Third Culture Kids’: Migration Narratives on Belonging, Identity and Place

Total Page:16

File Type:pdf, Size:1020Kb

Third Culture Kids’: Migration Narratives on Belonging, Identity and Place This work is protected by copyright and other intellectual property rights and duplication or sale of all or part is not permitted, except that material may be duplicated by you for research, private study, criticism/review or educational purposes. Electronic or print copies are for your own personal, non- commercial use and shall not be passed to any other individual. No quotation may be published without proper acknowledgement. For any other use, or to quote extensively from the work, permission must be obtained from the copyright holder/s. 1 ‘Third culture kids’: migration narratives on belonging, identity and place. Ms. Rachel May Cason Thesis submitted for consideration of Doctor of Philosophy degree status October 2015 Keele University 2 Contents: Abstract p. 3 Acknowledgements p. 4 Chapter One: Introduction p. 5 Chapter Two: Mapping Third Culture Kids onto the Migration Landscape p. 19 Chapter Three: Experiences of Migration p. 47 Chapter Four: Multi-sited Methodologies p. 90 Chapter Five: The Third Culture Kid Experience – In the Field p. 123 Chapter Six: Third Culture Kids and a Sense of Belonging p. 156 Chapter Seven: Third Culture Kids and Identity p. 198 Chapter Eight: Third Culture Kids and Place p. 236 Chapter Nine: Cosmopolitanism, Identity and Experience p. 258 Chapter Ten: Conclusion – Migration narratives on belonging, identity and place p. 275 Bibliography p. 298 Appendices p. 326 3 Abstract Third Culture Kids are the children of people working outside their passport countries, and who are employed by international organisations as development experts, diplomats, missionaries, journalists, international NGO and humanitarian aid workers, or UN representatives. The “third culture” they possess is the temporary, nomadic multicultural space they inhabited as children, within an expatriate community and, in some cases, international school. This culture is distinct from their parents’ homeland culture (the first culture) and from that of the country in which they spend their formative years but of which they are not native members (the second culture). The “third culture” inhabited by Third Culture Kids does not unite the first and second cultures, but rather comprises a space for their unstable integration (Knörr, 2005). This thesis explores the following question: In what ways does being a Third Culture Kid affect notions of belonging, identity and place? Through analysis of both fieldwork in an international school, and exploratory life story interviews with adult TCKs from myriad backgrounds, this work contributes to a better understanding of the experience of growing up abroad, and tracks the long term effects of this experience on the ways in which TCKs orient themselves towards belonging, identity and place. Throughout the course of this research, findings coalesce to orient TCKs as cosmopolitans, rooted in the expatriate communities of their childhoods, continuing in mobility and self-conscious “otherness” into adulthood, and moving through place as “elite vagrants”. 4 Acknowledgements This thesis was inspired by Professor Pnina Werbner, who took a kind interest in a small assignment on Third Culture Kids submitted as part of my undergraduate studies. The development of this initial encouragement to the completion of this thesis is thanks to the valued support and guidance of my supervisory team, comprising Dr. Jane Parish, Professor Pnina Werbner, and Professor Chris Phillipson. Dr. Dana Rosenfeld also contributed to earlier stages especially in the planning of fieldwork and interviews. Dr. Emma Head’s encouragement was invaluable throughout, and I am most grateful for her kind interest and support. I am also indebted to the ESRC, whose funding made such a multi-sited project possible. This project would not have been possible without the many Third Culture Kids who generously invited me into their lives, and introduced me to their thoughts, hopes, frustrations, and joys. Some of these TCKs chose to keep their real first names associated with their words, whilst others wished to remain anonymous. I have adhered to the wishes of both, yet have gone so far as to keep the fieldwork site anonymous also, for the sake of the latter. The expatriate world is astonishingly well networked, and associated expatriate communities and their precise geographical location must be kept anonymous in order to preserve anonymity for individuals within those communities. I trust that the TCKs so generous as to share their stories, will find the narratives here presented to be faithful representations of their own. Any errors are, of course, my own. 5 CHAPTER ONE: Introduction A Brief Life Story: A Third Culture Kid She was born in West Africa in 1985. Her parents were Protestant missionaries living at that time on a Muslim compound, in a major town. The three rooms of the home expanded to four when home-schooling requirements demanded more space, and