Cross Cultural Kids

How Hidden Diversity of Cross-Cultural Kids (CCKs) Applies to the Educational Process  

What is ‘hidden diversity’? It is s life and world view but is not readily apparent on the outside, unlike the usual diversity markers such as race, ethnicity, nationality, etc.        –Ruth E.Van Reken and Paulette Bethel, CIES, 2003.

In 2003, we interviewed parents from a variety of countries and cultures whose children were then attending school in the U.S. Each of their children had also gone to school in countries outside the U.S., some to local schools, some to more specifically international type of schools. At the time of the interview, all their children were in either public or private local U.S. schools. Here are the questions we asked and a synopsis of their responses.

What do you see as the greatest benefit(s) of this global lifestyle for your children?

All parents agreed their children had received many benefits from a cross-cultural upbringing. These are some of what they listed among those positives:

What do you see as the greatest challenge(s) for your children?

These are the general challenges faced by the multiple moves through various cultures:

What particular challenges did your children face when entering the US educational system?

• Language issues
  • Parents from English speaking countries said
    • No allowance is made for the fact that the same words can mean vastly different things in the various countries and cultures from which they come.
    • Because the language appears to be “the same,” educators make no allowance for the vast differences in learning or teaching styles their children may have known, or the differences in expectations in grading, writing style, spelling, etc.
  • Parents from non-English speaking countries said
    • Many US teachers seemed to have little comprehension of the difficulty their children faced in doing their schoolwork in English for the first time.
      • Example: A teacher blamed a child in his first year of using English for school for cheating when he did not understand what it meant to “estimate” a math problem and worked it out as a usual problem. This teacher also evaluated the child as “incapable of relating” to others. Child had been doing well and was very social in home country environment and educational system.
• Third Culture Kid issues
  • Parents of US citizens felt their children’s cross-cultural experiences were particularly invisible or de-valued to educators
    • Some children seen as liars or boastful when telling of experiences overseas
    • Others not allowed to do project on host culture lest it be “too easy” for them
• Other challenges for all include :

What are some of the differences between other schools your children have attended and the US system?

• Different underlying educational philosophies biggest issues.
  • Grading system
  • Methods of teaching, eg. such as phonics vs. recognition of word
  • Cultural role of the school
  • Parent-teacher interaction
  • Differences in how curriculum was set up
  • Homework expectations
  • Spelling differences between various forms of English
  • Writing style
  • Emphasis primarily on academics or “whole person” development

Specific examples of some differences

• In Britain, children stand up when teacher enters the room. In US they do not.
• In Japan, it is impolite to look the teacher in the eye when talking to her/him. In US looking down while talking to someone is seen as having something to hide.
• In Britain, a check mark means the math problem is correct, plus sign means it is wrong. Opposite in US.
• Because of pronunciation differences, phonics is a completely different class for a child from Europe or Britain or many other places than for the American student…teacher should be aware.
• In Britain, high school math is learned as one subject including algebra, trigonometry, and basic arithmetic…In the US it is learned as different subjects. This can affect a child changing systems who is either ahead or behind others in the class.
• In Belgium, teachers evaluate their own subject but whether or not the student passes is decided by the whole group of teachers. In U.S., one teacher can decide who passes or fails.
• In Australia, parents partner with teachers in policy/strategy planning for child’s needs. In U.S., parents seem to be more to serve teachers through PTO and other volunteerism, not as partners. School in U.S. schedules talks such as police talking about stranger danger or sex educations without consulting parents.
• In Belgium, students go to school by public transportation, not school buses. Can leave the school at lunch with parents’ permission.
• In Belgium, students get recess twice a day and one hour lunch break. In U.S., no recess from sixth grade on.
• In Belgium (and elsewhere) grading is low compared to US…70 is a great mark. Little direct encouragement…you can always do better. In U.S., “self-esteem” is major value to marks are high and verbal encouragement more frequent.

What challenges have these things created for you and your children?

• Parents feel unable to help children with their homework assignments
  • They don’t know how to do things, e.g.,
    • Write in American style cursive
    • Work in US money or weight and measurement units
    • Explain or teach US history

Do you think teachers understand?

• They felt teachers were generally oblivious to the challenges facing the internationally mobile child and family.

Their Suggestions for Educators

For academic transition:

• Be aware of the different educational system from which the child may be coming—not just in curriculum, but in teaching methods, philosophy of education, sports programs, etc.
• Recognize a child may seem bored because they teaching styles are so different from what they have known that they hardly know what to do.
• Remember this child may have English as a second language, even if he/she is speaking “American English” fluently. The same for Spanish speaking people of various regions in the world, etc. Differences in pronunciations can also make learning by phonics very difficult!
• Be aware that child’s parents may not be able to help him/her do homework—even though they may be highly educated. They themselves may not understand the math system, the language, the writing styles, etc.
• Be kind when encountering other spellings than the customary ones for your area. Perhaps use Cambridge International Dictionary of English, ISBN 0-521-48421-9 as a standard for what spelling is acceptable.

For cultural transition:

• Recognize when parents come in with questions, they are not attacking. Often they simply don’t understand the finer nuances of this new school culture which extends to expectations for what parents are to do as well.
• Be sympathetic to child’s nationalism if he/she doesn’t want to say the pledge of allegiance, etc.
• Find out what is considered respectful behavior to teachers and students in past educational systems (such as standing when teacher enters, looking at the floor when addressing someone in authority, etc). They may be quite different from the new place and create some misunderstanding if not recognized for what they are.
• As “obvious immigrants” in your classroom may well be influenced by their complex experiences in life, be aware that you may have “hidden immigrants” as well. Try to build an understanding of “where they are coming from” figuratively as well as physically as you would the more obvious immigrants.
• If needed, send information to parents in their home language. Have interpreters for families when necessary.
• Make a sheet for families coming in from other cultures explaining such things as “Valentine’s Day,” other customs child will be celebrating in the school but the parents may know nothing about. This helps the child be included by participating appropriately with the others rather than feeling left out or shamed for not doing something correctly.

For social transition:

• “Buddies” for families from different countries, cultures—this can help build a strong support network.
• Be supportive to help these new kids integrate. Help them in whatever way to become part of the group by making sure they understand such things as the rules for a common game others are playing, introducing them to others, etc.
• Take time to listen. Ask from time to time how they are doing—not just while passing in the hall, but at a very specific time when you can sit down and communicate.
• Ask parents for their insight and trust them—they are the best experts on their own children.
• Help children integrate by bringing out similarities they may have with other kids rather than just the differences.