Becoming a Transracial Family: Communicatively Negotiating Divergent Identities in Families Formed Through Transracial Adoption

Guided by intergroup and discourse dependence theorizing, the present study explored how divergent identities are communicatively negotiated in transracial adoptive families. Specifically, we examined how adoptive parents’ understandings of their child’s race and culture changed after adopting transracially and how adoptive parents navigated racial and cultural differences through talk. Results from 21 interviews revealed that adoptive parents reported an increased awareness of race and culture, such that a new appreciation for their child’s race and culture developed yet simultaneously amplified ambivalence. Results further indicated parents utilized narrating, naming, ritualizing, discussing, normalizing, and praising to communicatively negotiate racial and cultural identity differences. Findings contribute to transracial adoptive family research by illuminating how parents make sense of differing social identities within the family. Results also advance discourse-dependence theorizing by demonstrating the context-specific nature of internal boundary management strategies and by giving voice to the prevalence of border work in transracial adoptive families.     

Caucasian Parents and Korean Adoptees

Abstract

This study explored the transracial adoption experiences of Caucasian parents who adopted children from Korea. Self-report data from parents of 117 adoptive families were used to compare mothers and fathers' perceptions in three key areas: parent reasons for adopting, family adjustment related to the adoption, and racial identity of adoptees. On the topic of adoptee's racial identity, parents' perceptions were compared over a seven-year period. Overall, mothers and fathers' perceptions were more similar than different, and parents appear to downplay their Korean children's race. The findings have implications for post-adoption training for transracial adoptive families.     

Making a “Real” Family

Abstract

This paper discusses the policy of matching as it has influenced American adoption practice. The word “matching” is shorthand for a set of assumptions built around the principle that when a child is “like” her or his adoptive parents, the adoption will be successful. The policy involves establishing criteria for likeness; traits upon which likeness has been based include, explicitly, race, ethnicity, and religion, and, implicity, class. My article shows how, as race became the primary criterion of likeness, matching linked adoption with broader issues in American culture and politics. Resting on a biological model, racial matching reflects changing views of racial equality and of “multiculturalism.” My paper also asks how the increasingly articulated experiences of adoptive parents, birth parents, and adoptees in the 1980s and 1990s impinge on the implementation of matching by social workers, lawyers, and other experts involved in adoption. In conclusion, I speculate on the future interconnections between racial matching, genetic engineering, and ideologies of “biological destiny” reappearing in American culture.     

Race Lessons in Black and White: How White Adoptive Parents Socialize Black Adoptees in Predominately White Communities

This article examines the approaches, strategies, and perspectives that White adoptive parents use to teach their adopted Black children about coping with race-based discrimination and the development of a positive racial identity. Using qualitative methods and the theoretical construct of White racial framing, the authors identify and critically analyze themes in the parents' race lessons. The central aim of this article is to uncover how these race lessons position family members to either challenge or perpetuate historical, racial inequities and mistreatment faced by African Americans and other communities of color within US society.     

RACIALIZED AUTHENTICATION: Constructing Representations of the Florida Highwaymen

This article explores how art world professionals and cultural publicists construct representations of a group of “rediscovered” black artists, who painted from the end of the Jim Crow era to the present. Examining their writings, statements from interviews, and their interactions with audiences at public events, I show how they represented the artists as both exotic self‐taught artists and achievers of the American Dream. I introduce the term “racialized authentication” to frame a branch of racial rhetoric through which the various actors draw from both traditional racial stereotypes and new racism ideology to construct authentic artists. In conclusion, I address how these findings have implications for the integration of contemporary research on race and sociological studies of art worlds.     

