Transracial Adoption Literature Review

A Review of the Literature Transracial adoption occurs when two parents of one race or ethnicity adopt a child of another (Hoffman, Pena, 2013). Through the years there has been significant controversy surrounding transracial adoptions as it has been said that “(white families) no matter how well intentioned, may be ill equipped to help black children survive in a racist society and develop a healthy sense of themselves and racial identity” (Butler-Sweet, 2011). Most notably the National Association of Black Social Workers [NABSW] have repeatedly voiced their opposition to transracial adoptions since the 1970’s, specifically in regards to black children equating it to genocide. There has been a significant amount of research done surrounding
This is seen as an internal conflict where in one aspect adoptees feel thankful for their family, but feel a sadness of sorts “linked to a sense of loss of birth family and a longing to fill the void in their identities, even if they struggle to express these feelings” (as cited in Kim, 2010). Reynolds, Ponterotto and Lecker (2016) state that identity and identity development are complicated because of the many variables that impact ones identity. They further state that “both racial and ethnic identity are continuously constructed and co-constructed based on an individual’s sense of acceptance/rejection or belonging/exclusion, or in others words an individual’s psychological orientation to belonging to a group (as cited in Kim, Suyemoto & Turner, 2010). Further research has found that transracial adoptees most often identify with their adoptive parent’s culture (Padilla, Vargas, & Chavez 2009). These identities evolve and mature throughout the course of life, often during key developmental periods or as a result of unexpected experiences (e.g., racism). In addition, they are affected by social reference points as well as group
Simply put, a person’s social identity is their sense of self, based upon their group memberships. Social identity theory also suggests “that social group membership, also called collective identity, has an impact on self-esteem” (Aviram, Rosenfeld, 2002). The groups that one belongs to deliver a sense of belonging to the social world, these memberships can include ones extracurricular activities, ones church, ones neighborhood and ones family. It is in these groups that categorizations are made about perceived similarities including values, behavioral norms, speech, and attitudes (Stets, Burke 2000). The importance of in-groups on one’s social identity was emphasized as Stets and Burke state (2000) “ one’s identities are composed of the self-views that emerge from the reflexive activity of self-categorization or identification in terms of membership in particular groups or roles”. Stets and Burke (2000) further state that “having a particular social identity means being at one with a certain group, being like others in the group and seeing things from the groups perspective”. According to Aviram and Rosenfeld (2002) “this may not be possible for individuals who are members of a stigmatized group”. This is only one component of social identity theory, covering merely the