Relevant bibliographies by topics / Third Culture Kid

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Third Culture Kid'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Third Culture Kid"

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Sanfilippo-Schulz, Jessica. "Escaping National Tags and Embracing Diversity: Third Culture Kid Songwriters." Open Cultural Studies 2, no. 1 (April 1, 2018): 11–24. http://dx.doi.org/10.1515/culture-2018-0003.

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Abstract Nowadays, more and more writers cannot be classified according to one single nation. Whereas in Imagined Communities Anderson describes the development of nations and national belongings, in Third Culture Kid (TCK) discourse a central theme is the concept of not belonging to one specific nation or culture (“NatioNILism”). TCKs are individuals who were raised moving from one country to the next due to their parents’ career choices. Not having had a fixed home while growing up, rather than accepting classifications according to nations and cultures, many TCKs prefer to embrace diversity. Antje Rauwerda argues that the fiction of adult TCKs comprises typical features that reflect the consequences of a displaced international childhood and accordingly coins the new literary classification Third Culture Literature. Whereas Rauwerda exclusively analyses novels written by TCKs, this article examines whether the effects of hypermobile international childhoods can be detected in the works of TCK songwriters. By analysing not only the song lyrics of contemporary musicians such as Haikaa, Sinkane and Tanita Tikaram but also the artists’ views regarding issues such as belonging, identity and transience, it will be shown that in the scholarly realm the TCK lens can be expanded to song texts too.
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Alyeksyeyeva, I. "What is Home for a Third Culture Kid?" Studia Linguistica, no. 12 (2018): 9–18. http://dx.doi.org/10.17721/studling2018.12.9-18.

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The article looks into the HOME concept as it is verbalized in discourse of Third Culture Kids (TCKs), a social group defined as people who have spent a considerable period of their developmental years in a culture different from that of their parents’. The topicality of the study rests on the fact that though the sociological research into the TCK phenomenon started in the 1950s, yet it is only in the 21st century that cognitive linguistics, cultural linguistics, socio- and psycholinguistics start to examine this social group. Since current globalization processes have turned workforce migration into a typical feature of modern societies, parents’ mobility exposes more and more children to two or more cultures. As long as children face cultural differences before their identity has been constructed, they have difficulty affiliating with any social group. The analysis of the terms used as synonyms for TCK has revealed that the components of this concept are ‘mobility’ (interpreted either as occasional relocation or as a lifestyle feature), ‘belonging’ (to the whole world rather than a country or region) and future orientation (next generations are expected to be made up largely by TCKs). Regular moves change TCKs’ perception of the most natural human concepts. Thus, the concept HOME becomes quite puzzling and controversial and may be interpreted in a number of ways: from a place where one is currently living to everywhere or nowhere. The HOME concept is vital for one’s self-identification: it gives one a sense of belonging and anchors one emotionally to a place and a community. However, TCKs, well-versed in saying goodbyes, tend to avoid bonding, i,e. strategies aimed at forming close relations, though they acquire a high competence in bridging, i.e. in strategies that deal with overcoming cultural dissimilarities. Understanding a partner’s place identity helps to make their behaviour and their worldview predictable, which turns the ‘Where are you from?’ question into a typical one at the first encounter. It is this very question that is inevitably perceived by TCKs as a challenge, since they are conscious of their vague or peculiar conceptualization of the HOME concept.
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Melles, Elizabeth A., and Jonathan Schwartz. "Does the third culture kid experience predict levels of prejudice?" International Journal of Intercultural Relations 37, no. 2 (March 2013): 260–67. http://dx.doi.org/10.1016/j.ijintrel.2012.08.001.

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Tsz-Kin Chan, Wesley, and Don Harris. "Third-Culture Kid Pilots and Multi-Cultural Identity Effects on Pilots’ Attitudes." Aerospace Medicine and Human Performance 90, no. 12 (December 1, 2019): 1026–33. http://dx.doi.org/10.3357/amhp.5397.2019.

