Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 252-258).

Prior to presenting a theoretical conceptualization of role acquisition we review existing research concerned to explain the transition to parenthood. We find (1) inconsistent data and (2) the fact that social scientists have long ignored the role of father in this analysis and in other areas of family interaction. The areas of interest selected for this study is the acquisition of the role of father for the first time. We present a conceptual framework which explains differences in the amounts of discrepancy between role expectations and role performance experienced upon the acquisition of a role. Developed within this framework is the notion that aspects of roles are learned before their acquisition and this amount of learning (anticipatory socialization) is positively related to the amount of discrepancy experienced by the actor. Such an approach to role acquisition leads us to the hypothesis that a first-time father who did not have younger siblings will experience a greater amount of discrepancy between expectations for his role vis-a-vis his wife, his child, and others, and the actual behavior regarding these roles upon the arrival of the firstborn, than will a first-time father who has younger siblings. To measure these variables we develop an interview schedule to determine the number of younger siblings of the first-time father, their role expectations for themselves and others relevant to the role of father, the corresponding role performances, and if a discrepancy between the two exists, whether its magnitude is of such significance as to hinder their performance as a father. There were ten items on which these latter four variables yield information. This instrument is administered to thirty-five first-time fathers, who are students at the University of British Columbia, Vancouver. The respondents are divided into two groups for analysis: an experimental group (i.e., those with younger siblings) and a control group (i.e., those without younger siblings). Our prediction is that those in the experimental group will experience a. smalierramount of role expectation-performance discrepancy than those in the control group. We present two analyses testing our hypothesis. The first consists of a comparison of the means of the discrepancies on each of the ten items for the two groups. We find, as predicted, the control group experienced a greater amount of discrepancy on eight of the ten items and on the overall means of the amount of discrepancy. Secondly, we analyzed the significance (i.e., how much the discrepancy was seen by the respondent to hinder his role performance) of the reported discrepancy. This analysis yields measures that show that (1) on five of the items the control group reported their discrepancies as more significant, (2.) on three items the experimental group reported their discrepancies as more significant, and (3) on the remaining two items the two groups reported the same amount of significant discrepancy: Thus, we find that not only do first-time fathers without younger siblings report a greater amount of discrepancy, but also indicate that such discrepancies are more.significant when compared to those first-time fathers with younger siblings. Our analysis of the data indicates support for our prediction. These results are interpreted as evidence for the utility of our conceptualization. We also find that, subsequent to having one younger sibling, the amount of expectation-performance discrepancy experienced by first-.time fathers does not decrease consistently as the number of younger, siblings increase. We discuss various weaknesses of the conceptualization, operationalization and methods utilized in the study, and offer suggestions for future research. / Arts, Faculty of / Anthropology, Department of / Graduate

archives@tulane.edu / In recent years, Rwanda has placed considerable emphasis on ensuring children achieve their right to development through investments in the critical period of early childhood. Additionally, development priorities in Rwanda include a commitment to gender equality through policies aimed at advancing opportunities for women. However, gender inequality in Rwanda persists, and children risk realizing their developmental potential. This study asks what role fathers play in achieving Rwanda’s priorities related to early childhood development within the context of gender equality by utilizing the gender as a social structure theoretical framework. Does adherence to cultural expectations of gender in Rwanda affect children’s outcomes? Specifically, the study asks three main questions. Does greater paternal engagement increase the odds that children will be developmentally on track? Does more equitable decision making between parents increase the odds that children will be developmentally on track? Does acceptance of violence against women by both parents lower the odds that children will be developmentally on track? To explore the research questions, logistic regression models were estimated using data from the 2014-2015 Rwanda Demographic and Health Survey. This study found that children had lower odds of on-track social-emotional development when fathers held greater power and authority over mothers. It also found that when fathers engaged in activities not normally considered the domain of men, children had greater odds of on-track literacy-numeracy development, but that when women acted in ways seen as more masculine, children had lower odds of on-track social-emotional development, underscoring both the opportunities and complexities of working to dismantle gender inequality. The findings suggest that adherence to the cultural expectations of gender in Rwanda are not in the best interest of children, and that the role of men in society must be reconsidered in ways that challenge their power and privilege, but also free them of the constraints of their own gender. / 1 / Megha Patel

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (PhD) - Open University. BLDSC no.DX240188.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1990. / Vita. Abstract. Includes bibliographical references (leaves 93-104). Also available via the Internet.

Thesis (M.S.)--University of Michigan, 1983.

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 88-92).

Thesis (M.S.)--University of Michigan, 1983.

Thesis (M.S.)--University of Michigan, 1993.