2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

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