Running Head: ACCOMMODATION DIFFERENCES …web02.gonzaga.edu/comltheses/proquestftp/Janzen_gonzaga_0736M...communication accommodation theory, ... This study determines what communication

Running Head: ACCOMMODATION DIFFERENCES AMONG TCKS

THIRD CULTURE KIDS: COMMUNICATION ACCOMMODATION DIFFERENCES

DURING THE TRANSITION INTO THE COLLEGE CLASSROOM

____________________________

A Thesis

Presented to the Faculty in Communication and Leadership Studies

School of Professional Studies

Gonzaga University

____________________________

Under the Supervision of Dr. Heather Crandall

Under the Mentorship of Dr. Alexa Dare

____________________________

In Partial Fulfillment

Of the Requirements for the Degree

Master of Arts in Communication and Leadership Studies

______________________________

By

Amy H. Janzen

May 2012

ACCOMMODATION DIFFERENCES AMONG TCKS 2

SIGNATURE PAGE


ABSTRACT

Children, who grow up in a culture different than their parents, make up a large demographic of

the global society (Pollock & Van Reken, 2009). Third Culture Kids (TCKs) have spent most of

their lives living in a different culture, and many return to their home country to receive a college

education. This transition can be a difficult adjustment for many TCKs. One of the challenges

for TCKs is that they may look like they belong to one culture, but their experience is that of

another. Guided by the philosophical foundation of Aristotle’s golden mean and the theoretical

basis of the Communication Accommodation Theory, TCK student communication

accommodation challenges in the classroom were explored. For this study, seven TCKs were

interviewed to determine what communication accommodation challenges they have experienced

in the American college classroom. The study results indicated that TCKs do experience a

specific set of challenges related to communication accommodation and identity.


TABLE OF CONTENTS

CHAPTER1. INTRODUCTION 5

The Problem 5

Definition of Terms Used 5

Organization of Remaining Chapters 8

CHAPTER 2. REVIEW OF THE LITERATURE 9

Philosophical Assumptions 9

The Literature 9

Theoretical Basis 12

Rational 23

Research Questions 24

CHAPTER 3. SCOPE AND METHODOLOGY 25

Scope of the Study 25

Methodology 26

CHAPTER 4. THE STUDY 30

Introduction 30

Data Analysis 30

Results from the Study 31

Discussion 39

CHAPTER 5. SUMMARIES AND CONCLUSIONS 42

Limitations of the Study 42

Further Study and Recommendations 43

Conclusion 43

REFERENCES 45

APPENDIX A (Interview Guide) 48

APPENDIX B (Invitation Email) 50

APPENDIX C (Student Consent Form) 51


Chapter 1. INTRODUCTION

Children, who grow up in a culture different than their parents, make up a large demographic

of the global society. Third Culture Kids (TCKs) have spent most of their lives living in a

different culture, and many return to their home country to receive a college education. The

transition to a new country for higher education is a difficult adjustment for many TCKs (Quick,

2009 & Pollock & Van Reken, 2009). TCKs must deal with many challenges during this

transition process. One of the challenges for TCKs is within the college classroom, as

communication differences exist between TCKs, faculty members and student peers.

THE PROBLEM

Importance of the study

With the number of mobile families increasing, the amount of Third Cultures Kids

transitioning to college will also rise. Research in this area is important to higher education

institutions. If colleges and universities can identify and understand TCKs, they can service

TCKs better and increase the retention of these students, as well as the quality of the lives of

these TCKs. The research is also beneficial to the field of communication; identifying what

communication accommodations methods exist for TCKs in the classroom.

Statement of the Problem

Limited research has been conducted on Third Culture Kids, specifically related to

communication accommodation differences in an academic setting. Based on the

communication accommodation theory, this study explored the communication accommodation

differences Third Culture Kids (TCKs) face in the college classroom. TCKs are likely going to

face challenges knowing when and how to accommodate those around them, especially during


the transition to college. The current study identifies the problem and seeks to determine what

communication challenges exist for TCKs as they transition to the college classroom.

DEFINITION OF TERMS USED

Third Culture Kid

A variety of terms are used to describe children who grow up living in a different culture

than their parents. Missionary kids, global nomads, hidden immigrants, internationally mobile,

military brats are all terms used to describe people growing up in a country different than their

passport country (McLachlan, 2005; Klemens & Bikos, 2009). All of the mentioned terms fall

under the umbrella of Third Culture Kid, which is the preferred wording for this study. The term

“third culture” was first used by two social scientists, Ruth Hill Useem and John Useem (Pollock

& Van Reken, 2009). The Useems were in India studying Americans working oversees. They

noticed that different subcultures existed beyond their home culture and the country’s culture.

The Useems referred to the first culture as the person’s home culture. The second culture is the

“host culture” or the culture in which the person in currently living. The third culture is a new

culture, created by mixing the first and second culture (Useem, Useem & Donoghue, 1963).

The Third Culture Model


It is difficult to determine exactly when a Third Culture Kid transitions into being an Adult Third

Culture Kids (R. Van Reken, personal communication, March 7, 2012). For this study, the term

TCK will be used throughout the college experience, focusing on the age range of 18 to 24 years

old. Although, the term Third Culture Kid may be used to describe a specific group of people,

one should keep in mind that each situation and individual is unique and involves a different

experience.

Communication Accommodation Theory

For this study, the communication accommodation challenges Third Culture Kids experience

was viewed through the lens of the Communication Accommodation Theory. This theoretical

basis involves the process of humans adapting their verbal and non-verbal communication to the

world around them. Giles’ Communication Accommodation Theory includes different method

of accommodation: accommodation, over-accommodation, under-accommodation and non-

accommodation (Giles, 2008). This study determines what communication accommodation

methods TCKs utilize as they adapt to the American college classroom.

ORGANIZATION OF REMAINING CHAPTERS

Third Culture Kids are a growing population and are likely to face challenges transitioning

to college (Pollock & Van Reken, 2009). Guided by Aristotle’s golden mean, a philosophical

foundation will be laid in chapter two. Chapter two also reviews the available literature

concerning Third Culture Kids and possible challenges they may encounter while repatriating to

the United States for a college education. A ground work for the Communication

Accommodation theory is also included in the second chapter. The scope and methodology of

the study are detailed in chapter three. In-depth interviews were used to capture student

experiences and to determine what communication accommodation challenges exist. Chapter


four of the study explores the result from the interviews, while chapter five provides limitations

and summary results. The information collected during this study should be beneficial to both

the study of Third Culture Kids and the Communication Accommodation Theory.


Chapter 2. REVIEW OF THE LITERATURE

PHILOSOPHICAL ASSUMPTIONS

Communication is continuous. As social beings, communication is also a necessity. People

must communicate with one another. Communication can be intentional and other times

unplanned. The philosophical framework for this study is based upon Aristotle’s golden mean

(Griffin, 2009). Aristotle believed that virtues should drive one’s communication. Aristotle also

believed in appropriate adaptation. His “middle of the road” approach supports communication

accommodation, but it also holds one accountable to their beliefs and principles. One challenge

that Third Culture Kids often face involve their own personal identity. In their struggle to

accommodate new environments within the classroom or their social life, TCKs often lose a

sense of self, or they cling to it so much that they fight any accommodation. TCKs should find a

way to feel comfortable in their new surrounding, without sacrificing their personal beliefs and

values.