The Intersection of Multiple Minority Identities: Perspectives of White Lesbian Couples Adopting Racial/Ethnic Minority Children

In order to analyse the salience of race/ethnicity, sexual orientation, and adoptive status for lesbian adoptive parents, this study examined the challenges and strengths described by 20 White lesbian couples (40 women) who were adopting racial/ethnic minority children from within the United States. Data from two time points (pre‐ and post‐adoptive placement) were analysed qualitatively. Results indicated that the majority of women voiced concerns about raising racial/ethnic minority children in a ‘White privileged’ society. Many women reported facing a lack of understanding from others and were aware of multiple layers of stigma. However, having faced discrimination themselves as sexual minorities, many also perceived themselves as possessing unique strengths (e.g., experience coping with stigma). Many women expressed feeling that by drawing on support from their communities as well as their own awareness of and experience with diversity issues, they could prepare their children for the challenges they might face.     

“Let's Talk About Race”: Exploring Racial Stereotypes Using Popular Culture in Social Studies Classrooms

Imagery and sounds from television, film, music, the Internet, and other media bombard American youth; dictating to them how they should act, think, or what they should believe. They often do not realize that they find much of their identity and belief systems in messages put forth to them by popular culture (Du Gay 1997; Hall 1997). Young people should think critically about their media choices and reflect on the degree that they shape their identity (Considine 2009; Youngbauer 2013). Even when it comes to the topic of race, the media has messages and values readily available for youth to adopt (Bresnahan and Carmen 2011). Based on the work of many popular musicians, African American identity is associated with violence, misogyny, materialism, and deviancy (Balkaran 1999; Ruffner-Ceaser 2012; West 1993). Other forms of popular culture, such as television and film, communicate the same negative messages. In what ways are black stereotypes perpetuated through popular culture? Can social studies classrooms facilitate conversations about race? This article explores how social studies educators can integrate popular culture into their curriculum to unpack racial stereotypes in American society, thereby helping students become more critically aware of the media they consume and how it impacts their lives and self-image.     

Still Life in Black and White: Effects of Racial and Class Attitudes on Prospects for Residential Integration in Atlanta

I use the 1993 Atlanta Survey of Urban Inequality to evaluate the effects of five types of racial and class attitudes on assessments of the desirability of residential integration: (1) preferences for neighbors of the same race, (2) perceived racial differences in social class characteristics, (3) Whites'perceptions of group threat from Blacks, (4) Blacks'perceptions of discrimination, and (5) negative racial stereotypes. For Whites the strongest predictors of resistance to integration are negative racial stereotypes and perceptions of group threat from Blacks. For Blacks in-group preferences, negative racial stereotypes and, to a small extent, beliefs that Whites tend to discriminate against other groups are positively associated with resistance to integration. I conclude by arguing that since racial attitudes are linked to attitudes about residential integration, open housing advocates should focus their efforts on addressing persistent racial mistrusts and prejudices.     

Where Do Our Children Fit In?: White Mothering of Asian Children and the Construction of Racial and Ethnic Identities

Abstract

This research investigates white adoptive mothers' mothering related to their adopted children's racial and ethnic socialization. Drawing upon in-depth face-to face interviews with thirty-eight women who have adopted children from China, South Korea or the Philippines, this paper first examines why white mothers de cided to adopt an Asian child and then explores mothering strategies for deal ing with their children's racial and ethnic identity formation. The study contrasts "colorblind mothering," which I also call the "assimilative fitting-in strategy," and "color-conscious mothering," also referred to as the "birth-culture fitting-in strategy." This study also found significant variations in color-conscious adoptive mothers' mothering based in part on the level of the family's embracement of the adopted child's birth culture and on the level of social networking with and outreach to not only other adoptive families but also Asian or Asian American communities. Finally this study critically reviews how race matters to white adoptive mothers.     

The Role of Racial Identification,Social Acceptance/Rejection,Social Cognition,and Racial Socialization in Multiracial Youth’s Positive Development

Deficit‐based scholarship has suggested that multiracial youth are maladjusted due to racial identity confusion and social marginality. This paper proposes an integrative model of multiracial youth’s positive development. This model highlights the important role of social cognition in understanding multiracial youth’s development. Drawing on Spencer’s PVEST, developmental research on monoracial and multiracial youth, and the racial socialization literature, I argue that multiracial youth’s perceptions of how their racial identity choices are accepted in their social environment have implications for their adjustment. Serving as developmental resources, parents can attenuate their children’s social perceptual biases or enhance their abilities to cope with actualized negative social experiences by engaging in cultural socialization, preparation for bias, and transmitting race‐related messages that help multiracial children reframe their negative perceptions.     

