Abstract

Educational inequality persists in resource-constrained higher education systems, particularly in developing nations where institutional capacity to serve disadvantaged populations remains limited. This study proposes and tests an integrated sequential mediation model identifying perceived equity in human resource (HR) systems and faculty equity identity as complementary psychological mediators. Strategic human resource management influences equity-oriented academic institutional performance (EOAIP), with effects moderated by leadership commitment to equity and the resource-scarcity context. Data were collected from 624 faculty members across 49 vocational colleges in Guizhou Province, China. A strategically important context characterized by first-generation student populations and resource constraints exceeding national standards. Results revealed that SHRM's substantial total effect on EOAIP (β=0.662, p<0.001) operates through three distinct pathways: direct institutional signaling (β=0.259, p<0.01), sequential mediation via perceived HR equity→engagement (β=0.380, p<0.001), and sequential mediation via faculty equity identity→engagement (β=0.234, p<0.001). Leadership commitment to equity moderates SHRM effectiveness, amplifying effects by 30% in high-commitment institutions (β=0.917 vs. 0.711, Δβ=0.206, p<0.01). Resource constraints amplify rather than diminish SHRM effects, with the model explaining 94.2% of the variance in EOAIP. Junior faculty (0-5 years) demonstrate 28% stronger responses than senior colleagues. Behavioral validation confirms engagement predicts concrete equity teaching practices. These findings advance organizational justice theory by specifying dual psychological mechanisms linking HR systems to educational equity outcomes.

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