Third Culture Kids: Returning to their Passport Country

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Third Culture Kids: Returning to their Passport Country

By: Julie K. Kidd, George Mason University and Linda L. Lankenau, International School of Santo Domingo and former Foreign Service Officer. This article originally appeared in Syllabus, a publication of Phi Delta Kappa, Chapter 1144.

Who is the most recent immigrant to your school? You may be surprised to find that the answer may not be Roberto who immigrated from El Salvador nor Kamini from India, but rather Bobby or Katie who were born to United States (U.S.) citizens and recently moved back to the U.S. from Poland, Santo Domingo, or another foreign country. Every year, there are an estimated 300,000 U.S. students living overseas of whom 100,000 transit back to the U.S. and enter U.S. schools (Gerner, Perry, Moselle, & Archbold, 1992). Because these students, who are known as Third Culture Kids (TCKs), are American citizens and often were born in the U.S., educators are not always aware of who they are, what they might need, and what special gifts they have to offer.

Who are Third Culture Kids? Ruth Hill Useem (1999) first coined the term, Third Culture Kids, over 40 years ago. TCKs are children who are members of expatriate families who reside outside of their passport country for varied periods of time. They move from one country to another before coming back to their passport country for a rotation (2-4 years), to resettle, or to attend university. Other terms that have been used for these children are Global Nomads, hidden immigrants, transnationals, transculturals, internationally mobile children, and missionary kids (Bell, 1997; Downie, 1976; Gerner et al., 1992; Useem, Jordan, & Coffrell, 1998). In the past, most of these children were from missionary, diplomatic, or military families. These families usually entered into the Foreign Service with the expectation that they would spend the majority of their time overseas with only a few years between postings back in the passport country. However, with globalization taking place as the world economy has grown and mass transportation has taken hold, more and more businesses are no longer limited by national boundaries. Personnel in private business are now taking up positions for varied time periods in different countries. Thus, more students are entering into this mobile lifestyle.

What is unique about Third Culture Kids? These mobile children are known as TCKs because they integrate elements of those cultures where they live with their own birth culture into a third, different and distinct, culture (Eakin, 1998; Useem, 1999). Because TCKs have developed a unique culture of their own that incorporates elements of varied cultures, they often feel more at home with other TCKs, with no regard for nationality, rather than those of the passport culture (Storti, 1997). Roa (1995) explains that many TCKs experience cultural marginality in which they do not fit perfectly into any specific culture where they have lived, but on the other hand, fit comfortably on the edge or margin of any one of them. In essence, they feel at home anywhere and nowhere at the same time. TCKs who feel at home anywhere may exhibit constructive marginality in which they feel different from others, but are able to use their differences constructively (Schaetti, 1996). Those who experience encapsulated marginality have a feeling of being trapped or encapsulated by their sense of being different. Therefore, they may feel at home nowhere and might have a sense of falling off the edge of the cultural mainstream (Schaetti, 1996).

What strengths might TCKs possess? Based on the results of a long-term study of students in an international school in Japan, Willis (1994) suggests that TCKs exhibit characteristics of a transcultural / transnational identity that is needed for the world to transcend untranationalism and ethnocentrism. He concludes that these students have the skills needs to create community from diversity. Gerner et al. (1992) also noted positive characteristics of TCKs in two large international schools. In their study, TCKs reported having a high level of interest in travel and learning languages, and they rated themselves as being culturally accepting and having developed a high level of acceptance of diversity. In addition, Iwama (1990) found that in comparison of Japanese TCKs with students who have lived only in Japan, the TCKs were more self-confident, had more flexible minds, were more active and curious, and had a higher bilingual ability. He noted that these students can "swim in two cultural oceans." Because of their varied experiences, the students can see life in terms greater than one cultural boundary and can explain and express themselves in more than one culture.

What differences might Third Culture Kids encounter? Because TCKs have been brought up in another culture or several cultures, they may feel no ownership in any. Although when overseas they tend to identify with their passport country, when they return "home," they feel more of an outsider than ever, which often results in different transitions (Bell, 1997; McCluskey, 1994; Smith, 1996; Storti, 1997). TCKs who have experienced re-entry state that entering another international posting is easier that re-entering one's passport country (Schaetti, 1998). They may feel out of place and alienated because they do not have an "American identity" and may not hold varied values and behavior norms. As a result, they tend to cope rather than adjust, becoming "a part of" and "apart from" any situation (Smith, 1991). The TCKs who exhibit encapsulated marginality and fell isolated may have difficulty in maintaining commitments and may avoid solving problems up-front (as they have learned that problems tend to move away). In addition, TCKs may feel unique and may feel that no one understands them (K.A. Jordan, personal communication, 1998).

What can schools do to support Third Culture Kids? Even though TCKs may recognize their own differences, they often do not want to appear different from their peers. They want to fit into this "new culture" of their passport country as they have the other countries where they have lived. Therefore, it is important for teachers and administrators to be aware of who they are and to consider the following strategies for supporting TCKs both educationally and socially:

Recognize and draw upon the strengths TCKs bring into the classroom. Like other immigrants, they have a wealth of experiences and talents to share that will enrich the learning of all students. However, it is important to approach sharing with sensitivity. Some TCKs are reluctant to appear different from their American peers.
Strive to help the students feel a part of the class and school. Implement strategies such as the buddy/mentor system and cooperative learning activities to give them opportunities to interact with other students. Also, encourage them to become involved in school activities.
Provide support for academic transitions. TCKs may need additional support in academic areas that may differ in other countries or schools. Students returning from foreign countries, for example, may not have worked with American currency or the American measurement system.
Foster students' multicultural identities. As the multicultural dimensions of classrooms and schools are explored and celebrated, raise awareness of the diversity that TCKs bring to schools, as well.

TCKs share a unique worldview that can create challenges, but can also enrich their lives and the lives of their classmates. To locate more information on how to capitalize on their strengths in ways that are beneficial to both the TCKs and their classmates, visit the following web sites.