My partner or my degree: a choice that exposes how students battle gender inequity
The current focus on gender equity has meant universities are promoting and investing in strategies to overcome gender-related factors known to hinder women academics’ success. While these are positive steps, female university students burdened by gender inequities have been largely overlooked. Our research explored the impacts of traditional societal expectations of women’s domestic roles on mature-age nursing students. More than one in four separated from their partners, with most indicating they did this so they could complete their studies.
All our research participants were living with a male partner. In these relationships, traditional gender responsibilities associated with “being female” can threaten their ability to engage and achieve at university. At the same time, the stability of their family unit is undermined.
Nursing degrees are steadily losing favour with school leavers but are increasingly attractive to older women. Many of them are considering a career for the first time after having children. The rise in the average age of nursing students means more are living with a partner than ever before.
‘Women’s work’ hinders study
For our research, we conducted 52 in-depth interviews with 29 participants across the degree journey at an Australian university nursing school. Analysis of their responses identified the influences on their studies off traditional societal expectations of women’s roles and responsibilities.
Every participant took main or sole responsibility for childcare and housework before they began their degree. This reflects commonly reported divisions of domestic work in Australian households.
The unequal division of duties continued during their time at university – the woman’s study commitment or the time each partner spent in paid work made no difference. Partners remained unwilling to share the domestic load.
“No he never compromised. To him all he really had as a responsibility was his work.” (Lauren*, 32).
University practices add to the problem
Aspects of the degree curriculum and its delivery made the women’s situation worse. Most notable was the university’s practice of allocating clinical placements without consulting students. Some placements were far from home.
In addition, hospital placement providers often gave students minimal notice of shift patterns. They were left to struggle to reorganise paid work arrangements and secure childcare.
“Practical placements are horrendous when you’ve got a young family and you don’t get your shift roster until a week and a half before you go. I mean some hospitals, you get it on the day you turn up there.” (Candice*, 40).
