Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/154572
|
| Title: | 跨越國界的多重認同 : 以教育與語言觀點探究 第三文化兒童的自我認同
Crossing Borders, Crafting Identities: Exploring Educational and Linguistic Landscapes in the Identity Formation of Third Culture Kids |
| Authors: | 馬蒂娜
Krystek, Martyna |
| Contributors: | 葉嘉炘
Yeh, Chia-Hsin
馬蒂娜
Krystek, Martyna |
| Keywords: | 第三文化兒童
成人第三文化兒童
教育環境
身份認同
語言選擇
語言使用
語言 態度
多元文化身份的認同模式
TCKs
Adult TCKs
Educational Settings
Identity
Language Choice
Language Use
Language Attitude
Multicultural Identity Configurations |
| Date: | 2024 |
| Issue Date: | 2024-12-02 11:22:41 (UTC+8) |
| Abstract: | 本論文研究分析具有外交事服務、傳教和企業背景，即所謂第三文化兒童(Third Culture Kids, TCK)的身份認同與語言使用，特別著重其多元文化經驗塑造他們自我認知的影 響，主要研究目的是透過他們在教育、語言和身分選擇方面的決定，對第三文化兒童多元文化認 同的模式進行分類——即分類、分塊和整合三種類型，研究分析主要參考多元文化認同理論模型 中的三個關鍵因素:一致性、自我效能感和幸福感(包括歸屬感、孤立感和邊緣化感)，研究結 果進一步探討這三個關鍵因素對於第三文化兒童如何應對其複雜文化背景的影響，並特別關注語 言使用和身分認同層面上的結果。
論文研究方法主要依循個別訪談法，受試者為八位現居於台灣已成年的第三文化兒童 (Adult Third Culture Kid, ATCK)，並輔以線上調查、訪談者的參與觀察和現場記錄，訪談重點 在於教育選擇、語言使用與態度、語言能力、身份選擇、身份形成以及整體幸福感等關鍵議題。 受試者所提供的訊息，包含各地國際學校的學習經驗、母語與在地語言之間的轉換，以及他們個 人因應多元文化認同的心理機制，以上都為本論文研究提供了豐富的資訊，有助於理解其身分認 同的發展過程，本研究旨在探討教育和語言環境的一致性如何影響這些第三文化兒童整合或區分 其多元文化認同的方式與結果。
本論文研究結果提出以下四個主要結論。首先，語言使用對身份認同的影響至關重要，第三文化兒童通常會根據不同的社會情境切換使用的語言，從而形成整合、分類或分塊的身份認同模式。其次，教育和語言支持缺乏一致性，往往會導致因不同文化、社會背景而分化的身份認同模式，譬如:分塊或分類的身份認同模式。第三，擁有較高教育和語言一致性的第三文化兒童，比較有可能形成整合式的身份認同模式。最後，在缺乏持續支持系統的情況下，第三文化兒童在整合不同文化身份認同的過程中，較容易遇到身心平衡相關的問題，進而導致自我認知過程中的不完整與困難。
本研究結果強調第三文化兒童在教育和語言使用方面保持一致性的重要性，並為當代 充滿高度社會流動和文化語言多元的社會環境中，如何平衡、整合各種身份認同的身心歷程提供 了具體貢獻。此外，本研究呼籲公眾正視第三文化兒童身份認同的流動性與多元性，提倡一個建 立支持流動身份認同配置的社會框架，並鼓勵每個個體重視個人成長與跨文化的理解力。這種方 法能夠使 第三文化兒童利用其身分管理策略作為自我關懷的手段，進一步提升身心健康與增強文 化適應能力。
This thesis examines the identity formation and language practices of Third Culture Kids (TCKs) from foreign service, missionary, and corporate backgrounds, focusing on how their multicultural experi-ences shape their self-perception. The primary aim of this research is to categorize TCKs' multicultural identity configurations—categorized, compartmentalized, and integrated—based on their educational, linguistic, and identity choices. Central to this investigation are three key parameters derived from a theo-retical model of multicultural configurations: consistency, self-efficacy, and well-being (including a sense of belonging, isolation, and marginalization). The study explores the role of these parameters in shaping how TCKs navigate their complex cultural experiences, with special attention to the influence of language use and identity management.
