Noncustodial father involvement in their child's pre-K-12 education





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More than ever, children in America are raised in family structures unlike the two-biological-parent prototype of the past. Based on this phenomenon schools and educators need to understand the complex home situations their students are living in and how to involve all members of the child's life in their education. Using an Interpretative Phenomenological Analysis approach, this study solicited from divorced noncustodial fathers a description of their experiences as they tried to stay involved with their child's education post-divorce. A three series interview was used for this research because it allowed the interviewer and participants to examine the experience being investigated and to place this experience in the context, which it was experienced. Five noncustodial fathers were interviewed and a total of fifteen interviews were conducted. Data was analyzed using Seidman's (2006) guidelines for crafting profiles.

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