Reference Manual: Diversity in Foster Care and Adoption
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Diversity in Foster Care and Adoption Resource Manual
Kelly F. Jackson, MSW, CSW
Doctoral student, School of Social Work
Hilary Weaver, Associate Professor
State University of New York at Buffalo
Meg Brin, Administrative Child Welfare Director
Latise Hairston, Child Welfare Senior Trainer
Chelly Coyle, Independent Living Trainer
The funding for this research project was provided by NYS Office of Children and
Family Services, Contract year 2003: Project 102071, Award: 27229; Contract year 2004:
Project: 1037122, Award: 31183, through the Center for Development of Human
Services, College Relations Group, Research Foundation of SUNY, Buffalo State
College.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
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ABSTRACT
Human service workers, particularly social workers have a dedicated commitment to
meeting the needs of diverse populations. Addressing the importance of Diversity and
Diverse populations has been recognized by the National Association of Social Workers
as an ethical imperative in its code of ethics. Diversity is a source of strength and
creativity for human service organizations and it is increasingly important for agencies to
incorporate diversity content in programs, trainings, and curriculum. Due to its
importance, it also makes sense that diversity content be an integral part of a training
curriculum in human service organizations. Exploring diversity research and
incorporating
diversity
content
can
utilize
individual
uniqueness,
enhance
communication, and improve effectiveness in the field of human service. A Reference
Manual can be used as a resource guide for child welfare agencies who are interested in
incorporating diversity information into their foster care and adoption programs.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
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TABLE OF CONTENTS
1.
PROJECT OVERVIEW
2.
SUMMARY TABLES: DIVERSITY IN FOSTER CARE AND ADOPTION
a. Diversity Issues in Foster Care and Adoption : Implications and Training
Recommendations
b. Foster Care and Adoption Legislation and Practice Implications
3.
TRAINING RESOURCES
a. Assessment Instruments/Tools:
i. Caseworkers and potential foster/adoptive parents,
ii. Internal agency diversity policy and practices
b. Case Scenarios and real life examples of diversity issues in Foster Care
and Adoption
4.
TRANSRACIAL ADOPTION RESOURCES
a. Bill of Rights
b. Family checklist
c. 7 Common Parental Mistakes
5.
SUPPORTING RESEARCH MATERIAL
a. Website resource table
b. Reference Bibliography
c. Reference Articles
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
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PROJECT OVERVIEW
The purpose of this Research project was to explore the diversity literature and
empirical research to identify and summarize the important diversity issues specifically
related to the human service field area of foster care and adoption. Similar to review and
meta-analytic procedures, a computerized literature search using a “keyword” approach
was utilized to identify relevant research related to diversity issues related to foster care
and adoption.
Keywords including: “foster care”, “adoption”, “cultural diversity”,
“diversity”, “diversity training”,
“adoption training”, “foster care training”, “human
service training”, “child welfare”, “human services”, “transracial”, “race”, “child”, and
“social service training”, “social work practice”, “practice”, “transracial adoption”,
“practice”, “religion”, “spirituality”, “special needs children”, “same-sex adoption”, gay
and lesbian adoption”, were used both individually and in combination to search the
following databases: PsycInfo, ERIC, Infotrac, Ingenta, Jstor, International Index to
Black Periodicals, ProQuest Gender Watch, Wilson Web, Social Work Abstracts, and
Education Full Text.
Finding from these searches were then summarized and incorporated into a
reference manual that highlights issues of diversity and the best recommended practices
to educate and train human service workers on diversity issues within adoption,
including: determining appropriate placements for ethnically and culturally diverse
children, identifying religious beliefs and their affect on foster care and adoption
decisions, understanding the debate on same-sex adoption, and, both formally and
informally, promoting multiculturalism within agency and foster/adoptive home settings.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
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SUMMARY TABLES
In order to make this manual more straightforward and accessible for human
service trainers and staff, descriptive tables were implemented to summarize gathered
information. The first table entitled: Diversity Issues in Adoption and the Impact on
Children and Foster/ Adoptive Families and Workers, introduces different areas of
diversity and how they impact foster care and adoption. Diversity issues covered in these
tables include: (1) the controversy surrounding transracial adoption, (2) placement of
children in same-sex homes, (3) the Native American experience within child welfare,
and (4) the challenge of religion in foster care and adoption.
These tables were
formatted to be more applicable and provide the reader with both an overview of the
issue or topic and how it impacts workers, families and children, as well as practice
and/or training recommendations and suggestions.
The second table entitled: Foster Care and Adoption Legislation, provides a
descriptive overview of historic and recent legislation and its current and potential impact
on the field.
The Practice Implication column of this table allows the viewer to
understand how legislation either directly or indirectly affects human service workers
working in the area of foster care and adoption.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
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Table 1: Diversity Issues in Adoption and the Impact on Children and Foster/ Adoptive Families and Workers.
Topic / Issue
Overview
Transracial
Adoption
Societal beliefs: “the placement of a
child in the United States reiterates
ideologies of religious, ethnic, and
racial identity, as well as
incorporating assumptions about
social class and individual
capability” (Modell & Dambacher,
1997).
Purpose: Transracial Adoption was
implemented to help reduce the
disproportionate number of ethnic
minority youth (mainly African
American) in the child welfare
system.
Prevalence: Adoptions of African
American children by Caucasian
parents account for only about 1%
of all adoptions. Transracial
adoption will not be sufficient to
reduce the number of children of
color in foster care. (McRoy,
1997)
How it May Impact Children and
Families
Loss of self belief: Children of color
raised by White parents may lose a
sense of their culture if they are not
exposed to different aspects of their
heritage. White adoptive parents
may be unprepared to teach children
of color the survival skills they will
need to live in a racist culture.
Whose views?: Different Ethnic
groups have different views on
transracial adoption, including: older
American’s (>64) may be less likely
to approve of transracial adoption.
African American Women were
84% less likely than AA men to
approve of transracial adoption.
Caucasian men as compared with
AA men were less likely to approve
(Hollingsworth, 2000). There may
also be some disagreement among
different religious groups (i.e.
Jewish) in certain communities (.
How it May Impact
Workers
Different Personal
beliefs: Human service
workers from a number
of different cultural
groups may disagree
and/or have conflict
around the issue of
transracial adoption. For
example, the National
Association of Black
Social Workers have
held the belief that social
services should increase
efforts to recruit and
retain foster/ adoptive
families of color as an
alternative to placing
children in “white”
homes.
Opposing Client Beliefs:
Workers may also run
across birth parents who
refuse to agree with
placing their children in
certain homes because of
racial or cultural
differences.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Training / Practice
Recommendations
Training: “Parents who adopt across
race need specialized training (*See
Transracial Adoption Resources) to
develop cultural competence in
order to help their children develop
positive racial identity and survival
skills for life in a multicultural
society” (Vonk & Angaran, 2003).
Pre and Post adoption services,
counseling, and living in a
multicultural neighborhood
are identified needs for transracial
adoptive parents (Vonk & Angaran,
2003).
Awareness and assessment: Human
service workers need to be aware of
both their views and the views and
beliefs birth families and
adoptive/foster families hold in
relation to transracial adoptions. A
good assessment instrument (*See
Training resources, assessment
instrument tools) may be useful for
extracting this important information
prior to placing a child in a specific
home, hiring a new worker within
the foster care/ adoption department,
or recruiting a potential foster/
adoptive parent.
Reference Manual: Diversity in Foster Care and Adoption
Topic / Issue
Overview
Foster care
and/or
Adoption by
Lesbians and
Gays couples
(Same-sex
couples)
On the rise: There are a growing
number of same-sex couples who
are becoming parents and are living
in families. The adoption of
children by same-sex couples is a
practice more and more agencies are
allowing, demonstrating that
Americans’ attitudes may be
evolving in the area of adoption and
gay and lesbian issues (EBD
Adoption Institute,
www.adoptioninstitute.org ).
Societal beliefs: There is recent
controversy over same-sex marriage
and the widening of traditional
family views to include same-sex
couples and their children.
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How it May Impact Children and
Families
Help increase homes for children:
Allowing same-sex couples to adopt
children may assist in helping place
children in stable and loving homes.
Resistance by Birth Parents: The
issue of whether or not a birth parent
agrees or accepts their child being
adopted or placed with a same-sex
couple may lead to complications in
open-adoptions and foster-care
visitation.
Depends on where you go: The most
likely to place children in same-sex
homes are public, secular private,
Jewish- and Lutheran-affiliated
agencies, and those focusing on
special needs and international
adoption (EBD Adoption Institute,
www.adoptioninstitute.org ).
