Intercultural Competence & Gender Equality

Welcome to Module 3 of the JustHer! online/blended course, "Intercultural Competence & Gender Equality". This module presents key concepts of intercultural competence and the basics of gender equality, with a special focus on migrant women. For educators, it is essential to develop the ability to communicate effectively and appropriately with people from diverse cultural backgrounds. Intercultural competence is about applying that deep understanding in real-life situations and creating a supportive, inclusive learning environment for migrant women. It involves a combination of knowledge, attitudes, and skills that enable educators to interact respectfully and meaningfully across cultural differences. The module begins with understanding culture itself. Just as important are attitudes such as openness, curiosity, empathy, and a willingness to learn from others without judgment. Finally, intercultural competence includes practical skills that help educators build positive relationships and navigate diverse classroom settings with confidence and sensitivity. In addition to intercultural competence, this module also addresses the fundamentals of gender equality in the context of working with migrant women. Educators will explore how gender roles and expectations can differ across cultures and how these may impact women's access to education, employment, and social participation. The module will provide guidance on recognizing and challenging gender-based stereotypes and biases, while promoting inclusive practices that empower migrant women. Practical tools, and real-life examples will be offered to help educators create gender-sensitive learning environments that respect both cultural identity and individual rights.

Subtopic 1: Overcoming biases and stereotypes

Intercultural competence is the ability to interact respectfully and effectively across cultural boundaries. When working with migrant women, this means recognising that biases and stereotypes can quietly influence both educators' expectations and learners' experiences. Stereotypes may be based on nationality, religion, clothing, accent, or perceived abilities, and can lead to unfair treatment or lowered expectations. Even unconscious biases can affect how educators give feedback, assign tasks, or encourage participation. Developing intercultural competence helps educators to identify and question these assumptions before they shape classroom dynamics. It also fosters empathy, allowing educators to see the individual rather than the stereotype. This subtopic will examine common stereotypes migrant women face, such as assumptions about their education level, language skills, or career ambitions. We will explore reflective practices that help educators uncover their own hidden biases. Practical tools will be provided for creating inclusive learning spaces that acknowledge cultural differences without reinforcing limiting labels. By building intercultural competence, educators can replace bias with understanding, and stereotypes with genuine human connection. Ultimately, this not only supports migrant women's learning but also strengthens trust and mutual respect in the classroom.

Subtopic 2: Understanding gender roles in different culture

Gender roles are the expectations, responsibilities, and behaviours that societies assign to individuals based on their gender. These roles can vary greatly between cultures, influencing family structures, work participation, decision-making, and social interaction. In some cultures, gender roles are more rigid, with clearly defined tasks for men and women, while in others, they are more flexible and shared. For migrant women, adapting to a new cultural context can mean navigating two sets of gender expectations --- those from their country of origin and those in their new community. Sometimes these expectations align, but often they may conflict, creating stress or uncertainty. Cultural differences in gender roles can affect women's willingness or ability to participate in education, work, or public life. For example, in some societies, women may be discouraged from speaking in public or making independent choices, which can influence their confidence in a classroom. Conversely, moving to a culture with more egalitarian norms can offer new opportunities but may also create tension within families or communities. This subtopic will explore how educators can recognise and respect cultural differences while promoting gender equality. By understanding the cultural roots of gender roles, educators can support migrant women in making informed choices and building their own paths.

Module Evaluation and Reflection:

To assess your comprehension of the module's content, each subtopic includes evaluation questions. These questions are designed to help you solidify your understanding of the key concepts presented. Additionally, you will find "Food for Thought" questions at the end of the module, encouraging deeper reflection on the topics covered and their application in your own educational practice.

Upon completing this module, you will be able to:

• Explain the main characteristics of culture (learned, shared, dynamic, and systemic) and how they influence communication and behaviour, especially when working with migrant women.
• Apply Edward T. Hall's Iceberg model of culture to identify surface, shallow, and deep cultural elements, and use this understanding to build inclusive and respectful learning environments.
• Recognize and address biases and stereotypes (explicit and implicit) in educational contexts, and implement strategies to reduce their negative impact on learners' confidence, participation, and retention.
• Demonstrate understanding of gender roles and sexual orientation across cultures, and use culturally sensitive approaches to create trust, respect, and inclusion for migrant women.
• Practice intercultural competence by integrating attitudes, knowledge, interpretation, critical thinking, and interaction skills to foster dialogue, respect diversity, and encourage empowerment in multicultural classrooms.

