The Hidden Side of Transracial Adoptees POCC 2019: December 6, 2019

Tina Fox The Park School, MA

Amanda Friedman Miss Porter's School, CT PRESENTERS Matt Goldman Burgundy Farm Country Day School, VA

Jenny Hammond Deerfield Academy, MA

● INTRODUCTION

● TABLE TALK ROAD MAP ● CASE STUDIES ● CLOSING INTRODUCTION The Adoption Triangle

Child

Adoptive Parent Birth Parent Descriptors & Terminology

● Transnational

● Transracial

● Mixed Heritage

● Foster

● Adoption

● Disruption Palmer’s Transracial Identity Model

WHITE CULTURAL IDENTITY RACIAL IDENTITY TRA IDENTITY - Belief that you are “as white as - Identity inherited at birth - Desire to fit in → suppress TrA everybody else” and surprised identity - Sometimes silenced in when you encounter people who culturally White homes - Curiosity about bio do not see you that way parents/racial identity brings up - Rejection of learning about - Recognition that ridding self of feelings of guilt and gratitude your race’s culture primary culture and learning to (“saved” complex) be like White culture allows you - Early experiences of racism - Sense of incompleteness if certain privileges and dismissed or deracialized deny or disregard TrA identity → acceptance within home - May experience a racial incident leads to seeking answers (birth community (cultural privilege) that precipitates an identity search, home country visit, etc.) - Reminded by others that you awakening. Colorblind - Seek reunion with other TrAs are not, in fact, white (“just really - Rejection from people of your (PoCC affinity group) tan” “sellout”) own race due to inauthenticity - “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

Has absorbed the images, beliefs, and values of dominant group. Considers self as “colorblind” and the world as Pre-Encounter “raceless.” Views the world individualistically and relationally; unaware of significance of group.

If positive encounter: surprised by perceived differences. If negative encounter: feels devalued and rejected; Encounter now unsure of own identity and community. Earlier beliefs about equality, “liberty and justice for all” shaken.

Redefining self.

Immersion/ Emersion

The new identity is integrated into the self-concept and affirmed; a new sense Internalization of security results.

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

● Visit our workshop website: [Short URL]

● Contact us: ○ [email protected] ○ [email protected] ○ [email protected] ○ jhammond@deerfield.edu

QR Code for our Online Content and Resources!