Child‐centric or family focused? A study of child welfare workers' perceptions of ethnic minority children in England and Norway

This paper analyses child welfare workers' perceptions of ethnic minority children in England and Norway based on in‐depth interviews with 52 child welfare workers in 2008. We employ a child‐centric theoretical framework to explore up to what extent workers focus on minority children in their perceptions. We found that about half of our study participants (n= 27) did so, and many more in Norway than England. They perceived many risks and problems for minority children related to their ethnicity, including children's biculturalism and language skills, parenting methods, unequal treatment and racism, lack of social inclusion, and problems in school. Norwegian workers displayed a broad needs perception and embraced a change‐orientated perspective and held parents accountable for their children's educational success and social inclusion. English workers had a narrower approach, focusing on protecting children. We discuss how the cross‐country differences may be related to different welfare state and child welfare paradigms.     

Pathways to adoption for minority ethnic children in England – reasons for entry to care

There have been concerns about the over‐representation of minority ethnic children in care in England for many years. This paper reports on the reasons why a sample of 120 minority ethnic children with adoption recommendations entered care. The study found no evidence that children were being removed unfairly or in a discriminatory way. However, there were significant differences by ethnic group in the characteristics of children and their mothers, in reasons for entry and in age at referral. These differences needed to be better understood, and interventions targeted at improving the circumstances and stresses within families that lead to abuse, neglect or relinquishment are also needed. Simply focusing on reducing the number of minority ethnic children in care will not in itself produce better outcomes for children.     

‘Fighting a war alone’: reintegration of ex-offenders from ethnic minority groups

Reintegration into society is crucial for the rehabilitation of ex-offenders. However, in Hong Kong, ex-offenders from ethnic minority groups often face specific difficulties in reintegrating into society when they have completed their sentence and have been released from prisons and correctional institutions. Due to language barriers and cultural differences, as well as a sense of inferiority originating from their convictions, many ethnic minority ex-offenders are likely to experience difficulty in accessing support networks that can help in their rehabilitation, and to re-establish and sustain an identity as a law-abiding citizen, and face more barriers to reintegration than their Chinese counterparts. These barriers are further compounded by problems reintegrating into their own ethnic communities. Many ethnic minority ex-offenders have experienced isolation, stigmatization and discrimination following rejection from their own communities. This, in turn, further complicates their reintegration and can contribute to recidivism and an increase in the crime rate over time.

This paper seeks to analyse the reintegration of ethnic minority ex-offenders into their own ethnic communities using the story of a single ethnic minority ex-prisoner to learn about the lived experience of being jailed and stigmatized. This was carried out to understand the difficulties encountered during reintegration into society, and to look at ways to remove any ‘labels’ bestowed upon ex-offenders following imprisonment.

Finally, the main outcomes of this study are to identify facilitative factors for ethnic minority ex-offenders to aid their re-establishment and reintegration into society and consider possible implications for rehabilitative programmes for ethnic minority ex-offenders and crime prevention programmes for the community.     

Variability in the Inter‐group Attitudes of White Children: What We Can Learn from Their Ethnic Identity Labels

The current study examined the ethnic identity of White (N = 120), Latino (N = 87), and African‐American (N = 65) children and early adolescents (aged = 9–14 years), with an emphasis on whether the specific ethnic label White children used to describe themselves might reflect differences in their inter‐group attitudes and whether those differences mirror group differences between White children and children in ethnic minority groups. Results indicated that White children who identified with a minority label (i.e., White biracial, hyphenated American, ethnic/cultural/religious label) had more positive ethnic identities, were more aware of discrimination, and were less likely to show biases in their perceived similarity to in‐group and out‐group peers than youth who identified as White or American. In many instances, White children who identified with a minority label did not differ from ethnic minority youth. In addition, although all participants were more positive about their ethnic in‐group than out‐groups, children who identified their ethnicity as American were less positive about out‐groups relative to other children. Taken together, the findings indicate that children's self‐chosen ethnic identity is as important as their ascribed ethnic or racial identity in predicting their inter‐group attitudes.     