There are so many things we can say about culture, as there are thousands of definitions of it around the world. Аccording Cristina De Rossi, an anthropologist at Barnet and Southgate College in London, culture encompasses religion, food, what we wear, how we wear it, our language, marriage, music, what we believe is right or wrong, how we sit at the table, how we greet visitors, how we behave with loved ones and a million other things.

Based on a lot of research, for the purposes of this module we will use 4 main characteristics of culture for better understanding of intercultural competence.

• Culture is learned. Cultures are not innate or biological, they are something that we learn through interactions with others. When working with migrant women, it is important to know where they come from and what the specifics of their country are. However, talking to them provides a deeper understanding of their specificities.
• Culture is shared. Individuals operating within a culture share the same set of interpretations. It is important for the other party to immerse themselves in this sharing and understand the basic principles.
• Culture is dynamic. Cultures change (slowly) over time. They are not static, thus we must continually learn about a culture.
• Culture is systemic. Cultures permeate individual's belief, social interactions, laws and institutions. It is precisely this characteristic that sometimes makes working with migrant women difficult, because often the trainer is not familiar with the deep beliefs and social interactions that these people grew up with and continue to apply in everyday life even in another country.

Source: https://www.researchgate.net/figure/Edward-T-Halls-Cultural-Iceberg_fig2_361162662

Figure: Multilingualism and Intercultural Competence by Jessica Zoni Upton

Edward T. Hall's Iceberg Model of Culture describes culture as having three layers---surface, shallow, and deep---each representing a different degree of visibility and influence over how people think and act.

1. Surface Culture

This top layer covers the outward and obvious aspects of a culture---the things you can notice quickly. It includes language, clothing styles, traditional foods, celebrations, art, music, and other visible customs. These features are often what newcomers notice first, but they make up only a small fraction of the cultural whole.

Recognizing surface culture helps build initial trust and rapport. Educators can use visible cultural elements---like language preferences, clothing, or familiar foods---as an entry point for engagement, while remembering that deeper beliefs and experiences may not be immediately visible but are equally important for learning and support.

2. Shallow Culture

Here lie the unwritten rules and shared understandings that shape day-to-day interactions. They aren't immediately obvious but are generally known within the group. Examples include norms about personal space, ways of using body language, manners, and common social rituals. These factors influence how people interact, and missing them can easily lead to misunderstandings when moving between cultures.

Awareness of shallow culture helps educators avoid unintentional misunderstandings and create inclusive learning spaces. By learning about different social norms---such as eye contact, gestures, or turn-taking in conversation---educators can adapt their teaching style and foster a respectful environment where migrant women feel comfortable participating.

3. Deep Culture

This is the foundation of a culture---its deeply ingrained values, belief systems, and ways of seeing the world. It includes views on authority, concepts of time, attitudes toward relationships, spiritual or religious beliefs, and assumptions about life. These elements are often unconscious for those who share them, yet they powerfully shape behaviour. Understanding them usually requires time, trust, and close engagement.

Deep culture shapes learners' expectations about education, communication, and authority. Educators who take time to understand these underlying values---through patience, active listening, and relationship-building---can create learning experiences that respect cultural identity while supporting personal growth and empowerment.

In this regard, we should also pay attention to what intercultural competence actually is. We choose a fairly broad definition of M. Byram- intercultural competence consists of five main elements: attitudes, knowledge, interpretation skills, cognition and interaction skills, critical cultural awareness.

Understanding Bias and Stereotypes

Bias refers to the tendency to favour or disadvantage certain individuals or groups based on preconceived ideas. Explicit bias is conscious and deliberate. An educator with explicit bias may openly express the belief that certain groups are less capable or less motivated. Implicit bias is unconscious and automatic, operating outside of awareness. It influences quick judgments and everyday decisions, even among individuals who consciously endorse equality. Other research by Greenwald & Banaji (1995) on implicit social cognition shows that implicit biases can be measured through tools such as the Implicit Association Test (IAT), and that they often conflict with our stated beliefs. Both types of bias can affect classroom dynamics: explicit bias may manifest in open discouragement, while implicit bias can subtly shape tone of voice, eye contact, or the opportunities given to learners.

Stereotypes are simplified, generalized beliefs about a group --- for example, assuming that all migrant women from a certain country have low education levels. According to Tajfel's Social Identity Theory (1979), humans have a natural tendency to categorise people into "in-groups" and "out-groups." This categorisation helps simplify a complex world but also leads to overgeneralisation.

