cultural | Chameleon Intercultural Training & Coaching

Cross-Cultural Kids – Part 5

wiebke — Mon, 23 Oct 2023 22:59:15 +0000

What is a Cross-Cultural Kid?

A Cross-Cultural Kid (CCK) is someone who has been significantly influenced by two or more cultural environments during their developmental years. The CCK Model is the work and research of Ruth Van Reken.

Exploring 3 famous examples with their respective CCK types

Welcome to part 5 of the CULTURAL MOSAICS series where we closely look at the Cross-Cultural Kids (CCK) Model by Ruth Van Reken, analyzing each category more in depth, going well beyond the realm of Third Culture Kids, where it originated.

This CULTURAL MOSAICS series on Cross-Cultural Kids (CCKs) was originally posted on Instagram in September 2023 as a collaborative project by Beatriz Nour @inbetweenish.pod and myself, Wiebke Homborg @chameleon_coaching. If you have Instagram, we encourage you to check out the original posts for its great visuals, audios, reels and storytelling.

Did you know you can identify with several CCK types at once?

For example, an immigrant child whose parents are of different ethnicities, or a traditional TCK who later becomes a domestic TCK and an educational CCK. These examples reflect the growing complexities of our world, and we believe the CCK’s unique perspectives play an important role in solving the burning issues of our times.

For a general introduction to CCKs, check out part 1 of this blog post series.

For more details on each of the 12 CCK types, go to part 2, part 3 and part 4.

Unique experiences, benefits and challenges

Belonging to multiple categories of the CCK model offers many benefits. These CCKs often possess a cultural richness that stems from exposure to diverse customs and traditions, fostering cultural knowledge and sensitivity. Their adaptability shines as they comfortably navigate new cultural environments and quickly adjust to varying social norms. Proficiency in multiple languages also opens doors to international opportunities, and their well-rounded global perspective promotes open-mindedness and better cross-cultural relationships. The challenges they’ve faced contribute to resilience and problem-solving skills, both valuable assets in personal and professional life alike.

However, there are significant difficulties that come with this unique background. The complexity of identity formation is a common issue, as CCKs grapple with questions about where they truly belong and how to reconcile their multifaceted identity. Navigating multiple cultural contexts can lead to confusion and conflicts in values and behaviors, while full social integration can be elusive, causing feelings of detachment and sometimes loneliness. The pressure to conform to various expectations can be emotionally taxing, as can maintaining proficiency in multiple languages. Some CCKs may also struggle with feelings of rootlessness as a result of balancing different cultural contexts.

Identifying as a CCK offers a rich cultural experience but presents challenges in terms of identity, social integration, and cultural adaptation. Support and understanding from family, friends, and educators play a vital role in helping CCKs navigate and embrace the unique opportunities and complexities of their diverse cultural backgrounds.

Barack Hussein Obama, Former US President

Traditional TCK
Domestic TCK,
Educational CCK
Child of Mixed Heritage
Multicultural Child
Child of Marginalized Minorities

Barack Obama’s father was an exchange student from Kenya and his American mother was from Kansas. He was born in Hawaii and spent most of his childhood between Hawaii and Chicago. At some point he lived in Jakarta, Indonesia with his mother and Indonesian stepfather. He has an Indonesian/American half-sister. Later he moved back to Hawaii to live with his American grandparents.

Esther Perel, Psychotherapist

Child of Immigrants
Child of Marginalized Minorities
Child of Refugees

Esther Perel was born and raised in Antwerp, in the Flemish part of Belgium. She is the daughter of two Polish, Jewish Holocaust survivors. Given her diverse cultural upbringing she started juggling 5 languages at home: Polish, Yiddish, German, Dutch, and French. Today she speaks 9 languages.

Keanu Reeves, Actor and Musician

Traditional TCK
Domestic TCK
Child of Immigrants
Child of Mixed Heritage
Bicultural Child
Child of Marginalized Minorities

Keanu Reeves was born in Beirut, Lebanon. His mother is English, and his American father is from Hawaii. His father is of native Hawaiian, Chinese, English, Irish, and Portuguese descent. His paternal grandmother is Chinese Hawaiian. After his parents divorced, his mother moved the family to Sydney, Australia. Followed by a move to New York, USA, where she married Paul Aaron. Later the couple and family moved to Toronto, Canada.

There are so many ways someone can exist across different cultures.

In our Cultural Mosaics series, we outlined 12 CCK types.

One of the reasons it can be so hard to navigate different contexts as a cross-cultural kid, is because often times we don’t even realize we’re doing it, we don’t always have the language for it, and we have very little resources to help us understand our complex and evolving identities.

It’s fair to say most, if not all, CCKs have struggle with questions of belonging, finding home, understanding their roots and where you come from.

Certain life experiences tend to catapult us into identity crisis: losing a loved one, becoming a parent, ceremonies around marriage or divorce. Just so many big life moments.

Being a CCK is beautifully complex, you’re building cultural bridges, understanding how nuanced things can be, but also being more comfortable with ambiguousness, and dealing with hidden losses, often times on your own.

🌎💙 It has been a labor of love to research, discuss, design, write, post, laugh and cry together. Our collaboration across cultures was so inspiring and fruitful that we feel empowered to bring our work to the next level. We hope you learned something new, and that this series helped you make sense of the unique cultural mosaics that you embody.

We leave you with this message, talk about your experience. With others who may relate, with family, with friends, with a coach. Talking it out helps us makes sense of the unique cultural mosaics that we embody.

Hi, I’m Beatriz, the host of the inbetweenish pod, where I invite others to reflect on the meaning of belonging, the feeling of home, and I ask questions like, do you ever feel stuck between worlds?

And I’m Wiebke, from Chameleon Coaching. As an intercultural trainer and coach, I am passionate about supporting and empowering individuals on their journeys across cultures.

Stories of Belonging

Tune into Beatriz’ podcast where she invites inspiring and diverse CCKs to a deep and heartfelt conversation. Discover new perspectives and learn from their stories around identity struggles as well as their quest for belonging and defining where home is.

Explore your multicultural identity with me

I have supported many CCKs and global nomads on their inner journey to more clarity about their multicultural identity. Let me help you embrace your inner diversity and find true belonging within yourself and with others.

Book a free discovery call

The post Cross-Cultural Kids – Part 5 first appeared on Chameleon Intercultural Training & Coaching.

Cross-Cultural Kids – Part 4

wiebke — Mon, 23 Oct 2023 22:21:14 +0000

Exploring 4 different CCK types: Children of Immigrants, Children of Refugees, Children of Marginalized and Privileged Minorities

What is a Cross-Cultural Kid?

Welcome to part 4 of the CULTURAL MOSAICS series where we closely look at the Cross-Cultural Kids (CCK) Model by Ruth Van Reken, analyzing each category more in depth, going well beyond the realm of Third Culture Kids, where it originated.

