Gender inequalities and academic performance in nursing students in Paraguay

Abstract

Academic performance is a key indicator of educational quality and success in university education. Studies have shown that structural and sociocultural factors, such as gender stereotypes, directly influence learning opportunities and student performance. The present study aimed to characterize the factors that influence the academic performance of university students in nursing programs according to gender. A quantitative approach with a descriptive cross-sectional design was used, employing a structured survey as the data collection technique. A total of 116 students from public and private institutions in five regions of the country participated. The results revealed significant gender gaps in the perception of barriers to learning, with a difference of up to 36 percent to the detriment of women, who assumed a greater burden of domestic work and caregiving. Despite these perceptions, no statistically significant differences were found in the distribution of time spent on academic, work, and domestic activities, suggesting the need to explore other factors that shape these experiences. This research provides empirical evidence of gender inequalities in a historically feminized field such as nursing, where paradoxically, inequalities that affect women’s academic development persist. The findings allow us to reflect on the importance of implementing gender-sensitive educational policies.