Stereotypes can also form through social learning (Bandura, 1977), where individuals absorb attitudes and beliefs from family, peers, media, and institutions. When certain portrayals are repeated --- such as media depictions of migrant women as dependent or passive-they become embedded in collective thinking.

Stereotypes are maintained through several psychological mechanisms:

Confirmation bias (Nickerson, 1998): People tend to notice and remember information that confirms their existing beliefs, ignoring evidence that contradicts them.

Self-fulfilling prophecy (Merton, 1948): If an educator assumes a migrant woman will struggle, they may unconsciously provide fewer challenges or less support, which can lead to the expected poor performance.

Stereotype threat (Steele & Aronson, 1995): Awareness of negative stereotypes can cause anxiety in learners, reducing performance and reinforcing the stereotype.

Structural reinforcement: Cultural, institutional, and systemic practices can perpetuate stereotypes by limiting access to education, work, or leadership roles.

Reducing explicit and implicit bias in the classroom begins with awareness. Educators must first recognise that everyone carries biases, often unconsciously, which can influence decisions, expectations, and interactions. Tools such as the Implicit Association Test, reflective journals, and peer observation can help make these hidden attitudes visible. Once aware, educators can actively expand their understanding of migrant women's diverse experiences by engaging with authentic stories, inviting community voices into the classroom, and integrating culturally relevant materials into lessons. This broader perspective helps counter the narrow images created by stereotypes.

When stereotypes or biased remarks arise-whether from colleagues, learners, or even oneself-they should be addressed respectfully but directly. Asking clarifying questions and offering alternative, evidence-based perspectives interrupts harmful assumptions before they shape classroom culture. Bias can also be reduced by adjusting teaching practices: using structured participation to ensure all voices are heard, offering equal access to challenging tasks, and providing feedback that focuses on effort and strategy rather than preconceived expectations.

Building genuine relationships with students as individuals is another powerful tool. By learning their names, listening to their goals, and recognising their unique strengths, educators move beyond group labels to see the person in front of them. Finally, structural support is essential-classroom norms should explicitly value respect and inclusion, teaching materials should reflect gender and cultural diversity, and anti-bias principles should be embedded in professional development. By combining self-reflection, inclusive practices, and genuine engagement, educators can replace bias with understanding, creating a learning environment where migrant women are valued, empowered, and able to thrive.

Impact on the learning environment- psychological effects on learners

Bias and stereotypes in the classroom do more than shape an educator's behaviour- they influence the psychological experience of learners in powerful and often invisible ways. For migrant women, these effects can appear in subtle shifts in confidence, willingness to participate, and ability to remain engaged over time. When learners sense that they are viewed through the lens of a stereotype, they may internalise those assumptions, leading to self-doubt and reduced belief in their abilities.

Confidence is often the first casualty. Migrant women navigating a new language and education system may already feel uncertain; even small signals of bias --- fewer questions directed at them, assumptions about their skill level --- can reinforce the belief that they do not belong. Participation is also affected. Learners who anticipate negative judgment may withdraw from discussions, avoid volunteering for activities, or limit interaction with peers and teachers. Over time, this reduced engagement can harm not only academic outcomes but also social integration and self-efficacy.

Retention --- the ability to stay in a programme until completion --- can suffer when the learning environment feels unwelcoming or discriminatory. Practices that affirm competence, encourage voice, and celebrate progress help rebuild confidence, encourage active participation, and improve persistence.

Bias and stereotypes also shape the social environment within the classroom, influencing the relationships between educators and learners as well as among peers. When biases go unexamined, learners may pick up on these cues and form their own biased views about classmates, which can result in social isolation or even conflict.

Positive relationships are a key factor in motivation and engagement; when migrant women feel respected and valued as individuals, they are more likely to take risks, ask questions, and collaborate. Conversely, when they feel stereotyped or marginalized, they may withdraw, leading to missed opportunities for meaningful interaction and growth.

Creating an inclusive classroom culture requires deliberate effort to foster mutual respect, encourage open dialogue about diversity, and model equitable behaviours. Educators can build bridges by facilitating group work that values diverse perspectives and by recognizing and addressing any exclusionary patterns that arise. By nurturing a supportive community where all voices are heard and validated, educators not only combat the negative effects of bias but also enhance the overall learning experience for everyone.

