Ph.D., Antioch University, 2025, Antioch Seattle: Counselor Education & Supervision

This qualitative hermeneutic phenomenological study explores the lived experiences of transracial adoptees of the global majority (BIPOC), focusing on their bicultural identity integration and its impact on mental health. During semi-structured interviews, nine participants shared their stories of navigating cultural and racial dynamics as adoptees in predominantly White adoptive families and communities. The findings revealed six core themes: (1) the Quest for Bicultural Identity Formation, (2) Cultural Integration and Adaptation, (3) Navigating Racial and Cultural Tensions, (4) the Role of Family in Cultural Integration, (5) the Importance of Community and Support Systems, and (6) Mental Health and Therapeutic Experiences, addressing the complex interplay of identity, mental health challenges, and the healing potential of culturally responsive therapy. This study underscores the need for increased cultural competency in adoptive parenting and mental health interventions to better support the unique experiences of transracial adoptees of the global majority. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).20

Committee: Stephanie Thorson-Olesen PhD (Committee Chair); Porshia Daniels PhD (Committee Member); Susan Branco PhD (Committee Member) Subjects: Counseling Education; Counseling Psychology; Mental Health; Minority and Ethnic Groups; Multicultural Education; Personal Relationships; Therapy

Doctor of Psychology (Psy.D.), Xavier University, 2021, Psychology

The prevalence of transracial adoptions of Black children by White parents in the United States is rapidly increasing, and currently the adoption of Black children by White parents is the most frequent transracial adoptee-parent combination (Lee, 2003; Marr, 2017). With the increase of transracial adoptions in the U.S., questions arise about White transracial adoptive parents' capability to promote the racial-ethnic identity of their adopted Black child(ren), specifically with regard to their knowledge about how to promote the healthy racial-ethnic identity of racially diverse youth. The current study examined if White transracial adoptive parents' knowledge of how racial-ethnic identity develops impacts their intentions to promote their adopted Black children's racial-ethnic identity in the context of the theory of planned behavior. Caucasian parents (both mothers and fathers) who have adopted, or were in the process of adopting, Black or African American child(ren) (n = 199) completed measures examining their factual knowledge of normative racial-ethnic identity development and their attitudes, perceived subjective norms, perceived behavioral control, and intentions related to engaging in the racial-ethnic socialization process. Results revealed that parents' knowledge of normative racial-ethnic identity development was negatively correlated with their intentions to engage in the racial-ethnic socialization of their Black child; however, parents' intentions were positively correlated with their attitudes toward, subjective norms for, and perceived behavioral control of the racial-ethnic socialization of their adopted Black child(ren). Further, knowledge was not an incremental predictor of parents' intentions to engage in the racial-ethnic socialization process beyond the components of the theory of planned behavior. Finally, results revealed that parents who perceived greater subjective norms for and greater behavioral control of racial-ethnic socialization report (open full item for complete abstract)

Committee: Tammy Sonnentag Ph.D. (Committee Chair); Stacy Raj Ph.D. (Committee Member); Christian End Ph.D. (Committee Member) Subjects: Developmental Psychology; Psychology; Social Psychology

PHD, Kent State University, 2018, College of Arts and Sciences / Department of English

Within the past few years, adoptees have been challenging the positive adoption narratives about them by implementing corrective action movements through various scholarly, literary, and rhetorical media in order to claim their voices and agency. Exploring such movements, this dissertation focuses on several significant books about transnational adoption. These works are: Perpetual Child: Dismantling the Stereotype; Outsiders Within: Writing on Transracial Adoption; Flip the Script: Adult Adoptee Anthology; Lucky Girl: A Memoir; Ghost of Sangju: A Memoir of Reconciliation; and Fugitive Visions: An Adoptee's Return to Korea. The narratives individually and collectively offer alternative voices in the exploration of identities across borders, cultures, and boundaries in ways that intersect with immigration and ethnic literature. Each book strengthens the intersectionality conversation of transnational adoptees and the importance of understanding their in-between identities as unique. Moreover, each narrative reflects the transnational adoptees' temporary umbrella of white privilege and their 1.5 generation immigration status that set them apart from same-race and transracial domestically-adopted persons as well as their first-generation cohort and second-generation same-aged peers. Focusing on these dynamics, this dissertation attempts to privilege transnational adoptee books and scholarship that work to shift the conversations about orphan/adoptees to those created by adoptees. It aims to make a space for their missing voices.

Committee: Babacar M'Baye (Advisor); Pam Lieske (Committee Member); Kevin Floyd (Committee Member); Carla Goar (Committee Member); William Kalkhoff (Committee Member) Subjects: American Literature; American Studies