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BACKGROUND: Current attempts to culturally tailor human factors training in aviation segregates cultural identities based on geopolitical, passport nationality, and is therefore poorly suited for (adult) ‘Third Culture Kids’ (TCKs) whose cross-cultural upbringing has led to the development of multicultural individual identities that do not reflect their passport nationalities. In this study, respondents’ self-categorization of personal cultural identity, as opposed to passport nationality, was used to determine whether there were cultural differences in airline pilots’ behaviors.METHOD: A survey with items imported from established scales was distributed to pilots of an international airline to measure pilots’ work values, flight management attitudes, and cultural dimensions, with respondents segregated into Western, TCK, or Asian cultural groups.RESULTS: TCKs shared similar work values with Westerners, were similarly individualistic, had comparable preference for shallow command gradients, were similarly pragmatic in self-evaluation of performance under stress, and both had lower dependency and preference for rules and procedures. TCKs scored in the middle between Westerners and Asians in automation preference attitudes, and on the cultural dimensions of power distance and uncertainty avoidance. TCKs did not share any similarities with Asians at all.DISCUSSION: The results show that TCKs were neither assimilated into a mainstream culture, nor culturally “middle of the pack” as may be expected from their “East meets West” backgrounds. Having identified TCK pilots’ unique values, attitudes, and dimensions, practical implications include changing training design to better suit TCKs’ cultural characteristics and the adaptation of airline management to cater for TCKs’ work values.Chan WT-K, Harris D. Third-culture kid pilots and multi-cultural identity effects on pilots’ attitudes. Aerosp Med Hum Perform. 2019; 90(12):1026–1033.
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Cranston, Sophie. "Self-help and the surfacing of identity: Producing the Third Culture Kid." Emotion, Space and Society 24 (August 2017): 27–33. http://dx.doi.org/10.1016/j.emospa.2017.07.006.

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Fanning, Sean, and Edgar Burns. "How an Antipodean Perspective of International Schooling Challenges Third Culture Kid (TCK) Conceptualisation." Journal of Research in International Education 16, no. 2 (July 24, 2017): 147–63. http://dx.doi.org/10.1177/1475240917722277.

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This article recounts the story of Jack’s primary and secondary schooling career across several countries and eventual relocation and tertiary education in Victoria, Australia. His narrative is described here as an antipodean educational trajectory. What is meant by antipodean education is contrasted to the long established concept of the third culture kid (TCK). There are overlaps in these concepts. The argument is made, however, that Jack’s travelling and multiple education cultural mix gives him a different sense of himself that is not fully accounted for in the TCK literature. Global movement of people for employment and other reasons such as politics, governmental or service professions, continues today, Taking children with working and mobile parents has long been characterised as creating third culture kids who do not belong to either originating or hosting societies. Today, however, it is less the case that this can be adequately described as travel ‘out from’ and ‘back to’ the geo-political centres. This changing socio-cultural reality means re-examining what kinds of educational opportunities and experiences children are exposed to and the effects of these on young people.
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Greenholtz, Joe, and Jean Kim. "The cultural hybridity of Lena: A multi-method case study of a third culture kid." International Journal of Intercultural Relations 33, no. 5 (September 2009): 391–98. http://dx.doi.org/10.1016/j.ijintrel.2009.05.004.

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Kadam, Raavee, Srinivasa Rao, Waheed Kareem Abdul, and Shazi Shah Jabeen. "A comprehensive examination of antecedents of cultural intelligence amongst students." International Journal of Educational Management 34, no. 2 (August 8, 2019): 245–62. http://dx.doi.org/10.1108/ijem-10-2018-0331.

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Purpose The purpose of this paper is to investigate the various antecedents that impact the development of cultural intelligence (CQ) among students. The study also explores how growing up as a third culture kid (TCK) or a monoculture kid (MCK) impacts the relationship between the antecedents and CQ. Design/methodology/approach Using data from 307 students consisting of both TCKs and MCKs, the authors test the direct effects and moderation model amongst the antecedents and CQ. Convenience sampling was employed to choose the participants for the study. Data were collected using a structured questionnaire and administered to the students via e-mail. Findings The results indicated that short-term trips abroad, undertaking a cross-cultural management course, local culture proficiency, watching films from other cultures, language of work proficiency, having friends from other cultures and interaction with people from different nationalities had a significant effect on CQ. Practical implications This study provides a list of variables that facilitate the development of intercultural competence amongst students, which can be used as a base by academic institutions to develop various courses, classroom activities and university programs. Also, classifying students as TCKs and MCKs helps us understand which CQ antecedents are more important for which category of students. Originality/value This is one of the first studies on antecedents of CQ, which explores the impact of being a TCK or MCK on the development of students’ CQ.
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Kramlich, Deborah, and Alessandra Romano. "Leveraging (the potential of) the multiethnic classroom: Using the constructs of cultural humility and safety to provide belonging for Cross Cultural Kid (CCK) refugees." EDUCATIONAL REFLECTIVE PRACTICES, no. 1 (August 2020): 146–78. http://dx.doi.org/10.3280/erp2020-001008.

