To see the other types of publications on this topic, follow the link: Third Culture Kid.
Dissertations / Theses on the topic 'Third Culture Kid'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 35 dissertations / theses for your research on the topic 'Third Culture Kid.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full text
6
KHATOON, RABEYA. "Whirling Hybrids: A Dichotomy Of Belonging." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5892.
Full textAbstract:
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.
7
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/.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
Bennett, Nicole Mazzo. "The Repatriation Experiences of American Third Culture Kids." Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/12.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Rameker, Vicki Cheryl Yap. "Resilience among third culture kids attending an international school." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/1806/.
Full text
12
Liwen, J. (Jiang). "Adult third culture kids and their intercultural learning and competence." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201606042307.
Full textAbstract:
Due to globalization, there are more and more families are bringing their children abroad due to different reasons (Cockburn 2002, 475–476). Third culture kids (TCKs) have gradually become well known to people and the society. The aim of this research is to discuss TCKs’ intercultural learning and competence during their significant years of development and what this experience means to them in terms of their educational and career choices.
This is a qualitative research based on semi-structured interviews collected from six adult third culture kids (ATCKs). The theoretical framework lies under the study of intercultural learning and competence. Intercultural learning as transformative learning and informal learning are discussed and different models of intercultural competence are also presented in the theoretical framework. Narrative research has been chosen for the methodological approach of this study. The main findings of this research show that the intercultural learning and competence of ATCKs was characterized by the following three themes: Constructing different values and worldviews by living abroad; having no fear to new things and learning from feeling uncomfortable; and the increased ability to build social relationships and learning from others. Regarding the educational choices, the ATCKs I interviewed tended to continue their studies in their passport countries which they were more familiar with. However, their career choices were affected by a desire to learn more from living abroad. The findings of this study may be beneficial for teachers, parents, TCKs and many others who are interested in TCKs intercultural learning and competence.
13
Cason, Rachel May. "'Third culture kids' : migration narratives on belonging, identity and place." Thesis, Keele University, 2015. http://eprints.keele.ac.uk/1029/.
Full textAbstract:
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”.
14
com, rosalea cameron@gmail, and Rosalea Cameron. "The ecology of Third Culture Kids:The experiences of Australasian adults." Murdoch University, 2003. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20041014.111617.
Full textAbstract:
The ecology of human development has been shown to be different for different cultures and sub-cultures within a particular culture, and to play a significant part in shaping the outcome traits or character profile exhibited by individuals who experience a given ecology. This is the case for members of that sub-culture of children who spend childhood years abroad; who expect to eventually repatriate to their passport country.
Those who experience the phenomenon have been called Third Culture Kids or TCKs, and the outcome profile for those with a North American background has been identified. However, no literature on children in the Australasian context exists. A progressive naturalistic study, using both qualitative and quantitative methodology, was undertaken providing foundational data on the experience of adult Australasians (Australians and New Zealanders) who had experienced such a childhood ecology. The Australasian self-reported reflections were compared with descriptions of the North American and international experience presented in existing literature. Further, accepted models of human development were merged and adapted to produce a TCK-specific model of human development. This model was a significant product of this research project.
Components of particular importance to development that nurtured the outcome profile traits were identified and represented in the model. The study incorporated three phases: phase 1 involved the in-depth interview of 3 respondents who had experienced the TCK ecology on three different continents, phase 2 involved data collection on the demographics of the broader Australasian TCK population asking questions about family choices, education, and career trajectories (N=50), and phase 3 collected in-depth descriptions of the childhood TCK ecology through voluntary response to an extensive written survey and asked for comparison with the imagined alternative ecology had respondents remained in their passport country (N=45). In both phases 1 and 3 respondents were asked to describe character traits they believed they manifested as a direct result of immersion in the TCK ecology and then suggest traits they might otherwise have manifested had the imagined alternative ecology been the nurturing environment. Tabulation of the emerging data allowed comparison and contrast with the North American outcome profile traits that have been described in literature. In both tabulations many outcome profile traits were identified as being in polar contrast with each other; the TCK could manifest either or both of the apparently opposing traits.
Manifestation was dependent upon the immediate context within which the TCK was functioning. There was shown to be a significant overlap in the outcome profile for Australasians and North Americans. However, in this study Australasians presented stronger in their self-report of altered relational patterns and traits related to resourcefulness and practical abilities than was described in the North American literature. In comparing outcome profile traits of the real TCK ecology and those that were associated with the imagined alternative ecology respondents reported that they would have been more confident and more socially competent, but less tolerant and less globally aware had they been raised in the passport country. The self-reported outcome traits or profile were linked to the developmental ecology by exploring the processes and tensions that were at work. It was shown that dynamic tensions emerged and increased in valence as the individual gradually developed polarised traits that manifested according to engagement in the multiple contexts the TCK was required to manage. The results of this study have implications for those who deploy families abroad, as well as those who educate, and nurture the social potential of TCKs. This study has served to extend understanding of the phenomenon at the international level and laid a foundation for specific understanding of the Australasian context.
