Difference between revisions of "Third Culture Kids"
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| − | '''Third Culture Kids''' (TCKs) | + | '''Third Culture Kids''' (TCKs) is a term for children who live in a high-mobility world and grow up in two or more cultures, usually because of parents' work obligations. Synonym for [[global nomad]]. Examples include [[military brat]]s, the children of [[diplomat]]s, children of business expatriates (business brats) and [[Missionary Kids]]. |
| − | + | TCK's share some common characteristics amoungst the sub categories such as [[multilingualism]], tolerance for other cultures, a never-ending feeling of [[homesick]]ness for their adopted country and a desire to remain in close contact with friends from their adopted country as well a other TCK's who they have grown up with. | |
| − | + | Many TCK's take years to readjust to their home countries and often suffer a reverse [[culture shock]] on their return to their homeland. | |
| − | + | There are some online resources to help TCK's deal with issues as well as stay in contact with each other. | |
| − | ==External | + | The term third culture kid was coined by [[Ruth Hill Useem]] in the early [[1960s]]. She and her husband (Useem & Useem) studied children who grew up in the [[third culture]] (including their own children) and termed them simply ‘third culture kids.’ That was later abbreviated to TCKs. They define a third culture kid as “a person who has spent a significant part of his or her developmental years outside the parents’ culture. The third culture kid builds relationships to all of the cultures, while not having full ownership in any. Although elements from each culture are assimilated into the third culture kid’s life experience, the sense of belonging is in relationship to others of the same background.” (Pollock & van Reken, 2001, p. 19) Two circumstances are key to becoming a third culture kid: growing up in a truly cross-cultural world and high mobility. By living in a truly cross-cultural world, Pollock and van Reken mean that instead of observing cultures, third culture kids actually live in different cultural worlds. By mobility, mobility of both the third culture kid and others in their surrounding are included. The interplay between the two is what gives rise to common personal characteristics, benefits, and challenges. (Pollock & van Reken, 2001) Third culture kids are distinguished from immigrants by that third culture kids do not expect to settle down permanently in the places that they live. |
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| + | Third culture kids grow up in a genuinely cross-cultural world. While expatriates watch and study cultures that they live in, third culture kids actually live in different cultural worlds. Third culture kids have incorporated different cultures on the deepest level, as to have several cultures incorporated into their thought processes. This means that third culture kids not only have deep cultural access to at least two cultures, this also means that thought processes are truly multicultural. That, in turn, influences how third culture kids relate to the world around them, and makes third culture kids’ thought processes different even from members of cultures they have deep-level access to. TCKs also have certain personal characteristics in common. Growing up in the third culture rewards certain behaviors and personality traits in different ways than growing up in a single culture does, which results in common characteristics. Third culture kids are often tolerant cultural chameleons who can choose to what degree they wish to display their background. | ||
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| + | As a result, Pollock and van Reken argue, third culture kids develop a sense of belonging everywhere and nowhere. (Pollock & van Reken, 2001) Their experiences among different cultures and various relationships makes it difficult for them to have in-depth [[communication]] with those who have not experienced similar conditions. While third culture kids usually grow up to be independent and cosmopolitan, they also often struggle with their identity and with the losses they have suffered in each move. Barbara Schaetti has proposed a developmental model for third culture kid identity development based on earlier identity literature, primarily on nigrescence, in which a number of different mechanisms are explained for the wide range of identity outcomes that third culture kids may have. Some may feel very nationalistic toward one country, while others call themselves global citizens. | ||
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| + | The term is sometimes also used to describe [[autistic]] kids and people with [[Asperger's syndrome|Asperger syndrome]] who grow up in their childhood in considerable isolation and without much social relationship, largely in a conceptual world. | ||
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| + | ==External links== | ||
* [http://www.tckworld.com/ TCK World] | * [http://www.tckworld.com/ TCK World] | ||
* [http://www.iss.edu/pages/kids.html iss.edu Third Culture Kids Study Report] | * [http://www.iss.edu/pages/kids.html iss.edu Third Culture Kids Study Report] | ||
| + | * [http://www.globalistgirl.net/ Globalist Girl - dedicated to global living] | ||
| + | * [http://en.wikipedia.org/wiki/Third_Culture_Kid Wikipedia article on TCKs] | ||
Revision as of 12:42, 4 September 2005
Third Culture Kids (TCKs) is a term for children who live in a high-mobility world and grow up in two or more cultures, usually because of parents' work obligations. Synonym for global nomad. Examples include military brats, the children of diplomats, children of business expatriates (business brats) and Missionary Kids.
TCK's share some common characteristics amoungst the sub categories such as multilingualism, tolerance for other cultures, a never-ending feeling of homesickness for their adopted country and a desire to remain in close contact with friends from their adopted country as well a other TCK's who they have grown up with.
Many TCK's take years to readjust to their home countries and often suffer a reverse culture shock on their return to their homeland.
There are some online resources to help TCK's deal with issues as well as stay in contact with each other.
The term third culture kid was coined by Ruth Hill Useem in the early 1960s. She and her husband (Useem & Useem) studied children who grew up in the third culture (including their own children) and termed them simply ‘third culture kids.’ That was later abbreviated to TCKs. They define a third culture kid as “a person who has spent a significant part of his or her developmental years outside the parents’ culture. The third culture kid builds relationships to all of the cultures, while not having full ownership in any. Although elements from each culture are assimilated into the third culture kid’s life experience, the sense of belonging is in relationship to others of the same background.” (Pollock & van Reken, 2001, p. 19) Two circumstances are key to becoming a third culture kid: growing up in a truly cross-cultural world and high mobility. By living in a truly cross-cultural world, Pollock and van Reken mean that instead of observing cultures, third culture kids actually live in different cultural worlds. By mobility, mobility of both the third culture kid and others in their surrounding are included. The interplay between the two is what gives rise to common personal characteristics, benefits, and challenges. (Pollock & van Reken, 2001) Third culture kids are distinguished from immigrants by that third culture kids do not expect to settle down permanently in the places that they live.
Third culture kids grow up in a genuinely cross-cultural world. While expatriates watch and study cultures that they live in, third culture kids actually live in different cultural worlds. Third culture kids have incorporated different cultures on the deepest level, as to have several cultures incorporated into their thought processes. This means that third culture kids not only have deep cultural access to at least two cultures, this also means that thought processes are truly multicultural. That, in turn, influences how third culture kids relate to the world around them, and makes third culture kids’ thought processes different even from members of cultures they have deep-level access to. TCKs also have certain personal characteristics in common. Growing up in the third culture rewards certain behaviors and personality traits in different ways than growing up in a single culture does, which results in common characteristics. Third culture kids are often tolerant cultural chameleons who can choose to what degree they wish to display their background.
As a result, Pollock and van Reken argue, third culture kids develop a sense of belonging everywhere and nowhere. (Pollock & van Reken, 2001) Their experiences among different cultures and various relationships makes it difficult for them to have in-depth communication with those who have not experienced similar conditions. While third culture kids usually grow up to be independent and cosmopolitan, they also often struggle with their identity and with the losses they have suffered in each move. Barbara Schaetti has proposed a developmental model for third culture kid identity development based on earlier identity literature, primarily on nigrescence, in which a number of different mechanisms are explained for the wide range of identity outcomes that third culture kids may have. Some may feel very nationalistic toward one country, while others call themselves global citizens.
The term is sometimes also used to describe autistic kids and people with Asperger syndrome who grow up in their childhood in considerable isolation and without much social relationship, largely in a conceptual world.