In this article, we introduce the following CCK types:

CHILDREN OF IMMIGRANTS
CHILDREN OF REFUGEES
CHILDREN OF MARGINALIZED MINORITIES
CHILDREN OF PRIVILEGED MINORITIES

For a general introduction to CCKs, check out part 1 of this blog post series.

For more details on other CCK types, go to part 2 and part 3.

Explore how you can be a genuine mix of several types in part 5.

Children of Immigrants

Definition

Children of immigrants are children whose parents have made a permanent move to a new country, and eventually seek naturalization. These children grow up with a dual cultural identity, influenced by the culture of their parents’ home country and the culture of the country they are raised in.

Examples: Elon Musk, Charlize Theron

Unique experiences, benefits and challenges

There are a number of factors that may greatly impact the experience of permanently immigrating to a new country and some of these factors are: reason for immigration, proficiency in language, network in host country, financial situation, job opportunities available to immigrants, etc. These factors also shape the experiences of children of immigrants, who may have one immigrant parent or both immigrant parents.

Children of immigrants often have the advantage of being bilingual or multilingual, a valuable asset in a globalized world. They bring diverse perspectives and cross-cultural competence that enrich the cultural fabric of their countries. They’re resilient, adaptable, and adept at navigating change. Often times they vacation in their parents’ home country(ies) during holidays and maintain connection with their roots through their network, grandparents, and extended family.

“Born in Côte d’Ivoire, came here when I was one. Heathrow Airport was the place where my first steps were.”

On the other hand, they may grapple with identity confusion, balancing multiple cultural identities and trying to appease their parents’ cultural expectations. They may also face discrimination or biases based on their ethnic or cultural background which can impact their self-esteem and social integration. Sometimes they take on a disproportionate role of translator/organizer in their family unit. Children of immigrants often feel an immense pressure to succeed academically and professionally as a way to validate their immigrant parents’ sacrifices.

What parents can do

Children of immigrants can be supported through inclusive educational programs and teaching methods. It’s important for them to have access to cultural resources, where they can maintain a relationship with their parents’ culture but also integrate into their host country. Initiatives promoting diversity and inclusion help them embrace their unique identities and help them become better contributors to society as they feel more accepted.

Think about it

In what ways are immigrant children code-switching between two cultures on a daily basis?
What can schools & communities do to help children of immigrants feel more accepted and included?
What preconceptions might you have about immigrants in your country?

Podcast Recommendation

the inbetweenish pod, episode “🎹 it is not with bones and skin, it’s all with feeling — with Axel [Part I]”.

Children of Refugees

Definition

Children of refugees refers to individuals who are born to parents who have sought refuge in another country due to persecution, violence, conflict, or other forms of adversity in their home country.

These children often grow up in a different cultural context than their parents or grandparents, resulting in a unique blend of cultural influences and challenges.

Examples: Rita Ora, Mo Amer

Unique experiences, benefits and challenges

Children of refugees often develop resilience, empathy, and a strong sense of cultural awareness due to their families’ experiences.

“It was a very hopeless situation, you had no way of knowing whether you were going to be resettled anywhere or were you just going to be in this limbo…”

Unfortunately, many of these children have experienced trauma in their home countries, during their journeys across countries, seeking asylum, or upon arrival in the host country. They may face language barriers, acculturation stress, discrimination, and integration challenges. These factors can significantly impact their mental health and academic performance.

What we can do to support children of refugees

Schools and communities, while well-intentioned, often lack the necessary resources to adequately support refugee children. There is a need for cultural awareness programs, trauma-informed counseling, language assistance, and mentorship initiatives to foster a sense of belonging, integration, and focus on language skill development.

Educators should grasp the impact of trauma and cultural adjustment on students’ performance and encourage empathy among classmates. Each refugee child offers unique skills and knowledge. Teachers should model inclusion, integration, and cultural sharing to help them maintain their identity and nurture a diverse learning environment.

In the past decade, the global number of refugees has more than doubled, and nearly half of them are children. These children and their families need global solidarity and support to ensure they have access to essential services like education, healthcare, social protection, and helping them rebuild their lives with dignity and hope.

Think about it

How can we ensure that children of refugees feel safe and welcome in our community or school?
What resources and programs have been implemented in your community to address the unique challenges and needs of children of refugees?

Podcast Recommendation

the inbetweenish pod, episode “🌳 notions of home — with Baharak”

Children of Marginalized Minorities

Definition

Marginalized minorities refer to groups of people who experience systematic social, economic, or political disadvantages and are often excluded or disadvantaged by mainstream society.

They face discrimination, oppression, and limited access to resources and opportunities.

Examples: Rohingya in Myanmar, Sami in Scandinavia, Roma in Europe.

Unique experiences, benefits and challenges

Children of marginalized minorities often have diverse experiences that depend on their environment. Some may grow up without realizing they belong to a minority group, especially when they live in close-knit subcultures with little interaction with the majority.

Conversely, some are acutely aware of their differences from a young age, navigating two worlds shaped by religion, ethnicity, or other factors. These children, growing up between two worlds, bring a wealth of diversity to their communities. Their unique position often serves as a bridge. They have greater empathy for other marginalized groups in society and are more accepting of differences and different points of view.

In general, these children face a dual challenge: discrimination, often systemic, and marginalization. Some families and societies foster an ‘us vs. them’ sentiment, creating a divide between the minority and majority groups. This can result in disparities in education, job opportunities, and housing options for marginalized families. It can even go as far as to impact interfaith, intercultural or interracial marriages.

“Oh you’re Christian? My mother told me not to speak to those.”

Unfortunately, marginalized groups often encounter a higher risk of abuse, violence, exploitation, and human rights violations. These experiences profoundly shape their identity and can lead to self-esteem issues, internalized racism, and mental health struggles.

Yet, children of marginalized minorities also bring richness and diversity to their communities. They often master the art of code-switching, seamlessly moving between languages, contexts, and cultures. They are, in essence, cultural chameleons.

What parents can do

Parents can support their children by engaging in open conversations about their experiences, providing comfort, and celebrating cultural strengths. Encouraging critical thinking and highlighting positive collaborations between minority and majority groups are equally important. It’s crucial for schools, communities, and institutions to recognize the dynamics of marginalization and validate people’s lived experiences.

Think about it

Which minority groups live within your country?
What beliefs do you have about these minority groups?
Who or what has instilled this belief in you?

Podcast Recommendation

This CCK type is one of the least talked about categories in this model. But it’s so important to highlight and understand because minorities exist in almost all societies. Beatriz and Wiebke talked extensively about the minority experience. Sometimes it can be tricky to talk about being part of a marginalized minority without entering the victim mindset. It took many calls and discussions before Beatriz finally agreed to share a very personal micro-moment that happened to her when she was only 6 years old. Head over to Instagram to listen to her micromoment.

