‘We told them that we are both really involved parents’: sexual minority and heterosexual adoptive parents’ engagement in school communities

Goldberg, Abbie E.; Black, Kaitlin; Manley, Melissa H.; Frost, Reihonna L.

doi:10.1080/09540253.2017.1296114

Cited by 24 publications

(27 citation statements)

References 26 publications

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“…LG parents may be especially motivated to actively engage with school communities to ensure that their children are treated fairly (Goldberg et al, 2017), and such involvement may serve to reduce children's risk of victimization. Future research can examine this possibility.…”

Section: Discussionmentioning

confidence: 99%

“…Perhaps LG parents also experience less trust that schools (which are frequently heteronormative in their policies and practices, and employ staff who lack comfort with LG-parent families; Goldberg and Smith, 2014) will effectively support their families, and are less likely to turn to them if their child is mistreated. At the same time, research on LG parents of young children suggests that they are highly involved at school, in part because they hope that their proactive advocacy will facilitate more favorable treatment (Goldberg and Smith, 2014;Goldberg et al, 2017). In turn, LG parents may indeed turn to school-based supports amidst child victimization, especially if they are highly involved and therefore expect positive treatment.…”

Section: Predictors Of Parents' Responses To Victimizationmentioning

confidence: 99%

“…Although research has gradually begun to address the experiences of LGparent families (Goldberg, 2010), rarely has it considered their intersections with the school context. Studies of LG parents of young children have examined their school decisions (Goldberg et al, 2018) and school involvement (Goldberg and Smith, 2014;Goldberg et al, 2017) and several studies of LG-parent families with school-aged children have explored children's experiences with teasing and victimization (Bos and van Balen, 2008;Kosciw and Diaz, 2008;Rivers et al, 2008;Farr et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Community Characteristics, Victimization, and Psychological Adjustment Among School-Aged Adopted Children With Lesbian, Gay, and Heterosexual Parents

Goldberg

Garcia

2020

Front. Psychol.

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Little research has examined victimization among school-aged children raised in lesbian/gay (LG) parent households and almost no work has attended to the school and community contexts that may impact their victimization risk. This study examined predictors of parent-reported child victimization and child adjustment, and parent responses to victimization, in 43 two-mother, 37 two-father, and 56 mother-father families, with adopted children (median age = 8.6 years). Predictors included parent (sexual orientation), school (climate, public versus private) and community (urbanicity, percentage voted Democrat) factors, with parent and child demographics included as controls. A total of 47% of parents reported one or more child victimization experiences in the past year; there were no differences by family type. An exploratory interaction between family type and urbanicity indicated that in large urban areas, children with LG parents were predicted to experience less victimization than children with heterosexual parents; in more rural regions, children with LG parents were predicted to experience more victimization than children with heterosexual parents. School climate was related to victimization: Parents who reported more negative school climate reported more child victimization. Children with higher levels of parent-reported victimization had higher levels of parent-reported internalizing and externalizing symptoms. In large urban areas, children with LG parents were predicted to have fewer internalizing symptoms than children with heterosexual parents; in more rural areas, children with LG parents were predicted to have more internalizing symptoms than children with heterosexual parents. Regarding parents' responses to victimization, LG parents were more likely to talk to school administrators, their children, and the bully, compared to heterosexual parents.

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Section: Discussionmentioning

confidence: 99%

Section: Predictors Of Parents' Responses To Victimizationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Community Characteristics, Victimization, and Psychological Adjustment Among School-Aged Adopted Children With Lesbian, Gay, and Heterosexual Parents

Goldberg

Garcia

2020

Front. Psychol.

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“…Parents with fewer financial (Yoder & Lopez, 2013) and educational (Nixon, 2011) resources, parents of color (Marchand et al, 2019; Quinones & Kiyama, 2014), and parents of children with disabilities (Stober & Franzese, 2018), for example, sometimes report feeling unwelcomed by other parents, which discourages their school engagement. Individuals who differ in other ways from larger parent communities (e.g., in family structure) may also experience marginalization (Goldberg, Black, Manley, & Frost, 2017a). Sexual and gender minority parents represent an additional group that may be vulnerable to exclusion in their children's schools and parent communities in particular.…”

Section: School Parent Communities and Marginalized Parentsmentioning

confidence: 99%

“…Others moved to diverse and inclusive areas to ensure more enriching, progressive public school experiences. Gay fathers with limited financial and/or geographic options, who send their children to “not the best” public schools, may try to offset this reality with high levels of engagement, investing time and effort into schools with the goal of enhancing their children's educational experience (Goldberg, Black, Manley, & Frost, 2017a; Leland, 2017).…”

Section: Lgbtq Parents' Experiences In Schoolsmentioning

confidence: 99%

“We Don't Exactly Fit In, but We Can't Opt Out”: Gay Fathers' Experiences Navigating Parent Communities in Schools

Goldberg

Allen

Carroll

2020

J of Marriage and Family

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This qualitative study, which was guided by an integrative theoretical lens incorporating ecological, intersectional, and minority stress frameworks, examined the heteronormative and gendered contexts of gay fathers' relationships with other parents in their children's schools. Background: Parents' interactions with other parents in the school environment can be a source of support, connection, tension, and/or alienation, and are significant to parents' overall school involvement, which in turn has implications for child academic and psychosocial adjustment. Little work has examined gay fathers' experiences in schools, and with other parents specifically, despite the potential salience of their gender and sexuality.

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Coherent lives: Making sense of adoptees’ experiences in education through narrative identity

Brown,

Shelton

2023

British Educational Res J

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Children adopted from care become part of a hidden, but no less vulnerable, group in the education system and may be overlooked for allocation of additional support and guidance. Adoption is a relatively unique experience and adds layers of complexity, difference and vulnerability to young people's lives that are poorly understood and under‐researched. Adopted adolescents face significant challenges in social, emotional and behavioural aspects of school life. An attainment gap persists throughout their educational career. Adoptees are strikingly absent from many conversations regarding care‐experienced young people yet their needs and challenges are comparable with those of their peers remaining in the care system. Assumptions are made about adoptees’ opportunity and capacity to recover, concealing challenges faced in adjusting to adoptive life, including education. The impact of adoptees’ early experiences could lead to complex identity formation processes during adolescence, with potential implications for education experience and performance. This paper explores the potential of applying a narrative adoptive identity perspective to answer questions about how adopted children and young people experience school as an adopted person, i.e. how does their lived experience as an adopted member of a school community impact on their engagement with school, schoolwork and peer networks? The concept of ‘communicative openness’ is used to illustrate the vital role the school community plays in enabling adopted children to transition into and thrive in school. Taking a narrative adoptive identity approach may enable teachers to better meet adoptees’ specific learning and teaching needs as dictated by their unique experiences and enhance opportunities for better educational progress.

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‘We told them that we are both really involved parents’: sexual minority and heterosexual adoptive parents’ engagement in school communities

Cited by 24 publications

References 26 publications

Community Characteristics, Victimization, and Psychological Adjustment Among School-Aged Adopted Children With Lesbian, Gay, and Heterosexual Parents

Community Characteristics, Victimization, and Psychological Adjustment Among School-Aged Adopted Children With Lesbian, Gay, and Heterosexual Parents

“We Don't Exactly Fit In, but We Can't Opt Out”: Gay Fathers' Experiences Navigating Parent Communities in Schools

Coherent lives: Making sense of adoptees’ experiences in education through narrative identity

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