Gender and Academic Anxiety

In the study of Allison et al. (2015), they found out that girls avoid computer science
courses due to prevailing stereotypes of the field signaling to them that they do not
belong. However, providing them with an educational environment that does not fit
current computer science stereotypes increases their interest in computer science
courses and could provide grounds for interventions to help reduce gender disparities
in computer science enrollment.

Additionally, in the study of Metin et al. (2022), it was revealed that women had a
significantly higher vulnerability to, perceived risk, and fear of new coronavirus
compared to men. This finding suggests that gender differences play a role in the
perception of risk and fear, which can contribute to increased academic anxiety among
female students, especially during times of crisis such as the COVID-19 pandemic.

Moreover, the study of Albert (2015) noted that depression and anxiety disorders are
more prevalent in females, but the majority of research in animal models has focused
predominantly on males. This foregrounds a knowledge gap in understanding the
gender-specific mechanisms underlying anxiety and depression, emphasizing the need
for more research to address the gender disparities in mental health research and
treatment.

Prowse et al. (2021) reported that the pandemic had a more pronounced negative effect
on female students' academics, social isolation, stress, and mental health compared to
male counterparts. This underscores the gender-specific impact of external stressors on
academic anxiety and the need for targeted interventions to support the mental health
of female students.

Zaheri et al. (2012) found that the proportion of students who report themselves as
highly test anxious was significantly higher in female students than male students. This
indicates a gender disparity in test anxiety, highlighting the need for interventions to
address the specific academic anxiety challenges experienced by female students.

Additionally, Farooqi et al. (2012) also found out that female students had higher level
of test anxiety with their class degree. Depending on the results of their study, it seems
that using skills such as relaxation regularly to eliminate sensitivity and to reduce
stress, as well as training to enhance study skills could potentially lead toreduced test
anxiety.

The study of Deb et al. (2015) on the other hand opposes to these findings in where he
found out that nearly two-thirds of the students reported stress due to academic
pressure, with no significant differences across gender. This suggests that academic
stress is prevalent among students regardless of gender, indicating the need for
interventions to address academic anxiety in both male and female students.
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Belongs: Stereotypes Undermine Girls' Interest and Sense of Belonging in
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Metin, A., Erbiçer, E. S., Şen, S., & Çetinkaya, A. (2022). Gender and COVID-19 related
fear and anxiety: A meta-analysis. Journal of affective disorders, 310, 384–395.
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Albert P. R. (2015). Why is depression more prevalent in women?. Journal of psychiatry
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Deb, Sibnath & Strodl, Esben & Sun, Jiandong. (2015). Academic Stress, Parental
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& McQuaid, R. J. (2021). Coping With the COVID-19 Pandemic: Examining
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