RUNNING

HEAD: IDENTITIY DEVELOPMENT IN THIRD CULTURE KIDS

Action Research Paper
-Presented to the Department of Educational Leadership
and Postsecondary Education
University of Northern Iowa
-In Partial Fulfillment
of the Requirements for the
Master of Arts in Education
-by
Kelli Meeker
American School of Bombay
Mumbai, Maharashtra, India
(October 28, 2016)
-Prof. Tammy Gregerson

IDENTITIY DEVELOPMENT IN THIRD CULTURE KIDS

Abstract: Children develop their identity partly through social interactions throughout their
childhood. Children growing up in a globally mobile environment develop their sense of identity
through the same process as children growing up in their birth country, but the variety of social
interaction varies greatly than children living in their birth country. Third Culture kids develop
an identity as globally mobile, forge a sense of belonging in new places through their identity
and develop a unique identity through their personal histories. The purpose of this paper is to
investigate the process of identity development of Third Culture Kids, suggest ways in which
teachers can develop an awareness of culture through community building, and thereby support
students in feeling connected and a greater sense of identity.
(key words: TKC, globally mobile, identity, culture).

IDENTITIY DEVELOPMENT IN THIRD CULTURE KIDS

Introduction
The development of identity begins in childhood, as children grow they innately seek to
answer the questions: Who am I? Where do I belong? (Grimshaw and Sears 2008). Identity
development is rooted in childhood experiences and social interactions create the foundation for
identity development. These interactions are often grounded in cultural norms, the behavior
patterns of groups, which guide children as they develop an understanding of the ways in which
people interact, make connections and build relationships. The understanding of cultural norms
develops over time and is connected to ones development of personal identity.
Third Culture Kids (TCKs) are children who are growing up globally mobile, living in
countries other then their birth country at some point during their childhood. In their book, Third
Culture Kids, Pollack and Van Reken (2009) write about the connection between cultural norms
and personal identity, It is the specific mix and manner in which we meet or express these
universal needs that lead to our sense of unique, personal identity (p. 142). For TCKs, who
grow up in between and among multiple cultures, the development of personal identity can be
different than is typically seen in children growing up in their birth culture.
Identity
The theory of identity development through social interactions has been well researched
for children growing up in their birthplace and the theoretical basis is relevant for globally
mobile children. Researchers Grimshaw and Sears (2008) reviewed research around identity
development and proposed that Meads (1934) description of identity development is relevant for
globally mobile children. Mead (1934) proposed that identify is the development of self-concept
by reacting to the expectations and feelings of those around us. Hence, identity is formed when
children respond to life experiences with others. Hawkins (2005) researched the identity

IDENTITIY DEVELOPMENT IN THIRD CULTURE KIDS

development of kindergarten children and observed that identity development was a continual
negotiation of understanding between individuals and their social context. This negotiation is
individualized as children act in and on their world. In her article, Teaching the Third Culture
Child, West (2001) offers a model of ecological theory, that children exist in their individual
context and that experiences become integrated into a unique combination of individual factors.
Under this model one would have the view that each child, even within a family, will construct a
unique context for their lives and in the process a unique identity. Finally, Sears (2001)
proposes that Blumers (1969) symbolic interactionist approach, which suggests that identity is
socially constructed in response to lived experiences and social interactions with others, is
relevant for TCKs. In conclusion, identity is formed and molded through a variety of social
interactions that occur throughout childhood.
For Third Cultural Kids their identity is developed through a similar process as children
who live in their birth country, however, globally mobile children interact with many people
from a variety of different cultures and therefore encounter a wider range of cultural norms.
Conceivably, some social interactions will have more of an impact on children and their
development of identity (e.g. parents, siblings, nannies), however when examining the life
experiences of globally mobile children a wide variety of cultural experiences must be
considered. The cultural environment of TCKs may change during childhood. At a minimum
they have their home culture, primarily reflected in their family, and also the culture of the
country they live in. Pollack and Van Reken (2009) propose that children develop a sense of
personal and group identity by asking questions of self, these internal questions are commonly
answered as a child sees themselves reflected in their cultural community. This understanding of
cultural norms is internalized in daily activities, customs, and traditions. Third Cultural Kids