15
Cameron, Rosalea. "The ecology of "third culture kids" : the experiences of Australasian adults /." Cameron, Rosalea (2003) The ecology of third culture kids: the experiences of Australasian adults. PhD thesis, Murdoch University, 2003. http://researchrepository.murdoch.edu.au/498/.
Full textAbstract:
The ecology of human development has been shown to be different for different cultures and sub-cultures within a particular culture, and to play a significant part in shaping the outcome traits or character profile exhibited by individuals who experience a given ecology. This is the case for members of that sub-culture of children who spend childhood years abroad; who expect to eventually repatriate to their passport country.
Those who experience the phenomenon have been called Third Culture Kids or TCKs, and the outcome profile for those with a North American background has been identified. However, no literature on children in the Australasian context exists. A progressive naturalistic study, using both qualitative and quantitative methodology, was undertaken providing foundational data on the experience of adult Australasians (Australians and New Zealanders) who had experienced such a childhood ecology. The Australasian self-reported reflections were compared with descriptions of the North American and international experience presented in existing literature. Further, accepted models of human development were merged and adapted to produce a TCK-specific model of human development. This model was a significant product of this research project.
Components of particular importance to development that nurtured the outcome profile traits were identified and represented in the model. The study incorporated three phases: phase 1 involved the in-depth interview of 3 respondents who had experienced the TCK ecology on three different continents, phase 2 involved data collection on the demographics of the broader Australasian TCK population asking questions about family choices, education, and career trajectories (N=50), and phase 3 collected in-depth descriptions of the childhood TCK ecology through voluntary response to an extensive written survey and asked for comparison with the imagined alternative ecology had respondents remained in their passport country (N=45). In both phases 1 and 3 respondents were asked to describe character traits they believed they manifested as a direct result of immersion in the TCK ecology and then suggest traits they might otherwise have manifested had the imagined alternative ecology been the nurturing environment. Tabulation of the emerging data allowed comparison and contrast with the North American outcome profile traits that have been described in literature. In both tabulations many outcome profile traits were identified as being in polar contrast with each other; the TCK could manifest either or both of the apparently opposing traits.
Manifestation was dependent upon the immediate context within which the TCK was functioning. There was shown to be a significant overlap in the outcome profile for Australasians and North Americans. However, in this study Australasians presented stronger in their self-report of altered relational patterns and traits related to resourcefulness and practical abilities than was described in the North American literature. In comparing outcome profile traits of the real TCK ecology and those that were associated with the imagined alternative ecology respondents reported that they would have been more confident and more socially competent, but less tolerant and less globally aware had they been raised in the passport country. The self-reported outcome traits or profile were linked to the developmental ecology by exploring the processes and tensions that were at work. It was shown that dynamic tensions emerged and increased in valence as the individual gradually developed polarised traits that manifested according to engagement in the multiple contexts the TCK was required to manage. The results of this study have implications for those who deploy families abroad, as well as those who educate, and nurture the social potential of TCKs. This study has served to extend understanding of the phenomenon at the international level and laid a foundation for specific understanding of the Australasian context.
16
Kron, Lisa. "Kulturell identitetsutveckling i ett globalt perspektiv : några adult third culture kids berättar." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-9164.
Full textAbstract:
Med ett ökat antal multinationella företag med anställda från hela världen ökar också antalet barn som under sin uppväxt flyttar runt i olika länder, third culture kids. Uppsatsen syftar till och vill belysa hur det kan vara att växa upp i flera olika länder och hur man ser på sin egen kulturella identitetsutveckling. Identitetsutveckling är något alla går igenom. Forskning visar att om man under uppväxten ofta byter kulturellt sammanhang kan det en extra utmaning speciellt när det gäller att utveckla sin kulturella identitet. Fyra personer intervjuades om deras uppväxt och upplevelser som TKC. Uppsatsen presenterar deras berättelser och tillsammans med tidigare forskning syftar de till att ge en bild av hur det kan vara att växa upp i främmande kulturer men också hur den kulturella identiteten ifrågasätts när man som ung vuxen återvänder till sitt passland. De två teman i analysen har varit reverse Cultural shock och identitet.
17
Hoersting, Raquel Carvalho. "No place to call home: Cultural homelessness, self-esteem and cross-cultural identities." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc10991/.
Full textAbstract:
The study examined relations between a cross-cultural geographically mobile childhood and adult cultural identity, attachment to cross-cultural identities (CCIs) and self-esteem. CCIs are loosely defined identities (e.g., third culture kids [TCKs], military brats, missionary kids) that describe some individuals' childhood cross-cultural experience. The 475 participants spent at least two years before age 18 in a culture different from their parents' and completed an online survey including childhood cross-cultural experiences, Cultural Homelessness Criteria, Rosenberg Self-esteem Scale, and Self Label Identity Measure (SLIM) that captured strength of affirmation, belonging and commitment to any CCI. Cultural homelessness (CH) was related to lower self-esteem; higher SLIM scores was related to higher self-esteem and lower CH. TCKs reported lower self-esteem than non-TCKs and older participants experienced less CH and higher self-esteem. SLIM scores buffered the CH-self-esteem relationship, whereas a TCK CCI and having more cross-culturally experienced social networks did not.
