Race Identity Affirming Supports for Black Children and Youth in Foster Care: Findings from Illinois Caregivers

Researchers report higher mental health resilience, social well-being, and social skills for children and youth in same-race placements than for children in cross-race placements (i.e., transracial). However, about a fourth of foster placements are transracial in the U.S. (and likewise in the state of Illinois). In Illinois, the vast majority of transracial placements are Black children placed with White foster caregivers. This study featured phenomenological interviews of 32 caregivers in 2022-23 (including white and Black foster parents and several birthparents) of Black children in foster care in Central Illinois. Recruitment of participants occurred through multiple strategies including direct mail and texts. The study utilized geospatial analysis to produce a statewide map of transracial foster placements by county for white, Black, and Latinx children in care. This statewide analysis helped to better understand the context and generalizability of qualitative data. Central Illinois was prioritized due to the prevalence of cross-race placements and severe inequities in socio-economic outcomes for Black Americans in Central Illinois metropolitan areas.

Three primary questions guided our qualitative research:

1. What are the primary risks to cultural and racial identity development of Black children and youth in care?
2. What can caregivers, parents, communities, and the child welfare system do to protect Black children and promote healthy cultural and identity development?
3. How can we prepare and support transracial caregivers to support the healthy identity development of Black children in care?

The project combined the expertise of Illinois family advocates and race equity leaders, training specialists, child welfare practitioners, and researchers from the University of Illinois Urbana-Champaign and Springfield. The project created a Call to Action workgroup to focus on the needs of Black children in care in collaboration with the Illinois Department of Children and Family Services and other agencies.

The team utilized a theory-led approach to developing a codebook, utilizing resiliency theory as a framework for a priori codes identified via literature review. The codes were used to deductively code the data, and also identify new themes. The team conducted two phases of double coding, in which two researchers coded interviews and then came to a consensus on coding. Researchers synthesized interview findings utilizing the conceptual framework.

Study findings identified various risks and protective factors to positive race identity development for Black children and youth among caregiving families, within communities, and across the child welfare system and societal institutional structures. The study highlights protective factors that work to promote cultural fluency and anti-racism within families, communities, the child welfare system, and broader society/institutions. Additionally, caregivers reported on needs for promotive support to child well-being in areas of: 1) educational and learning development, 2) physical health and development, 3) mental health and emotional development, and 4) relational and social behavior development. From a holistic child/youth development perspective, promotive factors intersect with supports needed for racial and cultural identity development.

From this project, learn how Illinois researchers are partnering with Illinois child welfare stakeholders to develop race-identity affirming systems of support, especially for Black children and youth.