Pinderhughes, Ellen

Zhang, Xian

English

ScholarWorks@UMass Amherst

RESEARCH POSTER PRESENTATION DESIGN © 2012 www.PosterPresentations.com (—THIS SIDEBAR DOES NOT PRINT—) DESIGN GUIDE  This PowerPoint 2007 template produces a 42”x60” presentation poster. You can use it to create your research poster and save valuable time placing titles, subtitles, text, and graphics.    We provide a series of online answer your poster production questions. To view our template tutorials, go online to PosterPresentations.com and click on HELP DESK.   When you are ready to  print your poster, go online to PosterPresentations.com   Need assistance? Call us at 1.510.649.3001     QUICK START  Zoom in and out As you work on your poster zoom in and out to the level that is more comfortable to you. Go to VIEW > ZOOM.  Title, Authors, and Affiliations Start designing your poster by adding the title, the names of the authors, and the affiliated institutions. You can type or paste text into the provided boxes. 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How to remove the info bars If you are working in PowerPoint for Windows and have finished your poster, save as PDF and the bars will not be included. You can also delete them by going to VIEW > MASTER. On the Mac adjust the Page-Setup to match the Page-Setup in PowerPoint before you create a PDF. You can also delete them from the Slide Master.  Save your work Save your template as a PowerPoint document. For printing, save as PowerPoint of “Print-quality” PDF.   Student discounts are available on our Facebook page. Go to PosterPresentations.com and click on the FB icon.  ©	  2013	  PosterPresenta/ons.com	  	  	  	  	  	  2117	  Fourth	  Street	  ,	  Unit	  C	  	  	  	  	  	  	  	  	  	  	  	  	  	  Berkeley	  CA	  94710	  	  	  	  	  posterpresenter@gmail.com	  o  Cultural	  socializa/on	  (CS):	  teach	  racial	  or	  ethnic	  heritage	  and	  history;	  promote	  cultural	  customs	  and	  tradi/ons;	  promote	  cultural,	  racial,	  and	  ethnic	  pride	  (Hughes	  et	  al.,	  2006)	  o  In	  transracial	  adop/ve	  (TRA)	  families,	  parents	  provide	  CS	  hoping	  to	  make	  a	  cultural	  connec/on	  to	  adopted	  child’s	  birth	  country.	  	  	  o  But	  what	  and	  how	  to	  provide	  CS	  is	  not	  clear.	  	  	  	  	  BACKGROUND	  o  Quiroz	  (2012):	  culture	  keeping	  vs.	  cultural	  tourism	  	  o  Culture	  Keeping	  (CK):	  genuine,	  authen/c	  connec/on	  to	  a	  culture	  (e.g.,	  moving	  to	  a	  diverse	  neighborhood;	  cross-­‐cultural	  friendship)	  o  Cultural	  Tourism	  (CT):	  superficial,	  consumerist	  connec/on	  to	  a	  culture	  (e.g.,	  renaming	  a	  child;	  buying	  cultural	  ar/facts;	  celebra/ng	  ethnic	  holidays)	  o  Pinderhughes	  (2010):	  mul/ple	  facets	  and	  complexi/es	  in	  socializa/on	  o  Modality	  (e.g.,	  are	  parents	  involved?;	  structure	  of	  ac/vi/es;	  loca/on	  of	  ac/vi/es/events)	  o  Parent	  role	  (e.g.,	  how	  parents	  think	  of	  racial	  and	  cultural	  differences;	  parents’	  racial	  and	  ethnic	  iden/ty;	  proac/ve/reac/ve	  approach	  to	  socializa/on)	  o  Contextual	  considera/ons	  o  Developmental	  considera/ons	  o  Child	  engagement	  Frameworks	  RESULTS	  1.	  