Although there is a great deal of research on hegemonic masculinity, fathering involvement and a father’s influence on his children’s educational outcomes, little
empirical research has linked these practices to African American fathers. Because they are typically depicted as ineffective, irresponsible and non-present, African American fathers who are involved in their children’s lives must do so in ways that affirm their identity, ways that are contrary to the common social conceptions and media representations of Black men. Using the framework of hegemonic masculinity, this study examined how the increase of women in the workforce translates to both the amount of time an African American father spends with his children and what he does as an involved father in regards to his children’s positive educational outcomes. Data were collected from African American fathers or African American stepfathers between the ages of 18 and 52 using 9 semi-
structured interviews, 6 video clip reflections and 7 observational sessions. The results overwhelmingly contradict the image of African American fathers as
irresponsible and uninvolved fathers As well as shed new insights into fathering involvement.
Each year, about 4 million children enter kindergarten in the United States. All parents hope their child will start school ready for success. And many parents turn that hope into action, seeking out supportive and high-quality early learning opportunities. Unfortunately, not every parent finds those opportunities, and access differs based on geography, race and income. As a result, too many children enter kindergarten a year or more behind their classmates in academic and social-emotional skills. For some children, starting out school from behind can trap them in a cycle of continuous catch-up in their learning. As a nation, we must ensure that all children, regardless of income or race have access to high-quality preschool opportunities. This year, as Congress seeks to reauthorize the Elementary and Secondary Education Act (ESEA), our nation is at a critical moment. Congress can honor this important legacy and moral imperative – as our nation observes ESEA’s 50th anniversary – by reauthorizing a strong education law. This new law must reflect real equity of opportunity, starting with our youngest children.
Significant new investments in high-quality early education are necessary to help states, local communities, and parents close the school readiness gaps between disadvantaged children and their more advantaged peers. Across the country, we must expand access to high-quality early learning to ensure that all children graduate from high school prepared to succeed in college, careers, and life.