she was then schooled just yards from her front door, alongside a younger sister and, at various times, other missionary children. Her father worked as an evangelist in the local market, inviting religious conversation and debate, and later taking on greater administrative responsibility within the mission, such as would move the family, in her eleventh year, to the country’s capital. At this time, she attended, alongside her sister, the mission school in that city. This school was international and diverse in its composition but largely North American in its curriculum, apart from the introduction of (British-based) International GCSEs. At the age of 16, her family made the permanent move “home” to England. Every three to four years during this childhood abroad, she would “return home” with her family to England and live for a year reconnecting with supporting churches and individuals, and attending the local primary and, later, secondary schools. She recalls an especially poignant early memory of the struggle adjusting to her passport home environment: One event of significance happened during our return to ______ when I was five years old. My parents chose to always place us in the local public school when we were in England and I was to attend my local primary school. I don’t really remember this period, but I am told that I would have to be dragged to school by my father (my mother refused after a while) and placed in the hands of the 6 teachers, so distraught was I. It turns out that I was terrified of all the white children. I was used to playing with black children, and I can only surmise that I felt my world had turned upside down and that my core identity had been called into question. Up until this point I had been fluent in the local language of my West African neighbours, but that after this year, I never spoke it again. This is pure speculation, but it was as if I had decided that if I was white English, I would need to make the best of it, and the only way to maintain this identity clearly was to speak English only. Even now, I can only manage the most rudimentary greetings in my first language and this saddens me greatly and must have greatly upset a couple who worked for my parents and helped to raise me. They did not speak English. I still played with neighbourhood children but in mime; games of pretend that did not require much speaking. She recalls this event as perhaps the first of many that would illustrate the cultural tensions and identity challenges presented by a highly mobile childhood. Indeed, her first 16 years comprised frequent cultural adjustments as high mobility, both in her own experience and as the norm for the expatriate community around her, saw her navigate identifications as English, British, missionary kid, and “foreign” to her passport peers. She lived in West Africa, England and France, variously, and encountered different interpretations, and associated expectations, of all four of her cultural identifications as her environments shifted. Once “settled” in England at 16, she attended sixth form on the basis of IGCSE grades, and her background in home-schooling and mission school afforded her a high degree of independence in her approach to education. A year after her return to England, when her internal clock began to get impatient, she read Third Culture Kids (Pollock and Van Reken, 2001), and cried all the way through it. She recognised the story as her own 7 and felt validated in her experiences of mobility and loss. She decided to take a gap year after these studies, to complete her three years’ residency, being otherwise subject to foreign student university fees, and worked for a local special needs charity in the provision of respite care. University followed this gap year, in languages and the social sciences, including several stints studying and working abroad, as did marriage, motherhood, divorce, multiple house moves, a second engagement and its subsequent termination. Locating the Story The story above is representative of many similar stories relating to mobility in childhood. Its protagonist is one of a group identified in the 1950s as “Third Culture Kids”. The Useems, during a field study of Americans living in India, and the schools set up to educate their children, “...began to use third culture as a generic term to cover the lifestyles created, shared, and learned by people who are in the process of relating their societies, or aspects thereof, to each other. The term third culture kids, or TCKs, was coined to refer to the children who accompany their parents into another society” (Useem and Cottrell, 1996, pp.23-4). This definition has since been more precisely defined as “a person who has spent a significant part of his or her developmental years outside the parent’s culture.” (Pollock & Reken, 2001, p.19). Third Culture Kids are the children of people working outside their passport countries, who are employed by international organisations as development experts, diplomats, missionaries, journalists, international NGO and humanitarian aid workers, or UN representatives.