THE LITERATURE

Communication accommodation is an important element to a Third Culture Kid’s transition

into the college environment. As TCKs return to their home country for a college education,

they are challenged with maintaining their own personal identity and finding a way to fit in with

those around them. Transitions are often difficult, but it can be even more complicated for TCKs

who do not expect to experience a transition.

Third Culture Kid Framework

History

TCKs are not new to society. In fact, they can be traced to the earliest migration (Pollock &

Van Reken, 2009). But, the number of TCKs has increased in the past century. After the Second


World War, more American children began relocating with their parents. Europe was changing,

and new opportunities were available throughout the continent (McLachlan, 2005). International

corporations grew, leading to globalization. McLachlan (2005) shares the following about

globalization: “The movement toward globalization has resulted in the continuing and increasing

relocation of expatriates and their families around the world for the purpose of managing global

economic markets” (p. 14). International schools were developed to meet the educational needs

of school age children living in foreign countries. These schools provided a community for

TCKs and a useful support system.

Characteristics of a TCK

Quick (2009) refers to “three different types of experiences relating to international mobility

for attending university: repatriating TCKs, transitioning TCKs, and international or foreign

students” (p. 2). The repatriating TCK returns to his or her home (passport) country in order to

receive an education. The transitioning TCK has been living outside his or her home country but

selects to attend a university in a different host country. An international or foreign student is

someone who decides to attend a university in a different country than his or her home country.

A transitioning TCK would also fit this description. For the current study, the focus was spent

on repatriating TCKs.

Pollock and Van Reken (2009) refer to two basic elements that impact TCKs’ personal

formation. TCKs grow up in a cross-cultural world and a highly mobile world. As mobile

creatures, they are familiar with entering and exiting different cultures. They are continually

moving through cultures. Van Reken (2009) refers to a cross-cultural kid as “a person who is

living or has lived in-or meaningfully interacted with- two or more cultural environments for a

significant period of time during childhood (up to age 18)” (Pollock & Van Reken, 2009, p. 31).


An example of a cross-cultural kid would be any of the following: children of minorities,

borderlands, multiracial families, immigrants, international adoptees or any other multicultural

environment. This mixing of culture creates each individual’s personal identity. As culture

continues to change and develop, so does one’s identity. The changing of culture and identity is

a continual process, always changing and adapting (Archer, Francis & Mau, 2010). The

overlapping of culture and identity will be detailed later in this study.

TCKs share common characteristics. Pollock & Van Reken (2009) list two main realities

that shape the formation of a TCK’s life. First, TCKs experience a cross-cultural world. They

have a real-life experience with a different culture. They are around this other culture enough

that it becomes a part of them. Second, TCKs are a part of a mobile world. They are surrounded

by people who are traveling, or they themselves might be coming and going to and from their

home country. TCKs experience more than two cultures throughout their first eighteen years

(Pollock & Van Reken, 2009). TCKs are also used to being different. Some may live in a

culture where they look physically different and that contributes to their sense of self. They also

may have different perspectives than those around them. TCKs families often expect to return to

their home country at some point in their lives (Pollock & Van Reken, 2009). This expectation

impacts family decisions along the way. Even if they do not return to their home country, the

expectations of returning influence TCKs. Depending on the situation, TCKs may experience a

privileged lifestyle, involving organization memberships, compounds, personal services or

transportation. TCKs may feel a greater responsibility to the world around them. Their

experience can create a desire to represent something greater than themselves.

Culture


Culture is everywhere and influences perception and communication. For a TCK, different

cultures have influenced who they are, allowing them to be cross-cultural beings. Culture is

defined as “values, attitudes, beliefs, orientations, and underlying assumptions prevalent among

people in a society” (Samovar, Porter, & McDaniel, 2007, p. 20). It is not uncommon for

misunderstanding to occur because of cultural differences. This is one of the challenges of

effective intercultural communication and at the root of a TCK’s transition.

Regardless if the TCK comes from an individualistic or collectivistic culture, challenges

and misunderstandings may occur. Storti (2003) describes these misunderstandings as incidents.

A Type 1 incident occurs when people are not familiar with the culture they have entered and

respond to the behavior of its members. Feeling offended if someone greets you with a hug and

kiss, instead of a handshake is an example of a Type 1 incident (Quick, 2009). A Type 2

incident is the most common and usually involves cultural misunderstandings. This incident

happens when the members of the culture respond to the TCKs behavior (Storti, 2003).

Language is often a source of misunderstanding and can lead to embarrassment. A word like

“rubber” and the “okay” gesture have different meanings depending on the culture and can both

cause awkward situations. It is difficult to prepare for these incidents and avoid

misunderstanding. These situations can lead to a lack of confidence and frustration.

Culture, identity and communication are all intertwined with each other. This opens the

door to consider how cultural differences influence the accommodation process and also one’s

perception of self.

THEORETICAL BASIS

Communication Accommodation Theory Framework


Most human beings desire to be included, to fit in, with a specific community. Being an

outsider can be uncomfortable. College freshmen, including TCKs may experience this desire

when they begin their higher education experience. Howard Giles studies the process of

adapting to a new environment and developed the speech accommodation theory. Giles suggests

that humans learn to accommodate communication differences by changing their speech to

match the communication of other people (Giles, 2008). As humans strive to gain approval

from each other, they will adapt their communication. Eventually, the speech accommodation

theory was changed to the Communication Accommodation Theory, opening the door to include

more than speech communication (Shepard, Giles & LePoire, 2001). Giles claims that

individuals use different methods of accommodation: accommodation, over-accommodation,

under-accommodation and non-accommodation (Giles, 2008). This general interpersonal

communication theory has been applied to a number of languages, cultures and sub-cultures

within the United States and other countries in order to learn more about accommodation

differences (Giles &Wadleigh, 2008).

Accommodation

The first method, accommodation, also known as convergence, involves one adjusting his or

her communication in order to seek approval from the other person. “Convergence can be

defined as a strategy whereby individuals adapt their communication so that their visual, vocal,

and/or verbal behavior becomes more similar to their partner’s behavior” (Giles & Wadleigh,

2008, para. 5). Convergence often improves communication and shows a desire for social

interaction. This may be done consciously or unconsciously. Convergence can take place

verbally or nonverbally. Smiling, laughing at a joke, or expressing empathy are all forms of

nonverbal accommodation.


Pollock and Van Reken (2009) identify three unique accommodation styles that TCKs may

adapt, which are similar to Giles’ communication accommodation theory. The first and most

common style involves convergence or conforming. This chameleon method takes places with a

TCK is willing to adapt his or her own personal identity in order to accommodate the

surrounding environment. This may involve language, clothes, values or anything else related to

the new environment’s culture. Giles’ accommodation/convergence method can be seen in this

chameleon style.

Over & Under-Accommodation

Divergence is the second method of accommodation (Hordila & Dina Pana, 2010).

“Divergence refers to the way in which communicators accentuate perceived nonverbal (and

other) differences between themselves and others” (Giles & Wadleigh, 2008, para. 10).

