African American Fathers' Perceptions of Their Involvement in the Academic Process of Their Male Children
Abstract
The purpose of this transcendental, phenomenological study was to understand the perceptions of non-residential African American fathers’ roles in the academic process of their male children. The participants were non-residential African American fathers of sons in grades 3-12. Self-efficacy and the critical race theory were the theories that guided this study. Data was collected through interviews, surveys, and focus groups. Data was analyzed using Moustakas’ (1994) guidelines for transcendental phenomenology. Results of the study revealed that fathers, in the face of mother gatekeeping, persisted to rely on their sons’ mothers for information pertaining to their sons’ academic process. It was noted that participants, in some form, were involved in progress monitoring. The study also prevailed that, father educational attainment was not a determining factor for their involvement. In summary, these fathers, despite numerous difficulties, have been diligent in their efforts to maintain active roles in the lives of their sons.
Keywords
African American, Male Children, Fathers, Parental Involvement, Critical Race Theory, Self Efficacy Theory
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Creekmur, Chaundra Ed.D, "African American Fathers' Perceptions of Their Involvement in the Academic Process of Their Male Children" (2018). Georgia Educational Research Association Conference. 30.
https://digitalcommons.georgiasouthern.edu/gera/2018/2018/30
African American Fathers' Perceptions of Their Involvement in the Academic Process of Their Male Children
The purpose of this transcendental, phenomenological study was to understand the perceptions of non-residential African American fathers’ roles in the academic process of their male children. The participants were non-residential African American fathers of sons in grades 3-12. Self-efficacy and the critical race theory were the theories that guided this study. Data was collected through interviews, surveys, and focus groups. Data was analyzed using Moustakas’ (1994) guidelines for transcendental phenomenology. Results of the study revealed that fathers, in the face of mother gatekeeping, persisted to rely on their sons’ mothers for information pertaining to their sons’ academic process. It was noted that participants, in some form, were involved in progress monitoring. The study also prevailed that, father educational attainment was not a determining factor for their involvement. In summary, these fathers, despite numerous difficulties, have been diligent in their efforts to maintain active roles in the lives of their sons.
