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Saudi Third Culture Kids: a Phenomenological Case Study Of SAUDI THIRD CULTURE KIDS: A PHENOMENOLOGICAL CASE STUDY OF SAUDIS’ ACCULTURATION IN A NORTHEAST OHIO ELEMENTARY SCHOOL A Dissertation Presented to The Graduate Faculty of The University of Akron In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Huda Fuad Bajamal (May, 2017) SAUDI THIRD CULTURE KIDS: APHENOMENOLOGICAL CASE STUDY OF SAUDIS’ ACCULTURATION IN A NORTHEAST OHIO ELEMENTARY SCHOOL Huda Fuad Bajamal Dissertation Approved: Accepted: _________________________________ _________________________________ Advisor Interim Department Chair Dr. Gary M. Holliday Dr. Susan G. Clark _________________________________ _________________________________ Committee Member Interim Dean of the College Dr. Xin Liang Dr. Susan G. Clark _________________________________ _________________________________ Committee Member Interim Dean of the Graduate School Dr. Lisa A. Lenhart Dr. Chand Midha _________________________________ _________________________________ Committee Member Date Dr. Lynn Kline _________________________________ Dr. Renee Mudrey-Camino ii ABSTRACT Purpose: This research aims to explore the lived experience of Saudi “third culture kids” (TCKs) and how those children, as well as their parents and teachers, describe their experiences as children growing up between different cultures. Method: This research applies a phenomenological multiple case studies to a sample of three children aged (7- 10) years, three parents, and three homeroom teachers. Data is collected from the participants as follows: questionnaire and open-ended one-on-one interviews with parents, a photo-elicitation along with open-ended interview with children, and written interview with teachers. Having multiple perspectives is intended to manifest the essence of the experience of acculturation of Saudi third culture kids and to illustrate how these children identify themselves and make meaning of their experience and the role of their parents and teachers in cultural adaptation. Results: The findings showed that Saudi TCKs have positive cultural adaptation during their lived experience, developing their identities as Saudis Muslims and Arab with developing bicultural perspective. Roles of Saudi parents and American teachers as they enhance cultural adaptation are discussed. Recommendations and implications of the research are provided. Keywords: Third culture kids, TCK, cross-cultural kids, acculturation, Saudis in the U.S, Saudi children, Muslims, Arabs, childhood, cultural identity, adaptation. iii DEDICATION To third culture kids who identify “the self” from different perspective to who dive between two worlds I am still panting I am still between here and there It is not about a pink ribbon or a doll It is about how to be a part of all Memories are silent but breathing I cannot find a home in my reading Something invites me to the crowd To be brave and proud Something excuses me for being silent it pushes me as an anti-magnet I am still between here and there Maybe as a flying bird or as a fragment in the air Huda Bajamal (Fall 2014) iv ACKNOWLEDGEMENTS In the journey of life, four transitions have generated passion, love and wondering into my life, to their voices, tears, laughing, noise, and challenge that they have brought to my world, thank you! I am a mother of wonderful four third culture kids, Juri, Yazan, Maan, and Kadi. You all have started my journey, my inquiry, and my questions. What an amazing experience I have had to be a mother of four stories and four hearts living the lives from different perspectives. To my husband Omar, to the spirit and the partner of the journey. To the one who made me cry to face my first challenge, for ordering pizza during my first day in the US. To the one who threw me in the ocean to learn how to survive. To the one who has tried to relieve the nights and hours of trying, falling, giving up, and helping me to stand again. To the one who never put me down. Thank you for your understanding and love. We will continue to dream more and succeed forever. To the sun and the moon of my life, my parents. To the hands that have never stopped praying for me. To your eyes, I am honored to give you my success and my effort for 8 years. I have done nothing without your unconditional love and support. Always thanks for hearts that never put me down, have believed in me, and have shared my moments of weakness and giving up. And again, who have shares my happiness and v passion of success. I have always heard your strong voices in my side, whispering “you will do it”! To my chair, Dr. Gary Holliday. Nothing is more important than respect and knowledge, and you provided me both, thank you. Thank you for making my journey such a great experience. I will never forget your support and appreciation that have strengthened me to grow and stay determined. To my committee, Dr. Xin Liang, Dr. Lisa A. Lenhart, Dr. Lynn Kline, and Dr. Renee Mudrey-Camino, thank you for being a valuable part of my journey. I am so lucky to have such a group of great and kind scholars. My sister and brothers: Haytham, Najwa, Yasser, and Hattan, thank you for being there, sharing my success. I have never stopped being proud of you, my love for you all. To my friends, to those who have always been around. Thank you all. You have strengthened me to be a better person, to prove myself, and to grow and learn. To the young participants of this research, Sami, Sara, and Ali, thank you! Your stories honored my work and your voices added a spirit to my dissertation. I wish all the good for you, little three third culture kids. To parents and teachers who participated in this research, thank you from my heart. Words that come from the heart reach the heart. Your contributions made my dream a story of success. Thank you for the hearts that you opened and the doors that welcomed me. vi To all people who prayed for me, may God bless you. Good people make good memories, so I have a lot of good memories through this journey. vii TABLE OF CONTENTS Page LIST OF FIGURES ......................................................................................................... xii LIST OF TABLES .......................................................................................................... xiii CHAPTER I. INTRODUCTION ............................................................................................................1 Background of the Problem .....................................................................................6 Purpose and Questions of the Study ........................................................................9 Significance of the Study .......................................................................................10 Subjectivity Statement ...........................................................................................15 Theoretical Framework ..........................................................................................18 Ecological Systems Theory....................................................................................18 Multiple Worlds Theories ......................................................................................22 Acculturation Development Model ........................................................................23 Personal Epistemology...........................................................................................25 Summary............. ...................................................................................................28 II. REVIEW OF THE LITERATURE ...............................................................................29 Middle Childhood ..................................................................................................31 Development of Social Knowledge and Identification ..........................................38 Acculturation Groups .............................................................................................45 viii Cross-Cultural Kids ...............................................................................................47 Third Culture Kids .................................................................................................48 Characteristics of Third Culture Kids ....................................................................53 Overview of Acculturation ....................................................................................62 Developmental Perspective of Acculturation ........................................................70 Acculturation Strategies .........................................................................................77 Perspectives about Berry’s Acculturation Model ..................................................78 Levels of Acculturation..........................................................................................82 Acculturation of Children ......................................................................................83 Acculturation of Arabs and Muslims .....................................................................85 Acculturation between Family Context and School Context .................................91 Acculturation of Third Culture Kids ......................................................................96 Children of Muslim Immigrants and Saudi Third Culture Kids ..........................101 Overview of Literature about Saudi International Students ................................104 Summary ..............................................................................................................111
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