Third Culture Kids

Back in the 1960s, Ruth Van Reken studied the impact of international life on the children of missionaries in India, realising that their development was being shaped by their unique environment. Following further research in collaboration with others, she developed the concept now known as Third Culture Kids.

It’s not just a matter of categorisation, however. The `third culture' represents the culture formed by individuals who exist between their home (first) culture and their host (second) culture. It is nebulous and difficult to define, but nevertheless an observable phenomenon. Children who grow up accompanying their parents on international assignments—whether in business, diplomacy, the military, missionary work, or other sectors—develop differently. They are shaped by the culture of their parents, their surroundings, the (often but not exclusively) international schools they attend, and most significantly, their friends from diverse and mixed backgrounds.

This shared community of children, brought together through a complex mix of cultural influences, forms the typical Third Culture Kid (TCK). The word `Kid' is important, as the experience affects children during critical developmental stages. Adults who travel extensively also undergo change, but this builds on the foundation of their childhood. If that childhood was geographically stable and culturally consistent, it becomes a strong marker in determining their sense of home or cultural identity.

Those who identify as TCKs tend to experience both advantages and disadvantages. Since the range of experiences is so varied, so too is the spectrum of outcomes. Language acquisition is often one of the first benefits. Being immersed in different linguistic environments during key developmental years not only helps children learn languages more easily but also equips them to learn others later in life. Their cultural identity, which typically doesn't align with conventional national definitions, can make them more adaptable and flexible in cross-cultural and social situations. However, this often comes at a cost: many TCKs find it difficult to settle down and may struggle with cultural identity, particularly outside international contexts.

Speaking personally, I faced significant challenges when I returned to the United States at the age of 18. My parents are Vietnamese, I was born in Texas—but never lived there—and I grew up in Indonesia, attending a British school. Among my peers growing up, this mix was perfectly normal. But it was foreign to the American friends I made later, who struggled to categorise me in a way they could understand. While every young person must discover who they are as they grow, adding a complex cultural dimension certainly complicates that journey.

In recent years, the term `TCK' has broadened to include `Cross-Cultural Kid' (CCK), a more inclusive label recognising that any significant cultural transition can dramatically influence a child’s development. The concept has become increasingly recognised within international schools, and educators are now better equipped than ever to support students navigating this unique experience.

Although most children at English 1 are from the local country, as international teachers, we still provide a subtle external cultural influence. Sometimes, even the smallest of those influences can, like the proverbial butterfly flapping its wings, lead to dramatic effects - creating both new opportunities and new challenges. As international educators, it’s also important to remain conscious of the changes we ourselves undergo as we move and adapt.

A bit of food for thought for any international teacher- both for their students and for themselves.