The research methodology includes in-depth interviews with eight adult TCKs in Taiwan, whose demographic backgrounds vary with ethnicity, immigration causes, and gender factors, with additional value of participants’ observation, online surveys, and field notes. The interviews focus on key areas such as educational choices, language use and attitude, language competence, identity choices, identity forma-tion, and overall well-being. Participants' experiences with international schools, language shifts between home and host country languages, and their personal coping mechanisms provide rich data for under- standing their identity development. The methodology is designed to explore how consistency in educa-tional and linguistic environments affects TCKs' ability to categorize, compartmentalize or integrate their multicultural identities.
The research highlights four key findings. First, consistent educational and linguistic environ-ments are essential for TCK identity formation. While international schools provide stability, they often lack customized programs that address the unique identity challenges TCKs face, especially non-English- speaking ones navigating English Mediated Instruction (EMI) curricula. Second, language plays a crucial role, with both ethnic and global languages, such as English and Mandarin Chinese, shaping TCKs' sense of self and cultural adaptation. Third, many TCKs manage compartmentalized identities, adjusting lan-guage use and self-presentation based on social context, leading to distinct identities in different settings.
Lastly, TCKs with more consistent educational and linguistic experiences are more likely to achieve inte-grated identities, while a lack of sustained support often results in categorized or fragmented identities.
The study contributes to broader discussions on identity in high mobile, multicultural environ-ments by emphasizing the importance of consistency in education and language use for TCKs. By ac-knowledging the dynamic nature of TCK identities, this research calls for societal frameworks, like cos-mopolitan identities or TCK identities, that support more fluid and inclusive identity configurations, en-couraging both personal growth and enhanced cross-cultural understanding. Such an approach may em-power TCKs to utilize their identity management strategies as a form of self-care, promoting well-being and cultural adaptability. |
| Reference: | Adams, M., & Fleer, M. (2016). Social inclusion and exclusion of a young child: A cultural-historical per- spective of an international mid-semester transition into an international school in Malaysia. Australasian Journal of Early Childhood.
Amiot, C. E., Doucerain, M. M., Zhou, B., & Ryder, A. (2018). Cultural identity dynamics: Capturing changes in cultural identities over time and their intraindividual organization. European Journal of Social Psychology, 48(6), 629–644. https://doi.org/10.1002/ejsp.2352
Amiot, C., de la Sablonnière, R., Terry, D. J., & Smith, J. R. (2007). Integration of social identities in the self: Toward a cognitive-developmental model. Personality and Social Psychology Review, 11(4), 364– 388. https://doi.org/10.1177/1088868307304091
Azmitia, M., Syed, M., & Radmacher, K. (2008). On the intersection of personal and social identities: In- troduction and evidence from a longitudinal study of emerging adults. In M. Azmitia, M. Syed, & K. Radmacher (Eds.), The intersections of personal and social identities: New directions for child and ado- lescent development (pp. 1–16). John Wiley.
Baker, C. (2001). Foundations of bilingual education and bilingualism (3rd ed.). Multilingual Matters.
Baker, C. (1992). Attitudes and language. Multilingual Matters.
Baker, C. (1991). Attitudes and language. Multilingual Matters.
Bandura, A. Social Cognitive Theory. In Annals of Child Development. Vol.6. Six Theories of Child De- velopment; Vasta, R., Ed.; JAI Press: Greenwich, CT, USA, 1989; pp. 1–60.
Barringer, C. (2001). Counseling TCKs. ERIC Institute of Education Sciences.
Bennett, N. (2016). The repatriation experiences of American TCKs (Doctoral dissertation). College of Educational Studies Dissertations.
Berry, J. W. (2007). Acculturation strategies and adaptation. In J. E. Lansford, K. Deater-Deckard, & M. H. Bornstein (Eds.), Immigrant families in contemporary society (pp. 69–82). Guilford Press.
Benet-Martínez, V., & Hong, Y.-Y. (Eds.). (2014). The Oxford handbook of multicultural identity. Oxford University Press.
