Running head: ACTION PLAN: THIRD CULTURE KIDS

Action Plan: Third Culture Kids Taylor Altizer Azusa Pacific University

ACTION PLAN: THIRD CULTURE KIDS My inspiration for this project came from a desire to find a student population that is under reached on college campuses. I had known that there was a club called Third Culture Kids on many southern California campuses that I knew of, but I was never quite sure what it was. After doing minimal research, I realized that I had found a population that was under looked and underappreciated, but had a lot to contribute to the campus climate. My hopes for this project is to raise awareness about Third Culture Kids, identify the struggles they face, and reveal the contributions they can make to college campuses. To help facilitate my learning, I have developed an action plan for these students based on Pope and Reynoldss Multicultural competencies: awareness, knowledge and skills. Multicultural awareness consists of the attitudes, beliefs, values, assumptions, and self awareness necessary to serve students who are culturally different from oneself (Pope and Reynolds, 1997, p. 270). For this first objective, I chose to reflect on my knowledge and assess

my biases about Third Culture Kids to gage just how far I have come after completing this action plan. My next step of this project was originally to observe an International Chapel at Azusa Pacific University, which I later discuss, was not a typical activity for these students, so I read a book to gain an awareness of the type of student I would be researching. Finally, I watched a film made my college students about Third Culture Kids college experiences to become aware of what they deal with on a college campus. I feel that the point of this objective for me is to acquire information about this particular group. Though I know the group exists, my level of awareness is minimal, due to the hidden nature of their diversity. I know going in to this project that I really have a heart for those students who are different then others around them, but feel that because their differences are not

ACTION PLAN: THIRD CULTURE KIDS blatant and obvious, that they should be concealed. I believe that these students will fit under this category, and my hope is to raise my awareness in order to best learn about them. My initial exposure to Third Culture Kids (TCK), before I knew it had a title, was at a young age when one of my best friends moved to Haiti. She was born there, moved to America at a young age, and eventually moved back to Haiti. I saw definite differences in the way we were raised and how our parents treated us, but I was too young to understand why. It was not until I made new friends who identified as TCKs that I was able to reflect back on this early relationship and attribute the cultural differences to her being a TCK.

I was initially convicted about my unawareness of Third Culture Kids when I made a pop culture reference about the name Jesse to my friend Jesse, who is white, from a very American show that many American kids watched when they were younger. When he did not understand the reference, I could not believe it. It turns out that Jesse spent all of his childhood and most of his teen years in Bangladesh. I would have probably been more understanding if Jesse was not white, and that was when I realize that I associate whiteness with English speaking, American culture. At first, I thought TCKs were defined by being raised in an identified third world country, but as I have researched further, it is a much more diverse population then I had previously thought. In asking Jesse if I could interview him, it was almost as is he were offended because he thought I was pointing him out as being from a third world country. Even some Third Culture Kids are not quite certain about what it actually means to be a TCK. A working definition for a TCK is a student who has lived most of their life abroad in a culture that is different from their parents (TCK: Hidden Immigrants, 2005). Many of the people in America who are TCKs look like they identify with the American culture based on their race, but when

ACTION PLAN: THIRD CULTURE KIDS they were immersed into a different culture for long enough, they start to identify with its customs and cultural norms. I chose to focus on this group of students because I feel that they experience many unexpected hardships when their race might not line up with their ethnicity. Especially pertaining to a college campus, many of the students who are white are expected to know the workings of a typical American classroom, know all pop culture references that teachers or students use, and can resonate with the jargon and ideas of other white students. My hopes in exploring this group further is to look beneath the color of ones skill and move past the notion that race is the only indicator of culture differences. Originally, for the next portion of this objective, I had planned to visit an International Chapel at Azusa Pacific because I had assumed that most Third Culture Kids would be able to identify with that type of worship. However, throughout my interviews, I have found that a majority of these students do not attend this chapel, but prefer the American, APU way. One of the students I interviewed, Jed, said that at the beginning, pretty much all of the new TCKs attend this once a week chapel, but only about 50% of them actually continue to go. When I asked Pastor Chris Adams about this, he told me that these students are trying to find their place, and they do not want to carry around the label as a TCK because it makes them feel stigmatized. He also said that they are not quite sure about where they want to fit in on campus yet, and this identification might limit them to certain activities. After he shared this

with me, he requested a book that I look through to better familiarize myself with the feelings of these students. This book, called Third Culture Kids: The Experience of Growing Up Among Worlds, is full of personal stories of actual TCKs who share their inner feelings of not fitting in,

ACTION PLAN: THIRD CULTURE KIDS not knowing where home is, and finding their place in a new culture (Pollock & Van Reken, 2001).

