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The contexts of fatherhood in the 21[superscript st] -century are leading to meaningful changes in responsibilities for fathers. These changes are welcomed by many and benefit the family unit in many ways. However, nontraditional doctoral student fathers pursuing a doctorate and maintaining full-time employment face numerous challenges as they seek a work-life balance. Due to the lack of research on this subset of doctoral students, this research fills in the gap and lends a voice to fathers navigating the doctoral journey. Through this qualitative, hermeneutic phenomenological study of eight nontraditional doctoral student fathers, this paper aims to provide more insight into this population's lived experiences. Role strain theory, identity theory, and doctoral student socialization theory were used to examine the participants' experiences. Through thematic analysis, three major themes were developed: (1) Balancing Multiple Roles; (2) Fatherhood Identity and Roles; (3) Support and Well-being. Implications of the study are discussed for future online doctoral student fathers, faculty, academic program administrators, and their families, and how they may aid this group of students in completing their doctoral degree. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Men are overrepresented at the highest levels of leadership in nearly every industry, despite studies that report that men are seen as having less effective leadership abilities than women (Bureau of Labor Statistics, 2017a; Bureau of Labor Statistics, 2017b; Catalyst, 2018a; Catalyst, 2019a; Catalyst, 2019b; Taylor et al., 2008; U.S. Department of Education, 2016a; Warner, 2014). This leadership phenomenon is also seen on U.S. college campuses where college men attain leadership positions yet are underrepresented in educationally-purposeful activities such as leadership training (Burns et al., 2008; Dugan et al., 2008; Higher Education Research Institute [HERI], 1996; Lester & Harris, 2014; National Survey of Student Engagement, 2019; Salgado, 2003; Salisbury et al., 2010; Sax, 2008; Wilson, 2000). In order to examine this divide, this study utilized an embedded case study that compared the experiences and perceptions of 35 college men from two different cohorts - men who engaged in leadership training while in college and men who did not engage in leadership training - in order to understand the influence that gender has on college men's propensity to participate in leadership training. In depth interviews were conducted and photo elicitation was employed and the resulting data were examined using a conceptual framework derived from literature related to gender production, reproduction and reinforcement to answer three research questions: 1) In what ways, if any, does gender production, reproduction and reinforcement inform college men's perceptions on leadership?; 2) In what ways, if any, does gender production, reproduction and reinforcement inform college men's perceptions of their own leadership self-efficacy? and 3) Why do some college men engage in leadership training while others do not? These questions generated data that showed little dissonance between the cohorts related to their gender identity and leadership development, suggesting that gender production, reproduction and reinforcement has a significant effect on college men's leadership and gender identity. Both cohorts attributed their masculine identity development to their fathers and father-like figures, who provided participants with meaningful messages about leadership. Additionally, both cohorts credited their involvement in sports programs as a pivotal factor in their gender and leadership development. Key differences between the cohorts included their views on positional authority as well as how the two groups conceptualized the concept of leadership, specifically the ways in which the non-leadership cohort articulated their leadership abilities in a more boastful, arrogant and absolute manner compared to the more humble, reserved and nuanced approach of the leadership cohort. Overall, the findings from this study suggest that gender production, reproduction and reinforcement have a significant effect on college men's leadership and gender identity as well as on their propensity to engage in leadership training due to societal influences that provide men with messages that they are already effective leaders, regardless of their actual leadership acumen. As such, this study offers recommendations for policy improvements and practice interventions that would engage college men in leadership training while also allowing for critical reflection and examination of masculinity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to determine whether there were achievement and behavior differences between three groups of students: (1) African American males from single-parent homes who had a mentor, (2) African American males from single-parent homes who did not have a mentor, and (3) African American males from a two-parent home that includes the presence of a father or step-father. This study compared the impact of mentoring on the GPA of 35 African American males in a Middle Tennessee urban public charter school that came from single-female-parented homes with a male mentor, single-female-parented homes without a mentor, and two-parent homes where a male was present. This study also examined the relationship between African American male mentors and their influence on the behavior of African American males in an urban elementary charter school. The mentors were African American males trained in the Boyhood to Manhood Rites of Passage program and taught lessons based on a curriculum. The students and mentors met over six weeks. The variables were the students' GPA, calculated on a four-point scale, and behavior referrals (BEH). Behavior referrals measured the behavior. Student GPA and BEH were obtained by using the Infinite Campus program. This study's first research question asked if there was a statistically significant difference in the GPAs of African American males with mentors from a single-parent home and African American males from two-parent homes in an urban elementary public charter school. This study found no statistically significant difference in GPA between students with and without mentors. The second research question examined the impact of mentoring on the BEH of African American males. The study found no statistically significant difference in the BEH of the young men in the study. The student did not find a statistically significant difference in student academic or behavioral performance; however, the results may have differed if the sample size were larger. In addition, the duration of the study was shorter than that of mentoring programs that did show positive outcomes. Additionally, the study found a slightly better outcome for students from single-female-parent homes without a mentor, which could implicate the level of parental involvement or parental culture within the home. This study provides additional research on mentoring, which has been studied extensively in previous studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative phenomenological study aimed to explore the perspectives of Mexican American fathers with children diagnosed within the context of the public school's special education system and Individualized Education Program (IEP) meetings. The study focused on understanding the experiences of ten Mexican American fathers to shed light on their viewpoints and address potential gaps in understanding their roles in their children's education. The research delved into fathers' perceptions of school leadership practices and the importance of their involvement in special education. Using Goffman's theory of stigma and Bandura's social cognitive theory, the study examined how these theories applied to Mexican American fathers' experiences with their autistic children. The research followed Moustakas's process for collecting and analyzing interview data, exploring two main research questions regarding Mexican American fathers' perceptions of their experiences with the special education system and the importance they attributed to their presence in their child's IEP meetings. Data was collected from interviews and analyzed using Nvivo and Microsoft Word tables. The findings emphasized the significant impact of fathers' engagement on educational plans. The emerging themes provided a structure for presenting the results, highlighting the need for increased involvement of Mexican American fathers in the special education process and active participation in IEP meetings to enhance their children's educational experiences. The recommendations underscored the importance of fostering a meaningful understanding of engagement for Mexican American fathers. The implications of limited educational experiences when fathers are not actively involved in creating an educational plan were discussed. The findings and recommendations contributed to the broader understanding of fathers' role and highlighted the significance of their active participation in the special education process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation explores the intricate interplay of presidential priorities in the evolving landscape of higher education, particularly within the Council of Christian Colleges and Universities (CCCU). Over the past 15 years, college presidents have confronted various challenges, from budget constraints and racial tensions to employee engagement and the Great Resignation, all amid a backdrop of eroding public trust in higher education. While researchers have explored some aspects of presidential experiences, there is a gap in understanding the lived experiences of college presidents who are fathers. Through qualitative phenomenological research, this study engaged nine CCCU college presidents to answer the research question: "What are the lived experiences of CCCU college presidents who are fathers?" Three central themes emerged. First, the CCCU college presidents expressed a profound sense of calling to their roles, underlining their "no regrets" perspective. Second, the CCCU college presidents revealed the challenge of "mutual encroachment" as a substitute for traditional work/life balance. Lastly, the CCCU college presidents shared valuable insights into "discovered practices and strategies" that enable them to navigate the interplay between their presidential duties and family life. This research provides critical insights into the multifaceted lives of CCCU college presidents who are fathers, shedding light on their experiences, sacrifices, and innovative approaches in this demanding role. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

