Lesbian, Gay, and Heterosexual Adoptive Parents’ Perceptions of Inclusivity and Receptiveness in Early Childhood Education Settings
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Little research has examined the experiences of lesbian/gay (LG) parent families or adoptive parent families in early childhood education settings. This study uses interview data to examine the perceptions and experiences of 45 lesbian, gay, and heterosexual couples (90 individuals) with 10 adopted children with respect to their (1) openness with schools and teachers regarding their child's adoptive status, racial background, and LG–parent family status and (2) perceptions of school inclusivity and responsiveness with respect to adoption, race, and family structure. The majority of parents explicitly disclosed their adoptive and LG–parent family status with teachers, but few discussed children's racial background with teachers. Many parents viewed their children's schools and teachers as explicitly inclusive of all types of families, providing specific examples of teacher practices that they appreciated. Some parents viewed schools as tolerant but not explicitly inclusive; reactions to this approach varied, with some parents appreciating not being "singled out," and others feeling overlooked. Finally, some parents viewed schools as marginalizing toward their family's adoptive, LG–parent family, and multiracial status. Lesbian mothers tended to report less positive impressions of schools than gay fathers. Findings have implications for schools and teachers seeking to create an inclusive environment for diverse families.Keywords:
Openness to experience
Stepfamily
ABSTRACT Cherlin's (1978) model of remarriage as an incomplete institution is used to show how lesbian families' experiences are similar to and different from those in heterosexual stepfamilies. We examine how heterosexism and homophobia enhance the marginalization of lesbian stepfamilies. Despite the importance of the partner's role in the family, much of the lesbian stepfamily research neglects her. Ways to involve the partner's perspective in practice and research and to broaden research perspectives on lesbian stepfamilies are suggested.
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There has been an increase in the prevalence of stepfamilies, and being a member of a stepfamily carries with it unique challenges. Stepfamily education programs have tried to address these specific challenges. Although it is believed these programs can have a positive influence on the lives of stepfamilies, little research has been done to evaluate the effects of such stepfamily education. The aim of this article is to address the lasting effects of stepfamily education by examining findings from qualitative interviews conducted 1 year after post-program with participants attending a research-based stepfamily program.
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Nuclear families consisting of two married parents and their biological children are no longer numerically predominant in this country. Among a variety of alternative family arrangements, so-called reconstituted families that include stepparents and stepchildren are increasingly prevalent today. This article examines some common characteristics of stepfamilies and suggests relevant principles for use in practice with these families.
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This article examines the effect that family structure has on the contact between older adults and their (step)children. A comparison is made among 3 family structures: biological families, complex stepfamilies, and simple stepfamilies.The sample consists of respondents aged 55 years or older from the "Living Arrangements and Social Networks of Older Adults in the Netherlands" survey of 1992. The contact between biological relationships and steprelationships is measured by means of 2 items: contact frequency and whether contact is perceived as regular and important.Parents have less contact with their biological children in stepfamilies compared with parents with their children in biological families. The contact with biological children is perceived as more often regular and important in biological families and complex stepfamilies compared with simple stepfamilies. No difference was found in the contact between stepparents and stepchildren in simple and complex stepfamilies. However, the contact with stepchildren is perceived as more often regular and important in simple stepfamilies in comparison to complex stepfamilies.It is not so much the difference between biological children and stepchildren that counts when studying the contact between (step)parents and (step)children, as what the structure of the aging (step)family is.
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Stepfamilies are becoming a common family structure all over the world. Those working with divorcing couples, particularly mediators, need to recognize not only the problems associated with stepfamily relationships but the strengths and the potential for positive growth. Drawing on research, this article invites us to understand the pitfalls in stepfamilies in order to help children and parents enjoy their new families and to beware of blaming stepfamily relationships for all the difficulties associated with day‐to‐day living.
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