From this book, one of the illustrations that stood out to be was a chart talking about how TCKs best relate to their surrounding cultures. Foreigner Look Different Think Different Adopted Look Different Think Alike
(Chart from: Pollock & Van Reken, 2001, p. 53)

Hidden Immigrant Look Alike Think Different Mirror Look Alike Think Alike

The Foreigner position is where most TCKs relate. This is where they differ from those in their host culture, and they feel very aware that they are different from those around them. Those who identify as adopted know that they look different, but have lived in their host culture for long enough that they act and think very similar to those around them. The hidden immigrant status happens when a TCK returns to their home culture, and they look similar to those around them, but do not relate to them in terms of customs and worldview. Finally, mirror TCKs are those who were deeply rooted in their home culture before they left that those ideals were unable to be changed during their time abroad. They look and act very similar to their home culture; no one would ever guess that they had lived abroad (Pollock & Van Reken, 2001, p. 53-54). To further my knowledge on this particular group, I found a video made by some students at Georgetown University about Third Culture Kids called So Wheres Home? The video begins with a bunch of TCKs being asked where they consider home to be, and they were all unable to articulate their answer. Many of them felt that they did not have a sense of home either because where they live now is temporary, they have lived in so many places that it is hard to choose one, or they just straight up do not know. Many of them would even claim to feel at home at airports, because that is where they feel they spend a lot of time.

ACTION PLAN: THIRD CULTURE KIDS A major issue these students run in to is how to explain to their peers why they are identifying from one culture, but look like or sound like they belong to another. One girl, in particular, is American, but lived in France, so a lot of the French students would comment on

her accent. There is also a Japanese boy who lived in America, and when he went back to Japan, they would ask why his name was not traditionally Japanese and why his English was better than his Japanese. There was another student who grew up in Taiwan and students in America would straight up ask him why he did not look Asian. This is a way that TCKs are made to feel other, which can prevent them from feeling at home in their current situation. Some of the perks of being a TCK, as said by these students, are that they are immersed in multiculturalism. Many of them go to schools in the countries they grew up in that are represented by many different nationalities. This has allowed these students to really understand what it means to be tolerant of others and inclusive of everyone, despite race or ethnicity. The students talk about how there is something about experiencing the actual culture, rather than just reading about it, that allows you to better understand and be more open minded. They are also fortunate enough to experience more than one cultures holidays. For example, a young man talks about how he gets to celebrate Thanksgiving and Christmas, but also Chinese New Year. The film then returned back to the question where is home? to see if talking through their perspectives has helped them articulate an answer. Many of them did not see home as being a physical place, but more so where those you love are, such as your family or your close friends. One student talked about how the term Third Culture Kids gives the ideas that it is only a period of time, whereas you identify as one throughout your whole life into adulthood. So the idea of home is going to look different to them throughout their lives, not just when they are students.

ACTION PLAN: THIRD CULTURE KIDS This video gave me a taste of exactly how big the Third Culture Kid population is. I had only been aware of them on the west coast, specifically southern California, but it was really great knowing that this population is being cared for all across the nation. What I appreciated about this video is that there was no hostility from this group of students, and they were very understanding and patient with those who did not know how to respond to their TCK status. Multicultural knowledge consists of the information individuals have about various cultures (Pope and Reynolds, 1997, p. 270). In order to fulfill my objective for knowledge, I first read two articles, digging deeper into the research of the issues that Third Culture Kids face and what they can also contribute to the campus climate. Next, I spoke with a student leader who gave me the inside scoop on what it looks like to function as a club on campus, and how TCKs are best supported by those around them. Then, I met with actual TCK students, whether

or not they were involved in the actual club, to hear their experiences and better understand their experiences. Something I have observed is that many times people want to skip over this step when it comes to helping others. Typically, someone becomes aware of a people group that is made to feel other and they want to spring right in to action. Though this is a noble gesture, it can cause people to act in ways that are contrary to the direction of the group they are trying to help. I believe that emphasizing the importance of gaining knowledge, before sharpening the skills, is vital. The first article that I read to broaden my understanding of Third Culture Kids was called Third Culture Kids: Hidden Immigrants on Campus. This article broadened my perspective on TCK culture and showed the positive side of being associated with another culture, yet living in another. TCKs enrich the college campus climate in many ways. The first is that they excel

