Fatherhood: a post-structural feminist approach examining gender roles in father-child relationships
Bibliographic record
Abstract
<p>Research shows that societal expectations based on gender have negative impacts on the mental well-being of men. This then promotes the need to consider how gender roles influence fatherhood, as the foundation of mental health is laid in early childhood, and how fathers establish early perceptions of gender with their children, which may have long term implications. This qualitative research study explored the perceived mental well-being in relation to gender roles of five fathers from Ontario, Canada, and sought to understand how gender roles influence what fathers want their children to know about gender. The findings may lead to the identification of ways for men to be supported in their role as fathers, which may influence how fathers support the healthy development of their children. A post-structural feminist approach was used to encourage the deconstruction of heteronormativity and the construction of practices that are inclusive of all sexes, genders and sexualities. Through using a constructivist worldview and applying a phenomenological design of inquiry using semi-structured interviews, theories were created from multiple perspectives of gender roles as they relate to paternal experiences. Key themes were identified during data analysis relating to how gender and gender roles are defined, changing societal expectations, and how these factors relate to the experiences and practices of the fathers who participated in this study. Implications for practice and recommendations for future research are discussed.</p>
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| 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".