{"title":"Third Culture Kids: The consequences of multiculturalism and nomadism in the context of identity, well-being and education","authors":"M. Mosanya","doi":"10.5604/01.3001.0016.3396","DOIUrl":null,"url":null,"abstract":"In a globalizing world, increasing migration tendencies lead to broad social consequences. More and more young people can be defined as Third Culture Kids (TCK), individuals exposed to diverse cultural paradigms in the early developmental years. Being a TCK significantly affects the development of identity, well-being and overall functioning. There are also substantial consequences of TCKs experiences in the field of education. Yet, the problem of new forms of multicultural identities is not sufficiently represented within Polish research. The following review aims to fill this gap and present the latest trends in studies on the TCK phenomenon. This article critically evaluated existing research regarding Third Culture Kids. It further presented the consequences of the multicultural experience of TCK, emphasizing significant problems and benefits of multiculturalism and global nomadism in the areas of well-being, identity and education. Importantly, ways of dealing with multicultural identity, the so-called multicultural identity configurations, were presented as moderators of the influence of multiculturalism on the functioning of TCK. Factors supporting TCKs well-being and educational success were indicated, including psychological (multicultural identity integration, cultural intelligence, global mindset) and institutional (teaching systems, psychological support) attributes.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":" ","pages":""},"PeriodicalIF":3.6000,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.5604/01.3001.0016.3396","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
In a globalizing world, increasing migration tendencies lead to broad social consequences. More and more young people can be defined as Third Culture Kids (TCK), individuals exposed to diverse cultural paradigms in the early developmental years. Being a TCK significantly affects the development of identity, well-being and overall functioning. There are also substantial consequences of TCKs experiences in the field of education. Yet, the problem of new forms of multicultural identities is not sufficiently represented within Polish research. The following review aims to fill this gap and present the latest trends in studies on the TCK phenomenon. This article critically evaluated existing research regarding Third Culture Kids. It further presented the consequences of the multicultural experience of TCK, emphasizing significant problems and benefits of multiculturalism and global nomadism in the areas of well-being, identity and education. Importantly, ways of dealing with multicultural identity, the so-called multicultural identity configurations, were presented as moderators of the influence of multiculturalism on the functioning of TCK. Factors supporting TCKs well-being and educational success were indicated, including psychological (multicultural identity integration, cultural intelligence, global mindset) and institutional (teaching systems, psychological support) attributes.
期刊介绍:
This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal"s first priority. All contributions are submitted "blind" to at least two independent referees before acceptance for publication.