What is the most significant change that migration students face with cultural and social barriers?

As the word is becoming more globalized, migration has seen a huge increase over the past decade. Work has become the main reason for this, and the cost of travel falling has made this easier to do. This was particularly true in my case. I was born in South Africa but decided to move to China about 5 years ago.

Like many others, I came here for economical reasons. In my international school there aren’t many foreign students, the only ones there are children of the colleagues I work with. These children are what we call ‘third culture kids' (TCK), they spend their childhood moving countries because of their parents, and their occupations (Harrington, 2018).

The problem with being a TCK, is that they lack a sense of belonging (Marymount Learning Leadership, 2016). Therefore their ‘sense of belonging’ lines up more with those who can relate with this feeling. This can be seen with my colleagues' daughters, as one is from India and the other is from Uzbekistan. They are the best of friends, inside and out of school. Children, especially young children, are still at an age where they are developing their own identity, and when they are abroad, they will likely be caught between two cultures, which can create some internal conflicts (Understanding The Challenges Faced By Immigrant Children, 2019). This internal conflict, as stated by Byram (2003), relates to their need to build friendships to operate as an individual and within a group.

While they are the best of friends, they do not socialize with the native Chinese students at the school. A huge barrier besides culture and traditions, is the language barrier, which can limit and frustrate interactions between themselves, and also their peers, as well as teachers. While they are learning Chinese, it is their second or even third language, and this puts them at a severe disadvantage to others in the class, which could lead to poor performances in some subjects.

TCK’s are also trying to balance their customs at home with a new environment. Not to mention the added factor of immigrant children being bullied because they are “different” to the majority. However, this is not the case in my Chinese international school. They have done an excellent job in creating a safe environment. They do this by regularly having projects and shows that highlight the cultures and traditions of many different countries, including the homes of the two aforementioned foreign students.

The benefits of such initiatives is that there is a cultural exchange as the students are able to learn about other cultures and, as Harrington (2008) declares that “are able to gain a deeper understanding of their own culture through comparison.”

I would like to conclude with a quote byIndian-American author Jhumpa Lahiri (Transcultural Identities, 2021), “The immigrant’s journey, no matter how ultimately rewarding, is founded on departure and deprivation, but it secures for the subsequent generation a sense of arrival and advantage.” As with the case and point with my colleagues' daughters, as they create and build multiple identities, they become more successful with dealings between various cultures, both socially and professionally. A trait that is becoming more and more valuable in today’s globalized and international landscape.

References

Byram, M. (2003). On Being 'Bicultural' and 'Intercultural'. In G. Alfred, M. Byram & M. Fleming (Eds.), Intercultural Experience and Education. Clevedon: Multilingual Matters.

Harrington, P. (2008). The negotiation of identity in an international school setting. International Schools Journal 28 (1), 12-15. https://accounts.google.com/ServiceLogin?service=wise&passive=1209600&continue=https://drive.google.com/file/d/0BwgYlY1O2AV2VVY1bEU4WVhpTXM/view?resourcekey%3D0-TOAOPJghRdLAv_5XdAv9GA&followup=https://drive.google.com/file/d/0BwgYlY1O2AV2VVY1bEU4WVhpTXM/view?resourcekey%3D0-TOAOPJghRdLAv_5XdAv9GA

Marymount Learning Leadership. (2016, May 27). “Where do I belong?”: Third Culture Kids. https://marymountlearningleadership.tumblr.com/post/144998171596/where-do-i-belong-third-culture-kids

Transcultural Identities. (2021). Facing History and Ourselves. https://www.facinghistory.org/civic-dilemmas/transcultural-identities

Understanding The Challenges Faced By Immigrant Children. (2019, August 23). Child Psychology Resources by Dr. Tali Shenfield. https://www.psy-ed.com/wpblog/challenges-faced-by-immigrant-children/