In a large rural region in a southeastern state in the United States, many children are not proficient in one to three areas of school readiness, including self-regulation, social skills, and mathematics. Although evidence exists that parents' perspectives about school readiness influence kindergarten preparedness, the problem that was the focus of this study was the gap in literature regarding fathers' perspectives in preparing their children for kindergarten and the challenges fathers face engaging in their child's kindergarten preparation. The purpose of this basic qualitative study was to explore fathers' perspectives regarding children's school readiness, and the challenges that fathers encounter when engaging in children's kindergarten preparedness. Bronfenbrenner's ecological systems theory, which indicates that environmental and societal influences impact a child's development, was the conceptual framework. Twelve fathers were purposefully sampled from a group of community-based prekindergarten schools. Semi structured interviews were conducted, and data analyzed using thematic coding. Findings revealed that fathers perceived their engagement in children's school readiness promoted skills effective for kindergarten and felt that support from schools would help them meet the needs of children for optimal school readiness. This study has the potential to effect positive social change by bringing fathers' perspectives to the forefront, providing them with a voice concerning the challenges they encounter in promoting school readiness, and influencing policies that may lead to additional training and education promoting fathers' influence on their children's school success. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Relationships are the essence of human existence (Close et al., 2020; Condon et al., 2019). Relationships can be introduced to humans as early as conception. While biological parents can be expected to serve as the primary figures to cultivate connectedness and bonds, literature has shown a great disruption between a child and their biological parent. This study delves deeper into one such disruption known as the absent father. In the context of the current study, absent father is defined as a phenomenon that describes social issues regarding fatherlessness. The current phenomenological study describes the lived experiences of women who were raised in father-absent homes and experienced maternal gatekeeping as it relates to their decision-making in adulthood. The aim of this study is to explore the influence of both a father and a mother on their daughter's decision-making regarding interpersonal relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this ethnographic study was to understand the lived experience of a special education teacher, school administrator and father of a special needs child with Down syndrome. Autoethnography allows researchers to explore the overarching facets of social life, provide a snapshot of widely held beliefs, commonly practiced behaviors, and underlying cultural values. This particular autoethnography accomplished this by focusing on the following research questions: How has my son, born with Down syndrome, influenced my personal and family's lived experience, and how has my lived experience as the parent of a child born with Down syndrome influenced my professional role as an elementary school principal? Mezirow's (2000) transformational learning theory and Solomon's (2012) notion of vertical and horizontal identities as it relates to difference within families were used as theoretical tools of analysis. Chapters include the themes of who I thought I was, who I realized I was not, and who I have grown to become. Through a discussion of socio-cultural entanglements with notions of disability, the study concludes with implications for families, educators, school leaders, and others who engage with families experiencing difference. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As the prevalence of autism spectrum disorder (ASD) in American children has increased over the past decade, many local and state agencies are seeking avenues to become more efficient in the type of training services they offer. One such training is referred as Autism Parent Training (APT). The purpose of this study is to explore the relationship between fathers' participation in APT and the factors related to involvement with their children prior to training and after attending training. This study relied on the developmental learning perspective as a theoretical framework, which asserts that the experience a person has in his/her life can contribute to defining one's parenting style. The focus of this study was a group of 42 fathers who have children with ASD and who attended APT class. The Fathers of Children with Developmental Challenges scale was used to evaluate the fathers with regards to their feelings of stress, coping strategies for stress, ideas about responsibility, and ability to be involved. The group was evaluated prior to the training period, immediately after the end of the training, and 30 days after the training period. A one-way ANOVA with repeated measures and a paired t test were conducted to compare changes in performance across time for each of the dependent variables. The study did not produce a significant effect as the sample size was too small. The study was modified from its original design due to COVID: face-to-face training and recruitment that was replaced by online training and recruitment. If the study could have been completed in its original format, the result could have been significantly different. This study highlights the gap in knowledge regarding support for father involvement and children with ASD, a critical area for positive social change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Since the 1990s reported rates of Autism Spectrum Disorders (ASD) has steadily increased. At this moment, the incidence is 1 in 54 children. At the same time, literature has reported how caring for someone with ASD presents significant challenges, for both caregivers and the individuals with ASD. Research remarks how these children with ASD living apart from their biological fathers are associated with a greater risk of adverse outcomes regardless of race, education, or mothers' remarriage. The purpose of this hermeneutic phenomenological study is to explore the lived experiences of fathers raising children with ASD in the Southwest. The research questions explored the lived experiences of fathers raising children with ASD in the Southwest, and the father involvement styles. Conceptually this study was framed within theories of interpretative hermeneutical phenomenology and family systems (Bowen, 1960). The researcher collected the data mainly through a series of three phenomenological interviews aiming to obtain rich interpretations of the participants' lived experiences, and supported by participants diaries and analytical memos, which created the basis for triangulation. The participants were four fathers who have a child diagnosed with ASD, and were living in southwestern United States, all from diverse backgrounds (e.g., educational level, ethnicity, social class). Moreover, the researcher implemented three cycles of coding for thematical analysis. Four global themes emerged from the data: a) Fathering a child with autism: an exceptional fatherhood journey, b) The Family Emotional Unit, c) Autism Awareness, and d) Concern for the future. In addition, social class and educational levels might or might not have affected these fathers' involvement styles (e.g., active, passive, and uninvolved stepfather). The findings contributed to enhance the current research in the field of father involvement with children with ASD, and how fathers could be included in the school services and their children's lives. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Children who are deaf or hard-of-hearing (DHH) exhibit considerable variability in their spoken language and executive function (EF) outcomes, despite on-going improvements in sensory aid technology and public health policies that target early diagnosis and intervention. Maternal parenting cognitions and behaviors (e.g., the patterns of interactions and metacognitive processes involved in parenting) are robust predictors of at-risk outcomes in children who are DHH. However, only recently have pediatric researchers recognized that the dyadic relations between mothers and their children occur within the context, organization, and structure of a complex system: the family. Moreover, no models within the hearing sciences have consistently incorporated fathers within a family-systems perspective of child development, representing a critical barrier to understanding pediatric DHH outcomes variability. The Social-Behavioral-Risk model (SBR) of pediatric hearing loss recognizes that child development occurs within ecological and transactional contexts, and that at-risk outcomes are influenced by proximal relations within the family system. However, very little is known about the specific impacts that fathers have on developmental trajectories of children who are DHH. Even less in known about joint coparenting dimensions in families with children who are DHH and their associations with at-risk outcomes. This dissertation consists of four chapters, three of which represent individual manuscripts which examine different relations between paternal characteristics and at-risk DHH developmental domains in families with children with DHH or typical hearing (TH). Chapter 1 provides an introduction to this line of research and lays the foundation for the following three chapters. Chapter 2 examines attachment- and activation-based behaviors of fathers during play and presents evidence that both types of behaviors are associated with EF skills for both groups of children. In particular, fathers of DHH children appear to be appropriately responsive to their children's working memory skills. Chapter 3 examines paternal linguistic quantity and quality during dyadic play. Results suggest that fathers of DHH children are sensitive to their children's linguistic output and that paternal lexical diversity is associated with at-risk EF skills in DHH children. Finally, Chapter 4 examines parenting stress and self-efficacy for supporting language among fathers of DHH and TH children. Moderation effects of higher order coparenting cognitions were also explored. Greater paternal parenting stress in fathers was associated with poorer EF skills for children in general, particularly in families with more coparenting undermining and open conflict. Moreover, families exhibiting less open conflict might foster paternal self-efficacy when child EF is poor. Data from each chapter reveal that paternal characteristics are related to specific spoken language and EF outcomes for this pediatric population. Implications for paternal roles, the father-child play context, and mother-father-child relations in family-centered DHH intervention programs are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The present study utilized Stuffle beam's (2017) Context, Input, Process, and Product(CIPP) model of program evaluation, to evaluate the All Pro Dad program. The purpose of the evaluation was to determine whether All Pro Dad met the goal of the North Texas public-school district which was to increase involvement of fathers and father figures. The study also aimed to evaluate the impact the program had on student academic performance and student behavior by answering the following questions: 1. Did the implementation of the All Pro Dad program meet the objectives of the district? 2. Should the All Pro Dad program be continued, continued with modifications, or discontinued? The CIPP model of program evaluation was used to examine the initial implementation of the All Pro Dad program in a North Texas public-school district to determine the program's ability to increase parental involvement in the district. The context phase of program evaluation required the public-school district to determine the needs, specifically the need to increase involvement from fathers or father figures. The district arranged for 10 campuses to participate in monthly guided lessons with program leaders at a cost of $50 per campus. The program was available to all students in the district as well as any father or father figure of a student. During the input phase the public-school district and All Pro Dad representatives communicated roles to each participant, the training that would be available, and the materials to be utilized. The third phase of program evaluation, the process phase, entailed evaluation of the program. The study results provided information relative to improvements needed to address the challenges faced and support for an extension of program implementation to address those challenges. Due to the corona virus pandemic, the recommendation was made to discontinue the program. The pandemic caused schools to shut down for over five months and upon reopening created strenuous guidelines that would not allow a program such as All Pro Dad to continue. It is the recommendation of the researcher that the program continue, under normal circumstances, for one additional year for further evaluation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

