Gender equality at universities has very much to do with students. How students live and cope with evaluation demands in IS is a main topic to address. Invisible to most of universities policy makers and teachers, gender inequality is at the heart of many difficulties women face when needing to respond to academic demands which are increasingly dependent on the intensive use of technologies (blackboards platafforms, e-mail, e-learning). In fact, female students have to respond to much more household demands, then their male counterparts. When at home students need to attend to family needs, doing activities such as coking, taking care of older or younger persons, making the laundry, among other tasks. All these gendered tasks are time consuming and they distract them from activities which are strongly relevant for academic evaluation, such as participating in social activities with their peers, meeting teachers, among other. Teachers and courses managers should then take more into consideration the gendered nature of time uses and representations and do these can be highly relevant for academic advancement, even if being invisible and unspoken, and experienced as individual matters. It would be important not only to raise awareness about this issue, but also to foster measures that can count with these difficulties faced by female students outside university walls.