Fatherhood Education with Latino Fathers: A Mixed-Method Evaluation

ABSTRACT

As fatherhood education programs become more common and as the United States becomes increasingly diverse, efforts are needed to ensure that programs reach underrepresented groups. Using a mixed-method evaluation approach, this study examined the programmatic impacts and experiences of Latino fathers (n = 156) who participated in fatherhood education programs. Quantitative analyses indicated that participants showed improvements in father-child relations, decreases in partner conflict, and more positive perceptions of employability from pretest to posttest. Qualitative analyses revealed that the programs were largely positively received, with participants reporting greater knowledge of several targeted concepts. Overall, findings suggest that Latino fathers derive perceived benefits from participation in fatherhood education programs. Practical implications are discussed.

KEYWORDS:

• Latino fathers
• mixed-method evaluation
• fatherhood education
• phenomenology
• father-child relations
• partner conflict

Disclosure statement

No potential conflict of interest was reported by the authors.