Factors Affecting Third Culture Kids (TCKs) Transition

Abstract

(TCKs) transition becomes challenging for both the student and the school. The programs implemented, or lack thereof, are imperative to the successful transition of TCKs into their new, diverse, multicultural environment. Research has been written on the positive effects and challenges faced by TCKs transient lifestyle. Although international mobility can expose students to unique experiences, it can also prove to be stressful for children, especially during their formative years.This paper addresses two factors affecting TCKs transition - programs and counselor - and concludes with a model of a transition support program that may assist international schools in addressing the challenges accompanied by TCKs transition into international schools.

Método Fônico E a Aquisição Inicial Da Linguagem Escrita De Dois Alunos Com Síndrome De Down

“…Em segundo lugar, propõe-se criar um programa de transição que atenda tais crianças conforme as propostas de Morales (2015). Fonte: elaboração própria a partir da proposta de Reeves, conforme citado por Morales (2015).…”

How an Antipodean Perspective of International Schooling Challenges Third Culture Kid (TCK) Conceptualisation

“…From his time in 1990s Auckland, Jack described his school as “rather adept at understanding how these children were, and catered for their needs”. Morales (2015) proposes that students of schools that have successful transition programs have greater success in their academic lives. The international children in the Auckland school were given considerable assistance by the faculty of the school.…”

“…Jack and others had to conform to the local ‘culture’. Such failure to engage intercultural children properly within an education system can be argued as being especially dangerous for children, and almost certainly means children will fall behind (Morales, 2015). Jack found the pressure to make children conform to this restrictive local culture was everywhere, and overwhelming—from what to eat, to how to act in social situations.…”

“…The effect on these young people’s schooling is markedly different from experiences of education for those staying within the country of their birth. For those educated cross-nationally it is not simply a matter of being torn between two cultures, two identities, or the compare-and-contrast of home-and-away, though these things may be present (for example, Russell, 2011; Morales, 2015; Wu, Ganza and Guzman, 2015).…”

The Resiliency of Highly Mobile Military Children: Implications for Military and Education Leadership

“…TCKs are most likely to attend international schools, which typically have a strong academic reputation and a high multinational composition. Antonio Morales (2015), a high school teacher at an International School in China, asserts that the multitude of international schools contain a "cornucopia of cultures, languages, ethnicities, and educational curriculum," which requires supportive programs to assist students to ensure a successful transition to a new school curriculum and culture (p. 52).…”