Investigating Social Integration and Networking among Third Culture Students at Durham university

Abstract

This dissertation investigates the experiences of Third Culture Kids (TCKs) at Durham University, focusing on their social interactions, integration challenges, and the effects of their multiethnic backgrounds on academic performance and personal well-being. TCKs, who have spent significant portions of their developmental years outside their parents home countries, encounter distinct challenges and opportunities in higher education due to their varied cultural experiences.

Using qualitative methods, the study conducted in-depth interviews with TCKs at Durham University to explore how they describe their initial social encounters, adapt to new social norms, and the strategies they use to overcome challenges related to integration. The research also examined how TCKs’ perceptions of social integration evolve, the influence of social networks on their academic and personal success, and how the intersection of socioeconomic status with their cultural and educational backgrounds affects their Durham University experience. Findings demonstrate that TCKs utilize various strategies to navigate initial cultural and social challenges, with their views on integration changing as they form stronger connections within the university. Social networks were found to significantly influence their academic outcomes and personal well-being. Furthermore, socioeconomic status emerged as a necessary factor to discuss that affects their access to resources and overall integration into university life.

The study suggests several policy recommendations for universities to better support TCKs, including enhanced cultural sensitivity training, mentoring programs, adaptable academic policies, improved mental health support, and community-building activities designed specifically for TCKs. These measures aim to create a more inclusive and supportive environment that recognizes and utilizes the unique backgrounds of TCKs, boosting their educational experience and fostering a more diverse academic community. The conclusions of this research emphasize the need for higher education institutions to adopt more comprehensive and inclusive approaches to support the distinct needs of TCKs, ensuring their successful integration and enabling them to shine in the globalized educational setting.