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Navigating Co-Presence: Faculty Children and Identity Construction in International Schools
Abstract
This chapter explores the lived experiences of children whose parents were members of the teaching faculty in international schools. Unlike traditional school systems, international schools provide a unique environment where the roles of parents and students are interestingly intertwined, offering this as a distinct job perk. Within this complex setting, children uniquely navigate peer expectations, cultural dynamics, and faculty perceptions, thus shaping their social identities. The study involved former “faculty kids” who participated in online semi-structured interviews to reflect on their past school experiences. The interviews revealed key themes aligned with the principles of social identity theory, shedding light on the dynamics of social identity formation in this specific group of students. This research contributes to our understanding of the social dynamics within international schools and provides insights for educators, school leaders, school counsellors, and parents in supporting the well-being and development of faculty children.
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