Resolving Race: How Adoptive Parents Discuss Choosing the Race of Their Child

This study analyzes narratives of 34 adoptive parents who spontaneously brought up race while recounting stories of infertility and adoption. Pals’ (2006) transformational processing scale is adapted to rate the degree to which participants express resolution regarding race. Resolution is defined as comfort with their racial choice, confidence in their ability to handle racial issues, and integrating their choice into sense of self. Race-based adoption choices are examined in the overall context of a white experience of race in the United States and as part of an ecological perspective on the adoptive family.     

Training for Transracial Adoptive Parents by Public and Private Adoption Agencies

ABSTRACT

Social work literature strongly suggests that parents who adopt across race need specialized training to develop cultural competence in order to help their children develop positive racial identity and survival skills for life in a multicultural society. None-the-less, there is little documentation of agency training for transracial adoptive parents. The purpose of this study is to describe aspects of training provided to transracial adoptive parents by public and private adoption agencies in the United States. Utilizing a survey with a random sample of public and private agencies, results (n = 195) indicate that about half of the agencies that facilitate transracial adoption provide relevant training. Implications for social work practice and research are discussed.     

Racialized parenting in the United States

Contrary to anti-black, cultural deficit logics that frame Black parenting as tied to the reproduction of social disadvantage, research shows that Black parents, and other parents of color, are agentic as they parent in direct response to the dominant racial order of the United States. In this paper, I review this scholarship and primarily focus on how Black parents approach raising children in the racialized worlds that they live in. To mitigate the disadvantages caused by racism, Black parents use various intentional racialized parenting approaches to instill in their children a resilience to a racist social world. The strategies used to cultivate resilience to racism exist in varied social and institutional contexts, and intertwine with how parents understand race, class, and identity. Laborious racialized parenting techniques do not solely matter at the micro-level as such practices are unevenly recognized by white-dominant social institutions. This uneven dynamic indicates how hegemonic norms of American parenting culture fit within a project of racial neoliberalism. Consequently, Black parents are structurally pushed to burden more responsibility to prepare their children to survive a deeply racist and hyper-competitive social world with no guarantee that such intensive, strategic parenting will be rewarded.     

"What Group?" Studying Whites and Whiteness in the Era of "Color‐Blindness"

In this article I argue that despite the claims of some, all whites in racialized societies "have race." But because of the current context of race in our society, I argue that scholars of "whiteness" face several difficult theoretical and methodological challenges. First is the problem of how to avoid essentializing race when talking about whites as a social collective. That is, scholars must contend with the challenge of how to write about what is shared by those racialized as white without implying that their experiences of racialization all will be the same. Second, within the current context of color‐blind racial discourse, researchers must confront the reality that some whites claim not to experience their whiteness at all. Third, studies of whiteness must not be conducted in a vacuum: racial discourse or "culture" cannot be separated from material realities. Only by attending to and by recognizing these challenges will empirical research on whiteness be able to push the boundaries of our understandings about the role of whites as racial actors and thereby also contribute to our understanding of how race works more generally .     

