The Means to and Meaning of “Being There” in Responsible Fatherhood Programming with Low‐Income Fathers

2019 ◽  
Vol 69 (1) ◽  
pp. 7-20 ◽  
Author(s):  
Jennifer Randles
Keyword(s):  
Low Income ◽  
Being There ◽  
Responsible Fatherhood

The Effectiveness of Responsible Fatherhood Programs Targeting Low-Income and Nonresident Fathers

2021 ◽  
pp. 12-28
Author(s):  
Erin Kramer Holmes ◽  
Clare R. Thomas ◽  
Braquel R. Egginton ◽  
Virginia K. Leiter ◽  
Alan J. Hawkins
Keyword(s):  
Low Income ◽  
Nonresident Fathers ◽  
Responsible Fatherhood

scholarly journals Exploring Fathering Roles in Low-Income Families: The Influence of Intergenerational Transmission

2006 ◽  
Vol 87 (2) ◽  
pp. 259-268 ◽  
Author(s):  
Jeffrey Shears ◽  
Jean Ann Summers ◽  
Kimberly Boller ◽  
Gina Barclay-McLaughlin
Keyword(s):  
Head Start ◽  
Intergenerational Transmission ◽  
Low Income ◽  
Early Head Start ◽  
Theoretical Framework ◽  
Father Figures ◽  
Low Income Families ◽  
Being There ◽  
The Relationship

This study explores the meaning of fathering among men identified as fathers or father figures of 24-month-old children enrolled in Early Head Start research sites. Fathers were asked open-ended questions about their experiences of being fathers and their relationships with their own fathers. These men spoke of how important “being there” was for them in their relationship with their child as well as how the relationship with their own fathers influenced them as a parent. This study supports the theory of intergenerational parenting and furthers our knowledge and understanding of what some men feel are important aspects of being a good father. A theoretical framework on why men may model their father's behaviors is offered, as are implications for practitioners.

A Big Brother: New Findings on How Low-Income Fathers Define Responsible Fatherhood

2012 ◽  
Vol 34 (3) ◽  
pp. 253-264 ◽  
Author(s):  
Monika J. U. Myers
Keyword(s):  
Low Income ◽  
Big Brother ◽  
New Findings ◽  
Responsible Fatherhood

Low-Income Fathers and "Responsible Fatherhood" Programs: A Qualitative Investigation of Participants' Experiences*

2002 ◽  
Vol 51 (2) ◽  
pp. 148-155 ◽  
Author(s):  
Elaine A. Anderson ◽  
Julie K. Kohler ◽  
Bethany L. Letiecq
Keyword(s):  
Low Income ◽  
Qualitative Investigation ◽  
Responsible Fatherhood

Predictors of Father Involvement in a Sample of Low-Income Men Enrolled in a Responsible Fatherhood Program

2018 ◽  
Vol 42 (2) ◽  
pp. 84-94 ◽  
Author(s):  
R Anna Hayward-Everson ◽  
Laura Honegger ◽  
Alexander Glazebrook ◽  
Stephen Rabeno ◽  
Kevin Yim
Keyword(s):  
Low Income ◽  
Father Involvement ◽  
Fatherhood Program ◽  
Responsible Fatherhood

scholarly journals Promoting Responsible Fatherhood Programming: Factors Affecting Low-Income Fathers' Involvement in Child Protection Services and Court-Restricted Access to Their Children

2011 ◽  
Vol 15 (2) ◽  
pp. 184-205 ◽  
Author(s):  
Derrick M. Gordon ◽  
Derek Iwamoto ◽  
Natasha D. Watkins ◽  
Trace Kershaw ◽  
Diana Mason ◽  
...  
Keyword(s):  
Low Income ◽  
Child Protection ◽  
Restricted Access ◽  
Factors Affecting ◽  
Child Protection Services ◽  
Responsible Fatherhood

scholarly journals More Than Inconvenienced: The Unique Needs of U.S. College Students During the COVID-19 Pandemic

