Abstract

This research is the first to investigate the experiences of Saudi female international doctoral
students accompanied by their families in the UK. It is also the first study to explore Saudi
third culture kids’ (TCKs) and their mothers’ perspectives about their re-entry experiences
in the homeland. Using a qualitative approach and applying models of cross-cultural
acculturation and adaptation, cultural dimensions and resilience, the research presents an in�depth exploration of varied aspects of participants’ adaptation and resilience, as well as those
of their family companions. Also, the consequences of the cross-cultural experiences in the
host and home countries were reported. Interviews were conducted in three studies and
responses were analysed using thematic analysis. A systematic review of previous research
was used to identify the research focus and sample for the first study which explored the
experiences of Saudi female doctoral students while studying in the UK. In the second study,
Saudi student-mothers shared their experiences of parenting and family life while studying
in the UK. In the third study, the experiences of Saudi children after the families’ return to
Saudi Arabia were explored through interviews with mothers and their children. Several
individual and societal variables influenced the Saudi female students’ and their
companions’ experiences in both the host and home countries. Key features across the three
studies were the central role of family, and religion in shaping the women’s adaptation and
resilience. Family emerged as a subject of their concerns and challenges in home and host
country, while also being perceived as a source of emotional and instrumental support.
Religion and religious identity were strongly present in the women’s articulations of their
personal strengths and positive experiences, and it aided them in achieving psychological
and sociocultural adaptation. Both negative and positive consequences of the adaptation
experiences in the host country were identified for the women, their spouses and children.
These consequences were more apparent on the children than on their parents. Return to the
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homeland highlighted the presence of a third culture identity in these children. As returnees,
Saudi ‘third culture kids’ experienced several challenges in school as well as in social life.
The implications of this research are beneficial to service providers, both in host and home
countries, to improve services to support Saudi female students and their adult and child
companions before, during, and after their cross-cultural journey.