IDENTITIY DEVELOPMENT IN THIRD CULTURE KIDS

may encounter and interact with a variety of cultures and in exchange will need to decide,
perhaps unconsciously, which cultural norms will become part of their identity. Third Culture
Kids may find the answers to personal identity difficult or even delayed as they sort out their
viewpoints, values, and beliefs through childhood. Pollack and Van Reken (2009) write about
the importance of developing cultural balance, knowing how to act gives us a sense of stability
and belonging, without it children may find it difficult to be and understand themselves. When
children move into another culture, the rules and expectations for behavior may change. Third
Culture Kids are navigating the unspoken rules of multiple cultures and in the process forging a
new personal identity.
Identifying as Third Culture Kids
One characteristic of Third Culture Kids identity is that of someone who moves,
someone who lives in other places. In her work interviewing globally mobile children, their
parents and their teachers, Sears (2011) found that TCKs describe themselves as people who can
adapt and as having skills that enable them to fit in with others, they considered themselves
friend-makers. Sears (2011) also found that TCKs position themselves as different than people
who remain in their birth country. Lastly, she found that while TCKs were able to quickly adapt
in order to fit in with others, they still were also able to hold their personal identity and in fact
sustain multiple identities (Sears, 2011). Thus, for TCKs their primary identity might be of a
person who grew up internationally and because of such experience is someone who is able to
adapt easily. This identity, by default, sets them apart from their birth place peers, but can
develop into a positive aspect of their identity. Sears (2011) also noted that when a TCK moves
into a new international school, their identity development depends somewhat on identities that
may be available to them. For example, moving into a new school with a high percentage of host

IDENTITIY DEVELOPMENT IN THIRD CULTURE KIDS

country students offers different identities than a school with a high percentage of students from
a wide variety of backgrounds. Additionally, moving into a school in which there exists a high
percentage of students from ones home country offers different identity development than a
school with few students from ones home country. This idea that identity development is
impacted by the available identities begs the question, how do teachers successfully create an
environment in which multiple identities are available and acceptable for children?
Sense of Belonging
One aspect of identity development is the reflection of cultural norms developed through
social interactions. Another aspect of identity is a sense of belonging. This element is important
for all children, to feel part of a group (e.g. family, friends, community, classroom) leads to
group identity. For TCKs the groups available with which to forge identity may change as they
leave and enter a new school community. When international students are asked to rate their
sense of belonging to a country, a place, a community, or in terms of a relationship, sense of
belonging was three times stronger to relationships than to a particular country (Fail, 1995). Thus
a sense of belonging is likely to be related to whether one is able to develop strong relationships
with others. Developing strong relationships with others can support a childs ability to feel that
they belong within a new context and a sense of belonging can lead to a positive identity
development.
Personal Histories
As Third Culture Kids proceed though childhood, they encounter their own unique
personal history which also serves to develop their personal identity. Hawkins (2005) writes
Children come to school with individual and varied histories and experiences that mediate their
understandings of this new environment and provide them with tools to negotiate within it.

IDENTITIY DEVELOPMENT IN THIRD CULTURE KIDS

(p.78 ). Each childs experience is unique and, over time, develops into a personal narrative of
who they are. In her interviews with Third Culture Kids, Sears (2011) found that they used the
mechanism of narrative to maintain their identity, through their life experiences they developed
and maintained their identity as a TCK and created a unified sense of self though their moves
and relocations. Thus, providing a narrative context for TKCs can help to strengthen their
personal identity. For young children, they may need teachers and learning experiences that will
enable them to understand and make sense of new cultural norms, to give them a sense of
belonging and positive identity by building on their personal narratives.
Conclusions
Identity development for TCKs may be more complex and dynamic than that of children
growing up in their home culture. Although the underling process might be the same, the social
interactions which impact identity development are more varied and marked by multiple
cultures. Third Culture Kids identify as people who adapt and whose personal narrative create
their unique identity. Teacher may be able to support TCKs in developing a positive self-identity
by supporting students ability to understand their identity as globally mobile.
Method
Objective
To design mini-lessons that help young Third Culture Kids (TKCs) reflect on their
personal identity through life experiences and to investigate common themes of personal identity
among third culture kids in a kindergarten class.
Problem
The development of personal identity is rooted in culture. Third Culture Kids may
struggle to understand their identity as they are raised in between cultures.

