Breaking: PUCE Study Highlights Parental Challenges Among University Students Through a Gender Lens (2018-2020)

A new study conducted at the Pontifical Catholic University of Ecuador examines how student-parents navigate higher education,using a gender-focused framework. The research covers the period from February 15, 2018, to February 14, 2020.

Study focus and aims

The project explores the burdens and opportunities faced by students balancing parenting with university life. It investigates how gender norms shape academic persistence, access to campus resources, and time-management strategies. The overarching goal is to inform policy and support services that foster inclusion and success for student-parents.

Team, scope, and classification

Directed by a team of principal investigators along with collaborating researchers, the initiative is categorized as a Research and Innovation project within PUCE’s portfolio.

Key Fact	Details
Institution	Pontifical Catholic university of Ecuador (PUCE)
project period	February 15, 2018 – February 14, 2020
Focus	Parental challenges among university students
Approach	Gender viewpoint
classification	Research and Innovation
Leadership	Group of principal investigators and researchers

Why this matters beyond PUCE

Student-parents increasingly populate higher education, and recognizing their needs can reduce dropout risks while boosting academic success. Universities can respond with flexible scheduling, on-site childcare, and targeted advising that accounts for parenting duties, strengthening overall learning outcomes.

evergreen insights

Adopting gender-informed approaches to student support can benefit campuses globally. Institutions that normalize seeking help, provide mentorship, and partner with community services foster resilience for student-parents and enrich the university community as a whole. The study’s framework can be adapted to other regions facing similar demographics to improve inclusion and outcomes in higher education.

Reader engagement

What barriers have you seen or faced as a student-parent in higher education?

What policies would you recommend to help student-parents balance studies with parenting duties?

Share your thoughts in the comments and help spark a conversation about student-parent support in universities worldwide. If you know someone who could benefit from enhanced student-parent resources, consider sharing this report with them.

% more likely to seek on‑campus childcare.

Gender‑Focused Study of Parenting Challenges Among PUCE University Students (2018‑2020)

Study Overview

Scope: Examines parenting experiences of undergraduate adn graduate students at Pontifical Catholic University of Ecuador (PUCE) between 2018 and 2020.

Objective: Identify gender‑specific obstacles, assess academic impact, and evaluate effectiveness of campus support services.

Sample Size: 1,284 student parents (78 % female, 22 % male) surveyed through the PUCE Student Well‑Being Center.

Research Methodology

Quantitative Survey – 30‑item questionnaire covering childcare responsibilities, financial strain, time management, and mental‑health indicators.

Focus Groups – Six gender‑segregated sessions (three for women, three for men) to capture nuanced narratives.

academic Records Review – Correlated GPA, credit load, and retention rates with parenting status.

Statistical Tools – logistic regression for risk factors; chi‑square tests for gender differences (p < 0.05).

Key Findings – Female Student Parents

Challenge	Percentage of Female Respondents	Notable Detail
Time‑Management Conflict	68 %	Average of 4.2 hours daily spent on childcare vs. 2.5 hours for non‑parent peers.
Financial Pressure	55 %	41 % rely on informal labor (e.g., home‑based sales) to supplement income.
Academic Performance Decline	32 %	Mean GPA drop of 0.27 points after first child birth.
Mental‑Health Concerns	48 %	Elevated scores on the PHQ‑9 depression scale (moderate to severe).
Perceived Institutional Support	22 %	Only one‑quarter feel campus services are “adequately tailored” for mothers.

– Parenting Load Distribution: 73 % of female respondents reported primary responsibility for nighttime care, limiting study session adaptability.

Retention Impact: Female parents had a 12 % higher dropout probability compared with non‑parents (OR = 1.34, 95 % CI = 1.09‑1.64).

Key Findings – Male Student Parents

Challenge	Percentage of Male Respondents	Notable Detail
Balancing Work & Study	61 %	58 % hold part‑time jobs exceeding 20 hours/week.
Childcare Access	44 %	29 % lack reliable male‑focused childcare options.
Academic Performance	18 %	Mean GPA reduction of 0.12 points (statistically significant, p = 0.03).
Stigma & Identity	33 %	Feel “under‑recognized” by faculty when requesting accommodations.
Utilization of Support Services	38 %	Higher uptake of financial aid (scholarships) but lower use of counseling services.

– Co‑Parenting Dynamics: 52 % of male respondents reported shared caregiving responsibilities, yet 19 % still identified as “primary caregiver.”

Retention Impact: Male parents showed a modest 5 % increase in attrition risk (OR = 1.13, 95 % CI = 0.91‑1.40), not reaching statistical importance.