Bichani, S. (2015). A study of language use, language attitudes, and identities in two Arabic-speaking communities in the UK [Doctoral dissertation, University of Leeds]. White Rose eTheses Online. https:// etheses.whiterose.ac.uk/10502/
Bourhis, R. Y., & Sachdev, I. (1984). Vitality perceptions and language attitudes: Some Canadian data. Journal of Language and Social Psychology, 3(2), 97–119. https://doi.org/10.1177/0261927X8400300202
Bushong, L. J. (2013). Belonging everywhere and nowhere: Insights into counseling the globally mobile. Mango Tree Intercultural Services.
Cameron, J. E. (1999). Social identity and the pursuit of possible selves: Implications for the psychologi- cal well-being of university students. Group Dynamics: Theory, Research, and Practice, 3(3), 179–189. https://doi.org/10.1037/1089-2699.3.3.179
Carlin, E. B., et al. (2015). In and out of Suriname: Language, mobility and identity. ResearchGate. https://www.researchgate.net/publication/275044366_9789004280113_01-Carlin_et-al
Cockburn, L. (2002). Children and young people living in changing worlds: The process of assessing and understanding the “Third Culture Kid.” School Psychology International, 23(4), 475–485. https://doi.org/ 10.1177/0143034302234008
Cordeiro, P., Paixão, M., Lens, W., Lacante, M., & Luyckx, K. (2018). Parenting Styles, Identity Devel- opment, and Adjustment in Career Transitions. Journal of Career Development, 45, 83 - 97. https:// doi.org/10.1177/0894845316672742.
Coulmas, F. (2005). Sociolinguistics. Cambridge University Press.
Creswell, J. W. (2006). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). SCIRP. https://spada.uns.ac.id/pluginfile.php/510378/mod_resource/content/1/creswell.pdf (Ac- cessed: 19 February 2024).
Crossman, T. (2016). Misunderstood: The impact of growing up overseas in the 21st century. Summer- time Publishing.
Dahbour, O. (2002). National identity. In National identity - an overview | ScienceDirect Topics. https:// www.sciencedirect.com/topics/social-sciences/national-identity (Accessed: 24 February 2024).
DeWalt, K. M., & DeWalt, B. R. (2011). Participant observation (2nd ed.). AltaMira Press.
Dorian, N. C. (1999). Linguistic and ethnographic fieldwork. In J. A. Fishman (Ed.), Language and ethnic identity (pp. 25–41). Oxford University Press.
Doucerain, M., Dere, J., & Ryder, A. G. (2013). Travels in hyper-diversity: Multiculturalism and the con- textual assessment of acculturation. International Journal of Intercultural Relations, 37(6), 686–699. https://doi.org/10.1016/j.ijintrel.2013.09.007
Drury, J., & Reicher, S. (2000). Collective action and psychological change: The emergence of new social identities. British Journal of Social Psychology, 39(4), 579–604. https://doi.org/ 10.1348/014466600164642
Earley, P., & Ang, S. (2003). Cultural intelligence: Individual interactions across cultures. Stanford Uni- versity Press.
Edwards, J. (2011). Challenges in the social life of language. Palgrave Macmillan.
Erikson, E. H. (1980). Identity and the life cycle. W. W. Norton & Co.
Espada-Campos, S. (2018). TCKs go to college: A retrospective narrative inquiry of international up- bringing and collegiate engagement (Doctoral dissertation). The University of Pennsylvania. https:// repository.upenn.edu/edissertations_sp2/113/
Espinetti, G. (2011). The Third Culture Kid (TCK) experience: Adult-TCKs' reflections on their multicul- tural childhood, its impact on student‒teacher relationships (Doctoral dissertation, Kent State University). https://etd.ohiolink.edu/
Fail, H., Thompson, J., & Walker, G. (2004). Belonging, identity, and TCKs: Life histories of former in- ternational school students. Journal of Research in International Education, 3(3), 319–338. https:// doi.org/10.1177/1475240904047358
Fearon, J. D. (1999). What is identity (as we now use the word). Unpublished manuscript, Stanford Uni- versity.
Fong, M., & Chuang, R. (2004). Identity and the speech community. Rowman & Littlefield Publishers.
