THE THIRD CULTURE KID (TCK) EXPERIENCE: ADULT-TCKS’ REFLECTIONS ON THEIR MULTICULTURAL CHILDHOOD, ITS IMPACT ON STUDENT-TEACHER RELATIONSHIPS IN U.S. CLASSROOMS AND THEIR RECOMMENDATIONS FOR MULTICULTURAL TEACHER EDUCATION IN THE UNITED STATES A dissertation submitted to the Kent State University College and Graduate School of Education, Health, and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy by Gretchen L. Espinetti May 2011 © Copyright 2011 by Gretchen L. Espinetti All Rights Reserved ii A dissertation written by Gretchen L. Espinetti B.S., American International College, 1977 M.A., The George Washington University, 1982 Ph.D., Kent State University, 2010 Approved by __________________________________, Director, Doctoral Dissertation Committee Vilma Seeberg __________________________________, Member, Doctoral Dissertation Committee Kenneth Cushner __________________________________, Member, Doctoral Dissertation Committee Elizabeth W. Brooks Accepted by __________________________________, Director, School of Foundations, Leadership Shawn M. Fitzgerald & Administration __________________________________, Dean, College and Graduate School of Daniel F. Mahony Education, Health, and Human Services iii ESPINETTI, GRETCHEN L., Ph.D., May 2011 FOUNDATIONS, LEADERSHIP AND ADMINISTRATION THE THIRD CULTURE KID (TCK) EXPERIENCE: ADULT-TCKS’ REFLECTIONS ON THEIR MULTICULTURAL CHILDHOOD, ITS IMPACT ON STUDENT-TEACHER RELATIONSHIPS IN U.S. CLASSROOMS AND THEIR RECOMMENDATIONS FOR MULTICULTURAL TEACHER EDUCATION IN THE UNITED STATES (189 pp.) Director of Dissertation: Vilma Seeberg, Ph.D. The purpose of this qualitative study was to understand, describe, interpret, and query about the third culture kid (TCK) phenomenon through the research participants’ (TCK) lived experiences and the interplay of this TCK lived experience and acculturation with their student-teacher relationships in U.S. classrooms. This study intended to provide knowledge for all educators so they can become more culturally responsive in their work with diverse learners in U.S. schooling. The present study was grounded in the hermeneutic phenomenological tradition, using collective case study methodology and in-depth interviews. Based on the Adult-TCKs’ recall of their lived experiences, the researcher and research participants collectively made recommendations for U.S. multicultural teacher education and the preparation of all teachers for working with this growing population of learners, third culture children, in U.S. classrooms and schools. ACKNOWLEDGMENTS Thank you God, for leading me down this path more than 25 years ago and guiding me to realize that TCKs would become my incentive for lifelong learning, searching for answers to my questions that I needed to share with other educators. Thank you Jack, my companion in life, for journeying with me along this path and supporting my lifetime dream and achievement. Thank you to my immediate family and global friends, for your love and support, especially throughout this challenging and rewarding personal and professional journey. Thank you to Drs. Vilma Seeberg, Kenneth Cushner, and Bette Brooks, my doctoral committee, for your guidance throughout my professional life at Kent State University and particularly during this dissertation marathon. Thank you to my dearest friends Annie and Cynthia, and colleagues, Betsy, Linda, Nancy, Lisa, Gina and Joan, who have faithfully encouraged me to finish this lifetime goal. And thank you to my editors, Cheryl and Sharon, for your gentle feedback and expertise. Thank you to Adult-TCKs for telling your stories so the world can truly know the lives that you have lived and what brilliant gifts you are to the world, true “GEMs!” iv DEDICATION This research study is dedicated to my son, Enrique, who is now an Adult-TCK. Thank you for entering my life with such zest during a terrific typhoon in Okinawa and for giving me so much joy as I have watched you grow and develop through the years. You are not only an incredible, internationally-focused young man, but also a well-informed global citizen. My hope for you is that you will continue to be a global educational mediator (GEM) who is not only willing, but will also continue your strong desire to help inform and change lives for a more peaceful, respectful, integrated world. v TABLE OF CONTENTS Page ACKNOWLEDGMENTS ................................................................................................. iv DEDICATION .....................................................................................................................v CHAPTER I. BACKGROUND .......................................................................................................... 1 Introduction ............................................................................................................. 1 Statement of Problem .............................................................................................. 3 Statement of Purpose .............................................................................................. 8 Research Questions ............................................................................................... 11 Significance (Need) of the Study .......................................................................... 11 Summary ............................................................................................................... 13 II. REVIEW OF THE LITERATURE ............................................................................. 15 Overview ............................................................................................................... 15 Description of Terms ............................................................................................ 16 Third Culture Kids (TCKs) ............................................................................ 17 Adult Third Culture Kids (A-TCKs) ............................................................. 17 Cross-Cultural Kids (CCKs) .......................................................................... 17 Global Nomads (GNs) ................................................................................... 18 The TCK Phenomenon: Unique Complexities ..................................................... 19 Theoretical Framework of the Study: An Interplay of the TCK Lived Experience and Acculturation With Student-Teacher Relationships in U.S. Classrooms and Schools ....................................................................................... 24 Acculturation (Immersion in Cultures) .......................................................... 25 Student-Teacher Relationships ...................................................................... 30 Multicultural Teacher Education .......................................................................... 35 Migration in the Context of Globalization ............................................................ 41 Summary ............................................................................................................... 43 III. DESIGN OF THE STUDY AND METHODOLOGY ............................................... 44 Introduction ........................................................................................................... 44 Design Theory ....................................................................................................... 45 Hermeneutic Phenomenological Inquiry and Interpretation .......................... 46 Case Study Methodology ............................................................................... 49 Discussion of Adult Memories of Key Life Events ....................................... 51 Research Questions ............................................................................................... 53 Selection of Research Participants ........................................................................ 54 Procedures ............................................................................................................. 56 vi Data Collection ..................................................................................................... 58 Using the Data and Data Analysis ........................................................................ 61 Trustworthiness in the Study ................................................................................ 64 Summary ............................................................................................................... 66 IV. USING THE DATA FROM THE CASE FINDINGS AND ANALYSIS ................. 68 Overview on Using the Data and Data Analysis .................................................. 68 Facet One: Contexts of the TCK Experiences by Participant ............................... 73 AM—North Carolina to the Pacific and Turkey ........................................... 73 BM—Kansas to Wales and Japan.................................................................. 74 EE—Pacific to the United States ................................................................... 75 TW—Puerto Rico to New York .................................................................... 76 Commonalities Across the Four Participants ................................................ 77 Facet Two: Details of the TCK Experiences ........................................................ 79 AM’s TCK Life ............................................................................................. 79 BM’s TCK Life .............................................................................................