Award Date

5-1-2012

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Committee Member

Thomas Bean

Second Committee Member

Porter Troutman

Third Committee Member

Shaoan Zhang

Fourth Committee Member

Peter Gray

Number of Pages

138

Abstract

Although there is a great deal of research on hegemonic masculinity, fathering involvement and a father's influence on his children's educational outcomes, little empirical research has linked these practices to African American fathers. Because they are typically depicted as ineffective, irresponsible and non-present, African American fathers who are involved in their children's lives must do so in ways that affirm their identity, ways that are contrary to the common social conceptions and media representations of Black men. Using the framework of hegemonic masculinity, this study examined how the increase of women in the workforce translates to both the amount of time an African American father spends with his children and what he does as an involved father in regards to his children's positive educational outcomes. Data were collected from African American fathers or African American stepfathers between the ages of 18 and 52 using 9 semi-structured interviews, 6 video clip reflections and 7 observational sessions. The results overwhelmingly contradict the image of African American fathers as irresponsible and uninvolved fathers As well as shed new insights into fathering involvement.

Keywords

African American fathering involvement; African American fathers; Education; Educational outcomes; Father and child; Fatherhood

Disciplines

African American Studies | Education

Language

English


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