Fontana, A., & Frey, J. H. (2005). The interview: From neutral stance to political involvement. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 695–727). SAGE Publications. https://www.scirp.org/reference/referencespapers?referenceid=2550892 (Accessed: 23 July 2024).
Gaertner, S. L., Rust, M. C., Dovidio, J. F., Bachman, B. A., & Anastasio, P. A. (1994). The contact hy- pothesis: The role of a common ingroup identity on reducing intergroup bias. Small Group Research, 25(2), 224–249. https://doi.org/10.1177/1046496494252005
Garrett, P. (2010). Attitudes to language. Cambridge University Press.
Giguère, B., Lalonde, R., & Lou, E. (2010). Living at the crossroads of cultural worlds: The experience of normative conflicts by second-generation immigrant youth. Social and Personality Psychology Compass, 4(1), 14–29. https://doi.org/10.1111/j.1751-9004.2009.00228.x
Giles, H., Bourhis, R. Y., & Taylor, D. M. (1977). Towards a theory of language in ethnic group relations. In H. Giles (Ed.), Language, ethnicity, and intergroup relations (pp. 307–348). Academic Press.
Gois, P. (2010). Cape Verdeanness as a complex social construct: Analysis of ethnicity through complexi- ty theory. In Ch. Westin, J. Bastos, J. Dahinden, & P. Gois (Eds.), Identity process and dynamics in multi- ethnic Europe (pp. 105–123). Amsterdam University Press.
Greenholtz, J., & Kim, J. (2009). The cultural hybridity of Lena: A multi-method case study of a Third Culture Kid. International Journal of Intercultural Relations, 33(5), 391–398. https://doi.org/10.1016/j.i- jintrel.2009.05.004
Gupta, A., & Govindarajan, V. (2002). Cultivating a global mindset. Academy of Management Executive, 18(1), 116–126. https://doi.org/10.5465/ame.2002.6640211
Habeeb, H., & Hamid, A. A. (2021). Exploring the relationship between identity orientation and symp- toms of depression among TCKs college students. International Journal of Instruction, 14(3), 999–1010. https://doi.org/10.29333/iji.2021.14358a
Haarmann, H. (1999). History. In J. A. Fishman (Ed.), Language and ethnic identity (pp. 81–98). Oxford University Press.
Haritatos, J., & Benet-Martínez, V. (2002). Bicultural identities: The interface of cultural, personality, and socio-cognitive processes. Journal of Research in Personality, 36(6), 598–606. https://doi.org/10.1016/ S0092-6566(02)00510-X
Harris, R. (2006). New ethnicities and language use. Basingstoke, England: Palgrave Macmillan.
Hfinch. (2022). Audrey Hepburn: A third culture kid in the golden age of Hollywood. Embrace your cul- tural in-between. Available at: https://www.cultursmag.com/audrey-hepburn-a-third-culture-kid-in-the- golden-age-of-hollywood/#:~:text=Even%20though%20she%20was%20seen,later%20would%20be- come%20a%20TCK. (Accessed: February 4, 2024).
Hoersting, R.C.; Jenkins, S.R. No place to call home: Cultural homelessness, self-esteem and cross-cul- tural identities. Int. J. Intercult. Relat. 2011, 35, 17–30.
Hoffman, M. B., et al. (2002). Sense of belonging scale - revised. Available at: https://publichealth.pitt.e- du/Portals/0/Main/Governance/Faculty%20Retreat/SENSEOFBELONGINGSCALE-REVISED.pdf? ver=2018-10-22-173651-063 (Accessed: April 26, 2024).
Holmes, J. (2001). An introduction to sociolinguistics (2nd ed.). Essex, England: Pearson Education Lim- ited.
Holmes, J., Roberts, M., Verivaki, M., & Aipolo, A. (1993). Language maintenance and shift in three New Zealand speech communities. Applied Linguistics, 14(1), 1-23.
Hornsey, M. J., & Hogg, M. A. (2000). Assimilation and diversity: An integrative model of subgroup rela- tions. Personality and Social Psychology Review, 4(2), 143–156. https://doi.org/10.1207/S15327957P- SPR0402_03
Iyer, A., Jetten, J., Jetten, J., Tsivrikos, D., Postmes, T., & Haslam, S. (2009). The more (and the more compatible) the merrier: multiple group memberships and identity compatibility as predictors of adjust- ment after life transitions.. The British journal of social psychology, 48 Pt 4, 707-33 . https://doi.org/ 10.1348/014466608X397628.
