Globalization has transformed migration patterns, leading to a growing population of Third Culture Kids (TCKs) who navigate diverse cultural environments due to their families' global mobility. TCKs often encounter unique challenges in developing a stable ethnic-racial identity and a sense of belonging, which can impact their mental health and academic performance. International schools, created to support expatriate students, play a crucial role in addressing these challenges. This study examines how an international school in São Paulo, Brazil, fosters TCKs' ethnic-racial identity formation and sense of belonging. Through interviews with teachers, administrators, parents, and TCKs, the research identifies both effective strategies and challenges in creating a supportive environment. The findings suggest that the school contributes to TCKs' identity development through counseling, event programming, and empathetic cross-cultural interactions. However, gaps remain in support for TCKs and transnational staff, highlighting the need for more comprehensive programs. This study offers practical recommendations for improving support systems in international schools, ultimately enhancing TCKs' well-being and academic success. It also adds to the existing literature by offering fresh insights into the experiences of TCKs and the role international schools play in shaping their ethnic-racial identity.
About Karen Hoshino:
Born in Japan and raised across Latin America in Nicaragua, Ecuador, and primarily Brazil, Karen grew up immersed in a multicultural environment. Her passion for understanding Third Culture Kids—children who experience multiple cultures but don’t fully belong to anyone—led her to conduct research at Avenues: The World School in São Paulo. A recent graduate of Stanford’s MA in Latin American Studies program, Karen is excited to pursue a degree in International Comparative Education as a grateful Lemann Fellow, supported by the Lemann Center.
Recommended reading:
International Schools as Transnational Spaces for Global Learning and Identity Development. https://journals.sagepub.com/doi/epub/10.1177/14752409231189365