Concerns for child development:
Individual opposed to same-sex
adoption feel children’s
development may be hampered by
the lifestyle of the potential foster
care / adoptive parents.
How it May Impact
Workers
Stereotypes and
misperceptions still
perpetuate policy and
practice: Adoption
directors’ personal
attitudes in a study by the
EBD Adoption Institute
were associated with the
agency’s religious
affiliations and program
types.
Personal beliefs vs.
agency values: An
individual worker’s
personal beliefs about
same-sex relationships
may influence their
decisions on recruiting
same-sex couples and
placing children in these
environments. Workers
should also be aware that
the agency/ institution
they work for may hold
different beliefs requiring
the worker to make
practice decisions which
may contradict their
personal values.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Training / Practice
Recommendations
Recruitment and Support Services:
Need for agencies to develop preplacement and post-placement
support services for same-sex
couples who are interested in
becoming foster care / adoptive
parents.
Training and education: Though a
large number of agencies work with
or are willing to work with same-sex
clients, they often are unsure about
whether or how to reach out to them.
In a study by the Evan B. Donaldson
Adoption Institute, nearly half of the
responding agencies and workers
reported an interest in receiving
training to work with lesbian and
gay prospective parents (EBD
Adoption Institute,
www.adoptioninstitute.org ) (* See
Supporting Research Material:
Website resource Table).
Awareness: Workers need to be
more aware of their own personal
beliefs and their employers beliefs
surrounding same-sex relationships.
Assessment tools and case scenarios
may be used in training to introduce
awareness and open-discussion
around these issues (*See Training
Resources).
Reference Manual: Diversity in Foster Care and Adoption
Topic / Issue
Overview
Protecting
and
Engaging the
Native
American
Community
History: Up until 1978 US federal
policies forced the removal and
attempted assimilation of American
Indian Children. This history has
resulted in negative experiences
with the child welfare system.
Cultural Loss: Urbanization has
created problems within the Native
American population leading to
more instances of cultural loss and a
decrease in the sense of tribal unity.
High Removal rates: Indian
Children are still more removed at a
disproportionately three times
higher rate than children in the
general population (California
Indian Legal Services, 1998).
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How it May Impact Children and
Families
Different family values: Differing
views of family and relatedness held
by Native Communities, including
the belief that children are socialized
through the nurturance and teaching
provided by the birth family and by
the extended kinship network.
Community Distrust: American
Indian Community distrust of child
welfare system and the Indian Child
Welfare Act may make families
more apprehensive to pursue child
welfare services (Halverson, Puig,
and Byers, 2002)
How it May Impact
Workers
Bridging a relationship:
There is a continued
shortage of Indian Foster
Families and due to the
historic trauma instilled
on Native Americans by
the child welfare system,
agencies and workers are
having difficulty
recruiting and
maintaining Native
American foster/adoptive
families within child
welfare system.
Threat of cultural loss: When Indian
Child Welfare Act (IWCA) and
Indian cultures are not respected or
assessed, family malfunctioning as
well as cultural loss and its
devastations continue (Halverson,
Puig, and Byers, 2002)
Training / Practice
Recommendations
Support: Use of support groups
modeled after Indian cultural
traditions such as “talking circles”,
should increase participation.
Agencies should allow these groups
to be mentors and educators on
Indian culture, heritage, and beliefs
related to children welfare.
Information and Education: More
education and support are needed for
American Indian Foster/adoptive
parents and human service workers
recruiting and working with these
families. Specific information on
the history of US federal policies
and its impact on Native American
communities as well as the Indian
Child Welfare Act (IWCA) should
be provided (*See information under
Foster Care and Adoption
Legislation Table)
Culturally Sensitive Training:
A foster parent’s training curriculum
should openly address inter-group
cultural conflicts as well as
bicultural socialization concerns that
child welfare staff may have
(Halverson, Puig, and Byers, 2002).
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
Topic / Issue
Overview
The
Challenge of
Religion in
Foster Care
and
Adoption:
Beliefs and
Practices
Placement issues:
Foster care and
Adoptive parents may
or may not identify
with a certain religion
and this may lead to
questions of how they
should raise a child
with different
religious affiliations.
How it May Impact
Children and Families
Identity conflicts: If the
religion of the adoptive
parent is not one associated
with that child’s heritage
and/or race, the child may
not feel fully included by
the other members of the
congregation. The child
may feel set apart and this
may affect their identity
development.
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How it May Impact Workers
Impact on Placement: Workers
may not be aware of the differing
religious values and beliefs of
some of the families that may
impact the adjustment of children
from different religious
backgrounds. Birth parents from
different religious groups may be
less willing to allow their child to
be placed into a home with
differing religious and spirituality
beliefs.
Personal Beliefs: The held beliefs
by the worker and/or the agency
may guide appropriateness of fit by
religious background. For
example, some agencies may not
agree with placing a Jewish child
into a Catholic foster/adoptive
home (*See Case Scenario).
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Training / Practice Recommendations
Support: Use of different religious support
groups and involvement in different religious
community leaders may help to support families
who are attempting to expose children to both the
families religious group and the religious beliefs
and practices held by the child’s birth parents
religious group.
Information and Education: Education is an
active tool in developing knowledge of religious
beliefs and practices common to the child’s
background of origin. Foster care and adoptive
families should be encouraged and provided with
information (when available) on practices,
structures, and the history of the child placed in
their home (Steinberg, 2004:
http://library.adoption.com/).
Spirituality and Religion Discussion in Training:
A foster parent’s training curriculum could
provide families with information on different
religious belief systems and practices, as well as
contact resource information.
Reference Manual: Diversity in Foster Care and Adoption
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Table 2: Foster care and Adoption Legislation
Legislation
MEPA, MultiEthnic Placement
Act (1994)
Description
Signed by President Clinton in 10/1994. MEPA is designed to: 1)
prevent discrimination in the placement of children on the basis of
race, color, or national origin; 2) Facilitate the diligent recruitment
of foster and adoptive parents; 3) Increase the number of children
who are adopted.
Interethnic
Adoption in the
Small Business Job
Protection Act
(1996)
(Kaplan, 2003)
AACWA, The
Adoption
Assistance and
Child Welfare Act
(1980)
(Stein, 2000)
Signed by President in 1996 amended MEPA 1994 by including a
section entitled Removal of Barriers to Interethnic Adoption.
Originally drafted to overcome deficiencies in the child welfare
system, including: 1) Children entered care too easily; 2) Foster
care became permanent for many children despite the fact that it
was designed to be temporary; 3) written case plans were rarely
developed; 4) services to help bio families resolve problems were
rarely provided; 5) parents were discouraged from visiting their
children in foster care
Practice Implications
MEPA prohibits states, or public and private foster care adoption
agencies that receive federal funds from delaying or denying the
placement of any child solely on the basis of race, color, or national
origin. MEPA permits an agency to consider both a child’s
cultural, racial, and ethnic background and the capacity of the
foster/adoptive parents to meet the needs of a child of a specific
background. MEPA requires agencies to provide for the diligent
recruitment of potential foster and adoptive families that reflect the
ethnic and racial diversity of children in the state for whom foster
and adoptive homes are needed. **Successful implementation of
MEPA may rely on caseworkers’ understanding of policy and their
willingness to modify their attitudes regarding what is in the best
interests of children.
Social workers should be aware of the legislation on transracial
adoption. Social workers need to be aware of the complexity
regarding the issues related to transracial adoption in order to learn
the skills necessary to make a permanency decision based on the
best interest of the child (provide a secure, stable, and nurturing
environment.).
States were required to make reasonable efforts preventing the
removal of children from their homes and, for those whose safety
requires removal, to facilitate family reunification. Each child case
must be reviewed no less than once every six months to determine
whether or not continued foster care is necessary and whether or
not there is compliance with the case plan. It also requires a likely
date by which the child may be returned home or placed for
adoption or legal guardianship.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
Legislation
Adoption and Safe
families Act (1997)
(Stein, 2000)
Description
An amendment to the AACWA (The Adoption Assistance and
Child Welfare Act) that represents a change in philosophy away
from family preservation to achieving adoption permanency.
ASFA modifies the reasonable effort requirement of the AACWA
so that it is no longer required if a judge determines that a parent
has subjected a child to aggravated circumstances; If a parent is
criminally responsible for the death of another or her or his
children; If a parent’s rights concerning a sibling have been
involuntarily terminated; or a judicial determination that
reasonable efforts are not required.
