A Comparative Study on Career Readiness and Career Identity Among Undergraduate Students: Influence of Gender, Medium of Instruction, and Academic Background

Abstract

This study investigates the factors influencing career readiness and career identity among undergraduate students, focusing on demographic, educational, and contextual variables. The readiness and stronger career identity and commitment compared to their male counterparts. Similarly, students instructed in English exhibit significantly greater career readiness and stronger career identity than those taught in Tamil. However, no statistically significant differences were found across academic streams (Arts, Commerce, and Science), suggesting uniformity in career preparedness across disciplines. Additionally, neither residential area (rural, semi-urban, urban) nor college location had a significant impact on career readiness or career identity, although slight trends favoring semi-urban areas were observed. The type of school attended and students’ preferred career paths did not significantly affect their career readiness or identity, despite marginally higher scores among private school students and those aspiring for higher education. These findings underscore the importance of targeted interventions that account for language and gender-based disparities while supporting holistic career development across diverse student populations.