White international transracial adoptive mothers' reflections on race

Through the use of qualitative data analysis of in‐depth interviews with eight white international transracial adoptive mothers, four properties emerged that describe these mothers' racial views. These properties varied in the degree that they integrated perspectives different from the white dominant culture. The mothers did not experience significant changes in their perspective on race subsequent to adoption. This paper includes a discussion of white racial identity and implications for social work practice with transracially adoptive parents.     

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.     

School context influences the ethnic identity development of immigrant children in middle childhood

The present paper describes a study investigating the ethnic identity development of Latino immigrant children (n = 155) in middle childhood (ages 8–11) in a predominantly White community. The study examined how ethnic identity was related to children's school context. School context was operationalized at the structural level, as the ethnic composition of the teachers and peers, as well as the schools' implicit messages about their valuing of multiculturalism; and the proximal interpersonal level, as children's perceptions of peer discrimination and teacher fairness. Results indicated that both the structural and proximal context predicted children's ethnic label choices, the importance placed on their ethnic identity, the positivity of their ethnic identity, and their American identity.     

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.     

Adoptive Parents’ Attitudes toward Adoption and Domestic Adoption Development in Korea: Adoptees’ Specific Needs for Origin

This study aimed to find out how Korean adoptive parents were carrying out their adoptions in Korea and to see if adoptive families truly understood the meaning of adoption and their adopted child's specific needs to know about his genetic roots. This understanding on the adoptive parents’ part is needed to help the child to form a self‐identity for his well‐being. The study sample of 352 adoptive parents may be the largest study ever done involving families currently raising their adopted children in Korea. Results showed that families did not seem to understand adoption with its characteristics well. Though families’ satisfaction with the adoption was very high, it appeared that their satisfaction was limited to when their adoptees were young, not being extended to when children became old enough to know of their adoption. For adoption development in Korea, however, it was encouraging that parents’ participation in local (regional) meetings with other fellow adopters from self‐support groups appeared to be the most significant consistent factor in contributing to the families’ understanding of adoption and their positive attitudes for the adoptees’ well‐being and to their satisfaction with the adoption.     

Political Participation Among Latinos in the United States: The Effect of Group Identity and Consciousness*

Objective. How do group identity and consciousness affect Latinos' political participation in the United States? Recent studies that examine this relationship generally focus on a single ethnic group, for example, Mexicans, or the panethnic group, Latino/Hispanic, which limits the scope of their results. This study investigates how group identity and consciousness affect the political participation of differently identified Latinos. Methods. Using the unique 2007 Latino National Survey (LNS), a telephone survey of 8,500 Latino respondents, I investigate how group identity and consciousness affect political participation, as measured by electoral and nonelectoral activities. Results. Findings suggest that Latinos who self‐identify as American are more likely to engage in political action; however, a sense of group consciousness among ethnic, panethnic, and racial‐identified Latinos alters this effect. Conclusion. The type of and extent to which Latinos engage in political action is contingent on primary self‐identity and specific aspects of group consciousness.     

Political Tolerance,Racist Speech,and the Influence of Social Networks*

Objective. This study examines the influence of ethnic and racial network diversity on young people's attitudes about speech rights in Canada by examining the impact of diversity on racist groups' speech compared to other objectionable speech. Methods. After reviewing prior work on diversity and political tolerance judgments, the study presents multinomial logistic regressions to assess the impact of network diversity on three types of political tolerance dispositions. The data are drawn from the Canadian Youth Study, a sample of 10th‐ and 11th‐grade students in Quebec and Ontario (N=3,334). Results. The analysis suggests that exposure to racial and ethnic diversity in one's social networks decreases political tolerance of racist speech while simultaneously having a positive effect on political tolerance of other types of objectionable speech. Conclusions. The dual effects arguably represent an evolving norm of multicultural political tolerance, in which citizens endorse legal limits on racist speech. Future work should assess the extent to which target group distinctions in political tolerance judgments have evolved over time and across age cohorts.     

Identity development across the lifespan: a biracial model

Traditional concepts of identity emphasize race to the exclusion of life span criteria. Race based models ignore the human behavior of biracial Americans in their social environment. Conversely, a substantial portion of the scholarly literature advocates social experience rather than physiological attributes as keystone to individual identity development. In the aftermath biracial Americans are conflicted. In an effort to insure their psychic health, scholars and practitioners must inculcate an identity development across the life span model to accommodate the nation’s increasing level of ethnic and racial miscegenation.     

