The topic of this phenomenological research concerned parental involvement, especially hindrances to father involvement. The purpose of this study was to identify and understand hindrances to parental involvement at Head Start from the perspective of fathers. The research took place at three Head Start sites, with all sites coming under the auspices of Semcac/Head Start. The methodology and data analysis were based on the method of Moustakas (1994, 2001) and involved interviewing seven Head Start fathers or stepfathers. Regarding hindrances to father involvement, three themes emerged from the interview data. Data indicated that the nature of fathers’ employment, work schedules, and lack of work influenced involvement. Other themes pertained to family issues, circumstances, and relationship issues as well as father personal beliefs and self-perceptions of fathering. Recommendations for future research included conducting studies on fathers and their involvement with the peers of their Head Start children. Another area requiring more research could be the role that grandparents play at Head Start. As for implications for Head Start personnel, all fathers seemed generally pleased with Head Start in that all fathers felt Head Start was beneficial to their children in their learning experience. However, in keeping with fathers’ work schedules, Head Start administrators might schedule events at various times during the day and possibly offer more father/child activities during the year. Father support groups or parenting classes at Head Start might be other options for Head Start administrators to consider.
|Advisor:||Pye, Yvette L.|
|Commitee:||Germundsen, Richard, Teklemariam, Amanuel, Updaw, Nelson J.|
|School:||Saint Mary's University of Minnesota|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 77/10(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education|
|Keywords:||Father engagement, Father involvement, Head start, Hindrances, Paternal involvement, Preschool|
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