Father involvement is a salient predictor of children’s development and recent studies suggest that African American fathers who are highly involved across infancy and toddlerhood have children who enter school better prepared to succeed. Little is known, however, about the specific dimensions of fathering (e.g., language stimulation) that contribute to the positive development of African American children during the early childhood period. Even less is known about psychological and contextual barriers to positive father involvement among African American men with very young children. The first part of this chapter briefly reviews empirical research that has delineated links between multiple dimensions of father involvement and child development in African American families. The second part of the chapter explores emerging evidence on the associations between fathers’ psychological functioning, father involvement and child development, and concludes with suggestions for future research, practice, and policy.
Baker, C.E. (2017), "Father Involvement and Early Childhood Development in African American Families: Implications for Research, Practice, and Policy", African American Children in Early Childhood Education (Advances in Race and Ethnicity in Education, Vol. 5), Emerald Publishing Limited, Bingley, pp. 201-219. https://doi.org/10.1108/S2051-231720170000005009
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