For decades, educational researchers have reported joint book reading with caregivers promotes children's emergent literacy development (Bus et al., 1995; Demir-Lira et al., 2019; NELP, 2008; Pelligrini et al., 1990). However, the bulk of this research has been conducted with mothers (Bingham, 2007; Bojczyk, 2016; Roberts et al., 2005). Mothers have been the focus of such research because, historically, the primary responsibility for caring for young children was placed on them (Fagot et al., 2012). Recent societal changes have resulted in fathers taking on more childcare roles (Banchefsky & Park, 2016). Yet, their contributions are rarely noted in literacy research. The few studies that have been conducted on fathers' contributions to the home literacy environment (HLE) in recent years indicate they make distinct and important contributions to their children's emergent literacy behaviors (Fagan et al., 2015; Pillinger & Wood, 2013; Salo et al., 2016). Furthermore, the studies conducted in two-parent homes show fathers' contributions complement those of mothers (Duursma, 2014; Reynolds, 2019). Due to the limited number of studies and their contradictory findings, it is still unclear which emergent literacy behaviors fathers have the most impact on and how their influence compares to mothers' (Baker & Vernon-Feagans, 2015; Sims & Coley, 2016). To address this gap in the research, this study examined how fathers' participation in joint book reading with their young children influenced emergent literacy development. Using a quantitative research design, the study compared the effects of fathers, mothers, or both parents reading with their young children. Families with preschool and kindergarten children were recruited from three rural school districts in the Southeastern United States. The participants were assigned to one of three treatment groups where children read with (a) fathers only, (b) mothers only, or (c) both parents equally for 8 weeks. Children were pre- and post-tested on measures of receptive vocabulary, phonological and alphabet knowledge, and concepts of print. Findings showed fathers had the most impact on vocabulary and phonological and alphabet knowledge, while mothers had the most influence on children's understanding of concepts of print. Contrary to prior research findings (Baker, 2013; Foster et al., 2016), reading with both parents had only a small effect on vocabulary and a negative effect on concepts of print. Qualitative data obtained through questionnaires and weekly reading logs indicate differences between the groups in parental education, household income, access to literacy materials, and frequency of engagement in literacy activities could explain the findings. However, post-testing of all child participants was not completed due to school closures due to the COVID-19 pandemic. Therefore, findings must be interpreted with caution. Regardless of the limitations of the findings, parents reported many benefits to the HLE from participating in this study, including increased engagement in literacy activities and fathers taking a more active role in their children's literacy development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

For nearly two decades, there has been a powerful movement for fathers to become more involved in their children's lives, resulting in an increased number of fatherhood programs. These programs focus on various outcomes and can reduce the risk of child maltreatment. Four outcomes are measured in this study: interpersonal competence, parental involvement, child academic adjustment, and financial responsibility. While the evaluation of fatherhood programs is expanding, published documentation remains greatly limited. Very few have considered demographic factors that may influence program outcomes. Additionally, the current study is a novel test of class composition and its effects on program outcomes. This study explored fatherhood program participants' baseline differences and tested whether immediate post-program changes in target outcomes differ based on the gender, race, and class composition of fatherhood program participants. The sample consisted of 723 participants, both male and female, from across the state of Alabama. Findings indicate enhanced benefits for participants in four groups immediately following program participation compared to baseline results in all targeted outcomes. The current study reflects some key takeaway findings. Results indicate there were no statistically significant baseline differences in gender. However, when examining baseline differences for race, Black participants reported higher levels of parental involvement and financial responsibility on average than White participants. All fatherhood program participants, regardless of gender and race, experienced statistically significant change in the desired direction immediately following program participation. Additionally, results do not indicate class composition influences participant outcomes. Male participants in a "males only" class changed similarly to males in a "mixed class" comprised of males and females. Results support the notion that female participants in the class do not have a negative impact on male participants in the same class. The current study supports previous findings that fatherhood programs positively influence both male "and" female participants' individual and relational skills and knowledge. The current study also advances the literature by discovering some variations at program start in specific fatherhood program outcomes based on demographic factors. These findings serve to inform practitioners to consider characteristics that may enhance or impede program effectiveness. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This transcendental phenomenological study examined how Black fathers' perception of their own and their father's fatherhood impacts persistence in community college. This study interviewed six Black male community college students with children in New York State. The study posed three research questions: (1) How do Black male college students experience fatherhood (from a son's perspective) facilitating or impeding community college completion? (2) How do Black male college students experience their fatherhood (from a father's perspective) facilitating or impeding community college completion? and (3) In the experience of Black male college students, how do community colleges support Black students who are fathers? Findings show that fatherhood acts as a catalyst to community college completion for Black student-fathers, that children are a central motivation for persistence for Black student-fathers, and support systems in community colleges are lacking for Black student-fathers. The six emergent themes included parenting matters, impenetrable lifelong connections, resilience and progression, desire to be living proof, typical unnecessary obstacles, and true acknowledgement and acceptance. Recommendations for practice include recognizing Black student-fathers, implementing support programs specific to Black student-fathers, and actively recruiting Black male faculty and support staff. Recommendations for future research include broadening research nationally, including 4-year institutions, and examining student-fathers of different races. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Little research about fathers with young children with developmental disabilities or delays and their participation in early intervention/Part C programs is available. This study adds to existing scholarship through a narrative inquiry into the experiences of six fathers with children who have participated in early intervention services. Emergent themes within and across fathers' narratives include high levels of father engagement prior to entering early intervention, overall positive feelings about early intervention due to children's developmental progress, feelings of stress and frustration throughout participation in early intervention, varied relationship quality between fathers and early intervention service providers, an overall lack of understanding of the early intervention process, and varied levels of father capacity to help their children make developmental progress after early intervention ends. These themes are analyzed in the context of Bronfenbrenner's bioecological systems model. This study provides insight into how fathers perceive their experiences in early intervention programs and how those experiences impacted them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this quantitative study was to examine persistence factors of Minority and White female students at "three rural community colleges in Ohio. The study also examined the demographic characteristics of female Ohio rural community college students." The independent variables in this study were race (White, Minority), gender, first-year-to-college status (first year, non-first year), and enrollment status (enrolled, non-enrolled). The dependent variables in this study were the ten College Persistence Questionnaire factors: academic integration, financial stress, social integration, degree commitment, collegiate stress, advising, scholastic conscientiousness, institutional commitment, academic motivation, and academic efficacy. Descriptive statistics examined the demographic characteristics of female community college students. Inferential statistics (MANOVA, Multivariate regression, Chi-Square) were employed to examine the relationships between the independent and dependent variables. The overall findings indicate Minority female students' Degree Commitment, Scholastic Conscientiousness and Institutional Commitment were lower than that of White female students. In addition, the results of enrolled versus non-enrolled suggested female students who were enrolled had lower Degree Commitment, Academic Motivation and Academic Efficacy than that of female students who were not enrolled. Last, the results indicate that there is no significant main effect of first year to college (first-year versus non-first year) on any of the ten College Persistence Factors and that a statistically significant relationship was found between the father's education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Previous research involving adult survivors of CSA (childhood sexual abuse) indicates that approximately 77% of CSA victims did not report the abuse while in childhood. The purpose of this study was to examine CSA disclosure in childhood. Participants for this study were 137 children/adolescents ranging in ages from 2-16 interviewed at a child advocacy center. Findings indicate that children and adolescents who disclosed sexual abused by an immediate family member were more likely to recant than children and adolescents who disclosed that abuse occurred by others; there was no significant difference in recant rates across genders; although not statistically significant there were differences in to whom males and females made disclosure; males and females were equally as likely to disclose CSA to parents or caregivers with males only disclosing to adults and females disclosing to adults and peers; The highest percentage of alleged perpetrators (13.1%, n=18) were cousins of the victim. Additionally, when the offender was identified as a cousin there was only one case that involved recanting. Biological fathers were reported in 10.2% (n=14) of cases. Mother's boyfriend was reported in 8.8% of cases (n=12). Peers were also reported in 8.8% of cases (n=12). Friends were reported in 5.8% (n=8) of cases. The stepfather was reported as perpetrator in 5.1% (n=7) of cases. Combined, biological fathers, stepfathers, and mother's boyfriend, represented 27.7% (n=33) of total alleged perpetrators within this study; also, "purposeful disclosure" was made more than all other types of disclosure regardless of age. One appendix is included: Forensic interview Chart Review Protocol. (Contains 5 tables and 3 figures.)