Fleming Rule
(1962)
(Lawrence-Webb,
1997)
An administrative response to discriminatory practices in the
AFDC program under the Social Security Act of 1935. The Rule
declared that if a state believed a particular home was “unsuitable”
that state had to provide due process protections for the family and
provide service interventions to families that were deemed to be
“unsuitable”. Bases for Fleming rule: discouraged “punishing the
child for the sins of the parent or relative”.
The Indian Child
Welfare Act (1978)
(Halverson, Puig,
and Byers, 2002)
Instituted to suspend the continued out-of-home placement of
American Indian children by returning to their respective tribes the
majority of placement and adoption decisions regarding Indian
Children. Federal standards define the best interests of the child as
protecting the rights of each child as an Indian and the rights of the
Indian community and tribe in retaining the children in its culture.
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Practice Implications
ASFA changes the time frame for the 18-month dispositional
review to 12 months. A major change affected by the ASFA is the
mandate that the state petition the court to terminate parental rights,
or support a petition filed by another party for children in foster
care for 15 of the most recent 22 months, for children found by a
court to have been abandoned, and for children whose parent have
murdered or caused serious bodily harm to another of their
children. States must actively recruit adoptive homes, document
their child-specific recruitment efforts and act to approve adoptive
homes and to finalize adoptions. The law provides fiscal incentives
to states that increase the number of adoptions relative to prior
years.
States could no longer simply apply a label of “unsuitable”, expel
the family from the AFDC rolls and ignore the family. Workers
often held negative stereotypes of African American clients and
lacked professional social work education or skills. Rule indirectly
emphasized removal of the child (African American children) from
home as opposed to working with the family to correct the
“neglectful” conditions, because the workers could not provide
effective clinical intervention. Overall, the rule was used
oppressively to set up a system, which inappropriately removed
African American Children from their families in increasing
numbers. African American families were involved in a service
system from which they could not withdraw once the neglect label
was invoked.
Child welfare practitioners need to not only be educated on Native
American history and the destructive practices within this country
to destroy Indian culture, but also be encouraged to engage and
partner with urban communities and families to achieve culturally
appropriate family preservation and reunification services. Child
welfare agencies need to dispel fears and address bitter feelings
held within the Native American Community by going to the
community and asking elders, community leaders, and other Indian
foster parents for assistance in recruiting native American foster
families.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
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TRAINING RESOURCES
This section of the manual will provide tangible training resources designed to
enhance the quality of human service work with diverse populations in foster care and
adoption. As identified in the literature, cultural sensitivity and education are crucial to
help foster care/adoption workers prepare and assist multicultural youth and families.
Education through culturally sensitive assessments and case scenario discussions are two
methods trainers can incorporate to help disperse important information and encourage
critical thinking about diversity.
As our society becomes more diverse it is crucial for the human service field to
understand the interface between sociocultural issues and assessment (Brissett-Chapman,
1997). Overall within the human service field, there is a need for culturally competent
assessment (Brissett-Chapman, 1997). Culturally competent assessments should not only
be used to determine risk of child maltreatment, but also should be incorporated more
broadly in the foster care and adoption system to identify the strengths and limitations of
potential foster / adoptive families as well as assessing the values and beliefs held by
human service workers who are responsible for making critical decisions everyday
affecting diverse children and families. This section will feature 2 in-depth instruments
designed to assess: (1) the cultural competence of human service workers and the cultural
views and beliefs of potential foster/ adoptive parents, and (2) the caseworker and
agencies overall ability to adhere to the Multi-Ethnic Placement Act (MEPA) of 1994 and
the Inter-Ethnic Adoption Provisions of the Small Business Job Protection Act of 1996
(Section 1808), legislation designed to protect children and families from discriminatory
practices or activities associated with adoption and foster care.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
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In addition to the assessment instruments, case scenario resources that incorporate
real life examples of diversity issues in the area of child welfare, are included in this
training resource section.
Case scenarios provide a forum for which trainers can
highlight important issues by bringing in examples of potential encounters workers may
encounter in the field. The case scenarios in this section will touch on different diversity
issues that may and often play out in child welfare and foster care and adoption. The
subjects of these scenarios include: transracial adoption and religious beliefs impacting
families and children, and non-traditional same-sex couples fostering and adopting
children. Real life examples of diversity issues in the news follow the case scenarios to
encourage discussion of events affecting decisions in child welfare.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
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ASSESSMENT INSTRUMENTS/ TOOLS
Diversity Assessment Instrument for Caseworkers and Potential
Foster / Adoptive Parents
Note: The last 4 Questions indicated by “*” have been written and introduced by
writer for purposes of assessing an individual caseworker’s and/or family member’s
views on transracial adoption and religion. This assessment tool was taken from a
section of the Center for Adoption Research, Adoption and Foster Care Survey
(http://inside.umassmed.edu/SurveyTool/surveys/all/359/index.cfm )
Downloaded on 6/28/04.
Rationale: The statement section of this survey may be used as a tool to assess a
workers and potential parent belief systems around different diversity issues within
foster care and adoption. Depending on a worker or families response, one can
determine whether or not an individual is an appropriate fit for a position in the field
of foster care and adoption and/or for becoming a potential foster / adoptive parent.
Statement
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
Birthparents are mostly teenagers.
Adopting a child is just as good as
having a birth child.
Children who were adopted are more
prone to medical problems than birth
children.
Adoptive parents are more altruistic
than non-adoptive parents.
Children who were adopted are well
adjusted.
Single women should be allowed to
adopt children.
Adoptive parenting is much harder
than non-adoptive parenting.
Foster care is an important institution.
Children who were adopted are more
prone to behavioral problems than
birth children.
Adoption serves a useful purpose in
our society.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
Page 15 of 47
In placing children for adoption, it is
important that a child be placed with a
family of his or her own race/ethnicity.
Having a birth child is preferable to
having a child who was adopted.
Adopting a child is extremely
expensive.
Birthparents who place children for
adoption are irresponsible.
Children who were adopted are more
prone to becoming substance abusers
than birth children.
Two women who live together as a
couple, whether are married or not,
should be allowed to adopt a child.
Adoption is an important institution.
Children who were adopted are more
prone to having academic difficulties
than birth children.
To ensure the proper care of children,
placing children in foster care is
always a better alternative to leaving
them with parents who, at times, are
unable to adequately care for their
children.
Adopting a child is preferable to not
having any children.
In general, the rights of adoptive
parents are more important than the
rights of birthparents who placed their
child for adoption but changed their
minds.
I favor using state funds to support
adoption as an alternative to abortion.
To ensure the proper care of children,
placing children in foster care is
always a better alternative to placing
children in an orphanage.
Single men should be allowed to
adopt children.
Children who were adopted are more
prone to psychological problems than
birth children.
I am in favor of open adoption (some
form of contact between birthparents
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
Page 16 of 47
and the adoptive family).
Two men who live together as a
couple, whether are married or not,
should be allowed to adopt a child.
*Children should be matched with
families who have the same racial
background as the child.
*Children who are placed in a home
should assume only the religious
beliefs and practices of the
foster/adoptive families.
*Transracial adoption is an acceptable
practice in adoption agencies.
*The child’s religion of origin should
be explored and discussed by the
foster/adoptive family.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
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Diversity Assessment Tool: Caseworker and Agencies Ability to Address
Diversity Issues in Foster Care and Adoption
Note: This Instrument is intended for internal use by States and agencies, and there is no
requirement to complete it. Rather, it is designed to serve as a useful tool for agencies and
individual States to ascertain the degree and manner in which they are complying with
MEPA/Section 1808, and how and in what ways they need to improve. This assessment
tool was taken from the United States Department of Health and Human Services, Office
of Civil Rights. http://www.os.dhhs.gov/ocr/mepa/interneval.html , Downloaded on
6/28/04.
Rationale: The Internal Evaluation Instrument (Instrument) is a document produced by
the Department of Health and Human Services' Administration for Children and
Families, Children's Bureau (ACF) and Office for Civil Rights (OCR) that provides a
process by which States and agencies may voluntarily review programs, policies,
procedures and practices for compliance with the Multiethnic Placement Act of 1994, and
the Interethnic Adoption Provisions of the Small Business Job Protection Act of 1996
(MEPA/Section 1808).
MEPA/Section 1808 Internal Evaluation Instrument
State: ________ County: ______________ Agency: _____________ Date: ____________
I. Recruitment of Foster and Adoptive Parents
A. Race and Ethnicity Data on Current Foster and Prospective Adoptive Parents
1) Review the number of people in the following populations and the demographic information related to
the race and ethnicity of these populations:




children in foster care under the responsibility of your agency
children under the responsibility of your agency with a goal of adoption
current pool of foster parents
current pool of prospective adoptive parents
2) Do the racial and ethnic percentages of the foster parent population differ significantly from those of the
children in foster care?
