An Ethnographic Case Study Examining the Experiences of African American Students with Nonresident Fathers

Abstract

The purpose of this ethnographic case study was to identify influences that replace the presence of Black fathers with children living in non-paternal homes. For my research investigation, influence was defined as people and/or experiences and/or activities engaged in positively or negatively. When fathers are not present on a consistent basis, identifying what contributes to student’s social, emotional, and academic development was indispensable. Data were collected and analyzed from five research participants and consisted of grade cards, attendance and discipline records, in-depth interviews, and observations. Although all five case study participants shared distinctive qualities such as personality, academic achievement, and, experiences, four principal themes were present across all cases: achievement, development, experiences, and school support. Findings from the data sets were corroborated and confirmed by the population studied and it was determined that the greatest influence that replaced nonresident fathers were resident guardians. In addition, church organizations, counselors, and coaches were identified as instrumental champions whose influence was irreplaceable as it involved meeting the paternal needs of students.