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In today's age of globalization and mobility, children are impacted as they cross cultures, languages, and school systems. For the privileged this can be seen as a glamorous lifestyle; for the refugee and displaced person this move has more negative consequences. Both of these groups share both positive and negative characteristics as a result of growing up among cultures. In the 1950s Ruth Useem first referred to these children as Third Culture Kids (TCKs) who grew up in a cross-section of two cultures. This term was then expanded to Cross Culture Kids (CCKs); a subset of which includes children of refugees and migrants. This article offers a brief overview of the concept of Cross Culture Kids and research from studies conducted with this unique group of children. Educational practices and methods of interventions are considered in light of the particular needs of CCK refugees in the Italian context in order to facilitate cultural humility and inclusive processes in multiethnic and multicultural schools.
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Benjamin, Saija, and Arniika Kuusisto. "Analytical and Methodological Considerations for the Use of Social Categories in Identity Research." International Journal of Bias, Identity and Diversities in Education 1, no. 1 (January 2016): 13–27. http://dx.doi.org/10.4018/ijbide.2016010102.

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This paper examines the limitations of measuring identities as based on pre-selected categories, such as ‘immigrant' or ‘Third Culture Kid', within which the individuals are placed according to particular criteria. Simplified, etic categories fail to mirror the complex identifications of the contemporary individual and strengthen essentialism related to ethnicities, cultures and religions. This paper discusses the problematic related to categorization at both analytical and methodological levels. The need for critical reflection on the use of social categories to portray identities is highlighted in general. The adequacy of surveys to measure and examine identities is questioned in particular. This paper illustrates the need to approach identities from emic-etic perspectives and multiple angles in order to grasp a more multilayered view into the complex nature of identity.
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Dissertations / Theses on the topic "Third Culture Kid"

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Williams, Tamara Lynn. "Third route kids : a new way of conceptualizing the adult third culture kid experience." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/43936.

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The current conceptualization of Adult Third Culture Kids (TCKs) is challenged and reconceptualised as Third Route Kids (TRKs) through both an extensive analysis of the current literature on TCKs and through an ethnographic study of four adult TCKs. The study involved utilizing thematic analysis of focus groups with four TCKs. Six themes were identified: The Problematics of Being Asked Where You are From, Relationship with Self, Relationship with Others, Relationship with Society, TCK Culture, and Global Awareness. These findings are integrated with current research on TCKs. They also challenge the current conceptualization of culture and cultural sensitivity that is utilized in counselling psychology. Suggestions for future research are also made.
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Koolash, Rebecka, and Henrik Wu. "Life Stories of Swedish Third Culture Kids- Belonging and Identity." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21049.

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Svenska Third Culture Kid (Tredje Kultur Barn) påverkas vardagligen utav deraserfarenheter av att leva i olika världar. När TCKs återvänder till Sverige söker de eftersvar på vem de är och var de tillhör. Denna uppsats undersöker effekterna av att växaupp i olika kulturer i relation till identitet och tillhörighet. Syftet är att förstå hur TCKsuppfattar sig själva och deras identitet och hur detta påverkar deras känsla avtillhörighet. Den här uppsatsen är baserad på multipla fallstudier som undersökerlivshistorier från elva TCKs som alla levt utomlands och nu har återvänt till Sverige.Studien är baserad på befintlig litteratur om TCKs och Vuxna Tredje Kultur Barn(ATCKs), där vi sedan behandlar problem som känsla av tillhörighet och identitet, därvi diskuterar nationalism, hemmet, traditioner och språket. Första-hands informationsamlades ihop dels genom ett frågeformulär och dels genom att semi-struktureradedjupintervjuer utfördes. Sedan länkades tillgänglig litteratur och TCKs’ personligaerfarenheter ihop och utvecklades. Resultatet av vår undersökning är att tillhörighet fören TCK är att veta vem de är som en unik person och de finner en känsla av hem i derasrelation med familj och vänner snarare än en plats.
Everyday lives of Swedish Third Culture Kids (TCK) are characterized by theirexperiences of living among worlds. As the Swedish TCKs return to Sweden they try tofind a sense of who they are and where they belong. This thesis examines the effects ofgrowing up among cultures in connection to identity and belonging. The purpose is tounderstand how TCKs perceive themselves and their identity and how this affects theirsense of belonging. The thesis is based on a multiple case study, which examines thelife stories of eleven TCKs who all have lived abroad and now returned to Sweden. Theresearch design was based on a review of the literature on TCKs and Adult ThirdCulture Kids (ATCKs), covering issues such as sense of belonging and identity. Withinthis context we discuss; nationalism, home, traditions and language. First hand datawere gathered through a questionnaire and in-depth semi-structured interviews wereconducted. Later links between the available literature and the personal experiences ofthe TCKs’ were developed. The result of our research is that belonging for a TCK is toknow who they are as a unique person and they find a sense of home in theirrelationships with family and friends rather than a place.
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Carruthers, Clive Alexander. "Les Nomades globaux : langue d'instruction et société; étude sur certains Nomades globaux scolarisés dans des établissements francophones lorsqu’ils vivaient à l’étranger." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34489.

