notes for presentation

The developmental prognosis of

non-white children adopted by

white families.

Introduction

Welcome to our presentation on the developmental prognosis of non-white children adopted by white families.

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In this presentation we will be evaluating the developmental prognosis of non white children adopted by white families. Throughout this presentation, we will be defining what transracial adoption and development are as well as highlighting some theories o

Additionally, we will also be briefly exploring how both ethnicity and culture play a role in our development and we will be looking at the history and social attitudes of transracial adoption before comprehensively demonstrating the influence transracial

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Theories of development

In order to critically evaluate the developmental prognosis of non white children adopted by white families, it is important to consider the following developmental theories as they provide explanations about how we develop and the types of influences tha

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How do estimates of prognosis differ from normal adoptions?

Bronfenbrenner , 1974 stated that to study a child's development then, we must look not only at the child and their immediate environment, but also at the interaction of the larger environment as well

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His model which is pictured above suggests A complex system of relationships affected by levels of the surrounding environment. From immediate relationships of family and school to broad cultural values, laws, and customs. Therefore we must take into con

Differences in identity development between TA adoption and other adoption types

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When looking at identity development, it is important to note that Hollingsworth 2003 argued that children need to grow up in families who match their ethnicity, otherwise they are likely develop a confused sense of identity. It has been argued that tran

Further more, the point that TA children may struggle more than standard adopted children to form a sense of identity and identity development is further supported by Hamilton et al. In this journal, studies found that TA children do have an increased ris

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However, White-Johnson et al., 2010) argued that Children can develop a solid sense of identity and family regardless of the racial composition of their families. As long as the families are willing to engage in both the child's original culture and ethn

With refence back to Bronfenbrenner , 1974 it could be suggested that from the journal by white-Jonsson et al that ethnic and identity development may come from the child themselves but can be influenced and moulded by those in a close proximity and envir

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So although parents of TA children may have to be more involved with identity and ethic development, being a TA child does not always mean they will develop differently to a standard adopted child. To further this idea, it has been found by hamilton et al

Therefore supporting the idea that if the topic is discussed and supported by the parents, then development may not differ to other adopted children.

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Simon and Alstein (1992) conducted a 20 year study of Black, Korean, Native American, Eskimo and Vietnamese children who had been adopted by white couples in the US. In the early years of the study they found the children to have an accurate racial self-i

Furthermore, the children completed a 'self-esteem scale' and it revealed similar scores for Black and other transracially adopted children and for Black and white children. The end stages of this study consisted of a final interview between the transraci

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The researchers ultimately concluded that generally transracial adoptees grow up well adjusted and particularly African American children adopted by white families fare no worse than other children

Asides from identity development, it is important to look at the potential differences in development of TA children and asopted children in the areas of language, acedemic and cognitive development.

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At 4 years old, all adopted children still had lower scores on cognitive development and has less secure attachment than family reared children (Vorria et al., 2006) this shows that being a child of adoption will likely effect cognitive development weathe

but are there more barriers for transracially adopted children?

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Being a TA There are the possibilities of having to learn new languages or curriculums but it is important to understand if there are any other barriers.
Moore (1986) supports this idea and compared 23 transracially adopted and 23 in racially adopted B

Similarly, additional researchers pointed out that Black children who were adopted by white families had the equivalent IQ scores to those of other adopted children whom were in similar families. Scarr and Weinberg (1976), viewed these findings as a form

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