If you want to hear more about Beatriz’ multicultural upbringing you can tune this “🐘 identity crisis: who am I? — about your host”

Children of Privileged Minorities

Definition

Privileged minorities are groups of people who, despite being considered minorities in terms of numerical representation, possess social, economic, or political advantages in society.

These advantages are typically derived from factors such as wealth, education, social status, or historical and systemic advantages.

Examples for historically privileged minorities: Brahmins in India, White South Africans, Emirati in the United Arab Emirates.

Unique experiences, benefits and challenges

Growing up as a child of a privileged minority can be tricky to maneuver, especially as many people don’t realize that they are in fact privileged until they leave their bubble. They may sometimes be culturally influenced by the majority, but that is not always the case.

It’s important to remember that privilege is a nuanced topic, it’s not black and white, depending on various factors such as the nature of the privilege, the child’s upbringing, and their exposure to diversity. We also want to point out that while you may be privileged in certain areas, like the socio-economic class you belong to, or colorism, you may also face discrimination in different aspects.

Here are some of the benefits and challenges:

Growing up in a privileged minority group can offer several advantages to children. They often have better access to quality education, healthcare, and extracurricular activities, contributing to their overall development and success. This access can boost their confidence and self-esteem, as they feel supported and encouraged in pursuing their goals.

“I went to school with [xzy]. He would be great for this leadership position.”

Privileged children may also have opportunities to explore a wide range of interests and hobbies, helping them discover their talents and passions. Exposure to influential community members can provide valuable networking opportunities, which may prove beneficial later in life. Moreover, they may develop a strong sense of cultural identity and pride, benefiting from access to cultural preservation efforts and resources.

However, there are potential downsides to growing up privileged in a minority group. These children may have limited exposure to the challenges faced by less privileged groups, leading to a lack of awareness and empathy for social inequalities. Some may develop a sense of entitlement, expecting special treatment without fully appreciating the efforts of others.

The pressure to succeed academically or professionally to maintain family social status can result in stress and anxiety. A narrow social circle and limited exposure to diversity may inhibit their ability to relate to individuals from different backgrounds.

Additionally, growing up in a sheltered environment can make it challenging for them to understand broader social and economic issues, potentially leading to a disconnect from reality. Lastly, some privileged children may grapple with feelings of guilt or obligation regarding their advantages or the expectation to “give back” to less privileged communities, which can be emotionally challenging.

What parents can do

It’s crucial for parents and caregivers of privileged minority children to take proactive steps to mitigate potential negative effects. This includes promoting empathy, teaching about social justice and inequality, encouraging community service, fostering humility, and providing opportunities for exposure to diverse cultures and perspectives. Building awareness and a sense of responsibility towards addressing social disparities can help privileged children grow into socially conscious and empathetic individuals.

Think about it

Which privileged minority groups do you know?
If you are a member of a privileged minority group, how has this shaped you?
How can you use your privilege to make a difference?

And I’m Wiebke, from Chameleon Coaching. As an intercultural trainer and coach, I am passionate about supporting and empowering individuals on their journeys across cultures.

Stories of Belonging

Explore your multicultural identity with me

Book a free discovery call

The post Cross-Cultural Kids – Part 4 first appeared on Chameleon Intercultural Training & Coaching.

Cross-Cultural Kids – Part 3

wiebke — Mon, 23 Oct 2023 21:52:06 +0000

Exploring 4 different CCK types: Third Culture Kids, Domestic Third Culture Kids, Educational Cross-Cultural Kids and Children of Borderlanders

What is a Cross-Cultural Kid?

Welcome to part 3 of the CULTURAL MOSAICS series where we closely look at the Cross-Cultural Kids (CCK) Model by Ruth Van Reken, analyzing each category more in depth, going well beyond the realm of Third Culture Kids, where it originated.

In this article, we introduce the following CCK types:

THIRD CULTURE KIDS
DOMESTIC THIRD CULTURE KIDS
EDUCATIONAL CROSS-CULTURAL KIDS
CHILDREN OF BORDERLANDERS

For a general introduction to CCKs, check out part 1 of this blog post series.

For more details on other CCK types, go to part 2 and part 4.

Explore how you can be a genuine mix of several types in part 5.

Third Culture Kids

Definition

A Third Culture Kid (TCK) is someone who spends a substantial portion of their formative years accompanying their parent(s) to countries other than the parent’s passport country, often due to a parent’s work.

TCKs often develop a distinct cultural identity influenced by their parent’s occupation (e.g. diplomatic, military, missionary, corporate). There are also TCKS that are children of self-organized expatriates.

Unique experiences, benefits and challenges

Third Culture Kids (TCK) are perhaps the most well-known category of the Cross-Cultural Kid model. TCKs were actually the very first category to be observed and named as such in the 1950s by the sociologist and anthropologist couple, John and Ruth Useem. The concept was further developed and researched by David C. Pollock and Ruth Van Reken since the 1990s (more on that in a future post).

The benefits of growing up as a TCK are multiple. TCKs often develop an expanded worldview gained from their multiple relocations, exposure to different cultures, and often times, an international school environment. This leads to a great appreciation for other cultures and a developed sense of cultural and emotional intelligence. Often times, they speak several languages and they can develop remarkable adaption abilities. A TCK life can lead to children and teenagers becoming more comfortable socially in varying environments, and it can allow them to become a bit of a cultural chameleon.

“Do you want the long version or the short version?”

Even though many TCKs come from a privileged background, their highly mobile lifestyle comes at a price. TCKs may struggle with a sense of belonging as they navigate multiple cultural influences. Growing up in this lifestyle will likely lead to cultural confusion and mixed loyalties. The loss of a stable foundation can leave TCKs searching for a sense of home and struggling to establish a solid cultural identity. A common sentiment amongst TCKs is rootlessness and restlessness.

Although many TCKs attend international schools, it’s not a rule of thumb. Frequent moves and constantly changing peers make it challenging to form stable social connections and develop a consistent sense of self. They may often feel misunderstood and have difficulties forming deep and lasting relationships. One of the struggles TCKs may face in silence is unresolved grief and loneliness, as they battle an inner identity crisis: where do I belong?

What parents can do

Thankfully, there are many ways parents can address these challenges and support their TCK children.

Often times, parents of TCKs may not fully relate to the struggles of growing up in this lifestyle, so awareness is key to understanding a child’s experience. Being present and building a strong sense of stability within the family is of utmost importance. Parents of TCKs, who are often expats, can model healthy coping strategies and hold space for safe conversation around this nuanced topic.

For TCKs and Adult Third Culture Kids it is helpful to engage in self-reflection and seek support from fellow TCKs or multicultural communities. It’s important to find ways to embrace their unique background and celebrate the diversity of their experiences. Building a support network of individuals who understand these experiences can provide TCKs with a sense of belonging and validation.