2020 ◽  
pp. 109019812096937
Author(s):  
Alyssa M. Lederer ◽  
Mary T. Hoban ◽  
Sarah K. Lipson ◽  
Sasha Zhou ◽  
Daniel Eisenberg
Keyword(s):  
College Students ◽  
Academic Success ◽  
Low Income ◽  
Students Of Color ◽  
Sense Of Belonging ◽  
Social Connectedness ◽  
Student Support Services ◽  
Well Being ◽  
Low Income Students ◽  
Being There

U.S. college students are a distinct population facing major challenges due to the COVID-19 pandemic. Before the pandemic, students were already experiencing substantial mental health concerns, putting both their health and academic success in jeopardy. College students now face increasing housing and food insecurity, financial hardships, a lack of social connectedness and sense of belonging, uncertainty about the future, and access issues that impede their academic performance and well-being. There is also reason to believe that COVID-19 is exacerbating inequalities for students of color and low-income students. We provide several recommendations for institutions of higher education to mitigate these obstacles, including engaging in data-driven decision making, delivering clear and informative messaging to students, prioritizing and expanding student support services, and using an equity framework to guide all processes.

A View of the Lexical–Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures

2019 ◽  
Vol 62 (6) ◽  
pp. 1775-1786 ◽  
Author(s):  
Lucía I. Méndez ◽  
Gabriela Simon-Cereijido
Keyword(s):  
Low Income ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
L2 Acquisition ◽  
Cross Sectional ◽  
Specific Language ◽  
Vocabulary Skills ◽  
In The Beginning ◽  
Study Participants ◽  
L1 And L2

Purpose This study investigated the nature of the association of lexical–grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method Seventy-four Spanish/English–speaking preschoolers with SLI from preschools serving low-income households participated in the study. Participants had stronger skills in Spanish (first language [L1]) and were in the initial stages of learning English (second language [L2]). The children's lexical, semantic, and grammar abilities were assessed using normative and researcher-developed tools in English and Spanish. Hierarchical linear regressions of cross-sectional data were conducted using measures of sentence repetition tasks, language-specific vocabulary, and conceptual bilingual lexical and semantic abilities in Spanish and English. Results Results indicate that language-specific vocabulary abilities support the development of grammar in L1 and L2 in this population. L1 vocabulary also contributes to L2 grammar above and beyond the contribution of L2 vocabulary skills. However, the cross-linguistic association between vocabulary in L2 and grammar skills in the stronger or more proficient language (L1) is not observed. In addition, conceptual vocabulary significantly supported grammar in L2, whereas bilingual semantic skills supported L1 grammar. Conclusions Our findings reveal that the same language-specific vocabulary abilities drive grammar development in L1 and L2 in DLLs with SLI. In the early stages of L2 acquisition, vocabulary skills in L1 also seem to contribute to grammar skills in L2 in this population. Thus, it is critical to support vocabulary development in both L1 and L2 in DLLs with SLI, particularly in the beginning stages of L2 acquisition. Clinical and educational implications are discussed.

Performance of Low-Income African American Boys and Girls on the PPVT-4: A Comparison of Receptive Vocabulary

2011 ◽  
Vol 38 (Spring) ◽  
pp. 20-25 ◽  
Author(s):  
Celeste Allison ◽  
Erica Robinson ◽  
Halley Hennington ◽  
Ramesh Bettagere
Keyword(s):  
African American ◽  
Low Income ◽  
Receptive Vocabulary ◽  
African American Boys

386: Health Related Quality of Life in Low-Income, Uninsured Men with Prostate Cancer

2004 ◽  
Vol 171 (4S) ◽  
pp. 101-102
Author(s):  
Tracey L. Krupski ◽  
Arlene Fink ◽  
Lorna Kwan ◽  
Sarah Connor ◽  
Sally L. Maliski ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Prostate Cancer ◽  
Low Income ◽  
Health Related Quality ◽  
Related Quality ◽  
Health Related
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