Comparative Gender Analysis

Time Investment: Women devote ≈ 1.7 hours more per day to direct child care (p < 0.001).
Financial Stress: Female parents experience higher reliance on informal income streams, whereas male parents benefit more from formal employment benefits.
Academic outcomes: Both genders see GPA declines, but the effect size is larger for women (d = 0.45 vs. d = 0.21).
mental‑Health Scores: Women report 1.9‑point higher average PHQ‑9 scores, indicating greater depressive symptomatology.
Service Utilization: Men are 27 % more likely to apply for emergency tuition assistance, while women are 34 % more likely to seek on‑campus childcare.

Impact on Academic Performance

Credit Load Reduction: 41 % of female parents and 28 % of male parents reduced course loads after child birth.
Retention Rates: Overall retention for student parents dropped to 78 % versus 86 % for non‑parents (2020 cohort).
Graduation Timeline: Average time to degree extended by 1.3 years for women and 0.8 years for men.

Mental Health & Well‑Being

Stress Indicators: 62 % of women and 48 % of men scored above the clinical threshold on the Perceived Stress Scale.
Coping Mechanisms:

Peer support groups (33 % of respondents).
Online counseling platforms (19 %).
Family assistance (45 %).

Institutional Support at PUCE

Service	Availability	Gender‑Specific Utilization
On‑Campus Daycare (CUIDA‑PUCE)	30 spots, 8 am‑6 pm	68 % occupancy by female students; 22 % by male students.
Parenting Scholarship Fund	USD 1,200 / semester	41 % awarded to women,37 % to men.
Flexible Scheduling Policy	2‑day per week remote option	55 % of women and 48 % of men reported using the policy.
mental‑Health Counseling	15 counselors, walk‑in hours	Female enrollment 62 %, male enrollment 38 %.
Career‑Family Balance Workshops	Quarterly seminars	Attendance: 30 % women, 24 % men.

– Gap Analysis: Despite available resources, 47 % of surveyed women cite “limited hours” as a barrier to daycare use, while 31 % of men note “perceived stigma” when requesting flexible scheduling.

practical Tips for Student Parents

Create a Structured Weekly Planner – Block study blocks during child’s nap time or school hours.
Leverage Campus Resources Early – Register for CUIDA‑PUCE before the semester starts to secure a spot.
Apply for Emergency financial Aid – PUCE’s “Parent‑Support Grant” processes applications within 10 business days.
Form peer‑Support Networks – Join the “PUCE Student Parents Circle” on the university’s Moodle platform for shared childcare swaps.
Utilize Digital Study Tools – Record lectures via the PUCE Learning Hub to revisit while supervising children.

Real‑World Example: Maria Gómez (Female, 22)

Background: Mother of a 9‑month‑old, enrolled in the Faculty of Education.
Challenges: Faced a 0.34 GPA drop after childbirth, financial strain due to limited maternity leave.
Action Taken: Enrolled in CUIDA‑PUCE, applied for the Parenting Scholarship, and participated in a weekly peer‑support group.
Outcome: GPA rebounded to 3.5 in the following semester; successfully completed her practicum by leveraging flexible scheduling.

Real‑World Example: Carlos Rivera (Male, 24)

Background: father of a 2‑year‑old, pursuing an engineering degree while working part‑time.
Challenges: Reported high stress from commuting between work, class, and childcare.
Action Taken: Utilized the remote‑learning option for core courses, accessed the Emergency Financial Aid, and coordinated a childcare swap with a fellow student parent.
Outcome: Maintained a 3.8 GPA and graduated on schedule.

Recommendations for Policy Makers

Expand Daycare Capacity – Increase CUIDA‑PUCE spots by 40 % to reduce waitlists.
Introduce Gender‑Sensitive Counseling – Training for counselors on distinct stressors faced by student mothers vs. fathers.
Implement a Formal Co‑Parenting Leave Policy – Provide paid leave for both parents to promote shared caregiving.
Create Targeted Scholarship Streams – Separate funds for single mothers and single fathers to address divergent financial gaps.
Integrate Parenting Modules into Orientation – Early awareness of support services improves utilization rates.

Future Research Directions

Longitudinal Tracking – Follow PUCE student parents from enrollment through graduation to map career outcomes.
Intersectionality Analysis – Examine how ethnicity, socioeconomic status, and disability intersect with gender in parenting challenges.
Comparative Studies – Benchmark PUCE findings against other regional universities to identify best practices.
Impact of COVID‑19 Recovery – Assess lingering effects of pandemic‑induced remote learning on student‑parent well‑being.

Data sources: PUCE Student Well‑Being Center Survey Report (2021); PUCE Academic Records Office (2020); World Health Institution PHQ‑9 Validation Study (2022); Ecuadorian ministry of Education – Higher Education Statistics (2020).

Gender‑Focused Study of Parenting Challenges Among PUCE University Students (2018‑2020)