ACTION PLAN: THIRD CULTURE KIDS academically. Though sometimes it is hard for TCKs to adjust to American schooling customs, many of them come from schooling systems outside of the USA that are much more rigorous academically than American schools. They are also more likely to speak multiple languages, which can only help them in their ability to learn and retain information. Though TCKs are four times more likely than domestic students to attend college, only about half of them finish. It is harder for TCKs to commit to staying in one university for four years, when many of them are still very interested in world travelling. Many TCKs change colleges at least twice. Researchers attribute this to the TCKs feeling anxious staying in one place because many of them have moved every 5 or 6 years growing up. This idea can manifest itself in other issues throughout their lives, such as relationships with others and the feeling of being rootless. The concept of unresolved issues impacting their success in college led me to

make a connection between Third Culture Kids and LGBT students. Both of these students deal with people not fully being able to understand their identity and are forced to cope with being different on campus (Sanlo, 2004). Though their issues are drastically different, I feel that there is the commonality of feeling other on campus, which can result in a lower retention rate in college. Many Third Culture Kids get restless when staying in the same place for too long because they are used to moving around. When they meet new people, many times they will not invest too much in a relationship because they do not think it is worth the investment because they are going to be leaving anyway. This can also be attributed to not feeling like they fit in with their fellow American peers. When they look like their friends, it is almost expected that they should act like their friends. When TCKs do not identify with the American culture, there is a disconnect in these relationships and they do not feel American enough.

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This particular article recommends a Third Culture Kid orientation to combat some of the issues that TCKs face. First, it gives TCKs a community so they know that they are not alone in their struggles and they have others to relate to. Second, it raises awareness of these students on campus, not only for their peers, but also for teachers. Third Culture Kids add a special element to the college climate and it is important to make them feel acknowledged and accepted (TCK, 2005). After reviewing the statistics in this article and hearing about the recommendations, I feel that this orientation is simple enough to be done on campus, but beneficial in terms of the needs of TCKs. The second article I read was called Third Culture Kids: Implications for Professional School Counseling. This article gave a better description of what a Third Culture Kid really is. It talks about how there really is limited research on this group, and I believe it is because they are often forgotten. This article seeks to help those in higher education best serve Third Culture Kids, explain the stages they go through in development and how they can best be supported. An interesting aspect of Third Culture Kids that makes this particular group so broad is that they can span across so many different races, ethnicities and socio-economic statuses. The closest relatable group to TCKs is immigrant students, the difference being that immigrant students tend to stay in the country they immigrated to much longer than TCKs. Like immigrant students, many TCKs are attending schools in a culture that is different from what they have experienced, yet because they may be racially similar to those who they attend school with now, the differences are disregarded. When a person is immersed in a culture and are not exposed to others, they often are unaware how much of an impact culture has on attitudes, values, and beliefs. TCKs have a cross-cultural experience, and many times there is a disconnect between what they grew up with

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and what they are learning from the new culture. This can cause them to feel like they are only visitors in the new culture, because they are not accustomed to the norms. TCKs also experience issues when they return back to the country they are most familiar with. I really like how the authors explained the feelings of TCKs when they said, [they] connect more with the country in which they reside than the country that issues their passport (47). The transitions that TCKs experience can be summed up in this chart from the article. There are three different transitional periods in which a TCK can experience hardships, when they are transitioning to a new learning environment, when they are entering a brand new cultural environment and when they are leaving the one they may be used to. Research shows that all of these times can have adverse effects on TCKs (Limberg, 2011). The interview I conducted with a Third Culture Kid student leader was with Jed Ngo, the president of the Third Culture Kid Club on campus. Jed is Filipino, but he grew up in China. When he was a sophomore he began to get involved with leadership within the club and now serves as their president. The club itself does not have a set meeting each week, but rather goes on retreats or spends time together sporadically. Many of them live amongst each other so they are constantly living in community. The club consists of about 30-40 students, within about 1/8th of them not being a TCK, but rather a friend or advocate of one. The club itself is very diverse, whether that is racially or culturally. The club formed a couple of years ago so that this

ACTION PLAN: THIRD CULTURE KIDS particular population of students could feel a sense of belonging and home, when that is not usually the case in their own lives.

