Lived Experience of Double Identity among Diaspora Adolescents in International Schools
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Abstract
Global migration and cultural mobility have reshaped the landscape of adolescent identity development, particularly among youth in international educational settings. Within this context, diaspora adolescents often experience a dual cultural alignment that poses unique psychological and social challenges to their identity formation. While existing studies have addressed acculturation and bicultural identity using quantitative frameworks, limited research has examined how adolescents subjectively interpret the lived experience of holding a double identity. This study investigates: What is the essence of the experience of living with a double identity for diaspora adolescents in international schools? Using a descriptive phenomenological approach, grounded in social identity theory and acculturation frameworks, this research explores how adolescents articulate, negotiate, and make meaning of their dual cultural identity in everyday life. Specifically, the study followed Colaizzi’s seven-step method to ensure replicability: (1) reading all participants’ descriptions, (2) extracting significant statements, (3) formulating meanings, (4) organizing meanings into theme clusters, (5) developing exhaustive descriptions, (6) identifying fundamental structures, and (7) validating findings with participants. In-depth, semi-structured interviews were conducted with 12 adolescents from diverse ethnic backgrounds enrolled in international schools across Southeast Asia. Interviews lasted between 60–90 minutes, were audio-recorded, transcribed verbatim, and analyzed using NVivo software to enhance rigor and transparency. The findings revealed four core themes: navigating cultural in-betweenness, engaging in cultural code-switching, experiencing linguistic dissonance, and striving for cohesive selfhood. These themes reflect the emotional and existential complexity of identity construction in multicultural environments. The study contributes to a richer understanding of identity as a lived and evolving phenomenon, highlighting the need for educational practices that acknowledge and support the emotional dimensions of bicultural development in youth. Findings also offer new directions for future research in cross-cultural psychology, education, and adolescent mental health.
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