The role of social desirability bias and racial/ethnic composition on the relation between education and attitude toward immigration restrictionism

Social scientists note individuals tend to respond favorably to sensitive topics in surveys, but few consider factors triggering these responses. This study uses unique data to examine respondents’ racial/ethnic attitude under direct and indirect modes of elicitation. In particular, the list experiment provides a cloak of anonymity to a random subsample of individuals that allows them to respond truthfully about their racial/ethnic attitudes. By comparing responses between administration modes, this study evaluates whether social desirability pressures mediate, and racial/ethnic composition moderate, the relation between education and racial/ethnic attitudes. Findings indicate an initial positive relation between education and racial/ethnic attitudes, but desirability bias mainly drives this relation. Furthermore, there is some support racial/ethnic composition moderates the influence of social desirability on education.     

Racial, Ethnic, and Cultural Differences in Responding to Distinctiveness and Discrimination on Campus: Stigma and Common Group Identity

The present article examines how the salience of group membership can moderate or diffuse feelings of stigmatization for members of racial and ethnic minorities. A series of studies is presented that demonstrate that the development of a common group identity can diffuse the effects of stigmatization, improve intergroup attitudes, and enhance institutional satisfaction and commitment among college students and faculty. Strategies and interventions designed to address the effects of stigmatization, however, need to consider the different value and importance of racial and ethnic group identities for Whites and for people of color.     

Nice to Know You? Testing Contact,Cultural, and Group Threat Theories of Anti‐Black and Anti‐Hispanic Stereotypes*

Objective. Many racial/ethnic policies in the United States—from desegregation to affirmative action policies—presume that contact improves racial/ethnic relations. Most research, however, tests related theories in isolation from one another and focuses on black‐white contact. This article tests contact, cultural, and group threat theories to learn how contact in different interactive settings affects whites' stereotypes of blacks and Hispanics, now the largest minority group in the country. Method. We use multi‐level modeling on 2000 General Social Survey data linked to Census 2000 metropolitan statistical area/county‐level data. Results. Net of the mixed effects of regional culture and racial/ethnic composition, contact in certain interactive settings ameliorates anti‐black and anti‐Hispanic stereotypes. Conclusions. Cultural and group threat theories better explain anti‐black stereotypes than anti‐Hispanic stereotypes, but as contact theory suggests, stereotypes can be overcome with relatively superficial contact under the right conditions. Results provide qualified justification for the preservation of desegregation and affirmative action policies.     

Exploring the Academic Benefits of Friendship Ties for Latino Boys and Girls*

Objectives. We examine how the racial/ethnic and generational status composition of Latino students' friendship groups is related to their academic achievement and whether there are differential effects by gender. Methods. We use multivariate regression analyses to examine the effects of friends' characteristics on Latino students' end of high school grades, utilizing data from the Adolescent Health and Academic Achievement Study (AHAA), and its parent survey, the National Longitudinal Study of Adolescent Health (Add Health). Results. For Latina girls, there are positive effects of having more friendship ties to third‐plus‐generation Latino peers in contrast to dominant culture peers; yet Latino boys benefit academically from ties to all co‐ethnic peers. Having friends with higher parental education promotes achievement of both genders. Conclusion. Our results counter notions of a pervasive negative peer influence of minority youth and suggest that co‐ethnic ties are an important source of social capital for Latino students' achievement.     

The Greater Complexity of Lived Race: An Extension of Harris and Sim*

Objectives. Harris and Sim (2002) recently demonstrated the complexity of lived race by exploring patterns of racial self‐identification. They raised important sociological questions about the role of context in racial self‐identification, but offered an incomplete picture of ethnic fluidity by excluding Hispanics from their analyses. We address this limitation with data on Hispanics from the National Longitudinal Study of Adolescent Health (Add Health). Methods. Our social‐psychological approach, using compositional analysis, focuses on the lived experience of race and ethnicity as qualitatively similar conceptual categories. Results. Informed by the cognitive process of social categorization, we find that considerably more individuals show fluidity in racial and ethnic self‐identification across contexts than suggested by Harris and Sim. Conclusions. Harris and Sim's thesis is even more strongly supported by these findings than in their original analysis, and our findings reinforce their challenge to the assumed stability of racial and ethnic measurement in sociology. We conclude by proposing a change in the measurement of race/ethnicity in America.     

Multiracial Identity Integration: Perceptions of Conflict and Distance among Multiracial Individuals

This article examines how multiracial individuals negotiate their different and sometimes conflicting racial identities. Drawing from previous work on bicultural identity integration (see   Benet-Martínez & Haritatos, 2005 ), we proposed a new construct, multiracial identity integration (MII), to measure individual differences in perceptions of compatibility between multiple racial identities. We found that MII is composed of two independent subscales: racial distance that describes whether different racial identities are perceived as disparate, and racial conflict that describes whether different racial identities are perceived as in conflict. We also found that recalling positive multiracial experiences increased MII, while recalling negative multiracial experiences decreased MII. These findings have implications for understanding the psychological well-being of multiracial individuals, and the development of social policy and programs catered to this population.     

Relative Importance of Contact Conditions in Explaining Prejudice Reduction in a Classroom Context: Separate and Equal?

