Written by: Judit Végh, Executive Contributor
Executive Contributors at Brainz Magazine are handpicked and invited to contribute because of their knowledge and valuable insight within their area of expertise.
In our globalized world, the concept of "Third Culture Kids" (TCKs) has gained significant prominence, and with it, the role of international schools has become even more critical. TCKs, also known as "internationally mobile youth" or "global nomads," represent a unique demographic of children whose experiences span different cultures and countries. This remarkable group of young individuals presents a fascinating insight into the cultural fusion of our globalized society. But what roles do international schools play in shaping the identity of Third Culture Kids?
The term "Third Culture Kids" was coined by sociologist Ruth Hill Useem in 1976 and later gained broader recognition with the publication of David C. Pollock and Ruth E. Van Reken's influential book in 2009. TCKs, in essence, are children who spend a significant part of their formative years outside of their parents' native culture (first culture) and live in one or more countries as visitors (second culture), thereby developing a distinctive "third culture." This cosmopolitan upbringing often results from their parents' work assignments abroad, exposing them to a diverse range of cultural influences.
TCKs can attend local schools in local languages as well as international schools, which can provide them with continuity in the long term. Parents can decide how to shape their children's future plans, whether it's through a local or international school, each with its own set of advantages and disadvantages. In this article, we delve into the roles of international schools.
What sets TCKs apart from their peers is not just their remarkable cultural experiences. It is the pivotal role played by international schools in shaping their identities and helping them navigate this complex journey. These schools are more than just educational institutions; they are a home away from home, a place where TCKs find common ground with others who share their unique background and experiences.
However, despite their significance, international schools face challenges in equipping their teachers and staff with the knowledge and skills needed to understand and nurture TCKs. A study conducted by McNulty and Carter in 2017 revealed that professional training in this regard is often superficial and basic, leaving educators with the task of relying on their own experiences and intuition.
One of the central challenges TCKs face is the quest to develop a sense of identity and build relationships while navigating an ever-changing world. Although, in some cases, these children can be seen as victims of globalization, where culture and identity collide, it is through their experience that they are able to build an effective, successful set of professional knowledge that is highly sought after in the international job market. Their ability to adapt, connect, and thrive in diverse environments is an invaluable asset.
The identity-building process is where international schools excel. These institutions become a "third culture" in themselves, mirroring the dynamic lives of TCKs, as mentioned by McNulty and Carter. The multicultural nature of these schools, with teachers, staff, and students hailing from different corners of the globe, provides a sense of belonging and a place to connect with peers who share a similar background, as emphasized by Pollock and Van Reken.
Nonetheless, for the educators and staff working with TCKs, there can be an identity challenge of their own. Some may struggle with belonging to an "expat" community of a different status due to their roles, creating a unique dynamic within the school ecosystem. In some cases, they may interpret themselves as a member of a lower-level expat group, who does not live in special homes and condominiums like most expats.
In addition to fostering a sense of belonging, international schools have a crucial role in supporting the development of TCKs' cultural identity. Cultural socialization, as outlined by Walters and Auton-Cuff in 2009, plays a pivotal role in the lives of TCKs. International school staff are at the forefront of facilitating this process, bridging the gap between various cultural systems and creating a protective shield against alienation.
Some international schools go the extra mile by hiring teachers from the host nation, which offers valuable cultural input for TCKs. This practice not only enriches the learning experience but also strengthens cultural bonds, helping these global citizens navigate an increasingly diverse world.
Third Culture Kids represent a unique and dynamic segment of our society, their upbringing a testament to the ever-expanding global landscape. International schools play a fundamental role in shaping the identities and future prospects of these remarkable individuals. It is crucial that these schools continue to evolve, offering the necessary support and training for their teachers and staff, to ensure that TCKs not only thrive but also contribute to our interconnected world as true global citizens.
Key takeaways for TCK teachers:
Understand your own identity: To better understand TCK's unique journey, you need to better understand your own story and your own cultural identity. Start with yourself to be able to deal with TCKs effectively.
