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The purpose of this study was to understand the experiences of single fathers attending a community college. Single fathers comprise one-fifth of all single parent families, yet little research has been done on this growing segment of the population. A phenomenological approach was utilized to examine the attributes, needs, and challenges facing single fathers who were community college students. Seven single fathers attending a community college in the Northwest participated in this study. The fathers had primary responsibility for raising their children, had been enrolled at least half-time, and were attending the college for a minimum of one year. Data were collected through individual in-depth interviews and a focus group. Seven main themes emerged from the data: 1) Ambivalence, 2) Stability, 3) Finding support, 4) Mattering, 5) Success Factors, 6) Barriers, and 7) How the college can assist single father students. Three factors were identified as a result of the study. (1) Attending community college improved family relationships. The flexibility of class scheduling allowed the fathers to spend more time with their children. (2) The experience of single fathers and single mothers attending community college are remarkably similar, with the exception of how each accessed support networks. Single fathers were much less likely to initially identify and utilize support networks. (3) How single fathers viewed their identity and their definition of masculinity changed. Prior to attending community college, their primary identity was related to their work. As students, their identity shifted to being recognized as good students and good fathers. / Graduation date: 2005

The purpose of this study was to determine differences in patterns and underlying practices between fathers of gifted and fathers of non-gifted children. The study included 10 fathers of gifted (FG) children and 10 fathers of non-gifted (FN) children. The children were preschoolers, ages 5-6 years old. Giftedness of the children was determined by scoring at or above the 97th percentile on the Weschler Preschool and Primary Scale of Intelligence-Revised. Fathers in both groups were interviewed by the researcher using a 119 item protocol, which covered 16 categories. Data analysis revealed differences in parenting patterns between FG and FN in all 16 categories which included: 1. FG read more to their children and chose a greater variety of reading material, and read a higher proportion of non-fiction. 2. FG were more actively involved doing activities and interacting with their children such as building with blocks and Legos and making up nonsense songs, stories, and riddles. 3. More non-gifted children than gifted children frequently watched television. The non-gifted child watched 11 solid days of television more than the gifted child in the course of a year. Cartoons and comedy programs were the typical pattern chosen by children in the non-gifted household; whereas educational programs chosen jointly by the parent and child was the typical pattern in the gifted household. 4. Both groups of fathers used different strategies for helping the child develop interpersonal problem solving techniques for academic, behavior, and discipline problems. 5. FG mentioned that children were encouraged to fulfill household responsibilities because it was their duty. None of the FN encouraged their children to accomplish their household duties because it was their duty. 6. FG frequently took their children to arts activities an often provided their children access to art reproductions, record players, tape recorders, and CD players that FN. / Graduation date: 1992

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Child development--Father's personality--Early child-care experience of fathers--Playfulness--Employment--Marriage status--Psychological support--Middle-class fathers.