World Health Organization (WHO) gives us the following interpretation for gender: Gender - the socially constructed characteristics, norms, behaviours, and roles associated with being women, men, girls, and boys; it varies across societies and over time, and is distinct from sex.

UNESCO (United Nations) gives us the another interpretation for gender: Gender is the social meaning given to being a woman or a man-the roles, behaviours, activities, and attributes a society considers appropriate; these are learned, context-specific, and changeable

For the purpose of this module we note that Gender (social roles/expectations) is different from sex (biological characteristics), though they interact.

The most important for educators is understanding of gender roles- they are socially constructed norms that determine how women and men should think, speak, dress, and interact within a society. These roles vary widely between cultures and can change over time. Sexual orientation describes a pattern of emotional and sexual attraction to males, females, both or neither. Sexual orientation is not linked to gender identity; for example, a transgender man may be heterosexual or gay in the same way that another man may be heterosexual or gay. However, these two aspects of identity are often linked by people and affect how lesbian, gay, bisexual and transgender (LGBTQ) individuals are treated and perceived.

For educators this understanding of sexual orientation and gender roles build trust and respect. Migrant women may come from cultures with different norms about gender and sexuality. If educators are aware of these differences, they can create an environment where women feel understood and respected. Without cultural sensitivity, well-meaning educators might say or do things that feel disrespectful or alienating. Understanding gender roles and sexual orientation helps educators address issues like discrimination, gender-based violence, or workplace inequality, while also promoting confidence and autonomy. This understanding allows educators to encourage critical thinking without disrespecting cultural identity.

Practical advices how to develop this understanding

Cultural learning: Study the cultural backgrounds of the women you work with --- including customs, beliefs, and common gender norms in their home countries.

Example: UN Women and Promundo's Understanding Masculinities survey (2016--2017) across rural and urban areas in Morocco (along with Egypt, Lebanon, Palestine) revealed that many men see women as caretakers and household managers, while men position themselves as guardians and decision-makers. This reflects strong traditional gender norms in rural Moroccan societies.

Fatima -- learner from rural Morocco lives in the Netherlands, Amsterdam.

Suggestion: May have grown up with traditional gender roles where women focus on family duties, men are primary breadwinners. The understanding of importance of family honor and modesty in her culture can help an educator introduce new opportunities (like job training) in a way that respects her values while encouraging independence.

If Fatima is from rural Morocco now lives in Amsterdam, she may encounter a very different --- and for her, possibly unfamiliar --- approach to gender roles and gender diversity.

To better relation between educator and migrant woman, the educator can:

Viewing her starting point- In her culture, gender roles are often strongly binary (man/woman) and shaped by religious and community norms. Topics like transgender identity may not have been openly discussed. Explain difference between gender identity and biological sex. Encourage respectful dialogue in class. Share stories or videos of transgender people contributing to community life in Amsterdam-in education, sports, arts-showing that they are part of the social fabric. Organize intercultural exchanges where people can talk about gender diversity in their own countries, comparing similarities and differences.

Active listening: Ask open-ended questions about experiences and perspectives without judgment.

Suggestion: Fatima expresses discomfort when classmates talk openly about same-sex couples. Instead of correcting her immediately, the educator practices active listening:

In brief, for educators there are 4 steps:

Ask open-ended questions instead of giving quick answers.

Use reflection ( Example: I hear that... Did I understand correctly?).

Show that different cultural perspectives are acknowledged.

Use listening as a bridge to gently introduce new perspectives on gender roles and diversity or intercultural challenges.

Professional training: Attend workshops on gender, sexuality, and intercultural communication. Educators benefit from attending workshops on gender, sexuality, and intercultural communication to strengthen their understanding and sensitivity. This training equips them to address the diverse needs of migrant women and to handle potentially sensitive topics with confidence. Online courses, webinars, or short training modules can provide flexible options.

Suggestion: Educators can curate online resources (videos, articles, or testimonials) about women like Fatima who have built new professional paths in Europe. Use these materials in class discussions to show relatable examples while inviting learners to share their own thoughts. Training also gives educators the skills to navigate sensitive questions respectfully, without dismissing cultural values.

Self-reflection: Educators should regularly examine their own cultural assumptions, biases, and comfort zones to avoid projecting them onto learners. Self-reflection helps them recognize when their own background influences how they interpret a migrant woman's choices, challenges, or silence.

