ABSTRACT
There can be little doubt that a concern with the quality of teaching and learning for overseas students in higher education (HE) must encompass a concern with gender. Over two decades of scholarship in the general education field has stressed the need to take gender into account. It is widely recognised as an important axis around which educational experiences may be structured, and one which must be pivotal to any initiatives promoting equal opportunities in education. This makes it all the more unfortunate that so little has been written on gender in relation to overseas students in HE. By identifying gender issues of relevance to practitioners and policy-makers concerned with overseas students, as well as to students themselves, this chapter seeks to begin attending to such an omission.