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Depuis les années 1950, des chercheurs comme Useem, Pollock, Van Reken et d’autres se sont interrogés sur le sujet des enfants qui ont grandi dans plusieurs pays. Cependant, la grande majorité de ce corpus vise les enfants ayant été scolarisés dans des établissements anglophones même s’il existe de nombreux établissements francophones hors la France. Ce projet vise cette population. Nous nous sommes demandés s’ils faisaient partie d’une double minorité, premièrement la minorité de Nomades Globaux (NG) mais dans cette population s’ils faisant partie d’une minorité francophone de NG. Pour ce faire, nous avons conduit des entrevues semi-structurées avec 12 participants en utilisant un cadre théorique construit autour de l’habitus de Pierre Bourdieu. Bien que nous ne puissions tirer de conclusions générales, il semble que ces NG ne se sentent pas comme faisant partie d’une double minorité.
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Triebel, Christian James. "A Third Culture Kid theology : constructing Trinity, Christ, and believers' identity in liminality in dialogue with Nozomu Miyahira, Emil Brunner, and Thomas F. Torrance." Thesis, King's College London (University of London), 2016. https://kclpure.kcl.ac.uk/portal/en/theses/a-third-culture-kid-theology(40fa30e1-a646-4990-a2ff-029d946a2ccc).html.

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This dissertation seeks to present a constructive theology from the perspective of Third Culture Kids (TCKs). TCKs are persons who, due to their parents’ occupation, have spent a significant time of their developmental years outside of their parents’ home culture. While taking part in their parents’ home culture (first culture) and host culture (second culture), their sense of belonging tends to be with others of a similar background (third culture). TCKs, shaped by high mobility and cross-cultural experience, often have a sense of living betwixt and between different worlds and carry with them questions of identity and belonging. This research proposes a theological answer to TCKs’ questions of identity and belonging. First, the potential role of faith in the development of TCKs identity is examined. Faith provides TCKs with an internal locus of integrity and facilitates the consolidation of a fragmented identity on a higher level. Second, key concepts for understanding the experience of TCKs are identified to serve as themes with which to construct a meaningful theology for TCKs. Transculturality, liminality, non-place, liquid modernity, and constructive marginality and mediation are identified as relevant concepts capable of capturing the experience of feeling both at home everywhere and nowhere. Third, having identified key themes for a TCK theology, three areas of theology are addressed to propose a vision of Christianity capable of resonating with TCKs. The doctrine of the Trinity, the doctrine of the person of Christ, and the doctrine of salvation and human identity in God are contextualized utilizing Nozomu Miyahira’s theology of ‘betweenness’, Emil Brunner’s doctrine of the identity-bestowing ‘Gott-zum-Menschen-hin’, and ‘mediation’ in the theology of Thomas F. Torrance. Each doctrine is reformulated in terms of liminality, non-place, liquidity, and mediation in order to present a coherent theology TCKs can recognize themselves in and identify with.
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Espinetti, Gretchen L. "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." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1300914837.

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KHATOON, RABEYA. "Whirling Hybrids: A Dichotomy Of Belonging." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5892.

