ABSTRACT
This study examined Head Start’s impact on fathers’ school-based involvement and associations with Black children's cognitive, behavioral, and social-emotional skills. With a sample of 1,354 Black children, fathers’ involvement was measured as attendance at school meetings, teacher conferences, school events, and/or volunteering at school events. Children’s cognitive skills were literacy, language, and mathematics scores. Parents reported on the parent–child relationship, children’s social skills, and behavioral concerns. Non-resident fathers in Head Start were more involved in Black children’s schooling than not enrolled in Head Start. Unexpectedly, fathers’ school-based involvement and Head Start enrollment were not related to children’s developmental outcomes at kindergarten age. Head Start serving impoverished Black families should consider implementing targeted school-based father involvement initiatives that directly influence children.
Additional information
Notes on contributors
Kyunghee Lee
Kyunghee Lee is associate professor and
Kristin Rispoli
Kristin Rispoli is assistant professor at Michigan State University.