ISPSC Tagudin - Gender and Development

ISPSC Tagudin - Gender and Development To guide somebody for the development of every individual's full potential.

This initiative focuses to address gender-biased discrimination and ensures equal access to educational trainings and enhances women's leadership roles and participation.

13/07/2026

Welcome, Panthers! 💜

A new academic year begins, and the Ilocos Sur Polytechnic State College Center for Gender and Development (CGAD) warmly welcomes all students for Academic Year 2026–2027!

As we open another chapter of learning, growth, and discovery, may we continue to build a campus community where everyone is respected, valued, empowered, and given equal opportunities to thrive.

ISPSC CGAD stands with every Panther in promoting a culture of gender sensitivity, inclusivity, respect, and equality.

Together, let us create a safe and welcoming learning environment where every voice matters and every individual is celebrated.

13/07/2026
29/06/2026
Happening Now:For Awareness to Action: Building Inclusive and Empowered Communities 🏳️‍🌈🏳️‍🌈🏳️‍🌈
29/06/2026

Happening Now:For Awareness to Action: Building Inclusive and Empowered Communities 🏳️‍🌈🏳️‍🌈🏳️‍🌈

Pride Feature
29/06/2026

Pride Feature

𝐏𝐑𝐈𝐃𝐄 𝐅𝐞𝐚𝐭𝐮𝐫𝐞 | Standing Proud: Junil Madrid's Inspiring Journey of Pride and Service

As Pride Month celebrates the courage, resilience, and diversity of the LGBTQIA+ community, stories of individuals who continue to inspire others through leadership, advocacy, and authenticity deserve to be shared. One such story is that of Junil Padilla Madrid, an incoming fourth-year Bachelor of Secondary Education (BSE) major in Science student at Ilocos Sur Polytechnic State College (ISPSC)–Tagudin Campus.

Beyond his academic pursuits, Junil currently serves as the Supreme Student Council (SSC) President, a position that has allowed him to champion student welfare, promote inclusive leadership, and create positive change within the academic community. He is also a passionate advocate for gender equality, environmental sustainability, quality education, youth empowerment, and social inclusion.

For Junil, becoming a leader was not simply about holding a position—it was about using his voice to serve others and create spaces where everyone feels valued and respected.

Like many members of the LGBTQIA+ community, Junil's journey toward self-acceptance was not without challenges. Growing up, he experienced moments of uncertainty and self-doubt, often questioning whether society would fully accept him for who he truly was.

He became conscious of how he spoke, acted, and expressed himself, fearing judgment and misunderstanding. Living in a society where expectations and stereotypes often dictate behavior made it difficult to openly embrace his authentic identity.

One of the greatest struggles that shaped him was learning to balance his identity with the expectations of others. “There were moments when I felt pressured to fit into standards that did not reflect who I truly was. I encountered comments, assumptions, and subtle forms of discrimination that made me feel different. Although these experiences were painful, they taught me resilience, patience, and self-awareness. Instead of allowing negativity to define me, I used those experiences as motivation to become stronger and more determined.” he shared. Rather than allowing adversity to limit him, Junil transformed those experiences into opportunities for growth.

Leadership became one of the most transformative aspects of Junil's life. Through active involvement in student organizations and community initiatives, he discovered both his voice and his purpose.
Serving students and eventually becoming SSC President helped him realize that authenticity is not a weakness but a strength. Through leadership, he learned that meaningful service, dedication, and genuine character matter more than conformity.

The moment he fully embraced his identity was not defined by a single event. Instead, it emerged gradually as he learned to stop seeking validation from others and began accepting himself completely.

A particularly meaningful experience came while engaging with students from diverse backgrounds. Listening to individuals who struggled with self-confidence and acceptance helped him recognize the importance of representation. “At that moment, I understood that embracing my identity was not only about personal freedom but also about becoming a source of hope and representation for others who might be facing similar challenges.” he expressed.
Today, Junil proudly embraces his identity as a member of the LGBTQIA+ community. The challenges he faced have strengthened his compassion, empathy, and commitment to creating safe spaces where everyone feels accepted and valued.

For Junil, success is measured not only by awards and accomplishments but also by the positive impact he creates in the lives of others. Among his proudest achievements is serving as SSC President, where he has represented the student body, advocated for student welfare, and promoted a more inclusive campus environment. The role strengthened his leadership skills, confidence, and dedication to service.

Academically, he takes pride in reaching his final year as a BSE student while balancing leadership responsibilities, community involvement, and personal challenges.

His commitment to various advocacies—including gender equality, environmental sustainability, quality education, youth empowerment, and inclusive leadership—has also allowed him to contribute to meaningful community initiatives and awareness campaigns. Yet one achievement stands above the rest: embracing his authentic self.

