Educational interventions designed for the inclusion of immigrant women in Spain are structured under the domination effects of differentiation processes with effects on the subjectivity of these sectors and in the structuring of a certain social subalternization. From the study of practices and discourses present in educational services, we analyze the mechanisms of differentiation in terms of gender, national origin and socioeconomic status. These processes has the effect the constitution of the category "Third World Woman", a "cultural other" that is necessary to educate to be insert in the society.

Differentiation, subjectivity, gender, transnational migration.