The Racial and Ethnic Identity Development of Korean American Transracial Adoptees and Its Impact on Their College Experience
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1 The Racial and Ethnic Identity Development of Korean American Transracial Adoptees and its Impact on their College Experience A Doctoral Thesis presented By Chong Sun Kim To The College of Professional Studies In partial fulfillment of the requirements for the degree of Doctor of Education Northeastern University Boston, Massachusetts October 30, 2012 2 Abstract Transracial adoption has created a hidden identity for this population, which in turn has had profound impact on their understanding of self; especially their racial and ethnic identity. This research focuses on the needs of Korean American transracial adoptees in particular, during their transition into higher education. In this portraiture, I explored the lived experiences of Korean American transracial adoptees and their ethnic and racial identity development and its impact on their overall college experiences. Critical race theory guided the research questions used for this analysis. General guide interview were conducted with a total of four Korean American transracial adoptees. Two adoptees are currently attending colleges in Massachusetts and two adoptees are recent graduates from colleges in Massachusetts. Findings from this research may be used by college administrators, staff, and faculty to raise awareness of issues and challenges adoptees may face in college and to better serve these students in college. Furthermore, these findings support the importance of narrative and allowing individuals to find their voice in telling their stories. Keywords: Korean American transracial adoptee, Ethnic Identity, Racial Identity, Transracial Identity Development, Higher Education 3 Acknowledgements There are many individuals that I owe a debt of gratitude to for their invaluable assistance, endless support, and most importantly, believing in me in through this journey. Thank you for making this research and my academic pursuits possible. First and foremost, I would like to thank Dr. Kimberly A. Truong for her support, wisdom, and overall passion in my topic. You have been a mentor, friend, and an inspiration to me. Second, I would like to thank Dr. Joseph W. McNabb, my second reader and Dr. Tryan L. McMickens, my third reader for their knowledge, excitement, and guidance in helping me through this dissertation process. Most important I would also like to thank each of the four participants involved in study. Without you, this research could not be possible! From the bottom of my heart, thank you for your courage in opening up to me and for sharing your story. I will never forget the story each of you shared with me and the friendships we have built through this experience. Thank you! I would like to thank my colleagues Thomas Morgan, Julie Peck, and members of the SPC group, especially Avery Ewing for supporting me through the editing process and for taking the time to read through each draft and providing feedback. I would also like to extend my heartfelt gratitude to my family. Thank you to my brother Chong Soo Kim who has provided knowledge on this topic and has pushed me to think deeper about it. To my mother, Young Soo Kim who has been with me from the beginning of this journey and have provided encouragement when I needed it. My second family, my father and mother Thomas Wong and Wendy Wong - thank you for providing me a home away from home and lasting memories at the Cape, this gave me the strength to continue to write! 4 I could not have gotten through this journey without the help of my lover, life-long partner, and best friend, Eric Christopher Wong. I am grateful for your patience, endless support, love, and kind words when I needed it. I love you! Lastly, I want to thank my father, Yong Dam Kim. You have made my dreams of being a doctoral student possible. Thanks to your hard work, your sacrifices, and your encouragement I was able to complete this lifelong goal. Because of you I have learned that I can do anything I set out to do if I put in the work. Thank you for your continuous encouragement and for believing in me, Dad. It is for this reason that I dedicate this dissertation to you. 5 TABLE OF CONTENTS Abstract 2 Acknowledgements 3 Table of Contents 5 Chapter 1: Introduction and Theoretical Frameworks 6 Chapter 2: Literature Review 18 Chapter 3: Methods 32 Chapter 4: Findings 43 Chapter 5: Discussion and Implications 112 Appendix A – IRB Recruitment Letter to Participants 132 Appendix B – Online Questionnaire 133 Appendix C – Unsigned Consent Form – Northeastern University 134 Appendix D – Primary Interview Questions 136 Appendix E – Resources Document 137 References 138 6 Chapter 1 Introduction In the last twenty years, the number of Asian American students grew nearly fivefold on college campuses (U.S. Department of Education, 2011). In response to the rapid growth in the enrollment of Asian Americans in higher education, practitioners, researchers, and policy makers have unfortunately failed to research the experiences and examine the needs of these students (National Commission on Asian American and Pacific Islander Research in Education, 2008). The 2010 Census estimated that there were 17.3 million Asian Americans, which is comprised of 5.6 percent of the total population in the U.S. (U.S. Census Bureau, 2010). There was a 46 percent growth in the Asian American population between the years of 2000 and 2010. Asian Americans had the highest percentage growth compared to any other major race groups (U.S. Census Bureau, 2010). Additionally, it is projected that 40.6 million of the residents living in the U.S. will identify as Asian American by the year 2050. Currently, there are about 1.3 million Asian American students enrolled in higher education (The National Commission on Asian American and Pacific Islander Research in Education, 2011). The Commission on Asian American and Pacific Islander Research in Education (CARE, 2011) believes that college enrollment for Asian Americans will increase by 30 percent between 2009 and 2019 (CARE, 2011). The increased number of Asian American students in education has increased the perception of the stereotype that they are the “model minority” (Museus, 2009). This stereotype perpetuates the notion that Asian Americans are stellar students who are successful in education without need of any help or assistance (Museus, 2009). This myth that exists for Asian Americans often negates any issues Asian Americans may be facing or experiencing. Additionally, Asian Americans are often seen as a monolithic 7 group without various subgroups and identities that differentiates them from culture to culture (Museus, 2009). CARE (2011) identified various subgroups within the Asian American community. For example, there are 48 ethnicities, more than 300 languages spoken, and that 69% of Asians were born outside of the U.S (CARE, 2011). As student affairs practitioners, it is essential that necessary steps are taken to properly understand, support, and assist the students who come from the various subgroups within the Asian American community with whom we may come in contact (CARE, 2008). By better understanding the identity development of the different Asian American communities and by examining the varying experiences of Asian Americans in this context, there will be sensitivity to the challenges that these students face and help them overcome these obstacles to further their personal development (George & Aronson, n.d). One of the subgroups within the Asian American community that needs further examination and research is the Korean American transracial adoptees and their unique experiences. Transracial adoption is the legal means of taking a child who is of a different race or ethnicity into one’s family to raise as their own child (McGinnis, Smith, Ryan, & Howard, 2009). The complex layers of identity for transracial adoptees requires an extensive understanding of identity development, recognition of the importance of racial acknowledgement and integration within a family, and acknowledgement of the impact of adoption on an adoptee’s identity (McGinnis, et al., 2009). Although there is a growing body of research on identity development of adoptees and racial identity developments, these factors have not been combined to form a comprehensive understanding of identity development in transracial adoptees (McGinnis, et al., 2009). Unfortunately, most studies on transracial adoptees are not based on empirical data or evidence but are formed by integrating different models and theories which 8 have not been able to fully encompass one’s experience as a transracial adoptee (Baden & Steward, 2000, Hoopes, 1990, Phinney, 1992). The topic of adoption is both a sensitive and complicated issue; however, with the layer of transracial adoptees, the topic becomes even more complex. With the understanding that not all cases and experiences of Korean transracial adoptees are generalizable the practical goals are to encourage students to find their voice and allow them to tell their stories of their individual experiences. Through these stories the researcher will attempt to find ways in which practitioners and educators can assist transracial adoptees in their identity development process. The intellectual goal of this doctoral thesis is to understand the identity development process of transracial adoptees in hopes to better address the needs of these students. Each individual brings many unique aspects in forming and developing their identity. Through these stories the researcher hopes to find key ingredients and themes that will allow practitioners and educations to better understand the experiences and challenges of Korean transracial adoptees in their journey of identity development in college. In gathering this information the researcher will propose to investigate the research questions: “How do Korean transracial adoptees experience identity development in higher education?” and “How does Korean American identity development shape their overall experience in college?” There are many complex variables that play a significant role in identity formation and development. Chapter 2 will explore Critical Race Theory (CRT) as the theoretical framework.