Parent involvement in education (PI) is widely documented to benefit children's educational outcomes. PI is a multidimensional construct that takes many different forms. This study considered three dimensions of PI: Home-Based Involvement, School-Based Involvement, and Home-School Communication. Hoover-Dempsey and Sandler have created a theoretical model that seeks to explain what motivates parents to engage in PI and the mechanisms by which PI benefits children's educational outcomes. However, research studies that have used Hoover-Dempsey and Sandler's model used samples that consisted primarily of mothers with fathers typically representing less than 10% of the sample. Father involvement in education has been shown to benefit children's educational outcomes over and above the involvement of mothers. However, there is little known about the PI practices in which fathers engage, or what motivates fathers to engage in PI. Using Hoover-Dempsey and Sandler's model, this study aimed to investigate fathers' PI practices, as well as the variables that motivate fathers to engage in PI. An online survey was conducted and 185 fathers completed the survey in full. Results of the survey suggest that fathers engaged most often in Home-Based Involvement, less in Home-School Communication, and least often in School-Based Involvement practices. Fathers' belief that it is their role to engage in PI (role construction) and requests from the child to engage in PI consistently explained all three types of PI. Other variables that significantly explained Home-Based Involvement included the father's biological relationship with the child, and whether the father lived with the child's mother. School-Based Involvement was significantly explained by father's perceptions of available time and energy and their biological relationship to the child. The ultimate purpose of this study was to provide educators with information they can use to successfully increase fathers' PI practices for students at their schools.

The literature tells us that parental involvement affects academic achievement. However, much of the literature on parental involvement focuses on the involvement of mothers with limited information about the involvement of fathers, especially African American fathers. The parental involvement literature on African American fathers is insufficient compared to their White counterparts. African American fathers do not have a “voice” in the literature on parental involvement. A racial and gender bias exists in the literature on parental involvement that marginalizes the voice of African American fathers. African American Fathers' Involvement in their Children’s Education seeks to understand the relationship that African American fathers have with the education of their children by using Critical Race Theory as a theoretical framework to privilege the "voice" of African American fathers. This text focuses on the contributions that African American fathers make in the lives of their children and families, challenges the master deficient narrative, and humanizes African American fathers. This book purposefully and unapologetically portrays African American fathers as the brilliant, excellent human beings they are.

This historical and sociological survey of two communities looks into the relation between parents and teachers of different social classes and puts forward the argument that social class, independent of ability, does affect schooling, because of the availability of money and time. This book does not concentrate on one social institution, but on family life and school life. With family life, the middle-class parent is more likely to take their work home with them. Yet Lareau's research also shows that middle-class parents are more inclined to spend more time and money on their children's education. The book ends with a personal essay on the common problems faced in this sort of field work.

The goal of this Handbook is to address the challenges that face researchers of father involvement across disciplines.Each of the sections of this handbook presents current perspectives and challenges to research on father involvement w/in a specialized

A timely collection of sound research addresses father involvement in their children’s education. Promising Practices for Fathers’ Involvement in Their Children’s Education visits a less known side of parent involvement, the side of fathers’ active engagement with their children’s education in the home and that is less visible in the schools. Their contributions from preschool to career decision-making and accessibility to their children’s education are covered in ten chapters, focusing on in-depth research from Canada to Argentina and Korea to Africa.