3) Do the racial and ethnic percentages of the prospective adoptive parent population differ significantly
from those of the children awaiting adoption?
B. Recruitment Efforts
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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1) Does the agency have a comprehensive foster and adoptive home recruitment plan that indicates it is
making diligent efforts to recruit foster and adoptive parents that reflect the racial and ethnic backgrounds
of the population of children in foster care?
2) What recruitment strategies are being employed to ensure that all members of the community are
provided with information about the opportunity to foster or adopt children in the care of the agency?
Y
N
Are marketing and recruitment efforts made throughout the State or locality?
Y
N
If respondent is a State agency, are there local diligent recruitment plans as well as a State plan?
Y N Are recruitment plans for foster/adoptive parents generalized to families of all racial and ethnic
groups, as well as targeted toward those racial or ethnic groups that are under-represented in the approved
foster/adoption parent population when compared to the children in care?
Y N When doing diligent foster/adoptive recruitment of racial or ethnic groups that are underrepresented in the approved foster/adoption parent population, does the agency ensure that families of other
racial or ethnic groups are not excluded?
II. Screening, Orientation, Preparation, and Assessment of Prospective Foster and Adoptive Parents
A. Screening and Orientation
1) How does the agency ensure that persons of diverse RCNO are provided access to information on how to
become a foster or adoptive parent?
Y N Does the agency keep a log or database of all inquiries from persons interested in being foster
and/or adoptive parents and the disposition?
If not, describe how the agency keeps track of inquiries and their disposition.
Y
N
Does the log (or alternative method) indicate that follow-up occurred and when with every caller?
If not, why is there no follow-up?
Y
N
Was the follow-up equally timely for all callers?
If not, why not?
Y N Does the agency request information from prospective foster or adoptive parents about their
RCNO?
Y N Does the log (or alternative method) show an under-representation from any specific racial or
ethnic group of persons interested in becoming foster or adoptive parents?
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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If yes, does the agency have a strategy for dealing with this issue, e.g., more targeted recruitment?
Describe the strategy that is being used.
Y N Does the agency record the RCNO of persons who are interested in being a foster or adoptive
parent?
Why or why not?
2) If applicants for foster care or adoptive parenting are screened prior to orientation or training, what
screening criteria are used?
Why is such screening criteria used?
How does the agency ensure that these criteria comply with MEPA/Section1808 (i.e., that they do not
"screen out" or discourage individuals from any particular racial or ethnic group interested in parenting
children who are in the responsibility of the agency regardless of whether prospective applicants are
interested in parenting within or across race, color and/or national origin)?
3) What are the steps involved in the foster or adoptive parent screening and orientation process and what
purpose does each serve?
How does the agency ensure that each step in this process complies with MEPA/Section1808, e.g., that
additional steps are not being required for persons expressing interest in foster or adoptive parenting across
RCNO lines?
4) Are all applicants for foster or adoptive parenting given complete information on the characteristics of
all children who are in foster care waiting to be adopted, including select groups of children, such as
medically fragile infants and teens?
How and when is this done?
If not, under what circumstances would the agency not provide this information to applicants?
5) How does the agency assist applicants to determine whether they are interested in fostering or adopting
children from the public child welfare system? Does this include:
Y N provision of data on the demographics and characteristics commonly found in the child welfare
population (i.e., specific behaviors, common medical problems, common disabilities)?
Y
N
individual interviews?
Y
N
group training sessions?
Y
N
meetings/mentoring with current foster/adoptive parents?
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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Y
N
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provision of self-assessment and preparation guides?
How does the agency ensure that each step in this process complies with MEPA/Section 1808, e.g., that
additional steps are not being required for persons expressing interest in foster or adoptive parenting across
RCNO lines?
6) During orientation, does the agency provide a comprehensive overview of each of the steps that are
required for the applicant to become a foster or prospective adoptive parent (including the steps involved in
the assessment, preparation, training, licensing or home study, and the selection and child placement
processes)?
If not during orientation, why and when is the overview done?
If yes, do these steps comply with MEPA/Section 1808, e.g., does the agency ensure that this explanation
does not include additional activities/ steps or discourage those wishing to foster or adopt across RCNO
lines?
7) Are prospective foster and adoptive parents apprised of their right not to be denied the opportunity to
foster or adopt a child based on the prospective parent's RCNO?
If not, why not?
8) Are prospective foster and adoptive parents advised of what they should do, or whom they should
contact within or outside of the agency, if they believe they are being denied the opportunity to foster or
adopt a child based on the prospective parent's RCNO?
If not, why not?
B. Assessment and Preparation of Prospective Foster and Adoptive Parents
1) In exploring prospective parents' preferences regarding the characteristics of the children in foster care
that the parents would feel comfortable fostering or adopting, does the agency:
Y N describe all the types of children available and the care needed by these children regardless of
RCNO?
Y
N
describe only select groups of children?
If so, is it based on the need for families for that specific population, such as medically fragile infants or
teens, as opposed to being based on the RCNO of the child or prospective parent?
2) How does the agency ensure that the description of the assessment, licensing/home study, selection and
placement process and what is entailed in each step of these processes does not differ for families who are
interested in fostering or adopting children of a different RCNO?
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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3) In what manner is an individual or family given the opportunity to express preferences regarding the
type of children they are willing to parent?
How does the agency document the prospective parents' preferences?
Does the agency give prospective parents the opportunity to change their preferences as the family learns
more about parenting the various children in the care of the agency?
4) How does the agency assess each prospective parent's ability to foster or adopt?
5) Do all staff use a standardized assessment method or tool, such as genograms, eco-maps, or a consistent
home study outline to assess the parent's ability?
If there are variations in the assessment method or tool used, how does the agency determine which method
or tool will be used?
How does the agency ensure that the same type of information is being collected on all prospective parents
regardless of the method or tool used?
6) For whatever assessment method or tool being used, how does the agency ensure that the questions
asked comply with MEPA/Section 1808, e.g., that the assessment process only includes questions regarding
the capacity of the prospective parent to foster or adopt a child of a different RCNO when supported by an
individual assessment of the needs of the child?
7) How does the agency ensure that staff do not provide information to prospective families that suggests
that all children of the same RCNO have the same needs?
8) How does the agency ensure that staff do not make decisions during the assessment process that are
based on unsubstantiated generalizations about the capacity of a prospective parent of one RCNO to care
for a child of a different RCNO?
III. Foster/Adoptive Parent and Staff Training
A. Are MEPA/Section 1808 requirements integrated into training curricula for:
Y
N
foster and adoptive parents?
Y
N
new staff (including social workers, supervisors, recruitment, licensing and management staff)?
Y
N
current staff (including social workers, supervisors, recruitment, licensing and management staff)?
Y N other staff whose area of responsibility includes foster care or adoption (e.g., ombudspersons,
hotline staff, clinical staff)?
Y
N
contract or subcontract agencies?
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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B. Do these curricula accurately address current law in the following areas?
Y
N
purpose of MEPA/Section 1808?
Y
N
prohibited activities?
Y N diligent recruitment requirements for staff involved in foster/adoptive parent recruitment, policy
development, and program monitoring of foster and adoption programs?
Y
N
penalties for violations?
C. Is each foster and adoptive parent provided the same information regarding policies and procedures
about licensing/approval and/or other agency procedures regardless of the parent's RCNO?
D. How does the agency ensure that all training complies with MEPA/Section 1808?
1) Does training clearly communicate to agency staff that an individual cannot be denied the opportunity to
become a foster or adoptive parent on the basis of the RCNO of the individual or the child?
If so, how?
If not, why not?
2) Does training similarly communicate the foregoing to prospective foster and/or adoptive parents?
If so, how?
If not, why not?
3) Does training clearly communicate to agency staff that a child's foster and/or adoptive placement may
not in any manner be delayed or denied based upon the RCNO of the prospective parent or the child
involved?
If so, how?
If not, why not?
4) Does training similarly communicate the foregoing to prospective foster and/or adoptive parents?
If so, how?
If not, why not?
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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IV. Licensing/Approval of Foster and Adoptive Parents
A. Are uniform licensing and home study questions routinely applied throughout the State or locality?
B. Is there a formal mechanism within the agency by which prospective foster and adoptive parents can
comment or express concern about the licensing process?
C. How does the agency ensure that the following practices do not occur?
Persons interested in adopting or fostering across RCNO lines are required to:
Y
N
answer additional questions because of the interest in adopting or fostering across RCNO lines?
Y
N
take additional training courses because of the interest in adopting or fostering across RCNO lines?
Y
N
move to a more diverse community?
