2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

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.