Suggestion: Fatima, a learner from rural Morocco now in Amsterdam, often avoids making direct eye contact with her male teacher. The educator's first reaction might be to think, that she is not confident or she is not engaged. Through self-reflection, the educator recognizes that in their own culture, eye contact is associated with respect and attentiveness. But in Fatima's background, avoiding prolonged eye contact with men can be a sign of modesty and respect.

How to explain to migrant women that differences are accepted?

Concept of shared values: Social solidarity, the sense of unity and connectedness within a society, forms the bedrock of any functional social group. It allows people to work together, trust one another, and feel a part of a cohesive community. Shared values are a primary mechanism through which social solidarity is created and maintained. For educators working with migrant woman, using these shared values as a working method can be realized through examples of mutual respect and equality, which are understood in most cultures.

Concept of acceptance and tolerance: educators must model acceptance in their own behavior and in the classroom environment-inclusive language, diverse role models, visible representation of different orientations and roles.

Storytelling: In the process of work, stories can be told about women or men of different orientations, who are particularly capable in their work, who contribute to the community with their activities, who have their own personal, successful stories.

Dialogicity: The trainer should approach the cultural differences of migrant women with an open and understanding approach, encouraging them to tell their stories, experiences, culture. He should provoke a calm conversation, free from concerns or other restrictions, so that the working atmosphere is pleasant for everyone.

Figure 2: Diversity (Pixabay)

Food for Thought - Subtopic 1: If surface culture is easiest to recognize but deep culture has the strongest impact, how can educators gradually move beyond "celebrating diversity" (food, music, dress) to addressing deeper cultural values in a respectful way? What opportunities for dialogue could you share by your perspectives and experiences?

Food for Thought - Subtopic 2: What should educators do when learners express discomfort with topics like gender diversity or same-sex relationships in class? How can concepts like respect, solidarity, or equality be used as common ground to discuss sensitive issues across cultures?

The entire module is developed to support trainers.

Subtopic 1 explains the multifaceted nature of culture, highlighting that it is learned, shared, dynamic, and systemic. It introduces Edward T. Hall's Iceberg Model. We explore bias and stereotypes in education. For migrant women, such biases can harm confidence, participation, and retention. Subtopic 1 underlines the importance of inclusive teaching practices: recognizing personal biases, addressing stereotypes directly, valuing cultural diversity, and building positive educator--learner relationships.

Subtopic 2 explores the concept of gender as a social construct, distinct from biological sex. It highlights how gender roles---socially shaped expectations for men and women---vary across cultures and can evolve over time. Educators working with migrant women must understand these differences to foster trust, respect, and inclusion. The example of Fatima, from rural Morocco now living in Amsterdam, illustrates the challenges migrant women may face when encountering different cultural norms. To respond, educators are encouraged to apply some strategies. The subtopic emphasizes promoting shared values, acceptance, tolerance, storytelling, and dialogue as pathways to inclusive classrooms where cultural differences are respected, and migrant women can thrive.

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Attitudes: In psychology, an attitude refers to a set of emotions, beliefs, and behaviours toward a particular object, person, thing, or event. Attitude can also be described as the way we evaluate something or someone. For example, we tend to respond positively or negatively about certain subjects.

Knowledge: Knowledge is central to any discussion of learning and may be understood as the way in which individuals and societies apply meaning to experience. It can therefore be seen broadly as the information, understanding, skills, values and attitudes acquired through learning. As such, knowledge is linked inextricably to the cultural, social, environmental and institutional contexts in which it is created and reproduced.

Interpretation skills: Involve the ability to understand, analyze, and deduce meaning from various forms of information, such as text, data, and spoken language. These skills are crucial for making informed decisions, solving problems, and communicating effectively across different contexts. To enhance these skills, it's important to practice critical thinking, engage with diverse media, and reflect on personal biases and assumptions.

Cognition: Cognitive is a term used in psychology to describe anything related to thinking, learning, and understanding. Cognitive abilities are something you use each and every day. For example, when you are learning a new instrument, you are using your cognitive skills to learn the basics of music theory, pick up melodies, learn the notes, and put that information together to produce music. Cognition includes all of the conscious and unconscious processes involved in thinking, perceiving, and reasoning. Examples of cognition include paying attention to something in the environment, learning something new, making decisions, processing language, sensing and perceiving environmental stimuli, solving problems, and using memory.

Critical cultural awareness is the ability to evaluate, critically and on the basis of explicit criteria, perspectives, practices and products in one's own and other cultures and countries, according Michael Byram.