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Journal articles on the topic 'Third Culture Kid'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

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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2

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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4

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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5

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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8

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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Dillon, Anna, and Tabassim Ali. "Global nomads, cultural chameleons, strange ones or immigrants? An exploration of Third Culture Kid terminology with reference to the United Arab Emirates." Journal of Research in International Education 18, no. 1 (March 27, 2019): 77–89. http://dx.doi.org/10.1177/1475240919835013.

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The term ‘Third Culture Kid’ (TCK) is commonly used to denote children living in a host culture other than their passport culture during their developmental years. However, its meaning in relation to other terminology referring to a similar concept is a source of interest for many stakeholders. This paper opens up opportunities for further exploring and critiquing the definition of TCK, and opening this up to case studies within the context of the United Arab Emirates and more widely. It is critical to clarify the terminology in light of unprecedented levels of international migration throughout the world. This paper reviews the meaning of culture in relation to TCKs, and explores the meaning of the TCK concept as well as a number of other terms used as alternatives to TCK. A contextualization of the literature follows in relation to the researchers’ own lived experiences in the United Arab Emirates. The term TCK can be seen as part of the general stock of theoretical concepts. This paper acknowledges that it cannot catch all nuances of migrant children in the global context.

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Selmer, Jan, and Hon Lam. "“Third‐culture kids”." Personnel Review 33, no. 4 (August 2004): 430–45. http://dx.doi.org/10.1108/00483480410539506.

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Lee, Sookyoung. "A Critical Review of the Term ‘Third Culture Kids (TCKs)' and Search for Alternatives: Proposal of the Term ‘Cross-Culture Kids(CCKs)’." Jounal of Cultural Exchange 10, no. 2 (March 31, 2021): 291–313. http://dx.doi.org/10.30974/kaice.2021.10.2.12.

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Fail, Helen, Jeff Thompson, and George Walker. "Belonging, identity and Third Culture Kids." Journal of Research in International Education 3, no. 3 (December 2004): 319–38. http://dx.doi.org/10.1177/1475240904047358.

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Lee, Soo-Kyoung. "Relationship between and Cultural Homelessness of Third Culture Kids(TCKs) and their Psychological Well-Being - Mediating Effects of Resilience -." Korean Journal of Youth Studies 24, no. 3 (March 31, 2017): 131–54. http://dx.doi.org/10.21509/kjys.2017.03.24.3.131.

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Gilbert, Kathleen R. "Loss and Grief between and Among Cultures: The Experience of Third Culture Kids." Illness, Crisis & Loss 16, no. 2 (March 28, 2008): 93–109. http://dx.doi.org/10.2190/il.16.2.a.

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17

Morales, Antonio. "Factors Affecting Third Culture Kids (TCKs) Transition." Journal of International Education Research (JIER) 11, no. 1 (January 26, 2015): 51–56. http://dx.doi.org/10.19030/jier.v11i1.9098.

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(TCKs) transition becomes challenging for both the student and the school. The programs implemented, or lack thereof, are imperative to the successful transition of TCKs into their new, diverse, multicultural environment. Research has been written on the positive effects and challenges faced by TCKs transient lifestyle. Although international mobility can expose students to unique experiences, it can also prove to be stressful for children, especially during their formative years.This paper addresses two factors affecting TCKs transition - programs and counselor - and concludes with a model of a transition support program that may assist international schools in addressing the challenges accompanied by TCKs transition into international schools.

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18

Gillies, Warna D. "Children Third on the Move Culture Kids." Childhood Education 75, no. 1 (October 1998): 36–38. http://dx.doi.org/10.1080/00094056.1998.10521975.

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Westropp, Sasha, Virginia Cathro, and André M. Everett. "Adult third culture kids’ suitability as expatriates." Review of International Business and Strategy 26, no. 3 (September 5, 2016): 334–48. http://dx.doi.org/10.1108/ribs-12-2015-0080.

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Purpose Understanding expatriate performance, suitability, selection and development have long been identified as critical to international human resource management (IHRM). The authors explore how adult third culture kids (ATCKs) see themselves in regard to their future capacity to successfully engage in international assignments. This paper aims to confirm research suggesting ATCKs may indeed be invaluable to international organisations but that organisations might re-evaluate the form of IHRM support offered. Design/methodology/approach In-depth interviews with a small sample of ATCKs are used in an exploratory qualitative study. Findings The ATCKs see themselves as a genuine source of exceptionally capable, expatriate talent on the basis of their prior international experience in childhood and the capacity to socio-culturally adapt in a chameleon-like manner. This paper confirms research suggesting ATCKs may indeed be invaluable to international organisations but that organisations might re-evaluate the form of IHRM support offered. However, the flip-side of these self-perceptions is that they may appear rootless and restless, may be self-centred rather than organisationally oriented, and may voluntarily isolate themselves from more traditional expatriates instead opting to immerse themselves in the local host country scene. Research limitations/implications The findings are based on a small sample, and future research embracing a range of methodologies is envisaged. Practical implications The findings offer insights for practitioners and researchers, and ATCKs with reference to the selection of international assignment and performance management of ATCKs. Originality/value While some scholars have suggested that ATCKs may be ideal expatriate talent, the findings give focus to what might retain this talent in an organisation and suggests a future research agenda.