Divergence may involve different forms, like over-accommodating or under-accommodating.

Both over and under-accommodation may also be used to emphasize the differences between

those communicating. Divergence may be used as a defensive strategy to make the other person

feel uncomfortable or to create social distance. Individuals may either continue their original

form of communication (under-accommodation) or decide to over-accommodate, which may be

demeaning to the other person. Patronizing speech may be used, involving pitch or volume

changes, simplified vocabulary and even non-listening skills (Hardwood, Ryan, Giles & Tysoski,

1997). During over-accommodation, a person may use one of the strategies: sensory,

dependency or intergroup (Hordila & Dina Pana, 2010). Sensory is used when one is believed to

have fewer abilities. Dependency involves a perceived lower status, and intergroup happens

when people are overlooked as individuals and only linked to cultural groups.


Pollock and Van Reken (2009) use the term “screamer” to describe one who strives to have

a distinct identity and does not conform to the surrounding culture. This method of divergence

may involve over or under accommodation, and sends a message that the TCK has no desire to

conform. Giles and Wadleigh (2008) use the following example of the von Trapp family singers.

In The Sound of Music the group sings “Edelweiss” in front of a crowd of Germans and

Austrians. This song was specially selected because it represents their Austrian pride. They

wanted to show pride in their culture and not conform to those around them.

Convergence and divergence can be full or partial (Giles & Wadleigh, 2008). Normally a

person does not demonstrate full convergence or divergence, but instead a partial adjustment is

made. A full change might have been understood at divergence and be taken offensively,

implying that one does not have their own identity. Psychological accommodation can take

place when one intends to accommodate but may or may not actually end up accommodating

(Giles & Wadleigh, 2008).

Non-Accommodation

A person who is non-accommodating does not adapt their communication methods and may

be concerned of losing their own personal identity (Giles, 2008). These actions are not always

meant to be disrespectful but are often interpreted that way. A TCK may decide to exclude him

or herself in order to avoid communication or culture differences out of the fear of possible

embarrassment.

The final method Pollock and Van Reken (2009) share is the wallflower style. This non-

accommodating method involves the TCK observing the communication and culture from a

distance. This is a safe method and keeps the TCK from experiencing any embarrassment from


not understanding the culture. In a college situation, this would include students who keep to

themselves and spend time alone. They are afraid of sharing their true identity.

Accommodation Challenges during Transition

The transition between high school and college is challenging for most new college students.

This transition can be especially difficult for TCKs, as they learn more about their new

surroundings and determine when and how they will accommodate. In fact, this may be one of

the most difficult transitions a TCK can face, and re-entering a home country can be harder than

living abroad (Bowman, 2001; Pollock & Van Reken, 2009). During this transition, TCKs re-

enter a culture that should be familiar, but it is not. TCKs may have a United States passport, but

they may have little experience in the country. These factors can make for a difficult college

transition. Klemens and Bikos’ (2009) study found two main challenges TCKs face when

entering college. “One is saying goodbye to the life structure, culture, and interpersonal

relationships in the MKs’(Missionary Kids) host country; the second is adapting to the new life

structure, culture, and new relationships in the US college setting” (Klemens & Bikos, 2009, p.

730).

Identity

One’s identity or sense of self is shaped by the world around them and is closely linked with

the accommodation process. For many, this shaping involves parental influence, values and

surrounding culture. If fact, culture and identity are so closely linked that the terms are

sometimes used interchangeably (Grimson, 2010). Before detailing identity, it is important to

make the distinction between identity and social identity. Personal identity involves “one’s

sense of self in terms of variables such as personal traits” (Allen, 2004, p. 11). Social identity

connects one’s sense of self and the social groups in which the person belongs (Allen, 2004).


Both are relational. Communication plays a crucial role in the creation of one’s identity. This

begins at an early age as parents communicate with their children. Languages and customs are

learned, creating the surrounding cultural and one’s identity. Socialization occurs establishing

the expected norms (Allen, 2004). Because of the numbers of cultural influences, TCKs will

likely have a different cultural experience, making their identity development more challenging.

“TCKs catch many different cues, cultural rules, behavior, and values from the various cultures

they have experienced. Finding a sense of identity becomes a difficult and confusing task”

(Walters & Auton-Cuff, 2009). They are moving between cultures and may not be able to

identify with any one culture.

The PolVan Cultural Identity Model (Pollock & Van Reken, 2009) helps explain this

identity challenge as it relates to the surrounding culture.

As a foreigner, TCKs expect to look and think different than those around them. These can be

common feelings for a TCK in their host culture, as they know their cultural background is

different. As an international adoptee, one realizes that he or she looks different but usually

thinks similarly. People raised in a mono-cultural environment will usually look and think alike,

as they were born and raised in a similar culture. When TCKs return to their home country for


an education, they often fall into the hidden immigrant category. During this stage, they look

like their peers but do not think like them. This can come as a shock for a TCK, as the person

expects to understand and fit in, but the TCK ends up not relating. TCKs may be use to coming

in and out of these different stages and may even overlap between a few different ones.

TCKs, who attend secondary international schools, are use to being around minorities. It is

a place where being different is normal. When they return to the United States, they feel

pressured to create a new identity that is socially acceptable (Fail, Thompson & Walker, 2004).

It is not uncommon for TCKs to have a feeling of rootlessness or lack of belonging, both leading

to identity struggles (Pollock & Van Reken, 2009). They have trouble finding a place to belong

because their peers cannot relate to their experience. TCKs may feel the need to hide their old

identity and learn to accommodate those around them (Walters & Auton-Cuff, 2009). Because

of their experience, they often have no sense of belonging at all or a multiple sense of belonging

(Fail et al., 2004). Fail et al. (2004) suggested that TCKs may find it easier to connect with

people and relationships instead of locations.

TCKs struggle with personal identity directly relates to the communication accommodation

theory. As TCKs are challenged with determining who they are, they are also trying to figure

out how and when they need to accommodate those around them. TCKs, along with other

college students, are worried they cannot fit in without adapting to those around them (Quick,

2009). By adapting and accommodating, TCKs chance giving up a portion of their identity and

sense of self. “This desire to fit in is sometimes so acute that TCKs forfeit their ability to remain

true to themselves” (Quick, 2009, p. 15). By choosing to not accommodate, TCKs may give the

impression of under-accommodating or non-accommodating, causing frustration or criticism.

Those communicating with the TCKs may not understand why there is a lack of accommodation.


Socialization

One of the transition challenges TCKs face involves socialization. The socialization process

involves the understanding of norms and expectations, while learning how to function in the

current culture (Holtzman, 2000). Socialization difficulties make the transition and

accommodation process even more challenging. As TCKs re-enter their home country they are

expected to understand the culture and especially social norms. Understanding the American

perspective is often very difficult for TCKs (Bikos et al., 2009). For example, in the United

States, sarcasm is a part of everyday communication. This act of saying the opposite of what one

really means, sending mixed cues, can be confusing to a TCK or anyone who is not familiar with

the context. TCKs may not know if the communicator is serious or if they are being ridiculed.

The TCK may also be timid to ask for an explanation, worried that in may cause more

embarrassment or seclusion.

