Balancing Books and Brooms: Gender Disparities in Household Chores and Their Impact on Academic Stress

Abstract

The unequal distribution of household chores based on gender norms has profound implications for students’ academic stress. Traditional societal expectations often place a greater domestic burden on female students, leaving them with limited time and energy to focus on academic pursuits. This study examines the relationship between gender-based disparities in household responsibilities and the resulting levels of academic stress among university students. Results reveal that female participants engage in a disproportionate share of household tasks compared to male counterparts, contributing to heightened academic stress (Hochschild & Machung, 2012). Furthermore, cultural norms and traditional gender roles exacerbate this imbalance, intensifying emotional and physical strain (Eagly, 1987). Incorporating both cross-cultural perspectives and Islamic teachings, which emphasize equity and fairness in domestic responsibilities (The Quran, 16:97), the study offers nuanced insights into the intersection of societal expectations, gender, and education. The findings underscore the necessity for gender-equitable practices in households and suggest institutional interventions to support students burdened by academic stress.