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I asked Jed what he thought were the major issues that TCKs face and he said that others do not necessarily know when a member of their group identifies from a different culture, because many of them look American, and are expected to act a certain way. No one even stops to think that they could have been born and raised in another country. When people do recognize their cultural identity, especially if it differs from their race, they can act in ways that make them feel excluded. Jed shared a story of a Caucasian friend who spent her whole life in Taiwan, and her athletics coach refers to it a lot and makes her feel different from her peers. This causes a rift in the success of TCKs because they do not know where they belong on campus. Jed also expressed that many of them do not know exactly where home is. A lot of the TCK students have family all over the world, even their immediate families. Where their sense of family lies is not as secure as most other students. I wanted to get Jeds perspective on the difference between international students and Third Culture Kids. He used an example where his friends that are fully Korean, in both culture and race, will bring that culture to meetings, such as food, music, delicacies and language. However, when Jed brings his culture, he makes Filipino food, listens to Tagalog rap, yet he speaks Mandarin Chinese. He is constantly being asked, What are you? because his customs do not fit under one cultural umbrella. With that being said, I asked how student affairs professionals, or others on campus, could best support them and he said the best thing you could do is make a Third Culture Kid feel validated in their experiences and identity without making them feel marginalized or excluded.

ACTION PLAN: THIRD CULTURE KIDS The first student interview I conducted was with Jesse, the student I previously referred

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to at the beginning of my action plan. Jesse is whom I would consider a seasoned Third Culture Kid. He was born in Bangladesh and lived there for 11 years. He then moved to the United States and lived in Minnesota for 1 year. Then, his family moved to Albania for two years, and then moved back to Bangladesh for another year. He then finished up high school for the last three years in Thailand, and then moved back to the United States where he attends Azusa Pacific University. Jesse is not affiliated with the Third Culture Kid club on APUs campus, though at first he was interested in joining. He would have probably liked it, but lost interest when it did not work with his schedule. Obviously after hearing his lineage of different cultures, I was curious to know how people react when he tells them how many different places Jesse has lived. He said that people usually ask more about how many languages he knows, if he would speak it for them, and what his citizenship situation looks like (is he a citizen of Bangladesh because he was born there, or is he an American citizen). I asked him about his adjustment to the American culture, in terms of the American classroom norms, and he said that he fortunately went to an English school in Thailand, but had he gone straight from Albania to Azusa Pacific, he would have been very lost and done things completely unconventional. The next student I spoke with was Hannah Choi. Hannah had a unique experience as a Third Culture Kid because she is ethnically Korean, identifies with the American culture, but lived in Taiwan for four years. This interview was especially important to me because Hannah and I were acquainted early on in college, but this was a part of her that I was never aware of, because I never thought to ask. Since she lived in Taiwan, I assumed that Hannah was Asian because she was Taiwanese, which was not the case. In fact, during our interview, she talked

ACTION PLAN: THIRD CULTURE KIDS about how she does not like to refer to her time in Taiwan as home, even though her parents still live there, because people assume that she is Taiwanese, when she is really Korean. Hannah lives and interacts with Third Culture Kids every single day. She is a huge

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advocate for the club and has nothing but great things to say about it. Something that stood out to me that she said, in regards to why she gets along with her club members so well, is that they have similarities in their differences. What she meant is that there are so many different cultural backgrounds that make up the club, yet they can all come together and better understand how they differ from the American culture. They seem to be much more supportive of those differences. Hannah used a great example of saying goodbye to people you would not see in a while. Some of the students shut down and have a difficult time knowing how to express that emotion, and while that would make most of their friends mad, those in the TCK group can better understand. Not only that, Hannah touched on how having a group of students like this makes you realize that you are not alone in your struggles, and that you can share them with a diverse group of people. The final student I talked to was Marie, who spent her entire life in Nigeria, until she came to Azusa Pacific University. I was moved by her experiences that she shared, and really increased my passion in helping these students. She is extremely tied to the Third Culture Kid group on campus, and calls it her place of belonging. Upon coming to APU, she had never seen so many white people in her life. What I found sad is that she missed being around Africans, so she joined the Black Student Alliance on campus, and felt rejected by the group, even though she felt closely connected to them. She felt that her level of conversation was different in the freshman dorms, where she was used to talking about curing AIDS and politics, and everyone else was talking about boots and scarves. It was not until she joined the club that she was able to