IDENTITIY DEVELOPMENT IN THIRD CULTURE KIDS

Hypothesis
Young Third Culture Kids will be better able to talk about their personal identity after
having received mini-lessons that discuss culture expectations through personal experiences.
Question
Do lessons in common cultural expectations help young children to talk about their
personal identity?
Data
A pre- and post- survey will be conducted with a group of 6 children, a mixture of
students who have attended the American School of Bombay (ASB) in the previous year and
some who are new to the school. A survey will ask students to make connections between
themselves and friends and talk about concepts of home. Additionally, children will draw a preand post- All About drawing of themselves and these will be analyzed for indications of
greater self-identity.
Results
Student Drawings An analysis of the student drawings indicated a greater awareness of
personal identity through family. For example, one students drawing pre-learning was of him
alone in his home and his oral dictation was This is my house. Post- mini-lessons his drawing
was of his family inside his home and included a family celebration, Christmas. His dictation
included labeling all the family members and the family celebration. Another example can be
seen in analyzing the drawings of the boys in the group. All three of the boys pre- mini-lessons
drew only themselves in their drawing, post-learning all included all their family members, this
was also the case for one of the girls, and included a personal identity marker (e.g. celebration).
Another example of greater awareness of personal identity through family can be seen in two

IDENTITIY DEVELOPMENT IN THIRD CULTURE KIDS

students who post-mini-lessons included flags representing both their home country and the
country they currently live in, this might also indicate a greater awareness of personal identity
towards that of a Third Culture Kid. All students included an indicator of personal identity in
their post-learning drawing (e.g. home country flag, celebration, family activities). Pre-learning
only two students included an aspect of personal identity. One student in his pre-learning
drawing drew himself and quite a bit of chaotic looking lines, and said, This is a map and I have
to go everywhere, this could indicate some confusion of his personal identity of where he is
from, or simply attempting to explain that he is from multiple places. Post-learning, he drew a
picture of his family involved in a family celebration.
Survey The purpose of the survey was to indicate students awareness of personal identity and
how it might enable them to connect with peers. There is an indication that post- mini-lessons
students were slightly more orientated as similar towards their friends. All students pre- minilessons stated that they were like their friends, but post they were able to give reason more
aligned with the topics covered in the mini-lessons or to provide evidence why they are similar to
their friends. For example, pre- mini-lessons student 1 indicated he was like his friends but
could not provide a justification, post- mini-lessons he indicated he was like his friends because
he plays games like his friends.
Additionally, many students had a greater understanding of their home, post- minilessons they were able to specially identify where their home was, naming a country or
neighborhood, pre- mini-lessons they were either unsure or vague (e.g. far away).
Lastly, students developed a great awareness of the uniqueness of their families. With the
exception of one student, all of the students indicated a special feature of their family that was
connected to the min-lessons. For example, when ask what is special about your family, pre-

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mini-lessons one students answered there always kissing me at bedtime and post replied with,
We all four speak Danish. One child had no response pre- mini-lessons and responded with
Playing catch (a family activity) post- mini-lessons . This data indicates that through the minilessons, students developed a clearing understanding of how their family if unique.
Discussion
The results of both the survey and the students drawing indicate that whole class minilessons that focus on unique cultural characteristics and expectations enable students to have a
greater awareness of personal identity. They were able to talk about identity in terms of where
they live, how their families are unique, and activities they engage in. In addition, this research
demonstrated that through whole class teaching and learning students are able to see connections
with peers. This is particularly important for Third Culture Kids who may, as they interact with
and are raised in between various cultures, struggle to understand where they belong.