18
Emenike, Nkechi Winifred. "Third culture indigenous kids in Nigeria : neo-colonial tensions and conflicts of identity." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:14524.
Full textAbstract:
This thesis investigates neo-colonial tensions and conflicts of identity of indigenous students attending international schools in Nigeria. Nigeria is not an exception to the countries with growing numbers of international schools. Their educational provisions are characteristically in the style of western systems of education and their agendas are different from those of local systems. The increasing growth in the numbers of international schools is seen to correspond with the spread of neo-liberal globalisation. Although the schools claim to provide education with an international global perspective, they are also argued to be closely aligned with the principles of globalisation as it relates to neo-colonialism. In the past, the children of globally mobile workers formed the majority of the student body but in recent times, the population has changed considerably to include more enrolment of indigenous students. As this trend is set to continue, it is important to consider issues associated with indigenous student experiences in the international school. Through the voices of students, teachers and parents and an exploration of the virtual context of international schools in Nigeria, this study examines this phenomenon with a view to understanding the issues existing in the context of the students’ experiences and how they make meaning of them to negotiate their identities. The findings suggest that the students are negotiating their identities within a set of contradictions and complexities which lead them to experience a conflict of identities. A model was developed from the emergent themes that maps the sources and nature of conflicts that indigenous students experience in the context of their schooling experiences. The model can be used as a heuristic device to understand the contexts within which indigenous students attending international schools negotiate their identities as TCIKS - Third Culture Indigenous Kids.
19
Dellos, Ryan. "Exploring the Experiences and Effects of International School Changes of ‘Third Culture Kids’." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/119.
Full textAbstract:
This qualitative phenomenological study was conducted in order to better understand the multiple multicultural educational experiences TCKs have as a result of their unwanted/unpredictable international moves. The transcendental approach included semistructured face-to-face interviews based on a questionnaire with 12 TCK students at an international school in Korea. Students were asked to share their emotional, academic, and social experiences. The three research questions underpinning the questionnaire were: What are the emotional experiences of TCK high school students at a Korean international school who had multiple school disruptions? What are the academic experiences of TCK high school students at a Korean international school who had multiple school disruptions? What are the social experiences of TCK high school students at a Korean international school who had multiple school disruptions? The participants had attended at least three different schools K-12 and had attended schools in at least two different countries.
Results revealed that although TCKs are fearful of moving to a new school in a new country they are excited about the new experiences they will have as they transition to a new place and new school. Academically, the International Baccalaureate Programme is the curriculum TCKs prefer and find the most suitable to their international experiences. The most unique experiences TCKs face moving from one school to another in a different country revolve around relationships. The most difficult part about moving is leaving friends and family behind. While TCKs moving to a new school in a new country face complex challenges forming close relationships, they are open-minded and are able to relate to people from a variety of different backgrounds and nationalities.
20
LaBass, Crystal. "Resilience in Relation to Consistency in Self-Concept in Adult Third Culture Kids (ATCKs)." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1435774160.
Full text
21
Repo, L. (Leo). "Here’s Rode the laiskimus laiskimus:heteroglossic resources and translanguaging in the communication of third culture kids." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201711303230.
Full textAbstract:
The focus of this pro gradu thesis is on observing situations of flexible language use and heteroglossic resources within the spoken language of third culture children in Namibia. The study was conducted as qualitative research and the method used for analyzing the data was by observing the languaging habits of the participants in the video material. The research material includes self-recorded video and audio material for the use of which written consent has been received. The participants’ names have been changed to protect the anonymity of the subjects. The analysis is focused on the communication methods of the children in the family. The theory is based upon modern theories on heteroglossia and translanguaging, but will also take into consideration more traditional viewpoints on bilingualism and code-switching. The concepts of heteroglossia and translanguaging will allow for an analysis of the material that is not restricted by traditional linguistic boundaries and will also take into consideration the culture and identity of the participants. The results of this thesis can be used to understand the situations in which switching between different languages happens and the outlying social and cultural factors affecting the use of multilingual repertoire. I have come to the conclusion that language use is not only a factor of linguistics but the linguistic decisions often mirror the identity or social status of the speaker. The speakers often make the decision to use a certain language in a way that fits their identity, culture