Recommended publications
  • A Humble Protest a Literary Generation's Quest for The
    A HUMBLE PROTEST A LITERARY GENERATION’S QUEST FOR THE HEROIC SELF, 1917 – 1930 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jason A. Powell, M.A. * * * * * The Ohio State University 2008 Dissertation Committee: Approved by Professor Steven Conn, Adviser Professor Paula Baker Professor David Steigerwald _____________________ Adviser Professor George Cotkin History Graduate Program Copyright by Jason Powell 2008 ABSTRACT Through the life and works of novelist John Dos Passos this project reexamines the inter-war cultural phenomenon that we call the Lost Generation. The Great War had destroyed traditional models of heroism for twenties intellectuals such as Ernest Hemingway, Edmund Wilson, Malcolm Cowley, E. E. Cummings, Hart Crane, F. Scott Fitzgerald, and John Dos Passos, compelling them to create a new understanding of what I call the “heroic self.” Through a modernist, experience based, epistemology these writers deemed that the relationship between the heroic individual and the world consisted of a dialectical tension between irony and romance. The ironic interpretation, the view that the world is an antagonistic force out to suppress individual vitality, drove these intellectuals to adopt the Freudian conception of heroism as a revolt against social oppression. The Lost Generation rebelled against these pernicious forces which they believed existed in the forms of militarism, patriotism, progressivism, and absolutism. The
    [Show full text]
  • Bulletin November, 17 (English)
    VAID’S ICS LUCKNOW B-36, Sector-C, Aliganj, Lucknow Cont.9415011892/93 NOVEMBER-2017 Vaid’s ICS Lucknow B-36, Sector –C, Aliganj, Lucknow Mob: 9415011892/93, 8765163028 website: www.vaidicslucknow.com 1 VAID’S ICS LUCKNOW B-36, Sector-C, Aliganj, Lucknow Cont.9415011892/93 Content Pages 1. National Events 3 2. International Events 7 3. Economy 11 4. Science & Technology 14 5. Treaty & Agreements 16 6. Planning & Project 19 7. Conference 20 8. Sports 23 9. Awards & Honours 26 10. Persons in news 28 11. Places in news 29 12. Commissions & Committee 31 13. Operations & Campaign 32 14. Associations & Organizations 33 15. Law & Justice 34 16. Year, Day & Week 35 16. Miscellaneous 38 2 VAID’S ICS LUCKNOW B-36, Sector-C, Aliganj, Lucknow Cont.9415011892/93 • In the year 2014, 14.5 percent of the total NATIONAL EVENTS cases of crimes against women (49,262 cases) were held in Uttar Pradesh. After this, West Crime in India 2016- Statistics Bengal is at second with 9.6 percent (32,513) th • On November 30 , 2017, Union Home cases. Minister, Shri Rajnath Singh released the • Rape incidents rose 12.4 percent in the year ‘Crime in India – 2016’ published by the 2016 compared to year 2015. National Crime Records Bureau (NCRB), • According to the Reports, the highest rape Ministry of Home Affairs. cases took place in Madhya Pradesh and Uttar • It is for the first time, for 19 Metropolitan Pradesh. cities (having population above 2 million) also, • Out of total incidents, 12.5 percent were in chapters on “Violent Crimes”,” Crime Against Madhya Pradesh, 12.4 percent in UP and 10.7 Women”,” Crime Against Children”, “Juveniles percent in Maharashtra.