Accommodation challenges may occur if TCKs have different levels of relating. It is not

uncommon for TCKs to try and build relationships quickly or identify if a relational connection

exists (Quick, 2009). TCKs live in a mobile world and are accustomed to people coming and

going. They often do not waste time in getting to know someone else. This eagerness to

accommodate may lead to over-accommodation. Quick (2009) uses the following scenarios to

explain these different levels of relating: TCKs may “Introduce- Share- Become Friends-

Hangout”. Their home country peers may prefer to “Introduce-Hangout- Hangout more- Share-

Become Friends” (p. 120). TCKs must be careful not to disclose information too quickly. TCKs

must also be aware that this disclosure and eagerness to accommodate can give someone mixed

signal. This eagerness can be interpreted as a sign of romantic interest.


TCKs are more likely to identify with other TCKs than those who are from their first or

second culture (Harrington, 2008). They are not concerned with cultural or racial differences and

are more open to different relationships (Bikos et al., 2009). Dewaele and Van Oudenhoven

(2009) found that TCKs tend to be more open minded and culturally empathetic, but the

difficultly comes when those around them are not as understanding. This identifies another

challenge with accommodation. A TCK may become concerned or frustrated when their peers

are not sensitive to cultural differences. As mentioned, TCKs are familiar with different cultures

and have a hard time understanding when one is not.

Today’s technology makes it easier for TCKs to stay connected to their friends and family

across the world. Bikos et al. (2009) found that these relationships, specifically with family, are

critical to TCKs stability and eased the transition processed. Maintaining connections with

family and friends can provide support to the TCK. Even if they do not communicate regularly,

it is comforting to know there is support available.

Academics

TCKs transitioning to college must deal with differences within the classroom. TCKs tend to

be strong academically and are four times more likely to attend college over their domestic peers

(Schiffler, 2005). Although these students have a higher chance of entering school, only half of

them will complete a degree, and TCKs usually change college multiple times (Schiffler, 2005).

This evidence should encourage universities to be more aware of TCKs entering school and

retention efforts.

Often, TCKs who attend a secondary international school experience a rigorous education.

They may speak multiple languages and seek a university that will also be challenging. “Many

have attended international schools where the curriculum and expectations are very high. And so


when they come back to the U.S. they’re used to studying hard and being pushed” (Recruitment

& Retention, 2005, p. 2). TCKs are seeking a challenge. It is unclear if this need impacts TCKs

college retention.

The classroom experience may also be different for TCKs, but the TCK is likely expected to

adjust to these differences. Since TCKs have spent a good amount of time living in a different

culture, they may be unfamiliar with American culture (Schiffler, 2005). TCKs may not

understand specific examples or references given by other students or even teachers. In return,

the teacher and students may not be able to relate with the TCK’s experience (Kelly, 2005). If

the student feels uncomfortable socially, he or she may not want to speak out and ask for

clarification. Due to faculty responsibilities and class size, it would be difficult for teachers to

know each student’s background, but teachers should be aware of the challenges any minority

group of students might face (Harrington, 2008).

Different cultures also have different approaches to education (Pollock & Van Reken,

2009). Grading, teaching and discipline styles are often the most common differences. Grading

scales vary from country to country. In the United States, a score of 50 is considered failing, but

it may be considered passing in another country. These differences in grading can increase stress

for a TCK during the transition process, out of fear that the schools, in which they are applying,

may not recognized how the scales vary. Students may be in an academic setting where they are

encouraged to “self-learn” material and never turn in homework, or the structure may be strict,

with daily progress reports. Amber is a TCK, who spent most of her life in Germany, attending

German schools. When she returned to United States for college, Amber was surprised by how

“soft” her American teachers were. She did not understand why her teachers wanted to have

personal conversations with her. Amber was accustomed to rigorous teaching methods and more


structured classrooms. After one full year of college, she still is not completely comfortable the

American classroom style, but, since re-entering the culture, she does understand it more.

Language differences also create challenges for TCKs (Pollock & Van Reken, 2009).

Similar to other international students, TCKs may feel apprehensive about their language skills.

A TCK may use English at home with her family, but everywhere else he or she is using the

language of the current country. The TCK might have an option to study English at school but is

more interested in being a part of the current cultural environment. The lack of confidence

around the language skills may make the TCK worried about attending college in his or her

home country. This may make the TCK more eager to accommodate, leading to over-

accommodation.

As mentioned earlier, language plays a role within the classroom. Mazer and Hunt (2008)

studied teacher-student communication and how slang (accommodation) impact this relationship.

They determined that the majority of students approved of this accommodation method of

downward convergence, but that it should be used cautiously. Positive slang can be used to

strength class climate, but it can also create more challenges for TCKs and international student,

who are not familiar with slang terms. Communication accommodation tendencies may also

vary depending on one’s age, showing that age difference can impact the student-teacher

relationship. College age students are more likely to avoid conversations with middle age or

elderly individuals, but when they do engage, the college age students are often respectful

(McCann, Dailey, Giles & Ota, 2005). Positive and negative stereotypes related to age continue

to exist and impact the relationships. This research influences the current study of what role

accommodation plays for TCKs in the classroom as they relate to faculty and peers.

Benefits


Now that the challenges have been explored, it is important to recognize the benefits of

being a TCK. Yes, TCKs face unique challenges due to their cultural experiences, but they also

experience benefits. TCKs are often accustomed to experiencing different perspectives or

having a different viewpoint themselves. As mentioned, they often embrace diversity, instead of

being afraid of it. For example, depending where someone is from within the United States, the

person may have limited contact with other races or religions, even at the college level. TCKs

are often exposed to a variety of cultures and the values that make up those cultures. This

provides them with unique cross-cultural skills. “Because many TCKs have been educated

alongside children of other nationalities and races, they understand that friendship extends past

all traditional racial and cultural boundaries” (Quick, 2009, p. 14).

TCKs also have observation and accommodation skills. As mentioned earlier, Quick (2009)

compares TCKs to chameleons. Because they are familiar with different cultures, they are able

to observe the surrounding cultures and figure out how to accommodate the involved styles. The

challenge with this accommodation skill is that a TCK may decide that accommodating is more

important than maintaining their sense of self. The reverse may lead to non-accommodation

because of person’s fear of losing his or her identity.

Other benefits TCKs experience is increased confidence with traveling and new places

(Quick, 2009). They are not afraid to face a new experience. They often know more than one

language. This confidence can also help TCKs socially. Although they may not be familiar with

the social culture, they are not afraid to put themselves out there and introduce themselves. They

may experience social challenges with adjusting, but their confidence allows them to take the

first step in meeting new people. This may also give the impression that TCKs are mature for

their age.


Transition Assistance

Seminars, orientations and organizations, which focus on the transition experience, can ease

the stress, depression and anxiety and provide a higher level of functioning (Davis et al., 2010).

