The The Burden of Dual Roles: Gendered Impacts of Caregiving and Employment on Academic Engagement in Higher Education

Abstract

This study examined how caregiving and employment affected academic engagement among Ghanaian university students. Drawing on Role Congruity Theory and the Conservation of Resources framework, it employed a cross-sectional survey of 316 undergraduates at Bolgatanga Technical University. Logistic regression was used to analyse how caregiving and work contribute to academic disruption, defined as missed classes, reduced study time and compromised performance. Results showed that caregiving and employment were strong predictors of disruption: caregivers were over 34 times, and employed or dual-role students over 75 times, more likely to miss classes than peers without such roles. Although gender–role interactions were not statistically significant, predicted probabilities revealed that female students faced greater disruption (88%) than males (69%). Marital status also heightened the risk of disruption, underscoring the compounding effect of family obligations. The study concluded that caregiving and employment are central determinants of academic success and calls for gender-responsive institutional policies to reduce inequities.