Gender equity has become a central priority in global higher education, yet persistent disparities in academic participation and leadership continue to challenge institutional reform efforts. This study examines the effectiveness of gender-equity policies in Mexican higher education through a mixed-methods comparative design involving public and private universities. Quantitative data on gender representation, leadership composition, and policy participation were analyzed alongside qualitative insights from institutional documents, interviews, and survey responses. The results reveal that although women have achieved increased access to higher education, substantial gaps remain in career advancement and leadership roles. Public universities demonstrate more comprehensive policy structures supported by dedicated gender offices, accountability mechanisms, and formal reporting systems yet their progress is constrained by bureaucratic limitations and uneven policy enforcement. Private universities exhibit greater variability, often lacking systematic monitoring and clear equity mandates, which leads to inconsistent implementation and limited impact. Across both sectors, institutional culture emerged as a critical factor influencing policy outcomes, with entrenched norms, opaque promotion practices, and intersectional barriers shaping the lived realities of women in academia. The study underscores the need for equity strategies that integrate structural supports with cultural transformation, emphasizing continuous monitoring, transparent governance, and sustained leadership commitment. These findings contribute to gender-equity scholarship and provide actionable insights for strengthening policy design and implementation in Mexican higher education