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have these conversations, and create a core support system and could go out and create American friendships. Marie created a book throughout her time in the club called Surviving America 101 after being laughed at for using the wrong term for a French fry. The book gives American cultural norms, and what is appropriate and not appropriate for students to do. The book is divided into continents, which helps those all over the map. Marie was laughing the entire time she was telling me this because of all the funny things that she did, because it looked strange coming from a seemingly American girl. I appreciated that she did not take her differences to be a burden, but rather an opportunity to teach others how to survive this campus. Home seems to be a strong theme throughout the struggles of Third Culture Kids, so I asked my interviewees where they felt home was. Jesse, saying his did not want to sound clich, said that home is wherever his family is. He says his family is all over the place, but wherever they are, there he is as well. When I asked Hannah where she felt home was, she said it is the place that she feels like she belongs at the moment, which could be multiple places at one time. She emphasized that it is not just one thing and that home is a loaded statement. What I found when I asked these students about home is that they could not give me answer right away. They all drew a deep breathe and sort of laughed uncomfortably. Except for Marie. Marie was the only one who was certain of exactly where her home is, and she said in Nigeria. Her family lives in San Diego now, and tries to get her to call that her home, but she refuses. She says that she will not call America her home until she lives here just as long as she was in Nigeria, which will not be until her early 30s. If I were to be asked that question, I would know exactly what my answer is, so it really caught me off guard that it was such a hard question for them to answer. Which made me think

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about one of our readings in particular where it talked about the meso-level of identity (Adams, 2010). These are the places where people ask you questions about who you are, and where you are from, trying to understand and categorize you. Just as the concept of home, answering these questions requires one to express their group affiliations (Adams, 2010). When speaking to the Third Culture Kids, explaining where they come from is much more loaded then one or two cities or states. With that, comes questions, concerns, stigmas and vulnerability, which can easily take away from what home is really all about. What I took away from my interviews really related to Changs article about student organizations. He emphasizes the importance of developing cross-racial friendships and retention in college, and I feel that this also extends out to cross-cultural friendships even more (2002). Of the students I talked to, all except one emphasized the friendships that they have developed throughout their college experience and how they are instrumental in their successes. Chang believes that these friendships benefit the learning and social self-concepts of the students and make the experience worthwhile (2002). All of the students I interview would consider this idea incredibly accurate. Multicultural skills allow for effective and meaningful interaction such as seeking consultation as necessary with people who differ from them culturally (Pope and Reynolds, 1997, p. 270). In order to combine what I learned during my awareness stage and knowledge stage to develop a tangible plan of action, I first reflected on my new level of comfort and skills in comparison to how I began the project. I then sought out a multicultural mentor to help me better understand my role as a Student Affairs Professional in working with this student population and how to best address their needs. Finally, I sat down with my fellow Student Affairs Professionals in the office of Communiversity at Azusa Pacific University and discussed

ACTION PLAN: THIRD CULTURE KIDS my findings and how we can best support and utilize the Third Culture Kid population on our campus.

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Getting to this point in my project was rewarding. I felt that I had put in the quality time it takes to scratch the surface on the inner workings of a people group, and because of that work I have these unique skills to better understand and help them. I was encouraged by my interviews because I was being talked to as if I was supposed to take this information and do something with it, which empowered me as a Student Affairs Professional. After looking in to this student population, and learning about them through interviews, I wanted to assess my current level of skills and comfort level in working with Third Culture Kids. I have found through this project that this is a population that I hope to continue to work with throughout my time as a student affairs professional. I was hesitant at first with this student population because I am an American born and raised girl who has never lived outside of California, and I never felt that I could contribute much to these students. However, I have come to find that an outside perspective is sometimes just what they need. One thing I found that I could do to sharpen my skills, is to look in to the research that is out there on TCKs and read the books to gain a better insight. I feel that I could also benefit from looking in to other worldviews, since mine has been significantly influenced by my American culture. Those I have talked to have said that the conversations that these students engage in are so intelligent because they bring so many different perspectives, so I would like to participate in conversations like these, which would require spending time with these students and listening to their positions. I sought out a multicultural mentor that I could speak to on the topic of Third Culture Kids. The campus pastors office set me up with Chris Adams, a pastor and clinical psychologist

