The Role of Gender in Intercultural Teaching and Learning: During and After the Pandemic

When gender problems are intersected with other issues in an intercultural teaching and learning context, they often present as bias and discrimination toward people with marginalized genders or gender identities. Unfortunately, the pandemic and quarantine have intensified these people's disadvantages. In the last five years, as remote education became increasingly accepted in most regions of the world, many students missed opportunities of interacting with teachers and receiving help from them; students who were victims of gender-targeted violence became more likely to encounter difficulties in finding assistance. Additionally, information about gender bias spread widely on the Internet, putting students under a great deal of mental burden. This essay aims to address gender issues in the intercultural learning environment, especially during the pandemic in the past few years. In the first section, the relevant issues are defined and the concepts to frame the study are briefly introduced. Then the essay makes a cross-cultural reflection between Chinese and American cultures, highlighting the challenges encountered by educators when they promote gender equality in these cultural backgrounds. In the following section, the essay draws implications for future teaching in multicultural remote learning environments on the relevant subjects.