A story to tell: the identity development of women growing up as third culture kids

Walters, Kate A.; Auton-Cuff, Faith

doi:10.1080/13674670903029153

Cited by 50 publications

(47 citation statements)

References 14 publications

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“…TCIs, by contrast, move between cultures before they have had the opportunity to be socialized into their home culture and form a personal identity (McCaig, 1996;Pollock & Van Reken, 2009). Their identity development is often disrupted and they have to focus on adjusting to new environments instead of gaining a sense of self (Walters & Auton-Cuff, 2009). Another important difference between adults and children in this regard is that adults are more likely to encounter a host culture in a wide variety of contexts (Navas et al, 2007), whereas children are more likely to experience a host culture mainly in the context of social relationships, where they encounter different ways of thinking, communicating, and acting.…”

Section: Third Culture Individualsmentioning

confidence: 99%

Confused or multicultural: Third culture individuals’ cultural identity

Moore

Barker

2012

International Journal of Intercultural Relations

121

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Section: Third Culture Individualsmentioning

confidence: 99%

Confused or multicultural: Third culture individuals’ cultural identity

Moore

Barker

2012

International Journal of Intercultural Relations

121

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“…Recently, some dissertation studies have focused on transculturals (Konno, 2005;McDonald, 2010;Schaetti, 2000;Shealy, 2003;Walters & Auton-Cuff, 2009;Wurgaft, 2006), but most of their findings have not been published in scholarly journals and none have been published in the counseling literature (McDonald, 2010).…”

mentioning

confidence: 97%

Transcultural wellness: An Exploratory Study

McDonald

2011

J Multicult Couns & Deve

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This study explored differences in wellness scores between a transcultural sample and the normative sample of the five factor wellness Inventory (5f-wel; Myers & Sweeney, 2005c). differences between the two groups were found on all scales of the 5f-wel, with transculturals scoring higher than the normative sample. Implications for practitioners and researchers are presented for those working with transculturals.Este estudio exploró las diferencias en puntuaciones de bienestar entre una muestra transcultural y la muestra normativa de los Cinco factores del Inventario de Bienestar (5f-wel, por sus siglas en inglés; Myers & Sweeney, 2005c). Se hallaron diferencias entre los dos grupos en todas las escalas del 5f-wel, con las puntuaciones transculturales siendo más altas que la muestra normativa. Se presentan implicaciones para profesionales e investigadores que estén trabajando con individuos transculturales.

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“…Even though she was one of the three primary school Brazilian girls that I interviewed, I could also hear the particularity of her migration experience, family structure and personality that shaped her perception and ways of dealing with life, including multiculturalism and gender. The second reading of the interview transcripts traces the "I" in the text so as to identify how the participant felt and spoke about herself without the researcher's interpretation or bias (Letvak, 2003;Walters, 2006;Paliadelis & Cruickshank, 2008;Doucet & Mauthner, 2008). This is at the heart of the VCR method and is also very important for transnational feminism because it is at this step that we learn the young girls' points of view, their understanding of their needs and their opinions about the educational system and current schools.…”

Section: Voice-centred Relational Methodsmentioning

confidence: 99%

“…This step was also useful when selecting possible informants who were not named during the interviews. The fourth and final reading of the interview transcripts focuses on structured relations of power and dominant ideologies and how they frame the narrative in an attempt to link macro-level structures and micro-level narratives (Walters, 2006;Paliadelis & Cruickshank, 2008;Doucet & Mauthner, 2008). In this research it meant there was a focus on gender, multiculturalism, culture, language, school projects and attitudes and any other theme that was strong and intimately linked to multiculturalism and gender in a particular girl's story.…”

Section: Voice-centred Relational Methodsmentioning

confidence: 99%

“…The first step of simultaneously reading and listening allows the researcher to follow the plot and attend to recurring words, metaphors, inconsistencies and emotional resonances while examining how and where some personal assumptions and views might affect the analysis. Documenting personal responses to the interview in a researcher's journal, and presenting it against the data collected in the interview is also part of this first reading (Letvak, 2003;Walters, 2006;Paliadelis & Cruickshank, 2008;Doucet & Mauthner, 2008).…”

Section: Voice-centred Relational Methodsmentioning

confidence: 99%

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Gender and multiculturalism at school: the NESB girls’ voices

Borges¹,

Flávia²

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Many social justice theories and movements, including feminism(s) and multiculturalism(s) have attempted to promote change by engaging with the state in numerous ways, even if not always with positive results. In Australia both feminism(s) and multiculturalism(s) have been influencing policy since the 1970s, particularly in education. Their contributions were developed mainly in parallel to each other, generating separate policies and initiatives. Over the last 30 years of globalisation of capitalism social inequalities increased and feminism struggled to build common cause with other social change movements, particularly multiculturalism, due to what were identified as competing demands. One of the results was gender equality and multicultural policies and initiatives in education not dialoguing or collaborating in their aims even when targeting support for minority groups such as female students from non-English speaking backgrounds (NESB). This research aimed to understand the educational experience of seven girls from NESB and how they managed challenges as girls and children from NESB, navigating multiculturalism and gender equality projects and concerns. The research utilised a transnational feminist framework and the 'Voice-Centred' relational analysis method (VCR) to maintain the visibility of gender and culture while keeping the girls' voices central. Despite the girls' satisfaction with their current schools, their stories highlighted how school projects to support them are very few and have limited influence on these girls' experiences of multiculturalism and gender. Possibly as a result of this scenario, the girls perceived negotiating culture and gender as private matters. When there were school projects, very little consideration was given to the diversity among these girls including class and visa status. Finally, this research indicates that focusing on the voice of marginalised girls can allow access to knowledge that cannot be acquired in any other way and also it offers insight into ways that multicultural and gender equality agendas can be combined by considering the experiences of the ones most affected by these agendas.3

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A story to tell: the identity development of women growing up as third culture kids

Cited by 50 publications

References 14 publications

Confused or multicultural: Third culture individuals’ cultural identity

Confused or multicultural: Third culture individuals’ cultural identity

Transcultural wellness: An Exploratory Study

Gender and multiculturalism at school: the NESB girls’ voices

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