Transition seminars are important and can assist TCKs with the grief and loss associated with

changing cultures, along with accommodation challenges. As mentioned, TCKs are often more

comfortable with other TCKs. A seminar with people who understand provides a comfortable

atmosphere and a safe place to share feelings. Seminars can also provide ongoing support or

connect TCKs to available support. Neigh, an adult TCK, spends time helping TCKs through

this transition (Holmstrom, 1998). Neigh, a missionary kid, remembers returning from Vienna,

Austria as in the late 70’s. The transition home was difficult for him. Now, Neigh assists TCKs

with understanding their perspective, realizing they can find normalcy and that they are not

victims. Bikos et al. (2009) reported on the challenges and benefits of transition seminars. Their

study found seminars to be important but are not always equal in benefit. The TCKs who attend

the seminars are coming from all different experiences. This makes their needs and expectations

different, as well. Some of the TCKs found the seminars condescending or teaching too basic of

information. Bikos et al. (2009) study participants reported that meeting other TCKs was one of

the seminar benefits.

RATIONALE

In conclusion, Third Culture Kids have been around for a long time, and throughout this

time, they have faced challenges when transitioning to their home country. This study provides a

framework for Third Culture Kids, along with the communication accommodation theory. TCKs

entering their home country for college should expect challenges during the adjustment period,

as adjusting to any new environment is not an easy process. Accommodation is often expected


and reciprocated as relationships develop. “Communicators have beliefs and expectations that

act as guidelines for what is appropriate and acceptable accommodative behavior in particular

situations” (Giles & Wadleigh, 2008, para. 16). This becomes difficult when one does not

understand the culture in which he has entered.

Minimal research has been conducted on how TCKs adjust in the college classroom,

specifically related to communication accommodation. Teachers and peers use verbal and

nonverbal language that can be easily misinterpreted by TCKs. This concern leads to the

following research questions involving accommodation differences as Third Culture Kids

transition into the American college classroom.

RESEARCH QUESTIONS

RQ1: How do TCK students perceive/describe/discuss verbal accommodation differences in the

college classroom?

RQ2: How do TCK students perceive/describe/discuss nonverbal accommodation differences in

the college classroom?

RQ3: How do TCK students perceive/describe/discuss written accommodation differences in the

college classroom?

RQ3: How do TCK students perceive their identity as they interact in the college classroom?


Chapter 3. SCOPE AND METHODOLOGY

Within the chapter, the scope and methodology will be described. The participants, research

design, procedures and ethics of the study will be detailed. The study is qualitative in nature and

interview questions have been created in alignment with the study’s purpose.

THE SCOPE OF THE STUDY

The scope of this study was to understand what communication challenges exist for TCKs in

the college classroom. As students enter college, a time of transitions is expected. The level of

this transition will vary, depending on the student. College is also a time of change. Significant

learning, psychosocial and cognitive changes are expected during the college years (Pascarella

&Terenzini, 2005). Are these challenges heightened for students who are not familiar with

American culture?

Through qualitative interviews, this study explored communication differences among TCKs

and faculty members, along with TCKs and their classroom peers. The scope of this study

focused on accommodation differences in the college classroom, and if or how TCKs adjust to

these differences. Questions were designed around three forms of communication: verbal,

nonverbal, and written.

Participants

The target population for this study was current students at a private, Midwestern

university. The university is primarily residential and has approximate 2000 students. The

majority of students are Caucasian, middle to upper class and from the southern part of the

United States but has recently increased their number of international students to 14% of the

student body, representing 62 different countries. A university faculty member and his wife

sponsor the Third Culture Organization on campus and provided the student names for the study.


They are active in cross-cultural activities and knowledgeable about transition challenges. The

couple’s leadership on campus has inspired this research study. A cluster sample of TCK

students between the ages of 18 to 23 years old were selected and invited to participate. This

target group consisted of Third Culture Kids who are American citizens or have one parent who

is American and have returned to the United States to attend Oklahoma Christian University. A

total of seven TCKs agreed to participate in the study.

THE METHODOLOGY OF THE STUDY

For the current study, qualitative methods were used. For this interpretive method,

individual interviews were conducted with the student participants in order to determine what

communication challenges exist. This research method was selected based on the sensitivity of

the subject matter, along with potential communication and cultural differences. As “meaning”

is created together by the individuals communicating, it is important for the researcher to

understand the context in which the communication takes place (Verderber, Verderber, &

Sellnow, 2009). Qualitative research is described as a “systematic, empirical strategy for

answering questions about people in a particular social context…it is a means for describing and

attempting to understand the observed regularities in what people do, or in what they report as

their experience” (Locke, Spirduso & Silverman, 2007, p. 96). Qualitative research on ongoing

in nature, continuing evolve over time. The research of this study can be interpreted differently

and adapted over time. Qualitative research is often more intimate and has a smaller number of

participants.


Research Procedures

The student target groups were separated and invited to participate, verbally and through

email (Appendix B). Daytime and evening interview times were scheduled in the campus

Student Life office. This location was selected because it is a comfortable environment and often

a hangout area for university students. During the meetings, students were explained the age

requirements, confidentiality, anonymity, and how participation was voluntary. Consent forms

were signed by the students (Appendix C). Students had the option to leave at anytime.

Students who are under the age of 18 or over 23 years old were asked not to participate.

Individual interviews were used to collect the information, lasting approximately 35-55

minutes. The interview method was selected because it provided depth and flexibility, allowing

students to elaborate on their experience. This qualitative technique provides an opportunity for

the interviewer to “probe communication attitudes and responses” (Rubin et al., 2010). The

interview questions were open-ended and designed for students to share as much or as little

about their personal situations in the classroom and with peers.

At the beginning of the discussion, students were asked to provide some basic information

before answering the discussion questions. This information was collected to provide data

needed by the researcher to categorize the students. Students were then asked open-ended

questions related to the study. The main questions for the study are listed below. The complete

interview guide is listed in Appendix A.

1. Have you ever been confused by or misunderstood your teacher’s verbal communication?

2. Have you ever been confused by or misunderstood your teacher’s nonverbal

communication?

3. Have you ever been confused by or misunderstood wording or pictures in your textbook?


4. Have you ever been confused by or misunderstood class emails, syllabus, blackboard

instructions or other written communication?

5. Have you ever been confused or misunderstood your American peers’ verbal

communication?

6. Have you ever been confused or misunderstood your American peers’ nonverbal

communication?

7. Have you ever been confused or misunderstood your American peers’ written

communication (class assignments, emails, text)?

8. How did you interpret these misunderstandings with your teachers?

9. How did you interpret these misunderstandings with your peers?

10. Has your sense of self (self-perception) changed since beginning college?

Handwritten notes were taken during the interview sessions and typed afterwards. When the

interview sessions were completed, answers to the questions were sorted. Common themes

emerged from the responses and were applied to the Communication Accommodation Theory.

The complete findings of the study are found in chapter four.

Ethical Considerations

In order to secure confidentiality, all student lists and session notes were locked in the

researcher’s personal safe. Email communication and typed information was stored on the

researcher’s work computer, which is password protected. Participant’s names were not used to

provide confidentiality. Each participant was assigned a number to coincide with the shared data

and meeting session. Students are often coming in and out of the Student Life Office for

different reasons. Because of this, it would be difficult for any bystander to know the interviews

were taking place.


Chapter 4. THE STUDY

INTRODUCTION

As Third Culture Kids transition to college, communication accommodation should be

expected. The purpose of this study is to determine what communication accommodation

challenges TCKs experience during this transition to the American college classroom. Findings

from this study identify communication challenges and provide an understanding of how these

challenges are interpreted by the TCKs involved.

