Browsing by Subject "Third Culture Kids"

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    Factors influencing the ways students develop intercultural sensitivity at an international school in China
    (2019-08) Hibbeln, Michael
    The purpose of this study was to examine high school teacher, parent, and student views of factors influencing the development of student intercultural sensitivity at an international school in China. Evidenced by the growth of K-12 international schools around the world, an intercultural education appears to be of value to an increasing number of families. Eleven teachers, 11 parents, and 16 students, for a total of 38 participants were interviewed, through seven structured focus group interviews and four individual follow-up interviews to explore themes related to this study’s four research questions. From this qualitative study, themes emerged indicating a unique set of both individual and institutional factors converging in schools that influence the development of student intercultural sensitivity. Teachers, parents and students indicate that intercultural sensitivity is developed through significant immersion experiences and interactions with others from different cultures. Individual factors influencing intercultural sensitivity are related to parents, contact with one’s home culture, diverse friends, motivation, family intercultural experiences, second language ability and student technology use. Institutional factors influencing student intercultural sensitivity are organizational policies, natural unforced activities such as co-curricular activities, school community events, a diverse teaching staff, and student body, contact with host culture through class trips, the International Baccalaureate framework, and language classes. Findings lend support to Bennett’s (1993) Developmental Model of Intercultural Sensitivity (DMIS) and that an international school environment fosters the development of intercultural sensitivity.
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    Stakeholder expectations: a mixed methods study of services provided by share, a faith-based international organization.
    (2009-05) Shipman, Melissa Louise
    This study investigates the extent to which the expectations of stakeholders are met by an international, faith-based nonprofit organization. The organization selected for this mixed methods case study is SHARE Education Services, which is registered as a nonprofit organization in the United States and is headquartered in Budapest, Hungary. Expectations for and satisfaction with the parent education, assessment, and consulting services of SHARE are examined in this study. The 162 survey participants, 12 focus group participants, and seven interview participants are all clients of SHARE and are residing in Europe or Central Asia with their families. Quantitative data were collected through a survey which addressed the participant's expectations for the services of SHARE, as well as the extent to which those expectations are satisfied by the organization. Qualitative data were collected through focus groups and interviews, as well as open-ended survey questions. Background data were also collected to determine if responses varied according to gender, number of years lived overseas, proximity to SHARE's offices in Budapest or Prague, or geographic region.The study results indicate that the clients of SHARE are satisfied with its parent education, assessment, and consulting services. Additionally, an analysis of the data yields several conclusions. First, services needed by client families vary by the length of time they have lived overseas. Results suggest that parent education is needed more by families new to living overseas, while assessment and consulting services are needed more by experienced families. Second, participants indicated that they want more applicable workshops at SHARE's conferences led by individuals with some understanding of cross-cultural living. Third, the qualitative data in particular highlighted a desire by client families to be connected with one another at SHARE events or via the internet. Finally, the current assessment practices of SHARE are in contrast with current best practice in the field, and suggestions for more alignment between the two are presented.