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Born, Marise Ph, and Monika De Waal. "Growing up among cultures: intercultural competences, personality, and leadership styles of third culture kids." European J. of International Management 1, no. 1 (2020): 1. http://dx.doi.org/10.1504/ejim.2020.10022259.

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Waal, Monika F. De, and Marise Ph Born. "Growing up among cultures: intercultural competences, personality, and leadership styles of third culture kids." European J. of International Management 14, no. 2 (2020): 327. http://dx.doi.org/10.1504/ejim.2020.105548.

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Limberg, Dodie, and Glenn Lambie. "Third Culture Kids: Implications for Professional School Counseling." Professional School Counseling 15, no. 1 (October 2011): 45–54. http://dx.doi.org/10.5330/psc.n.2011-15.45.

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Lauring, Jakob, David S. A. Guttormsen, and Yvonne Maria McNulty. "Adult third culture kids: adjustment and personal development." Cross Cultural & Strategic Management 26, no. 3 (October 22, 2019): 387–400. http://dx.doi.org/10.1108/ccsm-02-2019-0035.

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Purpose The purpose of this paper is to explore how interaction adjustment influences personal development for expatriates and to examine whether the effect differs between adults that have, and have not, lived abroad during their adolescence. Design/methodology/approach The authors use survey responses from 424 business expatriates in Asia distinguishing between adult third culture kids (ATCKs) that have lived abroad during their adolescence and adult mono-culture kids (AMCKs) who have not. Findings The results show that while interaction adjustment generally improves the experience of personal development, this effect is stronger for ATCKs. AMCKs will experience personal development almost independently of their interaction adjustment with host nationals solely due to the novelty of the international experience. For ATCKs, just being in the new country is not enough for them to feel they have developed personally; they need to engage more deeply with the local population to achieve this. Originality/value The authors still know very little about ATCKs and about how expatriation during their adulthood develops them personally, given they have already had international experiences at a young age.

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Long, Kristin. "Fractured Stories: Self-Experiences of Third Culture Kids." Journal of Infant, Child, and Adolescent Psychotherapy 19, no. 2 (April 2, 2020): 134–47. http://dx.doi.org/10.1080/15289168.2020.1756030.

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Bonebright, Denise A. "Adult third culture kids: HRD challenges and opportunities." Human Resource Development International 13, no. 3 (July 2010): 351–59. http://dx.doi.org/10.1080/13678861003746822.

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Limberg, Dodie, and Glenn W. Lambie. "Third Culture Kids: Implications for Professional School Counseling." Professional School Counseling 15, no. 1 (October 2011): 2156759X1101500. http://dx.doi.org/10.1177/2156759x1101500102.

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The increase of international business, military placements, and immigration has led to an increase in students attending schools in a country other than where they were born: third culture kids (TCKs). TCKs have unique educational needs, necessitating the support of their school counselors. This article (a) defines and introduces the needs and characteristics of TCKs, (b) reviews interventions for school counselors working with TCKs during transitional stages, and (c) presents a case illustration of a middle school counselor employing the suggested strategies.

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Morales, Antonio. "Intercultural Sensitivity, Gender, And Nationality Of Third Culture Kids Attending An International High School." Journal of International Education Research (JIER) 13, no. 1 (May 31, 2017): 35–44. http://dx.doi.org/10.19030/jier.v13i1.9969.

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Due to the globalization and interconnectedness of people from different cultures, intercultural competence is a prerequisite to communicating effectively across different cultures. The Intercultural Sensitivity Inventory (ICSI) measures a person’s ability to modify behavior in culturally appropriate ways when coming into contact with diverse cultures. The ICSI is a measurement based on the concepts of individualism and collectivism. The majority of research on intercultural competence and intercultural sensitivity (ICS) has primarily focused on adult populations in business, international education exchange programs, and adult third culture kids (ATCKs). However, such research involving high school students attending an international school outside of the United States is scant. The purpose of this quantitative study was to examine the differences in intercultural sensitivity (ICS) among Third Culture Kids (TCKs). Specifically, this study assessed the differences in ICS among the independent variables of gender and participant’s passport country. Additionally, the study examined the difference in ICS between Korean females and non-Korean females. The ICSI was used to measure the participants’ ICS. The sample consists of 139 international high school students. The independent samples t-test revealed no statistically significant in ICS among males and females, as well as Korean females and non-Korean females. However, the results revealed a statistically significant difference between Korean and non-Korean students. Korean students scored lowered on the ICSI than their counterparts.

