Women and Gender Equality

Many LINC classes have a large number of students who identify as women. For this reason, it’s important to be aware of the social barriers that still exist for women due to power imbalances in patriarchal societies, how these barriers can impact a LINC class and the steps instructors can take to mitigate this.

Immigrant women face a multitude of challenges as they navigate life in a new country. It is important to recognize the intersectionality of immigrant women’s experiences as they encounter systemic barriers to integration, social inclusion and gender equality, all of which affect their learning. When we talk about equality, we are referring to the end goal: equal access to opportunities, equal rights, and equal value. Equity is the means by which we achieve equality by recognizing the unique needs of every group and providing the specific treatment required to attain equality.

Immigrant women are not a homogeneous group; therefore, they require a close examination to identify their needs and areas of resilience.

Gender norms are social, political or religious expectations about how men and women should look, act and live in their community. They make a difference in migration processes, increasing the risk of violence, sexual exploitation, and other forms of gender-based violence (GBV) for those identified as women, which can later affect their learning experiences in Canada (Mahin, 2016). These experiences can affect physical and mental health, creating the need for helping women access healthcare. LINC instructors can include activities in their lessons that normalize seeking help and increase vocabulary to express emotions.

Immigrant women lose their natural social networks that support child rearing and face structural barriers in accessing childcare and after-school care. Childcare and unpaid domestic work is mostly done by women (Statistics Canada, 2019), and even more so for diverse women. They may miss more class time because they are responsible for childcare / domestic care, which can negatively impact their learning. They are also less likely to pursue education opportunities due to unpaid work responsibilities (Fox and Moyser, Statistics Canada, 2018). When tracking attendance in LINC classes, it’s important to be aware of this fact and to advocate for learners where possible.

Women are more likely to be victims or survivors of GBV (Statistics Canada, 2021). Immigrant women are especially vulnerable to this form of violence as they may not be aware of resources to help them or may be economically dependent on a family member (Rupaleem Bhuyam et al., University of Toronto, 2014). Instructors should be mindful of topics in class that can be traumatizing for victims or survivors of gender-based violence. Where possible, instructors should also educate themselves on signs of GBV or control, including financial, psychological and physical violence or abuse; online sexual exploitation; harassment or harm; and the available resources to sensitively and discreetly direct learners to, if necessary.

Worldwide, women still account for nearly two-thirds of the 763 million adults without basic EAL literacy skills. Poverty, geographical isolation, minority status, disability, early marriage and pregnancy, GBV, and traditional attitudes about the status and role of women and men are among the many obstacles that prevent girls and women from fulfilling their right to participate in, complete and benefit from education (UNESCO, 2023).

Internalized negative messages against education can lead women to believe that they are unable to learn and that they have too many other important tasks, making attending English classes a second priority. LINC programs can help women by creating supportive learning spaces that challenge these negative beliefs, boost confidence, emphasize the relevance of content and tailor learning approaches.

Instructors may also have to navigate learners expressing viewpoints that are offensive, discriminatory or harmful towards women. Instructors who identify as women, and indeed all instructors, may sometimes find attitudes expressed by learners upsetting. Learners must understand that diversity and inclusion are required elements of workplaces, schools and communities in Canada, and that people who identify as women are included under this term. Instructors should sensitively address these viewpoints, being aware that cultural and social biases are often unconscious and deep-rooted. Use resources with representation of women in positions of power, men as caregivers and so on, to introduce learners to other viewpoints and social structures.

Despite these challenges, many immigrant women are highly motivated to learn English in order to improve their communication skills, access better job opportunities, advocate for themselves and their families, and integrate into their new communities.

Learning English can empower immigrant women by increasing their self-confidence, expanding their social networks and enhancing their ability to navigate and participate in various aspects of life in their adopted country.