Is it racism? Skepticism and resistance towards ethnic minority care workers among older care recipients

The study investigates the occurrence and character of skepticism and resistance towards ethnic minority care workers among older care recipients in a municipality in Sweden. Twelve representatives of caregiver organizations were interviewed about their experience of this phenomenon. Three additional interviews were conducted with ethnic minority care workers. Representatives described the problem as rare and mostly occurring as language difficulties or as a temporary problem characterized as a fear of the unknown among some care recipients. They tended to apply a pragmatic or pathologizing approach when talking about causes of and solutions to the problem. These approaches enabled care providers to comply with "potential racism" without challenging an official ideology of anti-racism. In contrast, staff of foreign descent described the problem as more frequent and severe, particularly for short-term employees who experience many first-time encounters with care recipients.     

Options: Racial/Ethnic Identification of Children of Intermarried Couples*

Objective. Whites of various European ethnic backgrounds usually have weak ethnic attachment and have options to identify their ethnic identity ( Waters, 1990 ). What about children born to interracially married couples? Methods. I use 1990 Census data—the last census in which only one race could be chosen—to examine how African American‐white, Latino‐white, Asian American‐white, and American Indian‐white couples identify their children's race/ethnicity. Results. Children of African American‐white couples are least likely to be identified as white, while children of Asian American‐white couples are most likely to be identified as white. Intermarried couples in which the minority spouse is male, native born, or has no white ancestry are more likely to identify their children as minorities than are those in which the minority spouse is female, foreign born, or has part white ancestry. In addition, neighborhood minority concentration increases the likelihood that biracial children are identified as minorities. Conclusion. This study shows that choices of racial and ethnic identification of multiracial children are not as optional as for whites of various European ethnic backgrounds. They are influenced by race/ethnicity of the minority parent, intermarried couples' characteristics, and neighborhood compositions.     

New Destinations? Assessing the Post‐migration Social Mobility of Minority Ethnic Groups in England and Wales

This paper considers the roles of migration and group‐specific ethnic penalties in minority groups’ life chances. In relation to existing knowledge of extensive diversity between ethnic groups, and outlining a range of frameworks within which to understand that diversity, the paper first explores the relationship of class origins to parental educational and economic assets for three groups of migrant parentage and a comparison white non‐migrant group. Second, the paper investigates for the different ethnic groups how the probability of having a professional or managerial class outcome is influenced by class origins and by the educational achievements of the “second generation”. Analysis is based on the ONS Longitudinal Study, which enables the study members to be tracked from 1971, when they were children living with their parents, to their own social class outcomes in 1991 and 2001. Because processes of occupational achievement may take different lengths of time for different groups, occupational outcomes are modelled in both 1991 and 2001, and also outcomes in 2001 conditional on position in 1991. The paper shows that there is evidence of differential processes operating for different ethnic groups that go beyond their class background, but which cannot be attributed to discrimination operating equally against all minority groups.     

(In)Sufficient?: ethnicity and foster care in English local authorities

This paper examines the place of ethnicity in local authority foster care in the context of the sufficiency duty to secure adequate local placements for looked after children. The analysis draws on two main sources, namely Office for Standards in Education, Children's Services and Skills (OFSTED's) annual survey of fostering agencies and inspection reports for around half the local authority fostering services in England. Sufficiency is gauged in two main ways, comparing numbers of black and minority ethnic (BME) foster carers first with numbers of BME looked after children and second, with local adult (age 25–64) populations. Statistical analysis shows very wide variation on both measures and a significant minority of authorities that perform poorly in terms of the ethnic diversity of their foster carers. Inspection reports also vary widely in the degree and nature of attention given to issues of ethnicity with many offering limited (and sometimes no) challenge to poor performance. These findings are discussed within the broader context of recent trends towards de‐emphasizing the significance of ethnicity in child welfare.     