Understand the TCK Experience: Educators in international schools should invest time in understanding the unique challenges and experiences of TCKs. Familiarity with their background is essential for effective teaching and support.
Cultural Sensitivity: Promote a culturally sensitive classroom environment. Be open to diverse perspectives and encourage students to share their experiences and traditions.
Support Emotional and Social Well-being: TCKs may face emotional and social challenges due to their unique experiences. Teachers should be attentive to these needs and provide a supportive and empathetic atmosphere.
Provide Resources for Identity Development: Offer resources, such as books and activities, that help TCKs and their parents explore and understand their unique identity. This can be done as part of the school curriculum.
Collaborate with Parents: Maintain open communication with TCK parents to better understand their child's background and needs. Collaboration between teachers and parents is crucial in providing comprehensive support.
Seek Professional Guidance: If you experience challenges related to your identity or related to your work teaching TCKs, consider seeking professional counselling or guidance to navigate these issues effectively.
Key takeaways for TCK parents:
Acknowledge the Importance of Identity Development: Recognize that your child's unique background and upbringing can lead to complex identity development. Encourage open discussions about their cultural experiences and help them embrace their diverse identity.
Maintain Cultural Connections: Foster a sense of connection to your own culture, even while living abroad. This can help your child develop a strong foundation in their "first culture."
Create a Stable Environment: Given the constant movement TCKs experience, strive to create a stable home environment where they feel secure and can develop a sense of belonging.
Promote Cultural Exploration: Encourage your child to explore and appreciate the cultures they encounter. This can help them develop a broader worldview and adaptability.
Seek Professional Guidance: If your child experiences challenges related to their TCK status, consider seeking professional counselling or guidance to navigate these issues effectively.
In conclusion, both TCK parents and TCK teachers play a significant role in nurturing and supporting Third Culture Kids. Whether you are a TCK parents or a TCK teacher, don't be afraid to seek out professional help and guidance. The unique challenges and opportunities presented by the TCK experience can be enriching, but they can also be complex and demanding. TCKs need your support, and it's important to acknowledge that you, as parents and educators, are worthy of guidance too. Organizations like Intercultural Life can provide expert assistance and resources to parents and teachers, ensuring the well-being and success of TCKs on their unique journey.
By seeking professional support, you can better understand and navigate the intricacies of the TCK journey, ensuring that you provide the best possible environment for these young global citizens to thrive.
Remember that your well-being and understanding are essential in fostering the growth and development of TCKs as they shape their distinctive identities in a rapidly changing world.
The role of international schools in nurturing the next generation of global citizens cannot be overstated. The dynamic interplay of cultures, identities, and experiences within international school environments equips TCKs with the skills and perspectives needed to thrive in a rapidly changing world.
Judit Végh, Executive Contributor Brainz Magazine
Intercultural Psychologist & Global Family Consultant Judit Végh, Founder of Intercultural Life, is a recognized expert in Intercultural Psychology. With a focus on global family life, acculturation, relationship dynamics, change management, and career planning in global family settings, Judit brings over a decade of knowledge and expertise to her work. Her personal experiences have driven her passion for supporting transnational families and providing exceptional support to her clients.
Judit's experience also includes a decade in HR and ongoing work as a career education consultant for an edtech startup. This diverse background has given her a unique perspective on global family life and a deep understanding of the challenges faced by transnational families.
She is also a PhD candidate in Psychology, having conducted extensive research on global family life published in high-ranking journals such as Thunder Business Review and Journal of Global Mobility. Judit is co-founder and board member of SIETAR Southeast Asia, a society for intercultural education, training, and research, and a member of several international professional organisations, including the Asian Association of Social Psychology, International Association for Cross-Cultural Psychology, Hungarian Psychological Association, Mobile Professionals and Families, Families in Global Transition, and World Council on Intercultural and Global Competence. Her expertise and dedication to her work have made her a regular presenter at scientific conferences.
