Exploring Major Stressors and Coping Dimensions of Zimbabwean University Female Students: A Qualitative Study

International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VI, June 2022 | ISSN 2454–6186

Exploring Major Stressors and Coping Dimensions of Zimbabwean University Female Students: A Qualitative Study

Moyo A.
Gender Institute Midlands State University, Gweru, Zimbabwe

Abstract: The study investigated stress and coping mechanisms amongst female university students in Zimbabwe. Many female students in universities have to handle various stressors caused by personal, academic, social, and sometimes work lives. Students with inadequate stress handling skills can face difficulties in trying to balance these responsibilities. The study was aimed at assessing stress and stressors amongst the female students, and also the coping strategies that can be used to handle stress. Female university students from the Midlands State University were interviewed as the respondents of this study, and the data received was qualitatively assessed to determine the stressors, stress levels, and coping mechanisms. Overall, the students indicated that the key stressors they experienced were disadvantaged social backgrounds, menstruation and menstrual disorders, sexual harassment, information overload, peer competition, transition from adolescence to adulthood, personal inadequacy, and lecturer-student relationships. It was observed that the students apply four main coping strategies namely venting, instrumental support, emotional support, and self-distraction. The study concluded by recommending that additional studies are warranted to look into reduction of student stress for both genders and developing coping mechanisms.

I. INTRODUCTION TO THE STUDY

Tertiary education scholars especially students in universities are challenged to keep up with the high demands needed to succeed in the university environment. For them to satisfy the demands, university students must have the capacity and ability to function and work under pressure (Graves et al., 2021). Generally the stressors are derived from the classroom environment, emotional concerns outside of the classroom, academic load, illness, and faculty interaction (Misra and Castillo, 2004). According to previous surveys carried out by researchers such as John and Frazer (1986); Misra and Mckean (2000); Agolla and Ongori (2009); and Kuraswamy (2013), females and males tend to handle these stressors in a different way and often the different lifestyles of females and males in universities lead to higher stress levels. Furthermore, university students transition from adolescence to adulthood, which in most instances can be challenging and leave them more prone to stress and mental health issues.
Stress and its respective manifestations such as burnout, depression, and anxiety had been constantly regarded as a common issue amongst people in various occupations and professions. Lately there has been a growing call to teach people how to cope with stress. Evidence from existing

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