    [Show full text]
  • Third Culture Kids
    Eastern Kentucky University Encompass Honors Theses Student Scholarship Fall 2019 Life Between Nations: Third Culture Kids Helen C. Neely Eastern Kentucky University, [email protected] Follow this and additional works at: https://encompass.eku.edu/honors_theses Recommended Citation Neely, Helen C., "Life Between Nations: Third Culture Kids" (2019). Honors Theses. 670. https://encompass.eku.edu/honors_theses/670 This Open Access Thesis is brought to you for free and open access by the Student Scholarship at Encompass. It has been accepted for inclusion in Honors Theses by an authorized administrator of Encompass. For more information, please contact [email protected]. EASTERN KENTUCKY UNIVERSITY Life Between Nations: Third Culture Kids Honors Thesis Submitted in Partial Fulfillment of the Requirements of HON 420 Fall 2019 By Helen Neely Mentor Dr. Elizabeth Underwood Department of Anthropology, Sociology, & Social Work i Life Between Nations: Third Culture Kids Helen Neely Dr. Elizabeth Underwood, Department of Anthropology, Sociology, & Social Work “Third Culture Kids” (TCKs) spend several years of their childhood living in a different culture than the one their parents grew up in. Each TCK has a different experience, from location to number of moves to years spent abroad, but TCKs tend to share a unique bond, one that can only form from an understanding of what it is like to grow up between nations. Research and observations of TCKs began in the 60’s but the modern understanding of what a third culture kid is has been formed in the past 20 or so years. While there is abundant research on TCKs and the different experiences and challenges they have, there seems to be a lack of fiction targeting older elementary and middle school aged TCKs.
    [Show full text]
  • Self-Esteem Levels of South Korean Third-Culture Kids
    International Journal of Scientific Research and Engineering Development-– Volume 2 Issue 3, May 2019 Available at www.ijsred.com RESEARCH ARTICLE OPEN ACCESS Self-Esteem Levels of South Korean Third-Culture Kids Does an Individual’s Identity as a Third-Culture Kid Impact His/ Her Self-Esteem Level? ISSN : 2581-7175 ©IJSRED: All Rights are Reserved Page 546 International Journal of Scientific Research and Engineering Development-– Volume 2 Issue 3, May 2019 Available at www.ijsred.com Word Count: 4683 Table of Contents I. Abstract ------------------------------------------------------------------------------------------------- 3 II. Introduction ------------------------------------------------------------------------------------------- 4 III. Literature Review ----------------------------------------------------------------------------------- 5 IV. Methodology --------------------------------------------------------------------------------------- 11 V. Results/ Data Analysis ----------------------------------------------------------------------------- 19 VI. Discussion ------------------------------------------------------------------------------------------ 26 VII. Bibliography -------------------------------------------------------------------------------------- 28 VIII. Appendix I --------------------------------------------------------------------------------------- 30 IX. Appendix II ---------------------------------------------------------------------------------------- 31 X. Appendix III ----------------------------------------------------------------------------------------
    [Show full text]
  • Under Postcolonial Eyes
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln University of Nebraska Press -- Sample Books and Chapters University of Nebraska Press 2013 Under Postcolonial Eyes Efraim Sicher Linda Weinhouse Follow this and additional works at: https://digitalcommons.unl.edu/unpresssamples Sicher, Efraim and Weinhouse, Linda, "Under Postcolonial Eyes" (2013). University of Nebraska Press -- Sample Books and Chapters. 138. https://digitalcommons.unl.edu/unpresssamples/138 This Article is brought to you for free and open access by the University of Nebraska Press at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in University of Nebraska Press -- Sample Books and Chapters by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Under Postcolonial Eyes: Figuring the “jew” in Contemporary British Writing Buy the Book STUDIES IN ANTISEMITISM Vadim Rossman, Russian Intellectual Antisemitism in the Post-Communist Era Anthony D. Kauders, Democratization and the Jews, Munich 1945–1965 Cesare G. DeMichelis, The Non-Existent Manuscript: A Study of the Protocols of the Sages of Zion Robert S. Wistrich, Laboratory for World Destruction: Germans and Jews in Central Europe Graciela Ben-Dror, The Catholic Church and the Jews, Argentina, 1933– 1945 Andrei Oi܈teanu, Inventing the Jew: Antisemitic Stereotypes in Romanian and Other Central-East European Cultures Olaf Blaschke, Offenders or Victims? German Jews and the Causes of Modern Catholic Antisemitism Robert S. Wistrich,
