Qualitative Evidence from Rohingya Fathers and Mothers: Implications for Intervention

• In Event: Using Qualitative Research to Optimize the Design of Parenting Interventions in the Global South

Abstract

Until recently, child development interventions involving caregivers have focused almost exclusively on mothers. We examine the role of fathers in a uniquely understudied context: the Rohingya camps of Cox’s Bazar, Bangladesh. Currently, there are over 900,000 forcibly displaced Rohingya people in these camps (Population Factsheet, 2022), of which almost 500,000 are children (Humanitarian Action for Children, 2021); this constitutes the largest stateless population in the world. Literature on the role of fathers in humanitarian contexts is extremely limited. We know little about the differences between mothers and fathers among the Rohingya in terms of values, goals, practices and socialization of young children. This gap severely hampers the development of gender-inclusive parenting interventions, since it raises the threat of mother-directed curricula being applied directly to fathers inappropriately. As part of the Play to Learn initiative, we conducted a formative qualitative pilot study in the Rohingya camps, consisting of 1) 25 sets of in-depth semi-structured interviews focused on daily routines, socialization, and child play and development with mother-father dyads of children aged 3-5 years old and 2) a detailed set of enumerator field notes from every interview describing the surroundings, conditions of the interviews, and overall enumerator impressions. The goal of the study was to understand caregivers’ relationships with their children and aspirations for their families to inform parenting interventions focusing on engaging fathers. Specifically, we conducted this study with a focus on engaging fathers in the NGO BRAC’s home-visiting and group-based caregiver programs, where mothers programs already exist. A qualitative grounded theory approach was used to analyze transcripts and field notes. Four key themes emerged from the findings that can inform father-focused interventions: 1) The curriculum of parenting intervention needs to be different for mothers and fathers: Mothers and fathers have differing perceptions of their children, their children’s activities, and what is important in raising them; they also have different concerns and areas for which they seek support 2) Increasing fathers' role in monitoring children's play: Interventions can integrate monitoring and support of children when they are outside. Child play occurs in mixed-age largely unsupervised peer play, which cause concerns about safety among both fathers and mothers, and fathers may have a greater role to play in as they are more frequently outside the home (Bolisetty et al., 2022). 3) The potential of father networks for intervention: Fathers state that they want opportunities to talk with other fathers, though there are logistical barriers to doing so. This could generate opportunities for collective monitoring among fathers with different schedules who are coming back and forth between their homes and workplaces. 4) Implementing interventions require flexibility to be responsive to the realities of fathers’ lives in the humanitarian context. Mothers mostly stay within the home and are able to easily meet for parenting groups. However, a combination of intermittent employment opportunities and involvement with community engagement can cause frequent changes to fathers’ availability. Being flexible in terms of modality, frequency, and location of implementation can facilitate fathers’ participation in these programs.

Authors

• Yeshim Iqbal, New York University

• Sneha Bolisetty, New York University
  Presenting Author

• Shikhty Sunny, New York University

• Hirokazu Yoshikawa, New York University