What	  and	  how	  do	  parents	  provide	  cultural	  socializaJon?	  DISCUSSION	  •  Bebiroglu,	  N.,	  &	  Pinderhughes,	  E.E.	  (2912).	  Mothers	  raising	  daughters:	  New	  complexi/es	  in	  cultural	  socializa/on	  for	  children	  adopted	  from	  China,	  Adop/on	  Quarterly,	  15,	  116-­‐139.	  •  Hughes,	  D.	  Rodriguez,	  J.,	  Smith,	  E.P.,	  Johnson,	  D.J.,	  Stevenson,	  H.C.,	  &	  Spicer,	  P.	  (2006).	  Parents'	  ethnic-­‐racial	  socializa/on	  prac/ces:	  A	  review	  of	  research	  and	  direc/ons	  for	  future	  study.	  Developmental	  Psychology,	  42,	  747-­‐770.	  •  Pinderhughes,	  E.	  (2010,	  April).	  Ethnic-­‐racial	  socializaAon	  in	  internaAonal	  transracial	  adopAve	  families:	  The	  many	  facets	  and	  complexiAes.	  Presenta/on	  at	  2010	  Rudd	  Adop/on	  Research	  Program	  Annual	  Conference,	  Amherst,	  MA.	  •  Quiroz,	  P.A.	  (2012).	  Cultural	  tourism	  in	  transna/onal	  adop/on:	  "Staged	  authen/city"	  and	  its	  implica/ons	  for	  adopted	  children.	  Journal	  of	  Family	  Issues,	  33,	  527-­‐555.	  	  	  Funding	  from	  W.T.	  Grant	  Founda/on	  and	  Tuhs	  University	  to	  second	  author	  (E.	  Pinderhughes).	  	  	  Limitations ACKNOLEGEMENT	  Xian	  Zhang	  &	  Ellen	  Pinderhughes	  Adop/on	  Development	  Project,	  Tuhs	  University	  Culture	  Keeping	  or	  Cultural	  Tourism?	  -­‐	  Cultural	  Socializa/on	  in	  Transracial	  Adop/ve	  Families	  Research	  QuesJons	  1.  What	  and	  how	  do	  adop/ve	  parents	  provide	  cultural	  socializa/on	  for	  their	  children	  from	  China?	  	  2.  What	  are	  the	  respec/ve	  characteris/cs	  of	  culture	  keeping	  and	  cultural	  tourism	  in	  cultural	  socializa/on	  ac/vi/es?	  	  METHOD	  Procedure:	  Qualita/ve	  analysis	  of	  parent	  interviews.	  	  Parent	  interviews	  are	  semi-­‐structured	  interviews	  consis/ng	  ques/ons	  regarding	  parents’	  reflec/on	  on	  race,	  ethnicity	  and	  culture,	  and	  experiences	  of	  adop/on.	  Sample:	  17	  families.	  Mean	  parent	  age	  =	  50	  years;	  mean	  child	  age	  =	  7.3	  years.	  	  • Child	  only,	  family,	  or	  community-­‐level	  (move)	  • Structured	  or	  unstructured	  • Presence	  of	  a	  Chinese	  cultural	  expert	  CS	  ac/vi/es	  • Parent	  ini/ated	  an	  ac/vi/es	  • Parent	  proposed	  an	  ac/vates	  • Parent	  waited	  for	  child	  to	  suggest/ini/ate	  CS	  Approach	  • Child’s	  posi/ve	  iden/ty	  development	  • Socialize	  with	  children	  with	  similar	  experiences	  • Sugges/on	  by	  someone	  in	  adop/on	  community	  • Resistance	  to	  CS	  (why	  not	  doing	  X)	  Mo/va/on	  	  • Acknowledgement	  of	  cultural	  differences	  • Importance	  of	  cultural	  differences	  in	  daily	  life	  Aptudes	  toward	  cultural	  differences	  	  	  	  	  How	  to	  Measure	  CK	  and	  CT	  Four	  indicators:	  CS	  acJviJes;	  approach;	  moJvaJon;	  and	  aRtudes	  toward	  cultural	  differences	  Coding	  Scale	  (part)	  Each	  indicator	  coded	  in	  a	  5-­‐point	  Likert	  scale.	  	  