April M. Moyer

When You're Sitting on the Fence, Hope's the Hardest Part: Challenges and Experiences of Heterosexual and Same-Sex Couples Adopting Through the Child Welfare System.

This study of 84 foster-to-adopt parents (42 lesbian, gay, and heterosexual couples) examined the challenges that parents faced as they navigated multiple systems during the post-placement period. Some participants described the legal insecurity associated with their role as foster-to-adopt parents as impacting their well-being and attachment. Lack of support services, disorganization within social service agencies, and strained relationships with birth parents were also identified as stressors. Lesbian and gay participants faced additional concerns regarding the security of their placement due to the possibility for discrimination. Participants as a whole identified positive aspects of their experiences within various systems (e.g., supportive social workers).

Seeking to Adopt in Florida: Lesbian and Gay Parents Navigate the Legal Process

Utilizing interview data from 22 lesbian and gay parents in Florida, the current exploratory study examined participants’ experiences navigating the legal and social service systems after the repeal of the Florida ban on gay adoption. Participants reported both positive and negative experiences in seeking out lawyers (e.g., some attorneys were accommodating and knowledgeable about gay adoption; others demonstrated discomfort about working with same-sex couples), working with social service agencies in an effort to adopt, and interfacing with the judicial system. This study furthers our knowledge of the lingering effects of discriminatory laws even after such laws have been formally removed, and holds implications for social workers and other practitioners who seek to support lesbian and gay parents and prospective parents as they adjust to the removal of antigay legislation (e.g., regarding marriage or adoption). Based on our findings, we provide recommendations for ensuring that legal and social service practitioners keep up with the rapid pace of legal reform and adapt their practices accordingly.

Lesbian, Gay, and Heterosexual Adoptive Parents’ Socialization Approaches to Children’s Minority Statuses

This study examined the narratives of 82 adoptive parents (41 couples: 15 lesbian, 15 gay male, 11 heterosexual) of young children (M age = 5.81 years) with a focus on understanding parents’ socialization practices and strategies surrounding race (among parents of children of color), and family structure (among lesbian or gay [LG] parents). Most parents described an engaged approach to socialization surrounding their children’s racial minority and LG-parent family statuses, employing strategies such as (a) holding parent–child conversations aimed at instilling pride, (b) seeking communities that reflect their child’s identities (more often LG than heterosexual), and (c) educating about racism and heterosexism. Some parents described a cautious approach in which they acknowledged their child’s racial background and LG-parent family status but were cautious about not being overly focused on their differences. A minority of parents (more often heterosexual than LG) described an avoidant approach, whereby they did not discuss their child’s differences.

Lesbian, Gay, and Heterosexual Adoptive Parents’ Perceptions of Inclusivity and Receptiveness in Early Childhood Education Settings

ABSTRACT Little research has examined the experiences of lesbian/gay (LG) parent families or adoptive parent families in early childhood education settings. This study uses interview data to examine the perceptions and experiences of 45 lesbian, gay, and heterosexual couples (90 individuals) with 10 adopted children with respect to their (1) openness with schools and teachers regarding their child’s adoptive status, racial background, and LG–parent family status and (2) perceptions of school inclusivity and responsiveness with respect to adoption, race, and family structure. The majority of parents explicitly disclosed their adoptive and LG–parent family status with teachers, but few discussed children’s racial background with teachers. Many parents viewed their children’s schools and teachers as explicitly inclusive of all types of families, providing specific examples of teacher practices that they appreciated. Some parents viewed schools as tolerant but not explicitly inclusive; reactions to this approach varied, with some parents appreciating not being “singled out,” and others feeling overlooked. Finally, some parents viewed schools as marginalizing toward their family’s adoptive, LG–parent family, and multiracial status. Lesbian mothers tended to report less positive impressions of schools than gay fathers. Findings have implications for schools and teachers seeking to create an inclusive environment for diverse families.