves as a testament to the university’s success in promoting female access to higher education as mandated by RA 9710, it simultaneously highlights an emerging “boy crisis.” This suggests that young men in the region may be facing unique hurdles, such as heightened economic pressure to enter the workforce prematurely or a lack of institutional engagement, leading to higher dropout rates or lower enrollment.

Furthermore, the data tells a story of niche clustering where academic choices remain deeply rooted in traditional gender roles despite modernization efforts. The campuses continues to see a “pink-collar” concentration in programs like Education, Arts and Sciences, and Accountancy, where female students predominate. In contrast, male students remain clustered in “technical-heroic” tracks such as Engineering and Technology. Pursuant to CMO 1, S. 2015, this narrative suggests that while the university is open to all, cultural stereotypes still heavily influence the career trajectories of our students. This necessitates a more proactive approach in career guidance to break these invisible barriers and encourage a more diverse distribution across all disciplines.