Familias castellanoleonesas adoptantes en China, 1995-2015: decisión de adoptar, relaciones familiares y estrategias de conciliación

Cáceres, Fernández; Isabel, María

doi:10.14201/gredos.132940

Cited by 2 publications

(2 citation statements)

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“…According to the data offered by the Directorate-General for Social Policy, Families and Childhood, under the Ministry of Health, Social Policy and Equality (2010, p. 108), there were a total of 7,612 adoptions from China between 2003 and 2005, which makes this country the most notable when it comes to adoption numbers. Also, taking into account the fact that most adopted children are girls (around 97% according to the data from Castilla y León – a Spanish region; Fernández Cáceres, 2016 ; SSCYL, 2018 ), we could estimate that the number of girls of Chinese origin was around 7,380. The strict birth control measures and the one-child policy implemented in the People’s Republic of China, together with the patriarchal tradition of preferring sons to daughters, explains why girls were abandoned more than boys.…”

Section: Methodsmentioning

confidence: 99%

“…As for the studies carried out by Adams, Tessler and Gamache (2005) and Tang and Arthur (2012), it was proven that if an educational environment offers a positive experience to adopted individuals belonging to transracial families, this contributes to the child’s positive acceptance of the uniqueness of their ethnic or racial origin, fosters their self-esteem and, consequently, their educational well-being. In Spain, Fernández (2016) pointed out that “being Chinese and adopted becomes ‘something bad’ and leads to insults or even bullying” (Fernández-Cáceres, 2016, p. 409). However, Gil, Doncel, Morales and Lambea (2020) revealed that these children may be mocked due to their Asian phenotypic traits, yet not for being adopted.…”

Section: Introductionmentioning

confidence: 99%

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Cohort study on educational well-being of children of Chinese origin adopted into transracial and international families in the Spanish education system

Abad

Cabrera-Álvarez

2022

F1000Res

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The following dataset focuses on the educational well-being of adopted girls of Chinese origin in Spanish schools. Due to its characteristics, the presence of this group may generate complex interaction dynamics in school; particularly regarding bullying in school linked to factors such as the acceptance of others. These are dynamics, which may indeed condition the educational experience of this social group. Therefore, the aim of creating this dataset is to measure the educational well-being of children of Chinese origin adopted into transracial families in Spain. Although this research was justified by the lack of studies on this social group, we aimed to go one-step further, we also studied the correlation between this social group’s educational experience, and to what extent they show an interest in Chinese culture. As we have written before, we incorporated the concept of Well-Being and we worked with the following indicators: Satisfaction with Life, Social Life, and Bullying in School, Racial Bullying, Personal Identity and Interest in Chinese Culture. To achieve the objective set forth, we conducted a questionnaire. The final sample consisted of 268 individuals. The creation of this dataset provided us with information that can shed light on the relationship between adoption, race/ethnicity and the educational experience of adopted children of Chinese origin.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%