Examining gender differences in nonviolence among vocational high school students: a quantitative study using the diamond model in Indonesia

Purpose This study aims to examine gender differences in nonviolence across four dimensions – intrapersonal, interpersonal, societal and world – to understand how cultural and social norms are associated with nonviolent dispositions among students in Indonesia. Design/methodology/approach A survey was conducted using the diamond scale of nonviolence, a 67-item instrument adapted for Indonesian students. The sample consisted of 269 vocational high school students (148 females, 121 males) with a mean age of 16.7 years. Data were analyzed using multivariate analysis of variance (MANOVA) to assess gender differences in the four dimensions of nonviolence. Findings The results indicate significant gender differences in interpersonal and world nonviolence, with male students scoring higher than females. However, the analysis shows no significant gender differences in intrapersonal and societal nonviolence. These findings suggest that gender-related socialization and cultural norms may differentially shape nonviolence across dimensions. Research limitations/implications This study is limited to vocational high school students in Indonesia, affecting generalizability. Future research should explore cross-cultural validation and use qualitative or mixed-method approaches to understand better the mechanisms shaping nonviolence. Practical implications The findings emphasize the need for culturally sensitive educational interventions to promote nonviolence. Schools should integrate gender-responsive peace education programs that encourage leadership in conflict resolution while addressing traditional gender expectations. Social implications Understanding gendered nonviolence can inform educational policies and peace programs to foster inclusive and equitable approaches to conflict resolution and civic engagement in Indonesia. Originality/value This study extends the diamond model of nonviolence by providing empirical evidence on gender differences in nonviolence within a non-Western educational context. It offers educators, policymakers and researchers valuable insights into designing interventions that promote peaceful behavior and social cohesion.