Gender disparities in remote teaching readiness and mental health problems among university faculty during the COVID-19 pandemic

Abstract

ABSTRACT Objectives The main purpose of this study was to examine (1) gender differences in remote teaching readiness and mental health problems among university faculty, and (2) to what extent remote teaching readiness is associated with mental health problems among university faculty, during the COVID-19 pandemic. Method Survey participants of the study comprised 779 university faculty (58.2% men, 39.4% women, and 2.4% other gender identities or did not report) from 122 higher education institutions in the United States. Results Chi-square tests and independent t-test findings showed that female faculty reported significantly greater remote teaching challenges – in terms of both technology and course design – and higher levels of anxiety and depression during the COVID-19 pandemic. Structural equation modelling results indicated that remote teaching readiness was associated with mental health problems among faculty during the COVID-19 pandemic. Conclusions The findings suggest that gender differences in remote teaching readiness can partially explain the gender disparities in mental health problems among faculty, with female faculty being disadvantaged. KEY POINTS What is already known about this topic: (1) Pre-pandemic evidence indicate that that female faculty tended to have lower confidence and less experience using technology in their teaching. (2) Female faculty reported significantly greater anxiety and depressive symptoms during the COVID-19 pandemic. (3) Increased teaching load, reduction in research productivity, and instability in work-life balance may explain the mental health issues experienced by university faculty. What this paper adds: (1) Female faculty reported significantly greater remote teaching challenges – in terms of both technology and course design – during the COVID-19 pandemic. (2) Remote teaching readiness (or challenges) was associated with mental health problems of university faculty. (3) Remote teaching readiness can partially explain the gender differences in mental health problems among faculty during the COVID-19 pandemic.