Think about it

When asked: “Where is home?”, TCKs struggle… Do you mean where I was born or where I live now?
What impact does TCK life have on a child’s identity formation?
If you are a TCK, what are some of the advantages and challenges you have encountered, and how have these experiences contributed to your personal growth and resilience?

Podcast Recommendation

the inbetweenish pod, episode “💭 reflections on: Third Culture Kids and Cross-Cultural Kids explained”

Domestic Third Culture Kids

Definition

Domestic TCKs are individuals who move (frequently) within their own country, from one subculture to another.

Examples: A military family in the United States that moves every 2 – 3 years. An Indian family that moves to different states and regions every couple of years.

Unique experiences, benefits and challenges

The Domestic TCK might be one of the lesser known CCK types. In the CCK context, we tend to think mainly of national cultures, but many countries offer a rich variety of sub-cultures within their own borders, including different languages, religions, cuisines, and school systems.

“Compared to a lot of my Indian friends, I feel like I’ve really seen the diversity.”

Just like the classical TCK, domestic TCKs benefit from their immersion in different sub-cultures, growing up to be open, adaptable, flexible and curious. Due to their exposure, they become interculturally competent and proficient in several languages or dialects, depending on the country they live in. Essentially, they become cultural chameleon, easily code-switching between different cultural contexts.

Domestic TCKs face similar challenges as other CCK types, though often without the corresponding acknowledgement that international moves receive. They may struggle with educational transitions, rootlessness, and restlessness. Domestic TCKs can also suffer from cultural confusion and the complexity around identity and belonging. Their frequent moves lead to frequent goodbyes, and can make it difficult to form deep connections with others before having to start over again in a new city or region.

What parents can do

It’s essential for parents and educators to provide support and guidance to domestic TCKs. Encouraging open discussions about identity and cultural experiences can help them navigate these complexities. Additionally, fostering a sense of pride and confidence in their unique cultural perspective can empower domestic TCKs to embrace their identity and see it as a strength rather than a source of confusion or insecurity.

Think about it

Which countries do you know that have a rich cultural diversity (language, food, music, religion)?
Why do some countries seem to manage cultural diversity better than others?
Do you know a person that you would consider as a domestic TCK? Are they aware of this term?

Podcast Recommendation

the inbetweenish pod, episode “🌶️ the diversity that brings us together — with Aakshi”

Educational Cross-Cultural Kids

Definition

“Educational Cross-Cultural Kids are children who attend a school with a different cultural base from the one they return to at home each night.” (Pollock/Van Reken, 2017)

Examples: Attending international or boarding schools in their home country. Being sent abroad for education, on their own or with a parent (aka parachute or satellite kids).

Unique experiences, benefits and challenges

Educational Cross-Cultural Kids (CCK) come in many forms; there are two main sub-categories: children who live in their home country and children who are sent abroad, under varying circumstances. Educational CCKs that study in their home country typically attend international schools near their home, but sometimes they are also sent to boarding schools in other regions or cities within their home country. Conversely, Educational CCKs that are sent abroad for education also come in two formats: Parachute Kids are children who go abroad to boarding school to study entirely on their own, and Satellite Kids are children who go abroad with a parent/family member for the sole purpose of education.

Benefits for all: develop intercultural competence, tend to become fluent in other languages, and learn to navigate different cultural contexts as they gain a broader worldview. Often times, these children grow up in a multicultural environment through the diversity their peers and educators bring to the table. Educational CCKs often have access to strong and well recognized academic programs which can open doors to higher education upon graduation.

Boarding School & Parachute Children Challenges: stress of adapting to a new culture is paired with grief over the separation from their parents/families. At the same time, they also have to meet high academic expectations. This greatly affects their psychological and emotional well-being. Common feelings of loneliness, sadness, anger, alienation and homesickness can become precursors for the development of serious psychological and behavioral problems. It can be hard for these children to express challenges they may be facing.

“It felt really hard to navigate those things, like as a child. Just young kids trying to fit in and form mini-groups.”

International School kids Challenges: they follow a curriculum based on Western perspectives. This can put Western culture on a pedestal while degrading, or paying less importance to the child’s own culture. With international peers, it can be challenging to fit in at times and peers may relocate frequently following their parents’ careers. Sometimes children attending international schools may be getting an education in a language their parents do not speak, which means they cannot lean on them for academic support.

What parents can do

All Educational CCKs may experience cultural identity confusion, bullying, discrimination or racism at times which some may internalize. Parents can help their children by listening to their struggles, acknowledging their experiences, being present and by showing support. Build rapport with school counselors and teachers to better understand and raise awareness of the situations Educational CCKs may be facing. If need be, it can be a good idea to seek psychological support if children are facing trouble adapting and navigating these different cultural contexts.

Think about it

In your own experience, are international schools “culturally balanced”?
What unique challenges might Educational CCKs face when transitioning between different cultural environments?
Do you know any educational CCK’s? It can be very lonely experience. How can you support them?

Podcast Recommendation

the inbetweenish pod, episode “🐘 identity crisis: who am I? — about your host”

Children of Borderlanders

Definition

Children of borderlanders cross borders on a regular, sometimes daily basis: going to school or having parents that work across national borders.

Examples: Disputed borders such as the Palestinian/Israeli border. Amicable borders such as the French/German/Swiss borders and the cities of Strasbourg (France) or Basel (Switzerland).

Unique experiences, benefits and challenges

Crossing borders to attend school can broaden students’ horizons by exposing them to diverse cultures and educational opportunities, but it can also pose logistical and cultural challenges, including issues related to transportation, language barriers, and cultural adaptation.

The experience varies quite drastically based on the type of border: disputed borders, amicable borders, open borders, heavily controlled borders, etc. Borderlanders can foster social cohesion or quite the opposite, become fierce nationalists.

What parents can do

We can support children of borderlanders by investing in cross-border educational initiatives, addressing logistical challenges related to border crossings, and promoting cultural exchange and cooperation to enrich their educational experiences.

Think about it

What type of borders does your home country have?
What about other countries you’ve lived in?
Do we really need borders?

Are you a Child of Borderlanders?

Disclaimer: It’s been challenging to get information on this CCK type, so the information we have is limited. If you identify as a child of borderlanders, please reach out to us, we would love to know more about your experience.

And I’m Wiebke, from Chameleon Coaching. As an intercultural trainer and coach, I am passionate about supporting and empowering individuals on their journeys across cultures.

Stories of Belonging

Explore your multicultural identity with me

Book a free discovery call

The post Cross-Cultural Kids – Part 3 first appeared on Chameleon Intercultural Training & Coaching.