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Choi, Kyoung Mi, Janine M. Bernard, and Melissa Luke. "Characteristics of friends of female college third culture kids." Asia Pacific Journal of Counselling and Psychotherapy 4, no. 2 (August 17, 2013): 125–36. http://dx.doi.org/10.1080/21507686.2013.779931.

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Lam, Hon, and Jan Selmer. "Are former “third‐culture kids” the ideal business expatriates?" Career Development International 9, no. 2 (March 2004): 109–22. http://dx.doi.org/10.1108/13620430410526166.

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Tan, Esther C., Kenneth T. Wang, and Ann Baker Cottrell. "A systematic review of third culture kids empirical research." International Journal of Intercultural Relations 82 (May 2021): 81–98. http://dx.doi.org/10.1016/j.ijintrel.2021.03.002.

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de Waal, Monika F., Marise Ph Born, Ursula Brinkmann, and Jona J. F. Frasch. "Third Culture Kids, their diversity beliefs and their intercultural competences." International Journal of Intercultural Relations 79 (November 2020): 177–90. http://dx.doi.org/10.1016/j.ijintrel.2020.09.002.

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Ra, Young-An, Hye Jeong Kim, and Hyang Mi Kim. "Analyzing Learning Experiences of Third Culture Kids(TCK) in Korean College." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 22 (November 30, 2019): 583–610. http://dx.doi.org/10.22251/jlcci.2019.19.22.583.

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Kim, Hyang Mi, Hyejeong Kim, Yang Yeon Lee, and Hyejoo J. Lee. "Sequential mixed method design on Third Culture Kids’ career preparation experience." Journal of Career Education Research 31, no. 2 (June 30, 2018): 69–90. http://dx.doi.org/10.32341/jcer.2018.06.31.2.69.

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Kwon, Jungmin. "Third Culture Kids: Growing up with mobility and cross-cultural transitions." Diaspora, Indigenous, and Minority Education 13, no. 2 (July 6, 2018): 113–22. http://dx.doi.org/10.1080/15595692.2018.1490718.

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Sheard, Wenda. "Lessons From Our Kissing Cousins: Third Culture Kids and Gifted Children." Roeper Review 30, no. 1 (February 20, 2008): 31–38. http://dx.doi.org/10.1080/02783190701836437.

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Fechter, Anne-Meike, and Mari Korpela. "Interrogating child migrants or ‘Third Culture Kids’ in Asia: An introduction." Asian and Pacific Migration Journal 25, no. 4 (November 2, 2016): 422–28. http://dx.doi.org/10.1177/0117196816676565.

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Kortegast, Carrie, and Emily M. Yount. "Identity, Family, and Faith: U.S. Third Culture Kids Transition to College." Journal of Student Affairs Research and Practice 53, no. 2 (April 2, 2016): 230–42. http://dx.doi.org/10.1080/19496591.2016.1121148.

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Ju Lee, Young, Sherry K. Bain, and R. Steve McCallum. "Improving Creative Problem-Solving in a Sample of Third Culture Kids." School Psychology International 28, no. 4 (October 2007): 449–63. http://dx.doi.org/10.1177/0143034307084135.

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Dahniarti, Dhany, and Nurlaila Fitriani. "PENGARUH MODUL MODIFIKASI TENTANG PEMBERIAN ASI DAN MP-ASI TERHADAP PENCEGAHAN STUNTING POTENSIAL DI KABUPATEN BIMA." Jurnal Ilmiah PANNMED (Pharmacist, Analyst, Nurse, Nutrition, Midwivery, Environment, Dentist) 15, no. 3 (December 31, 2020): 431–35. http://dx.doi.org/10.36911/pannmed.v15i3.805.

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The poor complementary breastfeeding is a risk factor directly related to the stunting. This study was aimed to know the effect of providing information to the baby’s mother on the knowledge, attitudes, norms/culture, beliefs, and the actions in giving the complementary breastfeeding in preventing the potential stunting in Bima This study used quasy experiment, ie the pre-test and post-test with control group design. The samples were 40 mothers divided into four groups such as ie classes with modules while the control class researchers with KIA book, a group of researchers only use the modules and control group with KIA book. Questionnaire data collection of interviews and anthropometric measurements. Data were analyzed with the Wilcoxon test. The results showed the effect of information on knowledge, attitudes, norms / culture, significant trust began a second measurement of the classes either the mother or the book module KIA, changes in feeding patterns solids in class + KIA book significantly in the third measurement. In the group of modules, changes in knowledge, norms / culture, and significant confidence in the measurement, while attitudes and solids feeding patterns significantly in the third measurement. At KIA book group, a significant increase in knowledge begin in the second measurement, norms / culture and significant confidence in the third measurement, whereas his own attitude changes are significant in the fourth measurement.