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who works with the TCK group on campus. Chris was absolutely amazing and I could tell that working with this student group was a deeply rooted passion of his. Growing up as a pastors kid and researching missionaries, he is connected with this club because he found that most TCKs are missionary kids. He loves working with this group because they bring a new perspective to the campus that is different from the American worldview. What I wanted to gain from this encounter was learning how I, as a student affairs professional who is not a Third Culture Kid, can be an advocate for these students, so he began by explaining to me what it is like to be a TCK. According to the research, and confirmed by Chris Adams, many Third Culture Kids are ahead of most American students intellectually, but behind emotionally and in maturity. Since they do not relate to one culture, it is hard for them to realize where they fit on an American campus. Chris shared with me that many of the TCKs that he used to work for had trust issues because they were sent off to boarding schools, and many experienced sexual abuse. The concept of home is also confusing for this group of students because typically, home is where your mom and dad are, but for this group, their parents are on the other side of the globe. Chris referred to this group as at risk because there are many issues that come along with their experiences, and that made me sad because they seem to be overlooked and unacknowledged on campus. Though they do experience a lot of hardships, Chris referred to them as an untapped resource on campus. They have a global perspective that can teach others to think outside of their American worldview. Our readings in class suggest a very similar insight, that many times students outside of the American culture are held responsible to adjust to the American classroom culture, rather than the culture being influenced by what others have to bring (Chang,

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2002, p. 2). He also praised the close-knit community they have created in order to support each other. Not only do they put on orientations two times a year to help other TCKs who are new to the campus, they also plan 2-3 retreats each semester at a house for TCK clubs at colleges in Southern California. There is also a network of staff and faculty who were TCKs, even the President of the universitys wife, who open up their homes to these students to have dinner, do laundry, or feel like they have a place to call home. What I wanted to know is how I could work towards being an advocate for these students, and Chris said that sometimes not being a TCK could be a benefit. Sometimes if professionals were TCKs and were unable to reconcile their hardships, they can bring bitterness to the atmosphere and discourage the current TCK students. Ultimately, being willing to spend time with these students, listening to their struggles, and supporting them is the best way to encourage this student group. My final activity for my action plan to sharpen my skills in working with Third Culture Kids was to sit down with my staff of fellow Student Affairs Professional and put this particular group on their radar and give them tips on how to serve them. At this meeting were two assistant directors, one administrative assistant and two other graduate assistants. I really appreciated this time because another graduate assistant, Jamie, was able to present on her action plan to this group, so we had a great conversation about diversity amongst student populations and how to best attend to them. What I wanted to get across to my colleagues is that this is truly a hidden population on campus, because you would never their particular needs until you talk to them. The thing that makes them diverse from other students is that they can look just like the average American student, but not identify with anything Americanized. The best way that these students can feel

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validated and taken care of is to get to know their stories and work towards understanding their perspectives, even if it is vastly different then what they are used to. I also wanted those I work with to know that Third Culture Kids are a great resource for programming. They have multiple connections to groups around campus because they identify in an array of places. They can bring a perspective that can help create more inclusive events that are not targeted toward the American student demographic. The beauty of university life is that everyone does not have the same background and that is something that should be celebrated and used as a learning point for all students. That is where I feel Student Affairs Professionals can best utilize TCKs. If I were to continue researching the Third Culture Kid population, I would first and foremost attend one of their retreats. What I found throughout my student interviews is that many of the organized TCK groups do not meet every week at a specific time and specific location. All of these students are living life together, so they consider that club time. However, about 2-3 times a semester, they will have a retreat for a couple of days to have structured conversations and time together. I would love to attend one of these retreats with them just to listen, learn, and engage in what it is like to be a Third Culture Kid. Spending time with them for an hour one week could be great, but I feel that interacting with them for a couple of days would really give me an idea of what TCKs mean about their close-knit friendships and support system. After speaking with Jesse, I would also like to look more in to why certain students choose not to identify with the TCK club on campus. The hard part about this is that you would probably not know they were a TCK unless they told you so. I would have never known that Jesse was a TCK without talking with him at an orientation event that I was putting on. What

