Exploring Gender Dynamics in Intercultural Competence Development through a Study Abroad Program

Aparajita Jaiswal; Sakhi Aggrawal; Vidya Reddy Madana

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Conference: 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Location: San Antonio, Texas
Publication Date: February 9, 2025
Start Date: February 9, 2025
End Date: February 11, 2025
Conference Session: CANCELLED: Track 2: Technical Session 6: Exploring Gender Dynamics in Intercultural Competence Development through a Study Abroad Program
Tagged Topics: Diversity and 2025 CoNECD Paper Submissions
Page Count: 21
DOI: 10.18260/1-2--54088
Permanent URL: https://peer.asee.org/54088
Download Count: 63

Paper Authors

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Aparajita Jaiswal Purdue University at West Lafayette (PPI)

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Aparajita Jaiswal is an Intercultural Research Specialist with CILMAR, Purdue University. Her research endeavors revolve around exploring strategies for seamlessly integrating intercultural learning into both regular curriculum and study abroad programs. Aparajita actively engages in offering guidance in developing research studies, curriculum enhancements, and assessment methods pertaining to integration and cultivation
of intercultural competence. Her expertise extends to facilitating workshops and training sessions, catering to the needs of both staff and students within Purdue University.

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Sakhi Aggrawal Purdue University at West Lafayette (PPI) orcid.org/0000-0002-2274-0152

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Sakhi Aggrawal is a Graduate Research Fellow in Computer and Information Technology department at Purdue University. She completed her master’s degree in Business Analytics from Imperial College London and bachelor’s degree in Computer and Information Technology and Organizational Leadership from Purdue University. She worked in industry for several years with her latest jobs being as project manager at Google and Microsoft. Her current research focuses on integrating project management processes in undergraduate education. Her main goal is to understand how work management and product development practices widely used in industry can be modified and adapted to streamline undergraduate STEM education.

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Vidya Reddy Madana Purdue University

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Vidya Madana is an undergraduate student in the Department of Computer Science at Purdue University, concentrating on machine intelligence and software engineering. She is expected to graduate with a Bachelor of Science degree in May 2027. Vidya’s research interests include artificial intelligence, machine learning, and data visualization. In addition to her academic pursuits, she has experience in STEM education, robotics, and journalism, reflecting her broad interests and diverse skill set.

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Abstract

Background: In this fast-paced interconnected world, developing intercultural competence has become a critical skill for individuals to effectively navigate diverse cultural contexts. Study abroad programs have emerged as a popular and effective means of promoting intercultural competence development. However, while the overall benefits of study abroad programs have been well-documented, there is limited research on how gender may influence the development of intercultural competence within these programs. Purpose: This study aims to investigate gender differences in the development of intercultural competence among pre-college students participating in a study abroad program offered by a large midwestern university. Metacognition, the awareness and understanding of one's own thought processes, is a crucial aspect of study abroad experiences as it enables students to actively reflect on their cultural encounters, challenges, and personal growth. By employing a metacognitive framework, this study seeks to uncover how male and female participants navigate their intercultural experiences, the strategies they employ, and the unique challenges they face. Methods: Eleven pre-college students completed the Intercultural Development Inventory (IDI) test before and after their study abroad experience. They also maintained guided reflective journals throughout the program. A mixed-methods approach was employed, quantitatively measuring changes in IDI scores and qualitatively analyzing the reflective journals using a metacognitive framework focused on identifying what went well, challenges faced, and strategies to address these challenges, with an analysis performed for each gender separately. Results: The results revealed an increase in IDI scores for both male and female participants. However, female students showed higher gains compared to their male counterparts. The mean IDI score for females increased from 94.41 to 106.58, while for males, it increased from 81.02 to 86.23. Qualitatively, male participants reported enhanced cultural awareness and adaptation, overcoming initial resistance through reflection and self-awareness strategies. They also highlighted challenges related to cultural misunderstandings and emotional expression, employing strategies like emotional regulation and perspective-taking. Female participants experienced substantial personal growth and increased confidence, actively challenging stereotypes and engaging deeply with the local culture. Their main challenges involved adapting to new physical environments and navigating cultural norms. Strategies used included reflection, stress management, and observation to effectively manage and learn from these situations. Implications: This study highlights the potential of short-term study abroad programs in enhancing the intercultural competence of students. The gender differences observed suggest that such programs might be differentially effective across genders, potentially requiring tailored approaches to maximize their impact. These findings are crucial for curriculum designers and educators aiming to integrate intercultural competence into pre-college programs, thereby preparing students for the globalized workforce they will enter. This study highlights the need for ongoing research into tailored intercultural training that addresses specific needs and challenges encountered by different genders. The insights gained from both quantitative scores and qualitative experiences provide an initial understanding of how cultural immersion impacts students, guiding future enhancements in study abroad initiatives.