Overall	  Score CS	  AcJvity Approach	   MoJvaJon ARtude 5	  	  Genuine	  culture	  keeping • Diverse	  community	  • Diverse	  school	  • Structured	  family-­‐level	  interac/ons	  w/	  cultural	  experts Ini/a/ng	  ≥	  70% Unmet	  needs	  ≥	  70%	  	   High	  Ack	  ≥	  70%	  and	  	  high	  salience	  ≥	  70% 3	  Cultural	  tourism	  –	  balance	  between	  parent	  interest	  and	  child	  interest • Child-­‐level	  structured	  ac/vi/es	  w/out	  a	  	  cultural	  expert	  	  • Unstructured	  family-­‐level	  interac/ons	  w/	  a	  cultural	  expert 	  (ini/a/ng	  +	  proposing)	  =	  50-­‐70%	   Distribu/on	  of	  mo/va/on	  fits	  none	  of	  the	  other	  descrip/ons. High	  Ack	  ≥	  70%	  and	  	  high	  salience	  <	  50%;	  	  or	  	  High	  Ack	  =	  30-­‐70%	  and	  high	  salience	  ≥	  50% 1	  Resistance	  to	  CS • Parent	  ar/culates	  not	  doing	  a	  par/cular	  ac/vity Wai/ng	  ≥	  70%	  	   Mo/va/on	  against	  CS	  ≥	  50%	  	  	  	  	   High	  Ack<	  30%	  and	  high	  salience	  <	  50% 1	   2	   3	   4	   5	  percentage	   0%	   47%	   53%	   0%	   0%	  0%	  10%	  20%	  30%	  40%	  50%	  60%	  Overall	  CS	  AcJviJes	  Score	  Overall	  ac/vity	  scores	  were	  all	  CT	  two-­‐parent	  heterosexual	  n=8	  two	  moms	  n=2	  single	  mom	  n=6	  two	  dads	  n=1	  family	  makeup	  graduate	  degree	  n=10	  college	  degree	  n=5	  some	  graduate	  school	  n=2	  parent	  educaJon	  1	   2	   3	   4	   5	  percentage	   12%	   6%	   6%	   53%	   18%	  0%	  10%	  20%	  30%	  40%	  50%	  60%	  Overall	  Approach	  Score	  Dominant	  approach	  was	  CK	  1	   2	   3	   4	   5	  percentage	   0%	   18%	   35%	   18%	   29%	  0%	  5%	  10%	  15%	  20%	  25%	  30%	  35%	  40%	  Overall	  MoJvaJon	  Score	  CK	  &	  CT	  evenly	  distributed	  1	   2	   3	   4	   5	  percentage	   0%	   6%	   35%	   24%	   35%	  0%	  10%	  20%	  30%	  40%	  Overall	  ARtude	  Score	  More	  CK	  than	  CT	  2.	  What	  are	  the	  respecJve	  characterisJcs	  of	  CK	  and	  CT	  in	  cultural	  acJviJes?	  CK	  and	  CT	  characterisJcs	  in	  selected	  CS	  acJviJes	  AcJvity	   Count	   Score	  2	  	  Score	  3	   Score	  4	   Score	  5	  Total	  Count	   152	   90	  (59%)	   23	  (15%)	   28	  (18%)	   11	  (7%)	  Big	  Sister	   3	   2	   1	  	  Chinese	  New	  Year	  14	   14	  Food	   10	   9	   1	  Language	   20	   4	   2	   10	   4	  Playgroup	   8	   2	   6	  Diverse	  School	   4	   3	   1	  Friends	  w/	  Chinese	  adults	  6	   1	   4	   1	  e.g.,	  Child	  listen	  to	  Chinese	  CD	  at	  her	  will	  e.g.,	  Whole	  family	  axend	  weekly	  Chinese	  classes	  	  • Most	  ac/vi/es	  were	  provided	  at	  culture	  tourism	  level.	  	  • There	  is	  varia/on	  within	  ac/vi/es.	  	  1.	  Cross-­‐cultural	  contact	  might	  be	  an	  important	  discriminaJng	  factor	  between	  CK	  and	  CT	  Content	  (what)	  of	  Cross-­‐cultural	  Contact	  ¡ The	  Big	  Sister	  and	  that’s	  just	  been	  great.	  	  I	  think	  for	  her	  just	  to	  have	  this,	  kind	  of,	  great,	  cool	  role	  model	  who	  she	  does	  cool	  stuff	  with	  and	  that	  she’s	  more	  alike.	  	  