Overcoming self-doubt and learning to live confidently in his identity taught him courage, resilience, and self-acceptance—qualities that continue to shape his aspirations as a future educator and leader.
Junil draws inspiration from his dreams, his sense of purpose, and the unwavering support of family and friends who have encouraged him to embrace his identity with pride.

He is equally motivated by members of the LGBTQIA+ community who have broken barriers, challenged stereotypes, and fought for equality, proving that progress is possible.

As a student leader, he advocates for inclusivity, equality, and self-expression through both leadership and everyday actions. He supports programs that encourage participation regardless of identity or background and promotes conversations that challenge stereotypes while fostering understanding and respect.

By sharing his own experiences and living authentically, he hopes to inspire others to gain confidence in their identities and recognize their worth.

For Junil, Pride Month is more than a celebration—it is a reflection of courage, resilience, and the ongoing pursuit of a society where everyone can live authentically without fear.

He recognizes the sacrifices of those who came before, whose struggles for rights, visibility, and acceptance paved the way for greater opportunities and freedoms enjoyed today.

The theme resonates deeply with him because it combines two powerful ideas: love and action.

Junil believes that genuine love requires standing up against discrimination, advocating for justice, and supporting those whose voices are often unheard. For him, the theme serves as a reminder that equality is not about elevating one group over another but ensuring that every person—regardless of gender identity, sexual orientation, religion, ethnicity, or social status—is respected, valued, and included.

Ultimately, he sees as a call to build bridges, foster understanding, and extend compassion to all.

For LGBTQIA+ individuals and young people who are still exploring their identities, Junil offers a message of patience and self-compassion. “To those who are still discovering who they are, I want you to know that self-discovery is not a race. There is no deadline for understanding your identity, and there is no single path that everyone must follow.”

He reminds them not to allow society's expectations to define their worth and encourages them to embrace their uniqueness rather than hide it. “Most importantly, choose growth over fear. Continue learning, continue believing in yourself, and continue creating a life that reflects who you truly are. The world does not need another version of someone else. It needs the person that only you can become.”

When asked about acceptance, diversity, and inclusion, Junil emphasizes that every individual deserves respect, dignity, and freedom from discrimination.

He believes diversity is one of humanity's greatest strengths, enriching communities through different experiences, perspectives, and identities. Inclusion, meanwhile, goes beyond simply welcoming people into a space—it means ensuring they feel genuinely valued and that they truly belong.

As a student leader and future educator, Junil believes that meaningful change often begins with simple acts of kindness, empathy, and understanding. His vision is a future where communities choose compassion over judgment and understanding over prejudice; a future where people are united by shared humanity, empowered to pursue their dreams, and celebrated for their unique contributions.

Above all, Junil hopes to be remembered not merely for his achievements or leadership positions, but for his commitment to service, equality, and the belief that every person deserves to be seen, heard, respected, and celebrated for who they are.

This Pride Month, his story serves as a powerful reminder that authenticity is a strength, diversity is worth celebrating, and true leadership begins with embracing who we are while uplifting others along the way.

ONE CAMPUS, MANY COLORS. Tagudin campus. The place where you and I belong…
29/06/2026

ONE CAMPUS, MANY COLORS. Tagudin campus. The place where you and I belong…

𝗟𝗲𝘁 𝘁𝗵𝗲 𝗰𝗼𝗹𝗼𝗿𝘀 𝗮𝗻𝗱 𝘁𝗵𝗲 𝗽𝗿𝗶𝗱𝗲 𝗰𝗼𝗻𝘁𝗶𝗻𝘂𝗲 𝘁𝗼 𝘀𝗵𝗶𝗻𝗲. 🌈

ISPSC Tagudin Campus will always be one campus of many colors—the place where everyone belongs. Together, we continue to become the molded PRIDE of society, celebrating diversity and promoting inclusivity.

Join the Pride Month activities set by the Supreme Student Council. See details here: https://www.facebook.com/share/p/18mtNqgQ8H/?mibextid=wwXIfr.



15/06/2026

𝗦𝗮 𝗯𝗮𝘄𝗮𝘁 𝗸𝘂𝗹𝗮𝘆, 𝗺𝗮𝘆 𝗸𝗮𝗹𝗮𝘆𝗮𝗮𝗻. 🌈

Kalayaan para magmahal. Kalayaan para magpahayag. Kalayaan para maging sarili.

Ang kalayaan ay para sa lahat—walang pinipili, walang iniiwan.

Isang lipunan kung saan ang bawat tao ay may karapatang mabuhay nang may respeto at dignidad.