Giving voice to experiences: parental maltreatment of black children in the context of societal racism

ABSTRACT This paper seeks to explore the ways in which black children who have been maltreated within their families come to voice to tell their stories. A discussion of black children's recovery from maltreatment necessitates understanding how they interpret and name their experiences as abusive. Research indicates that while many factors mediate the effects of abuse on children's development, telling your story about childhood trauma is critical in the healing process for promoting psychological well‐being. However, what does the naming and speaking of trauma entail for black children when the broader context of their lived realities is embedded in racism that confers on them a stigmatized status? Where black children's lived experiences encompass the complexity of societal racism as a mutually reinforcing and contradictory reality in their lives, their capacity to name the maltreatment they experience will be particularly problematic. Essentially, parents’ issues silence children and can encourage them to block out painful emotions, ultimately putting their emotional and psychological well‐being at risk. Taking race and gender as benchmarks for analysis, the complexities involved in giving voice to childhood maltreatment are discussed to consider how these dynamics contribute to black children's resilience and adaptive behaviours in the aftermath of abuse.     

Do You Speak English? Language Barriers in Child Protection Social Work with Minority Ethnic Families

This paper critically evaluates research and literature on childprotection social work practice with minority ethnic familieswho speak little or no English. Though the focus is on childprotection, many of the themes raised should be transferableacross to other areas and disciplines. Specifically, the paperfocuses on the limitations and difficulties of using professionalinterpreters in child protection work and covers themes likethe availability of interpreters, the role of interpreters,suitability of interpreters, the interpretation of particularwords and phrases, and manipulating the interpreting process.The paper then moves on to address the important but often neglectedarea of using children as interpreters, and ends by consideringthe broader issue of how language barriers can exacerbate discriminationagainst minority ethnic families.     

Place‐defending and the denial of racism

This paper introduces the concept of place‐defending and articulates its implications for locality‐based social policy. Place‐defending is the protection of one's local area from unfavourable assessments, in this case of being labelled or perceived as a racist space. Place attachment and identifications with place are drivers of place‐defending. Person‐place relationships and their implications for locality‐based social policies have not yet received sufficient consideration in the literature—a significant oversight considering the current policy focus in Australia and the United Kingdom on locality‐based social policy. In this study of local anti‐racism in the Australian context, place‐defending involved the denial of racism and performances of place that reproduced the discourse of tolerance. Print media coverage of the release of national data on racism was analysed alongside a series of interviews with individuals working on anti‐racism at both local and state/federal levels. Four tools of place‐defending are discussed: direct action to defend place; spatial deflections; use of minority group members to discredit claims of racism; and critiques of those who make claims about racism. The tools of place‐defending operated to construct localities as places of tolerance, potentially undermining the case for anti‐racism.     

神话叙事：灾难心理重建的本土经验——社会人类学田野视角对西方心理治疗理念的超越

灾后心理创伤康复,本质上是一个心理-文化人类学问题,同地方性文化经验密切相关。然而,利用文化经验的议题正被心理咨询辅导治疗这种简单医患关系的临床模式所取代。“5·12”汶川大地震羌族儿童灾后心理康复本土文化实践的纵向历时研究表明,采用羌族文化语境下的叙事文本,能够极大地推动传统文化变量步入族群心理健康促进的前台;而隐藏在西方心理学文本中的“个人主义”方法论导向的心理治疗策略,在以“集体主义”为特征的中国传统文化中必然面临挑战。这突出表明,外来知识文本在地方性语境中迫切需要用本土视角加以全面校正的重要性。     

