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In this article, China-based Guidance Counsellor Cindy Harvel explores the subject of Third Culture Kids (TCK)
She is in her 90s (she won’t tell exactly), walks the track for one half hour every morning, listening to Hungarian from her [tape] recorder. Her language interest stems from wanting good grammar in memoirs she is writing of her family history. She moved to the United States many years ago, but still wanted to retain her own language. She conducts two women’s studies, is an active member of the historical society, is the greeter to every group where she belongs, and always has time to chat with someone who needs to talk. Magdalene is also a TCK.
According to Libby Stephens, an internationally-recognised speaker specialising in students experiencing transition, TCKs are the fastest growing people group on the planet. So, who are TCKs?
TCK is an acronym, standing for Third Culture Kid. According to David Pollock (TCK Profile seminar material, Interaction, Inc., 1989), a third culture kid is:
“…a person who has spent a significant part of his or her developmental years outside the parents’ culture. The TCK frequently builds relationships to all of the culture, while not having full ownership in any. Although elements from each culture may be assimilated into the TCK’s life experience, the sense of belonging is in relationship to others of similar background.”
Whether from a family whose parents are corporate executives, military, serving in non-governmental organisations, refugees, missionary kids or simply kids attending their elementary or high school years abroad, these individuals have a variety of challenges in common:
- They are careful in making friends, since in the transient world in which they live they will likely lose them quickly in the midst of job change, family decisions, war, etc
- In new cultures, a TCK may commit unintentional faux pas, due to lack of understanding of cultural norms
- With a foot in several worlds, they may feel a lack of belonging to any one culture
- Where exactly is home?
A TCK may have very little connection with the passport country, and not be entirely invested in the residence country. The strongest connection is probably with other international students who understand the unique set of challenges and adventures facing a third culture kid. So, a Korean-born, German-educated American college TCK will identify more with an African-born, British-educated Australian TCK, rather than another Korean.
As a new teacher in Tianjin International School in China, I find my TCK students to be globally interested, knowledgeable young people. They are not particularly sociable but act like they are. Many are mask-wearers, who often fool this teacher of 24 years into thinking they are a persona different than they truly are. These exotics have colourful backgrounds, know several languages and develop habits linked with the cultures where they have lived. Mature for their ages, I find my students are less likely to be racist, yet may be hypercritical of their own culture. Passionate during service trips, they tend to be more tolerant of other, in general, truly wanting to make a significant difference in the world.
My TCKs are cultural chameleons, cosmopolitan and laugh at the strangest things. They are independent, think outside the box and, if you get them to share, can participate in fascinating discussions. Many like to bridge the cultural gaps, and are born diplomats with lots of connections. They compare their frequent flyers mileage and are always missing something (people, places, language, food…)
When I observe the students under my care, their futures appear quite promising. What business could not benefit from a trilingual speaker used to flexibility and change, who is globally aware and culturally sensitive. Gaw (Mobility, multiculturalism and marginality: Counseling Third-Culture students 2007) describes TCK high school and college students as being in a unique position as interculturally experienced young adults who are frequently multilingual and open to diversity in the broadest sense: “…they have lived diversity and politics as both outsides and insiders. These students are potentially competitive candidates for entering the globalised workforce…In today’s evolving cultural, social and political connectedness, such a prepared student is paramount, and TCKs can serve as leaders.”
If in your journeys you have the experience of interacting with a third culture kid, dare to enter his or her world, help him/her feel part of yours. Friendship is a TCK’s greatest treasure, a rare stone, cut with time and faceted with care. Magdalene has made an indelible mark on my own life. She has taught me to look outwards, and be other centred, to view life as an incredible adventure and to see people as precious gifts, unique and worthy of being cultivated and appreciated.
Written by Cindy Harvel
(2011)
Guidance Counselor
Tianjin International School
(China)
