{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/93875"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/93875","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"An Ethnographic Case Study Examining the Experiences of African American Students with Nonresident Fathers","abstract":"The purpose of this ethnographic case study was to identify influences that replace the presence of Black fathers with children living in non-paternal homes. For my research investigation, influence was defined as people and/or experiences and/or activities engaged in positively or negatively. When fathers are not present on a consistent basis, identifying what contributes to student’s social, emotional, and academic development was indispensable. Data were collected and analyzed from five research participants and consisted of grade cards, attendance and discipline records, in-depth interviews, and observations. Although all five case study participants shared distinctive qualities such as personality, academic achievement, and, experiences, four principal themes were present across all cases: achievement, development, experiences, and school support. Findings from the data sets were corroborated and confirmed by the population studied and it was determined that the greatest influence that replaced nonresident fathers were resident guardians. In addition, church organizations, counselors, and coaches were identified as instrumental champions whose influence was irreplaceable as it involved meeting the paternal needs of students.","abstract_html":"The purpose of this ethnographic case study was to identify influences that replace the presence of Black fathers with children living in non-paternal homes. For my research investigation, influence was defined as people and/or experiences and/or activities engaged in positively or negatively. When fathers are not present on a consistent basis, identifying what contributes to student’s social, emotional, and academic development was indispensable. Data were collected and analyzed from five research participants and consisted of grade cards, attendance and discipline records, in-depth interviews, and observations. Although all five case study participants shared distinctive qualities such as personality, academic achievement, and, experiences, four principal themes were present across all cases: achievement, development, experiences, and school support. Findings from the data sets were corroborated and confirmed by the population studied and it was determined that the greatest influence that replaced nonresident fathers were resident guardians. In addition, church organizations, counselors, and coaches were identified as instrumental champions whose influence was irreplaceable as it involved meeting the paternal needs of students.","abstract_has_math":false,"creators":["Shelby, Zackary Darnell"],"institution":"University of Missouri--Kansas City","degree_name":"Ed.D. (Doctor of Education)","degree_level":"Doctoral","degree_discipline":"Education (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["McCarther, S. Marie"],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022","date_published":"2022","updated_at":"2026-07-24T05:19:40Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10355/93875","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["McCarther, S. 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(Doctor of Education)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Kansas City"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/93875"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page, viewed January 31, 2023","Dissertation advisor: S. Marie McCarther","Vita","Includes bibliographical references (pages 204-265)","Dissertation (Ed.D.)--Department of Education. University of Missouri--Kansas City, 2022"]},{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this ethnographic case study was to identify influences that replace the presence of Black fathers with children living in non-paternal homes. For my research investigation, influence was defined as people and/or experiences and/or activities engaged in positively or negatively. When fathers are not present on a consistent basis, identifying what contributes to student’s social, emotional, and academic development was indispensable. Data were collected and analyzed from five research participants and consisted of grade cards, attendance and discipline records, in-depth interviews, and observations. Although all five case study participants shared distinctive qualities such as personality, academic achievement, and, experiences, four principal themes were present across all cases: achievement, development, experiences, and school support. Findings from the data sets were corroborated and confirmed by the population studied and it was determined that the greatest influence that replaced nonresident fathers were resident guardians. In addition, church organizations, counselors, and coaches were identified as instrumental champions whose influence was irreplaceable as it involved meeting the paternal needs of students."]},{"key":"dc:title","label":"Title","values":["An Ethnographic Case Study Examining the Experiences of African American Students with Nonresident Fathers"]}]}],"canonical_facts":{"dc:contributor.advisor":["McCarther, S. Marie"],"dc:creator":["Shelby, Zackary Darnell"],"dc:date.accessioned":["2023-01-20T17:15:27Z"],"dc:date.available":["2023-01-20T17:15:27Z"],"dc:date.issued":["2022"],"dc:description":["Title from PDF of title page, viewed January 31, 2023","Dissertation advisor: S. Marie McCarther","Vita","Includes bibliographical references (pages 204-265)","Dissertation (Ed.D.)--Department of Education. University of Missouri--Kansas City, 2022"],"dc:description.abstract":["The purpose of this ethnographic case study was to identify influences that replace the presence of Black fathers with children living in non-paternal homes. For my research investigation, influence was defined as people and/or experiences and/or activities engaged in positively or negatively. When fathers are not present on a consistent basis, identifying what contributes to student’s social, emotional, and academic development was indispensable. Data were collected and analyzed from five research participants and consisted of grade cards, attendance and discipline records, in-depth interviews, and observations. Although all five case study participants shared distinctive qualities such as personality, academic achievement, and, experiences, four principal themes were present across all cases: achievement, development, experiences, and school support. Findings from the data sets were corroborated and confirmed by the population studied and it was determined that the greatest influence that replaced nonresident fathers were resident guardians. In addition, church organizations, counselors, and coaches were identified as instrumental champions whose influence was irreplaceable as it involved meeting the paternal needs of students."],"dc:identifier.uri":["https://hdl.handle.net/10355/93875"],"dc:title":["An Ethnographic Case Study Examining the Experiences of African American Students with Nonresident Fathers"],"thesis:degree_discipline":["Education (UMKC)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D. (Doctor of Education)"],"thesis:institution_name":["University of Missouri--Kansas City"]},"updated_at":"2026-07-24T05:19:40Z"}