Research on contact theory has typically presented four major situational conditions of intergroup contact as separate and equally important in creating an environment that leads to lower levels of racial/ethnic prejudice. We empirically test this "separate and equal" assumption with a variety of student samples and outcome variables. Using data from three cohorts of high school students, as well as one middle school sample, we demonstrate that acquaintance potential and interdependence are the most consistent and robust predictors of prejudice reduction, outgroup orientation, and perceptions of a common ingroup identity. Findings concerning differences in the relative importance of these situational conditions for different racial/ethnic groups are also reported. Implications for implementing optimal contact conditions for prejudice reduction among various ethnic groups are drawn.     

Currents in a Stream: College Student Identities and Ethnic Identities and Their Relationship with Self‐Esteem,Efficacy, and Grade Point Average in an Urban University*

Objectives. We investigate how college student identities and ethnic identities vary among black, white, and Asian students and among immigrant, second‐, and third‐generation students at a large public urban university (in counterpoint to recent studies at highly selective schools). In addition, we explore how those identities are related to college students' sense of self‐esteem and efficacy and their academic performance. Methods. We use survey data from a sample (N=652) of students attending a large diverse public urban university to create new indexes for several dimensions of college identity and ethnic identity and use existing self‐esteem and efficacy indexes to compare black, white, and Asian students, as well as immigrant, second‐generation, and third‐generation students. Results. Among several significant identity differences, we find: (1) whites are lower than blacks on college identity indexes, and immigrant students are higher than subsequent‐generation students on college student identity measures; (2) whites are lower than blacks and Asians on ethnic identity measures; only the ethnic activities index declines linearly from immigrant to second‐ to third‐generation students; (3) blacks have higher self‐esteem and efficacy than whites or Asians; whites have higher GPAs than blacks or Asians, while immigrant students have higher GPAs than third‐generation students; and (4) at least one college student identity dimension and one ethnic identity dimension is related to self‐esteem, efficacy, and GPA. Conclusions. How young adults conceive of themselves as college students and the way they formulate their own racial‐ethnic identities is related to their self‐esteem, efficacy, and academic performance. Moreover, the pattern that these relationships take is somewhat different at a large diverse public urban university than at highly selective universities.     

The Interpretation of Multiracial Status and Its Relation to Social Engagement and Psychological Well-Being

This research examines how multiracial individuals chose to identify themselves with respect to their racial identity and how this choice relates to their self-reported psychological well-being (e.g., self-esteem, positive affect) and level of social engagement (e.g., citizenship behaviors, group alienation). High school students who belong to multiple racial/ethnic groups (N = 182) were asked to indicate the group with which they primarily identify. Participants were then classified as identifying with a low-status group (i.e., Black or Latino), a high-status group (i.e., Asian or White), or multiple groups (e.g., Black and White, etc.). Results showed that, compared with multiracial individuals who identified primarily with a low- or high-status group, those who identified with multiple groups tended to report either equal or higher psychological well-being and social engagement. Potential explanations and implications for understanding multiracial identity are discussed.     

Documentary analysis of the legal and policy framework of transracial adoption in South Africa

Transracial adoption was legalized in South Africa through legislative reform as South Africa moved into a post-apartheid era of non-racialism. Transracial adoption offers one option of placement for Black children in need of alternative care. However, adoption continues to face obstacles to implementation, including cultural obstacles which impact on placement of Black African children. This paper reports on adoption statistics on national adoption in the period 2013–2021 and a documentary analysis of the current legal and policy framework governing transracial adoption. We cover international instruments, local laws, including the Children's Act of 2005, and relevant policy documents designed to facilitate the implementation of adoption. We show that the law is supportive of transracial adoption, but that policy documents offer a somewhat contradictory stance to the practice. The lack of success of transracial adoption as a child protection strategy does not lie within the legal framework but may lie in the difficulties in interpreting and implementing the range of different policies by those implementing these policies. More research into the implementation practice of these bureaucrats is required to understand the underutilization of transracial adoption as a placement option for Black children in South Africa.     

My Choice, Your Categories: The Denial of Multiracial Identities

Mixed-race individuals often encounter situations in which their identities are a source of tension, particularly when expressions of multiracial and biracial identity are not supported or allowed. Two studies examined the consequences of this identity denial. In Study 1, mixed-race participants reported that their biracial or multiracial identity caused tension in a variety of contexts. Study 2 focused on one often-mentioned situation: completing a demographic questionnaire in which only one racial background can be specified. Relative to mixed-race participants who were permitted to choose multiple races, those compelled to choose only one showed lower subsequent motivation and self-esteem. These studies demonstrate the negative consequences of constraining mixed-race individuals' expression of their chosen racial identity. Policy implications for the collection of racial and ethnic demographic data are discussed.