Keywords: metacognition, study abroad, undergraduate, intercultural competence, global mindset, higher education, gender differences

Citation
Format

Jaiswal, A., & Aggrawal, S., & Madana, V. R. (2025, February), Exploring Gender Dynamics in Intercultural Competence Development through a Study Abroad Program Paper presented at 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD), San Antonio, Texas. 10.18260/1-2--54088

TY - CPAPER
AB - Background: In this fast-paced interconnected world, developing intercultural competence has become a critical skill for individuals to effectively navigate diverse cultural contexts. Study abroad programs have emerged as a popular and effective means of promoting intercultural competence development. However, while the overall benefits of study abroad programs have been well-documented, there is limited research on how gender may influence the development of intercultural competence within these programs.
Purpose: This study aims to investigate gender differences in the development of intercultural competence among pre-college students participating in a study abroad program offered by a large midwestern university. Metacognition, the awareness and understanding of one&#39;s own thought processes, is a crucial aspect of study abroad experiences as it enables students to actively reflect on their cultural encounters, challenges, and personal growth. By employing a metacognitive framework, this study seeks to uncover how male and female participants navigate their intercultural experiences, the strategies they employ, and the unique challenges they face.
Methods: Eleven pre-college students completed the Intercultural Development Inventory (IDI) test before and after their study abroad experience. They also maintained guided reflective journals throughout the program. A mixed-methods approach was employed, quantitatively measuring changes in IDI scores and qualitatively analyzing the reflective journals using a metacognitive framework focused on identifying what went well, challenges faced, and strategies to address these challenges, with an analysis performed for each gender separately.
Results: The results revealed an increase in IDI scores for both male and female participants. However, female students showed higher gains compared to their male counterparts. The mean IDI score for females increased from 94.41 to 106.58, while for males, it increased from 81.02 to 86.23. Qualitatively, male participants reported enhanced cultural awareness and adaptation, overcoming initial resistance through reflection and self-awareness strategies. They also highlighted challenges related to cultural misunderstandings and emotional expression, employing strategies like emotional regulation and perspective-taking. Female participants experienced substantial personal growth and increased confidence, actively challenging stereotypes and engaging deeply with the local culture. Their main challenges involved adapting to new physical environments and navigating cultural norms. Strategies used included reflection, stress management, and observation to effectively manage and learn from these situations.
Implications: This study highlights the potential of short-term study abroad programs in enhancing the intercultural competence of students. The gender differences observed suggest that such programs might be differentially effective across genders, potentially requiring tailored approaches to maximize their impact. These findings are crucial for curriculum designers and educators aiming to integrate intercultural competence into pre-college programs, thereby preparing students for the globalized workforce they will enter. This study highlights the need for ongoing research into tailored intercultural training that addresses specific needs and challenges encountered by different genders. The insights gained from both quantitative scores and qualitative experiences provide an initial understanding of how cultural immersion impacts students, guiding future enhancements in study abroad initiatives.

Keywords: metacognition, study abroad, undergraduate, intercultural competence, global mindset, higher education, gender differences

AU - Aparajita Jaiswal
AU - Sakhi Aggrawal
AU - Vidya Reddy Madana
CY - San Antonio, Texas
DA - 2025/02/09
PB - ASEE Conferences
TI - Exploring Gender Dynamics in Intercultural Competence Development through a Study Abroad Program
UR - https://peer.asee.org/54088
DO - 10.18260/1-2--54088
ER -