The Hidden Side of Transracial Adoptees POCC 2019: December 6, 2019 - - PowerPoint PPT Presentation

The Hidden Side of Transracial Adoptees

POCC 2019: December 6, 2019

Tina Fox The Park School, MA Amanda Friedman Miss Porter's School, CT Matt Goldman Burgundy Farm Country Day School, VA Jenny Hammond Deerfield Academy, MA

PRESENTERS

• INTRODUCTION
• TABLE TALK
• CASE STUDIES
• CLOSING

ROAD MAP

INTRODUCTION

The Adoption Triangle

Adoptive Parent Child Birth Parent

Descriptors & Terminology

• Transnational
• Transracial
• Mixed Heritage
• Foster
• Adoption
• Disruption

Palmer’s Transracial Identity Model

WHITE CULTURAL IDENTITY

• Belief that you are “as white as

everybody else” and surprised when you encounter people who do not see you that way

• Recognition that ridding self of

primary culture and learning to be like White culture allows you certain privileges and acceptance within home community (cultural privilege)

• Reminded by others that you

are not, in fact, white (“just really tan” “sellout”)

RACIAL IDENTITY

• Identity inherited at birth
• Sometimes silenced in

culturally White homes

• Rejection of learning about

your race’s culture

• Early experiences of racism

dismissed or deracialized

• May experience a racial incident

that precipitates an identity

• awakening. Colorblind
• Rejection from people of your
• wn race due to inauthenticity

TRA IDENTITY

• Desire to fit in → suppress TrA

identity

• Curiosity about bio

parents/racial identity brings up feelings of guilt and gratitude (“saved” complex)

• Sense of incompleteness if

deny or disregard TrA identity → leads to seeking answers (birth search, home country visit, etc.)

• Seek reunion with other TrAs

(PoCC affinity group)

• “In connecting with these other

individuals, you may feel a full acceptance and understanding for the first time.”

Cross’ Stages of Ethnic Identity Model

Stage Self Perception Pre-Encounter Has absorbed the images, beliefs, and values of dominant group. Considers self as “colorblind” and the world as “raceless.” Views the world individualistically and relationally; unaware of significance of group. Encounter If positive encounter: surprised by perceived differences. If negative encounter: feels devalued and rejected; now unsure of own identity and community. Earlier beliefs about equality, “liberty and justice for all” shaken. Immersion/ Emersion Redefining self. Internalization The new identity is integrated into the self-concept and affirmed; a new sense

• f security results.

Internalization- Commitment “Emissary”: sees own achievements as advancing the group’s cause.

TABLE TALK

Question 1: Jenny & Matt

Share about a time during your adolescence when the intersection of your identities was amplified by being asked to “choose one/check a box.”

Question 2: Amanda & Tina

Tell us about how you experienced the dissonance between the “grateful” narrative and the separation trauma & feelings of isolation in your life. How are/were you able to navigate that experience?

CASE STUDIES

Directions

• Please gather in groups of three or four
• Read your assigned scenario and discuss:

○ What is your first thought or gut reaction? ○ How would you describe the dynamics? ○ What are some challenges in addressing the issue? ○ How do you respond?

Elementary School (K-5) Scenario

You are a 3rd grade teacher on recess duty. Cory, in grade four, comes to you crying. She shares that a student in another class was making fun of her at lunch, saying that her parents found her in a dumpster. How do you respond?

Middle School (6-8) Scenario

You are a 7th grade social studies teacher at a regular team planning meeting, and you are chatting informally before everyone arrives. The science teacher on your team begins to enthusiastically describe how his new family history and genealogy project is going to "really personalize and diversify" his DNA unit. How do you respond?

High School (9-12) Scenario

You are on a run during cross-country practice where you are chatting with Alex, a 10th grade student, who has been

• n the team since 9th grade. Alex is down about his crush

rejecting him for a date to the movies. When you ask him why, Alex mumbles, "She told me we couldn't go out because I'm a twinkie - yellow on the outside and white on the inside. I guess I'm not Korean enough for her." How do you respond?

Directions

• Please gather in groups of three or four
• Read your assigned scenario and discuss:

○ What is your first thought or gut reaction? ○ How would you describe the dynamics? ○ What are some challenges in addressing the issue? ○ How do you respond?

CLOSING

Last thoughts

• Questions?
• Comments?
• Suggestions?

As a young person,

• I didn’t know I needed...
• I needed but didn’t know how to ask for...
• I wish the adults in my life knew that...

• Please submit a review!
• Visit our workshop website:

[Short URL]

• Contact us:

○ foxt@parkschool.org ○ afriedman@missporters.org ○ mattg@burgundyfarm.org ○ jhammond@deerfield.edu

THANK YOU!

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