{"id":{"repo_id":"texas","oai_identifier":"oai:repositories.lib.utexas.edu:2152/31405"},"canonical_url":"https://search.dev.ndltd.org/etd/texas/oai:repositories.lib.utexas.edu:2152/31405","repository":{"repo_id":"texas","name":"University of Texas","base_url":"https://repositories.lib.utexas.edu/server/oai/request"},"display":{"title":"Understanding nonresidential fathers’ involvement in their children’s education : a qualitative approach","abstract":"Grounded theory methodology was used to study the involvement of eleven nonresidential fathers in their school-aged children’s education. Semi-structured interviews were utilized to gain information about nonresidential fathers’ involvement in their children’s education. The results of this study present a detailed picture of nonresidential fathers’ process of being involved in their children’s education. Data suggests fathers’ process of being involved is shaped by the contextual factors of cultural norms on fathers, laws on custody, and the specifics of each father’s divorce/custody agreement. Important factors influencing fathers’ involvement include their beliefs about themselves as fathers, beliefs about the co-parenting relationship, the distribution of power in the co-parenting relationship, and fathers’ beliefs about themselves in the co-parenting relationship. Based on the aforementioned factors, nonresidential fathers engage in targeted actions (“battling”, “leveling”, and “parenting”) to improve their involvement with their children. Fathers’ educational involvement behaviors revealed to be multifaceted, as fathers address their children’s school and overall development through direct actions and activities with their children, and through indirect interactions with the school and the co-parent. Results suggest implications for future research, child and family policy, schools, and health-practitioners.","abstract_html":"Grounded theory methodology was used to study the involvement of eleven nonresidential fathers in their school-aged children’s education. Semi-structured interviews were utilized to gain information about nonresidential fathers’ involvement in their children’s education. The results of this study present a detailed picture of nonresidential fathers’ process of being involved in their children’s education. Data suggests fathers’ process of being involved is shaped by the contextual factors of cultural norms on fathers, laws on custody, and the specifics of each father’s divorce/custody agreement. Important factors influencing fathers’ involvement include their beliefs about themselves as fathers, beliefs about the co-parenting relationship, the distribution of power in the co-parenting relationship, and fathers’ beliefs about themselves in the co-parenting relationship. Based on the aforementioned factors, nonresidential fathers engage in targeted actions (“battling”, “leveling”, and “parenting”) to improve their involvement with their children. Fathers’ educational involvement behaviors revealed to be multifaceted, as fathers address their children’s school and overall development through direct actions and activities with their children, and through indirect interactions with the school and the co-parent. Results suggest implications for future research, child and family policy, schools, and health-practitioners.","abstract_has_math":false,"creators":["Hill, Kimberly Marie"],"institution":"The University of Texas at Austin","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Educational psychology","degree_department":null,"school":null,"contributors":[],"advisors":["Carlson, Cindy I., 1949-"],"committee_chairs":[],"committee_members":["Emmer, Edmund","Rochlen, Aaron","Cawthon, Stephanie","Robinson, Keith"],"year":2015,"date_issued":"2015-08","date_published":"2015-08","updated_at":"2026-07-24T05:01:20Z","subjects":["Educational involvement","Nonresidential fathers","Co-parenting"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["doi:10.15781/T2PK51"],"render_values":[{"text":"doi:10.15781/T2PK51","href":"https://doi.org/10.15781/T2PK51","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2152/31405","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Carlson, Cindy I., 1949-"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Emmer, Edmund","Rochlen, Aaron","Cawthon, Stephanie","Robinson, Keith"]},{"key":"dc:creator","label":"Author","values":["Hill, Kimberly Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-09-25T17:10:18Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-09-25T17:10:18Z"]},{"key":"dc:date.issued","label":"Date","values":["2015-08"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["The University of Texas at Austin"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational involvement","Nonresidential fathers","Co-parenting"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["doi:10.15781/T2PK51"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/2152/31405"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["text"]},{"key":"dc:description.abstract","label":"Abstract","values":["Grounded theory methodology was used to study the involvement of eleven nonresidential fathers in their school-aged children’s education. Semi-structured interviews were utilized to gain information about nonresidential fathers’ involvement in their children’s education. The results of this study present a detailed picture of nonresidential fathers’ process of being involved in their children’s education. Data suggests fathers’ process of being involved is shaped by the contextual factors of cultural norms on fathers, laws on custody, and the specifics of each father’s divorce/custody agreement. Important factors influencing fathers’ involvement include their beliefs about themselves as fathers, beliefs about the co-parenting relationship, the distribution of power in the co-parenting relationship, and fathers’ beliefs about themselves in the co-parenting relationship. Based on the aforementioned factors, nonresidential fathers engage in targeted actions (“battling”, “leveling”, and “parenting”) to improve their involvement with their children. Fathers’ educational involvement behaviors revealed to be multifaceted, as fathers address their children’s school and overall development through direct actions and activities with their children, and through indirect interactions with the school and the co-parent. Results suggest implications for future research, child and family policy, schools, and health-practitioners."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Understanding nonresidential fathers’ involvement in their children’s education : a qualitative approach"]}]}],"canonical_facts":{"dc:contributor.advisor":["Carlson, Cindy I., 1949-"],"dc:contributor.committeemember":["Emmer, Edmund","Rochlen, Aaron","Cawthon, Stephanie","Robinson, Keith"],"dc:creator":["Hill, Kimberly Marie"],"dc:date.accessioned":["2015-09-25T17:10:18Z"],"dc:date.available":["2015-09-25T17:10:18Z"],"dc:date.issued":["2015-08"],"dc:description":["text"],"dc:description.abstract":["Grounded theory methodology was used to study the involvement of eleven nonresidential fathers in their school-aged children’s education. Semi-structured interviews were utilized to gain information about nonresidential fathers’ involvement in their children’s education. The results of this study present a detailed picture of nonresidential fathers’ process of being involved in their children’s education. Data suggests fathers’ process of being involved is shaped by the contextual factors of cultural norms on fathers, laws on custody, and the specifics of each father’s divorce/custody agreement. Important factors influencing fathers’ involvement include their beliefs about themselves as fathers, beliefs about the co-parenting relationship, the distribution of power in the co-parenting relationship, and fathers’ beliefs about themselves in the co-parenting relationship. Based on the aforementioned factors, nonresidential fathers engage in targeted actions (“battling”, “leveling”, and “parenting”) to improve their involvement with their children. Fathers’ educational involvement behaviors revealed to be multifaceted, as fathers address their children’s school and overall development through direct actions and activities with their children, and through indirect interactions with the school and the co-parent. Results suggest implications for future research, child and family policy, schools, and health-practitioners."],"dc:format.mimetype":["application/pdf"],"dc:identifier":["doi:10.15781/T2PK51"],"dc:identifier.uri":["http://hdl.handle.net/2152/31405"],"dc:language.iso":["en"],"dc:subject":["Educational involvement","Nonresidential fathers","Co-parenting"],"dc:title":["Understanding nonresidential fathers’ involvement in their children’s education : a qualitative approach"],"dc:type":["Thesis"],"thesis:degree_discipline":["Educational psychology"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["The University of Texas at Austin"]},"updated_at":"2026-07-24T05:01:20Z"}