A Father First: Men's Engagement in a School District Early Childhood Family Education Program

• In Event: Marginalized Contexts and Partners Influencing Family-School-Community Partnerships

Abstract

The importance of fathering and fathers’ engagement with school programs is well established. Yet, attracting fathers in early childhood program is a particular challenge. Informed by the Head Start Parent, Family and Community Engagement framework (PFCE; OHS, 2011) framework, the current study examined the experiences of fathers in a dual focus early learning and parenting education program to identify characteristics of engagement, and personal and program elements that foster engagement. Semi-structured interviews and informed grounded theory analysis were used to identify family engagement, program impact and individual influence themes. This study suggests the importance in aligning to the childrearing interests and individual needs for fathers’ learning as a parent to enhance fathers’ engagement experience.

Authors

• Cheuk-Hei Cheng, University of Minnesota - Twin Cities

• Susan K. Walker, University of Minnesota