    [Show full text]
  • Asian Third Culture Kids
    1 ASIAN THIRD CULTURE KIDS: A PHENOMENOLOGICAL STUDY OF THE CROSS- CULTURAL IDENTITY OF CHINESE STUDENTS EDUCATED IN A WESTERN-CURRICULUM INTERNATIONAL SCHOOL A doctoral thesis presented by Daniel T. Long In partial fulfillment of the requirements for the degree of Doctor of Education In the field of Teaching, Curriculum, Learning and Leadership College of Professional Studies Northeastern University Boston, Massachusetts Spring, 2016 2 ACKNOWLEDGEMENTS First and foremost, a huge thank you is owed to my family: Missy, Kirsten, Ryan and Avery. Thank you for putting up with my stress and the hours of time when I was too busy. I could not have completed this without your support and love. I would like to thank my chair, Dr. Corliss Brown Thompson for seeing me through the dissertation phase with a great deal of encouragement and direction. Your patience, guidance and knowledge were instrumental and I am sincerely grateful for your help in pushing me to the end. I would also like to thank my thesis committee, Dr. Chris Unger and Dr. Catriona Moran for their insightful comments, challenging questions and encouragement during the defense process. Thank you Chris for always challenging me to think and rethink the deeper aspects of my learning. Thank you Catriona for your support personally and professionally, and even more importantly, your support for the students who are living the identity experience as described in this study. My deepest gratitude and appreciation to Dr. Nena Stracuzzi, my first and favorite professor at Northeastern. Your guidance, wisdom, encouragement, sense of humor and friendship were a big part of my successful completion of this program.
    [Show full text]
  • Third-Culture Students: an Exploratory Study of Transition in the First Year of College
    Messiah University Mosaic Higher Education Faculty Scholarship Higher Education 2010 Third-Culture Students: An Exploratory Study of Transition in the First Year of College Dottie Weigel Messiah College, [email protected] Follow this and additional works at: https://mosaic.messiah.edu/hied_ed Part of the Higher Education Commons Permanent URL: https://mosaic.messiah.edu/hied_ed/10 Recommended Citation Weigel, Dottie, "Third-Culture Students: An Exploratory Study of Transition in the First Year of College" (2010). Higher Education Faculty Scholarship. 10. https://mosaic.messiah.edu/hied_ed/10 Sharpening Intellect | Deepening Christian Faith | Inspiring Action Messiah University is a Christian university of the liberal and applied arts and sciences. Our mission is to educate men and women toward maturity of intellect, character and Christian faith in preparation for lives of service, leadership and reconciliation in church and society. www.Messiah.edu One University Ave. | Mechanicsburg PA 17055 THIRD-CULTURE STUDENTS: AN EXPLORATORY STUDY OF TRANSITION IN THE FIRST YEAR OF COLLEGE By Dorothy S. Weigel Bachelor of Arts King College, 1999 Master of Arts Appalachian State University, 2001 ___________________________________________________________ Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy in Educational Administration, Higher Education College of Education University of South Carolina 2010 Committee Members: Michelle Maher, Ph.D., Dissertation Chair Christian Anderson, Ph.D., Committee Member Katherine Chaddock, Ph.D., Committee Member Barbara Tobolowsky, Ph. D., Committee Member © Copyright by Dorothy S. Weigel, 2010 All Rights Reserved. ii DEDICATION To my husband, Jon. As iron sharpens iron, so one man sharpens another. iii ACKNOWLEDGEMENTS People often ask me why I chose to study third-culture students for my dissertation since I have not personally lived abroad.