Cross-Cultural Kids – Part 2

wiebke — Mon, 23 Oct 2023 21:05:58 +0000

Exploring 4 different CCK types: Bicultural Children, Multicultural Children, Children of Mixed Heritage and Internationally Adopted Children

What is a Cross-Cultural Kid?

Welcome to part 2 of the CULTURAL MOSAICS series where we closely look at the Cross-Cultural Kids (CCK) Model by Ruth Van Reken, analyzing each category more in depth, going well beyond the realm of Third Culture Kids, where it originated.

In this article, we introduce the following CCK types:

BICULTURAL CHILDREN
MULTICULTURAL CHILDREN
CHILDREN OF MIXED HERITAGE
INTERNATIONALLY ADOPTED CHILDREN

For a general introduction to CCKs, check out part 1 of this blog post series.

For more details on other CCK types, go to part 3 and part 4.

Explore how you can be a genuine mix of several types in part 5.

Bicultural Children

Definition

Bi-cultural children are individuals who are raised in an environment where they are exposed to and influenced by two distinct cultures. These children typically have parents or caregivers from different cultural backgrounds, and as a result, they grow up with a blend of customs, traditions, languages, and values from both cultures.

Example: Amal Clooney

Unique experiences, benefits and challenges

Bi-cultural children navigate the complexities of balancing two cultural worlds, which can lead to unique experiences, benefits and challenges.

What stands out about bi-cultural children is that they are likely to develop a strong understanding and connection to both of their cultural heritages, allowing them to bridge the gap between different cultural contexts. It’s a richness to belong to more than one culture, as you are exposed to a larger variety of languages, traditions, rituals and practices — in a sense, it expands your world view. This is such a valuable asset in an increasingly diverse and interconnected yet divided world.

Some bi-cultural children may feel pressured to choose one culture over the other, which can create inner conflict and feelings of loss or rejection. This pressure can sometimes come from society, extended family members, or sometimes even their own parents. Bi-cultural children often find it hard to relate to peers who come from more homogeneous cultural backgrounds. They may feel like outsiders or have difficulty connecting with others who don’t share their multicultural experiences. Learning and maintaining proficiency in two languages can also be challenging. Bi-cultural children might feel self-conscious about their language skills or face difficulties switching between languages.

What parents can do

Parents can support their bi-cultural children by being aware of the challenges they might be facing and guiding them on their journey in finding cultural balance. The ultimate support a parent can give to a bicultural child is to embrace both cultures equally and never make their child feel like they have to choose one culture over the other.

Think about it

Are the two cultures always equally represented in a bi-cultural family?
How can we help bi-cultural children embrace & celebrate their dual heritage?
How can we encourage cultural inclusivity in our schools & communities?

Podcast Recommendation

the inbetweenish pod, episode “🤞🏽no, but where are you really from” with Nora G. [Part I].

Multicultural Children

Definition

Multicultural children are individuals who are raised in an environment where they are exposed to and influenced by three or more distinct cultures. These children might have parents from two distinct cultures, or have bicultural parents, and also be raised in a third culture. They grow up with a blend of customs, traditions, languages, and values.

Examples: Idris Elba, Kylian Mbappé.

Unique experiences, benefits and challenges

Multicultural children often embody the merging of cultures, languages, and traditions, and they may identify with multiple cultural heritages simultaneously. Being multicultural is a beautiful celebration of diversity. Many multicultural children speak several languages, but may struggle to keep them up as they age, especially if they are not regularly a part of their life. A lot of the advantages and struggles of bicultural children also apply to multicultural children with the added complexity of belonging to more than two cultures.

It’s even harder to strike a balance between three+ cultures: which cultures will inform your values? What if the cultures sit on the opposite end of the spectrum: closed cultures vs open cultures? It becomes challenging to navigate the world of cultural expectations when you simultaneously belong to several cultures. Being multicultural means you are often met with both ‘othering’ as well as ‘pigeon-holing’ from strangers. Internally, there is a constant struggle to belong, and the overwhelming feeling of ‘not enough’ for all of the cultures you are a part of.

“It was funny because I’m a mix of three, and yet, I never felt like I was a part of either.”

Sometimes, multicultural children may feel pressured by family member, peers, or society to choose one of their cultures over the others. Many people struggle with ambiguity, and multiculturalism is inherently ambiguous and difficult to understand. As a multicultural child you may feel split loyalties, and relate to some cultures more than others, but then also feel guilty about that.

What parents can do

Parents can support their multicultural children by providing cultural education, open communication, and validation of their unique identity. It is important to create opportunities to engage with all their cultures, addressing stereotypes and biases, and connecting with multicultural communities to foster a sense of belonging and pride in their diverse heritage.

Think about it

How can we create an environment that encourages multicultural children to explore their cultures?
How can care-takers help multicultural children navigate diverse cultural expectations?
What unique strengths do you think multicultural children develop as they navigate multiple cultural identities?

“Yea but your Dad’s Egyptian, so YOU’RE Egyptian.” – “No… I am half Egyptian, half Ecuadorian, also I was born in America.”

Podcast Recommendation

the inbetweenish pod, episode “🤞🏽no, but where are you really from” with Nora G. [Part I]

Children of Mixed Heritage

Definition

Children of mixed heritage, often referred to as “biracial” or “multiracial” children, are individuals who have parents from different racial, ethnic, or cultural backgrounds. They embody a blend of two or more distinct heritages, which can result in a diverse range of physical appearances, cultural influences, and identities.

Example: Keanu Reeves

Unique experiences, benefits and challenges

Children of mixed heritage navigate the complexity of different cultural backgrounds while at the same time experiencing an over-indexing on their physical attributes. Mothers of mixed heritage children experience especially complex emotions around comparisons of bodily characteristics, all while being confronted with many comments and stereotypes from others, such as “is that your child?” or “are you their nanny?”

“You can either be exoticized for your features or the opposite can also happen: being called a mutt or a half breed.”

Children of mixed heritage benefit from a rich understanding and appreciation of diverse heritages, making them bridge-builders across cultures and ethnicities. The emphasis on physical features can promote a strong connection between parents and mixed heritage children, celebrating their unique physical attributes. This can contribute to a sense of pride and identity for the child, fostering self-confidence and a positive self-image.

These children may also face issues of rejection from one parent’s cultural group or both. The over-indexing on physical attributes can also pose challenges. In public they may face blatant questions if they are really their parents’ child. Inadvertently reinforcing stereotypes or superficial judgments based on appearance. This could lead to self-esteem issues or result in an identity crises for the child if they feel their worth is solely tied to their physical appearance. Some children of mixed heritage might face challenges related to feeling “in between” or not fully belonging to any one cultural group.

What parents can do

Parents can actively promote a holistic understanding of heritage that encompasses not only physical attributes but also cultural traditions, values, and experiences. They should foster open and nonjudgmental communication within the family, allowing children to express their feelings and questions about their identity. Encouraging cultural exploration and celebrating the diversity within the family can help children develop a strong sense of self that extends beyond physical appearance.

