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INTERCOUNTRY ADOPTIONS: INSTITUTING EDUCATIONAL PROGRAMS IN THE ADOPTION PROCESS TO FACILITATE AWARENESS OF CULTURAL IDENTITY ISSUES
Author(s) -
Ku Vicky
Publication year - 2005
Publication title -
family court review
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.171
H-Index - 4
eISSN - 1744-1617
pISSN - 1531-2445
DOI - 10.1111/j.1744-1617.2005.00050.x
Subject(s) - identity (music) , china , process (computing) , psychology , race (biology) , public relations , social psychology , sociology , political science , gender studies , law , acoustics , computer science , operating system , physics
In 1995, China first claimed the designation as the number one location for parents from the United States seeking to adopt children. The children, for the most part girls, are between 6 and 20 months old, when they are adopted. Most of the girls that were adopted in 1995 are now entering into their preteen years, and if they have not already confronted the issue of who they are, they will soon be forced to. Adoption is a complicated and emotional process that affects the entire family. Traditionally, parents who adopt have been able to consciously choose when and how they will first tell their child that they are adopted. However, when the adopted child is a member of a transracial family, where the parents and adoptive child are obviously of a different race, this decision can sometimes be taken out of their hands by a stranger thoughtlessly asking, “Is she yours?” The parents who choose to adopt from a foreign country should be prepared to answer this question and numerous others before they bring their adopted child home. This note will explore the concept of incorporating educational programs into the intercountry adoption process as an effective method of educating prospective parents on the challenges that transracial families will confront.