"What I Want to Do as a Father Is Be There": Constructions of School Involvement for Fathers of Children with Complex Disabilities

Autor/inn/en	Pancsofar, Nadya; Petroff, Jerry G.; Rao, Shridevi; Mangel, Alyssa
Titel	"What I Want to Do as a Father Is Be There": Constructions of School Involvement for Fathers of Children with Complex Disabilities
Quelle	In: Research and Practice for Persons with Severe Disabilities, 44 (2019) 3, S.153-168 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-7969
DOI	10.1177/1540796919843147
Schlagwörter	Fathers; Parent Role; Parent School Relationship; Parent Attitudes; Barriers; Child Rearing; Mothers; Child Development; Deaf Blind; Autism; Preschool Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Parental role; Elternrolle; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternverhalten; Kindererziehung; Mother; Mutter; Kindesentwicklung; Mehrfach Behinderter; Autismus; Pre-school education; Vorschulerziehung
Abstract	Fathers of children with complex disabilities can play an important role in the development and learning of their children; however, very little is known about their school involvement experiences. We conducted semi-structured interviews with 15 fathers of children with complex disabilities to learn how these fathers perceived their involvement in their children's education and schooling. Fathers constructed their school involvement with a consideration of their work and co-parenting experiences. Their employment was perceived as a form of indirect involvement in their children's education, but could also be associated with barriers to more direct school involvement. Fathers also discussed the role of the co-parenting relationship in their school experiences and identified several factors that contributed to a greater involvement of mothers in school settings. Among these were a perceived unique expertise of mothers and school environments that were more welcoming to mothers. They also discussed some potentially negative ramifications of being less involved in school settings, compared with mothers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01