Penelitian ini merupakan penelitian kualitatif yang bertujuan untuk menganalisis partisipasi perempuan di perguruan tinggi yaitu survey pada mahasiswa di IAIN Kendari. Pengumpulan data dilakukan dengan teknik observasi, wawancara dan dokumentasi. Analisis data dilakukan melalui reduksi data, display dan verifikasi data. Pengecekkan keabsahan data dilakukan dengan teknik perpanjangan pengamatan, peningkatan ketekunan dan triangulasi (sumber, teknik dan waktu). Hasil penelitian menunjukan bahwa kesadaran akan pentingnya pendidikan bagi kaum perempuan pada masyarakat kepulauan, di dukung oleh data perkembangan jumlah partisipasi perempuan dalam melanjutkan studinya di Perguruan Tinggi di setiap tahunnya, khususnya yang melanjutkan Studi di IAIN Kendari. Dengan demikian temuan penelitian ini membantah asumsi bahwa perempuan tidak mendapatkan hak yang sama dengan laki-laki dalam memperoleh akses pendidikan

The purpose of this article is to find out: 1) Description of stress coping strategies, 2) Description of student academic stress, 3) The effect of stress coping strategies on academic stress of students working on thesis at the MIPA Education Department, IAIN Kendari. This type of research is a quantitative research using a survey method using a letter (mail-questionare). The survey method is an investigation carried out to obtain facts from existing symptoms to seek factual information either with social, political or economic intuition from a group or individual. The research location is in the Mathematics and Natural Sciences Education Department, IAIN Kendari, with the research samples being Biology, Natural Sciences, Mathematics and Physics. The results showed that: 1) the stress coping strategy had an average value of 52.1% of students in the medium category. the highest indicator is found in the positive reaprasial indicator of 56.3% of students using this strategy in dealing with stress, 2) academic stress has an average value of 52.1% in the medium category, the indicator with the highest categorization is found in the cognitive apprasial indicator of 52, 1% of students in assessing situations that can cause stress perform cognitive assessments. 3) stress coping strategies have a positive and significant effect on academic stress, with a value of Fcount = 25.04 > Ftable = 3.98 and or a significance value of 0.00 < 0.05 with a contribution to the assessment of coping stress on academic stress of 26.6 %.