Interact - September 2020 (Special Edition)

Closing the Loop

Janet Blomberg

Last year marked the 50th anniversary of the start of research on third-culture kids (TCKs) and their families. There have been several waves of research. Dr. Ruth Useem, sociologist at Michigan State University (MSU), launched the first wave in the late 1950s. The second wave began in the missions’ community, and centered on the work of MK-CART/CORE. Currently, we are in the third wave of research with studies being done on all aspects of the MK/TCK experience.

Dr. Ruth Useem and TCK Research (1968-1986)

Dr. Useem coined the term “third-culture kids” in the late 1950s, but it wasn’t until the late 1970s that it appeared in the research. She coined the term after she and her family spent several years in India studying the expat community there. While she worked with adults who were part of the missions’ community, the military, the diplomatic corps, and international corporations, it was their children who caught her attention. She understood that they experienced both the benefits and challenges of being a TCK, but that their lives weren’t like those of their peers in their passport culture.

Because of her position at MSU, Useem was able not only to study TCKs herself, but to encourage and direct research by others. Her students produced nine dissertations starting in the 1960s. Over the years (1968-1986), more than 30 dissertations and research studies were conducted by (1) students of Dr. Useem. (Cottrell, 2009).

During the early years, the literature on TCKs was dominated by insightful personal reflections and autobiographical pieces by ATCKs who generally were trying to process, understand and describe their childhood experiences. Research was needed. Consequently, Useem and others conducted research studies to expand the understanding of TCKs and their lives, choices, and the implications of their childhood experiences. They also shifted their research focus to more than just returning to the States to start college to questions (2) of identity, the impact of sponsoring organizations, etc. (Cottrell, 2009).

MK-CART/CORE Era of MK Research (1987-2000)

It was during this period (1968-1986) that the first research began in the mission’s community. Initially, several studies were conducted, and dissertations published. In the 1980s, two separate and unrelated tracks gave impetus to the creation of MK-CART/CORE. One track was the launching of the Mental Health in Missions conferences. It began as an informal gathering led by Dr. David Wickstrom and Dr. John Powell. Over time, this developed into an annual conference for mental health professionals, caregivers, researchers, and others. The other track was a series of three International Conference on Missionary Kids (ICMK) that were held in Manila, Quito, and Nairobi during the 1980s. These conferences put a spotlight on the needs of MKs and led to a desire for research-based information.

“There is no evidence of on-going research programs focused on missionary families and children and this area relies on graduate students who conduct one-time studies. A need exists for more collaborative efforts such as the one modeled by MK—CART/CORE”

Dale Hawley

In March 1987, following the ICMK conference in Quito, MK-CART/CORE was formed. (Dr. David Wickstrom described this in the preceding article as well as the three major studies they conducted: The Boarding School Personnel Study, The Adult Missionary Kids Study, and the Missionary Family Study.) The hope was that the CART/CORE research would give mission organizations

and churches a greater understanding of the TCK experience and lead to a greater, more effective flow of care for MKs and their families. It was also hoped that this understanding would lead to a greater, more effective flow of care for them. In other words, the hope was that care would be driven by the insights and lessons learned through research rather than by anecdotes and assumptions.

1.

It was multi-mission in nature—over time the number of participating missions grew from eight to eleven.

2.

The research was mission-driven—all of the CART/CORE members shared in developing the research projects and gathering data.

3.

Representatives of the mission agencies were the first to receive the results.

4.

Members of CORE assisted researchers in order to encourage more research in these areas.

5.

Members of the CORE research team did not receive any financial remuneration for their work, but their (3) expenses were covered through contributions. (Powell, 2002)

The strength of the CART/CORE model was that it came full circle. The mission agencies and the researchers discussed possible questions to be studied. When there was agreement on the question, the researchers would design a study and then together they would gather the data. Then the researchers would analyze the data and report back to the mission agencies. The loop was closed.

In addition to the work of CART/CORE, many individual researchers and graduate students have conducted studies on several major themes including:

1.

The MKs themselves and the impact of their childhood experiences on their identity, career choices, attitudes, decision-making, relationships, emotional development, spiritual growth and overall well-being. In addition, what factors contributed to the success and well-being of adult MKs or contributed to their, bitterness, leaving the faith, and dysfunctionality in their lives and relationships?

2.

The transition experience and the impact of mobility on an MK’s identity, belonging, relationships, and the challenges of re-entry especially returning to start college and university.

3.

Changes in MK education and the impact it has had on MKs. In the early years, there was a strong focus on the impact boarding school had on MKs (e.g. qualities needed by teachers and boarding home parents, impact on MK reentry, and on family relationships. Parents have a wide range of options to choose from than generations ago.

4.

Organizational behaviors and how did leadership style, communication styles, on-field support, conflictresolution methods, the culture of the organization, etc. impact the lives of missionary families. Did these behaviors contribute to effective service by missionaries and to their well-being or did they contribute to discouragement, reduced effectiveness, resentment and bitterness in missionaries? What can be done to modify these practices or address systemic issues?

Post MK-CART/CORE Era (2000 to the Present)

In the years since CART/CORE stopped operation, there has been a major shift in the research. Today’s research is conducted primarily by graduate students in pursuit of their degrees. Their research may or may not be published. Although this may not seem like a major shift, it is and has important implications.

“MK-CART/CORE is a stellar example of collaborative research and should be held up as a model for others to follow.”