and the social constructs surrounding them. The results of this thesis will provide some insight on why code-switching happens and how flexible language use can be seen as something that provides an opportunity for fluent self-expression through diverse use of an individual’s linguistic repertoire, and not as something that reflects linguistic competenceTämän opinnäytetyön tarkoituksena on havainnoida joustavan kielenkäytön tilanteita ja heteroglossisten resurssien käyttöä Namibiassa asuvien lähetyslasten puhutussa kielessä. Painopisteenä on keskittyä tilanteisiin, joissa kieltä vaihdetaan huomioiden samalla mahdolliset kulttuuriset ja yhteiskunnalliset tekijät, jotka vaikuttavat kielen vaihtumiseen. Tutkimus toteutetaan kvalitatiivisena tutkimuksena ja tietojen analysoimiseen käytettynä menetelmänä toimi havainnointi osanottajien kielellisistä valinnoista ja resursseista videomateriaaleissa. Tutkimusaineistoon kuuluivat äänitetyt video- ja äänimateriaalit, joiden käyttämiseen on saatu kirjallinen suostumus. Videomateriaali keskittyy perheen lasten viestintämenetelmiin ja osallistujien nimet on muutettu henkilöiden nimettömyyden suojelemiseksi. Tutkimuksen teoria perustuu heteroglossisten resurssien ja joustavan kielenkäytön nykyaikaisiin teorioihin, kuitenkin huomioiden myös perinteisemmät näkemykset kaksikielisyydestä ja kielenkäytöstä. Heteroglossia käsitteenä mahdollistaa aineiston analysoimisen tavalla, jota ei rajoita perinteiset kielelliset rajat. Tämä mahdollistaa samalla myös osanottajien kulttuurin ja identiteetin huomioimisen. Tämän opinnäytetyön tuloksia voidaan hyödyntää, kun pyritään ymmärtämään kielellisiin valintoihin vaikuttavia kulttuurisia ja sosiaalisia tekijöitä. Kielelliset valinnat eivät liity vain kielitieteeseen, sillä valinnoillaan puhuja voi osoittaa kuuluvansa tiettyyn kulttuuriin, ryhmään tai omaksuvansa tietynlaisen identiteetin. Puhujat tekevät usein päätöksen käyttää tiettyä kieltä tavalla, joka sopii heidän identiteettiinsä, kulttuuriinsa ja ympäröivään sosiaaliseen rakenteeseen. Tämän opinnäytetyön tulokset tuovat lisäarvoa sille, miksi kieltä useimmiten vaihdetaan ja kuinka joustavaa kielenkäyttöä voidaan pitää asiana, joka tarjoaa mahdollisuuden sujuvaan itseilmaisuun ja uusien kielien oppimiseen
22
Lindqvist, Caroline. "En litteraturstudie kring relationen språk, kultur och identitet som bakgrund till hur lärandet sker i det sociala samspelet." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-20276.
Full textAbstract:
Denna systematiska litteraturstudie behandlar ämnet modersmål eller som det också kallas heritage language. Syftet är att med hjälp av diverse vetenskapliga artiklar komma fram till vilken roll språket spelar i en individs utveckling. Detta anses vara viktigt då man i lärarutbildningen ofta lyfter fram den enskilda individen i ett klassrum och det är då viktigt att skapa en förståelse för de ungdomar i dagens Sverige som har ett annat heritage langauge än just svenskan. Artiklarna visar att de ungdomar som fått lära sig sitt heritage language känner en koppling till sin kultur medan de som inte har fått möjlighet till det känner att de saknar något. Genom sådana resultat har man därför kunnat komma fram till att inte bara finns det en stark koppling mellan ens språk, kultur och identitet men att den också är mycket viktig.
23
Bajamal, Huda Fuad. "Saudi third culture kids: A phenomenological case study of Saudis' acculturation in a Northeast Ohio elementary school." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1490145541205146.
Full text
24
Whyte, Sarah Jane. "Thinking about our feelings : a pedagogical innovation centred on the skills of emotional intelligence with Third Culture Kids." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3332.
Full textAbstract:
This thesis explores through a case study approach how an intervention based on the skills of emotional intelligence affects Third Culture Kids at a British school in Asia. In comparison to peers growing up in their home country, Third Culture Kids face challenges during their formative years presented by high mobility and exposure to a range of cultures. At the school studied, issues with high mobility and high levels of transition seem to manifest themselves in exclusion and a lack of empathy between peers. In the absence of established support networks, extended families and external agencies, members of staff at the expatriate school studied generally feel an increased responsibility towards their pupils and their pupils’ families. In view of this, an intervention based on the competencies of emotional intelligence was investigated as an option for providing social and emotional support for pupils in this context. A Year 5 class, aged 9–10, completed activities from a bespoke intervention based on four competencies of emotional intelligence from the Six Seconds model. Pre-intervention and post-intervention data was collected from the pupils. Quantitative data was generated from the Self Description Questionnaire and the Six Seconds Emotional Intelligence–Youth Version questionnaire. Qualitative data was collected from a supported reading comprehension task, observations of drama and problem-solving activities and post-intervention interviews of teachers and pupils. The results indicate a positive impact of the intervention on the class, particularly on children’s relationships with peers. This would support the notion that the skills of emotional intelligence can be taught and learned. It became apparent that my innovative pedagogy created a classroom culture of inclusion, kindness and respect, as well as building resilience. It was very difficult to isolate the intervention results from my pedagogy. The findings further suggest teachers have limited knowledge of the skills of emotional intelligence, and that pupils place value upon pastoral systems that their teachers value. This thesis connects existing views and models in a new way. Methodological contributions include considering the effect of the individual pedagogy upon an intervention and conducting rigorous classroom research.