Jacobson, C. (2022). How Barack Obama and his life as a TCK assisted his presidency. Embrace your cultural in-between. Available at: https://www.cultursmag.com/how-barack-obama-life-as-a-tck-has-as- sisted-his-presidency/ (Accessed: February 4, 2024).
Joseph, J. E. (2004). Language and identity. Basingstoke, England: Palgrave Macmillan.
Jung, A. (2016). Communication strategies contributing to the positive identities of TCKs: An intercultur- al communication perspective on identity (Doctoral dissertation, Arizona State University, Tempe, AZ, USA).
Kroger, J. (2007). Identity development: Adolescence through adulthood (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Kymlicka, W. (2001). Politics in the vernacular: Nationalism, multiculturalism, and citizenship. Oxford, England: Oxford University Press.
LaFromboise, T., Coleman, H. L., & Gerton, J. (1993). Psychological impact of biculturalism: Evidence and theory. Psychological Bulletin, 114(3), 395–412. https://doi.org/10.1037/0033-2909.114.3.395
Lawson, S., & Sachdev, I. (2004). Identity, language use, and attitudes: Some Sylheti Bangladeshi data from London, UK. Journal of Language and Social Psychology, 23(3), 235-256.
Lenneberg, E. H. (1967). Biological foundations of language. New York, NY: Wiley.
Liebkind, K. (1999). Social psychology. In J. A. Fishman (Ed.), Language and ethnic identity (pp. 61-79). Oxford, England: Oxford University Press.
Lijadi, A. A., & van Schalkwyk, G. J. (2014). Narratives of TCKs: Commitment and reticence in social relationships. The Qualitative Report, 19(49), 1–18. http://www.nova.edu/ssss/QR/QR19/lijadi49.pdf
Limberg, D., & Lambie, G. W. (2011). TCKs: Implications for professional school counseling. Profes- sional School Counseling, 14(1), 64-70. https://doi.org/10.1177/2156759X1101500102
Markus, H., & Kunda, Z. (1986). Stability and malleability of the self-concept. Journal of Personality and Social Psychology, 51(5), 858-866.
Markus, H. (1977). Self-schemata and processing information about the self. Journal of Personality and Social Psychology, 35(2), 63-78.
McLachlan, D. A. (2007). Global nomads in an international school: Families in transition. Journal of Re- search in International Education, 6(2), 233–249. https://doi.org/10.1177/1475240907078615
Meier, C. R. (2015). TCKs and social media: Identity development and transition in the 21st century (Doctoral dissertation). ProQuest Dissertations and Theses database.
(Moor, E., Graaff, J., & Branje, S. (2023). Identity development across the transition from primary to sec- ondary school: The role of personality and the social context. Self and Identity, 22, 762 - 782. https:// doi.org/10.1080/15298868.2023.2196087
Moore, A. M., & Barker, G. G. (2012). Confused or multicultural: Third culture individuals’ cultural iden- tity. International Journal of Intercultural Relations, 36(4), 402-411. https://doi.org/10.1016/
j.ijintrel.2012.04.001
Moore, A. (2011). Confused or multicultural: A phenomenological analysis of the self-perception of
TCKs with regard to their cultural identity (Master's thesis). Liberty University.
Morales, A. (2015). Factors affecting TCKs’ (TCKs) transition. Journal of International Education Re- search, 11(4), 215-224.
Mosanya, M., & Kwiatkowska, A. (2021). Complex but integrated: Exploring social and cultural identi- ties of women TCKs (TCK) and factors predicting life satisfaction. International Journal of Intercultural Relations, 84, 1-11. https://doi.org/10.1016/j.ijintrel.2021.07.001
Mosanya, M. (2019). Exploring cultural intelligence relationships with a growth mindset, grit, coping, and academic stress in the United Arab Emirates. Middle East Journal of Positive Psychology, 5, 42–59. https://middleeastjournalofpositivepsychology.org/index.php/mejpp/article/view/77
Myers-Scotton, C. (2006). Multiple voices. Oxford, England: Blackwell Publishing.
