Analysis of Third culture kids

 

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『Analysis of Third culture kids』

 

Pollock and Van Reken defined Third culture kids(TCK) is someone who, as a child, has spent a significant period of time in one or more culture(s) other than her own; therefore integrating elements of those culture and their own birth culture, into a third culture.” The definition is not constrained to describing only children, but can also be used to describe adults who have had the experience of being an ATCK (Adult Third Culture Kid). The experience of being a TCK is unique in that these individuals are moving between cultures before they have had the opportunity to fully develop their personal and cultural identity The first culture of children refers to the culture of the country from which the parents originated, the second culture refers to the culture in which the family currently resides, and the third culture refers to the amalgamation of these two cultures The third culture is further reinforced with the interaction of the third culture individual with another expatriate community one would come to encounter.

Chinese TCKs in abroad is increasing with globalization, transnational migration, numerous job opportunities and work overseas, accessibility of international education, and various other factors. And also Reintegration Hong Kong, Macau 1990s and Taiwan create growing population of “double Chinese TCKs. The number of people who are currently living outside the old nation-state categories is increasing rapidly, by 64 million just within 12 years, reaching up to 220 million people (2013). Since TCKs' international experience is characterized by a sense of high mobility, they have also been referred as global nomads. Furthermore, their multicultural experiences away from their motherland at a young age, give them other unique nicknames such as "cultural hybrids" and "cultural chameleons". 

 

The point is that that kids Chinese who partially act and feel non-Chinese. They feel awkward to live in mainland China. TCKs are often lacking in knowledge about their home nation, culture, town, and/or family. With current technology leading to the globalization of information, this is becoming increasingly less of a challenge provided the TCKs use modern technology in their host cultures to connect to their home culture. Understanding a culture’s sense of humor, however, is a commonly cited difficulty with the transition back to a home culture. There are also general societal norms and practices that will not be known when a TCK is first re-introduced to his/her home culture but those are eventually learned

 

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On the other hand, Foreigners that feel and partially act like Chinese (in outside of china). Going through this kind of experience they could feel discouraged by their inborn environment. A third culture kid who is a child of an immigrant deals with their own set of racism and stereotypes. Justin Allen Burg illustrates symbolic racism in relation to the immigrant community, he further talks about the "restrictions on undocumented immigrants from using social services". Burg mentions this being a symbol of negative attitudes toward the immigrant community. Not only is racism seen within public policy but it is also seen in the media. In the article "Media Exposure and Attitudes towards Immigrants" Galvez talks about minorities being portrayed in American television with poverty, crime, and violence (Alvarez-Galvez 20).This is directly stereotyping minorities, which includes immigrants, and placing them in boxes of what they are supposed to be.worse case scenario for TCK is often happened when the happening requires their royalty to only one country. For small thing, when international sports match is held, TCK sometimes are really confused to support. Before these kinds of choice would connected to participated army when the war was broken.

Here are some Illustrates potential of TCK qualities. Expanded worldview: TCKs have an understanding that there is more than one way to look at situations that they are exposed to or experience. This can also be a challenge however, when third culture individuals return to a culture that is homogenous in their belief system, as an expanded worldview is perceived as offensive or useless.

Third-dimensional view of the world: With an increased amount of hands-on experiences in multiple cultures, there is a difference in the way that the world is perceived. Interpersonal sensitivity: Increased exposure to a variety of perceptions and lifestyles allow TCKs to monitor their emotions, and register societal norms and cues more adeptly so as to produce higher sensitivity to other cultures and the capacity to function effectively across national, ethnic, and organizational cultures

One of the challenges of being a third culture individual is developing a sense of belonging, commitment, and attachment to a culture. These factors play a strong role in one's self-esteem and identity, and are especially apparent as present or not present among TCKs. There are psychological benefits to being a bi-culturally competent individual, meaning that adjustment to the host culture and repatriation do not pose a difficulty for the individual. Individuals who do not experience this same smooth transition into the new culture are referred to as "culturally rootless" and "cultural homelessness." Culturally homeless (CH) individuals often experience confusion over their identity and especially because the TCK is frequently abroad during the adolescent development years when identity is most solidified psychologically.

When individuals who have spent a significant amount of their developmental years in a host culture and have not been able to adapt, develop an identity, and do not feel as though they belong, they are considered "culturally homeless". Cultural homelessness has been found to have both advantages and disadvantages, at times to being associated with low self-esteem, perceiving less control over one's own life, and an unsatisfactory level of experience with belonging and attachment.

From the research that has been conducted on TCKs, it has been found that subjects are generally more tolerant of different cultures and of people of different backgrounds than subjects from the same home country who are not TCKs. In addition, TCKs generally feel that they are better able to adapt to new cultures and understand how to behave appropriately in these new environments As one student explained, part of this tolerance was out of necessity for maintaining a healthy social life in one's new environment and culture.

Though the intellectual impact of being a TCK has not yet been widely explored, there has been such research in the area. One particular study by Lee and Bain (2007) that was found to have significant findings was conducted on young native Koreans who had recently moved to the United States and were attending school in America. The researchers were looking to see how these students would respond to explicit instruction aimed to work with their originality and fluency and that is specific to TCKs. This was measured through the level of creativity demonstrated in assigned tasks given to the students. TCKs were found to be able to demonstrate significantly higher levels of creativity and originality for problem solving than TCKs not given this same explicit instruction. This study has implications for the ways that TCKs can be instructed differently from the traditional curriculum to enhance their creativity and problem solving abilities because of their third culture experience.

 

Intellectual impact is also possible through differences in choosing to continue studies in higher education after high school. In 2001, it was found by the U.S. Bureau of Labor Statistics that 61.7 percent of 2001 high school graduates were enrolled in college. That same year, it was found that 95 percent of the TCK population were either enrolled or had some college education. Twenty-nine percent of this population had received an advanced degree, which is also higher than the percentage of the general population.