Massatti‚ Vonk‚ & Gregorie‚ 2004
1. I want to help my child establish relationships with children from his or her birth culture. 2. It is a high priority for me to encourage my child to seek support and advice from adults of his or her race about coping with prejudice. 3. Paying no attention to racial differences between my child and myself makes me a better parent. b .467
4. It is a high priority to seek out service providers in my community‚ such as doctors or dentists‚ who are of my child’s race or ethnicity.
5. I need to teach my child a variety of coping strategies from which to choose when faced with prejudice or bias. .345
6. Providing my child with opportunities to learn the history of the people of his or her race is a high priority. .684
7. I feel I must provide my child with opportunities to learn the language or dialect of this or her birth culture.
8. It is very important to wait for my child to indicate that race is an issue for him or her before initiating a discussion on the topic.
9. Helping my child feel a sense of belonging within a community of people from his or her birth culture makes me a better parent. 10.I want to help my child establish relationships with adults from his or her birth culture.
11.I think that young children do not notice racial differences unless adults point them out.
13.I know that prejudice and discrimination exist‚ but there are more important things about which to teach my child. 14.It is very important to include traditions from my child’s birth culture‚ such as ethnic holidays‚ in my family celebrations. 15.Awareness of my feelings and attitudes about my child’s birth culture and race is crucial. 16.Examination of my motivation for adopting a child of a different race or culture is very important.
17.It is important for me to provide opportunities for my child to visit his or her community or country of birth.
18.I think that coping with prejudice or racism is the same as coping with other problems. 19.Helping my child feel pride in his or her racial heritage is a high priority. 20.I believe that I can prevent problems related to racial differences by providing love to my child.
21.I do not believe that racial and cultural differences create significant additional parental responsibilities.
22.It is very important for me to examine my feelings about interracial dating and marriage.
23.Books‚ toys‚ and dolls that reflect the race of my child are very important for my family.
24.It is very important that I rely primarily on my own prior experiences when helping my child cope with race related teasing or prejudice.
25.It is crucial that I place my child in multicultural schools.
26.I believe that it matters little what others think about my child’s race as long as I love him or her. 27.I believe that it is very important that my child recognize racism. 28.I want to provide my child with opportunities to appreciate the fine arts‚ such as music and dance‚ of his or her birth culture. 29.Seeking support and advice from adults or parents of my child’s race about dealing with prejudice is a high priority. 30.I believe that my child and I will make too much of racism if we develop a sensitivity to it.
31.I want my family to live in an integrated neighborhood with neighbors who reflect the race of my child.
32.It is very important for me to develop friendships with families and individuals of my child’s heritage.
33.I think it is best to simply ignore insensitive remarks from strangers about my child.
34.It is important for me to remember that others may view my family as different.
35.I believe that discussions of racial differences with my child may do more harm then good.
36.Providing my child with opportunities to learn values and traditions of his or her birth culture is a high priority.
TAPS = Transracial Adoption Parenting Scale; MPNC =multicultural planning with no contact (0.88); MPC = multicultural planning with contact (0.77); MPI = multicultural planning with integration (0.67); RA = racial awareness (0.68); SS = survival skills (0.65); NA = negative attitudes (0.82).( Massati and Vonk‚ 2004)
1 = Strongly Disagree‚ 2 = Moderately Disagree‚ 3 = Slightly Disagree‚ 4= Slightly Agree‚ 5= Moderately Agree‚ 6= Strongly Agree
MPNC =multicultural planning with no contact (6‚ 7‚ 14‚ 17‚ 19‚ 23‚ 28‚ 36); MPC = multicultural planning with contact (1‚ 2‚ 4‚ 9‚ 10‚ 29‚ 32); MPI = multicultural planning with integration (25 and 31); RA= racial awareness (15‚ 16‚ 22‚ 34); SS = survival skills (5‚ 12‚ 27); NA = negative attitudes (3‚ 8‚ 11‚ 13‚ 18‚ 20‚ 21‚ 24‚ 26‚ 30‚ 33‚ 35). (Massati and Vonk‚ 2004) This instrument can be found at: https://www.researchgate.net/publication/228058632& Fischer‚ Joel.‚ Corcoran‚ Kevin J. (2007 ). Measures for Clinical Practice and research: A sourcebook. (4th ed.). NY. Oxford University Pr. Vol. 1‚ Page (s): 415-418.
Vonk‚ M. E. (2001). Cultural competence for transracial adoptive parents. Social Work‚ 46‚ 246-255.
Massatti‚ R. R.‚ Vonk‚ M. E.‚ Gregoire‚ T. K. (2004). Reliability and Validity of the Transracial Adoption Parenting Scale. Research on Social Work Practice‚ 14(1)‚ 43-50.
Mohanty‚ J.‚ Keokse‚ G.‚ Sales‚ E. (2006). Family Cultural Socialization‚ Ethnic Identity‚ and Self-Esteem. Journal of Ethnic & Cultural Diversity in Social Work‚ 15(3-4)‚ 153-172.
Massatti‚ Vonk‚ & Gregorie. (2004). Transracial Adoption Parenting Scale (TAPS). In Fischer‚ Joel.‚ Corcoran‚ Kevin J. (2007 ). Measures for Clinical Practice and research: A sourcebook. (4th ed.). NY. Oxford University Pr. Vol. 1‚ Page (s): 415-418.