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References
Blumer H (1969) Symbolic Interactionism. Englewood Cliffs, NJ: Prentice Hall.
Hawkins, M. R. (2005). Becoming a student: Identity work and academic literacies in early
schooling. Tesol Quarterly, 59-82.
Grimshaw, T., & Sears, C. (2008). Where am I from?'Where do I belong?'The negotiation and
maintenance of identity by international school students. Journal of Research in
International Education, 7(3), 259-278.Mead, G. H. (1934). Mind, self and society (Vol.
111). University of Chicago Press.: Chicago.
Pollock, D., & Van Reken, R. (2010). Third culture kids: Growing up among worlds. Nicholas
Brealey Publishing. Chicago
Sears, C. (2011). Integrating multiple identities: Narrative in the formation and maintenance of
the self in international school students. Journal of Research in International
Education, 10(1), 71-86.
West, M. M. (2001). Teaching the Third Culture Child. Young Children, 56(6), 27-32.

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Appendix A: Data Collection Materials

Personal Identity Drawing Prompt

Today I want to learn about you and your family. I want you to draw a picture of you and things
that make you unique. For example, you could draw a favorite family dish.

Survey
Are you like your friends? How?
When I say home what do you think of?
Where is your home?
What is special about your family?

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Appendix B: Mini-lessons

Many families have special food they like to eat. What is a food you eat with your whole
family?

Many families have rules about greeting other people. How do you great others people.

Many families wear special clothes. What special clothes does your family wear.

Many families have favorite activities. What is a favorite activity in your family?

Many families have special holidays. What is a special holiday in our family?

Many families come from different places. What is the place that your family calls
home?

May families do special things in the summer. What is something your family does
during the summer?

Many Families play games, What games do you play in your family?

IDENTITIY DEVELOPMENT IN THIRD CULTURE KIDS

Appendix C: Survey Results

Are you like your friends? How?
When I say home what do you think of?
Where is your home?
What is special about your family?
Red = Post Mini lessons
Student 1
Are you like your friends? How?
Yes, this much spreads arms wide.
Yes we play games. (games)
When I say home what do you think of?
n/r
Where is your home?
I dont know.
Hong Kong (location)
What is special about your family?
No response.
Playing catch. (family activity)
Student 2
Are you like your friends? How?
Yes, shows me 10 fingers
Yes, Syasya this is Syasya (also born in Malaysia, location connection)

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IDENTITIY DEVELOPMENT IN THIRD CULTURE KIDS

When I say home what do you think of?
I dont know
Play
Where is your home? (from)
Japanese
Evita (name of apartment building in Mumbai, location)
What is special about your family?
Talking
Soccer (family activity)
Student 3
Are you like (similar) your friends? How?
Yeah, a lit bit, we all like to play crocodile, crocodile, we are all wearing the same PE colored
shirt.
Yes, with Wren we have the same hair color and eye color.
When I say home what do you think of?
I want to go home.
My whole family and my home.
Where is your home?
Um, a long way form the school, so that is why we need to get up early.
In a big building, in India.
What is special about your family?
If they are always kissing me at nighttime.
We all four talk Danish.

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Student 4
Are you like your friends? How?
Yes, I play with my friends, I like playing with Inez and Lilly and Wren May.
Yes, we both have rules in our family and some times one of my friends eat pizza and sometimes
I eat pizza.
When I say home what do you think of?
My home.
I think of my home.
Where is your home?
Powaii.
Mexico and Australia.
What is special about your family?
Sometimes on the weekends or after school I get to play monopoly.
Sometime we celebrate something that is very special.

Student 5
Are you like your friends? How?
Of course, because Im friendly
Yes, because I like my mom and dad, because they are kind to me.
When I say home what do you think of?
I go down to my play ground
My home is good.
Where is your home?

IDENTITIY DEVELOPMENT IN THIRD CULTURE KIDS

In Bandra
Next to the street
What is special about your family?
My mom makes special food
My mom makes pasta and pizza and it makes us bigger. (family food)
Student 6
Are you like your friends? How?
Yes, no response
Yes, I like my friends.
When I say home what do you think of?
I dont know.
I dont know.
Where is your home?
Far away
Far away.
What is special about your family?
I have a baby in my house.
Good.

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Appendix D: Student Drawings

https://drive.google.com/file/d/0B8GKjIG7Fi15UUhiUHJ6WG5XZWs/view?usp=sharing