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Journal articles on the topic 'Third culture kids (TCK)'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 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 (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

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2

Thomas, Justin, Majeda Humeidan, Carmen Barrack, and Kelly L. Huffman. "Mindfulness, Stress Reactivity, and Depressive Symptoms Among “Third Culture Kids” in the United Arab Emirates." Journal of Cross-Cultural Psychology 52, no. 2 (2021): 192–208. http://dx.doi.org/10.1177/0022022120987620.

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So called third culture kids (TCKs), the children and adolescents who accompany their parents on long-term overseas work assignments, often have to face life changes, cultural challenges and threats to social identity. The frequency, intensity and nature of these challenges arguably places some TCKs at heightened risk of stress-related mental health problems. Trait mindfulness, an attribute that can be enhanced through intervention, has been found to buffer against stress reactivity and common mental health problems. This study aims to explore the relationship between stress reactivity, trait

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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 (2019): 583–610. http://dx.doi.org/10.22251/jlcci.2019.19.22.583.

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Tsz-Kin Chan, Wesley, and Don Harris. "Third-Culture Kid Pilots and Multi-Cultural Identity Effects on Pilots’ Attitudes." Aerospace Medicine and Human Performance 90, no. 12 (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 surv

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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 (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 movem

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Alyeksyeyeva, I. "What is Home for a Third Culture Kid?" Studia Linguistica, no. 12 (2018): 9–18. http://dx.doi.org/10.17721/studling2018.12.9-18.

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The article looks into the HOME concept as it is verbalized in discourse of Third Culture Kids (TCKs), a social group defined as people who have spent a considerable period of their developmental years in a culture different from that of their parents’. The topicality of the study rests on the fact that though the sociological research into the TCK phenomenon started in the 1950s, yet it is only in the 21st century that cognitive linguistics, cultural linguistics, socio- and psycholinguistics start to examine this social group. Since current globalization processes have turned workforce migrat

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7

Morales, Antonio. "Factors Affecting Third Culture Kids (TCKs) Transition." Journal of International Education Research (JIER) 11, no. 1 (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

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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 (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 througho

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9

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 (2021): 291–313. http://dx.doi.org/10.30974/kaice.2021.10.2.12.

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10

Limberg, Dodie, and Glenn W. Lambie. "Third Culture Kids: Implications for Professional School Counseling." Professional School Counseling 15, no. 1 (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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Mosanya, Magdalena, and Anna Kwiatkowska. "Complex but integrated: Exploring social and cultural identities of women Third Culture Kids (TCK) and factors predicting life satisfaction." International Journal of Intercultural Relations 84 (September 2021): 65–78. http://dx.doi.org/10.1016/j.ijintrel.2021.07.001.

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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 (2017): 131–54. http://dx.doi.org/10.21509/kjys.2017.03.24.3.131.

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13

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 (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 que

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Lev, Dana. "Community and Sense of Place in an International School Context." Studia Doctoralia 11, no. 2 (2020): 121–31. http://dx.doi.org/10.47040/sd/sdpsych.v11i2.117.

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This study seeks to identify and explore the sense of place that Third Culture Kids (TCKs) have and the various interpretations that TCKs have regarding their lived reality, as they form part of the international community in Romania. This study contextually explores the sense of belonging to a place. The purpose of the study is to ascertain the role and ways of implementing "Place Based Education" in the context of international and multicultural education systems that serve TCK populations. This was done while trying to understand concepts from the expatriate way of life as expressed by TCKs

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Lev, Dana. "Community and Sense of Place in an International School Context." Studia Doctoralia 11, no. 2 (2020): 121–31. http://dx.doi.org/10.47040/sd0000089.

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This study seeks to identify and explore the sense of place that Third Culture Kids (TCKs) have and the various interpretations that TCKs have regarding their lived reality, as they form part of the international community in Romania. This study contextually explores the sense of belonging to a place. The purpose of the study is to ascertain the role and ways of implementing "Place Based Education" in the context of international and multicultural education systems that serve TCK populations. This was done while trying to understand concepts from the expatriate way of life as expressed by TCKs

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16

Zhang, Yi (Leaf). "The Global Nomad’s Guide to University Transition." Journal of International Students 3, no. 2 (2013): 193–95. http://dx.doi.org/10.32674/jis.v3i2.512.

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The Global Nomad’s Guide to University Transition (Quick, 2010) is specifically written for third culture kids (TCKs) who will begin their journey into university life. TCKs are defined as those who grew up in places outside of their home or passport cultures and have no sense of belonging in neither the home culture nor host culture. These students usually find their sense of belonging in the third culture, which is the community of people who share the experience of living outside their passport cultures. This book also aims to prepare parents of TCKs to better understand their children’s ch

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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 (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 edu

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18

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 child

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19

Abe, Jo Ann A. "Personality, Well-Being, and Cognitive-Affective Styles: A Cross-Sectional Study of Adult Third Culture Kids." Journal of Cross-Cultural Psychology 49, no. 5 (2018): 811–30. http://dx.doi.org/10.1177/0022022118761116.

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Third Culture Kids (TCKs) and their adult counterparts (ATCKs) refer to individuals who spent part of their developmental years abroad and are an important demographic to study in this rapidly globalizing world. To date, the bulk of the research on (A)TCKs has been descriptive and little is known about their developmental trajectories in adulthood. The major objective of this study was to examine the personality traits, dimensions of well-being, and cognitive-affective styles of ATCKs across the adult life span using well-validated psychological measures. A subsidiary goal was to develop a new

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20

Désilets, Gabrielle. "Negotiating ‘national’ and ‘international’ elements of culture in a transnational social field." Asian and Pacific Migration Journal 25, no. 4 (2016): 451–69. http://dx.doi.org/10.1177/0117196816674396.

