Chinese adoptees' perceptions of their academic experiences in Spain

Abstract

International adoptions in Spain began in the 1990s and since then, it has become the second country (the United States being the first) in the world to receive more adoptions from China. This country was affected by the establishment of the one-child policy, for which thousands of infants were abandoned (mostly girls). Throughout the present work, the perceptions about the academic experiences of the Chinese adopted in Spain are explored. Highlighting some factors that can influence the study of narratives such as attachment, development and identity, we delve into the reality of this group and substantiate whether the academic experiences are negative or, failing that, positive. A brief analysis of the Spanish educational system is also made and how the inclusion of diversity in the classroom should be improved. Finally, due to the absence of articles and works in Spanish dealing with this topic, it is compared with articles in other countries (being more abundant in the United States) and especially, mentioning the "Model Minority" referring to those minority groups perceived as successful in contrast to other minority groups, in this case emphasizing people from Asia. Finally, through a qualitative methodology characterized by in-depth interviews, we analyze the various narratives around the topic of interest and end with some conclusions and future research proposals as well as a self-assessment regarding the acquisition of skills both throughout the race as through the elaboration of the present design of social research project.