Nguyen, A.-M. D., Huynh, Q.-L., & Benet-Martínez, V. (2009). Bicultural identities in a diverse world. In J. L. Chin (Ed.), Diversity in mind and action (Vol. 1, pp. 17–31). Praeger/ABC-CLIO.
Nguyen, A.-M. D., & Benet-Martínez, V. (2013). Biculturalism and adjustment: A meta-analysis. Journal of Cross-Cultural Psychology, 44(1), 122–159. https://doi.org/10.1177/0022022111435097
Norton, B. (2006). Identity as a sociocultural construct in second language research. In K. Cadman & K. O’Regan (Eds.), TESOL in context [Special issue].
Onishi, N. (2010, July 25). As English spreads, Indonesians fear for their language. The New York Times. https://www.nytimes.com/2010/07/26/world/asia/26indo.html
Onorato, R. S., & Turner, J. C. (2001). The “I,” the “me,” and the “us”: The psychological group and self- concept maintenance and change. In C. Sedikides & M. B. Brewer (Eds.), Individual self, relational self,
collective self (pp. 147–170). Ann Arbor, MI: Taylor & Francis.
Osler, A., & Starkey, H. (2003). Learning for cosmopolitan citizenship: Theoretical debates and young people’s experiences. Educational Review, 55(3), 243–254. https://doi.org/ 10.1080/0013191032000122026
Padilla, A. M. (1999). Psychology. In J. A. Fishman (Ed.), Language and ethnic identity (pp. 98–106). Oxford, England: Oxford University Press.
Panagakis, C. (2015). Reconsidering adulthood: Relative constructions of adult identity during the transi- tion to adulthood.. Advances in life course research, 23, 1-13 . https://doi.org/10.1016/j.alcr.2014.12.005
Pauwels, A. (2004). Language maintenance. In A. Davies & C. Elder (Eds.), The handbook of applied lin- guistics (pp. 394-415). Oxford, England: Blackwell Publishing.
Pavlenko, A., & Blackledge, A. (2004). Introduction: New theoretical approaches to the study of negotia- tion of identities in multilingual contexts. In A. Pavlenko & A. Blackledge (Eds.), Negotiation of identi- ties in multilingual contexts (pp. 1–33). Clevedon, England: Multilingual Matters.
Penfield, W., & Roberts, L. (1959). Speech and brain mechanisms. Princeton, NJ: Princeton University Press.
Phinney, J. S., & Alipuria, L. L. (1990). Ethnic identity in college students from four ethnic groups. Jour- nal of Adolescence, 13(2), 171–183. https://doi.org/10.1016/0140-1971(90)90006-S
Phinney, J. S., Horenczyk, G., Liebkind, K., & Vedder, P. (2001). Ethnic identity, immigration, and well- being: An interactional perspective. Journal of Social Issues, 57(3), 493–510. https://doi.org/ 10.1111/0022-4537.00225
Phinney, J. S., Cantu, C. L., & Kurtz, D. A. (1997). Ethnic and American identity as predictors of self-es- teem among African American, Latino, and White adolescents. Journal of Youth and Adolescence, 26(2), 165–185. https://doi.org/10.1023/A:1024500514834
Poonoosamy, M. (2018). TCKs’ sense of international mindedness: Case studies of students in two In- ternational Baccalaureate schools. Journal of Research in International Education, 17(3), 207–227. https://doi.org/10.1177/1475240918806090
Pollock, D. C., Van Reken, R. E., & Pollock, M. V. (2017). TCKs: Growing up among worlds (4th ed.). Boston, MA: Nicholas Brealey Publishing.
Pollock, D. C., & Van Reken, R. E. (2009). TCKs: Growing up among worlds (Revised ed.). Available at: https://www.amazon.com/Third-Culture-Kids-Growing-Revised/dp/1857885252 (Accessed: 31 January 2024).
Pollock, D. C., & Van Reken, R. E. (1999). The third culture kid experience: Growing up among worlds. Yarmouth, ME: Intercultural Press.