This qualitative research study was conducted to gain insight into the coparenting experiences of African American fathers and their journey towards their educational goals. Another objective was to build on the current trends that acknowledge the increase of single father households and to provide insight into the challenges and successes of African American fathers as a nontraditional population that has been historically marginalized and negatively stereotyped. This study was designed to capture their stories within a qualitative research model. Several theoretical models comprised the interpretive framework of the study, including strength-based paradigm, the resiliency model, Maslow's hierarchy of needs, trauma informed care, and adult learning theory. Face-to-face interviews were conducted with eight single African American fathers. The themes that emerged from the interviews included communication as a successful coparenting strategy, abandonment of the children by the mother, trusting the parenting skills of coparenting exspouses, the effects of racial and childhood influences on present day parenting, homelessness, and educational goals. Although all fathers were involved in raising their children, the pursuit of educational goals was affected by several factors, such as the need to support the family monetarily, lack of knowledge of available resources, lack of awareness of how to prepare to be involved in institutions of higher education, and feeling that the educational system was not a true representation of their African American culture. Research is needed that would encourage greater support for single African American fathers in pursuing higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study applies the Clark and Estes (2008) gap analysis framework to better understand the influences negatively affecting doctoral completion rates. The purpose of this study was to understand the knowledge, motivation, and organizational factors impacting working fathers' ability to achieve their performance goal of graduating on time from their doctoral program. The mixed methods approach of the study utilized a parallel sequential design, as quantitative survey and qualitative interview data were collected one after another and from the same pool of participants (with a purposeful sampling chosen for qualitative interviews chosen to represent the population to be examined). Descriptive statistical analysis was conducted upon survey results to identify central tendencies and nominal data reflecting participants' feelings and observations. Interviews were coded in a multiphase approach, with the assignment of a priori codes developed with input from the literature. Findings indicate multiple knowledge, motivation, and organizational influences present that leave doctoral students vulnerable to attrition. Doctoral students and working fathers pursuing their doctorates demonstrated similarities in risk, with working fathers found to be at increased risk due to the added strain of remaining engaged as fathers during their doctoral studies. This study begins to bridge a gap between the two bodies of research regarding doctoral attrition and the evolving role of fathers and contributes to a new line of work examining steps to be taken to improve doctoral completion rates of an at-risk population. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The educational experiences of Hispanic students are influenced by the collectivist nature of the Hispanic culture as outlined in Hofstede's (1980) research. In the Hispanic culture, it is common for women to feel uncomfortable and uncertain about taking risks. Males tend to have more dominant values that transpire in assertive and aggressive behaviors whereas females are more sympathetic, nurturing, and work more cooperatively with others (Hofstede, 1980). Although Hispanics highly value education, multiple obstacles prevent their successful advancement within the system (Murphy, Guzman, & Torres, 2014). This study researched Hispanic students' success in higher education, investigating if machismo had an influence on their educational attainment. A multivariate analysis of variance helped to uncover the possible cultural influence on Hispanic males' and females' educational journey and the impact father's influence, mother's influence, external influence, and self-perception on Hispanic students' higher education journey. Based on the findings of this study, the researcher gained a better understanding of Hispanic male and female students' experiences with machismo. However, the results indicate that machismo did not have an impact on students' future or higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Noting that researchers, practitioners, and families are increasingly interested in the roles fathers play in raising their children, this doctoral research paper reviews the interpersonal and external factors involved in attachment development between fathers and their children. Methodological considerations include pertinent definitions, instruments, sampling procedures, and experimental design. Among the several methodological limitations of available studies are the sample size and selection factors. Factors shown to contribute to a secure attachment development in children are the attachment security of the father, the father's view of parenting and the infant, and the father's report on the quality of the marriage. Implications of the findings include fathers' need to understand the parenting of their own childhood and its influence on how they relate to their own children, and the option of developing clinical treatment plans focusing on building secure attachment. Research needs include the necessity of developing a standardized set of self-report measures and observations for studying attachment, and studying attachment in a wider variety of cultures, ethnicities, and socioeconomic groups. (Contains 33 references.) (KB)

Children growing up in a home with no father have become increasingly more common in the United States (U.S. Census Bureau, 2010). Consequences of absentee fathers include; increased chances of poverty and negative impacts on social, emotional, behavioral and educational outcomes. This study investigated whether a relationship exists between absent fathers and students who dropped out of high school and students who engaged in behavior resulting in long-term out-of-school suspension. The researcher collected graduation and discipline data from five different school districts over a five year period, including demographic information to consider gender, ethnicity, and socioeconomic status as factors. The researcher used correlations to determine if a relationship exists between father status and students who drop out of school. The researcher used correlations as well as regression analysis to analyze whether a relationship exists between father status and students who received long-term suspensions and whether father status can be identified as a predictor for students who received long-term out-of-school suspensions. The study found there to be a relationship between father status and students suspended long-term and identified father status as a predictor of students suspended out-of-school. However, the data did not find a statistically significant correlation between absent fathers and dropouts. The results of the study align with Sobolewski's research (2007) which has indicated children have the highest level of health, security, education, and contentment when raised in a low-conflict household in which the parents are married. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Alcohol and/or substance use among college students is a serious public health issue. In Oman, studies addressing college student's alcohol and/or substance use are limited. The purpose of this study was to identify knowledge, attitudes, subjective norms, self-efficacy, and perceived behavioral control associated with alcohol and/or substance usage patterns among Omani college students (OCSs); identify behavioral intentions for alcohol and/or substance use among OCSs; and facilitate the development of culturally relevant evidenced-based interventions for Omani young people by communicating study findings to policymakers and healthcare program leaders. A cross-sectional design used an online survey completed by college students from Oman higher education institutes (HEIs) in academic year 2016-2017. One hundred and eighty-two males (45.2%) and 224 females (54.8%) reported 30-day prevalence rates of 3.2% and lifetime prevalence rates of 15.9% for alcohol and/or substance use. Attitudes, subjective norms, and self-efficacy significantly predicted OCSs' alcohol and/or substance use behavioral intentions (p < 0.05). Perceived behavioral control was not a significant predictor. Socio-demographic factors (i.e., age, gender, father's educational level, family income, college type, region of permanent residence, and religiosity) were significantly associated with and predicted OCSs alcohol and/or substance use behavioral intentions (p < 0.05). Findings supported attitudes, subjective norms, self-efficacy, and perceived behavioral control as predictors for alcohol and/or substance use behavioral intentions among OCSs. Notably, alcohol and/or substance behavioral use intentions and behaviors of surveyed OCSs were influenced by their attitudes, subjective norms, and self-efficacy rather than by their knowledge of the health consequences. Secondly, OCSs reported a strong self-efficacy in their ability to avoid alcohol and/or substances; however, this did not translate to lower intentions. Public health professionals, educators, and policymakers should focus on influencing intentions and on strengthening OCSs' confidence to abstain from alcohol and/or substances. This can be accomplished by incorporating avoidance or refusal training skills into HEIs' existing evidence-based interventions for alcohol and/or substance use for OCSs. Incorporating this same skill training may yield further evidence about which TPB constructs public health professionals should include in the development of national alcohol and/or substance use prevention programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The prerequisite of a post-secondary education has grown at an unadulterated rate in the 21st century. During this time, research has clearly demonstrated the fundamental need of a healthy enduring relationship with a mother, father, partner, or friend through the psychological lens of attachment theory to auspiciously aid in the social and cognitive development of adolescents. Similarly, the literature has also shown how the retention of students is obligatory for the well-being of both the institution to which a student is enrolled and to the individual themselves. Using attachment theory as a means through which to more fully appreciate the retention of students is the very premise of this paper. The subjects of this study included first-year students enrolled in any social science undergraduate class at The University of South Dakota (USD). To assess the degree to which an individual is attached to his/her mother, father, partner, and friend was ascertained through the utilization of the Experiences in Close Relationships--Relationship Structures (ECR-RS). To acquire the information necessary to understand the nature of the student's potential for retention at USD was garnered through the application of the College Persistence Questionnaire-Version Three (CPQ-V3). A short demographical survey entailing six questions was