Developing One's Self: Adoption and Identity Formation Through the Eyes of Transracially Adopted

248 Pages·2017·2.25 MB·English

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Jody Becker-Green
Portland State University
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Becker-Green, Jody, "Developing One's Self: Adoption and Identity Formation Through the Eyes of
Transracially Adopted Native American Adults" (2009). Dissertations and Theses. Paper 2792.
https://doi.org/10.15760/etd.2792
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DEVELOPING ONE'S SELF:
ADOPTION AND IDENTITY FORMATION THROUGH THE EYES OF
TRANSRACIALLY ADOPTED NATIVE AMERICAN ADULTS
by
JODY BECKER-GREEN
A dissertation submitted in partial fulfillment of the
requirements for the degree of
DOCTOR OF PHILOSOPHY
in
SOCIAL WORK AND SOCIAL RESEARCH
Portland State University
2009
DISSERTATION APPROVAL
The abstract and dissertation of Jody Becker-Green for the Doctor of Philosophy in
Social Work and Social Research were presented April 30, 2009, and accepted by the
dissertation committee and the doctoral program.
COMMITTEE APPROVALS:
Pauline Jivanjee, Chair ^
Joan Shireman
John Spence
Daniel Coleman
Eric Mankowski
Representative of the Office of Graduate
Studies
DOCTORAL PROGRAM APPROVAL:
Daniel Coleman, Director
Social Work and Social Research Ph.D. Program
ABSTRACT
An abstract of the dissertation of Jody Becker-Green for the Doctor of Philosophy in
Social Work and Social Research presented April 30, 2009.
Title: Developing One's Self: Adoption and Identity Formation through the Eyes of
Transracially Adopted Native American Adults
Life story methods were used to explore the contextual factors that influenced
the experiences and identity formation of seven Native American adults who were
transracially adopted prior to the passage of the Indian Child Welfare Act of 1978.
These methods provided a deeper understanding of how these individuals have
integrated their adoption experiences into their evolving sense of self. The life story
methodology offered a way to acknowledge and validate participants' life experiences
and allowed for the collection of rich information from the perspectives of the
adoptees.
The life story interviews were structured to gather information on the influence
of one's adoptive family and cultural, social, and educational experiences on
particpants' developing sense of self. Even though an interview guide was developed
for use in the study, each story uniquely unfolded in a manner the participant was
comfortable sharing.
The study examined the life stories for patterns or emerging themes related to
identity development at different points in the narrators' life cycles in order to develop
an aggregate account of the contextual factors influencing identity formation as well
as a collective understanding of sense of self. The study identified 12 contextual
factors that have both positively and negatively influenced identity development
among the participants throughout their lifespan. These factors are: 1) adoptive family;
2) community; 3) educational experiences; 4) religion/spirituality; 5) travel; 6)
exposure to cultural experiences; 7) employment; 8) friendships; 9) peer groups; 10)
military; 11) societal messages, and 12) reconnection to tribal heritage. Overall,
findings from this study suggest that the majority of participants have developed
strong Native American, multi-cultural, and/or bi-cultural identities that incorporate
their various experiences as transracial adoptees.
Practice considerations for transracial adoptees as well as adoptive parents are
suggested. Policy implications relating to granting access to original birth and/or
adoption related records are presented. Finally, future research recommendations are
offered specific to Native American transracial adoptees, their biological families, and
tribal communities from which they adopted. While the practice, policy, and research
recommendations are specific to Native American transracial adoptees, the
recommendations may have broader implications to a wider population of adoptees in
general.
TABLE OF CONTENTS
List of Tables iv
Chapter One: Introduction 1
Background 1
Problem Statement 4
Research Questions 7
Significance of the Proposed Study 8
Personal Statement 9
Chapter Two: Literature Review 13
Transracial Adoption Controversy in America 14
Indian Adoption Project 17
Project history 17
Environmental context 20
Project impact 22
A step toward reconciliation 26
Adoption Research Overview 27
Transracial Adoption Research Overview 30
Native American Focused Transracial Adoption Research 42
Research Summary 54
Theoretical Frameworks 58
Adoption and Identity Formation 58
Personality Theory 60
Ethnic Identity 65
Process Model of Identity Formation 68
Conclusion 71
Chapter Three: Methods 73
Researcher Paradigm 73
Approach and Rationale 74
Sample 78
Data Collection 81
Data Analysis 86
Ethical Considerations 88
Strategies to Enhance Trustworthiness of Data 90
Chapter Four: Findings 93
Contextual Factors Influencing Identity Formation 95
Adoptive family 95
Community 108
Education 114
Religion/spirituality 123
Travel 129
Exposure to cultural experiences 131
Employment 133
Friendships 136
Peer groups 140
Societal messages 143
Reconnection to tribal heritage 145
Sense of Self 159
Self-esteem 162
Sense of belonging 164
Sense of physical self 168
Sense of loss 170
Statement on Identity Formation 172
Chapter Five: Discussion 178
Strengths and Limitations 179
Discussion of Findings 184
Implications for Practice 195
Transracial adoptees 195
Adoptive parents 197
Implications for Policy 201
Implications for Future Research 206
Researcher' s Reflections 213
Conclusion 214
References 217
Appendix A: Sampling Spreadsheet 231
Appendix B: Recruitment Materials 232
Appendix C: Interview Guide 234
Appendix D: Informed Consent Form 238
LIST OF TABLES
Table
1. Native American Adoption Statistics from 1973-1976 from
Select States 26
Chapter One: Introduction
Background
Imagine the outcry if the government announced a plan to take
one-fourth of all the white children in the country, separate
them from their parents, and then place them in institutions or in
foster or adoptive homes. Until 1978, it was as if such a plan
actually existed for reservation Indian children. (Pevar, 2002, p.
333)
For centuries, policies and practices have been developed to undermine and
erode the rights and abilities of tribal communities and family members to raise their
children within the environmental, philosophical, spiritual, and cultural contexts of their
communities. These policies and practices were developed and carried out by federal,
state, and county governments, humanitarian agencies, philanthropic organizations, and
various religious groups. As acknowledged by Byler (1977a), "the main thrust of
federal policy, since the close of the Indian wars, has been to break up the extended
family, the clan structure, to detribalize and assimilate Indian populations" (p. 7).
In part, the break-up of tribal families was done through the removal of tribal
children and placement of those children in various institutional and familial settings.
This practice violated the Convention on the Prevention and Punishment of the Crime
of Genocide adopted by the United Nations General Assembly in 1948 and made
effective in 1951. Article 2 of the Convention defines genocide as "any of the following
acts committed with intent to destroy, in whole or in part, a national, ethnic, racial, or
1