While the benefits of a mobile expatriate lifestyle are widely reported, it must also be recognized that many students who have attended international schools experience a confused sense of identity due to the fragmented nature of their personal histories. This article seeks to refine our understanding of how these globally mobile young people negotiate and maintain a sense of identity. It reviews a range of relevant literature, identifies a series of research questions, and concludes with some suggestions as to how to approach empirical research on identity in international schools and other multicultural educational settings.
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