In-depth interviews, ranging between 35 and 55 minutes, were conducted with seven TCKs

who returned to the United States for a college education. These students have lived in a variety

of locations across the world, including: South Africa, Europe, Brazil, Canada and Guatemala.

Three of the students were male, and four were female. Each student had very different

experiences growing up. Four of the students are children of missionaries. One is from a

military family and the remaining students had parents who were employed overseas. Although

they all had different experiences growing up, they had common themes of communication

challenges upon returning. In this chapter, the common challenges will be provided. The

remainder of the chapter will explore the communication accommodations methods that were

used and how these challenges impacted the students’ self-perception and personal identity.

DATA ANALYSIS

During the interviews, the researcher took notes to collect the data. Immediately after the

interviews, the notes were typed and stored on the researcher’s computer. An open coding

process was used to identity common themes. These common themes were visible in the

conversations that took place and the analysis of the researcher’s notes. Once the themes were

identified, the themes were sorted and grouped into categories. The researcher used a color


coding method to group the themes and underline key words. The findings discussed below are

grouped in line with the research questions and common themes. The first theme involves the

frustrations and differences the students experienced. These are grouped into the categories of

verbal challenges, non-verbal challenges and written challenges. The second theme involves the

communication accommodation methods used by the students. The four accommodation

methods found in this study are accommodating, over- accommodating, under-accommodating

and non-accommodating. The final theme is identity, as each student experienced confusion with

his or her own identity.

RESULTS FROM THE STUDY

Classroom Structure

In order to provide a framework for the research questions, participants were asked about the

classroom structure in their high school. These experiences differed greatly, but did help explain

some of the transition challenges. The students from Europe expressed a large amount of

frustration with classroom differences, stating:

At my school in Germany, 75% of my grade was based on participation. If I didn’t ask

questions, I would fail the class. When I got to the American classroom, I asked

questions constantly. I thought I needed to. The people around me assumed I didn’t

know the material. I would answer rhetorical questions. I finally figured out this was not

the norm.

My classroom in Europe was treated like a home. We took our shoes off before going in

the room. The teachers had more respect.

Almost all the students mentioned different grading scales and the confusion involved with

grades. For some, getting above a 90 was unheard of until coming to the United States.


Expectations were different, usually higher. Many students also mentioned losing credits when

transferring schools. This is especially common when transferring high schools. One student

mentioned that since this is a common problem, transition counselors can be hired to help with

this process. Unfortunately, these counselors can be expensive, or people do not realize they are

available. If the students’ parents are also moving, the parents may be distracted by their own

challenges. If the students are moving alone, they may never mentioned the concerns or

challenges to their parents and do not receive support or assistance.

Differences and Challenges

Verbal Communication

Speech communities use words “to represent objects, ideas and feeling” (Verderber et al.,

2009, p. 31). Words vary in meaning and can be structured different ways. These differences

can be confusing if you are not familiar with the meaning behind the words or structure. Humans

are constantly surrounded by verbal difference. All the students interviewed grew up with at

least some English in the home, but in school, they all studied British English. Because of this,

simple words took on different meaning. One student from South Africa explained:

There are a lot of verbal differences. They involve dialect, pronunciation and spelling. It

was hard to get used to how words are used differently. I still cringe when people talking

about “tossing a ball”. I my country the word “toss” means masturbate. I once got

kicked out of the classroom for asking my teacher if I could borrow a rubber. That was

embarrassing.

A student from Europe said:


The vocabulary was often confusing. Although my family spoke English at home, I

studied British English at school. There were words that had different meaning. It was

confusing and frustrating.

A student from Guatemala explained one language difference this way:

The Spanish language had differences. In Guatemala, I could refer to someone as a

brown faced man. I could never do that in the states. It would be offensive. At home, it

was normal.

Slang, jargon and cultural expectations are also a challenge during the transition process.

Phrases and specific words will vary from culture to culture, even within a region. This is

something many students do not expect to encounter. They grow up speaking American English

but are confused by new words or phrases and may be too embarrassed to ask for help. In the

classroom, teachers often use examples in society to explain a subject. Students who have not

grown up in the United States may be unfamiliar with common nursery rhymes, musicians,

actors or other cultural references. One participant explained:

There were lots of references that I was expected to understand. I had teachers talk

about Mark Twain and historical events. I did not understand these and had never heard

of them. This happened with both teachers and peers. It was a given that I should

understand these things. It was expected.

Nonverbal Communication

Burgoon and Bacue (2003) stated that in face-to-face communication, 60% of meaning is

constructed from nonverbal communication. What does this mean to someone who is not

familiar with a culture’s nonverbal communication expectations? Nonverbal communication is

constantly taking place. Gestures, eye contact, touch, paralanguage, clothing and chronemics are


forms of nonverbal communication that may vary from culture to culture (Verderber et al.,

2009). These differences can be confusing as one enters a new culture. A student from

Guatemala shared this nonverbal difference in the classroom:

One of the biggest differences for me was nonverbal communication. I grew up in a

Hispanic culture where touch was important. We greeted one another with a kiss and

would touch arms when talking. When I entered the classroom, I would walk through the

room and greet everyone. I remember the first time I greeted someone with a kiss here.

It was pretty uncomfortable. I quickly learned that was not the right thing to do.

A student from Germany described her experience with touch:

Where I grew up, people were not big on touching. It would be a big deal for someone to

get a hug. It just wasn’t expected.

Eye contact and gestures play a role in the American college classroom. A teacher may

assume that a lack of eye contact is related to dishonesty or disinterest. In American culture, it

is often a sign of disrespect. Levels of expected eye contact will differ depending on the culture.

Gestures also can vary. A student from Guatemala stated:

Hand signals were one of the main differences that I had trouble understanding. They

were very backwards from what I knew.

Growing up in Europe, another student described her challenge with gestures:

In my classroom, we did not have to raise our hand to speak. If you raised your hand it

meant you needed to go to the restroom. When I came to the States, I would always

speak out in class. I talk a lot anyway, so I was always making comments or responding

to the teacher. People thought I was being rude and disrespectful. I was just being

myself and didn’t know any different.


A number of students brought up a difference in pace and paralanguage. Discussing how

teachers talk faster and the class as a whole moves at a quicker pace. Some shared how the

culture in the United States is not as laid back and that there is a greater emphasis on time. The

student from South Africa provided this example:

The pace is much faster than in my home country. Professors talk louder and faster.

There is a different code of manner that takes getting use to.

Below is an example of time difference from a student who lived in Guatemala:

The pace was very different. Time didn’t matter too much and the atmosphere was more

relaxed. In America, everything is focused around time. Time didn’t matter at home. If

we were late to church, we figured everyone else was going to be late too, even the

preacher.

Written Communication

Challenges in the classroom are not limited to verbal and nonverbal communication.

Written communication challenges can also exist. These challenges may involve references that

are difficult to understand, sentence structure, grammar, or even perspectives. One student

complained that textbooks are written from an American perspective. It was difficult for him to

understand everything. Written communication in the classroom is not restricted to textbooks.

Email and blackboard are also used to communicate with students. In exchange, students will

submit written assignments. A student from a German speaking school said the following:

I had a big problem with writing essays when I got to American schools. Where I grew

up, longer is better. Writing is viewed as more of an art. My sentences went on and on.

