Third Culture Kids and Digital Culture: Service-Learning Experiences
Description/Abstract/Artist Statement
The interconnectedness of culture and the digital space has redefined questions of representation and inclusion within migrant and refugee communities. When considering ‘third culture’ communities, the influence of different media technologies and the impact of social media are central to individual adaptations, as immigrants and refugees. We explore the relationships through direct service-based research experiences that took place at two non-profit organizations in the Hampton-Roads area. In the timespan of two months, we each observed how digital platforms impact ‘third culture’ children's behavior and communication with their educators. Drawing from research conducted during our field experiences, where children hail from Chinese and Rwandan backgrounds respectively, we identified communicative patterns such as code-switching and language blending. These strategies, along with new communication technologies, including Whatsapp, WeChat, and online translators, helped the children adapt to the new culture and better convey their ideas. We discovered that social media platforms play a large role in allowing multicultural children to find their identity by allowing them to become part of a shared digital community of ‘third culture’ kids. Our research found that these young individuals obtain a sense of agency and self-direction by developing, accelerating and embedding a shared identity on a global stage. Through the use of familiar platforms, ‘third culture’ children are able to identify with people having similar experiences regardless of geographic location. We contend that these interrelated platforms play vital roles in supporting the transition to and assimilation within a new culture, particularly for youth in their formative identity stages.
Faculty Advisor/Mentor
Lee Slater
College Affiliation
College of Education & Professional Studies (Darden)
Presentation Type
Oral Presentation
Disciplines
Critical and Cultural Studies | International and Intercultural Communication | Service Learning
Session Title
Interdisciplinary Research #7
Location
Zoom Room GG
Start Date
3-20-2021 3:00 PM
End Date
3-20-2021 3:55 PM
Third Culture Kids and Digital Culture: Service-Learning Experiences
Zoom Room GG
The interconnectedness of culture and the digital space has redefined questions of representation and inclusion within migrant and refugee communities. When considering ‘third culture’ communities, the influence of different media technologies and the impact of social media are central to individual adaptations, as immigrants and refugees. We explore the relationships through direct service-based research experiences that took place at two non-profit organizations in the Hampton-Roads area. In the timespan of two months, we each observed how digital platforms impact ‘third culture’ children's behavior and communication with their educators. Drawing from research conducted during our field experiences, where children hail from Chinese and Rwandan backgrounds respectively, we identified communicative patterns such as code-switching and language blending. These strategies, along with new communication technologies, including Whatsapp, WeChat, and online translators, helped the children adapt to the new culture and better convey their ideas. We discovered that social media platforms play a large role in allowing multicultural children to find their identity by allowing them to become part of a shared digital community of ‘third culture’ kids. Our research found that these young individuals obtain a sense of agency and self-direction by developing, accelerating and embedding a shared identity on a global stage. Through the use of familiar platforms, ‘third culture’ children are able to identify with people having similar experiences regardless of geographic location. We contend that these interrelated platforms play vital roles in supporting the transition to and assimilation within a new culture, particularly for youth in their formative identity stages.