In the post CART/CORE era, there has been some shifts in research topics. Even though some of the themes have continued, new directions have been suggested and pursued. Some of these have included:

1.

Continued Research on MKs/TCKs, but with a focus that has expanded to include those coming from new sending countries such as South Korea, the Philippines, Brazil, Colombia, India, China, Nigeria, and other countries. In addition, there are many new opportunities and challenges that must be researched so that decision-makers have an accurate picture of today’s MKs.

2.

Research on the Transition Experience has focused on the ways in which the lives of MKs have been changed as they have become more mobile, more connected with the rise of the Internet, and part of a shrinking world due to globalization.

3.

Educational Options and Decision-Making—changes in technology have both increased the range and changed the nature of options from the years when boarding school dominated. It raises questions for parents about which option seems to work best for their children and about the long-term effects of these options. In addition, questions about special education needs and second-language issues have also been suggested as MK research topics.

4.

Research on the Effectiveness of the Care Being Provided—examining what the impact has been of new programs, tools, assessments, and services now being provided. For example, how have services such as prefield preparation programs, transition seminars, debriefing, mobile care, etc. impacted the well-being, retention, and effectiveness of MKs and missionary families. Are the new programs that have been developed effectively meeting needs?

Where Do We Go From Here?

There have been some good developments in MK and missionary family research over the past 20 years. “Researchers continue to uncover findings that inform those who work with missionaries on a regular basis. At the same time, there is a lack of cohesiveness in this body of research. There is no evidence of on-going research programs focused on missionary families and children and this area relies on graduate students who conduct onetime studies. A need exists for more collaborative efforts such as the one modeled by MK-CART/ CORE, increased funding to support research in this vital area ... ” (4) (Hawley, 2004)

The researchers who have contributed to our knowledge on MKs have provided a valuable service. At the same time, this research only begins to scratch the surface. (5) Hawley (2004) offered several suggestions about further areas of study:

1.

Increase research productivity. Hawley wants to see more research being done and that it be focused more directly on MKs and their families.

2.

Increase accessibility to research results. Hawley is thankful for the quality research being conducted and for their findings but wishes that more of these studies were in the hands of decision makers such as sending agency personnel, international Christian school administrators and others. While some studies have been published, most have not. Even if they have been published, it is often in publications that (6) are expensive or difficult to access. (Hawley, 2004) In addition, these publications are not the places where teachers, school administrators, sending agency personnel, and caregivers usually go.

3.

Develop on-going research programs that investigate missionary families and MKs. There doesn’t seem to be any group like MK-CART/CORE that is willing to conduct on-going research programs focused on MKs or missionary families. Some have suggested that Christian graduate school programs and professors could lead the efforts to conduct this type of research. Not only could they conduct the research, but they have graduate students who could be an enormous help of this process. This approach could greatly expand the amount of research being done, but funding, encouragement and support will (7) be needed. (Hunter, 2002)

4.

Increase research collaboration. Hawley believes that by banding together researchers will be able to leverage their resources and produce high quality research that will provide valuable information about MKs and their families in order to better equip those who work with them as they develop programs, policies and a greater flow of care. Hawley points to MK-CART/CORE as an outstanding example of collaborative research that provides an excellent (8) model for others to follow. (Hawley, 2004)

We need to close the loop in terms of research on MKs and missionary families. Great information, connections, and findings have come out of these years of research. Unfortunately, they haven’t necessarily made it to the people whose actions and decisions impact the lives of MKs and families. First, we need to close the loop and get more research shared in places that key decision-makers regularly access so that it can shape and direct their actions. If we are to expand the flow of care that sending agencies provide, it must be guided by research. If we are to equip schools to better serve their students, it must be guided by research.

Second, we need to close the loop on research by returning to the collaborative research model of MK-CART/CORE as Hawley explained. (Hawley, 2004) Interact is eager to help in closing the loop on research and expanding the flow (9) of care. We welcome submission of articles on various research topics so that these findings can more easily get to those who are in a position to act on it.

Janet Blomberg

Janet Blomberg has served with Interaction International since the early 1990s She has served as Director of Educational Services, on the staff of many Interaction programs and as Executive Director. She was the founder and editor of Interact both then and now. She launched and served as the first Director of AERC which serves and supports families in Asia who are homeschooling, using national schools or online programs to educate their children. Janet has spoken at many conferences globally on issues facing MKs/TCKs and their families. She is a passionate advocate on their behalf and has advised parents on meeting the needs of their children. She co-edited the book, Fitted Pieces, with Dr. David Brooks as well as written numerous articles and contributed chapters to several other books.

1. Cottrell, Ann. (2009, February 2). TCK Research: A Look Back and Ahead. TCK Research Network News.

2. Cottrell, Ann (2009).

3. Powell, J. R. (2002). MK-CART/CORE: A Multi-Mission Research Model. In Powell, J. R. & Bowers, J. M. (Eds.) Enhancing Missionary Vitality. (p. 489). Colorado: Missions Training International.

4. Hawley, Dale. H. (2004). Research on Missionary Kids and Families: A Critical Review. Mission Resource Network. (mrnet.org).

5. Hawley (2004).

6. Hawley (2004).

7. Hunter, W.F. (2002). Research in mental health and missions. In J.R. Powell & J.M. Bowers (Eds.), Enhancing Missionary Vitality. (pp. 475-483). Colorado: Missions Training International.

8. Hawley (2004).

9. Hawley (2004).