Nomads Crossing the Global Divide

1. Nomads Crossing the Global Divide Presented by: Allison Atsuko Fitzgerald Jenn Christ Daniela Cigularova Maka Hutson Region II Highlight NAFSA Annual Conference May 24, 2006

2. Introductions Allison Atsuko Fitzgerald, afitzge2@du.edu International Student Advising, University of Denver Jenn Christ, jlchrist@lamar.colostate.edu Apartment Life, Colorado State University Daniela Cigularova, dcigu@lamar.colostate.edu Apartment Life, Colorado State University Maka Hutson, maka@austin.utexas.edu Immigration Advisor, University of Texas at Austin

3. Overview • Definitions • Global Nomad/Third Culture Kid Panel • Small Group Activity: Suggestions for Implementation • Examples Drawn from Various Campuses • Resources for More Information

4. Definitions Global Nomad: People who have spent their pre-adult years outside their country of passport because of their parents’ occupation. Third Culture Kid: People who have spent their pre-adult years in a dominant culture different than the native culture of their parents. A more inclusive term. Both are also referred to as “hidden immigrants.”

5. Global Nomad/Third Culture KidPanel Discussion • Please share with us some of your demographic characteristics and what do you consider home. • Please describe your experience in college. • What have been some of the challenges you have faced? • What piece of advice would you give to a GN/TCK entering college? • What should student affairs professionals know about GN/TCK?

6. Small Group Activity: Suggestions for Implementation • Separate into small groups based on area of focus - education abroad, international student and scholar services, recruitment, admission, preparation • 2. Brainstorm suggestions for colleges to implement, keeping in mind the statistics, benefits, challenges identified in handout. • 3. Questions to discuss: • How do you currently accommodate GN/TCKs in your area? • What else would you like to do to accommodate this population? • How can you connect GN/TCKs with other students? • 4. Come together as larger group and share ideas.

7. Suggestions from the Presenters • Let staff know GN/TCKs exist through workshops/meetings • Identify GN/TCKs correctly through admission/orientation • Inform GN/TCKs about the profile, if they don’t know already • Provide orientation session that addresses GN/TCK issues • Be flexible in allowing them to select services appropriate to their needs • Encourage GN/TCKs on opportunities to study abroad • Create a support group or mentor program of GN/TCKs • Connect them with international students, study abroad students, return Peace Corps volunteers • Involve GN/TCKs in re-entry/cultural adjustment sessions

8. Examples Drawn fromVarious Campuses http://www.admissions.colostate.edu/admissions/dsp_intl.cfm?navarea=nomads http://www.pacific.edu/sis/nomads/curriculum.htm http://www.lclark.edu/dept/iso/tck.html http://www.du.edu/~ykawabe/index.html http://www.cafepress.com/tck

9. Resources forMore Information -References at the end of handout -Global Nomads Special Interest Group listserv: gnsig-l@listserv.utk.edu -Alice Wu's video "Global Nomads: Cultural Bridges for the New Millenium" (40 minutes): aw17@cornell.edu -Contact the presenters!