Study Finds Female College Students Struggling More Than Males Post-Pandemic

Recent research indicates that female college students are having a tougher time bouncing back from the coronavirus pandemic compared to their male peers.

This study adds to an existing body of evidence showing that the pandemic has had a disproportionate effect on girls, a trend noted in both high school and younger students.

Researchers highlight declining mental health and learning abilities as significant factors in this disparity. They are urging educational institutions to implement measures to support students facing such challenges.

Conducted by the University of North Carolina at Greensboro, the study reveals that first-year female students are struggling more in terms of passing classes and getting credits compared to their male counterparts.

Interestingly, male students’ academic performance remained stable through the pandemic, while female students at community colleges earned nearly one less credit annually, and those at four-year universities saw a decrease of 0.6 credits.

“We analyzed academic performance from high school to college, whether students went to community colleges or four-year institutions, and looked at their trajectories before, during, and after the pandemic,” stated study co-author Dora Gicheva, an associate professor of economics at the University of North Carolina at Greensboro.

She also mentioned that, in comparison to pre-pandemic cohorts, female high school graduates are now taking fewer classes and earning credits at a lower rate than in previous years.

While female students typically outperform their male peers in higher education, the recovery to pre-pandemic academic levels has been sluggish. The study evaluated data from the 2018-2019 academic year and compared it through to 2021-2022.

Similar trends are evident among younger students as well.

The research covering the 2023-2024 academic year indicates that teenage girls are facing greater mental health issues than boys, with fewer resources accessible in the areas where these problems are most pronounced.

“Many are concerned about how technology and social media could impact teenage girls,” noted Morgan Polikoff, a co-author and associate professor in the School of Education at the University of Southern California. “There are other possibilities too. The pandemic and subsequent social isolation affected everyone in different ways, and girls might have felt those effects more acutely.”

According to NWEA, an organization focused on K-12 evaluation and research, from 2021 to 2024, middle school girls’ scores in STEM subjects dropped more significantly than those of their male peers. This trend also extended to lower grades.

Female students’ enrollment in algebra classes during the eighth grade, which is pivotal for college admissions and success, has also seen a decline.

“In our paper, we suggested that the noted declines in female eighth-grade test scores and enrollment in algebra could have lasting impacts on women’s college enrollment and achievement, particularly in STEM fields. Unfortunately, this latest study corroborates those worries,” said Megan Kufeld, director of growth modeling and data analysis at NWEA.

Both boys and girls’ overall learning abilities seem to be diminished, as reading and math scores have notably dropped across multiple grade levels since the onset of the pandemic.

There has been a growing concern among experts regarding the teen mental health crisis, which was evident even before the pandemic began.

In light of these findings, some experts suggest that higher education should acknowledge that incoming students are not in the same academic standing as those who came before them.

“In education, we’re learning that past assumptions may no longer hold true given how different our new students have been over the last few years and the unique experiences they’ve faced in secondary education,” remarked Brent M. Maximin, a lecturer in the Department of Psychology at the City University of New York.

One potential strategy is allowing students to convert their grades to pass/fail, a policy that many institutions used during the pandemic to help maintain students’ GPAs.

“As a faculty member, I recognize that there’s still a lot going on. We provide substantial academic and student support services, but it’s crucial to understand that certain student groups have been disproportionately impacted by the pandemic. While some are getting back on track, others still require extra academic support,” Gicheva remarked.