incorporated to take into account the potential moderating variables of one's gender, race, whether they live on campus or not, and if their parents live within a 75 mile radius. The initial data analysis involved the researcher computing the means and standard deviations of the attachment relationships of the ECR-RS. The most secure and enduring attachment relationship was that with one's mother. The greatest mean score for the 10 subscales of the CPQ-V3 was degree commitment. Degree commitment measured the extent to which a student would likely be retained by the school. A plurality of the participants were both securely attached and were likely to persist in their collegiate endeavors. Analysis of multivariate statistical linear regression was used to predict the changes in the likelihood that an individual would persist in college. The students whose relationship with their father's was dismissive in nature, were significantly less likely to persist in college. Similarly, participants whose parents lived over 75 miles away were statistically less likely to be retained by USD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative research was to explore how self-identified academically successful students perceived their nonresident African American fathers' involvement in their education and to determine ways to encourage paternal participation in schools. Joyce Epstein's Six Types of Parental Involvement Typology was used to assess how the nonresident African American fathers were involved in their children's education. The research design used for this study was a basic interpretive qualitative approach. Participants in this study were students who attend or have previously graduated from a four-year university or college. There were 25 participants in the study. The students were 18-23 years of age. The data collection method for the study was in the form of a 60-minute in-depth interview with each participant. Semistructured interview questions were used to collect information for the study. Data obtained from the interviews revealed eight themes: (a) encouragement, (b) breaking the cycle, (c) sports, (d) help with schoolwork, (e) offering advice, (f) financial assistance, (g) phone calls, and (h) helping others with similar struggles. The participants revealed that their fathers were not involved directly in their schools, as measured according to Epstein's six types of parent involvement, but rather the fathers were involved in indirect ways in accordance to Dewey's view on education. Two of the themes were more participant based: (a) the need to break the cycle of paternal absence, so that their children would not grow up without knowing their fathers; and (b) the desire to be of some support and to offer assistance to others going through the same struggle of not having their fathers in their lives. The findings revealed that the involvement of the nonresident African American fathers in this study did not conform to Epstein's parental involvement model, but rather their involvement was indirectly involved in their children's education. Physical absence of the father does not mean that he is not important, but rather that various factors may hinder his involvement with his children. Schools should make a conscious effort to foster relationships between fathers and their children. Nonresident African American fathers can make a difference. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Early adolescence includes youth approximately 11-14 years of age. This age group represents a population open to learning more information about sexuality and signifies a developmental period where effective sexuality interventions may begin (Ott & Pfieffer, 2009; Grossman et al., 2014). Early adolescence is a critical period when adolescents' initial views on sexuality are formed. Influencing early adolescent sexual health attitude and behaviors are many sources of information, including parents, peer groups, teachers, and media sources (Batchelor et al., 2004; Grossman et al., 2014; Sennott & Mollborn, 2011; Secor-Turner et al., 2011). Literature focusing on older adolescents (Mollborn & Sennott, 2015; Secor-Turner et al., 2011) may not adequately convey information that is relevant to early adolescents, as sexual health and informational needs may differ. Previous research suggests investigating sources of sexual health information among adolescents and the content of sexual health discussions (Sennott & Mollborn, 2011). Therefore, my dissertation study examines early adolescent perceptions regarding sources of sexual health information. My dissertation study builds upon previous work completed through my written comprehensive examinations. In my first comprehensive examination, I completed a literature review regarding ways to incorporate adolescent perspectives into public school sexual education practice. In this review, we discussed aspects affecting public school sexual education, including historical contributions, abstinence-only education, and comprehensive sexual education, followed by literature discussing adolescent perceptions. Based on the literature review, we developed six recommendations for public school decision makers to consider when incorporating adolescent perspective into public school sexual education practice. Completion of this comprehensive examination provided background knowledge and context to build future research work, as well as introduced me to various adolescent perspectives and familiarized me with various factors affecting school-based sexual health education. In my second comprehensive examination, I completed a qualitative pilot study discussing fathers' experiences talking with their children about sexually related topics. In this pilot study, I completed individual semi-structured interviews with five fathers of children between the ages of 14 to 18. Using an inductive content analysis approach, we examined transcript data using a coding process adapted from Graneheim and Lundman (2004), where we took original transcript text and developed meaning units, codes, and categories. Based on analysis of the categories, we collapsed and grouped similar categories and developed three overall themes illustrating the fathers' experiences shared in the pilot study. Completion of my second comprehensive examination acquainted me with parent literature regarding sexual health topics which I applied to portions of the introduction section and within the implications for future research section of my dissertation study. I used the insight gained from completion of my second comprehensive examination to inform a similar process for data collection, coding, and data analysis for my dissertation study. In my third comprehensive examination, I completed a quantitative survey exploring health education teachers' experiences involving parents in sexuality education. For this paper, we developed a survey, adapted in part from Eisenberg and colleagues (2013), reviewed by an inter-professional group and two experts with experience in health education/survey construction. To identify methods health educators use to involve parents in public school-based sexuality discussions, we distributed a survey among the Kansas Association for Health, Physical Education, Recreation and Dance (KAHPERD) email list. Twenty-six participants completed the 25-item web-based survey (using REDCap). Using Spearman Rank Order Correlation Coefficents, we found good to excellent correlations among various curriculum topics that participants believed should involve parent participation. We identified the percentage of methods used to communicate, educate, and involve parents in sexuality discussions, with 52% of participants reporting not involving parents in sexuality discussions at school. Participants reported various sexuality curriculum topics should involve parental participation; however, a mismatch existed between belief and teaching practice. Completion of my third comprehensive examination further influenced my understanding of factors affecting school-based sexuality education, particularly from a sexual health educators' perspective, as well as introduced me to the REDCap survey program. I used a similar process from my third comprehensive examination to inform the development of the survey used within my dissertation study. My comprehensive examination manuscripts illustrate my research experiences and aligning of topics which ultimately built up to my dissertation study, including the selection of the dissertation topic and study methods. As part of examining aspects of sexuality education, my dissertation builds on my previous comprehensive examinations, which included a comprehensive literature review, fathers' experiences, and health educators' experiences. My dissertation adds to the body of sexuality education research by exploring early adolescent perceptions, an age group that has less inclusion in existing sexual health research, both through a qualitative approach using individual semi-structured interviews, and a quantitative approach via individually administered surveys. (Abstract shortened by ProQuest.) [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation examined primary caregiving father families and how they construct their roles in contrast to primary caregiving mother families. A Self-report survey instrument was constructed. and administered to a sample of 93 married couples in the United States with children under the age of 6. Surveys were coded by couple, analyzed, and classified into appropriate groups: one group in which the father was the primary caregiver (PCGF); and a second group in which the mother was the primary caregiver (PCGM). The results suggested that PCGFs are contributing to changing patterns in the traditional roles prescribed by society, pointing to an emerging family structure that is different from, rather than the reverse of, the traditional family structure. The PCGF provides a strong male influence, with nurturing abilities. At the same time, the non-PCGM continues to play a critical role in the child's development. She continues to exhibit strong nurturing ability and, in addition, brings new experiences related to working outside the home. The PCGF family model facilitates the active participation of both parents in the care of their child. Appendices contain copies of the survey questionnaire and the cover letters and a list with the comparison of couple responses. Contains 51 references. (AA)

Parenting attitudes have changed over the ages. This thesis examines past and current viewpoints toward parenting. The independent variables analyzed here include parents' gender, age, marital status, number of children, and children's ages. Dependent variables were taken from scores on four subscales of the Parental Attitudes toward Child Rearing Questionnaire: Warmth, Encouragement of Independence, Strictness, and Aggravation. The sample of 95 questionnaires was collected from randomly selected parents in a Kansas school district. Results supported three generalizations: (1) female parents value warmth more than male parents; (2) female parents are more concerned with aggravation than male parents; and (3) parents of children aged birth-5 years old value warmth more than parents with children aged 6-10 years old. The thesis reports significant statistical interactions for gender of parent, age of parent and encouragement of independence; age of parent, number of children, and encouragement of independence; number of children, age of children, and encouragement of independence; age of parent, marital status of parent, and warmth; age of parent, marital status, and encouragement of independence; gender of parent, age of parent, and strictness; and gender of parent, marital status of parent, and strictness. Included are five comparative tables. Contains 52 references. (RJM)