And	  that,	  you	  know,	  like	  when	  we	  went	  to	  her	  Big	  Sister’s	  graduaAon	  last	  year,	  and…um,	  and	  she	  was	  just	  so	  proud,	  I	  think,	  like	  she	  knew	  someone	  who	  was	  graduaAng	  …	  and	  I	  liked	  that	  she	  kinda	  felt	  cool	  about	  that,	  so	  I	  think	  the	  Big	  Sister	  has	  been	  a	  good	  part	  for	  her,	  too.	  ¡ Chinese	  playgroup	  ¡ Incredibly	  important.	  Wonderful.	  Loves	  it.	  Very	  Important	  	  ¡ Especially	  aher	  this	  [the	  playgroup]	  I	  think	  (Child’s	  name)	  is	  very	  interested	  in	  Chinese	  culture.	  	  I	  think	  it	  is	  also	  because	  of	  her	  age.	  	  She	  is	  highly	  interested.	  	  Wan/ng	  to	  learn	  more,	  the	  language	  especially.	  	  She	  is	  excited.	  	  	  “Natural”	  contact	  (Chinese	  New	  Year	  organized	  by	  Chinese	  people)	  vs	  ”ar/ficial”	  contact	  (Chinese	  New	  Year	  organized	  by	  agents)	  ¡ my	  concern	  with	  that	  was	  a	  lot	  of	  people	  was	  people	  like	  us:	  white	  parents	  who	  had	  Chinese	  kids	  puTng	  on	  celebraAons.	  	  You	  now	  what	  I	  mean?	  	  It	  wasn’t	  done	  by	  Chinese	  people,	  it	  wasn’t	  -­‐	  it	  wasn’t	  around…you	  know,	  we	  were	  the	  majority	  sAll…that	  they	  feel	  more	  confident	  that	  their	  culture	  can	  be	  the	  majority	  and	  the,	  you	  know,	  the	  white	  parents	  can	  be	  in	  the	  minority…	  Context	  (process)	  of	  Cross-­‐cultural	  Contact	  2.	  Parents’	  had	  various	  reasons	  to	  resist	  cultural	  socializaJon	  Doubts	  in	  CS	  ¡ “…	  I	  don’t	  think	  she’s	  going	  to	  die	  because	  of	  it	  (lack	  of	  cultural	  socializaAon”	  Balance	  child’s	  needs	  and	  parent’s	  needs	  ¡ too	  /red”,	  need	  to	  fulfill	  other	  paren/ng	  tasks	  CS	  in	  the	  long	  term	  ¡ “she	  hates	  it.	  I	  don’t	  want	  to	  turn	  language	  lessons	  into	  a	  nega/ve	  experience	  for	  her.	  We’ll	  try	  again	  when	  she’s	  a	  lixle	  older”	  	  o  Does authenticity matter for cultural socialization in transracial adoptive families? o  How to measure authenticity in cultural socialization? o  Secondary	  data	  o  Small	  sample	  o  Did	  not	  include	  adoptees’	  response	  to	  CS	  o Method	  used	  to	  calculate	  overall	  CS	  ac/vi/es	  at	  risk	  of	  generaliza/on	  	  	  Research Implication Practice Implication o Important	  to	  understand	  why	  families	  do	  NOT	  engage	  in	  cultural	  socializa/on.	  o HOW	  to	  provide	  cultural	  socializa/on	  may	  be	  more	  important	  than	  WHAT	  to	  provide.	  o An	  ethnic	  role	  model	  in	  a	  natural	  sepng	  may	  create	  a	  strong	  connec/on	  to	  adoptees’	  birth	  culture.	  o Does	  authen/city	  maxer	  in	  cultural	  socializa/on	  for	  transracial	  adoptees?	  REFERENCES	  CONTACT	  Xian	  Zhang	  Xian.Zhang@tuhs.edu	  

Culture Keeping or Cultural Tourism? Cultural Socialization in Transracial Adoptive Families

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Culture Keeping or Cultural Tourism? Cultural Socialization in Transracial Adoptive Families

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