About this srcd poster session

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Panel information
Panel 17. Race, Ethnicity, Culture, Context

Abstract

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Transracial adoptees (TRAs) are adopted in families who belong to different ethnic-racial backgrounds (Quiroz, 2008). TRAs are often part of marginalized and underrepresented racial groups; thus, they are at a higher risk of experiencing discrimination (Kim, 2021). Although there are studies investigating ethnic-racial experiences, such as risks of ethnic-racial identity (ERI) and psychosocial outcomes (e.g., Rivas-Drake et al., 2014), only a handful of studies have looked at these experiences and processes in TRAs (Reynolds et al., 2020). These experiences may differ from non-TRA children of color as messaging regarding ethnic-racial identity differs based on family composition and community (Hamilton et al., 2015). Studies on TRAs tend to focus on home/school environments as agents of ethnic-racial socialization (Montgomery et al., 2018; Cashen & Grotevant, 2020). However, there are still gaps in our understanding of TRA’s perceptions of experiences of identity and sense of belongingness relate to their developmental outcomes. Using a qualitative approach, we aim to gain a better understanding of TRAs experiences related to their ethnic-racial identity and sense of belongingness with the community they grow up in, and how these experiences relate to their development.
Twelve transracial adoptees completed (Ntarget=20 18-25 years old; data collection and analysis will be completed at the time of the conference) in-depth interviews (See Table 1). Interview questions explored transracial adoptees' unique experiences of identity meaning-making, community belonging, and community development. Probes were adapted and used as needed to encourage, clarify, or expand on the description of experiences. Data will be analyzed using thematic analysis focusing on individual experiences with external factors and how that interacted with internal processes (Braun & Clarke 2006; 2019). Preliminary review of themes with the 13 interviews yielded five major themes emerged (See Table 2): 1) Defining TRA identity as a blending of cultures; 2) Struggle for ERI authenticity; 3) Sense of unbelonging due to lack of education on adoption; 4) Misconceptions that TRAs are harmed by cultural disconnection; and 5) Healing ERI through taking agency in cultural engagement.
Together, these themes highlight the complexity of TRA experiences. Their experiences parallel trends what we know of these experiences among other groups with a challenged sense of self (i.e. immigrant children, bi/multiracial children) (Phinney, 1990). However, these themes also show TRA experiences are unique such as how they separately and simultaneously develop their culture and ERI. By blending their lived experiences TRAs combine their white cultural backgrounds with their ERI to create unique meanings of identity. In addition, we see themes of how social factors play a role in creating a sense of unbelonging and question of authenticity due to perceiving TRA experiences as “abnormal". Having a better understanding of the role of a sense of belonging to a community and identity can enhance our understanding of TRA resilience, meaning-making, stressors, and support. This has implications for resources that can be implemented into school systems and educational resources for caregivers on adoption. In addition, it can provide insight into adopting community support resources for TRAs as they emerge into adulthood.

Author information

Author	Role
Ruth Lattime Liyue Babich, Clark University	Presenting author
Ana K. Marcelo Ph. D., Clark University	Non-presenting author
Kate Smolens, Clark University	Non-presenting author
Jay Nunez, Clark University	Non-presenting author

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