Y N write additional narratives, such as a transracial adoption plan, because of the interest in adopting
or fostering across RCNO lines?
Y
N
have additional caseworker visits because of the RCNO context?
Y
N
justify their interest in children of a different RCNO?
Y N meet different or higher licensing or approval standards in order to become a foster or adoptive
parent of a child of a different RCNO?
Y N because of the interest in adopting or fostering across RCNO lines, go through any other additional
steps not required for same RCNO placements?
D. How do families that have applied to foster or adopt view the following:
1) Do prospective foster and adoptive parents believe that the licensing policies provide an opportunity for
all RCNO groups to foster or adopt?
2) How do prospective parents from different RCNO groups perceive the licensing process?
3) Do the prospective parents believe or express concerns that the licensing process considers their RCNO?
If so, what steps have been taken to address this problem?
Note: You may want to consider gathering this information through surveys, focus groups, or other similar
methods.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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E. Is information about a prospective family's preferences regarding the RCNO of children documented in
the licensing or adoptive home study?
If so, how is this information recorded and used?
F. How are licensing and home studies assigned?
Is there any prioritization of which families get studied first?
If so, what are the criteria for this prioritization?
How does the agency ensure that the prioritization does not violate MEPA/Section 1808?
Are persons interested in adopting across RCNO lines singled out or listed as low priority?
Are same RCNO resources routinely considered as a strength and/or otherwise given preferential
treatment?
V. Assessment of Foster and Adoptive Children
A. How does the agency ensure that the process by which it assesses the children's needs complies with
MEPA/Section 1808?
1) Does the agency conduct individualized assessments of children's needs?
2) How does the agency ensure that its assessment process is not based on the assumption that children in
foster care all have the same needs based on their RCNO?
3) Consider the rare circumstances where the agency has determined that based on an individualized
assessment of a child's needs, that child has particular needs that require consideration of RCNO.
- What were those needs?
- How were they determined, and by whom?
- Did supervisors review such a decision?
4) Are the needs of each child in foster care properly documented in the case record?
B. By its terms, Section 1808 of Public Law 104-188 addresses only RCNO, and does not address the
consideration of culture in placement decisions. There are situations where a child's cultural needs may be
important in placement decisions, such as where a child has specific language needs. However, a public
agency's consideration of culture raises Section 1808 issues if the agency uses culture as a proxy for
RCNO. While nothing in Section 1808 directly prohibits a public agency from assessing the cultural needs
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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of all children in foster care, Section 1808 prohibits an agency from considering culture in a manner that
circumvents the law's prohibition against the routine consideration of RCNO.
1) Under what circumstances are a child's cultural needs evaluated?
2) What are some of the cultural needs that the agency may consider when determining an appropriate
placement for a child?
3) How does the agency ensure that it is not confusing RCNO with culture when assessing a child's needs?
VI. Selection Process and Placement of Foster and Adoptive Children
A. How is information on the pools of adoptive and available foster parents organized or maintained?
Does the agency ensure that this complies with MEPA/Section 1808, i.e., that the applicant pools are not
separated by RCNO?
B. Do prospective foster and adoptive parents have the opportunity to meet children in need of an
adoptive/foster home, regardless of RCNO, e.g., through adoption parties?
1) How are photo listings of children who are waiting to be adopted maintained?
2) Do the listings provide a description of the child's strengths, challenges, and needs?
3) How does the agency ensure that any preference for an adoptive family of a particular RCNO indicated
in a photo listing is supported by an assessment of the child showing the need for a family of this RCNO?
C. What are the procedures and resources used to locate and select potential, appropriate foster/adoptive
families for a particular child?
1) What factors are taken into consideration when making the final selection of a family for a particular
child among the appropriate families?
2) How does the agency ensure that the family location and selection process complies with MEPA/Section
1808, i.e., that RCNO is not considered in foster/adoptive family selection and child placement decisions
except in individual situations where consideration of RCNO is necessary to meet the best interests of the
child?
D. According to the agency's family selection and child placement policies and practices, under what
circumstances would it be appropriate to consider the RCNO of the child or the foster or adoptive parent in
making decisions on the most appropriate family for a particular child?
1) How does the agency ensure that such circumstances comply with MEPA/Section 1808, i.e., that when
RCNO is a factor in this decision, that it is rare and is based on the individualized needs of a particular
child as documented in the case record?
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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2) Has the agency ever moved a child into another home when the agency changes the goal to adoption
even when the current foster parent desires to adopt the child?
3) If a child were moved under these circumstances, how does the agency ensure that RCNO are not factors
in this move?
VII. Quality Assurance and Compliance Monitoring
A. Quality Assurance
1) Does the agency track the results of foster/adoptive recruitment efforts?
If yes, are there significant differences, based on RCNO in response times between:
- the first call from a prospective parent and agency contact?
- parent contact and agency scheduling of orientation training?
- orientation/training and completion of licensing/home study?
- final approval for foster/adoptive license/home study and placement licensing?
2) Are there any significant differences based on RCNO in the percentage of families that complete training
and those who are approved/licensed?
3) How has the agency ensured that all staff (caseworkers, hotline and legal staff, ombudspersons, etc.) and
interested parties (e.g., foster parents) have been trained in the provisions of MEPA/Section 1808,
including types of situations that constitute violations?
4) Is there post-testing of trainees on their understanding of MEPA/Section 1808?
5) Is there a widely publicized mechanism by which workers can ask questions about MEPA/Section 1808
when the worker has a question about MEPA/Section 1808?
6) Are supervisors required to assess staff compliance with MEPA/Section 1808 as a routine aspect of staff
performance evaluation?
7) Does the agency track the timeliness of data for the following events:
- average length of time from a child's initial placement into foster care until adoption is selected as the
child's permanency plan?
- (by age) average length of time from the change in a child's permanency plan to termination of parental
rights?
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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- (by age) average length of time from termination of parental rights to placing the child in his/her
permanent adoptive home?
If so, are there any significant differences among children of different RCNO of the same age in the
average length of time for any of these events?
Is there any indication that any delays are based on activities prohibited by MEPA/Section 1808, e.g., the
delays are due to agency staff spending time trying to make same RCNO placements even though
approved, appropriate families interested in placements across RCNO lines are available?
8) Are there placements across RCNO lines in the areas of foster care and adoption?
9) Have foster parents complained that they are not being allowed to adopt across RCNO lines?
10) How does the agency ensure that concerns about MEPA/Section 1808 will be adequately addressed?
- What process is in place to allow staff and interested parties to report potential MEPA/Section 1808
violations?
- Does the agency conduct a review of foster and adoptive parents' files and the child's file in order to
ensure that staff have completed applicable paperwork and made decisions in accordance with the
requirements of MEPA/Section 1808?
B. Monitoring
1) Does the agency perform internal monitoring to ensure its compliance with MEPA/Section 1808?
If so, how?
2) If foster care and adoption services are county administered and/or the agency contracts or subcontracts
with other agencies for foster care or adoption services, does the agency monitor the counties and/or
contractors/vendors for compliance with MEPA/Section 1808?
If so, how?
3) Describe the agency's monitoring process used to ensure the agency's compliance with MEPA/Section
1808.
- Has the agency developed any instruments to conduct these monitoring activities?
- Is the monitoring process integrated into pre-existing review processes, or is it a separate process?
4) What happens with the results of the monitoring?
- Where and how expeditiously are the results forwarded to the appropriate staff?
- What is the process and time frame for addressing any problems?
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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CASE SCENARIOS INCORPORATING REAL LIFE EXAMPLES
Case Scenario #1
Topic: Transracial Adoption and Religion
Bryanne is a very social and friendly child who is biracial and of medium-brown
complexion, her mother was African American and her father is Caucasian.
Bryanne at age 5 entered foster care on the grounds of abandonment after her
mother died of a drug overdose and her father ran off. Following two nonpermanent placements within foster care (one home was too crowded and the
other family moved out of the area), Byanne was placed into the foster home of
Samantha and Aaron Goldman and has been living there for the past 6 months.