25
Yalcin, Hidayet. "En studie om upplevelser och erfaranheter vid en svensk skola utomlands." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-243267.
Full textAbstract:
Fler och fler barn flyttar utomlands på grund av föräldrars arbete. Många av de flyttar med sina föräldrar i tidigt ålder och förflyttningen sker under hela barn- och ungdosåren.. Av den anledningen ligger intresset i att undersöka detta fenomen. Syftet me denna studie var att undersöka svenska elever som av olika anledningar studerar på svenska skolan utomlands och framförallt undersöka de bakomliggande faktorer vid val av skola och erfarenheter på den svenska skolan bortom Sveriges gränser. Under denna undersökning befann jag mig på plats vid en skandinavisk skola i Europa. Den metod som användes under studien var halvstrukturerad intervjuguide med den fenomenografiska ansatsen. Sammanlagt intervjuades fem elever med olika skolbakgrunder. Utgångspunkten för resultat och analys har utgått från att dela in materialet i olika kategorier för att beskriva fenomenet som ter sig på olika sätt för varje individ. Dessa beskrivnings kategoriner innehåller underordnade kategorier som presenteras under kapitlett resultat och analys. De skilda överordnade beskrivningskategorierna är elevers upplevda motiv till att läsa vid skandinavisk skolan, elevers erfarenheter vid att läsa vid en skandinavisk skola, elevers erfarenheter samt attityder till livet som utlandssvenk och integration. Diskussionen innehåller material från empirin som framställs med tidigare forskning.
26
McClellan, Felicity Jane. ""You don't really have friends, you have acquaintances" : exploring the experience of friendship for 'adult third culture kids' from the UK : an interpretative phenomenological analysis." Thesis, University of East London, 2011. http://roar.uel.ac.uk/1865/.
Full textAbstract:
As globalisation increases more families than ever are relocating from their passport countries for periods of temporary employment overseas. This has resulted in an increasing number of young people being raised in overseas locations. These young people are collectively referred to as Third Culture Kids (TCK) their adult counterparts are Adult Third Culture Kids (ATCKs). They are different from immigrants, as they do not expect to permanently settle in the location in which they have been residing. This lack of permanence has been criticised for engendering a variety of difficulties that TCKs and ATCKs must face. Of interest to this study was the observation that TCKs experience various difficulties with their friend relationships. This is problematic, as friendship has been found to be crucial to indicators of well-being such as happiness, and longevity. An interpretative phenomenological analysis of Adult Third Culture Kids’ experiences of friendship was undertaken. Eight ATCKs from the UK, three men and five women, were interviewed using a semi-structured interview schedule. Analysis revealed that participants’ experience of friendship was situated in various themes. These included: the challenges of friendship; multiple identities in response to friendship; the psychological impact of friendship; and valued characteristics of friendship. Each theme was comprised of various subordinate themes that facilitated further understanding of the super ordinate theme. The findings were discussed with reference to the TCK literature and a wider review of psychological theory. Particular attention was given to the discussion of attachment theory, as this underscored several of the findings related to the Superordinate theme, the psychological impact of friendship; particularly the finding that ATCKs experience anxiety in friendships, report negative views of self and others and reveal a lack of strong attachments to their peers. In addition identity theory was also utilised in the discussion as the findings indicated a high salience of identity issues for ATCKs in relation to their friendship experiences, reflected in the theme, multiple identities in response to friendship. The implications for clinical practice were considered. These included suggestions for working with ATCKs who present with difficulties in their friend relationships, by exploring their history of loss, their anxiety about friend relationships and the meaning attached to becoming involved in peer relationships. Suggestions were also made for therapists to explore the ATCKs sense of self in terms of negative thoughts about self and other, including being ‘English/British’ or forming relationships with ‘English/British’ peers.
27
Lackey, Karen Michelle. "American and Canadian Parents' Perceptions of Virtual Education: A Case Study of K-12 Students Living in Saudi Arabia." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538745/.
Full textAbstract:
This exploratory study investigates how American and Canadian parents living in Saudi Arabia perceive enrolling their children in an online virtual school. This research is relevant to North Americans living and working overseas and how these parents access educational opportunities for their children. North American parents living in Saudi Arabia with children have limited local educational options. If parents decided not to enroll their child in traditional private local international education, alternatives include boarding school, homeschool, or online school. Of the surveyed participants, 68% of parents had enrolled their children in online education or expressed interest in enrolling their children in online education but many lack information and knowledge about online education. A qualitative study analyzed participants in semi-structured interviews. Besides academic satisfaction, the most common reasons for alternative education are the lack of available competitive sports and the arts, including theatre and music. Four themes emerged from the data. Parent satisfaction about their children's education shifts from positive to negative around 8th or 9th grade. Parents are, in general, unwilling to take a risk on an unproven online school. Local private international schools are the focal point of extra-curricular activities and social events, but families lack connections and a supportive environment within the local Saudi Arabian community. Overall, parents do view full-time online education as a viable option for K-12 education; however, perhaps not for their children. Though standalone online classes, within a traditional face-to-face school, was received positively by many families.
