‘Helping us find our own selves’: exploring father-role construction and early childhood programme engagement

Abstract

Early childhood programmes (ECPs) serving children from low-income families are becoming increasingly interested in engaging fathers. The purpose of this study was to examine perspectives of diverse fathers with low incomes to more fully understand how their experiences within an ECP influenced father-role construction and facilitated their engagement in the programme and with young children. An exploratory focus group was conducted with fathers of children enrolled in a Head Start/Early Head Start programme. Qualitative data were analysed using descriptive and pattern coding. Findings suggest the ‘fit’ between fathers' existing role beliefs and programme strategies may facilitate or hinder programme engagement. Practitioner interactions that value fathers, promote child learning and enjoyment, and support fathers in developing parenting skills that strengthen positive father–child relationships may change father-role construction to facilitate engagement in the programme and with their young children.

Keywords:

• father intervention
• father involvement
• Head Start family engagement
• father engagement

Acknowledgements

We express sincere appreciation to the Head Start Program Fatherhood Coordinator and fathers who participated in this study. This work was supported by the United States Administration of Children and Families [90YR0035].

Notes on contributors

Sheila Anderson, Ph.D., Assistant Professor, Weber State University. Dr Anderson's research focuses on the effects on child development of early parenting and teacher interactions from families of low-income and ethnic minority backgrounds.

Ty B. Aller, B. S. Ty is a Master's student in a Marriage and Family Therapy programme and a student affiliate of the American Association for Marriage and Family Therapy. Mr. Aller's primary research interest focuses on fathering and finding clinically appropriate ways to support fathers in separated families to help increase positive developmental outcomes for children.

Kathleen Walsh Piercy, Ph.D., Professor in the Department of Family, Consumer, and Human Development, Utah State University. She teaches graduate student courses in family theories, family policy, aging, and qualitative methods. Her research has focused mostly on family care of older adults, but she also studies leisure pursuits of healthy middle-aged and older adults.

Lori A. Roggman, Ph.D., Professor in the Department of Family, Consumer, and Human Development, Utah State University. Dr Roggman's research focuses on parent and children's early development. She has extensive experience in home visiting research, integrating theory-based inquiry with programme evaluation and application to policy and practice.