Additionally, parents can work to challenge and dispel stereotypes related to mixed heritage and emphasize the richness of their child’s heritage. Ultimately, by embracing both the physical and cultural aspects of their child’s identity, parents can help them navigate their unique heritage with confidence and pride.

Think about it

Would you like to learn more about your heritage? Who could you ask?
As parents, how can you pass on the culture of your heritage(s) to your child?
In which way can you be an ally for mixed-heritage CCKs who face racism or discrimination?

Podcast Recommendation

the inbetweenish pod, episode “🐘 identity crisis: who am I? — about your host”

Internationally Adopted Children

Definition

International Adoptees are children who were born in one country but raised in another by adoptive parents who are of a different nationality or cultural background.

Despite being born in one culture, they have grown up immersed in a different cultural environment with their adoptive family. This unique upbringing shapes their identity as they navigate the culture of their origins and the culture of their adoptive country.

Example: An international adoptee might be a child who was born in China but adopted by Dutch parents and raised in the Netherlands.

Unique experiences, benefits and challenges

Disclaimer: There are many nuances that come with adoption, but the experience is a little different when it comes to being internationally adopted. In this post, we will focus specifically on children who are internationally adopted, while keeping in mind that every experience is unique and dependent on the circumstances surrounding the adoption.

International Adoption is a life full of opportunity, uniting a family better able to provide a loving and nurturing environment to a child born in another country. Typically in international adoptions, the adoptive child will move from their birth country to the adoptive parent’s home country. Children are not always adopted at birth. Sometimes they stay at an orphanage in their birth country or another temporary housing situation. International adoptions can take place across different ethnicities and cultures. Ultimately, this means the child grows up exposed, to varying degrees, to different cultures: their birth culture vs their adoptive family’s culture.

“We would go to a supermarket together and people would be staring at me. And then my mother would just kinda stare at them back, but there was no conversation around this.”

One of the main challenges international adoptees may face, is a longing for connection with their birth culture, birth language, or birth country. Adoptees often grapple with questions about their origins and their place in society. They may struggle with a sense of loss or disconnection from their birth culture, while simultaneously facing the challenge of integrating into their adoptive culture. It can be hard to find a sense of belonging to the cultures they inherited and their adoptive culture(s).

In adoptions across different ethnicities, adoptive parents can struggle to understand their children’s unique needs. Children may have different features than their adoptive parents. For example, an adoptive child may be the only curly-haired person in their family. This can be a lonely experience if the parent’s don’t actively seek other people from the child’s birth culture and ethnicity who may understand how to care for curly hair. This is just one example of many that adoptees across ethnicities may face.

What parents can do

Adoptive parents can support their children by validating their experience, and addressing comments, looks, or racist remarks. Parents could also introduce their adopted children to their birth culture, and allow space for the children to explore, embrace and connect to a culture that is a part of their life. International adoptees may benefit from support systems that acknowledge and address these challenges, such as therapy, support groups, or connecting with other adoptees who share similar experiences. By navigating these challenges, exploring their heritage and personal identity, international adoptees can ultimately develop a stronger sense of self and find a place where they feel a true sense of belonging.

Think about it

What aspects of your birth culture do you embrace as an international adoptee, and how has this influenced your sense of belonging?
How has being an international adoptee shaped your journey of self-discovery and identity formation?
In what ways has your experience as an international adoptee shaped your views on family, love, and the concept of ‘home’?

Podcast Recommendation

the inbetweenish pod, episode “🍋 we never really discussed it — with Nora”

And I’m Wiebke, from Chameleon Coaching. As an intercultural trainer and coach, I am passionate about supporting and empowering individuals on their journeys across cultures.

Stories of Belonging

Explore your multicultural identity with me

Book a free discovery call

The post Cross-Cultural Kids – Part 2 first appeared on Chameleon Intercultural Training & Coaching.

Cross-Cultural Kids – Part 1 – Introduction

wiebke — Mon, 23 Oct 2023 17:56:31 +0000

What is a Cross-Cultural Kid?

Unique experiences, benefits and challenges

There are so many ways someone can exist across different cultures.

In our Cultural Mosaics series, we outlined 12 CCK types. One of the reasons it can be so hard to navigate different contexts as a cross-cultural kid, is because often times we don’t even realize we’re doing it, we don’t always have the language for it, and we have very little resources to help us understand our complex and evolving identities.

It’s fair to say most, if not all, CCKs have struggle with questions of belonging, finding home, understanding their roots and where you come from. Certain life experiences tend to catapult us into identity crisis: losing a loved one, becoming a parent, ceremonies around marriage or divorce. Just so many big life moments.

Being a CCK is beautifully complex, you’re building cultural bridges, understanding how nuanced things can be, but also being more comfortable with ambiguousness, and dealing with hidden losses, often times on your own.

We recommend you talk about your experience. With others who may relate, with family, with friends, with a coach. Talking it out helps us makes sense of the unique cultural mosaics that we embody.

It all started on Instagram

This CULTURAL MOSAICS series on Cross-Cultural Kids (CCKs) was originally posted on Instagram in September 2023 as a collaborative project by Beatriz Nour @inbetweenish.pod and myself, Wiebke Homborg @chameleon_coaching. If you have Instagram, we encourage you to check out the original posts for its great visuals, audios, reels and storytelling.

Through our work, we want to raise more awareness about the different kinds of Cross-Cultural Kids, as they do not all receive as much attention as the Third Culture Kids where the Cross-Cultural Kids Model by Ruth Van Reken originated. We hope that CCKs and adult CCKs, parents, caretakers, educators, coaches and therapists all over the world will benefit from this series.

Cross-Cultural Kids are becoming more and more common and who knows if not some time in the future all children will be CCKs?

How the Cultural Mosaics Series works:

In this blog post, we give you a general introduction to CCKs.

For more details on each CCK type, go to

Part 2: Bicultural Children, Multicultural Children, Children of Mixed Heritage and Internationally Adopted Children

Part 3: Third Culture Kids, Domestic Third Culture Kids, Educational Cross-Cultural Kids and Children of Borderlanders

Part 4: Children of Immigrants, Children of Refugees, Children of Marginalized and Privileged Minorities

Explore how you can be a genuine mix of several types in part 5.

Let’s dive in!

The Introduction Post

We proudly present our new series CULTURAL MOSAICS!

Over the past few months we’ve been working together to bring to life this beautiful collaboration where we will dive into the complexity of multicultural experiences. In this series we will closely look at the Cross-Cultural Kids Model by Ruth van Reken, analyzing each category one by one, and go well beyond the realm of Third Culture Kids, where it originated.

All CCK types can benefit from this and we’re excited to serve it up in bite-sized portions, complete with straightforward graphics and relatable examples just for you.

