Racial/cultural identity and parental cultural competence in transracial adoption (TRA) are subjects of fierce debate and discussion in contemporary western societies. The ongoing practice of TRA has led to a polarization that either supports or berates the suitability of the environment provided in such homes. The external scrutiny invariably creates doubt among white adoptive parents as to whether they are 'doing the right thing'. By drawing upon extant literature and original qualitative research carried out in New York, this paper explores adoptive mothers' conceptualization and understanding of racial/ethnic socialisation (RES). The paper puts forward three discursive approaches. It is argued that the ways in which white adoptive mothers understand and experience diversity influences their approach to RES, which in turn is mediated through family and community networks and societal discourses on race, power and hierarchy.

Young people leaving state care are recognized to be one of the most marginalized groups in society. In comparison to their counterparts living in their own family and community context, care leavers experience enormous adversity and upheaval. A combination of poor pre-care, incare and post-care experiences serves to disadvantage this group of young people in many important ways. Moreover, research evidence documents the complexity of identity issues and concerns for minority ethnic children and young people who are separated from their birth families and are being brought up in public care. By drawing upon a recent and wider empirical study into care leavers in England, this paper explores the sociological concept of social capital and the ways in which this may contribute to young people's understanding and negotiation of their own racial and ethnic identity.

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Social worker perceptions demonstrate an understanding that suggests that the experience of ethnicity is gendered and that gender relations are ethnically distinct and impacted by social class. The paper highlights the importance of understanding patriarchy and gender relations, as well as the wider context of race and ethnicity and the interconnections between ethnicity, gender and social class.

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Much of the literature on rape, victim blaming, and rape myth acceptance is focused on the United States, and there is a general dearth of such scholarly activity in other countries. This article offers insights on university students' perspectives in two new country contexts-India and the United Kingdom. A total of 693 students contributed to the data collection for this study. Rape myth acceptance was fairly low for both countries, however, students in India were more likely to endorse rape myths. Several demographic characteristics were significant for rape myth acceptance in each country. This study makes an important contribution to the extant literature to address paucity of knowledge and promote understandings to help develop country-specific and appropriate policy, practice, and education and awareness programs. In particular, the study provides novel comparative findings on rape myth acceptance in new country contexts to help advance academic thinking in this area of work.