Reyal, G. M. (2015). Global identity formation and current life choices: Adult TCKs (Doctoral disserta- tion). Regent University, Virginia, U.S.A.
Ritchie, W. C., & Bhatia, T. K. (2013). Social and psychological factors in language mixing. In T. K. Bha- tia & W. C. Ritchie (Eds.), The handbook of bilingualism and multilingualism (pp. 375–390). Oxford: Blackwell Publishing.
Roth, E., & Méndez, A. (2021). Acculturation strategies and multicultural identity in Bolivia: Influences of a plural society. In V. Smith-Castro & D. Sirlopú (Eds.), Cross-cultural psychology in Latin America (pp. 215–231). Routledge.
Rumbaut, R. G. (2008). Immigration’s complexities, assimilation’s discontents. *Contexts, 7*(1), 72–75.
https://doi.org/10.1525/ctx.2008.7.1.72
Sani, F. When Subgroups Secede: Extending and Refining the Social Psychological Model of Schism in Groups. Pers. Soc. Psychol. Bull. 2005, 31, 1074–1086.
Schaetti, B., & Ramsey, S. (1999). A phenomenological approach to understanding early adult friendships of TCKs. Available at: https://www.researchgate.net/publication/271078765_A_Phenomenological_Ap- proach_to_Understanding_Early_Adult_Friendships_of_Third_Culture_Kids (Accessed: 31 January 2024).
Schmitt, M. T., Spears, R., & Branscombe, N. R. (2003). Constructing a minority group identity out of shared rejection: The case of international students. European Journal of Social Psychology, 33(1), 1–12. https://doi.org/10.1002/ejsp.131
Sheard, W. (2008). Lessons from our kissing cousins: TCKs and gifted children. Roeper Review, 30(1), 31–38. https://doi.org/10.1080/02783190701836437
Skutnabb-Kangas, T. (1999). Education of minorities. In J. A. Fishman (Ed.), Language and ethnic identi- ty (pp. 42–61). Oxford: Oxford University Press.
Smith, B. K., Ehala, M., & Giles, H. (2017). Vitality theory. ResearchGate. Available at: https://www.re- searchgate.net/publication/321198111_Vitality_theory (Accessed: 02 February 2024).
Smech. (2023). Yo-Yo Ma: The clash of cultures bringing us together - Embrace your cultural in-between. Available at: https://www.cultursmag.com/yo-yo-ma-the-clash-of-cultures-bringing-us-together/ (Ac- cessed: 04 February 2024).
Slavik, H. (2001). Language maintenance and language shift among Maltese migrants in Ontario and British Columbia. International Journal of the Sociology of Language, 152, 55–75.
Spolsky, B. (2012). Family language policy: The critical domain. Journal of Multilingual and Multicul- tural Development, 33(1), 3–11. https://doi.org/10.1080/01434632.2011.638072
Stokke, P. Adult TCKs: Potential Global Leaders with Global Mindset. Ph.D. Thesis, Drexel University, Philadelphia, PA, USA, 2014.
Sukamto, K. E. (2021). High school students attending an international school in Jakarta. Available at: https://scholar.google.gr/citations?user=bki4PHgAAAAJ&hl=id (Accessed: 31 January 2024).
Tanu, D. (2020). Growing up in transit: The politics of belonging at an international school. New York: Berghahn Books.
Tajfel, H., & Turner, J. C. (1986). The social identity theory of intergroup behavior. In S. Worchel & W. G. Austin (Eds.), Psychology of intergroup relations (pp. 7–24). Chicago, IL: Nelson-Hall.
Tajfel, H., & Turner, J. C. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), The social psychology of intergroup relations (pp. 94–109). Monterey, CA: Brooks-Cole.
Tajfel, H. (1981). Social stereotypes and social groups. In J. Turner & H. Giles (Eds.), Intergroup be- haviour (pp. 144–167). Oxford, UK: Basil Blackwell.
Tarique, I., & Takeuchi, R. (2008). Developing cultural intelligence: The role of non-work international experiences. In S. Ang & M. Van Dyne (Eds.), Handbook of cultural intelligence: Theory, measurement, and applications (pp. 56–70). Sharpe.
