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Penn Graduate School of Education
It is a privilege to return to my alma mater for the second year to teach intercultural competency to international college counselors, fostering dialogue on the skills essential for inclusive and culturally responsive advising.
Building Belonging Across Borders: Intercultural Competency and Women’s Leadership
I recently had the honor of facilitating two sessions with SHE-CAN, an organization that prepares women scholars from Rwanda, Cambodia, Liberia, and Guatemala for academic and social life at U.S. universities. The program’s purpose is to strengthen leadership capacities that enable scholars to return to their home countries as agents of change and contributors to community development.
The sessions brought together scholars and mentors in reflective dialogue about belonging, leadership, and intercultural understanding. We examined intercultural competency, defined as the knowledge, skills, and capacities that allow individuals to communicate and interact effectively with empathy, respect, and adaptability.
This competency is particularly vital for international students as they transition to U.S. university contexts. Research has documented the challenges international students encounter in adapting to new academic systems, communication norms, and cultural expectations. Studies consistently demonstrate that intercultural competency contributes to stronger academic engagement, psychological well-being, and a greater sense of belonging within higher education settings (Spencer-Oatey & Dauber, Journal of Studies in International Education, 2019; Leask, Teaching in Higher Education, 2015; Arkoudis et al., Higher Education Research & Development, 2013).
The SHE-CAN scholars exemplify these findings in practice. Their reflections revealed an intentional commitment to growth, self-awareness, and relational understanding. They approach learning not merely as individual advancement but as preparation to contribute to their communities with empathy, insight, and responsibility. Their perspectives illustrate how education can serve both personal and collective transformation. The mentors were equally engaged, heightening awareness to enhance relationships and support.
Facilitating these conversations reaffirmed that belonging is not an abstract concept but a lived practice enacted through listening, respect, and curiosity. In global learning environments, these practices foster trust, understanding, and collaboration—core conditions for leadership that honors the dignity of all participants.
I am grateful to SHE-CAN for the partnership and for the opportunity to learn alongside such thoughtful scholars and mentors. Their engagement demonstrates how intercultural competency can serve as both a foundation for leadership and a catalyst for meaningful global connection. And a special thanks to Dr. Katherine Stecher for the invitation to partner.
Intercultural Competency in Brazil
I was delighted to return to Escola Concept to continue our work on fostering an inclusive school community grounded in dignity and respect.
During our latest sessions, I worked with learners, educators, and parents to develop intercultural competency — the knowledge, skills, and mindsets needed to interact and communicate with empathy, respect, and adaptability.
I deeply appreciated the thoughtful engagement and openness throughout our conversations, and I can’t wait to return in a few months to continue this important work.
Please enjoy this video highlighting our work.
American School of Barcelona
It was a pleasure to return to The American School of Barcelona (ASB) for my fourth visit and to continue supporting the school’s ongoing commitment to fostering a culture of dignity, empathy, and belonging. I was deeply inspired by the meaningful engagement of students, staff, and parents, and by the community’s dedication to translating reflection into intentional action. I am grateful for our continued partnership and for ASB’s steadfast leadership in nurturing inclusion within an international context.
Ha sido un verdadero placer regresar por cuarta vez a The American School of Barcelona y seguir acompañando a la comunidad en su compromiso por fortalecer una cultura basada en la dignidad, la empatía y el sentido de pertenencia. Me inspira profundamente la implicación genuina de estudiantes, docentes y familias, así como la intención del colegio de transformar la reflexión en acción. Agradezco esta colaboración continua y el liderazgo de ASB en la promoción de entornos internacionales realmente inclusivos.
Looking forward to returning in January. Thank you Dr. Johanna Cena and Mark Pingitore for your ongoing partnership.
Escola Concept
I was delighted to return to Escola Concept in São Paulo for my seventh visit in the last four years working with learners, educators, administration to foster an inclusive school community grounded in dignity and respect.
I love working with this thoughtful community and looking forward to visiting the campus in Ribeirao Preto one day!
2025-2026 Preview
This year is already unfolding with incredible energy and purpose. The numbers highlight scope, but the true value lies in cultivating inclusive school communities grounded in dignity and respect. I am grateful for the shared growth and connections ahead.
Lycée Français de New York
I am honored to continue my eight-year collaboration with the Lycée Français de New York supporting its commitment to belonging, dignity, and respect. I enjoyed meeting and engaging with the new faculty and staff during our onboarding session exploring belonging through an intercultural lens in a French school situated in the United States.
I am always inspired by the dedication of this community as they prepare for another year of learning and growth.
Many thanks to Jérémie Bourdon, and Drs. Arthur Plaza and Angela Gittens for their collaboration. I look forward to our ongoing partnership.
What an inspiring start to the 2025–26 academic year!
“Dr. Gay’s sessions provided practical tools and guidance for mindset shifts that support our ongoing efforts to foster a culture of dignity, respect, and belonging across every role at AISV.
With decades of experience in international education, he brought rich insight into how schools can move beyond awareness to action and create environments where all members of the community feel seen, valued, and empowered.”
I am excited to continue collaborating with the thoughtful American International School of Vienna community as we build on their longstanding efforts of deepening belonging and fostering an inclusive environment grounded in dignity and respect.
EduLead 2025 at Taipei American School
It has been a profound and rewarding experience collaborating with the Taipei American School community over the past two years.
At EduLead 2025, we engaged in deep inquiry into the meaning of belonging, examining how personal background, culture, and institutional practices shape the everyday experiences of students, faculty, and families.
Through dialogue, reflection, and evidence-informed strategies, we explored how schools can foster cultures grounded in dignity and respect. I am grateful for the opportunity to contribute to this important work and to support a community committed to sustainable and meaningful change.
Belonging and Intercultural Competency at RIS in Bangkok
Many thanks to the Ruamrudee International School community for an incredible two days of learning and connection. During my time on campus, I worked with faculty and staff, middle and upper school students, administrators, and parents—all united in the effort to deepen inclusion and foster a community rooted in dignity and respect.
I look forward to returning to Bangkok in the winter to continue this important work.
Special thanks to Dr. James O'Malley for his partnership and commitment to this journey.