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Migration is a phenomenon wherein individuals relocate from one country to another, albeit temporarily or permanently, for numerous reasons. The State of Qatar is a highly diverse nation with a large population of foreign residents. According to Priya D’Souza, as of 2017, 60 percent of the resident population in Qatar are from South Asia. Growing up in this environment, third culture kids develop a unique, hybrid culture through experiencing multiple cultures. This research investigates a dichotomy of belonging from the perspective of South Asians in Qatar. A series of hybridized spinning tops were produced in collaboration with a South Asian artisan. These hybridized artifacts are infused with sensory materials in order to elicit an emotive response, engage memory, and celebrate the merging of diverse cultures.
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Wilson, Jennifer L. "Family Variables in the Cultural and Psychological Adjustment of Third Culture Kids." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84302/.

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Third culture kids are children raised in globally mobile families who have left their culture of origin to reside in a host culture. As this relocation occurs during childhood, the child combines the values, traditions, and norms of both cultures thereby creating a third culture, a unique culture created by the parent’s integration of the home culture, the host culture, and the domains of the organizational culture. Emotional Stability was found to mediate the relationship between family of origin Expression and Composite distress. Though this was the only hypothesized model that was supported, other interesting findings include that when participants were categorized by industry, statistically significant differences were found between Military, Missions, and the Other group on all of the scales. These differences are likely due to a cohort effect, given that the military family mean age was as much as twenty years higher than the other groups.
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Günther, Susanne, Levke Heitmann, and Sibylla Kukuck. "Third Culture Kids? Auslandsentsendung mit Kindern und Jugendlichen." Thesis, Universitätsbibliothek Chemnitz, 2006. http://nbn-resolving.de/urn:nbn:de:swb:ch1-200600739.

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Die Arbeit untersucht die langfristigen Auswirkungen von Auslandsaufenthalten im Kindesalter. Das Interesse richtet sich auf die Frage, welche Rolle der Auslandsaufenthalt für die Identität im Erwachsenenalter spielt. Zu diesem Zweck wurden qualitative Interviews mit Erwachsenen geführt, die in ihren Entwicklungsjahren durch den Umzug von ihrem Ursprungsland in ein fremdes Land – und wieder zurück – Transitionserfahrungen gemacht haben.
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Bennett, Nicole Mazzo. "The Repatriation Experiences of American Third Culture Kids." Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/12.

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American families moving abroad are often informed of the initial difficulties they will encounter as residents in a new culture; however, they may not recognize the possible subsequent effects on their children, when returning home to their native cultures during the repatriation process. The children who experience the effect of living in a new culture and eventually repatriating are known as Third Culture Kids (TCK). As globalization and expatriate populations increase, it is important that society becomes aware of the Third Culture community. This qualitative research study focused on analyzing the repatriation transition process of four Adult Third Culture Kids (ATCK) and explored the relationship between their emotional intelligence and their third culture and repatriating experiences. This dissertation provides a profile for what type of citizen a TCK may become upon repatriation. Framed within a narrative inquiry approach this study utilized the Listening Guide method of analysis in order to capture the participants’ final narrative portraits. Storied themes emerged from the final narratives providing evidence for this research study’s five main conclusions: (a) home is not defined by one physical location, (b) assimilation and repatriation do not equate, (c) emotional intelligence may be a factor in repatriation success, (d) Third Culture experiences influence civic engagement, and (e) there is one incident that is perceived as signifying the completion of repatriation. These findings offer a new perspective of the repatriating experience and provide insight for families entering the expatriate culture and returning home.
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Yamada, Joey. "Examining the Cross-Cultural Differences in Affect Valuation: Whites, East Asians, and Third Culture Kids." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1750.

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This paper explores the cross-cultural differences in affect valuation, emotion regulation, and the relationship between affect valuation, emotion regulation and subjective well-being across White Americans, Asians, and Third Culture Kids (TCKs). Emotional experiences shape every facet of our lives, yet understanding the extent to which emotional experiences are universal is still poorly understood. This is particularly the case among individuals with diverse cultural experiences. In the current study, we look at TCK individuals, a group composed of White-identifying individuals who spent a significant time of their childhood in East Asian countries. Through a questionnaire that was distributed via email and word of mouth, participants (N = 239) were asked to complete five surveys that included a subjective well-being scale, the affect valuation index, an emotion regulation questionnaire, an interpersonal emotion regulation questionnaire, and a set of scenarios that tested the individual’s tendency to feel a duty to themselves or to others. This study found that the Asian group significantly valued low arousal emotions more so than European Americans or the TCK individuals. TCKs were most likely to feel a strong sense of duty to help others.
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Books on the topic "Third Culture Kid"

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Nelson, D. L. Murder in Geneva: A third-culture kid mystery. Waterville, Me: Five Star, 2012.