    [Show full text]
  • The Jew: Between Victimhood and Complicity, Or How an Army-Dodger and Rootless Cosmopolitan Has Become a Saintly Ogre
    Chapter 4 The Jew: Between Victimhood and Complicity, or How an Army-Dodger and Rootless Cosmopolitan Has Become a Saintly Ogre There has never been and there is no anti-Semitism in the Soviet Union. Alexander Kosygin1 ∵ Introduction It is hardly possible to write about the 1941–1945 conflict between Stalin’s Russia and Hitler’s Germany without mentioning the Jewish experience in a war that, as Kiril Feferman claims, was ‘the Jews’ war’, the Nazis’ principal enemy being Judeo-Bolshevism.2 Indeed, when Germany invaded the USSR in June 1941 Soviet Russia boasted the largest Jewish diaspora in Europe3 and, as in other countries conquered by Hitler’s army, in the German-occupied parts of the USSR Jews became the prime target of Nazi violence. Having been rounded up into ghettos, they were either shot after digging their own graves or, less frequently, transported to concentration or extermination camps. Jews were also the victims of the worst genocide that the Germans carried out on Soviet soil: in September 1941 at Babi Yar, a huge wooded ravine on the out- skirts of Kiev, over thirty-three thousand men, women and children were killed within two days. Yet, in the Soviet context, Jewish wartime history goes beyond the Holocaust, as some half a million Jews fought in both the Red Army and 1 Chairman of the Soviet Council of Ministers 1964–1980. 2 Kiril Feferman, ‘ “The Jews’ War”: Attitudes of Soviet Jewish Soldiers and Officers towards the USSR in 1940–41’, Journal of Slavic Military Studies, 27.4 (2014), 574–90 (p.
    [Show full text]
  • Changing Kenya's Literary Landscape
    CHANGING KENYA’S LITERARY LANDSCAPE CHANGING KENYA’S LITERARY LANDSCAPE Part 2: Past, Present & Future A research paper by Alex Nderitu (www.AlexanderNderitu.com) 09/07/2014 Nairobi, Kenya 1 CHANGING KENYA’S LITERARY LANDSCAPE Contents: 1. Introduction ................................................................................................................... 4 2. Writers in Politics ........................................................................................................ 6 3. A Brief Look at Swahili Literature ....................................................................... 70 - A Taste of Culture - Origins of Kiswahili Lit - Modern Times - The Case for Kiswahili as Africa’s Lingua Franca - Africa the Beautiful 4. JEREMIAH’S WATERS: Why Are So Many Writers Drunkards? ................ 89 5. On Writing ................................................................................................................... 97 - The Greats - The Plot Thickens - Crime & Punishment - Kenyan Scribes 6. Scribbling Rivalry: Writing Families ............................................................... 122 7. Crazy Like a Fox: Humour Writing ................................................................... 128 8. HIGHER LEARNING: Do Universities Kill by Degrees? .............................. 154 - The River Between - Killing Creativity/Entreprenuership - The Importance of Education - Knife to a Gunfight - The Storytelling Gift - The Colour Purple - The Importance of Editors - The Kids are Alright - Kidneys for the King
    [Show full text]
  • Participant List
    Participant List 10/20/2019 8:45:44 AM Category First Name Last Name Position Organization Nationality CSO Jillian Abballe UN Advocacy Officer and Anglican Communion United States Head of Office Ramil Abbasov Chariman of the Managing Spektr Socio-Economic Azerbaijan Board Researches and Development Public Union Babak Abbaszadeh President and Chief Toronto Centre for Global Canada Executive Officer Leadership in Financial Supervision Amr Abdallah Director, Gulf Programs Educaiton for Employment - United States EFE HAGAR ABDELRAHM African affairs & SDGs Unit Maat for Peace, Development Egypt AN Manager and Human Rights Abukar Abdi CEO Juba Foundation Kenya Nabil Abdo MENA Senior Policy Oxfam International Lebanon Advisor Mala Abdulaziz Executive director Swift Relief Foundation Nigeria Maryati Abdullah Director/National Publish What You Pay Indonesia Coordinator Indonesia Yussuf Abdullahi Regional Team Lead Pact Kenya Abdulahi Abdulraheem Executive Director Initiative for Sound Education Nigeria Relationship & Health Muttaqa Abdulra'uf Research Fellow International Trade Union Nigeria Confederation (ITUC) Kehinde Abdulsalam Interfaith Minister Strength in Diversity Nigeria Development Centre, Nigeria Kassim Abdulsalam Zonal Coordinator/Field Strength in Diversity Nigeria Executive Development Centre, Nigeria and Farmers Advocacy and Support Initiative in Nig Shahlo Abdunabizoda Director Jahon Tajikistan Shontaye Abegaz Executive Director International Insitute for Human United States Security Subhashini Abeysinghe Research Director Verite