Research Review: Teenage pregnancy and parenthood: the role of fathers

From the research available in America and Britain it would appear that the men who father children by teenage mothers tend to be a few years older than their teenage partners, although a minority may be significantly older. With regard to the factors associated with fatherhood there are striking similarities to the literature on teenage mothers. Like teenage mothers young fathers tend to be from low socio‐economic backgrounds, experience lower educational attainment and fewer employment opportunities than their childless peers. Similarly they tend to experience greater psychological and emotional difficulties and may have a history of delinquent behaviour. These young fathers are involved in a variety of relationships with teenage mothers, few of which result in marriage and many of which result in the breakdown of cohabitation or the termination of the relationship. This pattern of increasing relationship breakdown over time is related to decreasing paternal contact with children in both America and Britain. Often conflictual relationships with teenage mothers or maternal grandparents and a lack of financial resources are cited by young fathers as barriers to their continued involvement and contact with their children. However, the mothers are much more likely to cite paternal disinterest as the reason for a lack of paternal involvement and there is some indication that mothers and fathers have different views on the level of practical involvement expected from fathers. While most of quantitative data on the subject provides a rather negative picture of paternal involvement, qualitative research highlights how many young fathers genuinely want to be involved with their children and would have more contact and input if they could. While much less is known about the support provided to young fathers in comparison with their female counterparts, there is some suggestion that the support and role expectations provided by the paternal grandmother may influence how involved young fathers are. There is also some indication that a sizeable minority of young men may receive no such support from their family and may also be treated with hostility or ignored by the maternal grandparents. Young fathers also report limited or no contact with midwives, health visitors and social workers.     

Children's experiences and needs in relation to domestic and family violence: Findings from a meta‐synthesis

Domestic and family violence is a significant issue experienced by many children that can have severe detrimental impacts to their health, development, and well‐being. Despite the significance of this issue, it is only recently that children have been included in research that seeks to understand the impacts that domestic and family violence may have on their lives. This paper reports on the findings of a meta‐synthesis, which explored qualitative research about children's experiences of domestic and family violence. Thirty‐two studies, including from the United Kingdom, North America, and Australia were included for review. The meta‐synthesis found that children describe domestic violence as being a complex, isolating, and enduring experience that often results in disruption, losses, and challenges to their significant relationships. Children's common feelings of fear, worry, powerlessness, and sadness were also uncovered, in addition to the strategies they employed to try and facilitate the safety and emotional well‐being of themselves and their family. Children's wants and needs are also highlighted. The findings demonstrate that despite the increasing interest in children's experiences of domestic and family violence, qualitative research remains limited, with many gaps evident. Implications for research, policy, and practice are considered.     

The impact of policy measures and coaching on the availability and accessibility of early child care: A longitudinal study

We conducted a study of changes in the availability, accessibility and enrolment of children from low‐income, single‐parent and ethnic minority families in early child care centres. The study was carried out in Brussels which offers unique possibilities to study accessibility in a context in which quality and costs are controlled across centres. A survey on access policies in 89 day care centres, and on 150 mothers regarding their search process, was complemented by two focus groups attended by centre directors. The results were compared with data from a similar study we conducted in 2005. The results show that while inequality in availability has remained, centre directors' awareness of social priority criteria has changed, resulting in a significant increase in the enrolment of children from single‐parent and ethnic minority families, and – to a lesser extent – an increase in the enrolment of children from low‐income families. The results support the hypothesis that policy measures, combined with support, can influence inequalities in enrolment rates.     

Research Review: Child and family support services with minority ethnic families: what can we learn from research?

This paper considers some of the available published research on family support services for minority ethnic families. In addressing this aspect of social work with minority ethnic families, we seek to make a contribution to the knowledge base of practitioners. The paper begins with an overview of what is known about family support services for particular minority ethnic groups, before exploring three specific areas: family centres, a home visiting service, and family group conferences. The paper finally examines what research says about the qualities sought in social workers by minority ethnic parents.     

