A comparative study of fathers' thoughts about fatherhood in the USA and Japan

Abstract

The purpose of this study was to examine American and Japanese fathers' perspectives of fathering. The participants consisted of 25 American and 25 Japanese fathers. The data came from written responses of American and Japanese fathers. Qualitative analysis of the data yielded the following three themes: family structure and its influences, involvement with children and childrearing goals. These fathers described similar perspectives regarding fathering, and they were influenced by their own fathers' childrearing practices. American participants had more divorced parents than their Japanese counterparts, and they had less involvement with their own fathers during childhood, while all Japanese participants had both parents and had involved fathers. American participants considered fathers as persons who balance love and discipline, while Japanese participants viewed fathers should share childrearing with their wives. American men wanted to know how to help with children's spiritual development, while Japanese men desired to acquire childrearing skills.

Keywords:

• father involvement
• fathering
• fatherhood in USA and Japan
• childrearing

Notes on contributors

Yoko Ito is a professor in the Faculty of Education at Chiba University in Japan. She received her doctorate in educational psychology from Ochanomizu University in 2003 and her master's degree in child development from Ochanomizu University in 1983. She has served as the chief editor of the JAHEE from 2007 to 2011. She has published numerous articles and book chapters on child development education and pre-parenting programmes for young generations. Her current research interests include cross-cultural studies of fathering in China, Japan, the USA and Sweden.

Satomi Izumi-Taylor, PhD, is professor and coordinator of early childhood education in the Department of Instruction and Curriculum Leadership at the University of Memphis, Tennessee, USA. Her research interests include cross-cultural studies of teacher education, play, constructivism, infant and toddler development, and science education.