Abstract
The expression “Third Culture Kid” (TCK) was introduced when two social scientists, J and R Use em, travelled to India in the 1950s to study Americans deployed there predominantly as corporate, governmental, military and missionary personnel (Pollock & Van Reken, 2001). The birth of the TCK term stemmed from the apparent commonality of challenges, characteristics, perceptions and tendencies amongst the Useems’ three sons and other American children observed in India. They recognized that their children’s one year experience during their formative years, left an indelible mark on their development, whereby their sense of belonging became more “relationship-based” than “geography-based” (McLachlan, 2007, p. 235).
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