The Impact of Comedy on Racial and Ethnic Discourse

An overwhelming facet of race literature suggests that American society has entered an era of colorblindness; where instead of perpetuating racist ideology through blatant discriminatory legislation, racial differences are either understated or ignored entirely. These new racial processes are reflected in the policies of major social institutions, but also within popular culture. Yet, as made evident by the success of comedians such as Chris Rock and Dave Chappelle, stand‐up comedy challenges acceptable racial discourse, placing race in the forefront. Comedy persists as a facet of popular culture where racial difference is made apparent, yet ironically the art of comedy is usually overlooked by sociologists. What is lacking in the humor research is an understanding of how comedy creates an environment where race can be spoken about directly, and often times harshly. Through the analysis of focus groups, this study finds evidence to suggest that racial and ethnic comedy serves to both reinforce and wane racial and ethnic stereotypes, similarities, and differences. After watching stand‐up comedy clips of popular comedians, black and white respondents show both agreement and disagreement on the following: (1) the offensiveness of ethnic comedy, (2) stereotypes and perceived truths, and (3) the utility of ethnic comedy in everyday interactions. These findings are helpful in understanding how comedy serves as one of the few openly racialized facets of popular culture as well as uncovering some of the ways in which race works within the culture of a self‐proclaimed colorblind society.     

Home(land) Décor: China Adoptive Parents’ Consumption of Chinese Cultural Objects for Display in their Homes

American parents of children adopted from China frequently consume Chinese cultural objects for display in their homes. While parents defend this consumption for display as an effort to validate their children’s ethno-cultural origins, they also reveal how it signifies and solidifies their own identifications with Chinese culture. As part of a larger research project examining China adoptive parents’ evolving “Chinese” identities, this paper asks: Which parents “become ‘Chinese’” through the consumption and display of Chinese cultural objects, and why? To answer this question, I conducted semi-structured in-depth interviews with 91 Americans in the China adoption process and ethnographic fieldwork at two different field-sites: Families with Children from China (FCC) Chinese cultural celebrations and Chinese culture camps organized by/for China adoptive families. Focusing on the emergent and personal meanings that parents give to Chinese cultural objects, I demonstrate how these meanings both structure parents’ consumption and yield a display differential. In doing so, I reveal that white European-American parents and mothers are most likely to engage in this consumption and display, thereby amending the three types of ethno-cultural identity consumption represented in the literature. Specifically, I expose the central role of race in ethno-cultural identity consumption; demonstrate that the collective category of reference for ethno-cultural identity consumption is not always an ethnic category (in this case, such consumption refers to a gendered category); and illustrate the ways in which global ethno-cultural identity consumption both appeals to and satisfies distinctly local constructs.     

Family Communication and Messages about Race and Identity in Black Families in the United States

Racial minority families engage in “racial socialization,” the process by which individuals develop meaning and understanding of what race is, and its implications. While parents are often seen as the site of this socialization, we wanted to explore which racial socialization messages were salient for young adults, and from whom they received these messages. This paper utilized focus groups to explore messages that young Black adults received about race, and what this means for their racial identity. We identified three dominant themes in our analyses: (a) the content of familial messages regarding race, identity, and prejudice, (b) critical incidents that shaped individuals’ understandings of Black racial identity, and (c) familial sources. Each of these themes is constituted by various experiences and examples that shed light on racial socialization in today’s social climate. Overall, parents, extended family members, and community members were sources of socializing what race meant to young Black adults. We discuss implications for research on racial socialization and family communication.     

What's in a name? An exploration of the significance of personal naming of ‘mixed’ children for parents from different racial,ethnic and faith backgrounds

This article is concerned with how and why parent couples from different racial, ethnic and faith backgrounds choose their children's personal names? The limited literature on the topic of names often focuses on outcomes, using birth name registration data sets, rather than process. In particular, we consider the extent to which the personal names that ‘mixed’ couples give their children represent an individualised taste, or reflect a form of collective affiliation to family, race, ethnicity or faith. We place this discussion in the context of debates about the racial and faith affiliation of ‘mixed’ people, positing various forms of ‘pro’ or ‘post’ collective identity. We draw on in‐depth interview data to show that, in the case of ‘mixed’ couple parents, while most wanted names for their children that they liked, they also wanted names that symbolised their children's heritages. This could involve parents in complicated practices concerning who was involved in naming the children and what those names were. We conclude that, for a full understanding of naming practices and the extent to which these are individualised or affiliative it is important to address process, and that the processes we have identified for ‘mixed’ parents reveal the persistence of collective identity associated with race, ethnicity and faith alongside elements of individualised taste and transcendence, as well as some gendered features.