Gendered Occupational Stress and the Impact of Changing Student Behaviour on Female Faculty Well-being in Higher Education: A Theoretical Perspective
Abstract
The revolution of higher education in the last few decades has dramatically changed the relationships between faculty and students, bringing about new occupational issues. The article is a theoretical work exploring the concept of gendered occupational stress through the lens of the effects that changing student behaviour has on the psychological health of female faculty members. Modern students are becoming more and more consumer-oriented, digitally addicted, emotionally vulnerable, and assertive, and these traits impose extra cognitive and emotional stress on the teacher. With the gender roles socially constructed, female faculty tend to be subjected to a disproportionate burden of these demands, especially in the case of emotional labour and relational engagement. Using Role Theory, Emotional Labour Theory, Job Demands Resources model, and Gender Role Theory, this paper presents a combined theory to appreciate the relationship between gendered expectations and occupational pressures in academic institutions. The paper also examines the effects of stress, such as burnout, work-life imbalance, and lack of professional recognition. It finishes by highlighting the necessity of institutional changes, gender-sensitive policies, and support mechanisms that can boost the well-being of the faculty, but still maintain the quality of higher education.
Keywords: Gendered stress, Female faculty, Student behaviour, Higher education, Emotional labour, Occupational stress