The ‘we’ that make up this team are Beatriz from @inbewetweenish.pod and Wiebke from @chameleon_coaching and we’re so excited to share this with you!

Enjoy the ride and discover which CCK types you belong to! Hint: it may be more than one!

Do you ever feel stuck between worlds?

Maybe you’ve wondered if you actually belong, or if you just do your best to fit into your environment?
Sometimes others like to point it out. Has anyone ever asked “where are you *really* from?” or have you gotten the even more annoying comment “no, but you don’t look Italian.”
If you grew up in a household where you juggled several languages, or you vacationed in your parents home country every summer, or goodbyes became a way of life, then stick around — because you may just discover something new about yourself.

Today there are so many different kinds of multicultural identities, many which are misrepresented, or misunderstood. So in our new series, Cultural Mosaics, we’ll be breaking them down, one by one — simplifying it into basic shapes.

By digging deeper into Ruth Van Reken’s work, we’re going to explore each category of the Cross-Cultural Kid model so you can find where you belong.

And guess what? It’s totally cool if you relate to more than one category. Oh and I almost forget, we’re also CCKs!

And I’m Wiebke, from Chameleon Coaching. As an intercultural trainer and coach, I am passionate about supporting and empowering individuals on their journeys across cultures.

Stories of Belonging

Explore your multicultural identity with me

Book a free discovery call

The post Cross-Cultural Kids – Part 1 – Introduction first appeared on Chameleon Intercultural Training & Coaching.

Six essential cultural dimensions that will change how you view the world

wiebke — Wed, 25 Sep 2019 14:23:18 +0000

Introduction

In July 2019, I shared a selection of what I consider the most insightful cultural dimensions on my Instagram account. I felt that before looking deeper into a specific cross-cultural situation, it is important to learn about the main cultural differences that can be found across the globe. The so-called dimensions are exactly that, dimensions, a range, no absolute figures, no fixed point on a scale. They help us give a general orientation on what we could expect in a cross-cultural encounter and offer us a framework to become more aware of our own cultural imprint and personal preferences.

Dimensions say absolutely nothing about any individual or a specific situation, so be careful when applying them, they are only part of the story. Always make sure to also consider the context and the individual personality of the person involved. Be open, listen, ask questions, learn and then draw your conclusions.

I decided to put all six Instagram posts together in one document and share this with you in the resource section of my website (free download here). It is to give you a first overview on some of the concepts that we work with in intercultural training. If you want to find out more, I recommend you check the literature that I am referring to. Each dimension includes an explanation, an example and a reflective question. You are welcome to use this material wherever it may be helpful, just mention the source. Enjoy the read!

Communication

It’s all about communication, isn‘t it? And it’s the hardest. Look at how we sometimes struggle to communicate in our own culture (thinking of how hard this can be in a partnership!). No need to say that cultural factors make it a lot more complex.

An example: When I offer my Persian friend a cup of tea, in the first attempt she will decline, because that is a sign of good manners in her culture. As someone from a low context culture, I would take her words literally, not pour her any tea and not ask again. She might be shocked, because in her culture, people ask several times and then you say yes. If you are unaware of all this context, you will not get the cues. And that Persian friend will go home thirsty and think what a strange, unfriendly culture this is.

The dimensions “low context” and “high context” were described by the American anthropologist and cross-cultural researcher Edward T. Hall in the 1950s. Low context cultures need very little context to communicate. They say explicitly what the mean and they mean what they say. High context cultures give a lot more importance to the context and the actual words can only be interpreted correctly with that context.

Both types have their pro’s and con’s. There is no right or wrong, better or worse. The tricky part is that we are often not aware of these differences and then make the mistake of reading the other person’s communication in the same way that we are used to. We see things from our own cultural perspective, and we tend to think it is the “best” way to do it. This is called ethnocentrism and leads to a lot of – often very painful – cross-cultural misunderstandings.

Reflective question: Which type are you and have you experienced a painful misunderstanding due to these different communication styles?

Concepts of time

As we all learned in school, time is relative! here are many different concepts of time. Edward T. Hall, the American anthropologist I already mentioned yesterday, laid the foundation of how we look at time from an intercultural perspective today. He has observed two different main societal approaches to time: monochronic time cultures and polychronic time cultures. E. T. Hall makes it clear that these two types do not mix, it’s either one or the other. A tough pill to swallow, especially when you are working across cultures and want to build bridges to foster a good collaboration. But I have a nice example how good collaboration can work.

Monochronic cultures, such as Northern Europeans, Americans or Japanese, view time as tangible and concrete. Time is precious and a system that orders life. “We speak of time as being saved, spent, wasted, lost, made up, crawling, killing and running out.” (E. T. Hall). Monochronic time perception is not natural to the human, it is learned, and the industrial revolution is considered to be one of the main drivers. Food for thought!

Polychronic cultures, mainly to be found in Southern Europe, Latin America, Africa and Middle East, but also China, take a flexible approach to time, involvement of people, and completion of transactions. They are involved in several different things at the same time (not to be confused with multi-tasking) while the focus lies much more on relationships and reacting to changing circumstances.

Example: A German friend of mine (monochronic type) wants to visit his customer in Venezuela (polychronic type). Instead of sending an email with a formal request, which in the past has led nowhere, he uses his informal network. His local agent will talk to a few people to find out if it is a good time to visit the customer. The German then flies over without having an appointment (this is unthinkable in monochronic terms!) and pays the customer a visit. He is told by the secretary that his customer is not available all day. Instead of giving up, the German comments that that’s no problem and asks if he can stay around for a while and uses the time to work on his laptop. After 2 hours the customer eventually comes out of his office and sees the German supplier. He greets him warmly, invites him to join him for lunch and spends the rest of the afternoon with him discussing business.

The way we see time goes very deep and is the source of a lot of intercultural misunderstandings. People from one type find it very hard to fully understand and embrace that there is a valid other type. Each side is very convinced that their way of dealing with time is the best way. That’s where the intercultural trainer comes in handy!

Reflective questions: Which type are you? If you have worked cross-culturally, what is your strategy for a good collaboration?

Collectivism vs. Individualism

Have you heard this joke? “If everyone thinks about themselves, then everybody is taken care of”.

Collectivism means that the wellbeing of the group comes before individual preferences. The “ingroup” is expected to look after an individual in exchange for loyalty.

Individualism focuses on personal goals and values independence and self-reliance. Belonging to a group comes second.

It is hard to describe this complex dimension with only a few words, so let me just say how important it is to explore it further. It has great influence on how we do business across cultures, it affects negotiations, decision making, motivation and many other areas. Also, on a personal level we can learn a lot about our own preferences and potential inner conflicts that we carry around.

