Perceptions of the past and schooling for missionary kids An introduction to the dialogue on sacred children and colonial subsidies

In this brief piece, I present an introduction to a conversation on decisions surrounding the education of missionary children in the Belgian Congo during the period 1946 to 1959. This conversation began in April 2018 with the publication of Anicka Fast’s article on “Sacred children and colonial subsidies,” to which Lawrent Buschman submitted a rebuttal. Fast then submitted a response to Buschman’s rebuttal. My introduction seeks to frame their conversation for the readers of Missiology: An International Review.

Cultural Differences in Family Affection and Coping Abilities for Missionary Kids

While the current literature has indicated parental affection as a potential buffer to common stressors missionary kids experience, the majority of the literature is based on European American samples. However, the number of non-Western missionaries is rapidly increasing, and both ethnicity and cultural identification are thought to influence emotional development for missionary kids. In the current study, 77 Caucasian and 41 Asian missionary kids between the ages of 18–25 completed measures assessing perceived parental affection and coping abilities. Fifty-one individuals identified most with Asian culture and 51 individuals identified most with European or North American cultures. Although no significant differences were found between Caucasian and Asian samples, there were significant differences found between those who identified with non-Western and Western cultures on their measures of parental affection and coping. Those who identified with Asian cultures demonstrated greater coping abilities when they scored higher in affective orientation, perceived greater family communication, verbal affection from their mother, and greater affectionate communication from their father. These results were not seen in missionary kids who identified with Western cultures.