28
"Communication Strategies Contributing to the Positive Identities of Third Culture Kids: An Intercultural Communication Perspective on Identity." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.38529.
Full textAbstract:
abstract: This study aims to deepen the understanding of how Third Culture Kids (TCKs) receive and maintain long-term perceptions of positive identity. The literature review surveys bodies of research related to Third Culture Kids, intercultural communication conceptions of identity, and communication strategies of identity management. The research framework is a response to Martin and Nakayama’s (2010) call for a dialectical approach to the study of intercultural communication, and reflects an interpretive/critical/activist dialectic paradigm.
This qualitative multi-method research project gathered survey, interview, and visual data through online platforms. Participants were TCKs over age 40 who self-selected as having a positive identity. A modified grounded analysis revealed several key findings connected to agency development, choice making, communication filters, and framing of positivity. Factors contributing to characteristics of a positive identity included sending organization, total number and frequency of moves, and degrees of difference among their cultural contexts.Dissertation/Thesis
Doctoral Dissertation Communication 2016
29
Hsu, Chih-Jen, and 許至仁. "Career Choice Process and Adaptability of Third Culture Kids." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/68712021089420328015.
Full textAbstract:
碩士國立臺灣師範大學
國際人力資源發展研究所
101
As both the result and the catalyst for globalization, third culture kids (TCKS) are a rapidly growing population. Their in-depth and prolonged exposure to a second, third, or more cultures outside that of their passport country during their formative years has a great impact on their lives. Through these cross-cultural experiences, they are molded and shaped to have certain characteristics as a result of their cultural blend. The TCK experience is one that provides them with rich material for learning on the one hand, and one which may bring confusion on the other. Paradoxes are common themes in many aspects of the TCK experience. This qualitative research is intended to explore the experiences of TCKs and how these experiences and what they have learned through these experiences shape their career choices and affect their subsequent adaptation to the workplace. When making career-related choices, TCKs do have particular considerations that appear to relate back to their unique experiences. These considerations include the desire for autonomy and control in their jobs, who works around them (colleagues and supervisors), variety in the job content, and opportunity for growth and development. In the study, many participants speak about their level of adaptability and confidence, and their sense of responsibility and trustworthiness. They have a broadened perspective, and often act as a bridge or mediator between people. Their experiences often give them more access to resources and as a result, they may be prone to develop multiple interests. In this research, many participants are good at handling a large number of relationships, but sometimes find it hard to have depth in individual relationships. Finally, the results show that different participants feel differently concerning their hybrid identity. Letting go, reaching out to others, observing others, and letting others fully express themselves before making a judgment are some strategies that TCKs employ to help them adapt in the workplace. Keywords: TCK (Third Culture Kids), career choice, workplace adaptation, Kolb’s Experiential Learning Model
30
Downey, Dana Leigh. "Identity, mobility, and marginality : counseling third culture kids in college." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5574.
Full textAbstract:
The number of Americans living abroad currently is estimated at over four million, with over 37,000 matriculating into U.S. universities each year. If the social media giant Facebook were a country, it would be third largest in the world, with over 300 million users outside of America. The trajectory of our society is increasingly global. Amidst this shift, there is a unique multicultural subpopulation emerging-- Third Culture Kids (TCK), who experience a collision of cultures and form hybrid identities in the course of their development. TCKs are more specifically when a person spends a significant part of their developmental years outside their parents’ culture. The TCK takes on pieces of each culture, while never fully ‘belonging’ to any. They are most at home around others of a similar transient background. This report synthesizes research about globally mobile populations from across disciples, highlighting grief and ambiguous losses, acculturation stresses, and identity development. Potential implications for the college campus— at institutional and individual levels— will be discussed. This overview of current research and resources equips college counselors with a frame of reference for engaging this third culture in a holistic and contextualized manner.text
31
Sellers, Elizabeth D. "Exploration of themes evolving from the experiences of third culture kids." 2011. http://liblink.bsu.edu/uhtbin/catkey/1653354.
Full textAbstract:
The purpose of this study was to explore how living outside of the passport country during the developmental years affected the experiences of adult Third Culture Kids (TCKs). Individual interviews were conducted with 15 adult TCKs who had lived at least one year outside of their passport country prior to age 18 and had returned to their passport country for at least one year. They were asked questions about how their experiences living outside of their passport country affected them.
Data analyzed from the interviews generated 13 themes: (a) broader understanding of the world and the differences of people, (b) developing a support system of genuine relationships based on support and understanding, (c) development of an identity that integrates experiences and cultures, (d) feeling misunderstood, isolated, and different, (e) experience resulted in opportunities and skills sets that are not traditional in the passport country, (f) challenges of returning to the passport country, (g) internal struggles in relating to others and developing effective coping skills, (h) ability to negotiate change and a lack of fear of change, (i) difference in understanding of wealth and financial management, (j) view experience as positive and life-changing, (k) challenges in adjusting to a different culture, (l) variation in relationships with family, and (m) desire to travel and be in other places. These themes and their repeating ideas generated a grounded theory about the experiences of TCKs. This theory represents the relationships between the themes and the research questions. The theory consisted of six elements: (a) development of a global perspective, (b) affirmation of the complexity of relationships, (c) struggle to achieve cultural efficacy, (d) confirmation of the value of the
experience, (e) challenge of acculturation, and (f) change as a source of achieving equilibrium.
