Date of Conferral

8-20-2025

Degree

Ph.D.

School

Psychology

Advisor

JoAnn McAllister

Abstract

Family dynamics, parenting styles, and the impact of parental involvement on children have long been studied, with much of the focus traditionally placed on the mother-child relationship. This study shifted that focus to explore the perceptions of African American fathers of at-risk female youth regarding academic achievement. Using a generic qualitative approach and guided by Freire’s Pedagogy of the Oppressed, a theory emphasizing how the marginalized learn through critical awareness and collaboration, I sought to understand how these fathers view their daughters’ educational experiences and barriers to success. Data were collected through semi-structured interviews with seven fathers living in urban areas in the Southeastern United States. A thematic analysis revealed six key themes: poor engagement in academics, above-average academic performance compared to peers, family disruptions as barriers to success, behavioral concerns in school, a desire for student learning autonomy, and recognition of supportive school resources. Despite the challenges their daughters face, fathers perceived them as capable of high achievement and emphasized the importance of collaboration between students, peers, and educators. Freire’s framework highlighted how at-risk youth, when supported by influential figures such as teachers and parents, can rise above oppression. This study contributes to existing literature by centering the voices of fathers and revealing how their perspectives can inform more effective teaching and parenting practices. Educators are encouraged to consider these paternal insights to better understand the full experience of at-risk girls and support them in meaningful ways that foster academic success and contribute to positive social change.

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