Encouraging, Increasing, and Inviting Fathers from Different Cultural and Religious Practices in Early Childhood Education

Autor/inn/en	Gardner, Sinsery; Alremaih, Latifah A.; Walton, Marlene
Titel	Encouraging, Increasing, and Inviting Fathers from Different Cultural and Religious Practices in Early Childhood Education
Quelle	In: Journal of Cases in Educational Leadership, 26 (2023) 4, S.142-149 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gardner, Sinsery)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/15554589231200780
Schlagwörter	Early Childhood Education; Young Children; Fathers; Cultural Differences; Parent Participation; Cultural Background; Religious Factors; Beliefs; Barriers; Minority Groups; Parent Teacher Cooperation; School Activities + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Kultureller Unterschied; Elternmitwirkung; Belief; Glaube; Ethnische Minderheit; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	Salim is the father of a young girl who attends Small Fortune Preschool located in the suburb of Detroit. Although he would like to regularly participate in his child's school events, his beliefs restrain him from helping in the classrooms headed by female teachers, unless his wife is present. This case demonstrates some of the challenges that fathers from different cultural and religious backgrounds may experience in being an involved father in a preschool setting. The purpose of this case is to inform teachers about cultural barriers to family, specifically father involvement from minoritized culture and religious practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01