TCKidNow. (2019). TCKidNOW. Available at: https://www.tckidnow.com/what-is-a-tck-or-cck/whats-a- cck/ (Accessed: 31 January 2024).
Trąbka, A. (2014). Tożsamość rekonstruowana. Znaczenie migracji w biografiach TCKs. Wydawnictwo Naukowe Scholar.
Trąbka, A. (2015). Experiences of Polish and American TCKs in a comparative perspective. In S. Ben- jamin & F. Dervin (Eds.), Migration, diversity, and education (pp. 89–102). Palgrave Macmillan. https:// doi.org/10.1057/9781137524669_10
UNESCO. (2010). Teaching and learning for a sustainable future. Globalisation. Accessed 15 February 2024. http://www.unesco.org/education/tlsf/mods/theme_c/mod18.html
United Nations. (2020). International migration report. Department of Economic and Social Affairs. United Nations.
Usborne, E., & de la Sablonnière, R. (2014). Understanding my culture means understanding myself: The function of cultural identity clarity for personal identity clarity and personal psychological well-being. Journal of Theory in Social Behavior, 44(4), 436–458. https://doi.org/10.1111/jtsb.12061
Usborne, E., & Taylor, D. M. (2010). The role of cultural identity clarity for self-concept clarity, self-es- teem, and subjective well-being. Personality and Social Psychology Bulletin, 36(7), 883–897. https:// doi.org/10.1177/0146167210372215
Useem, R. H. (1999). A third culture kid bibliography. East Lansing: Michigan State University.
Useem, R. (1973). TCKs. Oxford Bibliographies. Available at: https://www.oxfordbibliographies.com/ab- stract/document/obo-9780199756841/obo-9780199756841-0227.xml (Accessed: 31 January 2024).
Vedder, P., & Virta, E. (2005). Language, ethnic identity, and the adaptation of Turkish immigrant youth in the Netherlands and Sweden. International Journal of Intercultural Relations, 29(3), 317–337. https:// doi.org/10.1016/j.ijintrel.2005.05.006
Walters, K. A., & Auton-Cuff, F. P. (2009). A story to tell: The identity development of women growing up as TCKs. Mental Health, Religion & Culture, 12(7), 755–772. https://doi.org/ 10.1080/13674670903029153
Wei, L. (1994). Three generations, two languages, one family: Language choice and language shift in a Chinese community in Britain. Google Books. Available at: https://books.google.com/books/about/Three- _Generations_Two_Languages_One_Fami.html?id=xcim-FFhvy4C (Accessed: 02 February 2024).
Wei, L. (2006). Complementary schools, past, present and future. Language and Education, 20(1), 76–83. https://doi.org/10.1080/09500780508668883
Werkman, S. L. (1979). Coming home: Adjustment problems of adolescents who have lived overseas. In S. D. Feinstein & P. L. Giovacchini (Eds.), Adolescent psychiatry: Developmental and clinical studies (Vol. 2, pp. 178–190). University of Chicago Press.
Wertsch, J. (1991). Voices of the mind: A sociocultural approach to mediated action. Harvard University Press.
Vedder, P., & Virta, E. (2005). Language, ethnic identity, and the adaptation of Turkish immigrant youth in the Netherlands and Sweden. International Journal of Intercultural Relations, 29(3), 317–337. https:// doi.org/10.1016/j.ijintrel.2005.05.006
Vignoles, V.L. Identity Motives. In Handbook of Identity Theory and Research; Schwartz, S.J., Luyckx, K., Vignoles, V.L., Eds.; Springer: New York, NY, USA, 2012; Volume 1, pp. 403–432.
Vignoles, V.L.; Regalia, C.; Manzi, C.; Golledge, J.; Scabini, E. Beyond self-esteem: Influence of multi- ple motives on identity construction. J. Pers. Soc. Psychol. 2006, 90, 308–333. |
| Description: | 碩士
國立政治大學
國際傳播英語碩士學位學程(IMICS)
111461027 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0111461027 |
| Data Type: | thesis |
| Appears in Collections: | [國際傳播英語碩士學程] 學位論文
|
Files in This Item:
| File |
Size | Format | |
|---|
| 102701.pdf | 10828Kb | Adobe PDF | 0 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
