The Impact of Covid-19 Outbreak based on Gender Perspective in Higher Education in Indonesia

Introduction

The coronavirus disease (Covid-19) outbreak has resulted in an unprecedented calamity. Covid-19 exposure increases daily. Since late March 2020, more than 100 countries, including China, India, Indonesia, and the United States, have imposed complete or partial lockdowns. Governments worldwide have developed WFH (work-from-home) rules that encourage citizens to spend more time at home and prohibit large crowds. Since March 16, 2020, the coronavirus disease (Covid-19) pandemic has altered all aspects of civilizations, including education. The COVID-19 pandemic is projected to influence numerous domains, including gender, education, and work (Alon, Doepke, Olmstead-Rumsey, & Tertilt, 2020). Previous research has evaluated pre-and post-pandemic attitudes toward gender roles. The participants in this study supported and reinforced standard sexual identity norms and categorizations (Rosenfeld & Tomiyama, 2020). Another study discussed gender-based discrimination experienced by females in the workplace in their research (Sheltzer & Smith, 2014) A study on working female opinions discovered several fundamental characteristics associated with prejudice against female workers (Tiwari, Mathur, & Awasthi, 2018).

In addition, female wages are frequently lower than male wages in the labor market. Women’s participation in the economy is rarely enhanced through improvements in their living standards. Park (2021) stated that differences in educational attainment between males and females could explain the wage disparity between the sexes. However, gender disparities in academic rewards may also contribute to gender wage gaps. The government must prioritize gender equality and balance in human resource management policies to achieve gender equality and balance (Rubery & Koukiadaki, 2016). In addition, Ace and Banu (2001) proposed that gender equity in selecting official structures within ministries/agencies, provinces, districts/cities, and unit-level education is required to minimize gender inequality in education. Affirmative policies that enable particular groups or subgroups to achieve an equivalent position in the same field anticipated being included in the National Accreditation Board's assessment of high-quality universities (Dzuhayatin, 2017).

According to Rosenfeld and Tomiyama (2020), Covid-19 has impacted general ideas of general conceptions of gender relations, and additional analysis is needed to examine issues other than gender relations. Alon et al. (2020) asserted that the long-term and broad consequences of this pandemic would be dissimilar and more intense for females than males. It is necessary to highlight that gender culture and work-life balance disproportionately affect female academic pursuits in their early years (Vohlídalová, 2021). In the literature, there has been much discussion on female caregiving responsibilities. Some believe that children are stumbling blocks in female advancement to higher positions (Véliz, 2020). This is corroborated by Dzuhayatin (2017), who found that females who feel a heavy responsibility for domestic work exhibit greater reluctance than their husbands and have subordinate occupations if their spouse earns a good salary, all personal characteristics that contribute to the gender gap. For females who are formal employees, the challenges they encounter during the pandemic are more about balancing school or work policies at home, continuing gender exploitation at work and home, and feeling a heavier load of housekeeping and childcare than males in pandemic conditions (Meraviglia & Dudka, 2021).

Almost all universities altered their online learning activities during the pandemic This situation impedes academics’ ability to perform their work. During the pandemic, the Indonesian economy weakened, resulting in a decrease in the number of students and their income at various private universities. Small private tertiary institutions eventually experienced a decline in financial performance, leading to university closures (Syahputra, 2021). The Covid-19 pandemic has impacted all aspects of university organization, especially lecturer productivity, where the learning system has changed to online and lecturers have switched to teaching and conducting research from their respective homes. According to a study conducted by KC (2019), advances in statistical methods allow researchers to estimate the underlying productivity with greater precision and confidence, where the amount of time available for the study and the efficiency of the survey in conducting research are essential elements in determining the productivity of a researcher. A recent study of 4,500 lecturers revealed substantial and disparate reductions in the time spent studying, teaching, and conducting research (Myers et al., 2020). Despite applications increasing by 20–30% during the pandemic, numerous publications have noted that most are still submitted by male academics (Beck, 2020). Numerous educational institutions devoted to conducting research do not favor female academics, especially in science, technology, engineering, and mathematics (STEM). Female research resources are a prerequisite, in which funding is still experiencing external economic constraints in conducting research (Véliz, 2020).

The gender gap in tenure evaluation has been extensively documented by academics (Antecol, Bedard, & Stearns, 2018), and it has been shown that most females experience this inequality as a disadvantage (Günçavdı, Göktürk, & Bozoglu, 2017). The public sphere has traditionally been associated with males, whereas the private sphere has traditionally been associated with females (Dildar, 2015). According to Günçavdı et al. (2017), female academics perform most gender-based unpaid and academic labor tasks. The gendered division of labor tasks found in this study were further increased by the pandemic. The Covid-19 pandemic serves as a lens to examine the gendered aspect of labor between males and females, is a significant and continuing change in academic job organizations. Many changes brought about by the pandemic, such as the increasing demand for online education, economic disparity, and insufficient funding, have made post-pandemic work difficult. This study sought to investigate, from a gender perspective, the impact of the Covid-19 pandemic on Indonesian higher education. This study aims to illuminate the requirements and challenges encountered by different genders in the higher education system during the pandemic by examining the disparate effects of the pandemic on male and female lecturers.

Theoretical Background and Literature Review

This study was guided by theoretical frameworks based on a gender perspective. Inequalities between males and females are caused by gender biases and unequal access. Almost every society has inequity between males and females (Cook & Glass, 2014). This trend is particularly apparent in education and research (Sampson & Gresham, 2017). The pandemic has transformed researchers’ working environments in higher education, requiring them to reallocate their time between research, job-related responsibilities, and household activities (Cui, Ding, & Zhu, 2022; Krywult-Albańska & Albański, 2021).

Academic institutions are essentially gendered, as they are not autonomous entities, but are embedded within patriarchal societal frameworks. Despite assertions that promotion and tenure are subject to objective, meritocratic criteria and academic performance in general, other characteristics such as socioeconomic status, color, and gender play a significant role in determining a fulfilling career in the academic world. For example, academia is not mother-friendly (O’Keefe & Courtois, 2019). Weaknesses in female competence, ability, and commitment are stereotyped as motherhood penalties for females with degrees (Glauber, 2018). Academics presume that an ideal academic worker is a white man with very little responsibility for caregiving beyond his academic career (Bleijenbergh, van Engen, & Vinkenburg, 2013).

Evidence worldwide indicates that female scholars, already disadvantaged in certain professions before the Covid-19 pandemic, have been disproportionately disadvantaged by the epidemic's consequences (Andersen, Nielsen, Simone, Lewiss, & Jagsi, 2020). In Australia, female scientists are 1.5 times more likely than their male counterparts to lose their positions, time, paid employment, and professional opportunities, according to the Australian Academy of Technology and Engineering and Science & Technology (quoted in Gewin, 2020). Lockdown techniques have had a significantly and negative impact on academic females who have recently undertaken childcare duties (Korbel & Stegle, 2020). Overall, research production has dropped due to Covid-19-related conflicting commitments associated with parenthood, homeschooling, and other care activities that primarily females perform. Female researchers experience the most significant decline in research productivity (Andersen et al., 2020; Manzo & Minello, 2020). While males submitted and published more academic articles than predicted during the coronavirus epidemic, females published fewer scientific publications than expected (Andersen et al., 2020; Flaherty, 2020). Several findings from previous research have shown that females are more stressed, worried, and anxious than males. (Gonzales & Griffin, 2020). These findings have been related to various circumstances, including job loss, unemployment, social isolation, and the realization that one will not satisfy family obligations (Lee, 2020).

During the pandemic, female nonacademic family activities hindered their work. Personal reflections offer separate stories about working during a pandemic and performing multiple roles (Aldossari & Chaudhry, 2021; Plotnikof et al., 2020). This study reveals that individuals adopt and internalize stereotypical gender norms, even during epidemics. The COVID-19 pandemic has shifted perspectives on gender norms. Therefore, additional research is needed to understand gender roles and equality (Rosenfeld & Tomiyama, 2021). Gender-based analyses should be used to investigate how the pandemic has affected people's perceptions of gender roles and to give females a voice (Alon et al., 2020; Manzo & Minello, 2020).

Research Methods

The methods and procedures used in this study are described in detail in the following section.

Findings

According to the interviews, female and male academics were affected differently by the transition to online academic contexts. The patriarchal distinction in the private domain is maintained when academics’ homes are converted into workspaces. Female academics view their academic responsibilities as highly flexible in balancing their roles as lecturers, mothers, and household managers. They tried to divide their time well, with most of their professional work occurring at night, to avoid interference with their daytime duties as housewives. Therefore, female academics, compared to their male scholars and spouses, tended to have less free time and more significant home duties (Fetterolf & Rudman, 2014; Ward & Wolf-Wendel, 2020). Despite the unprecedented nature of the crisis, no institutional support framework could help them cope with increased caregiving responsibilities (Nash & Churchill, 2020).

Thus, this research produced five important academic themes of life during the Covid-19 pandemic: teaching activities, research activity, Covid-19 from the perspective of gender justice, gender-based accountability in life, and gender responsiveness during Covid 19, as discussed in the Findings.

Discussions and Implications

This study reaffirms the gender issues in higher education. Female respondents reported much more concern about caring for their students and assisting them with technology and other related problems at the university. The male lecturers who answered the questions were neither aware of, nor did they respond to this need. According to a previous study, female teachers have higher standards of nurturing and emotional care for their students than male lecturers (Malisch et al., 2020). These considerations have undoubtedly added to the pressure on female instructors and increased their workloads during the pandemic.

Sociocultural factors are the primary reason for gender differences (Suryadi & Pratitis, 2001). In addition, there is a sociocultural assumption that a woman's education is not of great significance when compared with her role as a mother and wife, and there is a cultural ambiguity in which men still have greater importance than women. Indeed, as females in Indonesia to have higher university degrees than males, their chances of getting a job are greater. Although female lecturers are usually present, the lack of female administrators in education sector has been investigated and is considered a global concern (Selzer & Robles, 2019). Previous research has found that females in Indonesia face disadvantages in achieving gender equality, particularly in job opportunities, because of religious beliefs, traditional patriarchal norms, and women’s primary roles as housewives and wives (Murniati, 2012). Furthermore, systems and social cultures regard academics as a masculine vocation, resulting in lower female representation in higher education, particularly at the senior level, which is synonymous with male leadership (Morley, 2014).

The productivity of female lecturers has increased during Covid-19, amid women’s dual roles as workers and housewives. This is indicated by increased research activity and female lecturers' desire to participate in online and offline conferences during the pandemic. This is contrary to research showing that female academics are most affected by academic productivity (Staniscuaski et al., 2021). Female lecturers with dual roles as housewives think about how to remain productive as academics by improving their careers and caring for their families, starting with raising children and other household matters. This aligns with previous research revealing that women prioritize their role as mothers in the family (Lutter & Schröder, 2020). Leaders in tertiary institutions are essential for empowering the academic community, both men and women, to reduce gender tensions, especially during a pandemic. This complex problem during the Covid-19 pandemic require sensitive and sympathetic leaders to reduce tension (Tevis, 2021).

Conclusion and Recommendations

Gender equality is a requirement for all tertiary institutions in Indonesia, with no distinction made between men and women, because they are considered to have the same needs. Therefore, policies, infrastructures, and facilities that support women’s employment and daily work performance are beneficial. Establishing gender-responsive policies, infrastructure, and facilities will also improve performance and reduce gender biases in dealing with cultural, academic, and bureaucratic challenges.

Beyond the Covid-19 pandemic, findings concerning the construction of a long-term vision for universities are relatively egalitarian and sustainable. The academics could return to “normal” following the pandemic, as this might imply the persistence of inequitable intellectual employment (Motta, 2020). Results showed that academics lack effective coping methods for dealing with work-related stress levels. During the crisis, most additional work concentrated on the effects of Covid-19 on academic and household tasks. The magnitude of this adverse impact is determined by females’ economic, social, and cultural conditions, and continues by stating that the cause of Indonesia’s gender gap is sociocultural elements that are difficult to overcome in a short time. The sociocultural component contends that females’ education is insignificant compared to their social roles as mothers and wives, and their cultural ambiguity (Suryadi & Pratitis, 2001).

To advance gender parity in university institutions, the government must prioritize gender equality and balance in human resource management policies. In Indonesia, which has a reasonably large population and a patriarchal culture, female quotas are needed to realize the dream of female representation. That is considered an effective technique for reducing discrimination against women in the workplace against females (Morley, 2014). Furthermore, Ace and Banu (2001) have stated that including the gender component in the nomination of structural officials in ministries/agencies, provinces, districts/cities, and educational units is a prerequisite for reducing the gender gap in education. In addition, we advocate reassessing career and ownership conditions following the recommendations of Gonzales and Griffin (2020). This study demonstrated how academic work and personal life are intertwined.

The results of this study indicate that leadership invests in childcare support for female academics working from home and provides on-campus childcare facilities for female employees. Productivity discrepancies experienced by female academics can be addressed and eliminated by providing research assistance, customizing application forms, and improving the mechanisms to explain differences. Leaders in higher education are expected to project messages of compassion and concern in order to reduce anxiety and fear. More flexible work arrangements that encourage and improve career prospects, and more effective childcare systems can help counter the unequal effects of the pandemic. Studies exploring this phenomenon have been conducted in many countries but not in Indonesia. Although the respondents in this study were domiciled in Indonesia, their experiences were typical of those on whom the pandemic had an impact globally. This study is limited to several private and public universities in Indonesia; therefore, it is necessary to conduct further research with a more significant number of respondents and compare private and state universities concerning gender policies during and after the Covid-19 pandemic.

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