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Nonresident Father Perceptions of Consistent Involvement With Children’s School-Based Endeavors: A Phenomenological Study
No full textDomestically, there is a widespread acknowledgment by educational scholars that there exists the need for nonresident fathers to be consistently involved in their children’s school-based endeavors. For more than a decade, researchers recognized that nonresident father involvement is essential to the academic success of students enrolled in inner-city public schools. Current nonresident father involvement studies suggest that nonresident father current school-based involvement experiences may impact nonresident fathers’ perceptions. How nonresident fathers perceive their roles in the academic development of their children affects their beliefs and parenting values toward school-based participation. The literature shows that there are benefits to understanding the academic outcomes for children when nonresident fathers are involved. The purpose of this phenomenological study was to understand through qualitative methods, essential components related to nonresident father’s consistent involvement in their children’s school-based endeavors among a sample of 10 nonresident African American fathers. Through a phenomenological approach, I sought to understand the beliefs and values related to school-based involved parenting of inner-city nonresident fathers. I intended to investigate nonresident father school-based involvement experiences with their children. The findings underline how nonresident father perceptions influence their involvement with their children’s school-based endeavors. The participants from this study demonstrated a desire to continue to consistently support their children’s school-based endeavors
Understanding Challenges in Modern Police Leadership: A Multi-Case Study of Procedural Justice Reform Leadership
No full textThis multi-case study examined the experiences of leadership in police departments currently focused on implementation of reform through the lens of procedural justice. The study collected the experiences of six leaders in a single department who have leadership responsibilities over other officers. The study sought to understand the common challenges, barriers and elements that contributed to the success of shifting paradigms and behaviors in a department focused on building trust and legitimacy with the community they serve. Based on interview data, the participants in this study identified key areas of consideration for the implementation of procedurally just reform. The four key areas included the importance of formalized education, the role of character, the need for on-the-job modeling, and finally the consideration of time in the realization of reform efforts. The identified themes create an understanding of the most important elements in creating a strategy for reform implementation. The themes are reflective of the identified need for officers to understand and ultimately adopt procedural justice as a foundational principle for policing. The experience of subjects in this study further supports and enhances the recommendations made by the 2015 President’s Task Force on 21st Century Policing and provides firsthand accounts of the movement from policy recommendation to action