{'fraction_non_alphanumeric': 0.032167832167832165, 'fraction_numerical': 0.022377622377622378, 'mean_word_length': 5.45045045045045, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
A Qualitative Exploration of the Repatriation Experiences of US Third Culture Kids in College

US third culture kids (TCKs), or those who spend a significant amount of their developmental years in other countries, often repatriate for college. However, the TCK population is typically invisible on US campuses, and understanding of their journeys is lacking. Using as lenses Erikson’s stages of development (1963, 1968, 1997) and the Kübler-Ross grief model (1969) in this qualitative study, we explored repatriation experiences of TCK college students. Findings show significant struggles with cultural differences, identity, and relationships; a tendency toward aligning with other TCKs; and a desire to be heard.