“Wearing a Mask Won't Protect Us from Our History”: The Impact of COVID-19 on Black Children and Families

The data on COVID-19 show an irrefutable and disturbing pattern: Black Americans are contracting and dying from COVID-19 at rates that far exceed other racial and ethnic groups. Due to historical and current iterations of racism, Black Americans have been forced into conditions that elevate their risk for COVID-19 and consequently place Black children at the epicenter of loss across multiple domains of life. The current paper highlights the impact of the pandemic on Black children at the individual, family, and school levels. Based on an understanding of the influence of structural racism on COVID-19 disparities, policy recommendations are provided that focus on equitable access to quality education, home ownership, and employment to fully address the needs of Black children and families during and after the pandemic. Research, practice, and policy recommendations are made to journal editors, funding agencies, grant review panels, and researchers regarding how research on COVID-19 should be framed to inform intervention efforts aimed at improving the situation of Black children and families.     

Building resilience and resistance against racism and discrimination among Salvadorian female youth in Canada

This paper reports on the findings of a qualitative study (32 in‐depth interviews) with Salvadorian mothers and their daughters. In particular this paper focuses on the strategies that mothers and daughters utilized to resist prejudice and racism in their settlement country, Canada. Findings contribute to the literature specifically by drawing attention to the importance of ethnic pride in helping mothers and their daughters bridge significant strains that arise in their acculturation process.     

Ethnicity and Occupational Pension Membership in the UK

Reflecting a relatively low‐value Basic State Pension, occupational pensions have historically been a key aspect of pension protection within Britain. Existing research shows that minority ethnic groups are less likely to benefit from such pensions and are more likely to face poverty in later life, as a result of the interaction of their labour market participation and pension membership patterns. However, the lack of adequate data on ethnic minorities has so far prevented the direct comparison of different ethnic groups, as well as their comparison to the White British group. Using data from the UK Household Longitudinal Study, this article explores patterns of employment and the odds ratios of membership in an employer's pension scheme among working‐age individuals from minority ethnic groups and the White British population, taking into account factors not used by previous research, such as one's migration history and sector of employment (public/private). The analysis provides new empirical evidence confirming that ethnicity remains a strong determinant of one's pension protection prospects through being in paid work, being an employee and working for an employer who offers a pension scheme. However, once an individual is working for an employer offering a pension scheme, the effect of ethnicity on that person's odds of being a member of that scheme reduces, except among Pakistani and Bangladeshi individuals for whom the differentials remain. The article also provides evidence on the pension protection of Polish individuals, a relatively ‘new’ minority group in the UK.     

Educational success for children in public care: advice from a group of high achievers

ABSTRACT Research over the past 20 years has consistently shown that children in public care fall behind at school, seldom achieve good qualifications, and are much less likely than their peers to go on to further or higher education. However, a small minority of looked‐after children do well academically. This paper examines the opinions of 38 high‐achieving young people who spent at least a year in residential or foster care on what they think are the best ways to enhance the educational experience of looked‐after children. An evaluation of four key questions from a semistructured interview highlighted the importance of foster carers, residential workers, social workers and teachers in providing support and encouragement for academic achievement. On the other hand, many of these individuals emphasized their dislike of being ‘singled out’ by the teacher. A third of the participants believed that negative stereotypes and low expectations of children in care among professionals and care providers were major obstacles to their educational success. Over half the sample reported that in many children’s homes basic necessities such as books, a desk and a quiet place to do homework were lacking. In addition their opportunity to engage in outside interests and hobbies was severely limited. By contrast, for these individuals foster care had provided better opportunities. On entering higher education the majority of the participants had faced severe problems. They stressed the need for continuing financial support and adequate year‐round accommodation, because, unlike most students, these care leavers usually have no parental home to return to during university vacations. A third of participants also felt a strong desire for a ‘guardian angel’ to support and encourage them during their time at university. The paper concludes that the views of these thoughtful and resilient individuals should be taken very seriously and translated into improvements in policy and practice. Official guidance now highlights the importance of education for looked‐after children, but changing attitudes and priorities at ground level presents a major challenge.