Father or male involvement in a multicultural Head Start program

The research examined the level of involvement of fathers and father figures in a culturally diverse Head Start program. The study was conducted in a center-based New York City Head Start program. It examined how the staff of Committee for Early Childhood Development Head Start, the mothers in the Women's Empowerment Group and the fathers or father figures of children enrolled in the program perceive the involvement of fathers and father figures. A quantitative research approach was used to carry out the research activities. Through survey questionnaires, this study found that the school was not providing adequate support to increase father or male involvement. The staff had not received adequate training to promote a high level of father and male involvement. The study also found that mothers were not cognizant of the positive effect fathers' participation in school has on the children's education and development. The study also revealed that most fathers and father figures enjoyed spending quality time with their children but that their job schedules do not always allow full participation in school activities. Implications were that staff was in need of training to give them a better understanding of how fathers can become involved in school activities. It was also indicated that training for the mothers in the Women's Empowerment Group was needed in order to assist them in developing strategies for encouraging the children's father or father figure to become involved in school activities. The surveys also revealed that training was needed for fathers to help them understand the importance of their involvement in the children's education and the long and lasting positive effect their involvement may have on the children.