I didn’t know why I was not doing well on my essays. Finally, a friend told me my


sentences were run-ons and needed to be simpler. After that, I started getting A’s. It was

my friend that helped me, not my teacher.

Communication Accommodation

Howard Giles’ Communication Accommodation Theory explains how people select to

accommodate one another’s verbal or nonverbal communication. As discussed in chapter two,

Giles suggests that humans learn to accommodate communication differences by changing their

communication to match the communication of other people (Giles, 2008). People use different

forms of accommodation: accommodation, over-accommodation, under-accommodation or non-

accommodation. During this study, the participants discussed their accommodation techniques.

The researcher found that their accommodation technique was often related to their personal

identity and sense of self.

Under-Accommodation and Non-Accommodation

Under-accommodation and non-accommodation were methods used by the students who

were afraid of losing their own identity. This method was not always meant to be disrespectful

but could be interpreted this way. Other times, the students did not care if they were

disrespectful. Pollock and Van Reken (2009) referred to this method as being a “screamer” or

“wallflower”. One is proud of whom they are and are not afraid standing out, or the person

selects to just not be involved. Both are forms of accommodation. A student from Europe shared

her experience stating:

I had a lot of trouble adjusting. I was very passive aggressive and negative. I got in

trouble a lot. I was proud of who I was. I had always done well in school and knew I

was smart. I ended up sleeping in my classes because I knew the material. I didn’t feel


challenged. Some teachers realized I was capable and let me sleep in class. Others just

thought I was being rude.

A student from South Africa gave this example:

At first, I tried not to accommodate, especially with my accent. I was proud of who I was

and did not want to conform. I often felt like a novelty item, especially with my accent. I

didn’t appreciate the attention. I was embarrassed at times. I felt like “I was only an

accent”. They did not really know me.

Over- Accommodation

People may over-accommodation by accident when they try too hard to be accepted. This

form of accommodation might be expected when one enters a new culture. The TCK may be

willing to give up one’s personal identity quickly in order to fit in, but instead of matching the

communication style, the person over-accommodates. Earlier, an example was shared of a

student talking too much in class. She wanted to participate and saw other’s participating. She

over-accommodated by offering too much participation.

Accommodation

Eventually, all the student participants found ways to keep their sense of self and

accommodate their new environment. Many said it was not immediate and took time to adjust

and feel comfortable in their surroundings. The students who were more open to the adaption

process felt it begin after a few weeks, but it also was dependent to what they were adapting.

The student from South Africa explained:

After about three months in the States, I began to feel more comfortable. Things started

to make sense. I used the word “awesome” for the first time. It was weird but

comforting at the same time.


A student from Europe said:

After a few weeks, I started to understand classroom procedures and that I could not ask

as many questions. I started to feel more comfortable.

Many of the students voiced the sadness of feeling alone. “Left out” were words spoken by

more than one student. Often they wanted to accommodate but did not know how. They wanted

to fit in but could not figure out how to connect with those around them. One student from

Guatemala said:

You don’t really know how different a culture will be. You don’t realize you have

developed a different way of communicating. I felt left out a lot. I could bring some

things from my culture like music and food, but I couldn’t bring the actual culture. I had

to figure out how to adapt, to start over.

Identity

One’s identity is created by the world around. Values and culture play important roles in

developing one’s sense of self. As TCKs moves from culture to culture, they may be challenged

to know who they are and if they have to give up their identity to be a part of a new environment.

This battle within can lead to identity struggles and even depression. The participants shared the

following about this challenge of maintaining and understanding one’s identity. The student

from South Africa explained:

It was difficult because the rules that I knew were not the same anymore. Everything was

different and changing. I looked for the common things between myself and those around

me. Before, my identity was constant. It was difficult. The rules did not make sense

anymore. I felt like my identity was changing.

The Canadian student said this about his identity:


I use to connect my identity to home, but I don’t really know what that is anymore. When

I go home, it is not the home I knew. I cannot link anything to my identity. Everything is

changing.

One of the females from Europe stated:

I didn’t have anything to identify with. I had a lot of emotions when I returned. I didn’t

know who I was. It hurt my identity and confidence. I had lost my identity. I was sad a

lot. You are expected to know how to deal with things, but you don’t know what they are

or how to do it.

Despite the challenges, none of the TCKs regretted their experience. They did not want to

change what happened and know that the experience played a role in the people they are today.

One student said it best:

I feel proud of who I am and where I have been. The events in my life have given me a

different perspective than most people. They have changed me emotionally, physically,

and spiritually. I am a better person.

DISCUSSION

Results from the study support both the communication accommodation theory and

transition research conducted on Third Culture Kids. The TCKs in this study experienced a

number of communication challenges during their transition to college. This experience is not

unique to being a TCK, as other freshmen, traditional, non-traditional or international, will also

go through a transition time. It is not uncommon for college students to participate in

accommodation methods as they enter a new surround. What is unique is the level to which


these students experience the challenges and also how similar the challenges are among the

TCKS.

The participants experienced different levels of adjustment challenges within the classroom.

The challenges involved verbal, nonverbal and written communication with both instructors and

peers. The findings indicated that these differences led to increased frustration. There was often

fear of being embarrassed. The students did not want to stand out. The desire to be accepted in

the classroom, occasionally led to over-accommodation.

The findings demonstrated that despite cultural experience, the TCKs still used a form of

communication accommodation. Supporting Giles’ CAT research (2008) the participants

decided to accommodate, non-accommodate, over-accommodate or under-accommodate. This

was dependent on the situation and varied throughout their transition experience. Supporting

Pollock and Van Reken’s study (2009), the TCKs did not always immediately choose to

accommodate. This non-accommodation or under-accommodation was often related to their fear

of losing their own identity. As TCKs struggle with their personal identity, they may select not

to accommodate those around them. For example, the student from South Africa embraced is his

accent. During the interview, he spoke about his brother’s experience. His brother quickly

adapted an American accent in order to not stand out.

The combination of identity and adapting is especially difficult for TCKs. The students

interviewed may have been afraid of losing their own identity, but they also may have not known

how to accommodate. As mentioned previously, social identity connects one’s sense of self to

the social groups in which the person belongs (Allen, 2004). Many of the TCKs interviewed

mentioned feelings of being “left out”. This showed a desire to fit in or accommodate the social

groups around them. Giles and Wadleigh (2008) state that, “communicators have beliefs and


expectations that act as guidelines for what is appropriate and acceptable accommodative

behavior in particular situations” (para. 16). The challenge comes when the TCK does not know

how to accommodate. Culture and identity are closely linked and often used interchangeably

(Grimson, 2010). For a TCK entering a new culture, he or she is not familiar with the culture. A

TCK may want to accommodate but may not know how. Even if a TCK has a fear of losing his

or her own identity, accommodation will likely occur over time. Although the students

interviewed had periods of over, under and non-accommodation, in the end, they all found ways

to accommodate and also hold on to some of their unique identity. This was not a fast process.

Some students described this process as taking a long time, and others said it did not involved

time, but events. Events and examples would help them learn how to accommodate those around

them.

