This term, ‘Third Culture Kids’, was coined in the early fifties by sociologist Ruth Hill Useem after spending a year on two separate occasions in India with her three children.
Initially they used the term "third culture" to refer to the process of learning how to relate to another culture; in time they started to refer to children who accompany their parents into a different culture as "Third Culture Kids." Useem used the term "Third Culture Kids (TCKs)" because TCKs integrate aspects of their birth culture (the first culture) and the new culture (the second culture), creating a unique "third culture".
At MIS we understand the challenges facing these TCKs from many angles: not only are many of our students TCKs but, so too, are many of our staff and their own children. Much of what we value in our learning programmes is designed specifically to meet the needs of children who have lived and learned in many different cultures and in different languages. Our Language programmes are designed to meet the specific language development needs of children for whom English is not their mother tongue or dominant language and our belief in the value of multi-lingualism to a child’s cognitive development sees us offering second and third language acquisition and development opportunities.
In addition, our extensive After School Activities, Arts and Athletics programmes are designed to ensure our young global nomads also have the opportunities to develop and extend their sporting and fine arts skills beyond the classroom.