Samantha and Aaron live North of the city in a middle class predominantly
Jewish community. Both Samantha and Aaron are heavily involved in their faith
and have close ties to the local synagogue. Samantha and Aaron are very
interested in adopting Bryanne and are interested in raising her within the Judaic
faith and enrolling her in religious instruction. Bryanne’s placement so far has
been successful except recently the family has noticed Bryanne withdrawing from
playing outside with the other community children. Samantha reports following
a service at the synagogue, Bryanne asked “Why does everyone at church look
at me?” and “Why do I look different then everybody else?”. Samantha dodged
the questions because she was unsure of how to discuss and talk about race
with Bryanne and instead told the child “In God’s eyes everybody looks the
same”. The family recently learned from conversations with the caseworker that
Bryanne’s family of origin had strong ties to the Christian faith and attended a
mainly African American church on a regular basis. In addition, Samantha
reports she has been struggling with Bryanne’s hair which often appears dry and
“unkempt” and non-responsive to Samantha’s hair products. Both Samantha
and Aaron want to make sure they are doing everything that they can to assure
Bryanne has a healthy adjustment and identity development within their home
and community. They are seeking your assistance in how to approach certain
issues with Bryanne including racial identity, religion, and culture. How would
you work with this family? Do you feel this is an appropriate match for Bryanne?
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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Case Scenario #2
Topic: Non-traditional families and same-sex couples
Pam Morris is interested in surrendering her parental rights for her two young
children Sally and Dale age 2 and 3. Ms. Morris is developmentally delayed and
unable to take sufficient care of her children without the assistance of another
adult. The children’s father is not known and there is no name on the children’s
birth certificate. Both children have been in a foster home for over a year and
have had monthly contact with their mother who is interested in an open
adoption (one in which she can still have contact with the children). The current
foster parents are not interested in adoption so the agency has been working to
identify an adoptive placement for the children. One couple: Sandra and Amy
have been waiting patiently for an adoptive placement. The same-sex couple
live in a rural upper-middle class community and have plenty of resources and
support to offer children placed in their home. The match appears to be perfect
for Sally and Dale’s needs. Ms. Morris does not agree with Sandra and Amy’s
lifestyle and has reservations with placing her children there even despite the
benefits. She has concerns for her children and believes they may become gay if
they are raised by Lesbians. Even despite Sandra and Amy’s offer for Pam to
visit the children at their home whenever she would like, Pam feels
uncomfortable and has threatened not to surrender, leaving the children in limbo
for a significant period of time. What are your thoughts on same-sex adoption
and how would you handle working on this case? If you were Ms. Morris what
would you do?
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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In the News: Diversity issues in foster care and adoption
41 Atlanta Children Put In Foster Care Because Of Parents' Religious Practices 1
An Atlanta judge recently ordered 41 children into foster care for a year after their
parents refused to stop whipping them in church-sponsored beating sessions and forcing
teenage girls to marry.
The fate of 41 children, ranging in age from 5 months to 17 years, came after a two-day
hearing into practices at the House of Prayer, an all-Black, 130-member,
nondenominational church led by the Rev. Arthur Allen Jr. in Atlanta.
Allen, 68, was charged with cruelty to children for ordering the whipping of a 7-year-old
boy and a 10-year-old boy, both members of his congregation, because they had been
unruly in school. Police also charged six other church members with inflicting or
allowing excessive beatings to the two boys.
The Atlanta Journal Constitution reports that in a videotaped interview with police the 7year-old boy admitted that four church members held him in the air while another beat
him with a belt. The boy said that Allen was "watching and telling them when to stop."
Allen, who has been preaching at the House of Prayer for 35 years, said, `The Bible says
that if you spare the rod you're going to spoil the child. I have the scriptures that give me
the right to do it." He denied that the children from the church had been abused.
"I hate to see these children jeopardized by what I consider to be a cult," said Jones (a
community member).
The pastor said the beatings are simple discipline. "If the White society doesn't want to
whip their children, that's their business," said Allen, who in 1993 was sentenced to 30
days in jail for ordering a woman to beat her 16-year-old daughter.
The parents represented themselves at the hearing, saying the state had no right to
interfere with their religious practices. They said no child is permanently injured and the
bruises go away.
The judge said the children's parents, four couples and a single parent, could have their
children back if they agreed to four conditions: No marriages for anyone under the age of
16; no missing school after latenight church events; no physical discipline by anyone
else; and no church beatings.
1
Article obtained from University Libraries-University at Buffalo-State University of NY
InfoTrac OneFile. Article reprinted from Jet, April 16, 2001, 99(8), p39. COPYRIGHT 2001
Johnson Publishing Co.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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"I'm not saying you can't whip your children, I'm just saying you can't leave marks like
this on them," Jones (a community member) said.
The parents refused to comply with the conditions.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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Southeast Asians Want Infant's Death Looked Into: Social Workers Failed To Use
City Interpreter Before Taking Laotian Child2
By Elisa Lee
SAN FRANCISCO -- In a case that has renewed attention to accusations that the San
Francisco Department of Social Services is insensitively and inadequately dealing with
its minority clients, Jio and Lai Saephan, Laotian refugees whose 5-week-old son died
while in foster care, await a hearing today to see if they will be able to keep their three
remaining children.
Two Southeast Asian community agencies in the Bay Area have called for a thorough
investigation into the tragic death of Seing Saephan, who died of sudden infant death
syndrome while in foster care mandated by the San Francisco Department of Social
Services. The children were placed in foster care Jan. 21 when social workers, initially
notified by school teachers who noticed a bruise on 7-year-old Vourn Saephan, began to
suspect that Jio Saephan had beaten one of his children.
All four children were immediately removed from the Saephan home, and the three older
children were taken to a foster home in Daly City, while Seing, who was still nursing,
was placed with a family in Pacifica. Two weeks later, he was found dead in his crib.
Jio Saephan and his family said that the bruise occurred when Vourn was disciplined for
playing with a kitchen knife around the baby. Saephan said he hit Vourn on the hand with
the handle of the knife and caused a bruise.
Amidst accusations of cultural insensitivity, the San Francisco Chronicle reported last
week that social workers used a 13-year-old family member as an interpreter when they
removed one of the Saephan children, a questionable act because of the age and close
relationship of the young interpreter.
According to sources unnamed by the Chronicle, workers, fearing for the girl's safety,
were so eager to remove the 10-year-old daughter that they decided against taking the
extra time to call for a city interpreter.
"This tragic death could have been avoided and the children protected, if the department
had been more sensitive in dealing with this family," said Kouichoy Saechao, chair of the
Lao Iu Mien Culture Association. "It's broken a lot of people's hearts," said Saechao, who
also said the department's refusal to meet with the family or respond to the community
outcry is in itself suspect.
"What's strange is that even now, we don't have anyone contacting us about this case.
We're so few in number that they don't really care ... do you think it's been handled
2
Article obtained from ProQuest Database on 6/29/04. Copyright Asian Week Mar 18, 1994
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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properly if they won't even talk to the community?" asked Saechao. According to
Saechao, more than 100 Southeast Asians attended a community meeting about the case
on Feb. 27.
The city's Division of Family and Children Services, a division of the Department of
Social Services, is already under review by the state, amid complaints by children's
advocates for an alleged pattern of disregard, cultural insensitivity and neglect by the
city's foster care workers.
The Chronicle report disclosed that state officials consider the city's foster care system
the worst in California. At a news conference following the report, Brian Cahill, director
of the Dept. of Social Services, acknowledged that his department suffers from "a strong
perception on the part of communities of color of racial insensitivity." Cahill and other
members of the department were unable to talk about the details of the case, which is
under investigation.
"We try to provide translation services, but it's not always possible. This puts us at a
disadvantage ... there are certainly judgement calls made, and we are very careful,
because we realize how serious the situation is ... If there is any error to be made, it
should be made on the side of the child," said Michael Hancock of the Dept. of Social
Services.
The San Francisco Dept. of Social Services is required to provide service in a language if
5 percent or more of their clients use that language. Current languages provided for
include Spanish, Vietnamese and Cantonese. The Saephan family's Laotian dialect was
not among those languages.
Although the department has declined to discuss the case, there are those who wonder if
the removal of the Saephan children would have happened as quickly if workers more
familiar with Asian culture had been present.
"All of our employees have cultural diversity training. There is a general policy to
provide language services when possible and to recruit minority staff," said Wanda Jung,
civil rights/affirmative action coordinator for the San Francisco Dept. of Social Services.
The Division of Family and Children is currently made up of 52.2 percent white, 24.6
percent black, 9.7 percent Hispanic, 6.7 percent Asian American, 6.0 percent Filipino and
0.7 percent Native American employees. The department has been criticized for its
history of having one of the highest percentages of black children in foster care in
California.
