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.