Findings from this study demonstrated that the experience of growing up outside of the passport country during the developmental years was perceived as a valuable and beneficial experience that significantly affected the participants. The results also identified challenges of the TCK experience and the influences these had in participants’ lives. Research and practice implications are presented. Results of this study may assist mental health professionals to understand the term TCK and the challenges with which they may present for treatment.Department of Counseling Psychology and Guidance Services
32
Zilber, Ettie. "Perceptions of children of international school educators : an exploratory study of third culture kids /." Diss., 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3167091.
Full text
33
Molteno, Louise. "Understanding the potential of adult “third culture kids” as talents in multi-national corporations." Thesis, 2014. http://hdl.handle.net/10210/12497.
Full textAbstract:
M.Phil. (Personal and Professional Leadership)Globalisation has dramatically impacted the way business is conducted. As business becomes more global, there is a growing need for employees, especially managers, with the right skillset to be successful in this international environment. Given the scarcity of internationally skilled employees, companies will have to look at new sources of potential talent. “Adult third culture kids” (ATCKs) are such a source of talent, as they have already acquired some of the skills necessary to be successful internationally, because of the way they had grown up. It appears, however, that ATCKs are an untapped talent source. The purpose of this study was to explore the perceptions of managers within multi-national corporations (MNCs) regarding the potential of ATCKs as a source of talent. The study aimed to establish if awareness existed within MNCs of the ATCK phenomenon, and to explore some of the reasons for the apparent under-utilisation of this source of talent. A qualitative approach with a case study design was chosen to answer the research question, as this was deemed the best method to obtain an in-depth understanding of the perceptions within MNCs of the potential of ATCKs. Five research participants from five different MNCs were identified, based on their expertise in human resource management (HRM). Data were collected by means of individual, semi-structured interviews and supporting field notes. Thematic analysis was employed to analyse this data. Three dominant themes pertaining to the research question were identified. The findings of the research revealed that there is limited awareness of ATCKs within the MNCs selected for this study. Research participants acknowledged the characteristic skillset of ATCKs to be a valuable asset to their organisations. Possible reasons for the under-utilisation of this source of talent are the limited awareness of the ATCK phenomenon and the lack of knowledge of the actual contribution of ATCKs in the workplace.
34
Branco, Lidiane da Silveira Vaz. "Jovens em movimento: os TCKs e a formação da identidade pessoal en contexto transnacional." Master's thesis, 2012. http://hdl.handle.net/10451/7030.
Full textAbstract:
Tese de mestrado, Antropologia Social e Cultural, 2012, Instituto de Ciências Sociais, Universidade de LisboaNesta dissertação debato questões relacionadas com o processo de formação da pessoa e o sentimento de pertença entre jovens que crescem num contexto familiar de grande mobilidade transnacional, resultante da inserção de seus pais em profissões altamente qualificadas – como as de diplomata, militares em escalões mais altos, embaixadores ou mesmo missionários – e que por isso participam e ao mesmo tempo contribuem para o que chamamos de cultura transnacional e/ou “terceira cultura”. A dissertação propõe-se enquadrar a vivência do que Ruth Useem cunhou como Third Culture Kids (TCKs), explorando teorias sobre cultura, identidade e transnacionalismo que iluminam a formação da identidade pessoal desta elite social, com particular referência aos trabalhos de Ulf Hannerz e as alianças possíveis e úteis entre as reflexões deste autor e os estudos sobre a formação da pessoa de Christina Toren. Partindo de um estudo exploratório realizado entre jovens residentes atualmente em Lisboa/Cascais, fundamentado em três estudos de caso, reflito sobre os dilemas vividos por estes jovens e seu enquadramento familiar. Mostro neste texto que em alguns casos estes jovens e seus pais ganham consciência da existência de um modelo hegemónico que valoriza a criação de “raízes” em locais específicos, ao mesmo tempo em que utilizam redes de relacionamentos desterritorializadas para construírem suas identidades. O estudo aqui apresentado contribui, assim, para o debate sobre as questões territoriais, a mobilidade e a identidade pessoal tão discutidas nas últimas décadas na Antropologia.