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이수경, 최정미, 서윤정, 김경심, 박은희, 배기원, and 강명수. "A Qualitative Study on the Academic ･Social Adjustment of Third Culture Kids." Journal of Education & Culture 24, no. 3 (June 2018): 567–88. http://dx.doi.org/10.24159/joec.2018.24.3.567.

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Choi, Kyoung Mi, and Melissa Luke. "A Phenomenological Approach to Understanding Early Adult Friendships of Third Culture Kids." Journal of Asia Pacific Counseling 1, no. 1 (June 30, 2011): 47–60. http://dx.doi.org/10.18401/2011.1.1.4.

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Linton, Dale B. "International Christian Schoolteachers’ Traits, Characteristics, and Qualities Valued by Third Culture Kids." Journal of Research on Christian Education 24, no. 3 (September 2, 2015): 190–211. http://dx.doi.org/10.1080/10656219.2015.1102665.

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Nash, Megan P. "Adult third culture kids: expatriate potential is one piece of the puzzle." Team Performance Management: An International Journal 26, no. 5/6 (July 1, 2020): 319–23. http://dx.doi.org/10.1108/tpm-11-2019-0108.

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Purpose Adult third culture kids (ATCK) have been identified as a potential source for global business because of their experience in expatriation and increased intercultural competence. The purpose of this paper is to build on existing research focused on this population and to highlight crucial areas for further study to gain more comprehensive insight to their potential in working teams. Design/methodology/approach This viewpoint design reviews previous literature and research on ATCK and their potential for business expatriation and raises questions for areas of necessary further research to better understand their impact upon assignment. Findings There is strong support for ATCK suitability and inclination for expatriate assignment from previous literature. There is much unknown about their performance upon expatriation and a need for further research specific to ATCK performance in teams and organizations. Originality/value This study poses questions about translating ATCK experience into team performance; emphasizes the challenges in isolating one trait in personal development and the risks of conflating ATCK experience in professional capabilities.

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Chan, Mercedes O. "International medical graduates: acculturation, repatriation and the third-culture kids of medicine." Medical Education 49, no. 9 (August 22, 2015): 850–51. http://dx.doi.org/10.1111/medu.12802.

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Tarique, Ibraiz, and Ellen Weisbord. "Antecedents of dynamic cross-cultural competence in adult third culture kids (ATCKs)." Journal of Global Mobility: The Home of Expatriate Management Research 1, no. 2 (September 23, 2013): 139–60. http://dx.doi.org/10.1108/jgm-12-2012-0021.

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Melles, Elizabeth A., and Lisa L. Frey. "“Here, Everybody Moves”: Using Relational Cultural Therapy with Adult Third-Culture Kids." International Journal for the Advancement of Counselling 36, no. 3 (June 1, 2014): 348–58. http://dx.doi.org/10.1007/s10447-014-9211-6.

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Tannenbaum, Michal, and Jenny Tseng. "Which one is Ithaca? Multilingualism and sense of identity among Third Culture Kids." International Journal of Multilingualism 12, no. 3 (January 3, 2015): 276–97. http://dx.doi.org/10.1080/14790718.2014.996154.

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Emenike, Nkechi W. "Third culture indigenous kids in Nigeria: Neo-colonial tensions and conflicts of identity." Journal of Research in International Education 15, no. 3 (December 2016): 272. http://dx.doi.org/10.1177/1475240916669082.

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Emenike, Nkechi W., and David Plowright. "Third culture indigenous kids: neo-colonialism and student identities in Nigerian international schools." Journal of Research in International Education 16, no. 1 (February 12, 2017): 3–17. http://dx.doi.org/10.1177/1475240917692757.

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This study examines the extent to which indigenous Nigerian students attending international schools in their own country are able to successfully negotiate their identities from conflictual perspectives within their schools and home communities. Using a sample of 66 students aged 12 to 18 years, from two international schools in Nigeria, the findings show the students appeared to display different identities in relation to the degree to which they conformed to expectations of both environments. The article argues that the negotiating of indigenous students’ identities results in the forming of a third space within which they are subjected to ideological and cultural pressures. They are thus referred to as third culture indigenous kids (TCIKs).

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Aitken, Adam. "Third culture kids and mad migrant mothers, or how to outgrow Amy Tan." Journal of Australian Studies 32, no. 4 (December 2008): 445–54. http://dx.doi.org/10.1080/14443050802471343.

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