Do Ivy League Universities Value Third-Culture Kids with Global Experience?

Yes, Ivy League universities, and most other quality institutions, appreciate third-culture kids. They bring a unique and valuable life experience to the classroom and campus environment.

Historical Context

Ivy League universities have always prioritized geographic diversity. Even in the 1960s, Princeton sought students from every state and multiple foreign countries. Born in East Germany and brought to the United States just before my seventh birthday, I exemplified this diversity. My familiarity with European history and culture allowed me to offer insights during my studies. Interestingly, many admitted students returned to their home countries, making reunions all the more enriching. Our 50th reunion was unfortunately canceled due to the pandemic, but the 17-year cicadas during our graduation are sure to return to greet us.

Modern Applicants

Today, most of the student applicants I interview in northern Virginia are either first or second-generation immigrants and bilingual. While many third-culture kids have unique experiences, the world has become much smaller due to the internet, and thus, these experiences are no longer as distinctive as they once were.

The Evolution of Third-Culture Kids

The term third-culture kid is relatively new, and many students continue to use the phrase third world. However, global experience alone is no longer as impressive as it once was. Living in four or more countries is common for children of military or diplomatic parents or working with international corporations. These students often study at American schools in each country, fail to learn the local language, and might be “brats” with only half-hearted memories of luxurious experiences. Therefore, while these students bring global perspective to the table, their experiences don't carry as much weight in admissions criteria.

Demographic Changes

My own alma mater has seen a significant change in the student body over the years. In 1965, there were only two Asian background classmates. Today, over 25% of the incoming class are from Asian backgrounds. This indicates that Asian students are highly dedicated and high-performing. Similarly, the number of international students has grown, reflecting the global nature of modern higher education.

Conclusion

While third-culture kids bring a unique perspective to Ivy League universities, the global experience alone is no longer a significant factor in admissions. The ability to communicate fluently in multiple languages and integrate effectively with diverse cultures is far more impressive. As the world continues to shrink, universities strive to cultivate students who can thrive in a globalized environment.