ADULT KOREAN INTERCOUNTRY ADOPTEES: A RESOURCE FOR ADOPTION PRACTICE
8 Introduction On January 13, 1903, the first Korean immigrants to the United States arrived in Honolulu, Hawaii, on the S.S. Gaelic. In commemoration, President George W. Bush issued a proclamation declaring January 13, 2003 as the “Centennial of Korean Immigration to the United States.” Throughout the year, programs, ceremonies, and activities honoring Korean immigrants and their descendants have been scheduled to celebrate the contributions of Korean-Americans over the past one-hundred years. There was a time when I would not have identified with the millions of Koreans who risked everything for the hope of a new life in a new land. Like them, I was born in Korea and came to the United States with the hope of a better life. But unlike them, I did not travel with family or knowledge of my blood roots nor did I have to learn a new culture and language all on my own. My arrival to the United States at the age of three was eagerly awaited; I had become an American through adoption.
The Long-Term Effects of Transracial Adoption
Based on a national survey of 372 adoptive families, the authors compare and contrast the long-term adjustments of Colombian, Korean, and Afro-American transracial adoptees with those of in-racially adopted whites. After adoptees had been in their adoptive homes for at least six years, the results showed that the adolescent and school-aged transracial adoptees were no more poorly adjusted than their in-racially adopted counterparts. This study provides additional confirmation of the utility of transracial placement as an effective policy option for homeless minority children.
Environmental education in Latin American and the Caribbean: the challenges and limitations of conducting a systematic review of evaluation and research
Abstract This systematic review extends the boundary of prior reviews in the environmental education (EE) field by analyzing publications focused on Latin America and the Caribbean (LATAM). We examined peer-reviewed literature and dissertations/theses in four languages (English, French, Spanish and Portuguese) published between January 2000 and February 2018 to examine outcomes of EE interventions occurring in both formal and nonformal settings among LATAM youth up to age 18 years. Our findings reflect recurring critiques of EE, such as the field’s limited empirical research and a bias toward measuring knowledge gain. Our findings also highlight themes specific to LATAM, related to issue-based EE programs, EE versus Education for Sustainable Development, barriers to EE implementation and potential challenges posed by bias, privilege and power in LATAM-based EE research. Access to potentially appropriate publications was limited by weaknesses in search databases. Only a small selection of LATAM countries is represented in publications that met the search criteria, limiting our capacity to draw stronger conclusions about the region as a whole.