Euro-American parents' socialization for the multiple identities of children adopted from China.
This study examined how 14 Euro-American parents, including 7 father and 7 mothers, address challenges associated with the socialization of 17 Chinese adopted children. The parents discussed successes and challenges related to ethnic and racial socialization for the development of healthy self-concepts and identities in their children. A conventional content analysis of individual qualitative interviews revealed that parents identified three, interrelated identities and engaged in three types of activities that demonstrated aspects of cultural competence: Supporting the Identity, Creating a Community, and Addressing Challenges. For their children’s Asian American Identity, the parents supported the children’s Asian heritage, made connections with other Asians and helped the children deal with discrimination. For their children’s Transracial Adoptive Identity, parents communicated openly about the adoption, formed peer groups with other adopted children and coped with insensitive comments from strangers about the adoption. For the children’s Mainstream Identity, parents embraced the children as part of American society, sustained relationships with diverse peers, and worked to minimize tensions between their children’s Asian and mainstream identities. The results revealed areas of strengths and limitations in the parents’ competence for supporting the children’s multiple, interrelated identities and the continued integration of these identities.
Chen, Y. L., Lamborn, S. D., & Lu, H.（2017）. Euro-American parents' socialization for the multiple identities of children adopted from China. International Perspectives in Psychology: Research, Practice, Consultation, 6, 152 – 164.（APA）