Utilizing a sample of lesbian, gay, and heterosexual adoptive parent families with school-age children, results suggested that parents engage in adoption communication less but racial-ethnic socialization more when a child is transracially adopted. No differences were found in lesbian and gay parents socialization practices for adoptive or racial-ethnic identity. Further, lesbian and gay parents engaged in sexual minority parent socialization less than adoptive or racial-ethnic socialization. Children’s self-worth was related to sex but not socialization practices such that girls reported lower self-worth, and no significant associations were present for children’s closeness. Children’s age, sex, and transracial adoptive status were predictive of their understanding of adoption and only children’s age was predictive of their recognition of sexual minority parent socialization. Children’s sex and transracial adoptive status as predictors of understanding of adoption have not yet been reported on in the literature. Further, no work has reported on associations between parent and child socialization practices in the context of sexual minority parent socialization. The implications of differences emerging in parent socialization frequency (i.e., racial-ethnic communication higher than adoptive communicative openness), as well as how children’s sex and transracial adoptive status contribute to children’s understanding of adoption will be discussed.

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Syftet med denna studie var att undersöka hur förskollärare konstruerar regnbågsfamiljer i förskolans verksamhet och vilka normer om familj som träder fram ur förskollärares berättelser. Studien vilar på det socialkonstruktionistiska perspektivet där kvalitativa intervjuer genomförts för att besvara studiens syfte och forskningsfrågor. Studiens resultat visar på att regnbågsbarn exkluderas i förskolan om regnbågsfamiljer inte inkluderas och konstrueras i verksamheten. I ett vidare perspektiv kan det innebära att regnbågsbarn i förskolan lider av ett utanförskap då de inte får sin familjebild bekräftad i verksamheten. Trots detta visar resultatet på en tydlig kärnfamiljsnorm i förskollärares berättelser / The aim of this study was to find out how preschool teachers construct LGBTQ families in preschool and what norms of family emerge from preschool teachers´ stories. The study rests on the social constructionist perspective where qualitative interviews were conducted to answer the study´s purpose and questions. The result show that LGBTQ children are excluded in preschool if LGBTQ families are not included and made visible. In a wider perspective this may mean that LBGTQ children in preschool suffer from socially alienation if they do not get their family construction confirmed in preschool. Despite this, the results show a clear norm of heteronormativity in preschool teachers´ stories