“There Is No Perfect School”: The Complexity of School Decision‐Making Among Lesbian and Gay Adoptive Parents

Goldberg, Abbie E.; Allen, Katherine R.; Black, Kaitlin; Frost, Reihonna L.; Manley, Melissa H.

doi:10.1111/jomf.12478

Cited by 31 publications

(39 citation statements)

References 58 publications

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“…Of these articles, eight name the construct of White supremacy without defining it. In these cases, the term is used to describe a structuring element and social narrative of society and research (Acosta, ; Goldberg, Allen, Black, Frost, & Manley, ; Hagerman, ; Marks, ; Purcell, Oldham, Weiser, & Sharp, ; Rockquemore & Laszloffy, ; Sharp & Weaver, ; Spencer, Mallory, Toews, Stith, & Wood, ). In four articles, White supremacy receives a more nuanced introduction as an organizing theme that has created deleterious effects for the identities and daily lives of racially diverse families (Carroll, ; Karpman, Ruppel & Torres, ; Landor & Barr, ; Willetts, ).…”

Section: White Supremacy: a Hidden Lens In Family Sciencementioning

confidence: 99%

Section: White Supremacy: a Hidden Lens In Family Sciencementioning

confidence: 99%

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White Supremacy and the Web of Family Science: Implications of the Missing Spider

Walsdorf¹,

Jordan

McGeorge

et al. 2020

J of Family Theo & Revie

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Family science is at the forefront of understanding the multiple and interconnected risk and protective factors (e.g., poverty vs. wealth, racism and discrimination, privilege) that affect families and the contexts in which they live. In this article, we use the metaphor of spider and web to suggest that family science theorizing is missing an integral piece of the puzzle—the designer of the contexts that have become the field's object of study and intervention (Krieger, 1994). Who or what is this designer? Recognizing that the answer is necessarily complex, we propose a metaphorical spider of insidious influence: White supremacy. Pairing understandings garnered from decades of critical theorizing with a review of the family science literature, we hypothesize about the web of causation and interrogate this culprit. Finally, we offer implications for the consciousness and intentional addition of White supremacy to family science theorizing and methods.

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Section: White Supremacy: a Hidden Lens In Family Sciencementioning

confidence: 99%

Section: White Supremacy: a Hidden Lens In Family Sciencementioning

confidence: 99%

White Supremacy and the Web of Family Science: Implications of the Missing Spider

Walsdorf¹,

Jordan

McGeorge

et al. 2020

J of Family Theo & Revie

View full text Add to dashboard Cite

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“…Yet there is reason to believe that victimization might intersect with or vary according to where families live or the types of schools children attenddimensions that have generally not been explored quantitatively. A qualitative study found that LG-parent families living in rural and politically conservative communities encountered unique challenges in school selection, amidst implicit and explicit biases against their families (Goldberg et al, 2018). Thus, it is worth considering community factors in exploring children's exposure to victimization.…”

Section: Family Structure As a Predictor Of Victimizationmentioning

confidence: 99%

“…Although research has gradually begun to address the experiences of LGparent families (Goldberg, 2010), rarely has it considered their intersections with the school context. Studies of LG parents of young children have examined their school decisions (Goldberg et al, 2018) and school involvement (Goldberg and Smith, 2014;Goldberg et al, 2017) and several studies of LG-parent families with school-aged children have explored children's experiences with teasing and victimization (Bos and van Balen, 2008;Kosciw and Diaz, 2008;Rivers et al, 2008;Farr et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Community Characteristics, Victimization, and Psychological Adjustment Among School-Aged Adopted Children With Lesbian, Gay, and Heterosexual Parents

Goldberg

Garcia

2020

Front. Psychol.

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Little research has examined victimization among school-aged children raised in lesbian/gay (LG) parent households and almost no work has attended to the school and community contexts that may impact their victimization risk. This study examined predictors of parent-reported child victimization and child adjustment, and parent responses to victimization, in 43 two-mother, 37 two-father, and 56 mother-father families, with adopted children (median age = 8.6 years). Predictors included parent (sexual orientation), school (climate, public versus private) and community (urbanicity, percentage voted Democrat) factors, with parent and child demographics included as controls. A total of 47% of parents reported one or more child victimization experiences in the past year; there were no differences by family type. An exploratory interaction between family type and urbanicity indicated that in large urban areas, children with LG parents were predicted to experience less victimization than children with heterosexual parents; in more rural regions, children with LG parents were predicted to experience more victimization than children with heterosexual parents. School climate was related to victimization: Parents who reported more negative school climate reported more child victimization. Children with higher levels of parent-reported victimization had higher levels of parent-reported internalizing and externalizing symptoms. In large urban areas, children with LG parents were predicted to have fewer internalizing symptoms than children with heterosexual parents; in more rural areas, children with LG parents were predicted to have more internalizing symptoms than children with heterosexual parents. Regarding parents' responses to victimization, LG parents were more likely to talk to school administrators, their children, and the bully, compared to heterosexual parents.

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“…Parents influence their children's educational experiences in part via school selection. This process is particularly complicated for families with multiple minorities, potentially stigmatized statuses (Goldberg, et. Al., 2018).…”

Section: Lifestylementioning

confidence: 99%

Best of Both Worlds: The Lived Experiences of Students Who Belong to an Interracial Family

Reyes¹,

Nezafat²,

Anami³

et al. 2020

International Journal of New Technology and Research

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The Philippine School Doha registrar's data shows that the number of interracial students has been exponentially increasing for the last three years concerning its relocation to a more massive campus. This paper aims to learn and understand the different perceptions and experiences encountered by interracial students.Method: This study used a qualitative approach that utilized phenomenology as the research design to understand the lived experiences of students who belong to an interracial family, relative to the central question: "How do students with an interracial family adapt to their culture?" Furthermore, this study focused on the specific question: "What are the common social adjustments experienced by the students who belong to an interracial family?" Findings: Findings have shown the different social adjustments of students who belong to interracial families in terms of their ethnicity, language proficiency, enculturation, and lifestyle. Conclusion: Interracial students experienced difficulties as they have to adapt to a multicultural environment and manage academic & family challenges simultaneously. Recommendation:The researchers recommend a further investment of time and observation in this research in order to cover every aspect relating to interracial students for more significant variance and to avoid biases as this could not often be accepted by readers of all races, and conflicts could happen.

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“There Is No Perfect School”: The Complexity of School Decision‐Making Among Lesbian and Gay Adoptive Parents

Cited by 31 publications

References 58 publications

White Supremacy and the Web of Family Science: Implications of the Missing Spider

White Supremacy and the Web of Family Science: Implications of the Missing Spider

Community Characteristics, Victimization, and Psychological Adjustment Among School-Aged Adopted Children With Lesbian, Gay, and Heterosexual Parents

Best of Both Worlds: The Lived Experiences of Students Who Belong to an Interracial Family

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