The globalmindedness of graduating seniors by gender and ethnicity in six North Florida public high schools

Abstract

In this study, we examined gender and ethnicity differences in globalmindedness among graduating seniors in six North Florida public high schools. Using a mixed method design, we administered 1096 globalmindedness surveys and conducted 59 one-on-one interviews measuring the five globalmindedness dimensions of responsibility, interconnectedness, globalcentrism, cultural pluralism, and efficacy. Females scored significantly higher on all five dimensions of globalmindedness than their male counterparts on the globalmindedness survey; however, the interview results revealed a higher level of globalmindedness among females only on the dimensions of responsibility and efficacy. African-American students possessed a higher level of globalmindedness in the dimensions of efficacy and interconnectedness than their European-American counterparts in both the survey and interview data. The interview results also revealed a higher level of globalmindedness among African-American students in the dimensions of responsibility and cultural pluralism, a difference not seen in the survey data. We discuss the need for further globalmindedness research with graduating high school students, with special attention to the dimensions of globalmindedness that did not align in the survey and interview data. The implications of the findings for educators seeking to teach from a global perspective are addressed.