Ethnic Preschoolers: How Their Fathers Can Be More Involved?

Autor/in	Ahmeduzzaman, M.
Titel	Ethnic Preschoolers: How Their Fathers Can Be More Involved?
Quelle	(1993), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Blacks; Cultural Differences; Family Involvement; Fathers; Parent Attitudes; Parent Child Relationship; Parent Participation; Parent Role; Preschool Children; Puerto Ricans; Racial Differences; Social Support Groups + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Kultureller Unterschied; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternmitwirkung; Parental role; Elternrolle; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Puerto Rican; Puerto-Ricaner; Rassenunterschied; Social support; Soziale Unterstützung
Abstract	This study documented 45 African-American and 40 Puerto Rican-American middle- to lower-middle-income fathers' involvement with their preschool children. Their styles of functioning within the family, and the support they received from their families and communities in their role as parents were also examined. The fathers completed three parental and family support questionnaires. Results indicate that African-American men's commitment to the family is positively associated with their statement of involvement with children and to their participation in child care. Puerto Rican-American men's commitment to the family is positively associated with socialization responsibility, availability within the home, and their statement of involvement with children. Indexes of familial and community support showed that African-American fathers' involvement with their preschoolers depended to a large extent on their support system of relatives, friends, and co-workers. Puerto Rican-American fathers who indicated high levels of involvement with their children were more likely to utilize institutional support, such as schools, clinics, and social service organizations, than family members, friends, or co-workers. (MDM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC