Post Beijing Conference has seen tremendous efforts by governments especially in developing
countries such as Ghana to improve access to education at all levels and most critically to females.
Over the last two decades, Ghana has put in place various interventions tailored to increasing
female school enrolment and reducing the gender gap in education. Commendable results have
been achieved. For instance, there is gender parity at the basic education and an increasing
enrolment figures at the tertiary level. What has over the years been overlooked is how female
students cope on campus as a result of combining academic work with other roles. The study is
situated within this context, and using the seven roles framework and the bio-psychosocial model, it
assesses the challenges pregnant-students face and how they cope at University of Cape Coast
campus. A combination of accidental and snowball sampling techniques were employed to contact
62 respondents as well as conduct 12 in-depth interviews. More than 90 percent of the respondents
were married. Common among the roles played include individual, occupational, and conjugal
roles. These contributed to various challenges including psychological, socio-economic and
academic-related challenges. Emotion-based coping strategies were mostly adopted to deal with
the challenges. In the short term, the University must develop interventions to assist pregnantstudents
to cope effectively on campus, while in the long term, develop a policy to that effect.