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The SSRC Library allows visitors to access materials related to self-sufficiency programs, practice and research. Visitors can view common search terms, conduct a keyword search or create a custom search using any combination of the filters at the left side of this page. To conduct a keyword search, type a term or combination of terms into the search box below, select whether you want to search the exact phrase or the words in any order, and click on the blue button to the right of the search box to view relevant results.

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  • Individual Author: Wakabayashi, Tomoko; Guskin, Karen A.; Watson, Jan; McGilly, Kate; Klinger, Larry L., Jr.
    Reference Type: Report
    Year: 2011

    The Parents as Teachers Promoting Responsible Fatherhood project was designed to demonstrate the feasibility and effectiveness of an adaptation of the Parents as Teachers model with low-income fathers as the primary target population. The project goal is to increase father involvement in Parents as Teachers services. Fathers who live with their children (residential fathers) who meet the income criteria (under 200% federal poverty level) were recruited to participate in a 12-week group meeting cycle lasting 3 months. During these 3 months, fathers also participated in home visits by Parents as Teachers certified home visitors.

    This report focuses on one successful program, “Dads in the Mix” provided through Parents and Teachers partnership with the Allegheny Intermediate Unit (AIU3) in Pittsburgh, Pennsylvania. “Dads in the Mix” uses the Parents as Teachers group meeting curriculum called Young Moms, Young Dads to deliver peer-facilitated fatherhood group meetings, and the Parents as Teachers home visiting curriculum for their home visits. Their implementation goals are: 1...

    The Parents as Teachers Promoting Responsible Fatherhood project was designed to demonstrate the feasibility and effectiveness of an adaptation of the Parents as Teachers model with low-income fathers as the primary target population. The project goal is to increase father involvement in Parents as Teachers services. Fathers who live with their children (residential fathers) who meet the income criteria (under 200% federal poverty level) were recruited to participate in a 12-week group meeting cycle lasting 3 months. During these 3 months, fathers also participated in home visits by Parents as Teachers certified home visitors.

    This report focuses on one successful program, “Dads in the Mix” provided through Parents and Teachers partnership with the Allegheny Intermediate Unit (AIU3) in Pittsburgh, Pennsylvania. “Dads in the Mix” uses the Parents as Teachers group meeting curriculum called Young Moms, Young Dads to deliver peer-facilitated fatherhood group meetings, and the Parents as Teachers home visiting curriculum for their home visits. Their implementation goals are: 1) to expand services to as many fathers in the AIU3 service areas as possible; 2) to recruit at least 8-10 fathers per session and engage and retain 80% of the enrolled fathers so that they receive at least 8 hours of skill-based parenting education during their 12-week group meeting cycle; and 3) to complete a monthly home visit (3 times during the group meeting cycle) with 80% of the enrolled fathers. The program outcome goal was to have fathers become more involved in the lives of their children. (author introduction)

  • Individual Author: Chaplin, Shane S.
    Reference Type: Thesis
    Year: 2012

    Over the last few decades, increasing rates of single mother households in the United States have triggered a national alarm over the effects of father absence on society. Father absence has been linked specifically to many of the problems plaguing black communities in the United States (e.g. poverty, low educational attainment, etc.) and as a result community and political leaders alike have consistently promoted responsible fatherhood practices as a way to address them. Although responsible fatherhood has received, in this context, a considerable amount of social attention, this attention has come intertwined with considerable political and moral rhetoric at all levels, making an idea invested with a wide variety of often-conflicting meanings and interests.

    Given the paucity of academic studies giving voice to black fathers at the metaphoric "front line" of the national responsible fatherhood effort, this author used a variation of The Listening Guide (Gilligan 2003) to capture the narratives of four black fathers volunteering in a local responsible fatherhood program....

    Over the last few decades, increasing rates of single mother households in the United States have triggered a national alarm over the effects of father absence on society. Father absence has been linked specifically to many of the problems plaguing black communities in the United States (e.g. poverty, low educational attainment, etc.) and as a result community and political leaders alike have consistently promoted responsible fatherhood practices as a way to address them. Although responsible fatherhood has received, in this context, a considerable amount of social attention, this attention has come intertwined with considerable political and moral rhetoric at all levels, making an idea invested with a wide variety of often-conflicting meanings and interests.

    Given the paucity of academic studies giving voice to black fathers at the metaphoric "front line" of the national responsible fatherhood effort, this author used a variation of The Listening Guide (Gilligan 2003) to capture the narratives of four black fathers volunteering in a local responsible fatherhood program. Critical Social Representations Theory was used to frame the interaction between participants and the social contexts within which they are embedded, paying particular attention to participants' positioning in regard to social representations of race and gender. The widely different understandings of fatherhood present within the results point to fatherhood as a highly dynamic concept. Responsibility, on the other hand, was understood primarily as father presence, a middle class ideal that I argue is problematic given the realities of poor black fathers. Finally, all fathers tended to resist ideas of race as essence, even if in regard to gender all fathers adopted hegemonic positions endorsing views of gender difference as essential and as grounded in biology. Overall, results reveal complex portrayals of black fathers and their lives in communities where race, poverty, incarceration, drugs, violence, or family court all pose additional challenges to responsible fatherhood. (author abstract)