Exploring Father Involvement: Fathers' Accounts of Paternal Involvement
Bibliographic record
Abstract
Fathers with children at home account for a substantial portion of the Canadian population. In contemporary Canada, a father’s role no longer consists of distant breadwinning, but rather actively engaging in a family-centered lifestyle and being more involved in child care. Extensive research has focused primarily on the experiences of mothers and given very little attention to involved fathers. This study sought out to explore how fathers understand and describe involved fatherhood. Six participants, who identified as engaged fathers, participated in conversational interviews. The findings suggest that daily interaction through child rearing and playing with children was viewed as part of the father role. As a result, fathers adjusted their paid work and leisure pursuits in order to “be there” for their children. Fathers resisted dominant gendered ideologies through completing ‘feminine’ domestic chores, providing emotional care, and taking full responsibility for children’s care throughout the week. Fathers also reproduced gendered norms, particularly during children’s play, and by not taking paid parental leave. This research found that fathers resisted and reproduced gendered roles, and negotiated numerous constraints to meet their fathering responsibilities, which did not consist of solely playing with children. Fathers’ involvement level is greatly influenced by leave policies in Canada; therefore changes to leave policies and pay equity are needed to support increased father involvement.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".