Unpacking complexities in ethnic–racial socialization in transracial adoptive families: A process-oriented transactional system. (May 2021)

• Record Type: Journal Article
• Authors: Pinderhughes, Ellen E.; Matthews, Jessica A. K.; Zhang, Xian; Scott, Judith C.
• Editors: Cicchetti, Dante; Luthar, Suniya S.; Burack, Jacob A.
• Is Part Of: Development and psychopathology. Volume 33:Number 2(2021)
• Page Start: 493
• Page End: 505
• Publication Date: 2021-05
• Subjects: adoption, -- adoptees, -- ethnic–racial socialization, -- parenting, -- transracial adoption; Child psychopathology -- Periodicals; Developmental psychology -- Periodicals; Psychology, Pathological -- Periodicals; 618.9289
• DOI: 10.1017/S0954579420001741
• Languages: English
• ISSNs: 0954-5794

Abstract

Abstract: Over 50% of adoptions are transracial, involving primarily White parents and children of color from different ethnic or racial backgrounds. Transracial adoptive (TRA) parents are tasked with providing ethnic–racial socialization processes (ERS) to support TRA adoptees' ethnic–racial identity development and prepare them to cope with ethnic–racial discrimination. However, unlike nonadoptive families of color, TRA parents lack shared cultural history with adoptees and have limited experience navigating racial discrimination. Knowledge of ERS among TRA families has centered on unidirectional processes between parenting constructs, ERS processes, and children's functioning. However, ERS processes in this population have complexities and nuances that warrant more sensitive and robust conceptualization. This paper proposes a process-oriented dynamic ecological model of the system of ERS, situating transacting processes in and across multiple family levels (parent, adoptee, family) and incorporating developmental and contextual considerations. With its framing of the complexities in ERS among TRA families, the model offers three contributions: a conceptual organization of parenting constructs related to ERS, a more robust understanding of ERS processes that inform how parents provide ERS, and framing of transacting processes within and between parenting constructs, ERS processes, and children's functioning. Implications for research, policy, and practice are discussed.