Identity development and ethnic heritage: Perspectives of Canadian parents with children adopted from China

With the increased number of Families with Children from China (FCC) through international adoptions, this study looks at the phenomenon of FCC in a Canadian context. In particular, this study seeks to explore Canadian parents' understanding of the identity construct of their children adopted from China, as well as parents' awareness of and attitudes towards the role of ethnic Chinese culture and language in the identity development for their children.;The findings of the study suggest that parents have various views of their children's identity, from being just Canadian, to Chinese-Canadian or Canadian-Chinese or in "a third space between Canada and China" that all include both Canadian and Chinese influence. Furthermore, some parents pointed out their children's identity are "as color of purple" that they are one of a kind in their own, which integrates the children's experience of being born of Chinese ethnicity, being adopted, and being raised by Canadian parents.;The study also reveals that parents have various degrees of awareness of the role that ethnic Chinese culture and language play in the children's identity development, including little or no awareness and awareness in different aspects and degrees. Parents with a deeper awareness acknowledge the positive influence of fostering the children's heritage "root" and see that as an investment in the "wholeness" of their children's identity and overall well-being. With regard to parents' attitudes to providing their children with exposure to their ethnic heritage, "child choice" is a common approach adopted by parents. While some parents become more ambivalent about providing their children with access to their heritage, others continue to provide opportunities and role-modeling for the children to explore their ethnic heritage thereby making a "ticket home" as one possible choice.;The study suggests that Canadian parents with children adopted from China need to be more aware of the identity challenge their children might face, as well as the positive role the ethnic Chinese language and culture can play in the children's identity development. The study concludes with implication and recommendations for future research.;A qualitative study informed by a phenomenological approach is used to explore parents' perspectives on their children's identity development, as well as to gain in-depth understanding of parents' awareness and attitudes. The data were collected through in-depth and semi-structured interviews as well as observation. Two rounds of interviews were conducted with nineteen adoptive parents, audio-recorded and transcribed. Coding and meaning categorization are used to draw out themes emerging from the data.