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This article is concerned with the experience of children whose parents are highly mobile professionals, also known as ‘Third Culture Kids’ (TCKs). Through a focus on everyday practices and local emplacement, it shows how the cities of Melbourne and Singapore influence TCKs’ individual trajectories and complex forms of identification. By observing their engagement, or lack thereof, with the local majority population, the article demonstrates how ethnicity, among other factors, influences their experience of place and position of privilege. Participants learn to negotiate ‘national’ and ‘intern

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Korpela, Mari. "A (sub)culture of their own? Children of lifestyle migrants in Goa, India." Asian and Pacific Migration Journal 25, no. 4 (2016): 470–88. http://dx.doi.org/10.1177/0117196816671959.

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Increasing numbers of ‘Western’ families spend several months a year in Goa, India, and the rest of the time in the parents’ native countries or elsewhere. These ‘lifestyle migrants’ are motivated by a search for ‘a better quality of life.’ This article asks whether their children can be labeled as Third Culture Kids (TCKs) by elaborating and critically probing this concept. Based on extensive ethnography, the study not only examined what children say in interviews, but also paid attention to what they do. Findings from the study problematize the presumed elitist privilege of TCKs and the assu

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22

Sookyoung, Lee. "Relationship between and Cultural Homelessness of Third Culture Kids (TCKs) and their Psychological Well-Being: Mediating Effects of Resilience." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): 3EV—095–3EV—095. http://dx.doi.org/10.4992/pacjpa.82.0_3ev-095.

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23

Mun, Mikyung, and Junghyo Kim. "A Study on the Formation of Korean Identity of Third Culture Kids (TCKs) who Experienced Cultural Transformation during Elementary Education." Korean Association for Qualitative Inquiry 6, no. 4 (2020): 225–66. http://dx.doi.org/10.30940/jqi.2020.6.4.225.

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24

Karras, Jacob Nolen. "The effects of data-driven learning upon vocabulary acquisition for secondary international school students in Vietnam." ReCALL 28, no. 2 (2015): 166–86. http://dx.doi.org/10.1017/s0958344015000154.

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AbstractWithin the field of computer assisted language learning (CALL), scant literature exists regarding the effectiveness and practicality for secondary students to utilize data-driven learning (DDL) for vocabulary acquisition. In this study, there were 100 participants, who had a mean age of thirteen years, and were attending an international school in Ho Chi Minh City, Vietnam. This particular milieu unsurprisingly comprised ‘third culture kids’ (TCKs) and ‘cross-cultural kids’ (CCKs). They were assigned to a control and experimental group; both had several intensive weeks of online-dictio

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

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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 (2004): 319–38. http://dx.doi.org/10.1177/1475240904047358.

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27

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

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28

Westropp, Sasha, Virginia Cathro, and André M. Everett. "Adult third culture kids’ suitability as expatriates." Review of International Business and Strategy 26, no. 3 (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 u

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Selmer, Jan, and Jakob Lauring. "Self-initiated expatriates." Cross Cultural Management 21, no. 4 (2014): 422–36. http://dx.doi.org/10.1108/ccm-01-2013-0005.

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Purpose – As it has been suggested that adult third-culture kids may be more culturally adaptable than others, they have been labelled “the ideal” expatriates. The purpose of this paper is to explore the adjustment of self-initiated expatriate academics in Hong Kong, comparing adult third-culture kids with adult mono-culture kids. Design/methodology/approach – The authors use survey results from 267 self-initiated expatriate academics in Hong Kong. Findings – Exploratory results show that adult third-culture kids had a higher extent of general adjustment. No significant results were found in r

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Limberg, Dodie, and Glenn Lambie. "Third Culture Kids: Implications for Professional School Counseling." Professional School Counseling 15, no. 1 (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 (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 person

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32

Long, Kristin. "Fractured Stories: Self-Experiences of Third Culture Kids." Journal of Infant, Child, and Adolescent Psychotherapy 19, no. 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 (2010): 351–59. http://dx.doi.org/10.1080/13678861003746822.

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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 (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 (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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37

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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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 (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 (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 (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 (2016): 422–28. http://dx.doi.org/10.1177/0117196816676565.

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42

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 (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 (2007): 449–63. http://dx.doi.org/10.1177/0143034307084135.

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Hannaford, Jeanette. "Digital worlds as sites of belonging for Third Culture Kids: A new literacies perspective." Journal of Research in International Education 15, no. 3 (2016): 253–65. http://dx.doi.org/10.1177/1475240916677442.

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Literacies developed in digital worlds are part of the out-of-school experiences that students bring into their classrooms every day. This article, which draws from a multiple case study undertaken in an international school, calls on a sociocultural–new literacies approach to explore identity, discourse and space within the online practices of Third Culture Kids. For Third Culture Kids, digital worlds offer new kinds of spaces of belonging from which to explore social connections and a sense of self.

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이수경, 최정미, 서윤정, et al. "A Qualitative Study on the Academic ･Social Adjustment of Third Culture Kids." Journal of Education & Culture 24, no. 3 (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 (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 (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 (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

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Chan, Mercedes O. "International medical graduates: acculturation, repatriation and the third-culture kids of medicine." Medical Education 49, no. 9 (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 (2013): 139–60. http://dx.doi.org/10.1108/jgm-12-2012-0021.

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