“American” or “Multiethnic”? Family Ethnic Identity Among Transracial Adoptive Families, Ethnic-Racial Socialization, and Children's Self-Perception

Abstract

Drawing on a model of ethnic-racial socialization (E-RS; Pinderhughes, 2013), this study examined hypothesized relations among parents' role variables (family ethnic identity and acknowledgment of cultural and racial differences), cultural socialization (CS) behaviors, and children's self-perceptions (ethnic self-label and feelings about self-label). The sample comprised 44 U.S.-based parents and their daughters ages 6 to 9 who were adopted from China. Correlation analyses revealed that parents' role variables and CS behaviors were related, and children's ethnic self-label was related to family ethnic identity and CS behaviors. Qualitative analyses point to complexities in children's ethnic identity and between family and children's ethnic identities. Together, these findings provide support for the theoretical model and suggest that although ethnic identity among international transracial adoptees (ITRAs) has similarities to that of nonadopted ethnic minority children, their internal experiences are more complex.

Unpacking complexities in ethnic–racial socialization in transracial adoptive families: A process-oriented transactional system

“…The extant literature suggests Parent Role and ERS Processes can have an impact on TRA youth functioning, although more is known about CS than PfB. For example, adoptees who received CS feel more connected to their culture of origin (C3), have fewer externalizing problems (C5), and higher self-esteem (C2) (Hu et al, 2015; Johnston et al, 2007; Manzi et al, 2014; Pinderhughes et al, 2015); with PfB, adoptees tend to have higher self-esteem (C2) and less depression (C5) (Mohanty & Newhill, 2011).…”

In Their Own Voices: Identity and Racial Socialization Experiences of Young Adult Chinese Adoptees

“…Preliminary findings have largely shown that parents who assumed a color-blind approach to parenting and failed to acknowledge differences did not facilitate racial-ethnic awareness in their children, whereas parents who acknowledged racial/ethnic/cultural differences in their transracially adopted children prioritized familial exposure to the adoptive child's birth culture, recognized the family's multicultural background, and engaged in and practiced ethnic-racial socializing (Berbery & O'Brien, 2011;O. M. Kim et al, 2013;Pinderhughes et al, 2015b). Therefore, adoptive parents prepared their adoptive children for bias when they acknowledged racial and ethnic differences in lived experiences (compared with color-blind approaches), worked to understand the world through their child's perspective, and recognized the importance of equipping children to enter a world in which they will be forced to endure racism and stigma as persons of color, immigrants, and racial-ethnic minorities (Berbery & O'Brien, 2011;Crolley-Simic & Vonk, 2011;Lee et al, 2006).…”

Depth in Cultural Socialization in Families with Children Adopted from China

“…For example, in 241 transracial adoptive families whose parents supported their Korea-born adolescents' ethnic identity through CS experiences, adoptees showed better psychological adjustment (Yoon, 2000). A mixed-methods study showed that Chinese TRAs who experienced more CS activities were more likely to label themselves as multiethnic (i.e., Chinese or Chinese-American) than mono-ethnic (i.e., American) (Pinderhughes, Zhang, & Agerback, 2015). In sum, research among TRAs illustrated the developmental importance of ethnic identity and CS.…”

“…More specifically, clinicians can invite parents to examine (1) attitudes about cultural differences, (2) their feelings about fostering racial and ethnic identities that can be different (3) what they would like to provide, and what their hopes for their children are (Pinderhughes et al, 2015). Clinicians can help parents see the link between attitudes, motivations, and depth of CS so that parents who are interested in providing deep CS can consciously examine their feelings and carefully seek activities.…”

“…Clinicians can help parents see the link between attitudes, motivations, and depth of CS so that parents who are interested in providing deep CS can consciously examine their feelings and carefully seek activities. More specifically, clinicians can invite parents to examine (1) attitudes about cultural differences, (2) their feelings about fostering racial and ethnic identities that can be different (3) what they would like to provide, and what their hopes for their children are (Pinderhughes et al, 2015).…”