The gendered dimensions of wellbeing of students in higher education in South Africa

Abstract

This study investigates the gendered dimensions of wellbeing of students in higher education within a South African context. Studies on the gendered dimensions of wellbeing in higher education frequently lean towards reporting significant findings on differences. In the current study, quantitative survey research was conducted to explore experiences of wellbeing in undergraduate students. Gender variables were captured with non-restrictive self-descriptive options. The survey combined three psychometric instruments, the Mental Health Continuum Short Form (MHC-SF), the Flourishing Scale (FS), and the Fragility of Happiness Scale (FOHS) in an online format. A purposive sampling strategy was employed, and the survey was distributed electronically via email. Participants (n = 160) were students at an urban university in South Africa. The underlying factor structure of the three instruments within a South African context was confirmed using confirmatory factor analysis, and reliability and validity were established using Cronbach’s alpha (internal consistency) and correlations (construct validity). The Mann-Whitney test assessed gender differences in continuous scores, while the independent samples proportion z-test evaluated differences in proportions. The results revealed no significant gender differences on any of the three scales. The findings also indicate moderate levels of wellbeing (e.g., flourishing) for the majority of participants. However, social wellbeing was slightly below desirable levels across all genders, and participants expressed strong beliefs about the fragility of happiness. The findings may inform mental health education in higher education. The findings also suggest support for gender-inclusive policies and generic wellbeing interventions at university.