Single teenage parents and expectant parents in four community-based programs were provided with information about establishing the paternity of their children. The information presented included the benefits, obligations and consequences of paternity establishment for the mother, father, child and society. The goal was to educate single teenagers about paternity establishment and to enable them to make informed decisions. An additional goal was to increase paternity establishment rates for children of single teenage parents served through the project. Educational presentations included individual and group discussions and classroom presentations supplemented with easy-to-read booklets and a video presentation. Those interested in following through with paternity establishment were provided with practical assistance in completing forms, obtaining notary public services and filing appropriate documents with the Clerk of the Superior Court. Professionals interacting with single teenage parents were also educated about paternity issues and provided with information and resources. Goals for the establishment of paternity were met. Goals for educating single teenage parents were not met due to the high number of participants who did not complete the Project Assessment. Although educational efforts with teenagers and professionals were generally successful, paternity establishment is a complex issue and many more questions were raised than answered. (Contains 75 references. Seven appendices provide the survey instrument, evaluation and consent forms, list of materials, and a presentation outline.) (Author)

This practicum provided support to isolated parents whose institutionalized children with mental handicaps were being returned to the community. It focused specifically on an isolated single parent father with a teenage daughter. The father joined a parent group for support. Support was provided to the father by assisting him in accessing information on community services for the child, exploring the development of new services, individual counseling including unlimited access by telephone, encouragement and support to join a parent self-help group, development and practice of advocacy skills, role-playing preparation prior to meetings with government officials, debriefing following such meetings, and reinforcement and celebration of successful advocacy efforts. Following support and training, growth was noted in the father's knowledge of community services, his self-confidence and empowerment, his ability to develop a written community living plan for the child, and his use of advocacy skills to secure his child's future. Other members of the parent group showed similar gains, but had not moved as far along in the process. Appendices contain pre-interview and post-interview guiding questions and an individual community living plan which addresses physical health, communication, psychological health, behavior, self-care skills, community integration, and projection of required services. (Contains 31 references.) (JDD)

The purpose of this dissertation is to understand the experience of the single father in college. A transformative/feminist perspective, interpreted through the author's personal lens of motherhood, sheds light on ways patriarchy and masculinity constrain the identities of a group of single fathers. Affordances and drawbacks of the father identity are explored, particularly in the context of school. Being a father afforded these men certain advantages. They were positive role models for their children and made it a point to be present both physically and emotionally. The fathers demonstrated skills of emotional intelligence, and also did not see themselves as the typical college guy, and reported school being a positive influence in their lives in various ways. School provided structure in these fathers' lives and their success in education is evidence of their ability to persevere. However, there were also drawbacks to being a single father. Fathers reported feeling overlooked or dismissed and reported negative connotations about men/fathers. They felt guilt and shame often, experienced financial difficulties and employment disadvantages, and they were also sometimes unsatisfied with living arrangements or their children's relationship with their mother. Other challenges depended on the context and varied by participant. These areas included the reactions of surprise in others regarding them being single fathers, and an overall presence of informal support from family and friends but a lack of formal support. The fathers discussed their own coping behaviors, and told of varied experiences with dating. Lastly, despite these fathers' more androgynous identities, effects of traditional masculinity were observed in the form of gendered or racial commentary or emotional disengagement. Even though these men find themselves in a world among college men, these single fathers do not identify with that world, nor even the world of traditional masculinity in many respects. The men in this study completely reject the world of the typical college guy. Of most importance, they very much embrace the positive space afforded to them through the identity of being a father. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The study investigates the education phenomenon of nonresidential African American fathers as boys across educational policy. These fathers give narratives of their lived education experiences as children through various education reforms. Described in the research are restrictive learning environments, education socialization, and the cross-generational impact on males who become nonresidential African American fathers. The research draws on looking back at lived education experiences during various education reforms. Retrospective research performed in medicine when researchers look backwards from an outcome to discover new information. The findings help to identify factors not captured in an initial study. Through social justice theory narrative analysis will inform the researcher of unsuspecting occurrences or phenomenon part of education reforms designed to close learning gaps. Retrospective research analyzes education reform policies with negative outcomes of a group in order to adjust policies and pedagogy to increase academic achievement among African American males. The findings suggest education agents interpret and practice at the campus level impact the no solutions were in place to partner with NRAAFs to insure the academic and social success of their children when education reform policies were implemented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The use of informal science education in rural areas, especially at rural middle schools has not been well documented. Although rural areas have accessible outdoor learning environments compared to urban areas, teachers are less likely to incorporate informal science activities. The purpose of this study was to evaluate two seventh grade life science teachers' interests and perspectives towards environmental literacy and stewardship while using a water monitoring curriculum. A total of 135 seventh grade students from 6 classes participated in this study. A case study strategy was used with purposeful sampling, which incorporated questionnaires, surveys, classroom observations, student artifacts, and teacher interviews to evaluate the interests and perspectives towards informal science. Both teachers' interest in informal science initially came from their dads. In fact, their dad's interests in informal science education activities such as, visiting museums, gardening, farming, bee-keeping, and other outdoor activities transferred to the science interests of the two life science teachers in this study. Students showed a significant increase in their overall knowledge assessment scores after the water monitoring curriculum was implemented. Students significantly improved their environmental literacy knowledge (ELK) scores, but not in their stewardship knowledge (SK) scores. Although male students significantly improved their overall scores compared to females, females showed a significant increase in their ELK scores. The water monitoring curriculum enhanced teacher and student interest, and teachers highlighted their interest in implementing a water monitoring curriculum into the 7th grade life science curriculum. The curriculum enhanced students' interests towards environmental literacy and water stewardship. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this correlational study was to investigate the influence of perceived and desired paternal involvement of the African American father on his African American daughter. The research problem is how father involvement may influence self-efficacy, career achievements, and aspirations of African American females. This study sought to contribute to applied knowledge that will be beneficial to professionals in the development and implementation of evidence-based interventions and techniques geared at increasing levels of self-efficacy, career achievement, and aspirations among African American females in relation to the impact of perceived and desired father involvement. This study was modeled on Kerpelman, Eryigit, and Stephens's (2007) study, "African American Adolescents' Future Education Orientation: Associations with Self-efficacy, Ethnic Identity, and Perceived Parental Support" and guided by Social cognitive career theory. Online recruitment and data collections methods were used. Seventy-nine African American female participants were recruited from the Alpha Kappa Alpha Network and the Black Career Women's Network groups on LinkedIn to complete a brief demographic questionnaire, the Father Involvement Scale (Finley & Schwartz, 2004), the Career Attitudes and Strategies Inventory (Holland & Gottfredson, 1994), and the General Self-Efficacy Subscale of the Self-Efficacy Scale (Sherer et al., 1982). The majority of the participants felt that their father or father figure influenced their career development. The results indicated that perceived and desired involvement of the father is not a primary contributor to the level of self-efficacy, career achievement, and aspirations of adult African American females between the ages of 21 and 63 years old. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This qualitative collective case study explored single fathers' experiences in rearing academically successful children. Academic success was defined as the completion of high school or college, entering college, or attending college. A purposeful maximal sampling of five bounded systems of single fathers and their academically successful children participated in the current study, using snowball sampling. Data collection methods consisted of interviews with single fathers and their children, observations, timelines, letters, and physical artifacts. Within-case and cross-case analysis of data assisted in explaining the experiences of single fathers rearing academically successful children in order to assist other single fathers. Five emerging themes developed from the data. Making their children a priority and involvement in school related functions and sports/organizations emerged as a commonality in satisfying the research question--What are the experiences of single fathers rearing academically successful children? Single fathers described specific academic strategies and high expectations, which satisfied the research questions--What academic involvement activities do single fathers participate in that may influence their children's academic success?