In this dissertation I discuss issues related to the personhood and belonging among young people who grow up in transnational mobility, resulting from being children of highly-skilled professional occupations parents – such as diplomats, higher-rank military personnel, ambassadors or even missionaries. These young people participate and at the same time contribute to what we call a transnational culture and/or "third culture". The dissertation aims to frame the experience of what Ruth Useem coined as Third Culture Kids (TCKs), exploring theories about culture, identity and transnationalism that illuminate the construction of personal identity among this social elite. I will focus particularly in the work of Ulf Hannerz, also proposing useful connections of his approach to identity and transnational culture to the theory about personhood by Christina Toren. Starting from an exploratory study based on three case studies conducted among young residents currently in Lisbon/Cascais, this dissertation considers the dilemmas lived by these young people in their family environment. I show that in some cases these young people and their parents become aware of the existence of a hegemonic model that values the creation of "roots" in specific locations, while using social networks to build their deterritorialized identities. The study presented here thus contributes to the debate on territorial issues, mobility and personal identity that have been thoroughly discussed in Anthropology in recent decades.
35
Bester, Dierdré. "Opvoedkundig-sielkundige ondersoek na derdekultuur-kinders in Suid-Afrika." Thesis, 2011. http://hdl.handle.net/10500/5313.
Full textAbstract:
Text in AfrikaansHierdie studie handel oor derdekultuur-kinders in Suid-Afrika met die fokus daarop om die fenomeen aan ouers, kinders, onderwysers, sielkundiges en ander belangstellendes bekend te stel. Derdekultuur-kinders is die term wat geskep is om kinders te benoem wat vir 'n tydperk tydens hulle ontwikkelingsjare saam met hulle ouers in die buiteland deurbring en hul daar vestig, maar weer na hul vaderland terugkeer. 'n Derdekultuur word geskep indien die kinders dele van hul ouers se kultuur en dele van die kultuur van die gasheerland integreer ten einde geredelik in die gasheerland te funksioneer. Die probleem ontstaan egter wanneer hierdie kinders na hul vaderland terugkeer, aangesien hulle dan nie meer binne hul portuurgroep inpas nie. Die aantal derdekultuur-kinders in Suid-Afrikaanse konteks het sedert 1994 met rasse skrede vermeerder, aangesien al hoe meer internasionale maatskappye Suid-Afrikaners in die buiteland in diens neem en Suid-Afrikaanse ambassades in bykans elke land in die wêreld gevestig is. Die tendens om gesinne saam op die internasionale plasing te neem, veroorsaak dat kinders in verskeie lande gevestig word en in hierdie tydperk aan 'n internasionale en bevoorregte leefwyse blootgestel word. In hierdie studie word 'n literatuurstudie onderneem om die profiel van derdekultuur-kinders, hul kulturele identiteitsvorming en omgekeerde kultuurskok met hul terugkeer na hul land van oorsprong, te ondersoek. 'n Empiriese studie is onderneem om te bepaal tot watter mate die profiele en omgekeerde kultuurskok waaraan Suid-Afrikaanse derdekultuur-kinders blootgestel word, vergelyk met dié soos beskryf in die literatuurstudie. Op grond van die inligting verkry uit vraelyste en individuele onderhoudvoering, en inligting verkry uit die literatuurstudie, is riglyne vir 'n hulpprogram saamgestel waarmee ouers hulle derdekultuur-kinders tydens hulle terugkeer na Suid-Afrika kan ondersteun. Terapeute sonder internasionale ondervinding sal ook hierdie hulpprogram nuttig kan vind. Die studie bevestig dat: * die profiel van Suid-Afrikaanse derdekultuur-kinders grootliks met dié van ander lande ooreenstem; * Suid-Afrikaanse derdekultuur-kinders problematiese her-aanpassing by hul terugkeer na hul paspoortland ondervind; * ouers en terapeute bemagtig moet word om derdekultuur-kinders met hul heraanpassingsprobleme te ondersteun.
This study deals with Third Culture Kids in South Africa, focusing on introducing the phenomenon to parents, children, teachers, psychologists and other concerned parties. “Third Culture Kids” is the term used to describe children who have spent a number of their developmental years with their parents abroad, after which they return to their country of origin. A third culture is created when children integrates the culture of their parents together with the culture of the host country in order to function readily in the host community. The problem arises when the children return to their home country as they then encounter problems adapting and fitting into the local community. The number of Third Culture Kids in the South African context has increased dramatically since 1994, as international companies employed more South Africans abroad and many new South African Embassies were established all over the world. The tendency of having the family accompanying the parents to other countries results in the children residing in various countries and being exposed to an international and privileged lifestyle This study consists of a literature study of the profile and cultural identity-formation of Third Culture Kids, as well as the reverse culture shock they experience on their return to their country of origin.An empirical study is conducted to establish how South African Third Culture Kids‟ profiles compare with that of the literature and whether they are affected by reverse culture shock upon their return to South Africa. The information, gathered by means of a survey and individual interviews and from the literature study, was then used to compile guidelines for a programme with which parents would be able to assist their Third Culture Kids during the repatriation to their country of origin. Therapists without international experience would also be able to benefit from using this programme to assist Third Culture Kids. The study confirms that: the profiles of South African Third Culture Kids have commonalities with those described in the literature; South African Third Culture Kids experience problems on re-entry adapting to the culture of the country of origin; parents and therapists should be empowered to assist and support Third Culture Kids with problems relating to their return to their passport country
Educational Studies
D.Ed. (Sielkundige Opvoedkundige)