Gender Differences in Global Identity Development: Implications for Intercultural Competence in Higher Education

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 6: Technical Session 2: Gender Differences in Global Identity Development: Implications for Intercultural Competence in Higher Education
Tagged Topics: Diversity and 2025 CoNECD Paper Submissions
Page Count: 15
Permanent URL: https://peer.asee.org/54093
Download Count: 7

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 at the Center for Intercultural Learning, Mentoring, Assessment and Research (CILMAR), Purdue University. She completed her Ph.D. in 2022 from the Department of Computer and Information Technology, Purdue University. Her research interest lies at the intersection of Intercultural learning, Sociology of learning, Human-computer interaction, and STEM Education.

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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

Developing a global identity has become crucial for fresh graduates. Higher Education Institutions are seeking ways to help students develop intercultural skills and prepare them for a diverse global world. Introducing intercultural skills is particularly important for first-year students, as their ability to adapt to diverse environments, such as university campuses, is tested upon enrollment. While various studies have examined programs and policies that develop intercultural competence in students, little is known about the role of demographics in understanding the intercultural competence development of first-year students. This study aims to understand the role of gender in global identity development. The study utilized the Beliefs, Events, and Values Inventory (BEVI) assessment to evaluate the global identity development of students. The survey was conducted in the first week of classes to understand the intercultural competence and worldview of incoming first-year students. A total of 2,442 first-year Technology students responded to the survey, with 1,901 identifying as male and 541 identifying as female. This study performed a gender-wise comparison for the 11 constructs of the BEVI scale that contribute to global identity. To develop a global identity, students need to demonstrate increases in Need Fulfillment, Basic Openness, Emotional Attunement, Self-Awareness, Sociocultural Openness, and Ecological and Global Resonance, and decreases in Self-Certitude, Basic Determinism, and Religion and Gender Traditionalism. The analysis revealed that female students showed higher levels of Need Fulfillment, Basic Openness, Emotional Attunement, Self-Awareness, Sociocultural Openness, and Ecological and Global Resonance, with all increases being statistically significant. Female students also showed lower levels of Self-Certitude, Basic Determinism, and Religion and Gender Traditionalism compared to male students. The results of the study indicate that female students are more oriented towards developing global identities compared to male students. The findings of the study demonstrates that high level of Basic Openness and Sociocultural Openness among female students suggest they are more adaptable to diverse environments. Higher Emotional Attunement among female students indicates stronger emotional intelligence. Increased level of Self-Awareness and Ecological and Global Resonance among female students highlight a broader understanding and appreciation of global issues and sustainability. This perspective is essential for addressing global challenges and promoting responsible citizenship. Moreover, lower levels of Self-Certitude, Basic Determinism, and Religious and Gender Traditionalism among female students reflect a more progressive outlook, which can lead to greater innovation and openness to new ideas. Lastly, the higher Need Fulfillment scores among female students suggest they are better at seeking and achieving personal and professional satisfaction. By understanding these gender differences in global identity development, Higher Education Institutions can tailor their programs and support services to better meet the needs of all students. Encouraging the development of these beneficial traits across the student body can enhance overall intercultural competence and readiness for the global workforce.

Citation
Format

Jaiswal, A., & Aggrawal, S., & Madana, V. R. (2025, February), Gender Differences in Global Identity Development: Implications for Intercultural Competence in Higher Education Paper presented at 2025 Collaborative Network for Engineering & Computing Diversity (CoNECD), San Antonio, Texas. https://peer.asee.org/54093

TY - CPAPER
AB - Developing a global identity has become crucial for fresh graduates. Higher Education Institutions are seeking ways to help students develop intercultural skills and prepare them for a diverse global world. Introducing intercultural skills is particularly important for first-year students, as their ability to adapt to diverse environments, such as university campuses, is tested upon enrollment. While various studies have examined programs and policies that develop intercultural competence in students, little is known about the role of demographics in understanding the intercultural competence development of first-year students. This study aims to understand the role of gender in global identity development.
The study utilized the Beliefs, Events, and Values Inventory (BEVI) assessment to evaluate the global identity development of students. The survey was conducted in the first week of classes to understand the intercultural competence and worldview of incoming first-year students. A total of 2,442 first-year Technology students responded to the survey, with 1,901 identifying as male and 541 identifying as female. This study performed a gender-wise comparison for the 11 constructs of the BEVI scale that contribute to global identity. To develop a global identity, students need to demonstrate increases in Need Fulfillment, Basic Openness, Emotional Attunement, Self-Awareness, Sociocultural Openness, and Ecological and Global Resonance, and decreases in Self-Certitude, Basic Determinism, and Religion and Gender Traditionalism. The analysis revealed that female students showed higher levels of Need Fulfillment, Basic Openness, Emotional Attunement, Self-Awareness, Sociocultural Openness, and Ecological and Global Resonance, with all increases being statistically significant. Female students also showed lower levels of Self-Certitude, Basic Determinism, and Religion and Gender Traditionalism compared to male students.
The results of the study indicate that female students are more oriented towards developing global identities compared to male students. The findings of the study demonstrates that high level of Basic Openness and Sociocultural Openness among female students suggest they are more adaptable to diverse environments. Higher Emotional Attunement among female students indicates stronger emotional intelligence. Increased level of Self-Awareness and Ecological and Global Resonance among female students highlight a broader understanding and appreciation of global issues and sustainability. This perspective is essential for addressing global challenges and promoting responsible citizenship. Moreover, lower levels of Self-Certitude, Basic Determinism, and Religious and Gender Traditionalism among female students reflect a more progressive outlook, which can lead to greater innovation and openness to new ideas. Lastly, the higher Need Fulfillment scores among female students suggest they are better at seeking and achieving personal and professional satisfaction. By understanding these gender differences in global identity development, Higher Education Institutions can tailor their programs and support services to better meet the needs of all students. Encouraging the development of these beneficial traits across the student body can enhance overall intercultural competence and readiness for the global workforce.

AU - Aparajita Jaiswal
AU - Sakhi Aggrawal
AU - Vidya Reddy Madana
CY - San Antonio, Texas
DA - 2025/02/09
PB - ASEE Conferences
TI - Gender Differences in Global Identity Development: Implications for Intercultural Competence in Higher Education
UR - https://peer.asee.org/54093
ER -