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Nelson, D. L. Murder in Argelès: A third-culture kid mystery. Waterville, Me: Five Star, 2011.

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Murder in Caleb's Landing: A third-culture kid mystery. Waterville, Me: Five Star, 2010.

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Van Reken, Ruth E., 1945-., ed. The third culture kid experience: Growing up among worlds. London: Nicolas Brealey Publishing, 2001.

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Pollock, David C. Third culture kids: Growing up among worlds. Boston: Nicholas Brealey Pub., 2009.

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Van Reken, Ruth E., 1945-, ed. Third culture kids: Growing up among worlds. Boston: Nicholas Brealey Pub., 2009.

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Migration, diversity, and education: Beyond third culture kids. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2015.

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Pollock, David C. Third culture kids: The experience of growing up among worlds. Boston: Nicholas Brealey Pub., 2009.

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Writing out of limbo: International childhoods, global nomads and third culture kids. Newcastle upon Tyne, UK: Cambridge Scholars Pub., 2011.

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Nelson, D. L. Murder in Paris: A Third-Culture kid mystery. 2013.

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Book chapters on the topic "Third Culture Kid"

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Selmer, Jan, Yvonne McNulty, and Jakob Lauring. "Third Culture Kids." In The Routledge Companion to Talent Management, 331–44. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781315474687-26.

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Cason, Rachel. "Third Culture Kids and paradoxical cosmopolitanism." In Routledge International Handbook of Cosmopolitanism Studies, 177–85. Second Edition. | New York : Routledge, 2018. | Series: Routledge international handbooks | Previous edition: 2012.: Routledge, 2018. http://dx.doi.org/10.4324/9781351028905-16.

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Picton, Oliver, and Sarah Urquhart. "Third Culture Kids and Experiences of Places." In Research Handbook on Childhoodnature, 1575–600. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-67286-1_85.

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Picton, Oliver, and Sarah Urquhart. "Third Culture Kids and Experiences of Places." In Handbook of Comparative Studies on Community Colleges and Global Counterparts, 1–25. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-51949-4_85-1.

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Triebel, Christian. "Non-Place Kids? Marc Augé’s Non-Place and Third Culture Kids." In Migration, Diversity, and Education, 87–101. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137524669_5.

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Velliaris, Donna. "Conceptualizing Four Ecological Influences on Contemporary ‘Third Culture Kids”." In Migration, Diversity, and Education, 36–58. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137524669_3.

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Tanu, Danau. "Toward an Interdisciplinary Analysis of the Diversity of “Third Culture Kids”." In Migration, Diversity, and Education, 13–35. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137524669_2.

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Fanøe, Esther Sofie, and Giuseppina Marsico. "Identity and Belonging in Third Culture Kids: Alterity and Values in Focus." In Cultural Psychology of Education, 87–102. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70506-4_5.

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Trqbka, Agnieszka. "Experiences of Polish and American Third Culture Kids in a Comparative Perspective." In Migration, Diversity, and Education, 187–208. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137524669_10.

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McNulty, Yvonne, and Margaret Anne Carter. "Do international school staff receive professional development training about third culture kids (TCKs)?" In Routledge International Handbook of Schools and Schooling in Asia, 280–92. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: The Routledge international handbook series: Routledge, 2018. http://dx.doi.org/10.4324/9781315694382-26.

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Conference papers on the topic "Third Culture Kid"

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D'Agata, Rosario, and Simona Gozzo. "#immigrants project: the on-line perception of integration." In CARMA 2020 - 3rd International Conference on Advanced Research Methods and Analytics. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/carma2020.2020.11655.

