A Critical Exploration of Biological and Social Fathering Among <scp>Afro‐Caribbean</scp> Fathers
Bibliographic record
Abstract
Objective This research explores fathers' construction of fathering to expand knowledge on the behavioral, cognitive, and affective domains of father involvement, focusing on middle childhood in ethnic minority families. Background Fathers' contributions to children's development and socialization have received increasing attention since the 1970s. Although exploration of ethnic minority fathers has increased, the literature on ethnic and minority fathers is limited because insight into fathers living outside North America continues to be understudied. Method This study employed a qualitative methodology from a social constructivist perspective and a bioecological model to contextualize fathering in Afro‐Jamaican families. Phenomenological thematic analysis (PTA) was used, focusing on 24 semistructured interviews from five biological and 19 biological and social Afro‐Jamaican fathers. Results Using Palkovitz's (1997) conceptualization of fathering, including behavioral, affective, and cognitive domains, phenomenological thematic analysis was extended to include the spiritual domain. Furthermore, fathers reported being engaged with their biological and social children in similar ways. Conclusion These findings highlight the need for researchers to explore both the universal and culturalized aspects of fathering in cultural contexts. Implications Fathers should be supported through social policies and program intervention to encourage fathers to be involved in children's lives in multiple ways.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| 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".