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+ How to Best Support your Third Culture Student as an International Educator Megan Corazza, Upper School Counselor The American School of Madrid.

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Presentation on theme: "+ How to Best Support your Third Culture Student as an International Educator Megan Corazza, Upper School Counselor The American School of Madrid."— Presentation transcript:

1 + How to Best Support your Third Culture Student as an International Educator Megan Corazza, Upper School Counselor The American School of Madrid

2 + Session Overview Discussion as to what defines a “global nomad” & “third culture” kids as represented by current practice Discussion of the unique developmental processes and needs of these particular students in relation to their many transitions both in the classroom and in life Review of David Pollack's 5 Stages of Transition as it relates to students’ academic and social progress Participant activity representing the experience of “culture shock” Discussion of resources and curriculum examples to support your school’s inclusion of activities to support your third culture students

3 + What are Global Nomads & Third Culture Kids? Link to Vimeo, “So Where’s Home?Link to Vimeo, “So Where’s Home?”

4 + Definition of a Third Culture Kid “A Third Culture Kid (TCK) is a person who has spent a significant part of his or her developmental years outside the parents’ culture. The TCK builds relationships to all of the cultures, while not having full ownership in any. Although elements from each culture are assimilated into the TCK’s life experience, the sense of belonging is in relationship to others of similar background.” (Pollock and Van Reken, 1999)

5 + Myriad Examples of TCKs Traditional TCK’s— are children who move into another culture or host country with parents due to an intentional move or relocation for work. Bi/multi-cultural children—are children to parents from at least two cultures or races. Children of immigrants—are children whose parents have made a permanent move to a new, host country that is not identified with their home country or culture. Children of refugees—are children whose parents are living outside their original country or place due to unchosen, traumatic circumstances such as war, violence, famine, or other natural disasters.

6 + What is Culture? “Culture is an integrated system of learned behavior patterns that are characteristic of the members of any given society. It includes everything that a group of people thinks, says, does and makes—its systems of attitudes and feelings. Culture is learned and transmitted from generation to generation “ (Kohls, 1996)

7 + What is Identity? “Represents the process by which the person seeks to integrate his/her various statuses and roles, as well as his diverse experiences, into a coherent image of self”. (Epstein, 1978) “Identity vs. Role Confusion stage consists of adolescents trying to figure out who they are in order to form a basic identity that they will build on throughout their life.” The primary concerns of a basic identity for this theory are social and occupational identities. (Erickson, 1968)

8 + Identity Development and Challenges of Cross/Third Cultural Kids The notion of Cultural confusion The 2 Realities of Being a “TCK” The Flip Side & Emotional Toll Cross Cultural Skills Cultural Chameleons

9 + David Pollack’s 5 Stages of Transition Stage 1-Involvement Stage 2-Leaving Stage 3-Transition Stage 4-Entering Stage 5-Reinvolvement

10 + David Pollack’s 5 Stages of Transition

11 + Stages of Cultural Adjustment (Oberg, 1960) 1 st Stage~ Cultural Euphoria (Honeymoon Phase) Often referred to as the "honeymoon" phase. Everything seems to be new, unique and exciting with of course some slight drawbacks. The focus tends to be on the more noticeable and surface aspects of the culture such as: clothing, food, scenery etc. 2 nd Stage ~Cultural Confrontation (Culture Shock) Some of the initial excitement retreats and more frustrations arise. Some things seem much more difficult to do in your host country. Many say this is the hardest stage. These are all normal feelings and are part of the cultural adjustment. It is important for individuals in transition to not to take their frustrations out on the host country and people. Continue to explore where you are living and take time to enjoy it! Get out and meet local people, this will help making you feel more comfortable.

12 + Stages of Cultural Adjustment (Oberg, 1960) 3 rd Stage~Cultural Adjustment (Adjustment Phase) Individuals feel increasingly more comfortable in their host country. Additionally, individuals may still feel homesick but are now more comfortable with interacting with people from your host country. Individuals should revisit their initial ideas of their host country. 4 th Stage~Cultural Adaptation (Recovery Phase) By now individuals are feeling more and more comfortable with your host country and speak with less of an accent and/or crave local foods! Individuals at this time have been able to integrate some of the new culture aspects into their own culture and routine. Anticipate the effects of reverse culture shock. Transitioning individuals should not worry as this is normal. Adapted from: Maximizing Study Abroad by Paige, Cohen, Kappler, Chi, Lassegard from the University of Minnesota

13 + Culture Shock Activity A brief Pair & Share with your Neighbor, answer/discuss the following prompts from personal experience, What poignant experience in your transitions to do you most recall (it can be a reaction to culture or culture reacting to you)? What events do you believe represented each of the 4 stages of adjustment, honeymoon stage, culture shock, adjustment and recovery?

14 + Recommendations for International Teachers & Educators FIRST….assure students that culture shock is a normal part of the acculturation process. Let students know that others experience the same thing. Help students reflect on situations that have led them to experience culture shock through group dialogues and activities. Teachers can also share personal experiences in encountering a new culture and previous experiences. Develop transition materials and utilize them when working with the students. (either coming or going)

15 + Sources & Resources  Erikson, E.H. (1968). Identity: Youth and Crisis. New York: Norton  Pollack, David. (1980. The Transition Process. Oberg, Kalervo. Cultural Adjustment Theory, Fisher, J.P. The Transition Process Theoretical Model Quick, Tina. The Global Nomad's Guide to University Transition. Dave Pollack & Ruth Van Reken, Third Culture Kids: Growing Up Among Worlds, Dave Pollack & Ruth Van Reken JP Fisher, The Transition Process Theoretical Model Denizen: for TCKs (www.denizenmag.com)

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