San Francisco Supervisor Willie Kennedy has scheduled a March 22 hearing into the
handling of the Saephan children and other foster care issues. According to Kennedy's
staff, foster care has been a particular concern of Kennedy's for the past eight years,
especially because children of foster care are often people of color.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
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Meanwhile, in a hearing today, evidence for and against allegations of child abuse will be
presented, and it will be decided whether Jio Saephan, still estranged from his family,
will be able to stay with his children. According to Gary Gonzalez, Jio Saephan's
attorney, translators will be provided for the hearing.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
Page 35 of 47
TRANSRACIAL ADOPTION RESOURCES
One of the major issues highlighted throughout the literature on foster care and
adoption is transracial adoptions and the debate as to whether or not a child’s race should
be the major determining factor of placement. Because this issue is so prominent and at
the forefront of many discussions within child welfare a separate resource section was
added in this manual to present more specialized resources for trainers who will be
working with caseworkers and potential foster/adoptive families.
These resources
include: (1) a “Bill of Rights” statement for transracially adopted children, adapted by
Liza Steinberg trigs from “A Bill of Rights for Mixed Folks”, by Marilyn Dramé; (2) A
Multicultural Family Planning and Survival Skills Checklist by M. Elizabeth Vonk; and
(3) A summary of an article written by Willie B. Garrett describing the 7 most common
transracial parenting mistakes.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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Transracially Adopted Children's Bill of Rights3
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

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





Every child is entitled to love and full membership in his or her family.
Every child is entitled to have his or her heritage and culture embraced
and valued.
Every child is entitled to parents who value individuality and enjoy
complexity.
Every child is entitled to parents who understand that this is a race
conscious society.
Every child is entitled to parents who know their child will experience life
in ways differently from theirs.
Every child is entitled to parents who are not seeking to "save" a child or
to make the world a better place by adopting.
Every child is entitled to parents who know belonging to a family is not
based on physical matching.
Every child is entitled to parents who have significant relationships with
people of other races.
Every child is entitled to parents who know transracial adoption changes
the family structure forever.
Every child is entitled to be accepted by his or her extended family
members.
Every child is entitled to parents who know that if they are white they
experience the benefits of racism because the country's system is
organized that way.
Every child is entitled to parents who know they cannot be the sole
transmitter of the child's culture when it is not their own.
Every child is entitled to grow up with items in their home environment
created for and by people of their own race or ethnicity.
Every child is entitled to have places available to make friends with people
of his or her race or ethnicity.
Every child is entitled to have opportunities in his or her environment to
participate in positive experiences with his or her birth culture.
Every child is entitled to opportunities to build racial pride within his or
her own home, school, and neighborhood.
3
Adapted by Liza Steinberg Triggs from "A Bill of Rights for Mixed Folks," by Marilyn Dramé.
Information obtained from New York State Citizens' Coalition for Children, Inc. website:
http://www.nysccc.org/T-Rarts/TRBillofRights.htm on 1/2/2004. NYSCCC contact information: 306 East
State Street, Suite 220 Ithaca, NY 14850 ~ (607) 272-0034 ~ office@nysccc.org
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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Multicultural Family Planning and Survival Skills Checklist4
Note: These resources can be used by workers training potential foster/adoptive parents
who may parent a child of a different race and/or culture. This information is also useful
for trainers to prepare human service workers for assessing care within existing homes.
Multicultural Planning Check √ List (1-14)
my child's race.
role models for my children.
7.
their birth culture.
anguage of their birth
culture.
culture.
ct with members of my child's
racial or ethnic group.
ethnicity.
-race adult and peer role
models on an ongoing basis.
4
Information obtained from: Vonk, M. E. (2001). Cultural Competence for Transracial Adoptive Parents.
Social Work 46(3), 246-255.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
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Survival Skills Check √ List (1-13)
home about race and oppression.
aware of the attitudes of friends and family members toward my child's racial
and cultural differences.
of prejudice or racism.
ituations, such as my child's attempts to alter his or
her physical appearance to look more like family members or friends.
about any group of people.
racism toward my children, my family, or me.
racism, particularly those from my child's race or birth culture.
from strangers.
personal shortcomings.
racism or discrimination.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
Page 39 of 47
Seven Common Transracial Parenting Mistakes5
1. Focusing Only on Racial/Cultural Issues
Openly acknowledging differences is important, or course, but too often parents only
discuss differences. Parents must balance their acknowledgment of differences with their
recognition of similarities, including shared likes, dislikes, common interests, personality
traits, temperament, gender, spirituality, and elements of family culture, including shared
beliefs, traditions, rituals, and celebrations. There are many universal mediums such as
music, that all groups share.
Bonding between parent and child is reinforced by similarities. While being of different
races may seem to constitute a big difference, according to a study in Discover magazine,
race accounts for less than 1 percent of the characteristics of a racial group. In that study,
researchers compared physical characteristics among various racial groups and found that
the statistical difference in any one characteristic (i.e., lip size, hair texture, finger prints,
etc.,) was less than 1 percent.
2. Accepting Racism or Stereotypes as a Reason for Underachievement or Bad
Behavior
Particularly when parents focus on differences, some transracially adopted children use
racism or cultural expectations to explain poor choices they have made. For example, a
child who feels he or she is being treated differently by a teacher may use that as an
excuse for doing poorly in that teacher's class, or a child who wants an expensive athletic
jersey or jacket with his of her favorite athlete's name on it may use racial stereotypes or
issues of cultural acceptance to persuade parents that he or she needs the item.
In situations where a child is being treated differently, parents should intervene.
However, they child must still be held accountable for his or her work and
responsibilities. I am not aware of any culture that condones disrespectful behavior,
swearing, smoking, etc., and while many groups across society wear athletic clothing, no
culture describes wearing is as a cultural preference or characteristic. To assess the child's
claim of disparate treatment of disparate treatment, parents should consider the child's
level of responsibility at home an apply this to school and other environments. The single
most important factor is the child's character. Parents must first look at objective
evidence (i.e., test scores, completed assignments, etc.) then proceed to assess subjective
evidence (such as reports from other adults or kids and their child's complaints). When
‘Seven Common Transracial Parenting Mistakes’ by Willie B. Garrett obtained from the New York State
Citizens' Coalition for Children, Inc. website: http://www.nysccc.org/T-Rarts/commonmistakes.htm on
1/2/2004. NYSCCC contact information: 306 East State Street, Suite 220 Ithaca, NY 14850 ~ (607) 2720034 ~ office@nysccc.org. Originally Reprinted on site from Adoptive Parents Magazine, May/June 1999.
5
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
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the evidence confirms that your child has been responsible but has not been treated the
same as other children, then you have disparate treatment, which is racism.
3. Overindulging the Child
Out of fear of being labeled inadequate, many parents of transracially adopted children
tend to overreact to their child's wants and needs. While children should get all that they
need for healthy growth and development, they shouldn't get everything they want. Many
parents, however, provide excess gifts and toys, too many structured activities, or too
much entertainment; or they over respond to their child's every emotion. Children given
too many of these "extras" often become self-centered and have difficulty coping with
life's usual frustrations.
4. Allowing Others to Intrusively Touch or Violate the Child's Boundaries
Out of fear of disapproval, some parents refrain from telling others not to touch or
excessively compliment their child. Some people experience anxiety when they
encounter racial differences between a parent and child, and they overreact to mask their
discomfort. Typically, such people react by touching the child's hair or repeatedly
commenting on his or her attractiveness, responses they do not present to birth children.
Children often report feeling "like a puppy" when this happens. Birth siblings report
feeling ignored or unimportant. In such situations parents must assertively but gently set
limits - even if they offend the person giving the unwanted attention. Caucasian parents
have reported to me that simply saying something like, "Thank you. I think all children
are beautiful, but please do not touch my child's hair," or "Thank you, but I feel
uncomfortable when people touch her hair," or "Sorry, but I don't allow anyone to touch
her hair" works well. Children do not have the ability to stand up for themselves at such
times.
5. Not Embracing Diversity
Transracially adopted children should have frequent exposure to people of various
backgrounds to gain a sense that it is okay to be different. The family must become
bicultural and practice at least some of the child's ethnic heritage. Celebrating Kwanzaa
or sending the child to Korean camp once a year will not be sufficient exposure to
develop a positive racial identity. The home must reflect ethnic symbols, and cultural
education should be a frequent topic of family conversation and a frequent focus of
family activities.
The cultural focus should be for the family's benefit, not for the child alone. Becoming
bicultural means integrating at least one additional culture into the family's lifestyle and
culture. If all family members receive a "cultural education," the child will not feel
different. Having at least one monthly family event (ethnic dinner, video, celebration,
etc.) is helpful, but complement this with conversation several times a week (concepts
such as attractiveness, success, and community need to be challenged and broadened in
family conversation) and daily exposure through symbols around the house (e.g. books,
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
Page 41 of 47
art, etc.) . Any time cultural education is focused on the child alone, it may become
distancing and have a negative effect.
