In university female students the stress of social gender role and affecting factors

This cross-sectional study was carried out between April and May 2018 to determine the social gender role stress and affecting factors in female university students. The scope of research is comprised of 14901 female students registered and still attending to all faculties affiliated with Ege University in 2017 and 2018 teaching year. Sampling of research has been calculated through 50 % incidence, 95 % confidence level, 5 % deviation and 2.0 pattern effect and determined to be comprised of 750 university students and was carried out with 856 female students. In study, first of all faculties were determined through cluster sampling method. Subsequently the number of students to be included in sections and classes were determined by stratified sampling method. Research data were collected using "Personal Data Form (18 questions) developed by researcher through literature review; "In Women the Stress of Social Gender Role" scale developed by Bayar et al. (2017); and "Mother-Father Attitude" scale developed by Kuzgun (1972) and then revised by Eldeleklioğlu (1996). For research Ethical Committee's approval and participants' consent was obtained. Analysis of data was carried out using SPSS 2.50 package program. In descriptive statistical evaluation the number, percentage distribution, average, standard deviation were utilized. To identify the relationship between students' the stress of social gender role level and affecting factors Kuruskall Wallis and Mann Whitney U test; to determine the relationship between scales, Spearman's Correlation test were used. Students' mean age was 21 ± 2 years, 98,9 % of them were singles and 82,9 % had core family. 45.8 % of female students were born in Aegean Region, 45.9 % had resided mostly in cities; 31.4 %'s fathers were working freelance. The median scores related to the stress of social gender role were found higher in female university students who attend to first grade (93,0), have 1-2 siblings (92,0) and have income level over minimum wage (91,0) says "I don't believe in any religion" (97,0), whose mother works (93) and mother and father were marrying in agreement (91). A statistically significant difference could not be found between students' median scores related to the stress of social gender role and age group and also the last school graduated and type of family. A positive, very weak, significant relationship was detected between the median scores related to the stress of social gender role and mother-father attitudes (r= 0.069, p< 0.05). In order to prevent social gender inequity; women should be enabled to benefit from education, employment and health areas equally and evenly. To raise awareness about social gender role and stress, trainings should be provided in elementary school and high school concerning gender equity. In all areas where this inequity is thought to be reproduced, inspection should be executed, preventive and rehabilitative social politics must be developed so that social development is achieved and perception related to traditional social gender changes. Keywords: Gender role; gender role stress; gender; feminine gender role stress; University