Researchers reported a change in societal attitudes during recent decades with more individuals engaging in interracial dating and marriage (Fiebert, Karamol, Kasdan, 2000; Gurung & Duong, 1999).

Since the larger percentage of families in America live on dual-incomes (U. Census, 2004), demands of jobs and careers necessitate that children be exposed to diverse social contexts.

For example, programs and activities implemented to meet the needs of latchkey children have included extended-day programs in public schools, after-school hotlines, and neighborhood “block mothers” (Lamorey, Robinson, Rowland, Coleman, 1998).

Along with other unofficial programs and activities, these likely have contributed to children developing viewpoints and social comforts beyond the influences of their primary caregivers.

Limitations and implications for social work education and research are discussed.

Introduction Interracial relationships have experienced intense struggles and obstacles in the history of the United States.

Many areas of the country forbade interracial relationships, and punishment included imprisonment and even death (Todd & Mckinney, 1992).

As recent as in 1967, sixteen states still banned interracial marriages until the Supreme Court declared those laws unconstitutional in the landmark case of Loving v. Slavery, prejudice, and stereotypes perpetuated discrimination against interracial relationships.

This study explored the attitudes of MSW students (N = 147) toward transracial adoption and included an investigation of the students' personal experiences that may affect their attitudes.

Statistical analyses revealed that although the majority of students supported the practice of transracial adoption, a number of students gave neutral responses to several items related to transracially adopted children's ethnic identity, likely indicating a lack of awareness of the consequences of transracial adoption.

White students were more likely than students of other racial groups to support the practice of transracial adoption.

Personal experiences, such as dating interracially and supporting interracial dating, appeared to affect students' attitudes toward transracial adoption.