6. Not Challenging Racism
Racism today is less aggressive and tends to be "invisible" in the forms of attitude, voice
tone, body language and posture, or institutional practices. parents must be alert to
disparate treatment and advocate on their child's behalf. Racism should be a family and
community concern that is communicated as harmful to everyone.
7. Accepting Powerlessness
Out of fear of inadequacy, parents may adopt an attitude of powerlessness. They
demonstrate this by second guessing themselves and delaying timely parenting decisions.
Small issues often become large, and indecisive debates become harmful to the marital
and parent-child relationships. The child may also experience confusion and feel
unsupported. All children need to believe their parents are in charge and know what's best
for them.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
Page 42 of 47
SUPPORTING RESEARCH MATERIAL
Supporting research material in this section includes a (1) website resource table,
(2) a bibliography, and (3) hard copies of research articles for easy reference and/or
distribution.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Reference Manual: Diversity in Foster Care and Adoption
Page 43 of 47
WEBSITE RESOURCE TABLE
Organization Name
Website Address
Description
Policy
Evan B. Donaldson
Adoption Institute
http://www.adoptioninstitute.
org/
X
Inner Circle Foster
Care and Adoption
Services
http://www.fosterfamily.org/c
lasses.htm
This website provides helpful policy information
as it relates to foster care and adoption. This
website emphasizes sociopolitical factors
affecting the foster care and adoption system.
This website provides resources and resource
links on adoption. Their mission is to improve
the accuracy of information on adoption as well
as adoption implementation and understanding.
Resources regarding diversity, for example their
recent press release on Gay and Lesbian
adoption issues
This website gives you their foster care and
adoption training by module which includes a
module on cultural diversity within foster care
and adoption.
Diversity Training
University
International
http://www.diversityuintl.co
m/index.html
Their mission is to provide the knowledge and
skills needed to consult as a diversity specialist,
coach diversity skill development, and conduct
cross-cultural training.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Practice /
Training
Research
X
X
X
Reference Manual: Diversity in Foster Care and Adoption
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Organization Name
Website Address
Description
US Department of
Health and Human
ServicesAdministration of
Children and Families
(Children’s Bureau)
http://www.acf.hhs.gov/progr
ams/cb/publications/adopt02/
This website link gives information on the
Presidents initiatives on Adoption 2002. This
also includes guidelines and chapters of this
Adoption initiative.
Children Awaiting
Parents, Inc.
http://www.capbook.org/succ
ess-adoption.html
North American
Council on Adoptable
Children
http://www.nacac.org/transra
cial_identity.html
The National Resource
Center for Foster Care
and Permanency
Planning at the Hunter
College School of
Social Work
http://www.hunter.cuny.edu/s
ocwork/nrcfcpp/
(CAP) is a national, not-for-profit 501(c)(3)
organization governed by a volunteer board of
directors dedicated to finding adoptive homes
for America’s waiting children. The children
served are special needs children—older,
minority, may have mental, physical and/or
emotional disabilities.
North American Council on Adoptable Children
is committed to meeting the needs of waiting
children and the families who adopt them. The
Council advocates the right of every child to a
permanent, continuous, nurturing and culturally
sensitive family. This website discusses issues
related to transracial adoption and identifies
some of the struggles that many transracially and
transculturally adopted children face. This
website presents tasks to counteract a minority
child's formation of negative identities.
The National Resource Center for Foster Care
and Permanency Planning at the Hunter College
School of Social Work is a training, technical
assistance, and information services organization
dedicated to increasing the capacity of child
welfare agencies to provide children with safe,
permanent families in supportive communities.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Policy
Practice /
Training
X
Research
X
X
X
X
X
X
Reference Manual: Diversity in Foster Care and Adoption
Organization Name
Website Address
Page 45 of 47
Description
The Cherokee Nation
http://www.cherokeekids.org/
This Web site offers information on the
Cherokee Nation Adoption Program, which
seeks to keep Indian children with Indian
families. This web site also offers information
and links to the Indian Child Welfare Act.
New York State
Citizen Coalition for
Children, Inc.
http://www.nysccc.org/ and
http://www.nysccc.org/TRarts/T-Rarts.html
The National Adoption
Information
Clearinghouse
http://naic.acf.hhs.gov/pubs/f
_trans.cfm
The Coalition is an organization of concerned
citizens and 150 volunteer adoptive and foster
parent groups in every region of New York
State. Guided by a belief in the right of
every child to a permanent, loving family, this
website provides information (*See attached) on
transracial adoption issues and practice
implications. The website also presents some
helpful resources including a suggested video
clip entitled: Struggle for Identity, a transracially
adopted Children’s Bill of rights, and upcoming
conference dates and contacts.
The National Adoption Information
Clearinghouse was established by Congress in
1987 to provide free information on all aspects
of adoption. This website provides some very
helpful resource links on adoption.
© 2004 CDHS College Relations Group Buffalo State College/SUNY at Buffalo Research Foundation
Policy
X
Practice /
Training
X
Research
X
X
X
X
References
The Multiethnic Placement Act (1997). Child of Colors, 7, 22.
Adoption by Lesbians and Gays: A national survey of adoption agency policies, practices, and attitudes
(2004). Evan B.Donaldson Adoption Institute [On-line]. Available: www.adoptioninstitute.org
Barth, R. P. (1997). Effects of age and race on the odds of adoption versus remaining in long-term out-ofhome care. Child Welfare, 76, 285-308.
Bradley, C. & Hawkins-Leon, C. G. (2002). The transracial adoption debate: counseling and legal
implications. Journal of Counseling and Development, 80, 433-440.
Brown, A. W. & Bailey-Etta, B. (1997). An Out-of-Home care system in crisis: Implications for African
American children in the child welfare system. Child Welfare, 76, 65-83.
Burke, M. (1999). Late policy review puts Aboriginal children in limbo. Wind Speaker, 16, 17.
Courtney, M. E. & Barth, R. P. (1996). Race and Child Welfare Services: Past Research and Future
Directions. Child Welfare, 75, 99-136.
Garrett, W. B. (1999). Seven Common Transracial Parenting Mistakes. NYSCCC website [On-line].
Halverson, K., Puig, M. E., & Byers, S. R. (2002). Cultural Loss: American Indian family disruption,
urbanization, and the Indian Child Welfare Act. Child Welfare, 81, 319-336.
Harris, G., Poertner, J., & Joe, S. (2000). The Parent with Children in Foster care Satisfaction Scale.
Administration in Social Work, 24, 15-27.
Hollingsworth, L. D. (1998). Promoting same-race adotpion for children of color. Social Work, 43, 104116.
Hollingsworth, L. D. (2000). Sociodemographic influences in the prediction of attitudes toward transracial
adoption. Families in Society: The Journal of Contemporary Human Services, 81, 92.
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Kaplan, C. (2003). Interethnic Adoption Provisions of the Small Business Job Protection Act of 1996.
NASW [On-line]. Available: http://www.socialworkers.org/practice/children/adopt.asp
Lawrence-Webb, C. (1997). African American Children in the Modern Child Welfare System: A Legacy of
the Flemming Rule. Child Welfare, 76, 9-30.
Lee, E. (1994). Southeast Asians want infant's death looked into: Social workers failed to use city
interpretor before taking Laotian child. Asian Week, 15, 1.
McRoy, R. G. & Oglesby, Z. (1997). Achieving same-race adoptive placements for African American
children: Culturally sensitive practice approaches. Child Welfare, 76, 85-104.
McRoy, R. G. & Grape, H. (1999). Skin color in transracial and inracial adoptive placements: implications
for Special Needs adoptions. Child Welfare, 78, 673-692.
Neville, H. A., Heppner, M. J., Louie, C. E., thompson, C. E., Brooks, L., & Baker, C. E. (1996). The
Impact of Multicultural training on white racial identity attitudes and therapy competencies.
Professional Psychology: Research and Practice, 27, 83-89.
Roberts, D. (2002). Racial Harm: Dorthy Roberts explains how racism works in the child welfare system.
Color Lines, 5, 19.
Rynes, S. & Rosen, B. (1995). A field survey of factors affecting the adoption and perceived success of
diversity training. Personnel Psychology, 48, 247-270.
Stein, T. J. (2000). The Adoption and Safe Families Act: Creating a false dichotomy between parents' and
childrens' rights. Families in Society: The Journal of Contemporary Human Services, 81, 586.
Thompson, J. J. & Marley, M. A. (1999). Women in Human Services Management: Continued issues and
concerns. Administration in Social Work, 23, 17-31.
Vonk, M. E. (2001). Cultural Competence for Transracial Adoptive Parents. Social Work, 46, 246-255.
47