15/06/2026
02/06/2026

𝗚𝗔𝗗𝗙𝗲𝗮𝘁𝘂𝗿𝗲 | Beyond Equations: The Journey of Dr. Myrna L. Valdez, a Mathematics Educator and GAD Advocate

At ISPSC–Tagudin Campus, where numbers are often regarded as symbols of precision and logic, there stands an educator whose work bridges equations and empathy. Dr. Myrna L. Valdez, Associate Professor II and GAD Coordinator, a PhD holder in Mathematics Education and a lifelong learner by heart, carries a philosophy that goes beyond formulas, one that quietly guides both her teaching and her advocacy. She has devoted her academic journey not only to solving mathematical problems but also to shaping lives anchored in fairness, respect, and inclusivity.

When asked about herself, Dr. Valdez shared a reflection that reveals the foundation of her journey. Her academic journey in Mathematics Education has shaped how she sees the world, not just in terms of numbers and formulas, but in patterns, structures, and relationships. Mathematics taught her that balance and equality are fundamental principles, and these ideas extend naturally into the advocacy for Gender and Development (GAD).

Growing up and throughout her career, she has been driven by the desire to make education meaningful and transformative. She believes that teaching is not only about developing analytical skills but also about nurturing values such as fairness, respect, and empathy. What inspires her most is witnessing students discover their potential and gain confidence, especially those who may have once felt unseen or unheard. Though still new in her designation, her commitment to Gender and Development is already firmly rooted in purpose. Behind this new responsibility lies a perspective shaped by both mathematics and humanity.

Dr. Valdez’ inspiration came from the realization that education, much like mathematics, should be equitable and inclusive. In mathematics, every variable matters, and every solution requires careful consideration of all elements involved. Similarly, in education, every individual deserves equal opportunity and respect regardless of gender.

For Dr. Valdez, accepting the role as GAD Coordinator was an opportunity for her to move beyond the traditional classroom and apply these principles in a broader context. She saw it as a chance to help build an academic environment where diversity is valued and where systems are designed to support everyone fairly. It is both a responsibility and a meaningful extension of her role as an educator.

Her journey is marked by milestones that reflect dedication in multiple dimensions of her career. As an individual, earning her PhD in Mathematics Education is one of her proudest achievements. It reflects her commitment to continuous learning, perseverance, and personal growth—like solving a complex mathematical problem, it requires patience and determination.

As a faculty member, she has focused on creating a supportive and inclusive classroom environment. She aims to help students appreciate mathematics while building their confidence and critical thinking skills. As a newly designated GAD Coordinator since August 2025, her main accomplishment so far is actively learning and adapting to the different GAD mandates and responsibilities. She participated in trainings, coordinating initial activities, and working with colleagues to understand how they can gradually strengthen GAD programs on campus. While she is still in the early years in advocacy, she remains committed to growing in this role and contributing meaningfully over time.

For Dr. Valdez, GAD has transformed the way she mentors students and interacts with others. It has heightened her awareness of biases—both visible and subtle, and encouraged her to approach situations with greater empathy and understanding. As a mathematics educator, she now sees her role not only as guiding students through problem-solving processes but also as ensuring that every student feels valued and capable. GAD has reinforced her commitment to fairness—not just in grading or instruction, but in how opportunities are given and voices are heard.

Her journey as a coordinator also comes with learning curves, which she embraces with humility. One of the challenges she has encountered is her limited experience with the different GAD mandates. There are still many areas that she is learning, especially in how to effectively promote GAD within the campus. To address this, she tries to attend trainings and seminars to seek guidance from more experienced colleagues and stay open to learning. She also tries to support simple activities that help raise awareness. She believes that, just like in teaching mathematics, learning takes time, and with continuous effort, she will be able to contribute more effectively to GAD initiatives.

Even in her early observations, she recognizes the quiet but meaningful shifts happening within the campus. Dr. Valdez is still in the process of observing and understanding the impact of GAD efforts on the campus. However, she has noticed some positive signs, such as increased awareness and participation in GAD-related activities among faculty, students, and other stakeholders. Even small changes, like more respectful interactions and openness to gender-related discussions, show that progress is gradually taking place. She believes that with continuous effort, these small steps can lead to more meaningful improvements over time.

As her story unfolds, Dr. Valdez leaves a message that connects mathematics, education, and advocacy into one unified vision: “GAD is not an isolated advocacy—it is a principle that should be integrated into everything we do. Just as mathematics seeks balance and precision, we should strive for fairness and inclusivity in our actions and decisions. Each of us can contribute to a more equitable environment. Change does not always come from large actions; it often begins with small, consistent efforts.”

Dr. Valdez highlighted that promoting gender equality begins with awareness and intentional action. “In our own spaces, whether in classrooms, workplaces, or communities—we can create environments where all individuals feel valued and heard. Solving a mathematical problem, achieving equality requires both understanding and action. It is a continuous process, but one that is both necessary and worthwhile."

In every equation she teaches and every advocacy she supports, Dr. Valdez demonstrates that education is not only about solving for unknowns—it is about ensuring that no one is left unseen in the process.

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Brgy. Quirino
Tagudin
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