--and How does the single father's perception of competence and autonomy contribute to the academic success of children? Finally, support emerged as a theme satisfying the research question--What factors of relatedness affect single fathers rearing academically successful children? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This phenomenological study examined the lived experiences of fathers of adolescent sons with autism spectrum disorders as they transitioned out of school and into the postsecondary environment. Current research is lacking regarding the experiences of fathers; some researchers have described fathers as an afterthought when discussing the experiences of family members of individuals with disabilities. The purpose of the study was to gain insight into the essences of the fathers' experiences and to determine if there are commonalities within each father's unique circumstances. Qualitative data were gathered using interviews. The interviews were transcribed and analyzed using hand coding. Four emergent themes were identified and the responses of the fathers interviewed were presented and related to the available research as well as to the methodological findings of Carl Rogers and John Dewey. The study concluded with a discussion of the findings gleaned from the interviews and recommendations for future research on the topic of father involvement in the lives of their adolescent children with autism. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study was designed to investigate and describe a daughter's perception of father involvement in her sports; and the relationship to her self-esteem and fear of failure. The purpose of the study was exploratory in nature and it was hypothesized that quality father involvement would be positively associated with a daughter's self-esteem and negatively associated with fear of failure. Female high school athletes who specialize in the male-dominated team sport of basketball completed questionnaires measuring their perception of their father's involvement and their own self-esteem and fear of failure. This research was based on a quantitative, correlational research design. Data was gathered from a convenience sample of 53 adolescent girls who specialized in the sport of basketball, using three separate assessment instruments: The Father Involvement Survey (FIS), The Rosenberg Self-Esteem Scale (RSES), and the Performance Appraisal Inventory (Long Form) (PFAI). Correlational analyses were done on the scales and subscales of these surveys. Significant relationships were found between several perceived levels of father involvement and self-esteem and fear of failure. The data indicated that father involvement significantly correlated with a daughter's higher self-esteem and lower fear of failure. These findings also identified the kinds of qualities in father involvement that significantly relate to a daughter's feelings and fears about self. The findings from this study can provide critical information to professionals working with female high school athletes, as well as fathers who are involved in their daughters sporting life. It gives insight to the kind of communication and type of relations female athletes need in order to maintain self-esteem and reduce fear of failure as they develop through adolescence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study explored the phenomenon of father-child relationship development within the context of an Outward Bound (OB) family course, an environment that may both disrupt the ordinary aspects of an established relationship, and provide activities to purposefully encourage relationship development through a variety of aspects inherent to the experience such as challenge, communication, and extended time together. Specific attention was given to the ways in which the OB course functioned as a disruption to established roles and the ways in which mutually understood roles and obligations were renegotiated in response to the demands of the situation. In order to better understand the phenomenon of father-child participation in an OB family course, this study utilized an ethnographic case study design, beginning with in-depth observation, coupled with pre- and post-course interviews with participants enrolled in an OB family course. Additional interviews with participants from previous courses, and course instructors were also conducted. Data analysis revealed several main themes, and begins with a description of the OB family course setting, with attention to important elements, aspects and outcomes of the experience. Motivation for participation in an OB family course was identified as a strategy of concerted cultivation, in addition to the desire to have a parent-child bonding experience. An in-depth analysis of the OB course as an "equalizing experience" demonstrates ways in which parent-child roles were seen to shift or even reverse in response to the demands of the challenging and novel environment. Finally, the perceived impact of the OB experience on individuals and their relationships was analyzed utilizing a life course perspective as a guiding framework. Overall, the OB family course is a unique setting, both as a type of outdoor adventure program, and as a type of family experience. This study highlights the ways in which the unique environment and social structure allow parents and children to interact with one another in new ways. When individuals return home together they continue to recount their experiences and draw upon them in their everyday lives. In this way the OB family course may serve as the impetus for long-term relationship change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to explore the experiences of doctoral student mothers pursuing doctorates in higher education as well as the meanings ascribed to the doctorate. This study was guided by Rich's (1976) notion of motherhood as experience and as institution held in tension with postmodernism's interest in discourse and difference. As such, it attempted to fulfill Cixous' (1976) call to action that "(w)oman must put herself into the text--as into the world and into history--by her own movement" (p. 875). Increasingly, women are overrepresented among doctoral recipients in higher education. As more women with dependent children enroll in doctoral programs (Anderson & Mietzitis, 1999) it behooves institutions to recognize mothers' needs and interests. Utilizing data from 16 semi-structured interviews with participants at five universities in the Pacific Rim region, this study considered women's experiences in the context of ideological and structural imperatives. Participants also explored the significance of the doctorate. The data confirm that the lives of doctoral student mothers are deeply enmeshed with those of their children. They identify as lifelong learners, and consistent with Lynch (2008), most women did not acknowledge the structural constraints that have implications for their lived realities. Surprising findings include narratives regarding the role of their fathers as sources of inspiration, and representations of the doctorate as an extension of student mothers' commitment to advance social justice on behalf of other people's children. Finally, two WEpoems are offered as a means to (re)present the data and to further infuse the study with the voices of participants. Recommendations for policy, programs and further research are also offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This doctoral thesis contributes to the literature on helicopter parents, and their relation to student development theory. A secondary examination of approximately 1800 randomized results from the 2007 National Survey of Student Engagement (NSSE) was tested using the following statistical tests: Mann-Whitney Test, Wilcoxon Signed Rank Test, Friedman's Chi Square Test, and Frequency Test. The 2007 NSSE was selected due to its experimental questions focusing on parent/guardian interactions. The findings confirm the significant effect that parent involvement/intervention has on student as they develop and mature into adulthood. In this study the results show that of all groups tested (Mother, Father, Guardian, Siblings and Friends), mother was the number one preferred method of communication, and had the highest quality of relationship. The results also point to implications for administrators within higher education, specifically in the areas of Student Affairs, and Parent and Family Programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Researchers affirm that culture, teaching, and learning are interconnected and there is a link between student achievement and parent involvement. Research has shown suggestions that parent involvement correlates positively with academic success for most students, and the more parents are involved in a child's education, both at home and at school, the more academically successful the child will be. In this basic qualitative research study, the perceptions of nine single African American fathers about their level of involvement in the education of their elementary-school-aged children were examined. In-depth interview questions were used to collect data for the study. These questions gave the participants an opportunity to share thoughts and personal feelings, to offer suggestions as to how the schools can help fathers feel more welcome in the school environment, and to suggest ways that the schools could accommodate fathers to become more involved with the school, as well as in the home. The study's findings included examples and suggestions from the fathers for schools and school districts to implement as a way to encourage single African American fathers to be more involved in their children's education. The conclusion of the major findings of this study was that these fathers have a desire to be more involved in the lives of their children's academics, and they are serious about their children obtaining a quality education. It was also concluded that all nine fathers were looking for an opportunity to share their stories with anyone willing to listen. All nine fathers wanted their children to be successful and become productive citizens. The implications of this study were that specific policies need to be created and enforced by the school district for accountability of their services provided. This may eliminate the communication deficits with single fathers and generate a nurturing and more inviting school environment. The school could use the information obtained in this study to promote a positive and caring atmosphere toward all parents who may enter the school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Expectant parents often unknowingly assume that they will give birth to a healthy child without complications. The postnatal diagnosis of a disability such as Down syndrome is often a stressful, unexpected, and surprising event (Gilmore & Cuskelly, 2012; Shur, Marion, & Gross, 2006). Down syndrome is the most common birth defect diagnosed in newborns (Center for Disease Control, 2012). Little research has been conducted on how fathers perceived receiving a postnatal diagnosis that their child has Down syndrome. This qualitative study explored fathers' perceptions of what it was like to receive an unexpected postnatal diagnosis that their child has Down syndrome. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study explored the single mothers perceptions of social support relative to raising a child diagnosed with autism spectrum disorder. It used a qualitative framework with grounded theory methods. Two well-researched stressors exist that affect the lives of single mothers of children diagnosed with autism spectrum disorder: parenting a child with special needs and being a single mother. Boss' (2002, 2006, 2008) theory of ambiguous loss, the ambiguity about a family member's presence or absence in the family system, served as some of the constructs for this study. A sample of 16 single mothers with a child or children diagnosed with autism in school-age special education programs ranging from 3 to 21 years of age took part in an in-depth, semi structured interview utilizing an interview guide developed based on the literature of mothers with children with autism and single motherhood. Interviews were audiotaped and transcribed and data analysis was done by first using open coding. Through this the identification of variables that were descriptive of the mothers' experiences were identified. There were three primary findings to this study: 1) the concept of High Information Seeking emerged. This is defined as, Through this concept, the mothers clearly redefined their role of advocacy and autism, in essence moving towards a change in the social construct of autism as defined in the single-parent family; 2) the mothers' perceptions of positive support differed between familial and external resources (e.g. school based support teams, friends, online support groups); and 3) the mothers perceived lack of support from child protective services, the family and the child's father or paternal figure. The emergent grounded theory that was inductively derived from the data is that, through the use of High Information Seeking, the mothers coped with high boundary ambiguity and the ambiguous loss that they felt in raising their child through a method of ambiguous motivation, an internal drive to redefine and reconceptualize the experience that they had as a single mother and a mother of a child with autism. Through these findings a redefinition of the role to themselves of the single mother raising a child with autism emerged. The findings of this study of these parental perceptions proved essential to add to the knowledge and to improve social work practice for families who care for a child diagnosed with autism. Recommendations for social work practice, policy, and research and theory development are offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The current literature available seeking to describe the influence of mental health professions on family life is minimal. An exhaustive review of empirical research revealed that sixteen articles are present with the majority of the focus on distinct mental health professions outside of MFT such as psychiatry, social work and psychology. Two of the sixteen articles discussed the influence of MFT training on marriages and family life in general. The extensive body of literature available on fatherhood revealed a major need for father's voices to be used as the primary data (Lamb, 2000). Moreover, Morman and Floyd (2006) stated that the father-son relationship is one of great importance and long standing significance. The current study incorporates Interpretative Phenomenological Analysis to describe the influence of MFT training on father-son relationships. The six major themes that arose from the data collected in the current study were (a) past experiences, (b) intentional systemic influence, (c) personal growth, (d) quality time, (e) struggles of fatherhood related to their MFT training and career and (f) balance. The significance of the data presented in this study brings forth an initial understanding to the MFT profession and the influences on father-son relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This exploratory qualitative dissertation analyzed the narratives of six African-American fathers of children with autism spectrum disorders (ASDs). Contributors were identified via snowball sampling and data were collected using in-depth interviewing and analyzed using analysis of narratives. Findings are presented via individual case presentations and with cross-case comparisons, utilizing emergent theme analysis to highlight themes across the fathers' narratives. Findings suggest all of the fathers engage in a form of assessment of themselves, their resources, and their environments when describing their experiences as African-American fathers of children with ASDs. The fathers' description of their life histories and learning about fatherhood yielded two themes of "intentional engagement" and "ecological stressors," with some additional subthemes. The fathers' description of being African-American fathers of children with ASDs yielded two shared themes of experiencing an "orientation process" and an "adjustment process". This description also included several subthemes. The fathers' descriptions of the meaning they attach to being African-American fathers of children with ASDs yielded a theme of "self-assessment." Implications for counseling practice, counseling research, and counselor education are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative study explored paternal intentional involvement in the relational spiritual formation of their children. The main research question was to what degree are Protestant Evangelical fathers intentionally involved in the relational spiritual formation of their children? The research was based on two domains: relational spiritual formation of children and paternal intentional involvement. Theological principles gleaned from exegesis of Biblical passages pertaining to paternal leadership were considered. A target population of Protestant Evangelical Christian fathers, married, with children 4-18 years old living at home, was identified in some 241 churches that adhered to the National Association of Evangelicals in the Greater Spokane, Washington area (GSAE). An accessible population of 64 of those 241 churches yielded a usable sample from 19 churches and 249 respondents. The survey instrument implemented via SurveyMonkey was composed of reliable Likert scale oriented instruments (the "Personal Fathering Profile" and the "Spiritual Assessment Inventory") that show construct validity and have been used extensively nationally. Researcher designed Likert scale questions and open ended responses based on past research and biblical principles were used as well. Data was downloaded from SurveyMonkey to SPSS for statistical analysis. It was found that multiple positive, significant relationships exist around intentional fathering, spiritual maturity, spiritual intentionality, fathering satisfaction, involvement in the spiritual formation of their children, support from spouse and others, spousal oneness, primary reasonability, and spirituality as the most important area. With respect to involvement in their children's spiritual formation, these factors were positively and significantly related: intentional fathering, fathering satisfaction, spousal oneness, support from spouse and others, spiritual intentionality, spiritual maturity, and relational closeness to God. With respect to fathers seeing the most important area of their child's life as being the child's spiritual formation and the father being primarily responsible in this formation, there was a moderate correlation between these two factors. Multiple practical implications based on the empirical results and theological input were given in order to encourage and equip Protestant Evangelical fathers in their intentional involvement in the relational spiritual formation of their children as well as to assist fatherless families. Limitations of the study were noted as well as recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The lack of research about Black fathers and their involvement with schools was the primary motivation for this mixed method dissertation study. This discourse provides a much-needed account of what the nature is of Black father's involvement with schools, why and how they do it, and how student performance is influenced by Black fathers' engagement with schools. Stakeholders in the education of youth, parents, administrators, teachers, and the community whose work is concerned with Black education may learn from the results and not repeat past errors of prevailing notions that portray Black fathers as absent and uninvolved in their children's educational endeavors. One of the goals of the present study was to address current ideology by demystifying the notion of African American fathers and their participation in homes and educational settings from uninvolved and non-concerned to active, engaged, and involved. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Single mothers of adolescents with emotional disabilities (ED) have a unique and sometimes difficult childrearing task. Researchers in some studies concluded that these children have a significantly higher incidence of school aggression than their peers from two-parent families. A substantive body of research explores parenting in families of children with disabilities. However, much less is known about the parenting experiences of single mothers of children with behaviors associated with ED. To fill the gap, this study explored the perspectives of 10 single mothers raising adolescents with aggressive behaviors. Belsky's model provided a framework for understanding the parenting dimensions of the participants. The research questions examined how single mothers perceived their experiences and parenting practices in raising aggressive adolescents. A qualitative phenomenological design was employed within a purposeful sample of 10 interview participants selected from an urban northeastern school district. Data were obtained primarily through open ended interview questions. Data analysis included open coding to identify emerging themes and patterns. The most common themes to emerge from these responses included economic, social, and emotional factors experienced by all participants due to noninvolvement by fathers. The findings are significant for educators and single mothers alike in their attempts to reduce the aggressive behaviors and improve the academic performance of their adolescents. These results can provide pathways for positive social change when the knowledge gained is used to mediate policies and interventions that boost school and community resources for single mothers in their struggles to strengthen their parenting skills and effectively raise adolescents with ED. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of the research study was to explore the perceptions of Navajo mothers and Navajo fathers in the development and childrearing practices of their children and to what extent each parent was involved in their children by gender and age. The objective of the interviews was to capture the perceptions of each parent as to child development and childrearing practices as well as the beliefs that they have on parental involvement. In the current study, the interviews provided information regarding attitudes and perceptions of parental involvement from the Navajo mothers and the Navajo fathers who participated in the study. By using probing questions, deeper insights into the understanding and perceptions of parental involvement were obtained. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]