Agricultural Leadership, Education, and Communication, Department of
Department of Agricultural Leadership, Education, and Communication: Dissertations, Theses, and Student Research
First Advisor
Heather Akin
Committee Members
Susan Burton, Nathan W. Conner
Date of this Version
8-2025
Document Type
Thesis
Citation
A thesis presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Master of Science
Major: Leadership Education
Under the supervision of Professor Heather Akin
Lincoln, Nebraska, August 2025
Abstract
Third Culture Kids (TCKs) and international students share many commonalities, such as their globalized nature, adaptability, and the adoption of cultural components from their host country versus their home country. However, they contain enough differences to be considered separate groups. Traditionally, people need to be immersed in a culture different from their parents’ culture between the ages of 0 and 18 to be considered a TCK, whereas international students are typically between 18 and 24 years old by the time they attend universities overseas. The cultural absorption of TCKs in their formative years is usually greater than that of international students; however, the TCK phenomenon can still be used as a lens to view the experiences of international students returning to their home countries, which is the aim of this study. TCKs have been known to experience difficulties with identity and belonging, so this study aims to investigate whether international students face similar issues. The study employs an exploratory case study approach to interview primarily ethnically Chinese Malaysian college transfer students who have stayed in the U.S. for 5 years or more and have since moved back to their home country, exploring their experiences of moving back home Specifically, the study examines how some individuals in developing countries are sent abroad by their families to gain a competitive advantage and secure leadership roles in the workforce upon their return. The results of this study show that while international students do internalize host culture elements similar to TCKs, they are still able to return to their home countries in a much smoother manner than TCKs do and never lose their identity in the process. The study also indicates that international students, like TCKs, tend to act more independently and think differently from their peers, which makes them feel they have an edge in the workplace. Ultimately, the results show that international students feel their experiences made them “more than” the regular person who did not go abroad. Lastly, the question is raised whether ethnically Chinese Malaysians might already be considered TCKs due to their culturally diverse upbringing, with a recommendation for further research to explore this possibility.
Advisor: Heather Akin
Included in
Demography, Population, and Ecology Commons, Educational Leadership Commons, International and Comparative Education Commons, Leadership Commons, Leadership Studies Commons, Migration Studies Commons, Social and Philosophical Foundations of Education Commons, Sociology of Culture Commons
Comments
Copyright 2025, John S. Tessalee. Used by permission