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This paper analyses the content of Twitter’s comments during the period covering the last European elections. "#immigrants" is the extraction’s keyword in different national languages. With the exception of English and French, whose extraction would be misleading, all of the other languages have been chosen to catch the geographical area of reference. We made sure to extract at least two sentences for each Welfare area. Once the data have been extracted, three different strategies have been used. The first one, dealing with both a qualitative and a quantitative assessment; the second one, analysing automatically the content of the top 10 extracted tweets during the reference period and the third one based on network analysis. Through a deep analysis of the content, three clusters have been identified: the first one dealing with the cultural risks of multiculturalism; the second one (social risks) dealing with the fear of migrants stealing job vacancies and the third one dealing with economic risks. A deep network analysis of Italian and Spanish contexts follows. What emerges is that: communication is extremely heterogeneous; in Italy there unique and duplicated edges prevails; in Spain there are more groups than in Italy, more themes covered and different kind of users and nets.
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Bayrak Kök, Sabahat, and Esvet Mert. "Construction of Social Value in Entrepreneurship: Social Entrepreneurship." In International Conference on Eurasian Economies. Eurasian Economists Association, 2016. http://dx.doi.org/10.36880/c07.01514.

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We believe that income divide among countries due to globalization, growing poorness and increasing unemployment aroused a necessity for social values to create on economical base. In this context arising economical and social issues bring some new responsibilities upon international institutions, governments, NGO’s, and firms. Social entrepreneurship concept is among these responsibilities. This concept is particularly important for firms that are placed in intersection of private and third sector and other institutions adopting market-based methods. Social entrepreneurism that focusing on social missions affect all the decisions how to capture and evaluate opportunities in all the dimensions of life. Social entrepreneurs who are motivated by social bearings rather than solely making profits are present in social and cultural aspects of life in addition to presence in the market. In this study social entrepreneurism producing more economic and social value than its traditional counterpart is about to be examined in Turkish context with two awarded cases. First is SineMASAL (Cine-Tale) social entrepreneurship that aims to embrace all the rural kids with artistic fields including the cinema. This entrepreneurship particularly aims to provide country kids who have limited access to social and economical life with some opportunities that would help them to have a better future, at least to support them having a positive attitude towards potentialities. Another one is the e-Hastam (My e-Patient) entrepreneurship that matches physicians and patients on virtual platform where everybody could benefit from actual health information and activities.
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Shamanna, Jayashree, and Gabriel Fuentes. "Preserving What? Design Strategies for a Post-Revolutionary Cuba." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.30.

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The Cuban Revolution’s neglect of Havana (as part of a broader socialist project) simultaneously ruined and preserved its architectural and urban fabric. On one hand, Havana is crumbling, its fifty-plus year lack of maintenance inscribed on its cracked, decayed surfaces and the voids where buildings once stood; on the other, its formal urban fabric—its scale, dimensions, proportions, contrasts, continuities, solid/void relationships, rhythms, public spaces, and landscapes—remain intact. A free-market Cuba, while inevitable, leaves the city vulnerable to unsustainable urban development. And while many anticipate preservation, restoration, and urban development—particularly of Havana’s historic core (La Habana Vieja)—”business as usual” preservation practices resist rampant (read: neoliberal) development primarily through narrow strategies of exclusion (where, what, how, and why not to build), museumizing Havana as “a city frozen in time.”Seeking a third option at the intersection of this socialist/capitalist divide, this paper describes 4 student projects from THE CUBA STUDIO, a collaborative Integrative Urban Studio at Marywood University’s School of Architecture. Over the course of 16 weeks, students in THE CUBA STUDIO speculated urban futures for a post-revolutionary Havana–strategizing ways of preserving Havana’s architectural and urban fabric in the face of an emerging political and economic shift that is opening, albeit gradually, Cuba to global market forces. And rather than submitting to these forces, the work critically engages them toward socio-cultural ends. Some driving questions were: What kind of spatial politics do we deploy while retrofitting Havana? How will the social, political, and economic changes of an “open” Cuba affect Havana’s urban fabric? What role does preservation play? For that matter, what does preservation really mean and by what criteria are sites included in the preservation frame? What relationships are there (or could there be) between preservation, tourism, infrastructure, education, housing, and public space? In the process, students established systematic research agendas to reveal opportunities for integrated“soft” and “hard” interventions (i.e. siting and programing), constructing ecologies across a range of disciplinary territories including (but not limited to): architecture, urban design, historic preservation/ restoration, art, landscape urbanism, infrastructure,science + technology, economics, sustainability, urban policy, sociology, and cultural/political theory. An explicit goal of the studio was to expand and leverage“preservation” (as an idea, a discipline, and a practice) toward flexible and inclusive design strategies that frame precise architectural interventions at a range of temporal and geographic scales.
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