scholarly journals The racial and ethnic identity development of Korean American transracial adoptees and its impact on their college experience

2012 ◽  
Author(s):  
Chong Sun Kim
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
College Experience ◽  
Korean American ◽  
Ethnic Identity Development ◽  
Racial And Ethnic Identity ◽  
Transracial Adoptees

Counseling Families Formed by Transracial Adoption

2012 ◽  
Vol 20 (4) ◽  
pp. 384-391 ◽  
Author(s):  
Krista M. Malott ◽  
Christopher D. Schmidt
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Transracial Adoption ◽  
Review Of The Literature ◽  
Ethnic Identity Development ◽  
Knowledge And Skills ◽  
Racial And Ethnic Identity ◽  
Counselor Competency ◽  
Client Population

This article provides a review of the literature regarding transracial adoption and counseling families formed through transracial adoption. Recommendations are reported according to essential awareness, knowledge, and skills necessary in work with this client population. The need for counselor competency in addressing client racial and ethnic identity development is a salient theme highlighted throughout the literature.

scholarly journals Fluid identity play: A case study of a bilingual child’s ethnic identity construction across multiple contexts

2020 ◽  
Vol 18 (2) ◽  
pp. 200-213
Author(s):  
Hyonsuk Cho ◽  
X. Christine Wang
Keyword(s):  
Ethnic Identity ◽  
Identity Development ◽  
Language Proficiency ◽  
Korean American ◽  
Positioning Theory ◽  
Bilingual Students ◽  
Ethnic Identity Development ◽  
The Social ◽  
Peer Dynamics

Informed by positioning theory as well as a nexus of multimembership, the year-long case study examined how a 7-year-old Korean American bilingual child, Meeso, constructed her ethnic identity across different educational contexts. Data were collected through observations of Meeso’s interactions with her monolingual and bilingual peers and teachers. Discourse analysis revealed that Meeso constructed fluid ethnic identity positionings depending upon how she desired to position herself and to be positioned by others. We also identified that the social context, language proficiency, and peer dynamics were related to the process. Based on the findings, we discuss the roles of context, language, and peer interaction for bilingual students’ ethnic identity development.

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