Example: An engineer from a more individualistic society was sent to his company’s production site in a collectivistic society to find out why a certain machine has not been performing well. After analysing everything, he found it to be a human error and could narrow it down to one person who seemed to repeatedly handle the machine in a wrong way. He spoke to that person in front of everyone and explained in calm manner how it should be done right. That person’s team was shocked and she was highly ashamed and unable to improve her work. She tried to continue her work but repeated the same error again. The engineer was gradually losing his patience and became louder as he repeated his instructions. She left work early and it was unclear if she would come back at all. The engineer was puzzled and shocked about what had happened. Fortunately, the next day, the engineer apologized deeply and the matter was handled with more tactfulness. But face and trust were lost.

Reflective question: In which situations do you put the wellbeing of the group before your individual preferences? And when do you put your own interests first?

Leadership

In literature, you will find different ways of describing this dimension, I chose to follow the one used by Erin Meyer in “The Culture Map”, one of my favourite books to refer to when carrying out corporate trainings. It is closely linked to the dimension “Power Distance” coined by Hofstede and the Globe study.

Let’s start by the reflective question today: “What does a good boss look like?” Erin Meyer asks the readers in her book. Close your eyes for a moment and picture that person. Clothes, posture, facial expression, how you address that person, how he/she travels to work, etc. And now check if that person has more traits of an egalitarian or hierarchical culture:

Egalitarian cultures:

– It’s okay to disagree with the boss openly and in public.

– People are more likely to move to action without getting the boss’s okay.

– If meeting with a client or supplier, there is less focus on matching hierarchical levels.

– It’s okay to e-mail or call people several levels below or above you.

– With clients or partners you will be seated and spoken to in no specific order.

Hierarchical cultures:

– An effort is made to defer to the boss’s opinion especially in public

– People are more likely to get the boss’s approval before moving to action.

– If you send your boss, they will send their boss.

– Communication follows the hierarchical chain.

– With clients or partners you may be seated and spoken to in order of position.

Intercultural misunderstandings arise, when we are not aware of the different expectations that come with different concepts of leadership. An egalitarian manager might be very unsuccessful in a hierarchical culture as he might be perceived as a weak, ineffective and incompetent leader as it seems that he gives all the power to his staff. Vice versa, a hierarchical leader might be shocked by the lack of respect that egalitarian staff is showing him/her and might feel completely ignored. Also, it is crucial to understand that if you are managing people who are used to hierarchical leadership, they expect a lot more detailed instructions on the work that is expected. When you lead in egalitarian cultures, it is important to give people space to develop their own ideas.

Universalism vs. Particularism

This dimension was introduced by Fons Trompenaars, a Dutch organizational theorist and management consultant to describe the challenge of balancing rules and relationships. Or, as he calls it, “reconciling” the two. You will find many examples and strategic tips in his book “Riding the waves of culture”.

Universalism

People place a high importance on laws, rules, values, and obligations. They try to deal fairly with people based on these rules, but rules come before relationships. Typical traits: Consistency, uniform procedures, demanding of clarity, letter of the law

Particularism

People believe that each circumstance and each relationship dictates the rules that they live by. Their response to a situation may change, based on what’s happening in the moment, and who’s involved. Typical traits: flexibility, “It depends”, at ease with ambiguity, spirit of the law

Example (given by Trompenaars): “You are riding in your car driven by a close friend. He hits a pedestrian. You know he was going at least 35 miles per hour in an area of the city where the maximum allowed speed is 20 miles per hour. There are no witnesses. His lawyer says that if you testify under oath that he was driving only 20 miles per hour, it may save him from serious consequences.”

Reflective question: “What would you do in view of the obligation of a sworn witness and the obligation to your friend?”

The fascinating part of his story is what happened when he confronted different cultures with the results of the others. Both sides of the dimension concluded that the others were corrupt and that they cannot be trusted! “They always help their friends!” versus “They don’t even help their friends!”. If you are curious, watch the full Tedx Talk by Trompenaars on YouTube, it’s very funny and insightful.

Building Trust

The head or the heart? Cognitive or affective trust? This dimension is also taken from Erin Meyers “The culture map” and refers to business contexts. It is always a big topic in my Mexico trainings for Germans and vice versa!

Task-based cultures: Trust is built through business-related activities, accomplishments, skills and reliability.

Relationship-based cultures: Trust is built through sharing meals, evening drinks or visits at the coffee machine. It arises from feelings of emotional closeness, empathy, or friendship.

For a person that is used to working in a task-based culture, it can be very hard to adapt to a relationship-based business partner. A little small talk should be more than enough to get started on the actual business matters, then finish up with a quick working lunch (some sandwiches will do) and then head back to the airport for the next customer. That’s efficient, straight to the point and professional. But extensive conversations about seemingly personal topics, long lunches or dinners, several days of discussions, meetings, dinners, excursions…? That’s way too much!

On the other hand, in a relationship-based culture, the hurried behaviour of a task-based person might come across as impolite, cold and self-serving. Why the rush? First, they need to find out a bit more about this person, their way of thinking, check their ethics and if this is a person they can trust with a long-term business relationship.

To build a bridge between the two, it is recommendable to invest some extra time in a relationship-based approach. Once a good base is established, collaboration will run a lot smoother and task-based work style will be more easily accepted.

Reflective question: Make a quick list of 5 people from different areas of your life that you trust. Then think about what led you to trust them.

The post Six essential cultural dimensions that will change how you view the world first appeared on Chameleon Intercultural Training & Coaching.

How a cultural chameleon sheds its skin

wiebke — Sun, 10 Mar 2019 08:16:35 +0000

Did you know that chameleons shed their skin frequently? Chameleons renew their skin every three to four weeks when they are young and growing quickly. As adults, they shed around every two months to accommodate changes in weight and renew old scales.

I consider myself a cultural chameleon because I grew up in several different countries until the age of 18, all of which are not my passport country Germany. Each culture, each move and the people I met have considerably shaped my personality, my world view and the way I navigate life. As for many with this type of international upbringing – a tribe also known as “Third Culture Kids“ – it has been one of my survival strategies to flexibly cope with change and quickly adapt to the new surroundings.

As a consequence, transition is the state in which I feel most comfortable. I consider standstill and routines as dreadful. Just like the chameleon, I feel that I am constantly growing out of my old skin. The need to keep evolving manifests itself in many different ways: a move to a new country, a new job, a new travel adventure, a new sport or basically re-inventing myself all over again. I am extremely fortunate to have a wonderful family that provides and demands consistency as well as amazing friends who support me. Together, they keep me grounded and rooted.

The pace at which I ‘shed my skin’ has slowed down as I get older, but it still irritates some people around me and I get it. Just when they thought they had figured me out and can finally put me in a mental box, the next change is around the corner. But that is what makes a chameleon a chameleon: its ability to transform. Feeling comfortable with change, transition and growth are actually my superpowers and I find it very fulfilling to encourage others on their journey across cultures.

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