ACTION PLAN: THIRD CULTURE KIDS this would require of me is to be intentional about learning about my students, without prying

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into their personal lives too quickly. Gaining trust is important with all students I am going to be working with, and it can lead to an even greater understanding of this student population. I would have to agree with Pope and Reynolds (1997) in terms of their multicultural competencies because a general awareness, knowledge, and skills needed for efficacious and improved professional practice (p. 267). In order to feel like I am fully equipped to work with students, Pope and Reynolds suggest engaging in trainings for multiculturalism. That would mean going beyond looking at Third Culture Kids and validating the diversity of all students (1997). It is important to not create a hierarchy of diversity, but rather having a well-rounded knowledge and appreciation for each person (Reason, 2005). From my own implications for multiculturalism, this project has inspired me to create a sense of home at whatever university I work for because these students are proof that you can never assume that a student identifies from the culture that matches their race. By creating that safe space as soon as they enter the door, instead of after you find out their cultural identification, you have already created a place a TCK can feel at home, which would be a breathe of fresh air for them. Another implication for multiculturalism for Student Affairs is that Third Culture Kids bring in very different perspectives and worldviews, and in terms of programming, like Chris Adams said, this population is an untapped resource. By doing the same events over and over again, especially as they pertain mostly to an American cultural idea of success, there is a large student population that does not identify with them and may feel left out. Third Culture Kids are able to bridge that gap because they can mediate both sides and create compromises for inclusive events.

ACTION PLAN: THIRD CULTURE KIDS Overall, I would say that this project was a breath of fresh air to my professional

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development. I used to believe that because of my race and socioeconomic status that there are going to be groups that I am never going to be able to interact with on campuses. With the steps posed by this action plan, awareness, knowledge and skills, there is no such thing as an unreachable group. This plan can be applied to any group and used effectively to gain a better understanding and sharpen skills in working with them. I look forward to my future career in Student Affairs knowing that I am not limited by my racial identification in reaching students, as long as I take steps similar to the ones taken in this action plan.

ACTION PLAN: THIRD CULTURE KIDS References

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Adams, M. Blumenfeld, W.J., Castaeda, R., Hackman, H.W., Peters, M.L, & Ziga, X. (2010). Readings for diversity and social justice, 2nd Edition. New York: Routledge. Bautista, Adrian. (May 2012). So wheres home? [Video file]. Retrieved from http://vimeo.com/41264088 C. Adams, Personal Communication, January 14, 2013. Chang, M. (2002, March - April). Racial dynamics on campus: What student organizations can tell us. About campus, 2 8. H. Choi, Personal Communication, January 22, 2013. Limberg, D., & Lambie, G. W. (2011). Third Culture Kids: Implications for Professional School Counseling. Professional School Counseling, 15(1), 45-54. J. Ngo, Personal Communication, January 9, 2013. J. Scott, Personal Communication, January 22, 2013. M. Ardill, Personal Communication, January 23, 2013. McIntosh, P. (1990). White privilege: Unpacking the Invisible Knapsack. Independent School, 49(2), 31. Pollock, D. C., & Ven Reken, R. E. (2001). Third culture kids: The experience of growing up among worlds. Boston, MA: Nicholas Brealey Publishing. Pope, R.L. & Reynolds, A.L. (1997). Student affairs core competencies: Integrating multicultural awareness, knowledge, and skills. Journal of College Student Development, 38, 3, 266-275. Reason, R.D., Broido, E.M., Davis, T.L. & Evans, N. (2005). Developing Social Justice Allies. New Directions for Student Services, no. 110. San Francisco: Jossey-Bass.

ACTION PLAN: THIRD CULTURE KIDS Sanlo, R. (2004). Lesbian, gay, and bisexual college students: Risk, resiliency, and retention. Journal of college student retention,6(1), 97-110. Third Culture Kids: 'Hidden Immigrants' on Campus. (2005). Recruitment & Retention in Higher Education, 19(4), 1-4.

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