In conclusion, results from this study identified challenges that TCKs experience in the

college classroom. The TCKs who participated in the study were each connected to American

culture and were fluent in English. Despite these characteristics, they still faced many challenges

and frustrations returning to the United States. The students used a variety of methods to

accommodation surrounding communication. Some students resisted accommodation, but

eventually, all the students found ways to accommodate their new environment and reported

keeping a sense of self.


Chapter 5. SUMMARIES AND CONCLUSIONS

Findings from the current study are in line with available research on communication

accommodation and Third Culture Kids. The students interviewed applied Giles’

communication accommodation methods during the transition process. During this transition,

students experienced challenges knowing how to adapt and maintaining their own sense of self.

Research shows that the socialization process involves the understanding of norms and

expectations, while learning how to function in the current culture (Holtzman, 2000). The

current study found that regardless of the desire to fit in participants had difficulties identifying

with and accommodating to the surrounding culture. By adapting and accommodating, TCKs

chance giving up a portion of their identity and sense of self. “This desire to fit in is sometimes

so acute that TCKs forfeit their ability to remain true to themselves” (Quick, 2009, p. 15).

LIMITATIONS OF THE STUDY

The current study is not without limitations. For this study, only seven TCKs were

interviewed. Although this is an acceptable number for qualitative research, the researcher

believed more conclusive information could have been gathered with a higher number of

participants. The reason being is that a few of the participants had experienced more American

culture than the others. It is uncertain, but this experience could have weighed their responses

toward easier accommodation. Another limitation involved the wide range of geographical

backgrounds from which the TCKs experienced. Although this range of information is

beneficial, a study limited to geographical locations may allow for more extensive research.

Overall, the study provided valuable information and opened the door for future studies.


FURTHER STUDY AND RECOMMENDATIONS

When Third Culture Kids transition to college, they struggle with maintaining their own

identity and accommodating their new surroundings. This study determined that both challenges

may lead students to over-accommodation, under-accommodation or non-accommodation. What

is uncertain is the reason why these students did not accommodate. The TCKs shared that they

were afraid of losing their sense of self, but they also explained that they did not know how to

accommodate. Because of the culture difference, the TCKs often did not know how to

acceptably respond or accommodate to the culture around them. Future studies in this area

would be beneficial to both Third Culture Kids and Communication Accommodation Theory

research. Recommended studies would involve interviewing TCKs about specific scenarios

concerning communication accommodation. Observations and interviews in residential halls for

first-year TCK students could provide additional insight into the transition to college and

communication accommodation differences. Teachers could also be interviewed to determine

how they perceive TCKs and accommodation differences in the classroom.

CONCLUSIONS

In conclusion, Third Culture Kids are a growing demographic in the world and often encounter

difficulties transitioning to college (Pollock & Van Reken, 2009). As social creatures, humans

select an accommodation method in order to communicate to those around them. The current

study confirmed that even though TCKs are used to environmental adjustment, they do face

accommodation challenges adjusting to college. TCKs utilized a variety of accommodation

methods to either conform or rebel against their new surrounding culture. TCKs also have

distinct challenges accommodating because they do not always understand the surrounding

culture and may also afraid of losing their sense of self. Aristotle believed in virtue driven,


appropriate accommodation. Because values and culture are intertwined, this value driven

approach can be difficult for TCKs who grow up in a different culture. Despite culture

differences, accommodation does eventually occur. As TCK are accustomed to change, one

might expect that adaption would come easy. This study provides evidence that TCK students

do face identity and accommodation challenges as they return to the United States and more

specifically, the college classroom.


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APPENDIX A

Interviewing Guide

Thank you for being a part of this study. My goal is to learn more about the communication

challenges that exist in the college classroom. Please feel free to talk openly. As mentioned in

the consent form, no names will be shared in my study.

I am now going to ask a variety of questions about your classroom experience and

communication differences.

11. What country or countries have you lived in and for how long?

12. What was your school experience like before coming to this university?

a. Tell me about the class structure.

b. Tell me about the grading.

Teacher-Student Communication

13. Have you ever been confused by or misunderstood your teacher’s verbal communication?

Explain.

a. How has this changed since your first semester in college?

14. Have you ever been confused by or misunderstood your teacher’s nonverbal

communication? Explain.


Written Communication

1. Have you ever been confused by or misunderstood wording or pictures in your textbook?


2. Have you ever been confused by or misunderstood class emails, syllabus, blackboard

instructions or other written communication? Explain.



Peer-Peer Communication

3. Have you ever been confused or misunderstood your American peers’ verbal



4. Have you ever been confused or misunderstood your American peers’ nonverbal



5. Have you ever been confused or misunderstood your American peers’ written

communication (class assignments, emails, text)? Explain.


Identity

6. How did these misunderstandings with your teachers make you feel?

7. How did these misunderstandings with your peers make you feel?

8. Has your sense of self (self-perception) changed since beginning college?


APPENDIX B

Email Invitation

Date: TBD

I hope your semester is off to a great start. I work in the Student Life Office here at OC and am also a graduate student under the direction of Dr. Heather Crandall at Gonzaga University. I invite you to

participate in a research study being conducted under the auspices of Gonzaga University, entitled “Third

Culture Kids: Communication Challenges in the College Classroom”. Through this study, I intend to find out what communication challenges exist for TCKs in the college classroom.

Your participation will involve a short interview with questions about your classroom experience. It

should take approximately 20 to 30 minutes and can be done individually or in groups. Your involvement

in the study is voluntary, and you may choose not to participate or to stop at any time. The results of the

research study may be published, but your name will not be used. All information you provide will

remain strictly confidential. All participants need to be between the ages of 18 and 23 years old.

If you are interested in participating, please reply to this email or come see me in the Student Life office.

Thanks!

Amy


APPENDIX C

Informed Consent Letter

Date: TBA

Dear Oklahoma Christian student:

I hope your semester is off to a great start. I work in the Student Life Office here at OC and am also a

graduate student under the direction of Dr. Heather Crandall at Gonzaga University. I invite you to

participate in a research study being conducted under the auspices of Gonzaga University, entitled “Third Culture Kids: Communication Challenges in the College Classroom”. Through this study, I intend to find

out what communication challenges exist for TCKs in the college classroom.

Your participation will involve a short interview with questions about your classroom experience. Your

involvement in the study is voluntary, and you may choose not to participate or to stop at any time. The

results of the research study may be published, but your name will not be used. In fact, the published

results will be presented in summary form only. All information you provide will remain strictly

confidential.

**You must be 18 or older to participate in the study.

The findings from this project will provide information on the TCK transition to college and the field of

communication with no cost to you other than the time it takes to participate.

If you have any questions about this research project, please feel free to contact myself or Dr. Heather

Crandall ([email protected]). Questions about your rights as a research participant or concerns

about the project should be directed to Oklahoma Christian University’s Review Board through Dr. Bill

Luttrell ([email protected]).

Thanks for your consideration!

Sincerely,

Amy Janzen

Student Life Office

Oklahoma Christian University

405.425.5907

[email protected]

Running Head: ACCOMMODATION DIFFERENCES …web02.gonzaga.edu/comltheses/proquestftp/Janzen_gonzaga_0736M...communication accommodation theory, ... This study determines what communication

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