    [Show full text]
  • Children and Housing Literature Review
    Children and Housing Literature Review by Mengzhu Fu (MA Hons) for the “Children and rental housing” research group of led by Julie Park, Kathryn Scott and Tricia Laing Funded by “Transforming Cites” TRI, University of Auckland, 2014-5 February 2015. Preamble: This overview relates to an annotated research bibliography compiled as part of this project. The bibliography is stored as a RefWorks database on the University of Auckland library databases and is accessible to anyone with a UoA login and can be copied on request to those outside the University. The name and password for this database will be supplied on request. Rather than refer to each of the over 250 references on the database Mengzhu has made an indicative selection in the text. A companion overview essay is also being prepared by Pauline Herbst, based on the methodological literature on research with and by children, also recorded on the RefWorks database. – Julie Park Introduction Housing is considered an important issue for children‟s well-being internationally. This literature review describes the key themes in academic research on children and housing. The most common research questions seek to address the relationship between various aspects of housing and children‟s health, safety and well-being. A key recurring theme is the significance of poverty and inequality that provides the contexts of housing affordability, mobility, quality and location. I reviewed over 200 papers, reports and book chapters from a wide range of countries and topics and categorised the literature thematically. This review is not a comprehensive analysis of the detail of the articles or of the findings, but a description of what kind of research has been done globally in the field of children and housing.
    [Show full text]
  • Third Culture Kids, Their Diversity Beliefs and Their Intercultural Competences
    International Journal of Intercultural Relations 79 (2020) 177–190 Contents lists available at ScienceDirect International Journal of Intercultural Relations journal homepage: www.elsevier.com/locate/ijintrel Third Culture Kids, their diversity beliefs and their intercultural competences Monika F. de Waal a,*, Marise Ph. Born a,b,c, Ursula Brinkmann d, Jona J.F. Frasch a a Erasmus School of Social and Behavioural Sciences, Erasmus University, 3000 DR Rotterdam, the Netherlands b Work- and Personnel Psychology, VU University Amsterdam, the Netherlands c Optentia and Faculty of Economic and Management Sciences North-West University, South Africa d Intercultural Business Improvement, 1217 AS, Hilversum, the Netherlands ARTICLE INFO ABSTRACT Keywords: Positive diversity beliefs are known to increase the effectiveness of diverse groups in organiza­ Third Culture Kids tions and society. Early cross-cultural experiences might facilitate developing these diversity TCKs beliefs. This study examined the relationship between being a third-culture kid (TCK) and one’s Diversity beliefs diversity beliefs, and the possible mediation of this relationship by intercultural competences. Intercultural competences Data came from 1454 respondents, 17–19 years of age, who filled out the Intercultural Readiness Check (IRC) between 2011 and 2016 (49.1 % female, 50.9 % male). 65.0 % of the respondents had specified their nationality as Dutch, and 35.0 % had indicated a different na­ tionality. 550 respondents (37.8 %) had spent one or more years abroad and were thus classified as TCKs. Their diversity beliefs were compared to 904 respondents (62.2 %) who had never lived abroad, and who therefore were classified as non-TCKs. A mediated regression analysis showed that TCKs had higher positive diversity beliefs than non-TCKs, and that this relationship was mediated by the degree to which they had developed specific intercultural competences, being intercultural sensitivity and building commitment.
    [Show full text]